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Arabic students frequently encounter errors while learning English as a second language (ESL). This study investigates prevalent interlingual and intralingual errors observed among Arabic learners of English. The authors posit that by addressing morphological, lexical, and semantic inaccuracies, English instructors can assist Arabic learners in cultivating a more comprehensive and nuanced proficiency in the English language, thereby enhancing their communicative abilities across various contexts. The instructional strategies explained in this paper offer valuable insights for ESL teachers and tertiary-level Arabic students aiming to mitigate or eliminate such errors. Additionally, the teaching recommendations presented in this paper serve as beneficial resources for experienced and novice instructors, facilitating the reduction of errors commonly encountered by Arabic students in their English language acquisition journey. [ABSTRACT FROM AUTHOR]

Arabic students frequently encounter errors while learning English as a second language (ESL). This study investigates prevalent interlingual and intralingual errors observed among Arabic learners of English. The authors posit that by addressing morphological, lexical, and semantic inaccuracies, English instructors can assist Arabic learners in cultivating a more comprehensive and nuanced proficiency in the English language, thereby enhancing their communicative abilities across various contexts. The instructional strategies explained in this paper offer valuable insights for ESL teachers and tertiary-level Arabic students aiming to mitigate or eliminate such errors. Additionally, the teaching recommendations presented in this paper serve as beneficial resources for experienced and novice instructors, facilitating the reduction of errors commonly encountered by Arabic students in their English language acquisition journey.

Innovative concepts coupled with cutting-edge digital advancements have ushered in a transformative era for English language learners worldwide. This research delves into the efficacy of the WordUp mobile application in facilitating the acquisition of new English vocabulary. The application has notably organized English words based on their utility, thus streamlining the learning process. By identifying areas of knowledge deficit, WordUp tailors individualized learning pathways, focusing on one word at a time and prioritizing the most beneficial terms. This paper aims to assess students' perspectives regarding the utility of this application. To achieve this objective, a combination of focus group interviews and survey analysis was conducted among a cohort of students at Singidunum University in Belgrade. The findings underscored students' desire for innovative and engaging methods for mastering English vocabulary. The palpable enthusiasm among students suggests a compelling case for integrating mobile language learning applications into educational curricula. Notably, WordUp emerges as a preferred alternative to traditional dictionaries, offering a flexible and dynamic approach to enhancing English vocabulary skills for learners of all backgrounds.

Copyright of Journal of the Institute of Social Sciences Cankiri Karatekin University / Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi is the property of Cankiri Karatekin University, Institute of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Innovative concepts coupled with cutting-edge digital advancements have ushered in a transformative era for English language learners worldwide. This research delves into the efficacy of the WordUp mobile application in facilitating the acquisition of new English vocabulary. The application has notably organized English words based on their utility, thus streamlining the learning process. By identifying areas of knowledge deficit, WordUp tailors individualized learning pathways, focusing on one word at a time and prioritizing the most beneficial terms. This paper aims to assess students' perspectives regarding the utility of this application. To achieve this objective, a combination of focus group interviews and survey analysis was conducted among a cohort of students at Singidunum University in Belgrade. The findings underscored students' desire for innovative and engaging methods for mastering English vocabulary. The palpable enthusiasm among students suggests a compelling case for integrating mobile language learning applications into educational curricula. Notably, WordUp emerges as a preferred alternative to traditional dictionaries, offering a flexible and dynamic approach to enhancing English vocabulary skills for learners of all backgrounds. [ABSTRACT FROM AUTHOR]

This study investigated the relationship between functional hemispheric asymmetry at various brain levels and the performance of fourth-grade students in English as a second language classroom activities. Specifically, the study explored the impact of leftward and rightward asymmetry patterns on total classroom scores, considering lessons with a two-week interval and pre-lesson and post-lesson measurements. The sample comprised 27 right-handed students from an English-intensive school program. To assess functional hemispheric asymmetry before and after two English classes, computer laterometry based on a 'two-source' lead–lag dichotic paradigm was employed. Results revealed that leftward asymmetry in lability (brainstem-related) and excitability (primary auditory cortex-related) predicted higher total scores in classroom activities. The interaction between leftward lability and excitability asymmetries was a significant predictor of improved performance. These findings suggest that multiple regions of the left hemisphere are involved in supporting various linguistic tasks and emphasize the dynamic nature of functional hemispheric asymmetry. No significant relationship was observed between rightward asymmetry and classroom scores. However, future research may explore specific language tasks and sex-related differences in lateralization. The study underscores the importance of considering individual cognitive profiles in language learning and teaching, potentially improving language acquisition outcomes. [ABSTRACT FROM AUTHOR]

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]

