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The study aimed to understand the underlying effects of flipped learning on students' English as Foreign Language (EFL) writing skill. For this study, proficiency of writing knacks of EFL has been examined mainly by using inflection morphemes based on experimental research work. Two sets of intact classes were chosen as participants for this research study. These classes were randomly assigned to different groups, namely control group and experimental group, with a total sample size of 126 EFL students. During the eightweek time, the control group (a non-flipped learning) and the Experimental Group (a flipped learning) were taught traditional writing instructions and flipped learning, respectively. The inflectional morphemes were used in three phases: pre-, mid, and post-test. The test named Repeated Measure Analysis of Variance (RMANOVA) was used to analyze data. The research findings show that the flipped learning students have outnumbered their counterparts, i.e., non-flipped learning, in terms of EFL students' language writing proficiency development for inflectional morphemes. The research findings have proposed some general recommendations on EFL writing instructions for decision-makers, academia, and other interest groups. [ABSTRACT FROM AUTHOR]

This study extends the research on shared book reading (SBR) by specifically examining the role of smell in parent–child SBR sessions observed at home. Drawing on qualitative methods, we analysed the verbal engagement of ten Norwegian families and their three to five-year-olds reading an olfactory book (the scratch-and-sniff book Peter Follows His Nose). We followed socio-semiotic theorisations (Kress and Van Leeuwen 2002), to critically evaluate the role of olfaction as a communicative resource in SBR. We outline the principal ways in which smell fulfils three linguistic metafunctions during adult–child SBR with olfactory storybooks: the interpersonal function of signalling individual interests, the textual function of creating a dialogic space and the ideational function of revealing divergent interpretations. We propose that olfaction can be seen as a semiotic mode in SBR, which similarly to colour, has distinct grammar and systematic communication properties, with unique multimodal qualities. [ABSTRACT FROM AUTHOR]

In English, grammatical errors pose a significant challenge, prompting the exploration of diverse detection and correction methods. Existing approaches, however, often fall short of delivering satisfactory results and achieving high accuracy. An innovative solution, the Optimized Graph Dual Encoder Decoder with Pyramid Attention (OGDED-PA), is introduced to overcome these limitations. The model utilizes the C4_200M synthetic dataset for input data, followed by preprocessing and applying hybrid Squared Root of Term Frequency Variants with Mean Semi-absolute Deviation Factors for morphological feature extraction. Bidirectional long short-term memory with conditional random field segmentation is employed, and OGDED-PA, integrating a dual encoder-decoder architecture and pyramid attention mechanism, is then applied. This model aims to enhance accuracy in identifying and correcting grammar, syntax, punctuation, and spelling errors by capturing intricate linguistic patterns. The graph-based representation leverages Improved Border Collie Optimization (IBCO) to optimize the weight parameter, allowing the model to analyze syntactic and semantic relationships and address a broad spectrum of grammatical errors. The proposed method is implemented using the Python platform. Compared to existing methods, the proposed approach achieves 99.3% accuracy, 98.7% precision and 98.6% F0.5. [ABSTRACT FROM AUTHOR]

With the increasing popularity of mobile technology, there is growing interest in exploring its potential for enhancing learning outcomes. This study aimed to investigate the impact of using Quizizz, a mobile application, on high school students' grammar competence and their perceptions of the app for grammar learning. The study employed a mixed-methods approach with a quasi-experimental design, involving 92 11th-grade students at a high school in Vietnam. The experimental group received 17 weeks of grammar instruction using Quizizz, while the control group received traditional instruction. The results revealed that students in the experimental group significantly outperformed their peers in the control group, highlighting the positive impact of Quizizz on high school students' grammar competence. Additionally, students' perceptions of Quizizz for grammar practice were generally positive, as indicated by the questionnaire and interviews. The findings suggest that Quizizz can be an effective tool for enhancing grammar learning in high school students, and teachers should consider incorporating more mobile learning tasks into their instruction. Further research is needed to determine the generalizability of the results to a larger population of EFL learners. [ABSTRACT FROM AUTHOR]

The article presents the discussion on politics serves in the middle, or even medial position. Topics include politics occupies the pivotal position of medium, the means of articulating philosophy and critique, the important in-between but not dialectic third nor even mediation; and anathema for almost all aspects of English-grammar formations of interpreting the world, a technonoetics formulating positionality of self, other, object and agency.

