Lexical Approach

REPETITION OF COLLOCATION IN THE TALK OF THE TENTH GRADE TEACHER IN SMA NEGERI 11 MEDAN *Sarah Cindy Cristin Tobing. **Prof. Dr. Sumarsih, M.Pd. **Dr. Meisuri, M.A. ABSTRACT Tobing, Sarah Cindy Cristin. Repetition of Collocation in The Talk of The Tenth Grade Teacher in SMA Negeri 11 Medan. English Educational Program, Medan State University, 2020. The purpose of this study was to analyze the types of collocations that mostly used during the teaching and learing process, the patterns of repetition, and the function of repetition. This research was conducted by using a descriptive qualitative design. The subject of the study was the English teacher of the tenth grade in SMA Negeri 11 Medan. The data were collected by conducting an observation, voice/video recording, and interview. The result of the study showed that lexical collocation oocured dominantly (68%) and followed by the grammatical collocation (32%). Lexical collocation of verb + adverb was the type that mostly occured in t...

Questa ricerca riprende e arricchisce l'analisi comparativa tra Fermo e Lucia e l'edizione definitiva de I Promessi Sposi (1840-42). Basandosi sul precedente studio del 2017 (https://iris.polito.it/handle/11583/2893700) per l'estrazione del vocabolario, l'indagine attuale, condotta con il supporto dell'AI conversazionale di Gemini, si è focalizzata sull'evoluzione delle scelte linguistiche di Alessandro Manzoni nel celebre processo di "risciacquatura dei panni in Arno". Abbiamo analizzato le differenze nel vocabolario e nelle frequenze d'uso dei termini, quantificandole tramite il Type-Token Ratio (TTR) e l'Indice di Jaccard. Oltre agli aspetti lessicali, è stata esplorata la rete dei personaggi in entrambe le stesure, valutando la loro struttura relazionale e la loro prominenza, quest'ultima ponderata in base alla frequenza di menzione. I risultati offrono nuove prospettive sulle profonde trasformazioni operate da Manzoni, sia sul piano linguistico che sulla dinamica e percezione dei personaggi nel corso della revisione del suo capolavoro.

Questa ricerca riprende e arricchisce l'analisi comparativa tra Fermo e Lucia e l'edizione definitiva de I Promessi Sposi (1840-42). Basandosi sul precedente studio del 2017 (https://iris.polito.it/handle/11583/2893700) per l'estrazione del vocabolario, l'indagine attuale, condotta con il supporto dell'AI conversazionale di Gemini, si è focalizzata sull'evoluzione delle scelte linguistiche di Alessandro Manzoni nel celebre processo di "risciacquatura dei panni in Arno". Abbiamo analizzato le differenze nel vocabolario e nelle frequenze d'uso dei termini, quantificandole tramite il Type-Token Ratio (TTR) e l'Indice di Jaccard. Oltre agli aspetti lessicali, è stata esplorata la rete dei personaggi in entrambe le stesure, valutando la loro struttura relazionale e la loro prominenza, quest'ultima ponderata in base alla frequenza di menzione. I risultati offrono nuove prospettive sulle profonde trasformazioni operate da Manzoni, sia sul piano linguistico che sulla dinamica e percezione dei personaggi nel corso della revisione del suo capolavoro.

The Greek army has its own sociolect. Its standard form is mainly used by permanent officers a) in official communicational situations b) in written speech and c) during the training of new soldiers (Ροφούζου, 2009). In this paper, we focus on the informal form (slang) of the sociolect created by Greek soldiers. This slang is used for daily discussions in a wide variety of situations so that soldiers express humor, personal opinions and feelings and establish their group identity (Καραχάλιου, 2022). The data of the present study were collected via observation and diary notes and conducting informal interviews with the soldiers. More specifically, we offer a lexicological approach to the military slang and shed light on various grammatical aspects i.e. the morphology, the semantics and the pragmatics of the sociolect in order to present the fundamental features of the slang. We discuss parts of the army vocabulary, which consists of common modern Greek words with different meanings, neologisms, loanwords, acronyms and truncated words. We record a significant number of lexical collocations, fixed and semi-fixed phrases and language games, which are widely used in the soldiers' oral speech. The present sociolinguistic analysis further underlines the fact that the Greek army slang displays linguistic fluidity, heterogeneity and creativity. These are features that, on the one hand, point out a direct interaction with the language of the youth (Ανδρουτσόπουλος, 2001); on the other hand, they highlight the dynamic nature of language, its adaptability and its evolution to different social environments.