Project-based learning (PBL) is a contemporary educational approach in which students engage in authentic tasks and scenarios while working on various projects. Throughout the process, students are encouraged to participate actively in their learning. Since this methodology is not commonly used in Kosovo, the current study aimed to assess the extent to which information and communication technology (ICT) is utilized during the implementation of PBL in lower secondary English classes in Kosovo. Furthermore, the study aimed to investigate the effectiveness of PBL in enhancing students' ability to acquire English as a foreign language. The study focused on analyzing teachers' perspectives on the use of ICT when implementing PBL in English classes. The findings from an online survey show that teachers use ICT to a certain degree when implementing PBL and that a considerable number of teachers are interested in receiving specialized training to enhance their use of technology in future classes. Generally, teachers prefer project-based methods, but PBL is not widely utilized in the Kosovar education system. Finally, teachers and students with a positive attitude towards ICT and PBL are willing to implement them in their school settings. [ABSTRACT FROM AUTHOR]

Project-based learning (PBL) is a contemporary educational approach in which students engage in authentic tasks and scenarios while working on various projects. Throughout the process, students are encouraged to participate actively in their learning. Since this methodology is not commonly used in Kosovo, the current study aimed to assess the extent to which information and communication technology (ICT) is utilized during the implementation of PBL in lower secondary English classes in Kosovo. Furthermore, the study aimed to investigate the effectiveness of PBL in enhancing students’ ability to acquire English as a foreign language. The study focused on analyzing teachers’ perspectives on the use of ICT when implementing PBL in English classes. The findings from an online survey show that teachers use ICT to a certain degree when implementing PBL and that a considerable number of teachers are interested in receiving specialized training to enhance their use of technology in future classes. Generally, teachers prefer project-based methods, but PBL is not widely utilized in the Kosovar education system. Finally, teachers and students with a positive attitude towards ICT and PBL are willing to implement them in their school settings.

This study investigated the relationship between functional hemispheric asymmetry at various brain levels and the performance of fourth-grade students in English as a second language classroom activities. Specifically, the study explored the impact of leftward and rightward asymmetry patterns on total classroom scores, considering lessons with a two-week interval and pre-lesson and post-lesson measurements. The sample comprised 27 right-handed students from an English-intensive school program. To assess functional hemispheric asymmetry before and after two English classes, computer laterometry based on a ‘two-source’ lead–lag dichotic paradigm was employed. Results revealed that leftward asymmetry in lability (brainstem-related) and excitability (primary auditory cortex-related) predicted higher total scores in classroom activities. The interaction between leftward lability and excitability asymmetries was a significant predictor of improved performance. These findings suggest that multiple regions of the left hemisphere are involved in supporting various linguistic tasks and emphasize the dynamic nature of functional hemispheric asymmetry. No significant relationship was observed between rightward asymmetry and classroom scores. However, future research may explore specific language tasks and sex-related differences in lateralization. The study underscores the importance of considering individual cognitive profiles in language learning and teaching, potentially improving language acquisition outcomes.

The article focuses on introducing formative assessment to the educational process of professionally oriented English communication and the impact of assessment on students’ motivation to learn English. In the article, various types of motivation are discussed; high and low levels of formative assessment are presented; the relationship between motivation and assessment in learning English is studied. The model of high and low levels of formative assessment implementation in learning English for professional communication is tested. The levels of students’ motivation to English acquisition in the conditions of low and high levels of formative assessment are compared. Special attention is paid to specific pedagogical conditions under which formative assessment has a greater impact on students’ motivation. Experimental training was conducted among students of the pedagogical university who study English for professional communication. The authors compare and analyze the results of the motivation tests and diagnostic tests of language proficiency at the pre- and post- stages of experimental training. The study supports the idea about the relationship between students’ motivation and their English language proficiency assessment. The results show that a high level of formative assessment can be beneficial for overcoming students’ low motivation if students receive immediate feedback, evaluation of their work, teachers’ recommendations and support. It is observed that the reasonable integration of students’ self-assessment into teachers’ formative assessment plays a vital role in increasing students’ motivation to English acquisition. According to the study, regular practical implementation of high-level formative assessment methods in English acquisition increases the level of students’ motivation and, consequently, the level of students’ achievements in mastering professionally oriented English communication.

This paper presents a study focusing on parental support in pre-school use of digital technology. The context of the study was home-based English language learning. The aim is to contribute to the understanding of the effect of digital technology on English education and family life. The study specifically investigated the scope of the indirect parental support during digital technology use to determine whether pre-school children used digital technology such as tablets and smartphones to learn English independently. The study also aimed to determine parents' attitudes towards the increasing digital technology use by their children. Six parents from Pozega, Pozesko-Slavonska County filled in questionnaires and were interviewed regarding the indirect role in supporting their children's use of smartphones and tablets to learn English. According to previous studies, parents generally considered their support non-existent, however, the findings of these studies indicated that parents provided indirect instructions to their children on how to use digital devices. Present study findings point to significantly less parental support and reinforce the contrary argument - that pre-school children use digital devices and learn English independently. [ABSTRACT FROM AUTHOR]