Australian Mandarin-English bilingual preschoolers must acquire linguistic structures that occur only in the community language (e.g., English inflectional grammar). This study investigated how they acquire such structures and any relationship between linguistic knowledge and language experience on their performance. Twenty 4--6-year-olds showed known monolingual acquisition patterns with good performance for producing the progressive, developing ability for plurals, but only emerging ability for past and present tense. Better performance was related to a larger English vocabulary, more mixed language input and use, but less Mandarin input and use. On average, these children received less than 50% input in English and were performing behind monolinguals. [ABSTRACT FROM AUTHOR]

Previous studies have proposed that the lexicalization of perception verbs is constrained by a biologically grounded hierarchy of the senses. Other research traditions emphasize conceptual and communicative factors instead. Drawing on a balanced sample of perception verb lexicons in 100 languages, we found that vision tends to be lexicalized with a dedicated verb, but that nonvisual modalities do not conform to the predictions of the sense-modality hierarchy. We also found strong asymmetries in which sensory meanings colexify. Rather than a universal hierarchy of the senses, we suggest that two domain-general constraints--conceptual similarity and communicative need--interact to shape lexicalization patterns. [ABSTRACT FROM AUTHOR]

This article explores the feminist activism and contributions of MJ Hardman, a scholar and member of the Organization for the Study of Communication, Language, and Gender (OSCLG). Hardman's work focused on identifying and challenging biases in English grammar that reinforce patriarchal power dynamics. She believed in the potential for change and advocated for a more equitable and non-hierarchical language and culture. The article also highlights Hardman's unconventional use of crocheting as a form of feminist resistance and her determination to pursue fieldwork and linguistics at a time when few women were involved in such endeavors. Overall, the text provides an overview of Hardman's work and her dedication to promoting linguistic and cultural reform, particularly in relation to indigenous languages. [Extracted from the article]

This essay undertakes an overview of the philological work of Joseph Wright (1855-1930), with an emphasis on how and why his linguistic data were gathered (and from where) in the context of late nineteenth-century ideas about dialects, languages, and methods of linguistic research. It shows how his first encounters with work, philology, and publishing reinforced his characteristic bent toward practicality, education, and (mathematical) structured regularity, which molded all his practices and productions. A language-oriented biographical sketch of Wright is followed by descriptions of his several non-dialectological grammar books of older languages, with an emphasis on his linguistic sources. The three dialectological productions, The Grammar of the Dialect of Windhill in the West Riding of Yorkshire (1892), the English Dialect Dictionary (18881905), and the English Dialect Grammar (1905) are then discussed, again with reference to the language collecting that formed the basis of these works. The concluding comments bring together these parts, reasserting that three significant elements were intertwined and formative of Wright's methods and productions: his early life and its character-formation, his philological training in Germany, and practices of collecting language for the specific purposes of writing and publishing grammars. [ABSTRACT FROM AUTHOR]

The present experimental research was designed to explore the impact of a problem-based learning (PBL) methodology on EFL learners' speaking proficiency and its features of communicative success, pronunciation, grammatical accuracy, and lexical choice. Ninety preintermediate EFL learners were randomly distributed into 3 distinct groups: an online PBL group, a face-to-face PBL group, and a control group. The 2 experimental groups received instruction based on PBL (one conventional and one online PBL). They were offered speaking lessons according to the model of PBL introduced by Ansarian and Lin (2018) during 10 sessions. The control group was taught using the current conventions without any problem-based activities. Pre and posttests of speaking proficiency were administered at the beginning and at the end of the course. Data underwent analysis through ANCOVA. Findings showed that whereas the 2 forms of PBL significantly and positively affected the EFL learners' speaking proficiency, pronunciation, and grammatical accuracy, online PBL was significantly more effective than conventional PBL. Results also showed that the online PBL group performed significantly better than both the conventional PBL and the control groups in communicative success and lexical choice, whereas the difference between the latter 2 groups was insignificant. Findings can have pedagogical implications for English language teachers, especially for those who teach speaking skills and wish to implement PBL in language teaching classes, following a model of PBL exclusively for EFL classes. [ABSTRACT FROM AUTHOR]

