Journal of English Language Teaching and Linguistics
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Theoretical Framework of Stance: An Introduction of A New Analytical Category, Neutral Epistemic Stance
Get PDFThis paper extends Hyland’s (2005) theoretical framework of stance through the introduction of an additional analytic category of stance, neutral epistemic stance corresponding to Mushin’s (2001) factual epistemological stance. This article reviews various theoretical frameworks of stance and argues that none of these theoretical frameworks provide neutral linguistic markers of stance in academic writing. Using a corpus of twelve accounting PhD theses I conducted a textual analysis of different rhetorical sections between the theses, identifying what stance markers are used and why such stance markers are used and in what linguistic context such markers are used. This process led me to identify a new analytical category, neutral epistemic stance. This study contributes to the ongoing literature on stance in academic writing, arguing that unevaluated stance is also indicating taking up a neutral stance and can be understood as part of ‘doing objectivity’ in academic writing
Students’ Needs and Vocabulary Development in English for Specific Purposes Course
No full textVocabulary is very important for language learners. Limited knowledge of vocabulary can cause problems in language learning, especially in English for Specific Purposes (ESP). Students’ needs on English vocabulary should be invested for learning achievement. The research study was conducted with all students registering in an ESP course, English for Food and Beverage Service. The total number was 54 students: 48 females and 6 males. Three instruments were employed: first and post-activity questionnaires, task assignment, and a vocabulary test. The food lists in the questionnaires fall into five groups: herbs, spices, and food seasonings; vegetables; fruits; meat and poultry; fish and shellfish. Vocabulary list with more than 50% chosen as needed in each food group from the first questionnaire distributed at the beginning of the course were used to create a test on students’ vocabulary knowledge. Two most chosen food groups for vocabulary knowledge development were herbs, spices, and food seasonings group (98.1%) and fish and shell fish group (96.3%). Fish and shellfish list was the only group indicated as a very great problem for the students (48.1%). Vocabulary test results showed the lowest score of 0/23 while the highest score is 22/23 from fish and shellfish group list. Mean of the fish and shellfish food list is 10.80 which is the lowest mean among the five group lists on the vocabulary test. 63% of the students admitted that task assignment responded to their needs of English food vocabulary development
University Students’ Perceptions of the Effects of Teacher Self-Disclosure in the English Language Classroom
Get PDFThe purpose of this study was to elicit university students’ views about the potential effects that teacher self-disclosure may have in the English language classroom. Teacher self-disclosure—defined as the use of personal information to explain the course content to students in the classroom—was implemented in the ‘spoken English’ course in three sessions. The research method for data collection was interviewing 15 first year students attending the course. Thematic analysis was employed to develop common themes from the respondents’ answers. Results suggest that teacher self-disclosure might be used as an effective instructional practice to increase student motivation, develop a positive teacher-student relationship, enhance cognitive learning, and seek students’ attention in the learning process
The Uniqueness formation of Papuan Malay in Morphologically
Get PDFIndonesia has many Malay speakers and it spreads to Papua with the influence of Ambon and Indonesian becomes one of the variations in the Papuan Malay dialect. Papuan itself is the home of 275 languages that are 218 non-Austronesian or Papuan (79%) and 57 languages are Austronesian (21%) (Lewis et al. 2013 cited in Kludge, 2014). Moreover, the influence of Ambon and the North Moluccan Malay, and Indonesia played an important role especially in the formation of Papuan Malay (Paauw, 2008). Papuan Malay language is spoken by the inhabitants of the West Papua and uses as the daily language (Kludge, 2014). The formation of Papuan Malay has the uniqueness because it uses deletion some syllables but does not have the impact of the meaning. This study aims to know and explain the process of clipping word of Papuan Malay as well as their word classes. The Data come from the video of MOB Papua. Besides that, the method used in this study is a Padan method with comparing other langue. Therefore, this study appears the history and role of Papuan Malay and compare the Indonesian with Papua Malay to find the clipping word process in Papuan Malay
Aspects of Feminist Writing: A Presentation of Common Issues
Get PDFFeminist literary criticism is a literary criticism knowledgeable by feminist theory, or, more broadly, by the politics of feminism. It uses feminist principles and ideology to critique the language of literature. This school of thought seeks to analyze and describe the ways in which literature portrays the narratives of male domination by exploring the economic, social, political, and psychological forces embedded within literature. Feminism emerged as an important force in the western world in 1960s when women realized the attitude of their male colleagues who swore about equality, was actually the strategy used by them to keep women subservient, then a revolution by women to fight against them, and against racism and sexism was felt. This awakening spread over and as a result feminist criticism emerged on as an off –shoot of women’s Liberation Movement. Beginning with the interrogation of male-centric literature that portrayed women in a demeaning and oppressed model, theorist such as Marry Ellman, Kate Millet and Germaine Greer challenged past imaginations of the feminine within literary scholarship. It is very important for us to know that who these women writers are, what did they write and what were the sources of their writings. The present paper focuses on some of the above said important aspects of feminist writings and some of famous feminist writers also
Students’ Writing Process for Project Ibunka: A Case Study of EFL Writers
