Forum for Linguistic Studies

Cognitive Linguistics: Disclosure of Cognitive Processes in Language Perception from an Analytical Perspective

Svitlana Romanchuk — 2023-06-20

Cognitive theorists propose that the cohesion of human cognition directs cognitive functions, including all higher cognitive processes like memory, language, problem-solving, etc., are different manifestations of the same basic system. This postulate is at odds with the mental conception of language acquisition, which assumes the existence of a specific linguistic technique pre-programmed by a universal grammar. This concept has given rise to the dichotomy of acquisition and learning, which contrasts two independent ways of perceiving a foreign language: on the one hand, unconscious and accidental acquisition, which provides tacit knowledge that allows achieving spontaneous language use and constitutes linguistic competence. The paper proposes the concept of foreign language learning as part of the cognitive tradition, in which learning is attained through problem-solving in purposeful activities, and in which explicit and implicit, declarative, and procedural processes are integrated into a single, complex operation, forming part of the overarching mechanisms of cognitive processes. The paper uses a closed questionnaire survey of 1st–4th year students of the State Higher Educational Institution “Uzhhorod National University” and the Ukrainian Humanities Institute, Faculty of Humanities, Department of Journalism. The developed questionnaire presents 14 cognitive strategies in foreign language learning. The results of the survey showed that students equally often use language patterns, subtext, context, adaptation to different language situations, information reconstruction, and mnemonics.

Implementation of Self-regulated Learning Writing Module: Amplifying Motivation and Mitigating Anxiety among EFL Learners

Jing Sun — 2024-06-17

EFL learners often face difficulties in their writing performance, motivation, and writing anxiety when engaging in the writing process. To address these issues, a Self-regulated Learning Writing Module (SRLWM) was developed to assist EFL learners in their writing tasks. The main objective of this research was to evaluate the effectiveness of the SRLWM on the writing performance, anxiety levels, and motivation of college-level EFL learners. The study involved a total of 70 EFL learners from a university in Henan Province, China, and utilized a quasi-experimental design with an experimental SRLWM group and a control group. The participants underwent eight weeks of SRLWM training. Pretests and posttests were conducted to assess the participants’ writing performance, motivation, and writing anxiety, and the data were analyzed using a two-way repeated measures ANOVA and Mann-Whitney U test. The results revealed a significant improvement in both writing performance and motivation among the participants in the SRLWM group, accompanied by a notable decrease in writing anxiety. These improvements were considerably different from the outcomes observed in the control group. Based on these findings, it can be concluded that SRL is an effective tool for EFL writing instruction. Consequently, the integration of SRLWM into EFL writing classes can be highly beneficial. Further research in this area could focus on dynamically tracking learners’ progress in writing, as well as their levels of writing anxiety and motivation, by employing action research methodologies.

The Effect of Background Noise and Music on Speech Recognition Performance of Individuals with Normal Hearing and Hearing Loss

Eun Yeon Kim — 2023-06-26

This study explores speech recognition characteristics in background noise and music between normal hearing (NH) listeners, hearing aid (HA) users and cochlear implant (CI) users.Sixty individuals participated in the study: 20 with NH, 20 HA users, and 20 CI users. HA and CI users had a Categories of Auditory Performance score of 6 and open set sentence recognition of 85% or higher. They had been using the devices for at least one year. Babble noise (BN), piano solo (PS), piano + violin (PV), and piano + chorus (PC) were presented at +5- and +10 dB signal-to-noise ratio (SNR). The participants were asked to listen and repeat words and sentences from the Korean Standard Sentence List for Adults. At +5- and +10 dB SNRs, CI users performed worse than those with NH on word and sentence recognition in BN, PS, PV, and PC. HA users outperformed CI users in all conditions. Those with NH showed better sentence recognition than HA users across all conditions at +5 dB SNR and better word recognition in PV and BN at +5 dB SNR and in PC at +10 dB SNR. Correlational analysis revealed that the percentage of life with hearing loss before CI was not correlated with sentence and word recognition across all conditions in both SNRs. Statistically significant negative correlations were observed between the duration of deafness and sentence and word recognition in some conditions. Despite individuals with HL performing well on clinical tests, background music can still interfere with communication for those using hearing devices. To accurately evaluate individuals’ communication abilities clinical tools that include background music need to be developed. Studies using different types of music could help develop and standardize such tools for assessing speech and language abilities in individuals with hearing loss.