Acquiring proficiency in a second language enables learners to interact and communicate effectively in daily situations. Language learners can improve their ability to articulate their thoughts clearly and effectively. Understanding grammar aids learners to use language effectively in written forms. Grammar mechanics is one of the strategies to improve grammar comprehension which could be done through one of the most important instructional procedures, which helps the learners to overcome the challenges during the lessons. The current research aims to investigate the role of teaching intervention in improving grammar comprehension of a group of Kurdish EFL undergraduate learners. A one-group pre-experimental study was conducted to measure participant improvement through pre-test and post-test assessments. The Statistical Package for Social Sciences (SPSS) was employed to analyse the collected data. A Paired Sample T-Test was used to assess the level improvement between pre-test and post-test. The findings indicate a significant improvement in grammar comprehension between the pre-test and post-test results following the teaching intervention. The study provides an insight that the educators can improve the grammar comprehension of the learners using targeted materials in the teaching context, especially for the Kurdish EFL learners. [ABSTRACT FROM AUTHOR]

The present meta-analysis investigated the effects of recasts along with a number of moderating variables on L2 development by meta-analysing the results of 24 primary studies. The findings revealed an overall medium effect size for the effectiveness of recasts (g = 0.70, 95% CI = 0.48-0.93). Furthermore, the findings indicated that recasts are equally effective for the development of L2 explicit and implicit knowledge. The results also yielded strong effect sizes for the short-term and long-term effects of recasts in foreign language (FL) compared to second language (SL) contexts where weak effect sizes were obtained for both long-term and short-term effects of recasts. Contrary to expectations, the findings did not indicate a significant difference between the effectiveness of partial and full recasts. The findings of the present study, therefore, shed further light on the effectiveness of recasts and suggest that recasts are effective techniques for the development of implicit and explicit L2 knowledge in FL contexts. The findings indicate that instructional context plays the most significant role in the efficacy of recasts. The implications of the study and considerations for interpreting the results will be discussed in the paper in the light of some theoretical justifications as well as a number of limitations of the present meta-analysis. [ABSTRACT FROM AUTHOR]

Both the Menzerath-Altmann law and the Zipf-Mandelbrot law note that language is a fractal structure and, like any other fractals, follows power laws. Studies on fractal linguistics demonstrated that the relation between the scaling measures and the number of constituents in language indeed follow the power law probability distribution. However, most of these studies looked at languages from the structural perspective only, often ignoring the grammatical aspects of language structures. In this study, we ventured into English grammar and used a multifractal analysis to explore the nature of multifractality in three grammatical structures in English texts – i.e. the Finite Verb Phrases, Noun Phrases, and Head Nouns. In this paper, we present the evidence of multifractality in the distribution of these constructs and discuss how the parameters of multifractality align with the current understanding of register variation in different text types. [ABSTRACT FROM AUTHOR]

This study delves into the impact of corrective feedback within a Teacher-Student Collaborative Assessment (TSCA) and Content-Based Instruction (CBI) framework on EFL (English as Foreign Language) students' English writing and grammar learning. A ten-week experiment with one hundred participants explores this question. Divided into three groups, one receives direct corrective feedback, another navigates indirect feedback, and a control group receives none. Evaluating writing performances across these groups, the study aims to assess the combined efficacy of TSCA and CBI in promoting English grammar learning. Preliminary findings suggest that corrective feedback within the TSCA and CBI framework significantly enhances grammar accuracy. This study proposes an innovative methodology, highlighting comprehensive corrective feedback as a transformative catalyst for grammar development. It introduces a unique module for EFL students, fostering proficiency in English grammar and potentially transcending limitations associated with TSCA alone. This approach paves the way for a fresh paradigm within EFL grammar learning. [ABSTRACT FROM AUTHOR]

As integrated writing tasks in large-scale and classroom-based writing assessments have risen in popularity, research studies have increasingly concentrated on providing validity evidence. Given the fact that most of these studies focus on adult second language learners rather than younger ones, this study examined the relationship between written discourse features, vocabulary support, and integrated listening-to-write scores for adolescent English learners. The participants of this study consisted of 198 Taiwanese high school students who completed two integrated listening-to-write tasks. Prior to each writing task, a list of key vocabulary was provided to aid the students' comprehension of the listening passage. Their written products were coded and analyzed for measures of discourse features and vocabulary use, including complexity, accuracy, fluency, organization, vocabulary use ratio, and vocabulary use accuracy. We then adopted descriptive statistics and hierarchical linear regression analyses to investigate the extent to which such measures were predictive of integrated listening-to-write test scores. The results showed that fluency, organization, grammatical accuracy, and vocabulary use accuracy were significant predictors of the writing test scores. Moreover, the results revealed that providing vocabulary support may not necessarily jeopardize the validity of integrated listening-to-write tasks. The implications for research and test development were also discussed. [ABSTRACT FROM AUTHOR]

