THE LETTER OF SECURITY COUNCIL ON “NO FLYING ZONE” IN THE POINT OF VIEW OF METHAPORIC ANALYSIS

The purpose of the writer to write this paper is to elaborate the hidden meaning of the letter of the Security Council number SRes 1970 (2011) Distr. General 26 February 2011 on the non Flying Zone in Libya. The author`s main idea is to analyze the content of the letter by using the metaphorical cognitive linguistics and then the letter is analyzed by political discourse: representation and transformation. Syntax, translation, and truth are the instruments for analyzing this letter. The focus on the writer is in the content of the letter and some analyses. The writer`s attention is not in the real condition of reality of the political practice so that the writer will not be trapped in the assumption without appropriate analyses. The method of this paper is by categorizing the words in the similar and political discourse. The result of this analyzing is that no flying zone in the one side Libya has problem on human right, but in the other side is limiting of he Libya authority as an independent country. The solution of this letter is a strict monitoring from The United Nation in order the realization of the powerful military actions can be controlled properly. The author recommendation is to make a neutral investigation in carrying out this letter from the point of view of discourse analyses for respecting the human right. The conclusion is that not all parts of the letter are appropriately suitable for the theory of metaphorical cognitive linguistics and the political discourse

USE OF COHESIVE FEATURES IN ESL STUDENTS’ E-MAIL AND WORD-PROCESSED TEXTS: A COMPARATIVE STUDY

As the computer is rapidly finding its way into classrooms around the world at all levels of education,teachers are trying to find effective ways to integrate this technology into their curriculum. While the effectiveness of using word processing in the teaching of writing is acknowledged, there is still no general consensus on how to use, or even whether to use, asynchronous electronic mail, leaving a number of questions unanswered. For example, when given comparable academic tasks, do students produce similar texts in the two media or do they write differently according to the medium used? In order to determine whether the medium has an effect on the language that the students produce, a discourse analysis of comparable word processed and e-mail writing assignments was carried out, focusing on twelve cohesive features and on text length. The students involved in the study were enrolled in a higher-intermediate English as a Foreign Language course at a university in the United States. The results indicate that two of the cohesive features, as well as text length, differentiated e-mail and word-processed writing. It was also found that, while they tended to write shorter texts in both media, Arab students tended to use more of some of the cohesive features than Asian students

MOTHER-TONGUE (L1) PHONOLOGICAL INTERFERENCE IN THE SPOKEN ENGLISH OF SOUVENIR SELLERS IN LOMBOK

This study aimed to examine the mother-tongue (L1) phonological interference in the spoken English of Souvenir Sellers in Lombok. Language and human are inseparable and since the languages of the world used in communication, there is bound to be a problem like mother tongue interference. The study reveals some troublesome contrasts in the two languages. The data of this study was collected through participant observation and interview. The findings proved that interference at the phonological level become one of the problems in the spoken English of souvenir sellers in Lombok. The English language teachers have to be aware and pay particular attention to the differences in the phonological systems of the first language (L1) and the foreign language (FL) which can cause interference

THINK IN SASAK, SPEAK IN ENGLISH

The emerging use of English in many fields have spread to all over the world. Contact between languages is then unavoidable. In Lombok, it can be witnessed three ways of how English has spread to the society, formal and informal learning, and non-formal acquisition. This study begins with a prior study finding the various attributes of Sasak and Indonesian languages that occurred in an English language class. The primary focus of the study is tracing the conceptualization of Sasak people in the English of learners, or thought in this study. The term conceptualization is taken from the emerging notion suggested by Farzad Sharifian (2007, 2015) to describe various concepts that exist and live within certain community. In this respect, this study conducts classroom observation to record the gamut of interaction and, therefore, is used to trace the concepts originated from Sasak community. Regarding the two focus of the study is concept and its manifestation in the language of the people, this study also uses the approach suggested by Hakan Ringborn (2007), i.e. cross-linguistic study, to enable the investigation of cross-similarities between the two languages. All data in recorded in observation sheets are then reduced, displayed, and used to draw conclusion, as suggested by Miles and Huberman (2004)

Copula omission by EFL Arab learners

2012 Spring.Includes bibliographical references.Copula omission is found to be one of the major and most frequent errors that Arab EFL learners make when writing in English. Several studies have examined copula omission by Arab EFL learners. Most of those studies have concluded that copula omission is the result of negative transfer from Arabic to English since Arabic and English are structurally far different. The present study investigates the phenomenon of copula omission by Saudi EFL learners. It also examines whether the negative transfer from Arabic to English leads to copula dropping by Arab learners. Data were collected from 100 Saudi students at Qassim University in Saudi Arabia. The participants were 100 Saudi male students of whom 50 were enrolled at the intermediate level, or the 3rd level, at the English department at Qassim University and the other 50 were enrolled at the advanced 7th level at the same department. The participants were asked to write an essay describing themselves, their family members, where they were born, the city they grew up in, how old they were, how old their parents and siblings were, the city they lived in currently, and also about their ambitions and plans for the future. The results of this study revealed that the participants made errors by deleting the English copula. The statistical analysis showed that the copula omission was more frequent in the present and past tenses. The findings also revealed that intermediate students make more errors than the advanced students. There was a significant difference between the advanced and intermediate participants as regards the number of errors in the present and future tenses. The study ends with pedagogical implications, limitations, and suggestions and recommendations for future research

THE PATTERNS OF CODE SWITCHING IN TEACHING AND LEARNING KITAB KUNING AND ITS IMPLICATIONS TO THE JAVANESE LANGUAGE MAINTENANCE