Harnessing the Power of Indigenous Zulu Music to Promote Language, Culture, and Diversity

Sakhiseni Joseph Yende — 2023-06-21

Indigenous Zulu music is a reflection of the Zulu people’s cultural and environmental surroundings, incorporating natural sounds and rhythms that highlight their close relationship with nature. This article explores how this music promotes language, culture, and diversity within the Zulu community. Drawing on Cultural Ecology Theory, which underscores the link between culture and the environment, the study examines how Zulu music adapts to these contexts. Methodologically, this qualitative study relied on secondary data from accredited scholarly sources, including journals, books, online government bulletins, and academic databases. The systematic review process ensured data reliability and validity, emphasising the role of indigenous Zulu music in preserving language and cultural identity. The findings reveal that Zulu music, through its songs and performances, celebrates the Zulu language and conveys significant stories and myths. This cultural expression serves as a means of preservation, ensuring the continuity of Zulu heritage. Moreover, the article discusses how integrating Zulu music into modern contexts sustains cultural diversity in South Africa. By blending traditional and contemporary music, Zulu musicians broaden their audience and share their cultural richness. This integration fosters cultural sustainability and dialogue, enriching the cultural landscape. In conclusion, indigenous Zulu music plays a vital role in preserving language, culture, and diversity among the Zulu community. Through its celebration of language and cultural heritage, Zulu music fosters intercultural understanding and represents the cultural richness of the Zulu people.

A Periphrastic Glance at Pre-Service and Basic Education ESL Teachers' Attitude toward PhilE and AmE

Nimfa G. Dimaculangan — 2024-06-25

Studies on attitudes toward Philippine English and American English have been done; however, the attitudes were examined through direct methods like interviews, survey questionnaires, and acceptability tests for the new vocabularies. The present study employs indirect means, such as the Matched-Guised Technique (MGT), to determine the attitude of pre-service and high school ESL teachers toward spoken PhilE and AmE. It utilizes well acknowledged views on attitude in determining the subjects' attitudes toward the speakers. Analysis shows that the judges have positive attitudes toward the PhilE and AmE. The findings differ from the results of previous studies that utilized direct methods of determining attitudes, which revealed the subjects' ambivalent attitude towards PhilE because of their preference for AmE. The paper recommends more seminars on World Englishes (WE) and PhilE in areas where English speakers are not yet open to such language phenomena. It supports earlier scholars' recommendations of inclusion or integration of WE and PhilE in ESL and EFL classrooms and promotion of the Englishes spoken across the globe with respect.

Themes Used to Discursively Construct the COVID-19 Pandemic in Kenya’s Newspaper Headlines

Brian Munyao Mulonzi — 2024-07-17

This study investigates the themes that discursively construct the COVID-19 pandemic in Kenya’s newspaper headlines, specifically focusing on their role in structuring communication related to the COVID-19 pandemic. While prior research has examined news discourse in various contexts, thematic analysis in Kenya’s news reporting has received limited attention. The study examines 59 COVID-19-related headlines drawn from The Standard and the Daily Nation newspapers. The methodology draws from the Critical Discourse Analysis (CDA) model, and specifically employs the Top-Down Approach of sampling texts as espoused by Mautner. Van Dijk argues that those who control discourse indirectly manipulate people’s thoughts and actions. This observation is corroborated by the study’s findings which reveal that Kenya’s print media shaped the COVID-19 discourse through the choice and framing of themes such as bondage, death, economy, education and COVID-19 research and search for vaccines. The analysis shows that Kenya’s print media largely constructed the themes in a negative way and this created a sense of crisis and fear among the populace. These feelings of fear and crisis were exacerbated because the themes encompassed aspects that are crucial to Kenyans, all of which were threatened by COVID-19. Proactive measures such as online learning during the pandemic were almost wholly excluded from the COVID-19 discourse. The media created unequal power relation with the readership by constructing itself as the reservoir of knowledge about COVID-19. The reader was positioned as subordinate and in dire need of guidance. This was an important discursive strategy for legitimizing the authority of the media about the pandemic. It is hoped that this study will make significant contribution to the fields of discourse, communication and media, as it reveals how media discourse plays a key role in shaping our understanding of pandemics.