The aim of this study is to check the effects of ChatGPT’s feedback on the quality of high school students’ written English in terms of grammar, vocabulary, discourse, and context. Thirty Korean high school students were requested to write an argumentative essay and to revise their first drafts using ChatGPT as a feedback tool. They also participated in a survey asking about their perceptions towards ChatGPT. The results revealed that the final products of twenty-one students who utilized ChatGPT for revisions in terms of ‘discourse and context’ obtained better results from human raters in their revised drafts than those of nine students who used the revision for aspects of ‘grammar and vocabulary.’ Most of the students showed favorable responses to the role of ChatGPT in their writing process. They responded that ChatGPT was a useful multimedia tool for revision and it was helpful for building their confidence in writing. These findings suggest that in case of high school students’ writing, classroom teachers could utilize ChatGPT as a multimedia tool for giving feedback to improve their students’ drafts in terms of discourse and context. [ABSTRACT FROM AUTHOR]

The article is focused on analysing linguistic deformations in translating modern Ukrainian war fiction into English. The research material is the novel "Інтернат"/ The Orphanage by Serhiy Zhadan and its translation into English. Translation deformations, or "deforming tendencies" (Berman, 2000), are viewed as systemic psycholinguistic distortions, arbitrary and non-arbitrary, of formal and contentsource text characteristics. Three main groups of translation deformations have been identified in the text under analysis - lexical, stylistic, and grammatical. Lexical deformations include calque translation, concretisation and modulation. Due to their low frequency, they are not viewed as typical. Stylistic deformations fall into synonymous substitution, logisation, explication, expressivation, modernisation, antonymous translation, and compensation. Synonymous substitution and logisation are the most frequent types; therefore, they may be considered prototypical. They are mainly concerned with reproducing characters' names and descriptions, names or descriptions of military and civil vehicles and tools, colloquial expressions and 'surzhyk'. Grammatical deformations constitute the most significant group. They comprise substitutions and permutations of different types, deletion of words/phrases/sentences, addition of words/phrases, and changes in punctuation. The style of Serhiy Zhadan is characterised by specific syntactical-stylistic features, such as the tendency to use extremely long sentences, high frequency of repetitions of different types, and specific punctuation. Therefore, deleting repetitions, intensifiers, discourse markers, and even sentences is the most recurrent type of grammatical deformation, followed by substitution-division of sentences, which may be treated as prototypical grammatical deformations in the analysed text. The results of the psycholinguistic analysis show the availability of normalisation, implicitation, emotional amplification, levelling-out, and simplification in the target version of the novel. [ABSTRACT FROM AUTHOR]

This case study investigates codeswitching in infant bilingualism and may be of special interest due to the fact that its participant is an early talker and a balanced bilingual. Drawing on English/Greek child data, it studies the relationship between language competence and type of code-switching from a developmental perspective, and aims to contribute to a deeper understanding of code-switching in infant bilinguals. Code-switching was facilitated by an early onset of syntax and is interpreted as an outcome of the child's growing grammatical and pragmatic competence, rather than of a lack of linguistic resources. The rich set of longitudinal data features situational, discourse-related and participant-related code-switching events, as well as rare contextualisation examples. Code-switching is observed to be a strategy to attain specific communicative goals, such as disambiguation, clarification, disagreement etc., and is constrained by the grammar of English and Greek and the principles of discourse and language use. [ABSTRACT FROM AUTHOR]

