Abstract

This paper argues that in interpreting literary pieces, language and literature should team up for their mutual benefit. Based on this assumption, this study explores the interface between language and literature by examining along stylistic lines the flash fiction piece “When It's A Grey November In Your Soul” written by Cristina Pantoja Hidlago, a renowned Filipino author. Using Leech and Short's (2007) schema, the present study attempts to decipher the language code of the said literary text in terms of the following features: lexical categories, grammatical categories, figures of speech, and context and cohesion. The analysis proves that specific textual features could lend themselves well in interpreting the text. Among the lexical categories are group of words that indicate confusion (i.e., semantic field); predominant use of concrete nouns, special use of proper nouns, and abstract nouns referring to social and psychological states; adjectives denoting sense perceptions (visual descriptions, mostly colors); and specific verbs indicating speech acts. On the other hand, these grammatical features contribute to text interpretations are interrogative sentences and minor sentences (i.e., sentence fragments); predominant use of simple sentences; use of the literary present in general, and punctuations (i.e., em dash and ellipsis). Lexical repetition and alliteration are found to be effective figures of speech in comprehending the flash fiction piece. As for context, the flash fiction piece employs the first-person narration with Direct Speeches (DS), one Free Direct Speech (FDS), Free Direct Thoughts (FDT), and one Indirect Thought (IT). Repetition, recurring motif, and linkage as cohesion elements help elucidate the effects and meanings the writer intends to evoke in the story. The implications of the present study for literature and language teaching are also discussed.

Abstract

This qualitative study framed within socio-cultural theory explored a teacher's oral mediation in her classroom interactions with English as a Foreign Language (EFL) learners. It investigated the teacher's mediation time on the basis of the classification of proactive, reactive, and ongoing mediation, her mediation types were also analyzed based on implicit and explicit mediation. The participants included six female advanced EFL learners and their teacher participated in four videotaped sessions of the classroom interactions. They were interviewed regarding the mediation time and type, and then the teacher was interviewed using stimulated recall protocol. Observation, field-notes, and analysis of the videos were carried out by one of the researchers, too. The results indicated that student hints for receiving help from their teacher in classroom interactions were the best representative of the suitable time for proactive mediation. Furthermore, an increase in the students' hints for receiving more help would change the type of mediation from implicit to explicit. These findings highlighted the importance of teachers' mediations in learners' language development and their contributions to classroom discourse research.

Abstract

Using conversational analysis as a methodological framework, this paper aims to analyze the sequential pattern of the turns in cooperative writing group interactions which unfolds solidarity building and disagreement episodes. Recorded verbal and non-verbal interactions of a group, comprised of ten members, were carefully transcribed to closely examine overlapping, latching, cut-off and other pragmatic cues of the turn taking. Results show that solidarity building is displayed using collaborative construction turn strategy and laughter strategies. Disagreement as a preferred act is an effective speech strategy that does not only use in pursuit of knowledge, but could also establish group cohesiveness. Data also opens implications for English Language Teaching (ELT) specifically in promoting pragmatic competence among Engliah as a Second Language (ESL) learners.

Abstract

The aim of this study was to investigate the attitudes of Iraqi high-school teachers and students towards teacher written feedback in writing classes in Suleymaniyah and Erbil. A quantitative method was conducted in this study. Two different instruments were used in the study; which are teacher questionnaire and student questionnaire. A total of 100 teachers (50 males and 50 females) and 200 students (100 males and 100 females) participated in filling the questionnaire then the collected data were analyzed through Statistical Package for the Social Sciences (SPSS). The findings showed that teachers' written feedback generally plays a significant role in improving students' writing skills.

The study also showed that students are encouraged and improved, when English teachers provide them with optimistic and constructive written feedback. It was also observed that students show high preference of specific written feedback to facilitate the correction of mistakes. The findings showed that teachers' positive written feedback on their daily assignments and paper tests was highly preferred by students. Additionally, the study showed that teachers' written feedback in its time has a powerful impact on students' writing skills. A t-test analysis indicated that there were no statistically significant differences between male and female teachers and also students towards teacher written feedback.

Abstract

Over the last few decades, researchers and teachers of English have never been so divided over the issue of grammar in English as a Second Language/English as a Foreign Language (ESL/EFL)-how it should be taught, its methods and approaches and to the extent whether it should be taught at all or not. After the Communicative Language Teaching (CLT) method has been accepted all over the world as the most favourite method, the 'focus on form' approach is being questioned and PPP (Presentation-Practice-Production) method is receding fast from the classroom. Although the core of CLT method is to improve the communicative and socio-linguistic competence of the learners, many teachers are of the opinion that it should not be at the expense of grammar or over all linguistic competence of the learners with the logic that making meaning will be hampered without the use of appropriate grammatical forms and structures in both speech and writing.

This paper explores the role and function of grammar in Task Based Language Teaching as TBLT has become the cornerstone of language teaching. Tasks engage learners in their thinking process and help them to arrive at an outcome. Teacher of course, is present to control and regulate the process. This paper discusses how grammar teaching was integrated in a Project Based Language Teaching course in a Under Graduate (UG) level. After a regulated treatment for one semester, it was found that there was a significant improvement in grammar among the learners.

Abstract

The real learning takes place when the learners start using the language items not when they notice them. Every English as a Second Language/English as a Foreign Language (ESL/EFL) learner needs grammar to communicate effectively and efficiently. Furthermore, they need opportunities to use grammar communicatively in meaningful contexts in order to develop their grammatical competence. Unfortunately, the present classroom atmosphere does not provide this since it merely focuses on the input, i.e. the presentation of language items. This paper argues that the communicative activities fill this existing gap in teaching grammar by providing learners with meaningful contexts, where learners not only practice grammar, but also use it communicatively. While practicing grammar through communicative activities, the learners understand the relationship between the form, meaning, and function of grammatical structures in meaningful contexts. The paper exemplifies how communicative activities can be used to develop ESL/ EFL learners' grammatical competence.