Relevant bibliographies by topics / Engish language

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Engish language'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Engish language"

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Wibowo, Agus Hari, Riyadi Santosa, Tri Wiratno, and Djatmika Djatmika. "BAGAIMANA MENGENALKAN DIALEK KEPADA PEMBELAJAR BAHASA INGGRIS." PRASASTI: Journal of Linguistics 6, no. 2 (November 5, 2021): 137. http://dx.doi.org/10.20961/prasasti.v6i2.53266.

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<p>The article discusses how variations of English are introduced to teenage Indonesian English learners through coursebooks for students of high schools. English language units representing such vatiants were collected from five coursebooks for high schools. The collected units were then analysed to see what English variations they are representing, such as British, American, or mixed variaiton, or Indonesian Engish. The results show that the English variations due to its users are represented either in grammar and lexical choices. The latter dominate the numbers of data in showing the variations. The language units representing the variations are presented mostly in dialogs in the forms of utteracances. In addition choice of single words also contribute the representation of the variations. Formality becomes the main feature to differentiate between British and Amerian dialects presented in the books, and introducing English dialects to students through the coursbooks is good in accordance to the fact that recognizing dialects of English will broaden their linguistic knowledge on such a language they are learning. </p>
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THẢO, PHAN THỊ THANH. "CODE-SWITCHING USE OF ENGLISH MAJOR STUDENTS AT ENGLISH SPEAKING CLASSES AT UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY." Hue University Journal of Science: Social Sciences and Humanities 130, no. 6D (June 30, 2021): 85–109. http://dx.doi.org/10.26459/hueunijssh.v130i6d.6289.

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Learning English has been greatly concerned by a large number of people in non-native English speaking countries in the world, especially in Vietnam due to its increasing communication demands. Relating to learning English communication skills, code-switching (CS) use is regarded as one of the foreign language classroom phenomena in Vietnam, which has some controversial issues due to its both positive and negative influences on students’ learning quality. This article presents the study on the code-switching use of Engish major first-year and second-year students at English speaking classes at University of Foreign Languages, Hue University (UFL-HU). This study was conducted with the participation of 174 English major freshmen and sophomores at UFL-HU during the first semester of 2020-2021 school-year. Qualitative and quantitative approaches are applied in this study with research instruments including questionnaire, classroom observation and face-to-face interviews. The research reveals the current realities of students’ CS use and their attitudes towards the benefits and challenges of using CS at English speaking classes.
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Lee, Cynthia. "A cross-linguistic study on the linguistic expressions of Cantonese and English requests." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 15, no. 4 (December 1, 2005): 395–422. http://dx.doi.org/10.1075/prag.15.4.05lee.

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This study investigates the cross-linguistic devices of requests written by native English-speaking (NSE) and native Cantonese-speaking (NCS) respondents in an academic context on the basis of 197 discourse completion tests. Both groups asked in a direct sequence accompanied by a different proportion of syntactic and lexical devices to reduce directness. NES used a higher frequency and a wider range of syntactic downgraders than NCS. NCS, however, used a higher frequency of lexical downgraders and a greater number of combinations of lexical devices than NES. The cross-linguistic comparison of the linguistic features of Cantonese and Engish requests demonstrates how the distinctive linguistic properties of each language and social factors combine to constitute a request. Further investigation could be made between idealized and authentic English and Cantonese requests for a range of age groups and contexts, or to compare the linguistic forms of requests made by NCS in English with the linguistic forms of requests made by NES in Cantonese.
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Imamgayazova, D. I. "LEXICAL AND DERIVATIONAL MEANINGS OF “MALWARE” FRAME IN RUSSIAN AND ENGISH-LANGUAGE MEDIA TEXTS." Review of Omsk State Pedagogical University. Humanitarian research, no. 31 (2021): 101–6. http://dx.doi.org/10.36809/2309-9380-2021-31-101-106.