Get PDFProject Ibunka is an online cross-cultural exchange program that has a text-based bulletin board discussion where the students from various cultures can write about several topics from school life to social issues and give comments to each other. In the context of this study, this program was used as a media to develop students’ writing skill. This study aims to reveal the students’ writing process in the Project. This case study involved 15 English department students who took part in the project for more than twelve weeks. The data were collected through observation and interview and they were analyzed qualitatively. The findings reveal that most students experienced all stages of writing process from pre writing, drafting, revising, editting and publishing. However, the arrangement, the way the students put the stages into practice and how they applied their strategies in each stage were various. In pre writing, for example, the students experienced different mixture of conversation, silent thinking, reading some sources, clustering, and outlining strategies. In drafting, most students focused on writing their ideas and avoided losing the ideas by mixing the language while the others did revision and editting during drafting process. In revising and editting, the students asked for feedback and utilized technologies to help them improve their writing. Eventhough all students published their writing in Project Ibunka, each student had different experience of publishing process. It shows that all writers have their own way and strategy that work for them and what works for a writer may not work for another and vice versa
Translation Analysis toward Expressions Mitigating Speech Act of Criticizing in Harper Lee’s to Kill A Mockingbird and Go Set A Watchman
No full textUsing descriptive qualitative method, this paper aims to identify the forms of mitigation of criticizing speech acts in two novels entitled To Kill a Mockingbird and Go Set A Watchman, to identify translation technique used and to describe the quality of translation of expressions mitigating speech act of criticizing in those novels. Data used were linguistic units (words, phrases, clauses, or sentences) represented mitigation types of criticizing speech act. The findings indicate that there were two mitigation types of speech act criticizing, namely external and internal. Expressions mitigating speech act of criticizing from those novels mainly had an equivalent message in Source Text (ST). Translation techniques applied to translate mitigation forms in criticizing speech act imply the translator’s competence in conveying the message of Source Text. Thus, it will impact on shifting meaning or even level of politeness
Language Learning: What Factors May Influence It
Get PDFAs English is an international language, learning English nowadays has become a great deal to be taught in school, especially for the society whose English is their second or foreign language. However, learning English may be a psychological burden for learners, particularly learners learning English as a Foreign Language (EFL). Further, the issue in Second Language Acquisition (SLA) field is that although everyone has the same innate language processing mechanisms, certain individual characteristics affect how much individual learners use their processor to learn the language. Some of the learners acquire rapidly through the initial stages of learning a new language while others have repeated failures or meet with very slow progress with limited success. Therefore, it stands to reason that some of them might be anxious in learning L2. Pointing out the effect of anxiety in second or foreign language learning, there are still many other factors that should be taken into consideration to counterpart that issue, such as learners’ age, motivation, learning strategies and learning styles to be considered for enhancing language learning. Moreover, this paper aims to provide other factors that may contribute in acquiring language in a different point of views
The Frequency Effect on the Acquisition of –ING Form Structure by Indonesia L2 Learners
Get PDFEven though –ing form is acquired earlier based on the natural order hypotheses of L2 morpheme acquisition, it remains difficult for L2 learners to acquire mainly for those who are not frequently exposed to the targeted linguistic feature inputs. A number of investigations were already carried out to find out the frequency effect on the acquisition of verbs as a complement (gerund and infinitive), yet this paper was designed to identify the role of frequency on the acquisition of English –ing form structure by Indonesia L2 learners. Participants consisted of four groups from different semester (1,3,5, and 7). Each semester also indicated various language exposure experienced by L2 learners. Each group comprised 10 participants. Data were collected by employing the writing test to elicit –ing form production including interview and observation. The coding of students’ composition was carried out to determine the correct productions—which were scored to interpret frequency effect on students’ acquisition and their misconceptions in composing a sentence containing –ing forms. The findings revealed that the rate of frequency inputs of –ing form structure accessed by learners fairly contributed to students’ constructional schemas in accordance with the high score. Each word possessed various frequency inputs of distribution which then led them to any deviant production. In addition, intra-lingual errors were responsible for any misconception perceived by learners (overgeneralization, ignorance of rule restriction, and false concepts hypothesized).
The Analysis of Purdue Online Writing Labs as Second Language Writing Support Tools
Get PDFThis study is a review of study, “the uses of and attitudes towards OWLs as second language writing support tools”, by Joshua M. Paiz in 2014. In this research review, the researcher tries to give critical views especially on methodology, the way and the instruments that the researcher used and maybe forgot. The purpose of the review, using contrastive analysis, is for consideration in conducting a further better research. Thereto, this review provides some parts specifically on steps, based on Center for Teaching Quality, in developing Purdue OWL to support L2 learning. The review agrees that using Purdue OWL for make learners easier to write is one of the valuable ways to enhance their motivation and ability especially for a second language. Unfortunately, there is still no evidence of previous research about the use of it in rural area; it makes us difficult to generalize the result of benefits in using Online Writing Labs (OWL) to other populations of practitioners