PRESERVING AND MAINTAINING NATIVE TONGUE THROUGH CULTURAL EXPOSURE

Looking at children in using foreign languages is amazed older people as they can speak those languages fluently. Nowdays, the number of Indonesian children who can produce foreign languages in terms of spoken and written forms of communication is without any doubt surprising. It becomes a trend for parents who are willing to pay at higher costs to send their children to Bilingual and International schools. From this perspective we agree upon the condition that the government has suceeded in pursuing the use of International language in our country. On the other hand, we are losing our own native tongue or vernaculars as schools only allocate those languages as muatan lokal. The government should consider this condition because if they only think of one side, it is possibly endangered the existence of the vernaculars. Fact shows that the number of indigenous languages in Indonesia is dicreasing as there are no more native speakers of the language. Sooner or later indigenous languages will be extinct and we will loose the culture. Language is a part of culture if we lose the language it also means that some parts of culture are gone. History will prove that somehow those extinct vernaculars are existed before they are gone. Therefore, we need to do real action to preserve and maintain our native tongue from becoming extinct by giving more cultural exposure for children at younger age

Synopsis articles in the planning of a trilingual dictionary ; Yilumbu–French–English

A distinction is often drawn between single articles and synopsis articles. A single article is the so-called default article. It does not deviate from the traditional microstructural approach of the dictionary because it presents the minimum data for each lemma sign treated, while a synopsis article gives additional data for each treated lemma. The classical conception of the synopsis article originates with Bergenholtz, Tarp and Wiegand (1999). In their view, synopsis articles which were devised for language for special purposes (LSP) dictionaries have to make provision for the treatment of lemma signs functioning as superordinate terms (general lemmata or topics) as well as their hyponyms. The aim of this article is to present a new lexicographic approach to the study of synopsis articles against the background of a planned trilingual dictionary. It will be shown that synopsis articles have a more general use than its restricted application in LSP dictionaries. In fact, the focus will not be on the treatment of technical or scientific vocabulary but rather on cultural terms. This article also raises among other things, questions about the purpose of the planned dictionary, its target users, different types of microstructures as well as different data categories to be included in synopsis articles.Une distinction est souvent faite entre articles simples et articles synopsis. L'article simple est encore connu sous la dénomination d'article par défaut. Il ne dévie pas de l'approche microstructurelle traditionnelle du dictionnaire parce qu'il présente le minimum pour chaque lemme traité, alors qu'un article synopsis offre des données additives pour chaque lemme traité. La conception classique d'article synopsis est de Bergenholtz, Tarp et Wiegand (1999). De leur point de vue pour les articles synopsis qui ont été conçus pour des dictionnaires de langue de spécialité (LSP), des dispositions doivent être prises pour le traitement de signeslemmes fonctionnant comme termes superordonnés (lemmes généraux ou thèmes) ainsi que leurs hyponymes. L'objectif de cet article est de présenter une approche lexicographique nouvelle pour l'étude des articles synopsis avec en toile de fond un dictionnaire trilingue en proposition. Il sera montré que les articles synopsis ont un usage plus large que leur application limitée aux dictionnaires LSP. En effet, le centre d'intérêt portera non pas sur le traitement des termes du vocabulaire 182 P.A. Mavoungou technique ou scientifique mais plutôt sur des termes culturels. Cet article soulève également entre autres choses des interrogations quant à la visée du dictionnaire proposé, ses utilisateurs cibles, les différents types de microstructures ainsi que les différentes catégories de données à inclure pour chaque article synopsis

Vocabulary learning through vocabulary scrapbook

For the last 25 years, the field of English language teaching has witnessed significant responses to the incorporation of vocabulary learning in the language classroom. Vocabulary learning has been viewed as central to language learning and being of critical importance to the typical language learner. According to Coady (1997), there is a general agreement among vocabulary learning advocators that the heart of communicative competence is lexical knowledge. Such shift in emphasis in the field of ELT, followed by continuous research on vocabulary learning, have shed light on, and have provided valuable information about what to do and what to focus on. All these imply that the teachers in the language classrooms can utilise many interesting and creative techniques in vocabulary teaching and learning. A project called Vocabulary Scrapbook was introduced to the first semester students at Universiti Kuala Lumpur, Malaysia France Institute with the aim to enrich students’ vocabulary inventories via specific vocabulary learning strategies. This paper describes how the principles underlying vocabulary learning are put into practice in the project, the problems faced by the teachers and students in carrying out the project, and the effectiveness of the project in improving students’ inventories of words and phrases. A survey carried out after the project was completed revealed the students’ positive reception of the project – viewing it as a useful tool in learning and enriching their vocabulary