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The article examines the structure of the “malware” frame based on the texts of the Russian and English-language media. In order to identify the relationship between the deep and external levels of the frame, an analysis of lexical and derivational meanings and propositional schemes is carried out, through which stereotyped knowledge about the nature and action of malicious programs is actualized. The research results demonstrate that in English-language media the malware frame is comparable in structure to the “disease” frame: slots “symptoms”, “methods of infection”, “affected organs/systems”, etc. are filled with specific lexical units, neologisms are actively used to refer to conventional knowledge. At the same time, in the Russian-language media, the main lexical and derivational meanings are grouped around the “computer virus” subframe, borrowing and calquing are widely used, which leads to a confusion of concepts in the concept sphere of “malware”.
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Taranenko, O. G. "COMPARATIVE SEMANTIC ANALYSIS IN UKRANIAN AND ENGISH ON THE BASIS OF PHRASEOLOGICAL LANGUAGE LEVEL." "Scientific notes of V. I. Vernadsky Taurida National University", Series: "Philology. Journalism" 1, no. 5 (2022): 314–18. http://dx.doi.org/10.32782/2710-4656/2022.5.1/53.

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Lixin Wang. "A Study on the Application of Virtual Reality Technology in Engish Language Education Relying on Immersive Learning Environments and Interactive Experience Design." Journal of Electrical Systems 20, no. 6s (April 29, 2024): 169–76. http://dx.doi.org/10.52783/jes.2626.

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This study delves into the application of virtual reality (VR) technology in the realm of English language education, with a focus on immersive learning environments and interactive experience design. The primary objective is to explore the efficacy of incorporating VR technology to enhance the English language learning experience for students. The research investigates the potential of immersive learning environments provided by VR technology and the impact of interactive experience design on language acquisition. The study aims to contribute valuable insights into how these technological advancements can revolutionize English language education, offering an engaging and effective approach to language learning. Through a thorough examination of the immersive and interactive aspects of VR technology, the research seeks to provide a foundation for the integration of these technologies into English language education practices, ultimately paving the way for more innovative and engaging language learning experiences.
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Wulandari, Yusika, and Thomas Joni Verawanto Aristo. "AN ANALYSIS OF DISTANCE LEARNING IMPLEMENTATION DURING THE PANDEMIC IN TEACHING ENGISH." INOVISH JOURNAL 7, no. 1 (June 29, 2022): 41. http://dx.doi.org/10.35314/inovish.v7i1.2490.

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The background of this research is the application of distance learning in learning English. This study aims 1) To describe the process of implementing distance learning in learning English at SMPN 02 Kayan Hilir during the Covid-19 pandemic. 2) To find out the obstacles to implementing distance learning to teach English at SMPN 02 Kayan Hilir during the Covid-19 pandemic. 3) To find out the impact of implementing distance learning for teaching and English at SMPN 02 Kayan Hilir during the Covid-19 pandemic. The research method used is qualitative research. The results showed that the implementation of distance learning in learning English for class VIII students at SMPN 02 Kayan Hilir had been implemented well despite the obstacles and impacts 06.25 from distance learning for schools and English teachers and students have a solution. Based on the results of the study, it can be concluded that in the learning process, the obstacles and impacts of implementing distance learning based on whatsapp and how teachers overcome obstacles and impacts have their respective solutions so that English language learning can be carried out properly. Keywords:Distance Learning, Distance Learning Implementation, English Teaching
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Shinta Silvia, Yuni Hartini,. "Improving Student Participation in Online Engish Using Song Lyrics at SMAN 2 Tualang." JADEs Journal of Academia in English Education 3, no. 1 (June 30, 2022): 37–50. http://dx.doi.org/10.32505/jades.v3i1.3984.