Towards the Intellectualisation of Indigenous African Languages Through University Language Policies in South Africa

Liqhwa Siziba — 2024-07-02

Although the use of African languages as Languages of Teaching and Learning (LoTLs) at various academic levels and in various fields of knowledge has been gaining momentum, it is yet to be effectively implemented in some South African universities. Failure to implement the use of African languages as LoTLs has often been attributed to their lack of intellectualisation. Deploying Ruiz’s notion of language as a resource, this paper conducts a comparative analysis of language policies of two South African universities to establish how they enable the intellectualisation of indigenous African languages. Through a content analysis of the two universities’ recently revised language policies, the paper discusses the respective institutions’ commitment to the cause of language intellectualisation concerning African languages that have been selected for development as LoTLs. Universities that seek to implement the use of African languages as LoTLs need to come up with language policies that explicitly spell out their intellectualisation plans. The paper further argues that universities need not focus on language status planning only, but also on corpus planning to successfully implement the use of African languages as LoTLs.

Digital Competence of Future English Language Teachers: Influence of Age and Gender on Their Self-perception

Ingrid Mosquera-Gende — 2024-07-15

This research analyses how age and gender may influence the self-perception of prospective secondary school teachers regarding their digital competence in teaching. Testing students’ self-perception can be a starting point for implementing programmes to improve this competence. To this end, the author presents the results of a didactic experience carried out within the framework of the subject Didactics of the English Language, as part of the Master’s Degree in Teacher Training for Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching at a Spanish online university. Therefore, the subjects of the present study are future English teachers who are studying via a distance-learning modality. In order to measure their self-perception, they answered a questionnaire at the beginning and at the end of the course. This is a subject in which the teacher introduces numerous digital tools, both in synchronous online classes and through asynchronous activities, with students’ future teaching practice in mind. A mixed methodology is used: a previously validated quantitative questionnaire and a qualitative analysis of the responses obtained by students in the subject forums. Once the intervention had been carried out and the data analysed, it could be seen that the students’ self-perception in relation to their digital competence decreased, as they became more aware of how many tools they were unfamiliar with before starting the course. However, the difference was not equal between men and women, with the former being more positive than the latter. In reference to age, older participants show, as in the case of women, a greater degree of self-reflection and self-demand. It is expected that these results will be the starting point to try to improve these aspects, taking them into consideration in our classrooms and in our teacher training programs.

Contextualizing Islamic Traditions in English Language Teaching at Indonesian Islamic Higher Education

Nisa Syuhda — 2024-07-10

English language teaching (ELT) in the context of Indonesian Islamic higher education has been particular and little known. The spirit of interconnecting ELT and Islamic tradition has given birth to the concept of dual tasks suggesting the practitioners to teach English and preach Islam. The practitioners are faced with strategic efforts to contextualize Islamic traditions into ELT. By examining six State Islamic higher education located in Lombok, Java, and Sumatera as the main contexts, this study explores issues related to the English teachers' dual tasks and their practiced strategies of contextualizing Islamic traditions into their teaching activities. Narrative inquiry was employed to explore those issues as they are closely related to the participants’ life experiences as English teachers at Indonesian Islamic higher education. This study concludes that the participants’ dual tasks are supported by theological narratives, particularly that of the Islamic propagation argument, and by academic narratives highlighting scientific distinction and knowledge integration. Further, the contextualization of Islamic tradition in ELT is polarized in the explicit mode narratives, referring to the strategies directly related to ELT, and the implicit mode narratives which cover the strategies indirectly connected to ELT. The findings highlight the intricate interaction between ELT and Islamic tradition within the realm of Indonesian higher education, thereby indicating potential pathways for subsequent research endeavors and pedagogical enhancements.