The aim of this paper is to identify the influence of the British population and other nations on the formation of the American English language. Dissatisfaction with the church, living conditions in England led to the search for another, more ideal place to live. Coming to the territories of America, the British did not have the perfect British pronunciation, as a result of which dialects prevailed in this territory. In America, preserving the canonical Old English language, American English under the influence of life circumstances, the growing number of emigrants from different countries, and climatic conditions began to gradually change. After the declaration of independence in the USA, the new words were very different from British English. Regionalization influenced the formation of idioms (fixed expressions) that received a regional tone. Phrases that from the point of view of British English are unacceptable and are a complete violation of English grammar are easily used in the USA and are considered acceptable. The declaration of independence of the United States, obtaining political freedom by citizens gave the opportunity to freely use sounds, words, and expressions. However, in general, the American continent is making its own changes in the development of the English language, which are not perceived by the British. The close economic connection between the countries has prevented radical changes in the American English language and promotes intercultural exchange between the countries. [ABSTRACT FROM AUTHOR]

The article discusses clause combining in Kagayanen language which is a Western Austronesian language spoken in the central Philippines. Topics discussed include nominalizations as dependent clauses, subjunctive clauses and finite dependent clauses. Also discussed are relative clauses and coordinate clauses.

The article discusses the voice system in Kagayanen language, a Western Austronesian language spoken in the central Philippines. Topics discussed include semantic roles, grammatical relations and voice in Philippine languages. Also discussed are the Kagayanen choir and other transitivity-related phenomena.

The article discusses morphosyntactically defined verb classes in Kagayanen language which is a Western Austronesian language spoken in the central Philippines. Topics discussed include situation types, volitionality and semantic transitivity, and change of state. Also discussed are the classes of verbal roots, roots describing non-volitional intransitive situations and roots describing volitional intransitive situations.

The article discusses stem-forming morphological processes in verbs in Kagayanen language, a Western Austronesian language spoken in the central Philippines. Topics discussed include the one-suffix constraint, root reduplication and causative pa-. Also discussed are the applicative -an, reciprocal -ay and -anay, and exclamatory -a and -i.

The Albanian language forms the cornerstone of the field of Albanianology. Among the most notable Albanian linguists who have significantly contributed to this science, Kostandin Kristoforidhi stands out prominently. He was a lexicographer, dialectologist, translator, writer, grammarian, distinguished patriot, esteemed educator, and a multifaceted intellectual. Due to his extensive and high-quality contributions across various linguistic fields, Kristoforidhi is recognized as a seminal figure in Albanian linguistics. His legacy is evidenced not only by his original works, such as the Grammar, the Dictionary, and the two Primers, but also by his translations, which together constitute a valuable resource for the history of written literary Albanian and Albanian dialectology. Kristoforidhi’s contributions elevated Albanian to a language of culture, demonstrating to the world that Albanian possesses a comprehensive and rich grammatical and lexical system, comparable to other European languages. His works serve as linguistic, historical, and cultural documents, and provide a foundation for extensive studies and analyses in Albanianology. This paper aims to elucidate the significance of Kristoforidhi’s work in relation to the history of Albanianology, exploring its various fields and directions, and its place within the Albanianological corpus. The methodology employed in this paper includes research, description, analysis, and synthesis of his work. [ABSTRACT FROM AUTHOR]

This action research delves into the incorporation of drama as a teaching method for English as a foreign language. It involves a systematic inquiry into instructional approach through a cyclical process that encompasses planning, implementing, observing, and reflecting. The utilization of drama in language classrooms yields numerous advantages, with the most noticeable outcome being the acquisition and application of new vocabulary and grammatical structures. By engaging in communicative activities within authentic contexts, students not only lower their affective filter but also enhance their language proficiency through practical application, thus aiming at: The effective use of drama elements in teaching English Language to FL students”. A range of drama activities can be utilized, including pantomime, role play, simulations, improvisation, reading plays, watching or listening to plays, staging plays, and writing plays. These activities actively engage participants both physically and emotionally, requiring them to take actions in order to advance the dramatic action. Among these activities, "dramatic playing" stands out as a prime example of deep participation. It aims to create an illusion, at the very least, of complete transformation, with the intention that participants will undergo personal growth through the experience. Participants are encouraged to exhibit responses and behaviours that align with this "illusion of transformation," and they are rewarded for doing so. Integrated skills can be acquired during drama classes. The various language skills should not be taught separately, for it is rare to employ grammar or only speaking or only writing. Drama is an ideal way to bring the skills of grammar, reading, writing, speaking, listening and pronunciation together in a course where the focus is not on form but rather fluency and meaning. It has been experimented that drama students could interpret and analyse on-act plays, explore improvisation activities, write their reactions and ideas in their journal, learn new vocabulary, practice pronunciation, and gain fluency and confidence. Through the activities it may appear that drama provides myriad ways for students to learn and appreciate language in meaningful, communicative contexts. [ABSTRACT FROM AUTHOR]