There has been a consensus among language researchers regarding the apparent advantages of learning lexical chunks. Conventional pedagogies (e.g., memorizing, drilling, input flooding, typographic enhancement) have been utilized in diverse research to determine an effective way of raising students’ awareness of and encoding chunks; however, these practices have produced mixed results. Most of these studies have positioned learners in a passive role and have focused on increasing breadth with retention of forms as the primary goal (Boers and Lindstromberg 2009). Furthermore, the students’ meaningful use of language and feedback from the teacher was rarely considered during the process. Considering how memory works, these conditions could explain the learner’s low retention rate and inconsistencies in the literature. The present exploratory, mixed-methods, classroom-based study veers away from the traditional ways of raising awareness of lexical chunks. It investigates the effects of a usage-driven feedback approach on lexical chunk use and uptake, which emphasizes the value of meaningful production and the importance of receiving feedback in the creation process. Four college students with different proficiency levels in an English-speaking course were investigated for ten weeks. Results from several quantitative and qualitative measures revealed that the function-focused production tasks accompanied by productive feedback from the facilitator and the students led to a significant increase in lexical chunk use.

This article explores approaches to developing culturally enriched learning materials for Russian as a foreign language tailored for Kenyan learners, integrating traditional cultural content and innovative teaching techniques. The main aim is to create engaging learning materials that bridge cultural differences and improve language proficiency. We will use a combination of customized software tools, surveys, and a literature review on Kenyan culture and modern language learning methods. These tools include an interactive web platform for vocabulary training, a video and subtitle extraction tool for contextualized listening and reading exercises, and lexical approach software that provides contextualized sentences from the literature. In addition, surveys on Kenyan perceptions of Russian and research on cultural differences will guide content development. Our research findings reveal significant cultural differences between Russian and Kenyan learners, such as different proverbs, folk heroes, and unique cultural contexts. The article also describes the three software tools, including examples and manuals to demonstrate their use in the language classroom. Developing culturally enriched language learning materials supported by innovative tools enhances the learning process, making it more effective and engaging for students and teachers. These resources can serve as a model for creating similar materials in other cross-cultural contexts.

The purpose of this article is to share experiences we had in the Federal University of Uberlândia -UFU -in the teaching of Portuguese as a Foreign Language -PFLfrom 2010 to 2012. The target audience were students accredited from foreign universities. It will be explained how they were introduced to Brazilian Portuguese and Culture, share data related to the physical structure of the courses, the teacher's training, students' profile, the theoretical and methodological foundations of teaching practice and the results obtained during the conduction of Portuguese as a Foreign Language Project. Aspects related to the use of new technologies in teaching PFL, the importance of metaplasms, the Lexical Approach in vocabulary teaching and the multiple intelligences theory will be addressed as principles used for the theoretical foundation of a foreign language teaching and learning process.

Good evening everyone, distinguished guests, colleagues and friends, Ravi, and Paru. I consider myself very lucky to have such a long friendship with Paru since the early 1990s, working under her as a member of her staff here at J'pura when she was head, and before and after that as a friend and colleague, and collaborating with her on various educational projects from training to syllabus design. And today, I consider it a singular privilege to introduce her latest book, Vocabulary for Communication: A guide to improve English Vocabulary. Let me begin with a small anecdote. Almost 30 years ago, Paru and I were marking papers, I as a very new lecturer with no training in teaching methodology or language studies. She gave me a rather unforgettable lesson in vocabulary. She recalled how a student had written: "I met with an accident. My car was injured, and my leg was damaged." We can label it 'non-standard' usage, but it was a totally logical confusion to a student who knew the meanings of the individual words but not when to use them or with what. Thus she explained to me, in her trademark clear and concise style, collocations and collocational appropriacy. I think it was then that Paru inadvertently introduced me

Good evening everyone, distinguished guests, colleagues and friends, Ravi, and Paru. I consider myself very lucky to have such a long friendship with Paru since the early 1990s, working under her as a member of her staff here at J'pura when she was head, and before and after that as a friend and colleague, and collaborating with her on various educational projects from training to syllabus design. And today, I consider it a singular privilege to introduce her latest book, Vocabulary for Communication: A guide to improve English Vocabulary. Let me begin with a small anecdote. Almost 30 years ago, Paru and I were marking papers, I as a very new lecturer with no training in teaching methodology or language studies. She gave me a rather unforgettable lesson in vocabulary. She recalled how a student had written: "I met with an accident. My car was injured, and my leg was damaged." We can label it 'non-standard' usage, but it was a totally logical confusion to a student who knew the meanings of the individual words but not when to use them or with what. Thus she explained to me, in her trademark clear and concise style, collocations and collocational appropriacy. I think it was then that Paru inadvertently introduced me

O objetivo deste artigo é apresentar parcialmente uma proposta de ensino de língua inglesa (LI) voltada à preparação de alunos para a realização do Exame Nacional do Ensino Médio – Enem, utilizando como base teórico-metodológica a Abordagem Lexical – AL (LEWIS, 1993) e como metodologia a Linguística de Corpus (LC). Ademais, apresentaremos cinco exercícios produzidos no escopo da referida proposta, tendo em vista exemplificar sua aplicação em salas de aula de LI. Considerando as necessidades linguísticas do público-alvo, alunos do ensino médio, para a realização da seção de LI do Enem, valemo-nos dos princípios de ensino e aprendizagem de línguas da AL, ao propor o ensino do léxico por meio de porções lexicais – chunks – haja vista que grande parte do léxico das línguas naturais é armazenada, utilizada e recuperada em chunks pelos falantes (LEWIS, 1997). Utilizamos a LC como metodologia pela rapidez de análise de textos, bem como pela facilidade na identificação de porções lexicais p...