Language Delivery Styles in Academic Trainings: Analysis of Speaker' s Emotional Connection to Audience for Lasting Learning

Maria Barbara M. Entong — 2024-06-30

Academic training’s language delivery approach has a big impact on learning, just as the speaker's emotional bond with the audience has a big impact on how long and how well the learning process lasts. The subject matter and targeted learning results will determine the speaker’s style, which can vary from professional to informal. However, the speaker’s capacity to build an emotional bond is essential because it stimulates interest and engagement, which improves the quality and significance of the learning process. Speakers with strong emotional ties are better at breaking down difficult concepts and fostering an inclusive, encouraging environment in the classroom. Because students are more likely to retain and absorb information connected to emotional responses, this relationship strengthens learning. Body language, tone of voice, facial expressions, storytelling, comedy, and personal tales are all elements that help people learn information for a long time. In summary, an emotional bond with the audience is essential to learning that is both successful and long-lasting, and examining this bond can help trainers and teachers improve their techniques and design more memorable and stimulating learning environments.

Socio-cultural Factors Affecting Reading Comprehension Levels and Demographic-based Grammatical Competence of Higher Education Students

Benigno A. Garil — 2024-06-28

The purpose of this study was to analyze the socio-cultural factors affecting reading comprehension levels of first-year college students from Basilan State College. This study also analyzed their level of grammatical competence. Stratified random sampling was carried out to sample 464 first-year college students from the college. The mixed method allowed the gathering of quantitative and qualitative data from the participants. While the students generally demonstrated good reading comprehension skills, with an overall competent average score, noticeable individual differences suggested the need for designed support to aid their further development. Conversely, the students displayed a low level of grammatical competence, categorized as limited users, indicating a substantial area requiring educational intervention to enhance their grammatical skills. Notably, education and health sciences students had significantly higher levels of reading comprehension compared to other first-year students. most students believed that factors such as knowledge and attitude directly influenced their reading comprehension levels, with some attributing it to socio-economic status, experience, and hobbies. This study calls for the implementation of strategies that consider the demographics of the students as well as their learning characteristics where educators could effectively assist students in their academic growth and enhance their proficiency in reading and language skill.

An Ideological Critique of the legacy of Nelson Mandela in Brenda Fassie' s “Black President”

Mlamli Diko — 2024-06-15

The intrarelationship between language and music is an enthralling and intricate interplay that spans various dimensions of human expression. Both language and music are complex forms of communication, and their interaction can be observed in several ways. Words, phrases, and sentences in a language underpin specific meanings and convey information. The structure and choice of words enable precise communication of thoughts, emotions, and ideas. Musical elements such as melody, harmony, rhythm, and dynamic forces contribute to the emotional and expressive power of music. Even without lyrics, instrumental music has the capacity to evoke a wide range of sensibilities. With this in mind, the primary aim of this article is to uncover Brenda Fassie's “Black President” in an attempt to unravel Nelson Mandela’s political and leadership discourse. To achieve this, employing an ideological critique framework as a theory is applied to the discussions. Ultimately, this article makes two notable findings and discussions. First, Fassie's “Black President” stands as a potent symbol in the context of postcolonial and post-apartheid South Africa. In fact, the clause “Black President” is laden with historical significance, representing a departure from the era of racial subjugation. Through linguistic choices and symbolic language, the song contributes to the ideological critique by illustrating Mandela's presidency as a transformative moment in the nation's history. Second (last), Fassie’s lyrical craftsmanship introduces a layer of narrative complexity, offering an ideological critique that goes beyond simple glorification. While the song acknowledges Mandela's heroic stature, it equally confronts the challenges and disparities countenancing in post-apartheid South Africa. Linguistic choices convey a multifaceted reflection on the “Black President's” legacy, questioning whether the dreams of liberation have materialized into concrete improvements for all citizens. The language used becomes a tool for critique, urging listeners to grapple with the intricacies of societal transformation and the realization that, despite the monumental changes, there remains unfinished business in the pursuit of liberty and justice. The concluding remarks underline the necessity to continue to examine political and leadership figures as (re)produced in musical linguistics.