This paper provides a comparative analysis of the drivers of English Language Competence (ELC) in a representative sample of European adolescents. School factors – such as English instruction time and English onset – are found to play an important role, especially in countries whose official languages are more distant from English. However, schools do not fully compensate for disparities in ELC. Gender, parental education and parental socioeconomic status are strongly associated with students' ELC. Particularly, girls and children from more privileged social backgrounds show systematically higher ELC, even net of school factors and reading ability in their own country language. The role of family background is stronger in countries with languages that are more distant from English, suggesting that family resources are needed more when the skills are more difficult to acquire elsewhere. Finally, informal English exposure through media and cultural products is strongly and positively associated with ELC. This holds true in countries with both high and low linguistic distance from English, suggesting that schools should promote more informal English learning to increase overall ELC and reduce social disparities. [ABSTRACT FROM AUTHOR]

This article examines the emerging language practice in post‐communist Mongolia that we call 'new Monglish' – complex linguistic processes in which English may be deeply absorbed and integrated into the Mongolian language. The original forms of English have transformed as the Mongolian social media users manipulate English to function in the space of relocalisation – the linguistic process which is re‐adapted to the local context to yield new local meanings. This English relocalisation process has adjusted to Mongolian alphabetical and grammatical systems and is yielding new meanings understandable only to the speakers of Mongolian. English has been integrated into the Cyrillic and transliterated Roman Mongolian scripts, full Mongolian sentences, and the Mongolian grammatical, phonetic, lexical, semantic, and syntactic systems. Such relocalisation of English makes it a part of the local language rather than a separate system. [ABSTRACT FROM AUTHOR]

The sociopolitical changes that have taken place in Central Asia since the downfall of the Soviet Union have had a significant effect on the linguistic landscape of Uzbekistan. Russian, the dominant language of the Soviet era, lost its power and prestige in the wake of independence. Uzbek, the mother tongue of the local people, became the country's sole official language, while English, once considered the language of the Western bourgeoise, started to flourish as the most popular foreign language in post‐Soviet Uzbekistan. Using the concept of linguistic landscape, this study analyzes the presence and use of Uzbek, Russian, and English languages on public and private signs in two major Uzbek cities. The findings of the study reveal that even though it has been almost 30 years since Uzbek was declared as an official language, its presence on public and private signs is not as widespread as people might think. [ABSTRACT FROM AUTHOR]

This article examines English language choice amidst dynamic social and linguistic change contexts in Kazakhstan and Kyrgyzstan. Kazakhstan has formally committed to an official trilingual language policy – Kazakh, Russian, and English. In comparison, Kyrgyzstan has a dual language policy – Kyrgyz and Russian. However, its Ministry of Education and Science has demonstrated an informal commitment to developing English competency in‐country through various English language teaching/learning initiatives. Using data collected between 2014 and 2017 in both countries, this article explores how English language teaching/learning is positioned differently in these two Central Asian Republics, while also aiming to understand how participants' language choices were informed both by the particularities of their contexts and the intersectional nature of language choice. [ABSTRACT FROM AUTHOR]

This brief introduction opens with an overview of the region of Central Asia, its constituent countries and a discussion of how they do or do not constitute a discrete region, historically, politically, or linguistically. The introduction goes on to note previous work on Englishes in the region before providing an overview of the contents of the special issue, how the articles are organised, the key themes arising from them, and some potential avenues for further work. [ABSTRACT FROM AUTHOR]

With the immense presence of English language video content in the online digital environment and students' everyday exposure to multimedia content, this project aims to explore how to replace traditional in-class presentation with video presentation within an autonomous learning environment, examine the impact of doing so on the development of English language and digital literacy skills, and develop assessment rubrics at both individual and group levels. The project was conducted as part of an English language course for undergraduate students majoring in English in the context of a higher education institution in Hong Kong. Data were collected through multiple methods: survey questionnaires, open-ended questions, and face-to-face interviews. The results showed that the video production mode of presentation could not only replace traditional in-class presentation but also improve students' learning autonomy, and language, collaborative, and digital literacy skills. The analysis of videos elucidated how the video production (VPR) group of students use multimodal semiotic resources to design their relationships with viewers while simultaneously adapting their discoursal identities. In addition, the comparison between VPR- and non-VPR-group presentations demonstrates that constructing audio-visual resources in a collaborative environment contributes to a variety of aspects to a higher extent. Implications for foreign language curriculum and instructional design, as well as recommendations for future studies of digitalization of students' oral assessment tasks, are discussed. [ABSTRACT FROM AUTHOR]