Vocabulary was one of the most important elements in learning language.Vocabulary was important to be learned by the students who want to master a language. This research included memorizing vocabularies and how to pronounce words. The objective of the research was to identify the effectiveness of stirred word game on students’ English vocabulary mastery. Related to the objective of the research, the researcher used experimental method. The research was conducted at MTsN 1 Medan. Patumbak from 10th August until 09th September 2018, in the academic year 2018/2019. The population of the research was eighth grade students of MTsN 1 Medan. The total number of population was 350 students, all of them came from eighth class. The sampling of the research was cluster random sampling. From the population, two classes were taken randomly as the sample. The samples were class VIII 2 as the experimental class and class VIII 1 as the control class. Both of them consisted of 32 students. This res...

estudios de adquisición de vocabulario en lenguas extranjeras y segundas lenguas llevados a cabo durante los últimos veinte años. Este recuento estii especialmente dirigido a investigadores especializados en adquisición de segundas lenguas, lormadores de profesores y profesores de segundas lenguas y lenguas extranjeras. Cada capítulo presenta investigaciones experimentales conducentes a nuevas propuestas en relación con la selección de contenidos léxicos, el aprendizaje, la enseñanza y la evaluación del conocimiento de vocabulario en lenguas extranjeras y segundas lenguas. Estos trabajos fueron presentados en el Segundo Coloquio deAdquisición de Vocabulario en Segundas Lenguas que tuvo lugar en la Universidad de Leiden en marzo de 2002.

The Greek army has its own sociolect. Its standard form is mainly used by permanent officers a) in official communicational situations b) in written speech and c) during the training of new soldiers (Ροφούζου, 2009). In this paper, we focus on the informal form (slang) of the sociolect created by Greek soldiers. This slang is used for daily discussions in a wide variety of situations so that soldiers express humor, personal opinions and feelings and establish their group identity (Καραχάλιου, 2022). The data of the present study were collected via observation and diary notes and conducting informal interviews with the soldiers. More specifically, we offer a lexicological approach to the military slang and shed light on various grammatical aspects i.e. the morphology, the semantics and the pragmatics of the sociolect in order to present the fundamental features of the slang. We discuss parts of the army vocabulary, which consists of common modern Greek words with different meanings, neologisms, loanwords, acronyms and truncated words. We record a significant number of lexical collocations, fixed and semi-fixed phrases and language games, which are widely used in the soldiers' oral speech. The present sociolinguistic analysis further underlines the fact that the Greek army slang displays linguistic fluidity, heterogeneity and creativity. These are features that, on the one hand, point out a direct interaction with the language of the youth (Ανδρουτσόπουλος, 2001); on the other hand, they highlight the dynamic nature of language, its adaptability and its evolution to different social environments.

The research on the use of active captioning or subtitling in foreign language learning has considerably increased in the course of the last decade, although there is still lack of evidence as regards the potential advantages of intralingual captioning in this context. The present project attempts to fill this void by analysing the didactic use of intralingual subtitling in a distance learning environment both in terms of written production and vocabulary acquisition. To this end, a total number of 41 undergraduate English B1 students have been working on 10 sequenced subtitling activities using short pre-selected videos taken from an American sitcom in the course of a month and a half. Peer-to-peer assessment has also been fostered during the project through active use of online forums. The conclusions confirm the expected benefits as far as writing and vocabulary skills enhancement is concerned and provide further insights into how to best implement this practice.

La cuestion del vocabulario meta para la ensenanza del espanol como lengua extranjera continua siendo un problema sin resolver, pues fuentes como los documentos de referencia, las listas de frecuencia o los estudios de disponibilidad lexica (DL) presentan distintos inconvenientes. En este trabajo tratamos de superar estas limitaciones mediante la comparacion de los resultados de un estudio de DL con el inventario de “Nociones especificas” del Plan curricular del Instituto Cervantes (PCIC) y con un repertorio de frecuencia lexica. Los objetivos son ofrecer un vocabulario meta fiable relativo al centro de interes “Partes del cuerpo” y sentar las bases para extender la investigacion a todos los ambitos recogidos en el PCIC, de modo que, mediante este procedimiento, pueda alcanzarse un repertorio lexico de referencia para la ensenanza del espanol en todos sus niveles. El estudio se ha realizado con estudiantes de varias universidades espanolas y su aplicacion se orienta al contexto univ...