The Role of Climate Change-oriented News in Cultivating Students’Reading Skills and Raising Environmental Awareness

Saban Kara — 2024-06-13

Climate change is a term that takes precedence in the 21st century by humanity due to its negative impacts on the environment in various forms. Similarly, reading is a fundamental skill to grasp information and behave in a more civilised way. Accordingly, online news is the readily available source to be informed about the latest news. Although many studies have been conducted about climate change, reading, and news, a gap in the literature has been observed in merging them into one study with an interdisciplinary approach. To this aim, this study investigates the influence of reading climate change-oriented news on university students’ reading comprehension and raising their ecological awareness simultaneously at a private university in Erbil, Iraq, in the 2023–2024 academic year. Having chosen 34 first-year students through the stratified random sampling method in this mixed methods study, experimental group students read news from news websites, brainstormed, and took relevant exams created by Chat GPT spanning 10 weeks. On the other hand, control group students kept reading the passages in their coursebooks. The findings via reading exams, questionnaires, and interviews, unearthed that reading climate change-oriented news enhanced experimental group students’ reading performance significantly, raised their ecological awareness, and prompted them to persuade others in their community to be more proactive, thereby reversing the catastrophic effects of climate change with a feasible plan. The finding of the study may have some implications for all concerned parties to put the United Nation’s 17 Sustainable Development Goals into practice at educational institutions.

Successful Thai EFL Students and their Language Learning Strategies for Acquiring English If Clause

Somboon Pojprasat — 2024-06-15

The fact that English if clause is too difficult does not entail impossibility for EFL students to master it. In the Thai context, a few have managed to use it correctly despite persistent failure among many. The present study principally aimed to find out how successful Thai EFL students learned to acquire this grammatical structure by virtue of the language learning strategies (LLS). A group of 32 university English majors were individually given an oral test in which different types of if clause were under investigation, and afterwards a questionnaire to complete about their application of the strategies. Findings show an overall poor performance with only seven students who could pass the test. Mismatch between verb forms and meaning constituted the general typology of mistakes hypothetically as a consequence of negative mother tongue transfer as well as a lack of deep understanding and acquisition of the structures that was supposed to be internalized. Regarding LLSs, the use of mental pictures was found to be significant, the learning technique successful and less successful students applied differently (p = 0.029), hence the probable strategy that helps with their acquisition of the structures. Pedagogical guidelines for incorporating the LLSs into an EFL classroom were provided.

Examining the Linguistic Identity of Asia’s Latin City: A Content Analysis of Multilingualism of a Nonmetropolitan Cityscape