Alih kode dapat terjadi pada unit keluarga, kelompok sosial, juga dalam pengajaran/pembelajaran di kelas. Tulisan ini mendeskripsikan pola alih kode pada pengajaran kitab kuning yang dalam prakteknya, setidaknya terdapat tiga kode bahasa digunakan secara bergantian, yaitu bahasa Arab, bahasa Jawa ragam lawas dan yang umum dipakai, serta bahasa Indonesia. Kitab kuning lazim digunakan di lingkungan pesantren, madrasah dan sekolah berbasis Islam, khususnya di Jawa. Pola pemakaian bahasa dalam pengajaran kitab kuning ini menarik untuk dikaji. Pengajaran ini mengandung implikasi positif terhadap pemertahanan bahasa Jawa, khususnya pada ragam lawas. Ragam tersebut mendapat ruang untuk tetap hidup melalui pengajaran kitab kuning

Adapting Teaching Strategies to Arab Student Needs in an EFL Classroom

Despite vast research on differentiated instruction, little has been done on tailoring the instructional strategies for Arab student needs in an EFL classroom. However, language teachers endeavor to implement differentiated instruction by adapting materials and modifying teacher-talk for mixed-ability classrooms, this practice is not always treated as an indispensable strategy for implementing a relevant and effective Foreign Language (FL) teaching strategy. A classroom with distinct levels of language competencies requires instructors to address the learning needs of his/her students through means that would benefit all. The current article assesses the needs of Arab students that are different from other students and presents a model for assisting language teachers in modifying instructions in order to accommodate the needs of Arab students in English as FL classrooms. The article first presents the characteristics that language learners possess followed by a discussion on the significance of differentiated instruction in mixed-ability classrooms, a discussion on the significance of a teacher in learning and teaching, and the academic characteristics of Arab ELLs. The last part of this paper provides implications for instructors

University Jordanian Learners of English: Difficulties and Solutions

Referencing related literature and drawing upon our experience, observation and talks with specialists, we have realized that the problem of difficulty encountered by Arab learners of English in general and by Jordanian university English students in particular is sporadically addressed by researchers. They mention it along with their focus on errors committed by those EFL learners. At the university, English majors study English language, linguistics, and literature courses over a period of four years. While enrolling in the English program, they encounter difficulties or problems like teaching methods, cultural and language problems and teaching settings which negatively affect their language proficiency and, thus, graduate committing gross errors in various language skills, pointing to their weakness, low proficiency and unsatisfactory achievement which do not meet teachers’ and society’s expectations. The present paper is meant to diagnose the problems that confront university Jordanian English majors and to propose some solutions including strict requirements on transfer students, a TOEFL score of 500, and a small class size intended to play a role in reforming the present status quo of English departments, thus upgrading their outputs, and helping students improve their level linguistically and extra linguistically

Investigating Cycle Two English Language Teachers\u27 Perceptions about Reading Strategies and Limitation Factors Hindering the Use of Strategies

This study investigated the perceptions of the English teachers concerning their use of various reading strategies and identified the possible factors that limit them in applying the concerned strategies in the UAE Cycle 2 Grades (6-9). The study focused also on obtaining any significant conflict that may be appreciable between English non-native teachers (i.e., Arab) and English native teachers view with respect to their usage of reading strategies. The participants were drawn from Cycle 2 EFL English teachers (n=211). Two questionnaires were incorporated in collecting the required data; the first questionnaire aimed at gleaning the perceptions of the English teachers regarding their usage of reading strategies. The second questionnaire is concerned with screening the potential elements that may hinder them from applying these strategies. The Collected data analyzed quantitatively using a t-test to carry out a comparison between the perceptions expressed by English Non Native teachers and English Native teachers. The answers from the first questionnaire revealed that the responses of all English teachers concerning the role of various reading strategies were found to be a mean of (M =4.08), which considered a high mean score in this regards. The results of the second questionnaire revealed that the responses of the English teachers concerning the possible factors limiting the use of some of the reading strategies were found to be a mean of (M=3.94), which considered a significant mean score. However the differences in using various reading strategies among the native and non-native English teachers were found to be six reading strategies; Non Native teacher preferred to set a purpose before reading and ask students to read silently and respond to questions, whereas Native teachers preferred to teach new vocabulary before reading, encourage students to use dictionaries during reading, rephrase difficult sentences or concepts found in the text, and ask students to write reflections about the text. Nevertheless, there were five significant limitations facing both English teaching groups, namely, lack of reading habit, student English language proficiency, large class size, student Misbehavior and L1 interference

Own-language use in language teaching and learning: state of the art

Until recently, the assumption of the language-teaching literature has been that new languages are best taught and learned monolingually, without the use of the students’ own language(s). In recent years, however, this monolingual assumption has been increasingly questioned, and a re-evaluation of teaching that relates the language being taught to the students’ own language has begun. This article surveys the developing English language literature on the role of students’ own language(s) in the language classroom. After clarifying key terms, the paper charts the continuing widespread use of students’ own languages in classrooms around the world and the contemporary academic and societal trends which have led to a revival of support for this. It then explores key arguments which underpin this revival, and reviews a range of empirical studies which examine the extent and functions of own-language use within language classrooms. Next, the article examines the support for own-language use that a range of theoretical frameworks provide, including psycholinguistic and cognitive approaches, general learning theory and sociocultural approaches. Having explored the notion of ‘optimal’ in-class own-language use, the article then reviews research into teachers’ and students’ attitudes towards own-language use. It concludes by examining how a bilingual approach to language teaching and learning might be implemented in practice