Nascimento et al. (2020) apontam que existe um amplo interesse em estudos desenvolvidos no âmbito de programas de pós-graduação sobre fatores
de ensino e aprendizagem de línguas adicionais, no Brasil. Nessa perspectiva,
o presente trabalho buscará investigar as vivências que levaram os egressos do
curso de Letras-Inglês da Universidade Federal de Goiás – Regional Jataí (UFG-
-REJ) – entre os anos de 2015/2 e 2019/2 a atuarem, ou não, em escolas da rede
pública de ensino. Pretende-se contribuir para o processo de formação docente
tanto no que se refere ao aperfeiçomento do ensino de língua inglesa na UFG-REJ
quanto nas escolas públicas da região.

Poucos trabalhos lançam mão de banco de dados musicais baseados em corpora para o desenvolvimento de atividades que corroboram o ensino-aprendizagem de uma segunda língua. O objetivo desse artigo é preencher essa lacuna por meio de um corpus composto de aproximadamente 150 mil palavras, de 585 letras de música dos artistas Beatles, Bon Jovi e Maroon 5 e Bruno Mars. As análises e as investigações para a criação dos exercícios usam dimensões de variação, colocações, coligações, palavras-chave, entre outros aspectos abordados pela Linguística de Corpus. Entrevistas foram realizadas com os alunos para descobrir a percepção que eles tinham das aulas.

The importance of stereotypical uses of language, especially in the area of collocational combinatorics, is decisive in language teaching and learning. This type of lexical relationship is difficult for nonnative learners to acquire because of its complexity, not only in terms of lexical use, but also in terms of particular linguistic awareness. Learners' collective corpora can be revealing in describing their transitional competence. The diagnostic of interlanguage specific difficulties makes it possible to evaluate the progression of a target language, to describe it, to identify its hegemonic variety and to create the most effective activities. In this article, we will discuss the issue of interlanguage in the learner corpora and language corpora for use in lexical learning in French as a foreign language lessons. We address questions that a learner of L2 French has, which are sometimes difficult to find answers to in scholarly grammars or L2 French workbooks.

Differentiated instruction promotes learning for diverse groups of students with different learning needs, readiness levels, learning profiles as well as different areas of strengths and weaknesses. However, despite its potential benefits in facilitating learning for all, it is neither sufficiently explored nor commonly used in the Ethiopian regular classrooms where the one-size-fits-all approach seems to be the norm in the Ethiopian EFL class. Thus, this study investigated the effects of DI as translated into classroom practices through flexible grouping, tiered activities/tasks, anchored activities, and scaffolding techniques, on grade 12 students’ grammar learning achievement scores. The non-equivalent pre-test and post-test quasi-experimental study design was adopted. The grammar achievement test was used to get quantitative data from two intact groups (23 experimental and 24 comparisons). The pre-test data served as baseline data to check the comparability of the two groups reg...

The aim of the psycholexical study was to classify the terms describing individual differences in the Ukrainian language. Method. To accomplish this objective, we analysed 220,000 entries included in a universal dictionary of Ukrainian and identified 20,024 terms – adjectives, participles, type-nouns, and attribute-nouns – used to describe human characteristics. The identified person-descriptive terms were classified by a team of five trained judges into 13 categories and subcategories. The judges’ taxonomic decisions were tested for validity and interjudge agreement. Results. This procedure yielded lists of Ukrainian personality descriptors, consisting, respectively, of 2,426 adjectives, 2,255 participles, 1,653 attribute-nouns, and 1,474 type-nouns. The analysis of semantic redundancy of terms representing different parts of speech but having the same common morpheme among dispositional descriptors identified a total of 1,634 morphemes that differed in terms of meaning. The analys...

Стародавні мислителі, такі як Платон, Теофраст, Арістотель та інші задумувалися над пізнанням особистості і визначенням її найважливіших рис. Вони запропонували також кілька класифікацій рис особистостi, з яких деякі-як наприклад Гіппократа-використовуються до сьогодні. Це питання продовжує цікавити сучасних науковців (De Raad &

Table S1. Behavioural data on all variables for "Expected specific rewards" group (ESRG). M (mean) and SD (standard deviation). Reaction times are represented of MRT (mean reaction time), SSD (Stop signal delay), and SSRT (Stop Signal Reaction Time). Table S2. Reward Stop Signal Task (RSST). Expected Specific Reward group (ESRG). Two-Way mixed ANOVA for time and task performance measures. Table S3. Behavioural data on all variables for "Unexpected reward" group (URG). M (mean) and SD (standard deviation). Reaction times are represented of MRT (mean reaction time), SSD (Stop signal delay), and SSRT (Stop Signal Reaction Time). Table S4. Reward Stop Signal Task (RSST). Unexpected group (URG). Two-Way ANOVA for time and task performance measures. Table S5. Reward Stop Signal Task (RSST). Expected and Unexpected [ESRG - URG] group analyzes. Between conditions [Increasing Vs Decreasing]. GLM Univariate between blocks [effect of order] Group analysis for block comparis...