The potential role of ChatGPT in English as a foreign language (EFL) learning and teaching has not yet been fully elucidated. Therefore, a systematic review was conducted using Web of Science to identify the effectiveness of ChatGPT in promoting EFL learning and teaching. The database was searched until May 2024. The review summarizes findings from twenty-one studies extracted from the Web of Science database to get a better insight into the advantages and drawbacks of using ChatGPT in the field of EFL education. The review results showed that ChatGPT significantly improved students' EFL learning experiences and teachers' teaching practices. The main advantages of ChatGPT in EFL education are that it can improve learners' language proficiency and basic language skills of speaking, listening, reading, grammar, vocabulary and especially the writing skill in addition to its ability to increase motivation and engagement, enhance learner autonomy, and provide individualized learning opportunities. Despite these beneficial effects, students and teachers approach ChatGPT with caution mostly because of its limitations and ethical issues. This systematic review research contributes to the understanding the key benefits and drawbacks of ChatGPT in the specific area of EFL teaching and learning. [ABSTRACT FROM AUTHOR]

When studying grammar, students must not only focus on its structure but also on its form. Formfocused activities are integral to this process, requiring students to identify and manipulate language forms. A well-established technique for facilitating language acquisition is the consciousness-raising task (CR), which aims to heighten learners' awareness of language form. By prioritizing the language input, students can cultivate a more precise comprehension of grammar structures, thereby enhancing their own language proficiency. This approach entails various strategies, such as inferring grammatical rules from examples, comparing different forms of expression, and examining differences between a learner's usage of a grammar item and that of native speakers. However, designing effective CR tasks is cognitively demanding, time-intensive, and laborious for teachers, as it entails accommodating numerous requirements, including the definition of clear objectives, task relevance, and task engagement. To address these challenges, it is worth utilizing ChatGPT which is an advanced conversational AI system with the capability to process and generate various modalities of language. It has access to extensive databases and can produce written content that is frequently indistinguishable from humanwritten text. Accordingly, ChatGPT can be utilized to generate CR tasks or materials that may be applied in class. The present study endeavors to offer a range of CR tasks for grammar teaching that have been generated by ChatGPT. The tasks include identification tasks, text correction tasks, word choice tasks, and others. [ABSTRACT FROM AUTHOR]

Communication, one of the necessities to carry out our daily activities consists of oral and written modes. While oral communication is widely acknowledged, the formal mode used in professional aspects of the written form is yet to receive the required attention and importance. Its importance in one's professional career must be highlighted in one's school curriculum, quoting its importance. Grammar is commonly stressed upon in language classes, but a deeper grasp of the language's structure is often missing. To effectively convey this idea, it is necessary to understand the student's perspective regarding their idea of formal writing. With advancement of technology, changes in the practice of writing from paper to digital sources have been observed. With specialized courses being offered on online, the perspective of learning formal writing and its impact on student's academia and career is aimed to be studied on to ensure effective teaching of formal writing. [ABSTRACT FROM AUTHOR]

This study addresses the challenges encountered by Thai learners of English as a foreign language (EFL) due to the absence of a tense-aspect system in their native language. Emphasizing the prevalent reliance on classroom instruction for English tense acquisition, the primary research objective is to examine the proficiency of Thai EFL learners, stratified by varying levels of English grammar competency, in discerning English tenses and aspects. Through the administration of two evaluative instruments, encompassing 12 distinct English tenses and verb phrase structures, the findings reveal that initial recognition is centered on the present simple and past simple tenses. Proficiency levels significantly influence tense recognition, with the initial phase comprising the present simple, past simple, present continuous, and past continuous tenses, aligning with the Common European Framework of Reference for Languages (CEFR). These insights hold pedagogical implications, suggesting practical applications for English instructors catering to Thai EFL learners, thereby enhancing overall classroom efficacy. [ABSTRACT FROM AUTHOR]