Conjunctions facilitate text cohesion and comprehension by making explicit the logical relationships between ideas in written language. Conjunctions may be challenging for English language learners (ELLs) because of their novel, abstract, and text‐connecting role. In this longitudinal study we aimed to clarify the connections among comprehension of logical relationships, general vocabulary knowledge, and reading comprehension in elementary school‐aged ELLs. We assessed these skills—along with decoding, working memory, and nonverbal reasoning—in 74 ELLs in Grades 3 and 4. Path analysis revealed that comprehension of logical relationships was a direct predictor of concurrent reading skills in Grades 3 and 4, and an indirect predictor of reading comprehension in Grade 4, where vocabulary and prior comprehension performance acted as partial mediators. Results point to the confluence of general vocabulary with conjunctions in contributing to individual differences in ELLs' reading comprehension. Conjunctions represent a specialized form of vocabulary knowledge that should not be subsumed developmentally or instructionally under general vocabulary knowledge. [ABSTRACT FROM AUTHOR]

The article focuses on introducing formative assessment to the educational process of professionally oriented English communication and the impact of assessment on students' motivation to learn English. In the article, various types of motivation are discussed; high and low levels of formative assessment are presented; the relationship between motivation and assessment in learning English is studied. The model of high and low levels of formative assessment implementation in learning English for professional communication is tested. The levels of students' motivation to English acquisition in the conditions of low and high levels of formative assessment are compared. Special attention is paid to specific pedagogical conditions under which formative assessment has a greater impact on students' motivation. Experimental training was conducted among students of the pedagogical university who study English for professional communication. The authors compare and analyze the results of the motivation tests and diagnostic tests of language proficiency at the pre- and post-stages of experimental training. The study supports the idea about the relationship between students' motivation and their English language proficiency assessment. The results show that a high level of formative assessment can be beneficial for overcoming students' low motivation if students receive immediate feedback, evaluation of their work, teachers' recommendations and support. It is observed that the reasonable integration of students' self-assessment into teachers' formative assessment plays a vital role in increasing students' motivation to English acquisition. According to the study, regular practical implementation of high-level formative assessment methods in English acquisition increases the level of students' motivation and, consequently, the level of students' achievements in mastering professionally oriented English communication. [ABSTRACT FROM AUTHOR]

Copyright of Sohag University International Journal of Educational Research (SUIJER) is the property of Journal of Education - Sohag University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present paper examined the errors occurring in the use of English in the linguistic landscape of Tehran, the capital of Iran. To this end, a total of 400 bilingual (Persian and English) and multilingual signs (Persian, English and Arabic) were culled from the landscape of the city in a course of eighteen months. Having analysed all the signs, 101 errors in terms of translation and word choice, spelling, transliteration, grammar, and L1 influence were detected. Adopting a mixed methods approach, the findings of our study revealed that errors on top-down signs significantly exceeded those of bottom-up. The results also showed that spelling errors and mistranslations vastly outnumbered other types on both top-down and bottom-up signs. Being the first paper in error typology in the use of English in the LL in the context of Iran, the study concludes by reviewing how language policy and foreign language education could result in inaccurate use of English in the LL. In the end, suggestions for further studies have been propounded in other areas of LL for those who are interested in this fascinating line of research. [ABSTRACT FROM AUTHOR]

Using participant‐observation and 58 in‐depth participant interviews, this study examines South Korean youth who undertake overseas English language acquisition across the Philippines, United States, New Zealand, and Australia. This research introduces a concept I call 'segmented pathways of educational mobility', which describes the multi‐dimensional and complex levels of stratification within regional educational mobility flows that reinforce existing class inequalities for many migrants. However, segmented pathways also reveal that while resource‐constrained youth understand that their migration choices are more limited, they seek to accrue alternative cultural resources across varied destinations to gain the experiences and credentials necessary to advance in the South Korean labour market. Despite increased opportunities for English study abroad via market liberalization, this research contends that it also produces more levels of stratification within and among youth migrants. [ABSTRACT FROM AUTHOR]

We must recognize that our current language to describe the work and purpose of adult education sets a "dominant culture" social dynamic between teacher and student. To anchor adult education in a genuine spirit and experience of equity, we must start with a fundamental shift from a one-way savior helper mindset to a two-way mutual learning mindset, a beneficial learning experience for both teacher and student. At Intercambio, we have found that the mutual learner mindset inspires our English-learning students to talk more often and honestly about their lives and perspectives. This accelerates language acquisition, amplifies students' voices, and opens doors for teachers to learn more and for students to teach. The reciprocal learning also deepens connections, reduces biases and assumptions, and increases a sense of belonging. All these changes lead to a more equitable, cohesive society and to increased participation and persistence rates at English programs. Adult English language learning programs are uniquely positioned to make this shift because of the literal and figurative doors they can open to profound, ongoing connections and conversations about race, class, ethnicity, language, religion, work status, and many other barriers. Opening our doors to each other can create a powerful and mutual sense of welcoming, transform our outlooks, and impact our social fabric. [ABSTRACT FROM AUTHOR]