Nous présentons une recherche en lexicologie appliquée à l'enseignement du français langue seconde qui vise le développement d'un dictionnaire électronique de type particulier, appelé dictionnaire de reformulation. Ce dictionnaire devrait permettre aux étudiants de niveau intermédiaire à ceux de niveau avancé de surmonter des difficultés que présente une utilisation souple et idiomatique du lexique du français dans la production langagière. Les questions abordées sont les suivantes : les fondements théoriques et la méthodologie pour l'élaboration d'un tel dictionnaire, le concept d'erreur lexicale et la description des erreurs lexicales à l'aide d'outils formels que nous proposons, l'architecture du dictionnaire de reformulation et l'implémentation de ce dernier. Le cadre théorique dans lequel se situe notre recherche est celui de la théorie linguistique Sens-Texte.

Cette recherche examine les démonstrations du regain d'intérêt en didactique des langues et du FLE pour le lexique et les collocations, et pour la sélection lexicale dont nous décrivons les critères de base et ceux plus affinés destinés au Français Fondamental. Notre étude exploratoire du curriculum formel lié à l'activité lexicale de la classe de 1 ère année du lycée tunisien, montre que les critères thématique et discursif de sélection prédominent sur les autres critères préconisés par les didacticiens du lexique, notamment, la collocabilité et le principe phraséologique, l'étendue et la haute fréquence des collocations et d'expressions phraséologiques, et le temps disponible pour le cours de langue.

ocabulary has been considered as the building block of language. EFL teachers almost always apply traditional techniques for teaching new vocabulary. The present study aimed to discover the effects of a fairly new vocabulary learning technique that is, teaching vocabulary through activities based on the lexical approach learning. This experiment utilized a Pre-post-test. Fifty students at the preparatory stage were selected through convenient sampling. They were divided into two groups of 25. The present study adopted the quasi-experimental design, using one experimental group and one control group. The experimental group was taught through the treatment i.e., studying vocabulary through collocations, whereas the control group was taught vocabulary through the traditional methods of presenting vocabulary that is suggested in the Teacher's Guide. The two groups were tested before and after the experiment. The results demonstrated that vocabulary learning through collocations eventuated in a better learning of the words than teaching them by means of classical techniques and improves learning of new words.

In this article it is examined how Chunking Language is perceived by online EFL students, and analyzed how this strategy enriches students' vocabulary based on their ideas and experiences in online classes. The study used a qualitative research methodology through thematic analysis, where descriptive analysis was performed on the responses. Interview guide questions were used to explore participants' insights and ideas on how to use the strategy. The findings showed that most EFL students fully understand the importance of vocabulary, but it was very difficult to use them in sentences. In addition, participants adopted Chunking Language as a life strategy in the module, which is important in language learning and an important approach in vocabulary literacy. As a strategy, it helps students learn new vocabulary and use it in appropriate contexts. Research shows that the spoken language module should be enriched taking into account grammar and usage in teaching vocabulary and used for more EFL learners.

Professional development is a long-life journey and rewarding in an academia. Teachers are required to improve their competences. They do not only enhance their subject matters but also upgrade their pedagogical knowledge. Professional development can be conducted through many ways. It could be done through formal education, informal training or self-reflection. This is reflexivity on an English teacher's professional journey. It scrutinizes phases of language learning and teaching awareness. The article starts with my first contact with English and then goes on to learning-teaching experience in the later phases. The reflection on these experiences shapes my teaching identity and improves teaching competence. Abstrak: Upaya untuk peningkatan kemampuan profesi merupakan pendidikan seumur hidup bagi para akademisi. Para akademisi tersebut tidak hanya meningkatkan kemampuan keilmuan mereka semata, tapi mereka juga harus meningkatkan kemampuan mengajarnya. Pengembagan kemampuan profesi ini dapat dilakukan dengan berbagai cara. Melalui pendidikan formal, pelatihan informal atau juga refleksi secara mandari. Artikel ini merefleksikan tahapan-tahapan pengalaman belajar dan mengajar seorang guru/dosen Bahasa Inggris. Refleksi terhadap pengalaman tersebut mis.eningkatkan kemampuan pengajajaran seorang guru/dosen Bahasa Inggr