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This study aimed to determine the increase in students’ engagement in English language learning through the use of song lyrics. The study was conducted in a cycle of five sessions. The study design was a Classroom Action Research (CAR) of 35 XI MIPA 4 students at SMA Negeri 2 Tualang. The instruments of this study were observation sheets and interviews. From the findings, the researchers found an increase in students’ engagement, which was characterized by more enthusiasm in teaching and learning, like collecting more homework and being on time in online learning, asking more questions, and answering the teacher's questions. At the same time, the interview results indicated that several factors affecting the active participation in online classrooms were interesting media and easy song lyrics. The English teachers, referring to students’ perspectives, were able to improve students’ engagement and interest. To conclude, the teacher’s strategy in the use of song lyric is able to make students actively participated in the online classroom and make the teaching atmosphere more lively.
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Saidah, Novia Rina, Ahmad Munir, and Syafi’ul Anam. "Communication Strategies Used by EFL Learners in Task-Based English Debate." Linguistic, English Education and Art (LEEA) Journal 3, no. 2 (June 21, 2020): 414–25. http://dx.doi.org/10.31539/leea.v3i2.1254.

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This research aims to describe the use of communication strategies in an EFL classroom during the completion of task-based debate activity. This research was conducted in an English course located in Sidoarjo. The subject of this study are 10 EFL intermediate level students. In line with that reason, this research is a qualitative study since it focuses on the depth of the comprehension of the communication strategies data rather than computing it. For obtaining the data, the researcher do observation and records learners’ verbal and non-verbal behaviour based on Dornyei (1995) taxonomy of communication strategies during the debate activity. The result showed that all taxonomies by Dornyei are used by the subjects i.e avoidance strategies, achievement strategies, and stalling strategies in the debate. There are various reason for leaners to choose those strategies to overcome their communication breakdowns during the short-time debate between speakers such as because it’s time-efficient, less confusing, and sound trustworthy to lengthen their time to think, keep the communication channel at hand, and keep up the discourse at the moment when learners face the difficulties. As the conclusion, English debate activity is considered as one of the task that promotes students-centered learning in a TBLT class, provides opportunities for students to speak Engish, and challenge students to use their language sources to strengthen their arguments. In the debate, learners mostly applied stalling strategies such as fillers since is considered very easy and quick for learners to use when they encounter problems such as nervous, lack of vocab, and lack of grammar structure in the English debate activities. Keywords: Communication strategies, task-based learning, English debate.
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Axatovna, Safina Farida, and Baymatov Abduaziz Abdujabbarovich. "WHY LATIN LANGUAGE IS FUNDAMENTAL IN STUDYING EUROPEAN LANGUAGES." American Journal of Philological Sciences 3, no. 12 (December 1, 2023): 97–103. http://dx.doi.org/10.37547/ajps/volume03issue12-16.

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The development of language is a fascinating study. The ancient Chinese and Egyptians used pictographic languages which took years for the priests and scholars to master. The common working citizen had no time for such study and so remained powerless and able to be exploited. About 1500BC the Phoenicians developed a phonetic alphabet which could be used by the common merchants to conduct their trading businesses. The Greeks learned it from them and further developed it by adding vowels. This phonetic alphabet made people think differently. It encouraged analysis and the developmentof awhole written language of interchangeable components.All the languages that developed from the Latin and Greek root vocabularies function like that. If we don’t teach the root meaning of those components, we burden ourselves with the task of learning thousands of individual English words as wholes. By studying Latin can master the components of many languages, including English.
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Dissertations / Theses on the topic "Engish language"

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Reaume, Kathleen M. "Second Language Writing: An Exploratory Study of ESL Student’s Evaluation of Web Resources." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1302284565.

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Boyle, Molly. "Bit O’ the Auld Craic: An Acoustic Analysis of the Vowel System of the Engish of South Roscommon." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/1022.