The present study explores the effects of structured input and traditional instruction on the acquisition of English passive forms using online measurements (eye-tracking). Previous empirical research investigating the effects of processing instruction through offline measurements (sentence and discourse-level) has overall shown that it is an effective pedagogical intervention. Research investigating the main factor responsible for the effectiveness of processing instruction has confirmed that it is the structured input component that is the causative factor for the positive effects of processing instruction. The two main questions of this study are: (1) What are the effects of structured input and traditional instruction on accuracy when measured by an eye-tracking picture selection task? (2) Would possible differences in accuracy between structured input and traditional instruction be accompanied by changes in eye-movement patterns? To provide answers to the questions formulated in this study, one eye-tracking study was carried out. Sixty-four school-age learners (15-16 years old) participated and were assigned to one of two groups: structured input (n = 32 or traditional instruction (n = 32). Neither instructional group received explicit information. A pre- and post-training design was adopted and the two groups received two different instructional treatments (structured input vs traditional instruction). Participants were assessed through a picture selection eye-tracking task to measure accuracy and eye-movement patterns while they were processing auditory sentences. Results of the eye-tracking task indicated that the structured input group achieved significantly higher accuracy scores compared with the group receiving traditional instruction. The main findings from the present study reveal that structured input training might cause a change in learners' eye-movement patterns. [ABSTRACT FROM AUTHOR]

In the multilingual, multicultural emerging economy of India, the language debate may seem to have settled with the adoption of the Three-Language Formula in the first National Policy of Education 1968. However, 50 years later, does this policy still hold? Has research on language acquisition informed our education policy and classroom practices, at the school level and the system level? This research attempts to understand how language practices manifest themselves in an urban middle-class English-medium school with multilingual and non-English-speaking students. We examine the students' communicative practices to uncover some of the patterns in language acquisition across three primary grades and two income levels, using empirical data from survey questionnaires, classroom observations, videography and closed- and open-ended interviews. We present some hypotheses and analyse these against the organisational structure and culture of the school and the larger socio-economic and political context of the education system. The findings suggest that strict compartmentalising of languages for learning, at the cost of isolating social and linguistic identities, is likely to be counterproductive and unsustainable. The sooner we adapt our education policies and practices to support the multilingual practices of students and by association, their diverse identities, greater the possibility of building a strong and confident citizenry. The findings, interpretations and conclusions expressed in this article are entirely those of the authors. They do not necessarily represent the views of the International Bank of Reconstruction and Development/World Bank and its affiliated organisations, or those of the Executive Directors of the World Bank or the governments they represent. [ABSTRACT FROM AUTHOR]

The aim of this ethnographic study was to trace the English language development of a young boy from Syria (Nate, pseudonym) who relocated to the U.S. at the age of six without any prior exposure to formal schooling. Data were collected over a two-and-a-half-year period and included fieldnotes after weekly tutoring visits and writing samples. Nate had lived in Turkey for three years with his parents and two older sisters and spoke Turkish and Arabic. He entered kindergarten in the U.S. with no English, but two years later his language proficiency improved greatly. While much of his 'success' could be attributed to his teachers, this paper focuses at the level of the family and the individual. Specifically, it attends to the interactional dynamics with his mother and the two sisters, his engagement with popular culture and technology, and his own developing academic and interpersonal skills. The implications of this analysis in (re)framing young refugee children as adaptive, flexible, and creative are presented. [ABSTRACT FROM AUTHOR]

The importance of the English language has been increasing as various fields have become more globalized. When Japanese people try to acquire foreign language such as English, learners find it difficult to perceive speech-sounds such as the phonemes /l/ and /r/ that are absent in their native language (e.g., "light"/lάit/ and "right"/rάit/). Recent studies report that a unique sound that deviates from a repetitive background sound induces pupillary dilation response (PDR) regardless of whether attention is directed to the sound or not. In this study, we investigated whether deviation in higher-order processing such as language processing induces PDR, and the possibility of determining implicit subjective English proficiency. A behavioural auditory distinguishing ability test was performed prior to the main experiment to quantitatively evaluate participants' ability to distinguish English words. Then, by conducting an oddball paradigm-employing stimulus including the phonemes /l/ and /r/ with simultaneous pupil diameter recording, a significant dilation was evoked by /l/-/r/ speech sounds presented as deviant stimuli. Moreover, a strong correlation between the PDR amplitude and participants' ability to distinguish English words was found; that is, individuals with higher ability to distinguish such words displayed a prominent PDR. Also, the PDR difference between the two groups classified by discrimination ability suggests that PDR might be sensitive to higher-order characteristics involved in language processing, which is independent from the aspects of physical sound and cognitive load. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Tikrit University for Humanities is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We aimed to investigate the relationship between reading difficulties in native language (NL: Polish) and English as a foreign language in dyslexia in English and Polish students, respectively, and to develop a model of relations between NL phonological awareness, rapid automatized naming, verbal short-term memory, and reading in English. Thirteen English students with dyslexia (ED), 15 without (END) and 16 Polish students with dyslexia (PD) and 16 without (PND) participated. We found that dyslexic deficits and different phoneme-to-grapheme correspondence rules between Polish and English interfered with the accuracy and fluency of word and nonword decoding and word recognition. Whereas END scored higher than PD and PND in all reading measures, ED did not, despite a NL advantage. When compared with PND, ED performed equal in nonword decoding, which depends to a higher degree on phoneme-to-grapheme conversion rather than lexical access. When compared with PD, ED performed equally in nonword fluency, which is most likely a nonscript-dependant skill. More variance in reading was explained by NL than FL factors, even if analogical NL/FL skills predicted a given variable. While in ED and END, these relationships agreed with the literature; in PD and PND, NL phonological awareness was not beneficial for English as a foreign language reading. [ABSTRACT FROM AUTHOR]