This paper is a review article providing an overview of five methods of English language teaching: Grammar-Translation Method (GTM), Direct Method, Audiolingual Method, Communicative Language Teaching (CLT), and Task-Based Language Teaching (TBLT). For each method, a brief historical background is provided, followed by the aims, principles, techniques, and limitations. Continuous examination of ELT methods is essential because they provide an organized framework for teachers to deliver instructions and knowledge effectively. The choice of teaching method is vital to meet all the requirements of successful language teaching and learning. Additionally, different learning approaches suit different students. Today there are many teaching methods, but this paper will touch on the most significant ones that marked the historical development and beginnings of methods in language teaching and learning. By exploring the features of each method, this paper aims to enhance the understanding of their differences and to provide a critical view of each, in order to inform and assist young English language teachers in evaluating their own teaching practices. [ABSTRACT FROM AUTHOR]

This article explores the potential for using a modified dictogloss task to improve ESL learners' use of genre-appropriate conventions and genre-appropriate style in the context of genre-based instruction for writing. Dictogloss has been traditionally used to enhance learners' focus on lexical and grammatical features through discussions during the joint reconstruction of a text. The innovation of the current practice lies in its application to teach generic aspects specific to a particular text type, such as formatting, register, and organization. This practice is potentially important as it is a meaningful, productive task that raises learners' awareness of genre-related features of writing - an often-neglected but important aspect of learning to write. This practice was carried out in a secondary ESL classroom in Hong Kong, and the evaluation was based on an analysis of improvements in learners' genre-specific conventions and genre-specific style. Implications of this practice are discussed in terms of the possibilities for using model texts in dictogloss tasks within a genre-based approach to writing. [ABSTRACT FROM AUTHOR]

First-year composition courses must balance a range of writing instruction priorities including genre and audience awareness with language instruction, particularly for second-language writers. Despite the attested efficacy of dynamic written corrective feedback for language gains in intensive English programs, little research has investigated dynamic written corrective feedback in supporting language and discourse development among L2 first-year composition students. In the present study, pre- and post-test writing from 63 second-language first-year composition writers was analyzed for grammatical accuracy as well as lexical and syntactic complexity. Writers with dynamic written corrective feedback intervention (n = 30) failed to outperform a control group on nearly all measures, and in fact made significantly more verb errors and demonstrated significantly less syntactic complexity over time compared to the control group. Results suggest that while dynamic written corrective feedback is efficacious in some settings, it may be at cross purposes with other first-year composition discourse-based goals such as genre and audience awareness. [ABSTRACT FROM AUTHOR]

This paper deals with the importance of morphological awareness for achieving language literacy. Not only does language learning in itself require great commitment on the part of students, but also on the part of teachers. When talking about teaching a foreign language, every teacher must be aware of the fact how important grammar disciplines and all the rules that these disciplines impose are for language literacy. Without rules, it is not possible to communicate, and that is the essence of learning any foreign language. More and more researchers are coming to the conclusion that the field of morphology is very important for achieving language literacy. Word formation rules, morphological processes and all other morphological rules are important for a successful learning any foreign language. The knowledge that students have about morphology as a linguistic discipline, all the rules that morphology includes refer to morphological awareness. At the end of this paper all recent research on this topic will be compared with research conducted among students of English language and literature at the Faculty of Humanities and Social Sciences of the University of Mostar. This research is an important part of this paper because it gives results about the students’ attitudes as future English language teachers. In their answers to the questionnaire, not only did the respondents (students) emphasize the importance of morphological awareness for language literacy, but they also showed their knowledge about this topic, as well as how much they are willing to make changes in their learning, if necessary, to make greater progress. [ABSTRACT FROM AUTHOR]

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Paraguayan Guarani does not overtly mark tense in its inflectional system. Prior accounts of languages without obligatory morphological tense have posited a phonologically covert lexical tense, or have introduced tense semantics via a rule, in the post-syntactic interpretative component. We offer a more radical approach: Paraguayan Guarani does not have tense at the level of lexical or logical semantics. We propose that evaluation time shift, a mechanism independently attested in the narrative present in languages with tense, is more widely used in Paraguayan Guarani for encoding temporal meaning. The broader consequence of our proposal is that tense is not a linguistic universal. [ABSTRACT FROM AUTHOR]