Towards a collocation writing assistant for learners of Spanish

This paper describes the process followed in creating a tool aimed at helping learners produce collocations in Spanish. First we present the Diccionario de colocaciones del español (DiCE), an online collocation dictionary, which represents the first stage of this process. The following section focuses on the potential user of a collocation learning tool: we examine the usability problems DiCE presents in this respect, and explore the actual learner needs through a learner corpus study of collocation errors. Next, we review how collocation production problems of English language learners can be solved using a variety of electronic tools devised for that language. Finally, taking all the above into account, we present a new tool aimed at assisting learners of Spanish in writing texts, with particular attention being paid to the use of collocations in this language

Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second-Language Vocabulary Acquisition

Research has shown that cognates between Japanese and English have the potential to be a valuable learning tool (Daulton, 2008). Yet little is known on how Japanese learners of English produce cognates in context. Recently, studies have argued that cognates can cause a surprisingly high number of syntactic errors in sentence writing activities with Japanese learners (Rogers, Webb, & Nakata, 2014; Masson, 2013). In the present study, I investigated how Japanese learners of English understood and used true cognates (words that have equivalent meanings in both languages) and non-true cognates (words where the Japanese meaning differs in various ways from their English source words). Via quasi-replication, I analyzed participants\u27 sentences to determine the interaction of true and non-true cognates on semantics and syntax. In an experimental study, twenty Japanese exchange students filled out a word knowledge scale of thirty target words (half true cognates and half non-true cognates) and wrote sentences for the words they indicated they knew. These sentences were analyzed quantitatively and qualitatively for both semantic and syntactic errors. Sentences with true cognates were semantically accurate 86% of the time, while those with non-true cognates were accurate only 62.3% of the time, which was a statistically significant difference. When the sentences were analyzed for syntax, there was no statistically significant difference in the number of errors between true and non-true cognates, which contrasts with previous research. Qualitative analysis revealed that the most problematic syntactic issue across both cognate types was using collocations correctly. Among those collocational issues, there were clear differences in the types of errors between true and non-true cognates. True cognate target words were more likely to lead to problems with prepositional collocations, while non-true cognate target words were more likely to lead to problems with verb collocations. These results suggest that for intermediate Japanese learners of English, semantics of non-true cognates should be prioritized in learning, followed by syntax of true and non-true cognates, which should be taught according to the most problematic error types per cognate status

STUDENT’S ATTITUDE TOWARDS DICTIONARY AND ITS USAGE : A Case of Study for English Department Students Diponegoro University

In learning a foreign language, dictionary is one of learning aids to assist students in making decision about making sense of words in usage –in the target language. This research is conducted to discover how English Department students in Universitas Diponegoro perceive dictionary and use it to assist meaning discovery. The data in this paper is obtained from returned questionnaires previously distributed across four academic years in. The results show that dictionary is not the primary source of English vocabulary intake. Most dictionaries are bilingual (English-Indonesian or Indonesian-English), and may take the form of printed or electronic dictionary. We also discovered that the respondents tend to choose a dictionary based on the number of words listed. Further clarifications of the respondents’ answers indicate the preference of vocabulary intake, where dictionary is not a priority. Bilingual dictionaries are preferred as compared to monolingual ones with the assumption that they are easier to understand. Although the definition of word is still very loose, students seem to be more attracted to dictionaries, which claim to have vast number of entries. For practical purposes, portable dictionary or application dictionary is more preferred as they support mobility. From the results, we may conclude that dictionaries are used by the respondents with restriction in meaning discovery. We suggest that they take it to the next level, where existing linguistic features from dictionaries might also be used to assist writing

THE IMPLICATION ON TEACHING EFL (ENGLISH FOREIGN LANGUAGE) READING FUN TO VARIOUS LEVELS OF INDONESIAN STUDENTS

For some students, EFL (English Foreign Language) reading is one of the most uninteresting subjects because it can make them bored easily. Kweldju (1996) found that students were not interested in reading although they thought some texts books were useful for their study. Meanwhile, English is a compulsory subject that must be studied by Indonesian students. If they get bad to comprehend EFL reading, it means that their English is still bad so that they cannot get the information from the reading text. The goal of the teaching EFL reading in Indonesia is to comprehend the reading texts on which Indonesian students must be able to read science-related texts written in English. This paper analyzes some strategies such as metacognitive and extensive reading to make students enjoyable when learning English reading