Study abroad destinations for Japanese students, particularly those aiming to improve their English language skills, tend to focus on the "Inner Circle" (Kachru, 1992) of English-speaking countries. However, over the last two decades, Korean and Japaneseowned English language schools in the Philippines started to appear, leading to over 6,700 people from Japan going to study English in the Philippines in 2018. In this paper, I aim to document the effects and self-perceived changes that occurred as a result of studying abroad in the Philippines by drawing on a case study of 103 Japanese university students on a four-week intensive English language program. Data collection was conducted over the course of May to December 2018 by means of interviews, questionnaires, and ethnographic observations. Among the common themes that emerged was a shift in focus from grammatical form and accuracy to communicationoriented goals for learning. Such changes in beliefs toward language learning triggered by a study abroad experience can be accounted for using the concept of language ideologies (Surtees, 2016). While this study only accounts for learner impressions shortly after their return, it illustrates the potential impact of a cross-cultural experience on students' overall belief systems regarding language learning and communication. [ABSTRACT FROM AUTHOR]

Managing a school can only be said to be successful when students succeed. The provision of all resources can only be accounted for by high academic achievement of students in internal and external examinations. In Nigeria, English Language can be described as the link to student's success and progress in education. It is the means of conveying information in classes, examination and its importance is further emphasised by the requirement in post-secondary education for admission to study most courses. At various workplace, it is the means of discussion among workers from various tribes and is indeed the lingua-franca for the country. Learners' academic achievement in English language has been adjudged by scholars and researchers to be poor in public secondary schools. Most teachers are still attached to a singular instructional management strategy that favours teacher-centred learning that is book knowledge. This paper investigated the extent to which teacher instructional management strategies, classroom management, effectiveness influenced students' academic achievement in public secondary schools and suggested appropriate measures to enhance academic achievement. It was concluded that there is a positive relationship between teacher instructional management strategies, classroom management, effectiveness and students' academic performance in English language since they contributed significantly to academic achievement in public secondary schools. It was recommended among others, that, teachers should be exposed to contemporary instructional management strategies through regular inservice trainings to enhance their teaching effectiveness. Also, adequate instructional resources: text books, tools for practical demonstrations among others should be provided in secondary schools for teaching and learning of English language. [ABSTRACT FROM AUTHOR]

The study examined the effects of convergent learning and divergent learning strategies on students' academic performance in Financial accounting in Abeokuta, Nigeria. Three senior secondary schools in Abeokuta metropolis were randomly chosen and intact Financial accounting class of senior secondary school two in each of the chosen schools was selected for the study. Students' in the first and second schools were taught and assessed using convergent learning and divergent learning strategies respectively. In addition, students' in the third school were taught and assessed using conventional teaching method. The researchers' designed Financial accounting performance test 1 (BPT 1) and financial accounting performance Test 2 (BPT 2) with Cronbach's Alpha reliability coefficient of 0.85 (Pre-test) and 0.88 (Post-test) were used to obtain data for the study. The data collected were analysed using Analysis of Convariance (ANCOVA). Findings revealed that there is significant effect of convergent and divergent learning strategies on secondary school student's performance in financial accounting. In addition, there is no significant effect of convergent and divergent learning strategies on secondary school students' performance in Financial accounting based on gender and there is no significant interactive effect of gender and learning strategies on secondary school students' performance in Financial accounting. It was recommended that Financial accounting teachers should make use of both the convergent and divergent leaning strategies during their lessons and Financial accounting students should be encouraged to serve as a tutor to teach their colleagues', which is one of basis for divergent learning strategy. [ABSTRACT FROM AUTHOR]

Folk narrative (tales) is the reflection of culture for a particular group of people, it's an amalgamation of the traditions common to a particular culture, subculture or group. These include tradition of narrating tales and proverbs. Ever since story telling has been a very alluring feature to understand a culture as well as helps in language learning. The frequent repetitions make them excellent for reinforcing new vocabulary and grammar. The natural rhythm that is associated with the tales is useful to work on stress, rhythm, and intonation in pronunciation. It is difficult for a learner to learn a language which is not his mother tongue. The cultural elements of folktales help to bridge common ground between cultures and bring out cultural differences. It develops cultural awareness that is essential if we are to learn to think in another language and understand the people who speak it. In this paper, it is analysed that can these folktales be used as a language learning tool? First of all, however, we would like to consider the definition of folktales and explain the hidden subtypes behind the term. Apart from looking at folk tales in general, this paper would take a look at their function it also discusses the reasons for using these in school. The main purpose of this study is to examine the role of folk narratives in teaching English to young learners as second language. [ABSTRACT FROM AUTHOR]