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The present study aims to address the question of how vowel quality varies between rural and town-dwelling male speakers of Irish-English in South Roscommon, Ireland. Previous studies have identified four distinct varieties of Irish-English in Ireland: the Eastern, South &Western, Midland, and Northern varieties, loosely based on the political provinces of Munster, Connaught, Leinster, and Ulster. County Roscommon straddles the provinces of Connaught and Leinster, complicating the presence of phonological features associated with one of two different ‘accent regions’. The last phonological study carried out in Roscommon was by Patrick Leo Henry in 1957. While this was a promising start in assessing regional distinctions, rural ones in particular, the lack of recent studies leaves a sizeable gap that does not address modern changes in the linguistic landscape of Ireland, nor the availability of modern methods of acoustic analysis. In particular, the present study investigates the pre-nasal merging of front unrounded vowels /ɛ/ and /ɪ/, vowel centralization, and a lower /æ/, associated with the Western variety of Irish English. Factors such as supraregionalization lead to my hypothesis that rural speakers will demonstrate higher frequency of the vowel features associated with the Western variety. To assess the frequency of certain vowel sounds, twenty participants were recorded and formant data was extracted for F1 and F2 values of the tokens. It was found that the rural speakers in Roscommon demonstrated a more prominent merger between /ɛ/ and /ɪ/, a lower [æ], and the rural speakers demonstrated an overall trend toward centralization.
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Warner, Richard G. "Discourse connectives in English." New York : Garland Pub, 1985. http://books.google.com/books?id=LtFZAAAAMAAJ.

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Itani-Adams, Yuki. "One child, two languages : bilingual first language acquisition in Japanese and English." Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/28484.

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This is the first Japanese-English Bilingual First Language Acquisition (BFLA) longitudinal study carried out within the framework of Processability Theory (PT) (Pienemann, 1998a). The informant of this study is Hannah, who was raised in Australia in a one-parent one-language environment from birth. Hannah’s speech production in each language was collected in a language-specific setting with different interlocutors (i.e., Japanese with the Japanese-speaking mother and English with the English-speaking father), from the time she was 1; 11 (one year and eleven months) until she was 4;10. This study investigates Hannah’s lexical development, the acquisition of morphology and syntax in the two languages. Unlike previous studies in bilingual children’s lexicon (Deuchar and Quay, 2000), this study focuses on the composition of the lexicon in each language to test for language-specific developmental patterns (Gentner and Boroditsky, 2001).The study also compares the development of these two languages in terms of MLU, lexical, morphological and syntactic development. Furthermore, the study examines the relationships between lexical and grammatical development within each of the two languages and tests the Critical Mass Hypothesis (Marchman and Bates, 1994) in a bilingual context. One of the central issues in the field of BFLA, identified by scholars such as DeHouwer (2005) and Meisel (1990a), is to characterise the relationship between the two developing languages of one child. Does a bilingual child initially develop the two languages as one linguistic system that later separates into two as expounded by Volterra and Taeschner (1978), or does a bilingual child develop the two languages separately from the beginning, as represented by De Houwer’s (1990) Separate Development Hypothesis (SDH)? Previous BFLA studies addressing this issue (e.g., De Houwer, 1990; Meisel, 1990a; Mishina, 1997; Paradis and Genesee, 1996) did not have a common point of reference to compare the development of two different languages directly. In the present study, PT provides a common point of reference for a direct comparison of the development of two typologically distant languages. Results indicate that both Japanese and English of the child developed in the sequence predicted by PT. They also support the SDH for lexical development, the acquisition of morphology and word order. The study confirms the Critical Mass Hypothesis in bilingual context. The results from the present study suggest that, for one bilingual child, Japanese and English each developed in parallel but in a separate manner.
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Itani-Adams, Yuki. "One child, two languages bilingual first language acquisition in Japanese and English /." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/28484.

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Thesis (Ph.D.)--University of Western Sydney, 2007.
A thesis presented to the University of Western Sydney, College of Arts, School of Humanities and Languages, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.
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Mohamed, Mohamed Abdulla. "Ellipsis : a contrastive study of Swahili and English discourse /." Access Digital Full Text version, 1986. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10620175.

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Yuen, Dick-yan Dennis. "A comparison of oral and written composition in L1 Chinese and L2 English in an L2 English medium school." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14036435.

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Wong, Shiu-yu Winnie. "Agrumentative writing in L1 Chinese and L2 English : a study of secondary six students in Hong Kong /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709351.