espanolLa disponibilidad lexica nacio vinculada a la ensenanza de segundas lenguas, pero no siempre los resultados de esta corriente de investigacion se han incluido en los curriculos o han sido tenidos en cuenta en la elaboracion de materiales. Se defiende en este articulo la utilidad de las encuestas sobre el lexico disponible para la ensenanza de ELE, tanto las de los hablantes nativos como las de los no nativos. Las primeras hacen posible basar empiricamente el contenido lexico curricular, ademas de permitir criterios objetivos de seleccion y graduacion lexica o evaluar los materiales. Las segundas permiten evaluar la competencia lexica y el proceso de aprendizaje, asi como conocer la incidencia de diversos factores, a la vez que dan informacion sobre la interlengua. Pero junto a estas conocidas utilidades de la disponibilidad lexica, se propone tambien el empleo de los propios materiales como “realia” en el aula. EnglishLexical availability was conceived in the context of secon...

The English language is an indisputable and indispensable civilisational point of convergence enabling us to have unhindered planet-wide communication, and it equally, almost seamlessly facilitates the exchange of cultural and scientific reflections from other language systems. English is doubtless one of the most prolific linguistic systems employed to create some of the most beautiful literary works, treatises on culture and freedom of thought and speech. The Faculty of Philology English Department at the University of Banja Luka is dedicated to these subtle reflections and multifarious topics to which meticulous attention is duly paid throughout the academic year, both in class and through the scientific research efforts of our enterprising professors and teaching assistants. The department was founded in 1994 at the then-Faculty of Philosophy, and its growth and expansion continued at the Faculty of Philology in 2009. In light of our upcoming 30 th birthday, we decided to add colour to this important milestone by authoring inspiring papers on language, literature and all things English. We dedicate this special issue to our alumni, former and retired professors, and our students-to-be. Within the following pages, you will have the opportunity to read the papers of our esteemed colleagues from all over the globe. The topics are both diverse and comprehensive ranging from modern language, linguistics, literature, literary theory, cultural studies, translation, teaching methods to multimodal learning approaches in the humanities. Željka Babić provides an incisive deep dive into the facets regarding the shaping of media discourse during the coronavirus pandemic. Mathias Okey Chukwu tackled the issue of identity through the lens of Critical Discourse Analysis. Maja

The key problem in studies of marketing objects (e.g., brands, political parties) is the lack of agreement on the universal dimensions through which such objects are perceived, as well as on methodologies allowing their identification. As a result, researchers often use structural models (and instruments) that lack ecological validity. We offer a solution to that problem by presenting a methodology that draws on lexical research and which has allowed researchers to establish universal dimensions of personality perception in psychology. By discussing the theoretical and methodological tenets of the multilevel lexical approach to exploring images of marketing objects, we also overcome another problem of neglecting the hierarchical structure of the phenomena and data.

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The study explores the implementation of corpora in teaching of the four courses of Croatian as a foreign language. Croatian, as a less-resourced and less commonly taught language, shares the same issues as other less resourced languages: studies about using corpus-are still missing. Student satisfaction and class engagement as well as teachers' course delivery methods (indirect and data-driven approach) were analysed in four groups of participants: two groups of beginner level of the foreign language learning (A1) and two groups of intermediate level (B1, B2) The experiment was conceived in three phases. In phase one, four teachers of Croatian as a Foreign Language (CFL) held an experimental lesson in their course groups. In phase two, the students were asked to complete a survey to examine degree of satisfaction with corpus-based approach in teaching CFL. In phase three, in-depth interviews were conducted with all teachers to examine their perceptions about the role of corpora in teaching, as well as their expectations regarding corpus-assisted language teaching. Based on the analysis, it was concluded that degree of students' satisfaction with experimental classes prepared using corpus was mostly positive. Experiment revealed that approach to language teaching depends largely on perception of teachers about integration and use of corpora in teaching. Corpora can be used directly in class of absolute beginners.

The purpose of this study was to investigate whether teaching vocabulary via collocations would contribute to retention and use of foreign language, English. A quasi-experimental design was formed to see whether there would be a significant difference between the treatment and control groups. Three instruments developed were conducted to 60 participants. The experimental group was taught collocations through lexical approach by means of ten different kinds of activities for ten weeks. On the other hand, the control group was taught in a traditional way, only focusing on word definitions from dictionary, antonyms, synonyms and guessing from the text. The results showed that the participants in the experimental group outperformed the ones in the control group in all of the three instruments. The study also indicated that a period of treatment and exposure to lexical collocations led the treatment group to remember and produce the collocations in the reading courses more appropriately and less deviantly than the control group. This result showed that teaching collocations in the class systematically week by week and scaffolding learners' progress could lead to better learners who can remember and use collocations in their reading comprehension in English.

espanolLa disponibilidad lexica nacio vinculada a la ensenanza de segundas lenguas, pero no siempre los resultados de esta corriente de investigacion se han incluido en los curriculos o han sido tenidos en cuenta en la elaboracion de materiales. Se defiende en este articulo la utilidad de las encuestas sobre el lexico disponible para la ensenanza de ELE, tanto las de los hablantes nativos como las de los no nativos. Las primeras hacen posible basar empiricamente el contenido lexico curricular, ademas de permitir criterios objetivos de seleccion y graduacion lexica o evaluar los materiales. Las segundas permiten evaluar la competencia lexica y el proceso de aprendizaje, asi como conocer la incidencia de diversos factores, a la vez que dan informacion sobre la interlengua. Pero junto a estas conocidas utilidades de la disponibilidad lexica, se propone tambien el empleo de los propios materiales como “realia” en el aula. EnglishLexical availability was conceived in the context of secon...