After the withdrawal of the United Kingdom, the European Union is more aware than ever that it necessitates an imminent reform. The present paper fits into the pending reconceptualisation of the European Union’s legal and institutional system. Halfway between a confederation and a federation, European legislature may have direct effects on its citizens, therefore, transparency is a central element of legitimate governance in the EU. However, while the European Union has long been struggling to respect transparency through its ambitious policy of multilingualism, the ever-growing number of official/national languages puts EU institutions under enormous pressure. Since it is impossible to respect integral multilingualism under all circumstances, European institutions started to adopt ad hoc strategies implicitly. Fearing the explosion of the EU’s linguistic ‘powder keg’ the language regime of the European Union has developed a series of contradictory aspects. Along with the critical review of the European Union’s language policy, this paper raises the possibility to adopt Euro-English, an ascending, independent variety of English peculiar to Brussels bureaucracy for institutional communication. It aims to provide impetus for a comprehensive reflection on a European language policy that is capable of reconciling transparency and efficiency. [ABSTRACT FROM AUTHOR]

This paper pinpoints errors made 'when acquiring verb 'to be' as an auxiliary or main verb in the present tense in English by a group of one hundred native speakers of Arabic studying to become EFL teachers at Faculty of Education, Zingbar-University of Aden, Yemen. All participants werefirst year students 'who had studied English grammar in this year. To collect the data of the study, a translation task from Arabic into English was performed. The objective of this investigation is the identification and analysis of students' errors regarding the use of verb to be in the present tense in English in the students writing. The researcher chose statistical package for social sciences, which is the most commonly, reliable, and applicable system, to be used in the process of data analysis. This paper deals with the review of related literature, methodology, data analysis and interpretation, conclusion and suggestions. The errors have been showed through various tables and diagrams. Andfindingsprovide useful information to design remedies to help students to become successful in the use of verb to be in the present tense in English. Since Arabic does not require copula verbs in the present tense, the study reveals that most of the intended students when translating the six Arabic sentences given into English omitted verb to 'be' in forming the present tense. Undoubtedly they resorted to their first language (Arabic) using literal translation to solve this problem. Therefore, it has shown that the vast majority of the students' errors are due to the effect of their mother tongue (interlingual), and afew are as a result of intralingual errors 'when acquiring the present tense in English. The present studyfocuses on Intelingual and intralingual errors. [ABSTRACT FROM AUTHOR]

Old English underwent diachronic change in its vowel inventory between its predecessor West Germanic and Middle English. We provide an analysis of the addition and loss of vowels in Old English from the perspective of MODIFIED CONTRASTIVE SPECIFICATION (Dresher et al. 1994). Three main themes emerge from our analysis: (i) the phonological representation of contrast in the vowels in English has remained remarkably stable for over a thousand years, (ii) the proposed analysis improves upon and supersedes similar analyses proposed in Dresher 2015 and Purnell & Raimy 2015, and (iii) the adoption of privative features provides an improved representationally based understanding of phonological activity, feature geometry, and how phonology reflects gen- eral cognitive features of memory.* [ABSTRACT FROM AUTHOR]

This study focused on the mechanisms underlying incidental second language (L2) vocabulary acquisition prior to formal instruction. We designed a cross‐sectional study to examine which learner‐related and word‐related variables affect young learners' vocabulary knowledge at the level of meaning recognition and meaning recall. We collected data from 616 Flemish children between 10 and 12 years old by using a questionnaire about learners' extramural English, an English vocabulary test, and a Dutch vocabulary test. The findings revealed that participating learners frequently engaged in activities involving English before receiving formal instruction and that their amount of extramural English increased with age. The results also showed the rate of vocabulary growth from exposure to extramural English for three contiguous age groups. Further, both word‐related and learner‐related variables predicted vocabulary knowledge. Cognateness was the most powerful predictor, followed by frequency and concreteness. We also found a positive relationship between extramural English and vocabulary knowledge. Open Practices: This article has been awarded an Open Materials badge. All materials are publicly accessible via the IRIS Repository at https://www.iris-database.org. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki. [ABSTRACT FROM AUTHOR]

In recent years there has been increased academic and professional interest and awareness in approaches to English language teaching (ELT) that take a plurilingual approach. This is often combined with a multimodal stance. The outcome of this combination is an approach to English language teaching that integrates multiple languages and multiple semiotic resources. This paper examines how a plurilingual approach to ELT can be viewed through a multimodal lens by analyzing the construction of a plurilingual talking book created as a student project in an elementary public school. The analysis uses multimodal analysis software to map the interaction of languages and images, in order to determine how these function as meaning-making resources in a multimodal, multiple-language text created by linguistically diverse students with high ELT needs. The findings indicate how combinations of different semiotic resources work together to create meaning, delineates the role of English in meaning-making, and illustrates the children's multilingual interactions in the creation of their collaboratively composed multimodal talking book. [ABSTRACT FROM AUTHOR]