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Service, Elisabet. "Phonological coding in working memory and foreign-language learning." Helsinki : Dept. of Psychology, University of Helsinki, 1989. http://catalog.hathitrust.org/api/volumes/oclc/24617470.html.

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Kreyer, Rolf. "Inversion in modern written English syntactic complexity, information status and the creative writer." Tübingen Narr, 2006. http://deposit.ddb.de/cgi-bin/dokserv?id=2778049&prov=M&dok_var=1&dok_ext=htm.

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Books on the topic "Engish language"

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Aarts, Bas. Engish syntax and argumentation. 2nd ed. Houndmills, Basingstoke, Hampshire: Palgrave, 2001.

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Chatterjee, Jayanta. PLAB 1 revision book: Extended matching questions and single best answer questions. Knutsford: PasTest, 2004.

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Anthony, Burgess. A Mouthful of Air: Language, Languages-- Especially English. New York: W. Morrow, 1992.

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Anthony, Burgess. A Mouthful of Air: Language, Languages...Especially English. New York: William Morrow & Co, 1993.

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Anthony, Burgess. A mouthful of air: Language and languages, especially English. London: Hutchinson, 1992.

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Anthony, Burgess. A mouthful of air: Language and languages, especially English. Don Mills, Ont: Stoddart, 1992.

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College, City and Islington. ESOL - English for speakers of other languages: Courses with language support, language workshops. London: CIC, 1995.

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Culpeper, Jonathan, Paul Kerswill, Ruth Wodak, Anthony McEnery, and Francis Katamba. English Language. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4.

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Culpeper, Jonathan, Francis Katamba, Paul Kerswill, Ruth Wodak, and Tony McEnery, eds. English Language. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9.

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Association, Research and Education, ed. English language. Piscataway, N.J: Research & Education Association, 2000.

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Book chapters on the topic "Engish language"

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Maynard, Diana, Joanna Wright, Mark A. Greenwood, and Kalina Bontcheva. "Language Report English." In European Language Equality, 127–30. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28819-7_13.

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AbstractThis chapter focuses on the status of the English language, primarily acting as a benchmark for the level of technological support that other European languages could receive (see Maynard et al. 2022; Ananiadou et al. 2012). While it is rather unlikely that any other European language will ever reach this level, due to the continuing development of support for English, and thus serves as a moving goalpost, nevertheless it provides a good criterion for relative assessment. While the inequalities in the amount of technological support available for English compared with other European languages may act as a deterrent for working on the latter, nevertheless it serves as a useful mechanism for applying cross-lingual transfer methods in order to build language models and generate labelled data for lower resource languages.
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Pietsch, Lukas. "Prepositional aspect constructions in Hiberno-English." In Language Contact and Contact Languages, 213–36. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/hsm.7.12pie.

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Mahboob, Ahmar, and Angel M. Y. Lin. "Using Local Languages in English Language Classrooms." In English Language Teaching Today, 25–40. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38834-2_3.

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Hutz, Matthias. "Integrating Linguistic Diversity into English Language Teaching." In Pluricentric Languages and Language Education, 25–40. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003248552-4.

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Hilbert, Michaela. "Interrogative inversion in non-standard varieties of English." In Language Contact and Contact Languages, 261–89. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/hsm.7.15hil.

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Danielsson, Kristina, and Staffan Selander. "Language." In Multimodal Texts in Disciplinary Education, 95–102. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63960-0_9.

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AbstractIn Sweden, English is a language with high status, and digitization in particular has made English easily available so that many children learn English outside of school, what is called ‘extramural English’ (Sundqvist and Sylvén 2016), through commercials, music, and different digital media, including online games, YouTube clips, etc.
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Brown-Bousfield, Megan M., and Charles B. Chang. "Regressive cross-linguistic influence in multilingual speech rhythm." In Studies in Bilingualism, 49–71. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/sibil.65.03bro.