This study aims to determine the effect of the use of mind mapping method on the ability to write narrative essays for students of class VII Al-Fatah Cileungsi Bogor Madrasah Tsanawiyah. This study uses the form of Preexperimental design with One-Group pretest-posttest design research design. The population in this study were all seventh graders of Al-Fatah Cileungsi Bogor Madrasah Tsanawiyah with a total of 112. The sampling technique used probability sampling. Probability sampling technique used is simple random sampling and obtained a sample of 42 students. Research instruments in the form of tests. Data collection techniques in this study use tests to make narrative essays. The results of the research data analysis concluded that the calculation of the normality test with the formula chi square and homogeneity with the F test at the pretest and posttest data were normally distributed and homogeneous, then hypothesis testing using parametric statistical t-test obtained 11.70>, (α = 5% and dk = 40) 2,021. The students' scores before being treated were an average of 62.83 with the number of students completing 3 students, and the non-complete students were 14 students, after the treatment was an average of 73.25 with the number of students completing 23 students, and that is not complete as many as 2 students. From the results of the t-test, it was concluded that there was a influence in the use of mind mapping methods on the ability to write narratives in class VII students of MTs Al-Fatah Cileungsi Bogor.

Although lexis research (e.g., Lewis, 1997; Taguchi, 2008) has already evidenced the possibility of teaching formulaic sequences (FS), further research is still needed to examine the procedures or frameworks through which the approach can be applied and probe the second or foreign language (L2) areas where it demonstrates more relevance. This pretest-posttest quasi-experimental study aimed, firstly, to compare the effects of intensive and extensive lexisbased L2 instructions on the development of IELTS candidates' speaking performance and, secondly, to explore whether different types of speaking tasks (i.e., monologic vs. dialogic) have any differential effects on the frequency of using FS by L2 learners. To this end, three intact classes including 40 L2 learners preparing themselves for IELTS in a language center in Iran were randomly assigned to one control and two experimental groups. The groups received the same amount of instruction, however differently, two receiving intensive and extensive instructions in FS (or unanalyzed chunks) and the other receiving conventional non-lexis instruction. The results revealed that both lexis groups outperformed the control group pointing to the effectiveness of both intensive and extensive lexis-based instructions to the learners' development of speaking proficiency. Moreover, the results showed no significant difference between the effects of intensive and extensive types of lexis

A linha Socioretórica de estudos de gêneros textuais (SWALES, 1990; BAZERMAN, 1997) tem apresentado resultados interessantes para o ensino de Inglês para Fins Específicos (ESP), muitos destes voltados para gêneros acadêmicos (BIBER et al., 2002). O presente artigo objetivou extrair dados relevantes para a preparação de material para o ensino de terminologia técnica em aulas de ESP no ambiente acadêmico. Assim sendo, artigos acadêmicos da área de Computação foram comparados a um gênero específico da área de Eletrotécnica: os datasheets. Utilizando ferramentas computacionais como o AntConc e o TermoStat e corpora destes dois gêneros, foram observadas as características apresentadas pelas ocorrências mais frequentes de colocações especializadas (ORENHA-OTTAIANO, 2012; HAUSMANN, 1990). Os resultados apontam similaridades e diferenças entre as colocações especializadas nos gêneros artigo acadêmico e datasheet, evidenciando a importância da aplicação da Linguística de Corpus no planejamen...

Kesadaran diri merupakan kemampuan individu dalam mengenal diri dan memahami emosi, perilaku, dan sikap dalam situasi tertentu serta menyadari bahwa perasaan yang ditampilkannya akan memiliki pengaruh terhadap komunikasi dengan orang lain. Individu tersebut mampu mengambil suatu keputusan dengan mempertimbangkan resiko dan bertanggung jawab terhadap keputusan tersebut. Tujuan dari penelitian ini adalah untuk membandingkan tingkat kesadaran diri peserta didik SMP di desa, perbatasan, dan kota. Penelitian ini menggunakan pendekatan kuantitatif, metode deskriptif, dan desain komparatif. Penelitian ini dilakukan terhadap 865 peserta didik kelas VII, VIII, dan IX di salah satu SMP Negeri di desa, perbatasan, dan kota yang berada di Wilayah Sukabumi. Instrumen penelitian yang digunakan yaitu mengadaptasi dari The Self Consciousness Scale: A Revised Version For Use With General Population (Scheier, Michael & Charles S. Carver, 1985). Hasil penelitian menunjukkan bahwa: (1) Peserta didik di...