This article examines the impact of emotional metaphorical sentences on second language learners' emotional cognition and language acquisition. It discusses the characteristics of these sentences and their effects on learners' emotional resonance, language sense, and memorization. The study suggests that emotional metaphorical sentences can enhance learners' emotional involvement, improve their language ability, and aid in memory retention. The findings have implications for language teaching and learners' emotional development, emphasizing the importance of combining language learning with cultural awareness to improve cross-cultural communication skills. [Extracted from the article]

This study examined the ways in which learning a foreign language could impede the process of acquiring English. This study aims to investigate the pronunciation problems faced by ESL students. Language is important for communication, and this study focuses on the difficulties with English grammar. Investigations are also conducted into the effects of "other-language interference" on language acquisition. Anyone looking to improve their English proficiency or educators hoping to assist their students in overcoming language barriers can find useful information in the research findings. To fully investigate the problem, researchers used in-depth interviews and online survey instruments like Google Forms for this investigation i.e. Using SPSS, quantitative data on how non-English languages affect undergraduate students' English language development was gathered. This study demonstrates that bilingualism can have both beneficial and detrimental effects on learning a second language. The techniques used were explained in detail, and theoretical and ethical issues were covered. To improve teaching strategies, more research is required to determine how second-language interference affects English language acquisition. The research's conclusions led to the recommendation that teachers consider their students' first languages when developing lesson plans. Additionally, it is important to encourage students to use English in all situations so they can become more proficient in the language. [ABSTRACT FROM AUTHOR]

The article considers the results of a survey of technical and humanitarian specialty students in one of the non-linguistic universities in Ukraine with the following goal: to determine how the systems for assessing grammatical phenomena differ/coincide among students whose specialties are different in nature - technical and humanitarian: engineering specialties (electrical engineering and radio-electronic) 60 students; humanitarian specialties (psychology and sociology) 26 students. Such a selection will further indicate the differences in methodological approaches when presenting grammatical material to students of both technical and humanitarian specialties. The chosen grammatical topic is "Degrees of comparison of English adjectives." The examples, used in the survey, occur in a text corpus of one of the areas of scientific and technical discourse - "Electrical Engineering". The text corpus was compiled on the basis of articles taken from UK and US scientific journals on this field of technology. The presence of a text corpus made it possible to compile a frequency list of adjectives that were used in the texts not only in accordance with grammatical rules, but also in violation of the rules explained in classical English grammar books. The methods applied in the article were as follows: statistical, quantitative, contextual, expert assessment methods. The performed survey showed which elements in training methodology should be used for students both engineering and humanitarian to understand and accumulate the grammatical information. [ABSTRACT FROM AUTHOR]

This article shows, using the example of number agreement, that an ecological perspective with a focus on the situation of the utterance (i.e. here-now-I-real) is an effective way to understand differences in grammar among individual languages and to identify commonalities above and beyond such differences. On the surface, English and Chinese would appear to be exact opposites in terms of whether or not they conform to the rule of number agreement, while the position of Japanese would appear to be ambivalent on this question. But in fact this is not the case. Numerous languages around the world are consistent in the way number distinction is more likely to arise the higher the subject's position on the animacy hierarchy. Chinese and Japanese are no exceptions. Leaving aside differences in individual circumstances, languages differ only in the boundary lines on the animacy hierarchy where number distinction becomes obligatory. In order to reach the above understanding, it is essential to see animacy from an ecological perspective. Furthermore, an ecological perspective is essential as a principle for explaining levels of not only animacy but also self-expressiveness, esteem, and transitivity. The prevailing view of language as separate from the situation of the utterance requires considerable revision on the subject of grammar.i [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including CASA for syntactic analysis, multi-dimensional regularity analysis in corpus linguistics and mental processes in learning vocabulary and collocations.

This study investigates the grammatical skills of typically developing Oromo-speaking preschool-age children and lays the foundation for a language assessment tool for Oromo, a Cushitic language spoken in Ethiopia. The current study used a standard picture–based elicitation task that evaluated children's accuracy in producing grammatical utterances. Language samples were collected from 44 monolingual 3- to 4-year-old Oromo children with typical language development. The percentage of grammatical utterances (PGU) was computed and error types were analyzed. The average level of grammatical accuracy as measured by PGU was 69%, with a large amount of variability. The data for Oromo 3-year-olds showed a variety of infrequent error types. The results of the study provide crucial foundational knowledge on grammatical development in Oromo, which could form the basis of future language assessments and diagnostic materials. [ABSTRACT FROM AUTHOR]