Frenz Djaxxas Daleon Clorion — 2024-05-20

This investigation offers an extensive analysis and examination of the linguistic landscape of a nonmetropolitan cityscape, focusing on the linguistic identity and multiple languages used throughout the city. This study fundamentally analyzes the multilingual nature and characteristics of the central district of Zamboanga City. Furthermore, the investigation incorporated analytical categories, adapted from previous studies, which constituted the systematic foundation for gathering and selecting essential data from multiple sources throughout the city proper. The investigation revealed significant results and indicated that the cityscape contains six (6) languages that comprise its linguistic identity, specifically, English (51.25%), Filipino (23.36%), Chavacano (19.59%), Tausug (2.99%), Chinese (1.74%) and Bisaya (1.07%). To ensure the accuracy of the collected data, the photographs were analyzed through content analysis to examine the linguistic signage of the nonmetropolitan cityscape. Moreover, the study revealed that the cityscape employs monolingual (80.79%), bilingual (18.82%), and multilingual (0.39%) signages, highlighting the city’s commitment to providing universally accessible information and preserving cultural/linguistic heritage. The investigation also revealed that English is the dominant language found within the signage, proving its significance in promoting global development, internationalization and economic growth in the city. However, despite its prominence, both local (Chavacano) and national (Filipino) languages are also evident in the cityscape, which underscores the city’s mission to preserve its cultural and linguistic identity, indicating that the languages are linguistically represented. In addition, the cityscape employs both official and nonofficial signage, which underscores its importance in information dissemination and advertising local services and products to international clients.

Exploring the Relevant Factors of Willingness to Communicate (WTC) in Language Learning—A Systematic and Bibliometric Approach

Chuhan Xu — 2024-06-21

Recent years have witnessed a surge of interest in learners’ Willingness to Communicate (WTC) within the L2 learning environment. This study aims to explore current trends, remarkable subjects, influential authors, sources and interplay of WTC variables in L2 learning from 1985 to 2023. A total of 259 articles were selected through PRISMA for the visualization of VOSviewer, and 221 publications for the citation network analysis with CitNetExplorer. The findings revealed 3 major variables with the capacity to influence WTC: individual traits, teachers’ roles, and learning environments. Prominent themes include the rising trend of positive psychology, the importance of motivation, confidence, attitudes, the application of teacher immediacy and WTC in L2 learning. The study also highlights the significance of considering peer and cultural factors in future research. By providing a rigorous overview of the literature, this study contributes valuable insights into the current state of WTC in L2 learning education.

A Systematic Review of Integrating Culture into Foreign Language Teaching and Learning

Yuanxin Ji — 2024-07-03

Culture has become an indispensable element in foreign language teaching. This paper intends to systematically review the existing research on culture teaching or integrating culture in foreign language teaching. 30 studies in the field of culture teaching and learning published in the last five years were reviewed systematically. The review followed the PRISMA Statement’s guidelines, and the included studies were analyzed and synthesized with seven codes, intending to investigate the latest areas of discussion in the literature of culture teaching in foreign language teaching and learning, the stakeholders’ attitudes towards culture teaching in foreign language teaching and learning, pedagogical methods used to teach culture in foreign language classrooms, the effect of culture teaching practice, as well as the research gaps derived from the analysis. In light of this information, recommendations for future research were proposed.

Linguistic Analysis of Texts in Philological Research: The Use of Salesforce Einstein Artificial Intelligence

Iryna Strashko — 2024-07-10

Artificial intelligence is beginning to spread to all fields of science, and philology, linguistics and literature are no exception. This intersection of technology and the humanities opens a new era of linguistic and literary analysis. The relevance lies in the fact that artificial intelligence offers innovative ways of understanding and interpreting texts. Linguistic analysis of texts is an important part of philological research, as it helps to uncover the meaning, style, and other elements of language use in texts. This study aims to explore the innovative technology of Salesforce Einstein Artificial Intelligence, which can be used for linguistic text analysis in philological research. Research methods include literature review, correlation analysis, social analysis, impact analysis, syntactic analysis, and factor analysis. The results of the work showed that the system deeply learns the language and learns to recognize and analyze various language features and emotions. The paper examines the technical and ethical aspects of Salesforce Einstein AI. A cross-sectional study allowed us to describe the technological capabilities of the system and to debate the problem of replacing the author with artificial intelligence from an ethical perspective. The authors conclude that linguistic text processing in philology has revolutionized the way authors interact with technology and has become a valuable tool in text analysis. Salesforce Einstein AI has opened up a whole new world of opportunities for the field of philology.