This study's major goal was to determine whether or not teaching writing using integrated skills enhances students' writing as compared to instruction that is not integrated. Two sections of grade eleven from Sekela secondary school were used as the experimental and control groups in the study. Students in Section C were given writing lessons that were integrated and assigned to the experiment group. While students in section D, which served as a comparison group, were ready to study the usual writing lessons and exercises found in the student textbook. The primary tools used to gather information for the study were written tests. The study employed a pre-test and post-test quasi-experimental approach, with 96 English students divided into an experimental group of 48 and a control group of 48. Two groups each received pre-and post-tests before and after the intervention. An independent t-test was employed to compare the data. The results of descriptive and inferential tests were examined in order to determine whether there was a quantitatively significant difference in writing performance between the two groups. The results of the study showed that students who received writing instruction in an integrated fashion outperformed those who received it in a traditional manner in terms of writing performance.

Here, two studies seek to characterize a parsimonious common-denominator personality structure with optimal cross-cultural replicability. Personality differences are observed in all human populations and cultures, but lexicons for personality attributes that contain so many distinctions that parsimony is lacking. Models stipulating the most important attributes have been formulated by experts or by empirical studies drawing on experience in a very limited range of cultures. (Method:) Factor-analyses of personality lexicons of nine languages of diverse provenance (Chinese, Korean, Filipino, Turkish, Greek, Polish, Hungarian, Maasai, and Senoufo) were examined, and their common structure compared to that of several prominent models in psychology. (Results:) A parsimonious bivariate model showed evidence of substantial convergence and ubiquity across cultures. Analyses involving key markers of these dimensions in English indicate that they are broad dimensions involving the overlapping content of the interpersonal circumplex, models of communion and agency, and of morality/warmth and competence. (Conclusions:) These "Big Two" dimensions-Social Self-Regulation and Dynamism-provide a common-denominator model involving the two most crucial axes of personality variation, ubiquitous across cultures.The Big Two might serve as an umbrella model serving to link diverse theoretical models and associated research literatures.

This paper showcases current corpus-based research on written academic English, illustrating the tight links that exist between corpus research and pedagogic applications. I first explicate Sinclair's concept of the 'lexical approach', an aspect underpinning much corpus research and pedagogy. I then discuss studies which focus on individual lexical items, phraseology including lexical bundles, and rhetorical functions. Finally, I examine those studies that combine Swalesian move structure analysis with corpus analysis. Throughout the paper, I highlight the importance attached to lexis in both corpus research and pedagogic applications of corpus findings in the realm of written discourse in EAP. About the Speaker Lynne Flowerdew's main research and teaching interests include corpus linguistics, discourse analysis, EAP and ESP. She has published widely in these areas in international journals and edited collections. Her most recent authored volume is 'Corpora and Language Education' (Palgrave Macmillan, 2012).

The aim of the experiment was to determine the possibility of the specific influence by the creator of the advertisement on the image of the brand user and on the symbolic self-completion among consumers. The manipulated content of press advertisements referred to each of five personality traits which are taking account by consumer in the process of comparison their self with typical brand user: agency, sociability, responsibility, sophistication and haughtiness. The impact of experimental manipulation on the perceived symbolic potential of advertised brands was tested on the example of five categories of products. Data were collected individually using a computer. It was determined the specific impact of emphasized personality traits in advertising on the image of a typical user and the perceived symbolic value of the brand for the self-image of the consumers.

Plagiarism has remained a serious setback especially in the academia. It is a major source of intellectual theft since it gives credits for scientific innovations to those who do not merit them. A number of efforts have been made by researchers to tackle plagiarism. However, one perceived research gap is the need to evolve verifiable computational techniques for detecting and quantifying the degree of plagiarism in digitized documents. This current research tackles this problem through a specialized plagiarism detection and quantification algorithm. It begins with a bipartitioned search operation known as F-Search. This is followed by a purge operation which excludes the plagiarized sections discovered during the initial pass, thus giving rise to a fresh search space. The resulting search space is passed through a more thorough search operation known as T-Search. At this stage, the algorithm deals with specific plagiarism hiding tricks termed as whitespace flooding. The final output is a statistic known as the Plagiarism Index, which is a numeric value in the range [0, 1] for estimating the degree of plagiarism. The scope of this research covers the text domain. Each experimental dataset is made up of a set of two documents designed in such a way that one is assumed as the original document, while the second as a plagiarized copy. The system is designed and implemented in MATLAB.