Hearing on 'Comprehensive Immigration Reform: Becoming Americans - US Immigrant Integration,' Subcommittee on Immigration, Citizenship, Refugees, Border Security, and International Law of the Committee on the Judiciary, House of Representatives, Serial No. 110-27. May 16, 2007. Abstract: In this statement to a House Hearing on comprehensive immigration reform focusing on immigrant integration, English and foreign language competencies, preferences and use among immigrants and their children in the United States are examined, based on both historical and contemporary census and survey data. The findings of key studies measuring inter-generational language change are summarized, including longitudinal and cross-generational analyses. Data are then presented from research measuring the “linguistic life expectancies” of immigrant languages in Southern California, the region of main immigrant settlement in the U.S. - that is, the generational point at which an immigrant language (Spanish, Chinese, Korean, Tagalog, Vietnamese) effectively “dies” and is replaced by English language preference and use. Responses are also provided to these post-hearing questions posed by House members: “Is there such a thing as too much immigration? Legal immigration? Illegal immigration? How many immigrants are too many? Is there a limit to how many immigrants we can successfully assimilate? What are the criteria? What are the consequences if the wrong judgment is made about how many immigrants we can assimilate? How did previous generations of immigrants learn English without federal programs?”

This study presents data from an experiment on the interpretation of thematic and non-thematic verbs in second language (L2) English by three groups of adult native Chinese speakers and a group of native English speakers. English allows non-thematic verbs to raise but requires thematic verbs to remain in-situ. In contrast, neither thematic nor non-thematic verbs are allowed to raise in Chinese. The results indicate that there is a discrepancy between native and non-native mental representations of the grammars concerned; whereas native grammars require English thematic verbs to remain in-situ but allow non-thematic verbs to raise, neither thematic nor non-thematic verbs are allowed to raise in learners L2 English grammars. Results of the study argue against the Valueless Features Hypothesis (Eubank 1993/94. On the transfer of parametric values in L2 development. Language Acquisition 3. 183–208, 1994. Optionality and the initial state in L2 development. In T. Hoekstra & B. Schwartz (eds), Language acquisition studies in generative grammar: Papers in Honour of Kenneth Wexler from the 1991 GLOW Workshop, 369–388. Amsterdam: John Benjamins, 1996. Negation in early German-English interlanguage: More valueless features in the L2 initial state. Second Language Research 12. 73–106.), which posits that the L1 syntactic features of INFL are initially inert and are not transferred. Instead, the results support the Interpretability Hypothesis (Tsimpli and Dimitrakopoulou 2007. The interpretability hypothesis: Evidence from wh-interrogatives in second language acquisition. Second Language Research 23. 215–242.), which argues for the inaccessibility of uninterpretable syntactic features beyond a critical period. In particular, it is argued that uninterpretable syntactic features not selected during early stages of primary language acquisition become inaccessible in subsequent language acquisition. The results suggest that there may be cases where apparent target-like performance conceals non-target-like underlying competence. [ABSTRACT FROM AUTHOR]

The present study explores the effects of structured input and structured output when delivered in isolation or in combination on the acquisition of the English causative. Research investigating the effects of processing instruction and meaning output-based instruction has provided some interesting and sometimes conflicting results. Additionally, there are a number of issues (e. g., measuring a combination of structured input and structured output, measuring discourse-level effects) that have not been fully and clearly addressed. To provide answers to the questions formulated in this study, two classroom experiments were carried out. In the first study, fifty-four Chinese university students (age 18–20) participated. The participants were randomly assigned to four groups: structured input only group (n=13); structured output only group (n=15); combined structured input and structured output group (n=16); control group (n=10). In the second study, thirty school-age Greek learners (age 10–12) participated. The participants were randomly assigned to three groups: structured input only group (n=10); structured output only group (n=10); combined structured input and structured output group (n=10). Only subjects who participated in all phases of each experiment and scored lower than 60 % in the pre-tests were included in the final data collection. Instruction lasted for three hours. The control group received no instruction on the causative structure. Interpretation and production tasks were used in a pre-test and post-test design. The design included a delayed post-test battery (3 weeks after instruction) for both experiments. In the first study, the assessment tasks included an interpretation and production task at sentence-level, and an interpretation task at discourse-level. In the second study, an additional discourse-level production task was adopted along with the interpretation discourse-level task. The results indicated that learners who received structured input both in isolation and in combination benefitted more than learners receiving structured output only. These two groups were able to retain instructional gains three weeks later in all assessment measures. [ABSTRACT FROM AUTHOR]