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While previous work on has found evidence of progressive of a first or second language (L1, L2) on a third language (L3), regressive cross-linguistic influence (rCLI) in rhythm remains understudied. In the current study, we tested the roles of and of language similarity in shaping rCLI from as L3 to and as L1/L2. In a picture narration task, adult sequential (L1 English-L2 German-L3 Spanish, L1 German-L2 English-L3 Spanish) and sequential bilingual controls (L1 English-L2 German, L1 German-L2 English) produced semi-spontaneous in each of their languages, which was analyzed in terms of the rhythm metric . Results showed evidence of rCLI in English (the typologically more similar language to Spanish) but no evidence of rCLI in German; however, rCLI in English was found only when English was the L1. On the basis of these findings, we propose the (SCH), which claims that previously acquired languages that are more similar to a later-acquired language are relatively more vulnerable to from this language.
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Thomas, Justin, P. J. Antony, K. N. Balapradeep, K. D. Mithun, and Narasimha Maiya. "Natural Language Compiler for English and Dravidian Languages." In Emerging Research in Computing, Information, Communication and Applications, 313–23. New Delhi: Springer India, 2015. http://dx.doi.org/10.1007/978-81-322-2550-8_31.

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Lotherington, Heather, Deanna Neville-Verardi, and Natalia Sinitskaya Ronda. "English in cyberspace." In Language Learning & Language Teaching, 11–42. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/lllt.25.04lot.

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Gass, Susan M., and Daniel Reed. "English language testing." In AILA Applied Linguistics Series, 31–50. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/aals.8.04gas.

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Conference papers on the topic "Engish language"

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Abilova, Zulfiyya. "INFLUENCE OF OTHER LANGUAGES ON THE LEXICAL SYSTEM OF THE INTERNATIONAL ENGLISH LANGUAGE." In Proceedings of the XXIII International Scientific and Practical Conference. RS Global Sp. z O.O., 2020. http://dx.doi.org/10.31435/rsglobal_conf/25112020/7256.

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Many natural languages contain a large number of borrowed words, which usually enter the language as the result of cultural-historical, socio-economic and other relations between people. The article is devoted to the English language which, in the process of its historical development, was crossed with the Scandinavian languages and the Norman dialect of the French language. In addition, English almost, throughout its history, had linguistic interaction with Latin, French, Spanish, Russian, German and other languages of the world. This article examines the influence of Latin, French and Scandinavian languages as well as the development of English as the language of international communication.
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Hüttner, Julia. "Disciplinary language at school: Sites of integration in content-and-language-integrated learning (CLIL)." In Eighth Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-5.

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The teaching of languages in Europe emphasises the learning of English, increasingly with a view towards using it in a professional and academic environment. One development over the last few decades in response to this demand for more specialised English proficiency has been the introduction of Content-and-Language-Integrated Learning (CLIL). One of the major benefits of CLIL lies in its potential in fostering language abilities that relate directly to the school subjects taught through the integrated learning of new content and new aspects of the foreign language. I aim to contribute here to our conceptualisation of this nexus by positing and presenting evidence for a dual perspective of disciplinary language. This definition embraces both the production of lexico-grammatical and discursive patterns appropriate to the subject being taught and the verbal and multimodal practices associated with acquiring them.
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Chen, Zhenpeng, Sheng Shen, Ziniu Hu, Xuan Lu, Qiaozhu Mei, and Xuanzhe Liu. "Emoji-Powered Representation Learning for Cross-Lingual Sentiment Classification (Extended Abstract)." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/649.

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Sentiment classification typically relies on a large amount of labeled data. In practice, the availability of labels is highly imbalanced among different languages. To tackle this problem, cross-lingual sentiment classification approaches aim to transfer knowledge learned from one language that has abundant labeled examples (i.e., the source language, usually English) to another language with fewer labels (i.e., the target language). The source and the target languages are usually bridged through off-the-shelf machine translation tools. Through such a channel, cross-language sentiment patterns can be successfully learned from English and transferred into the target languages. This approach, however, often fails to capture sentiment knowledge specific to the target language. In this paper, we employ emojis, which are widely available in many languages, as a new channel to learn both the cross-language and the language-specific sentiment patterns. We propose a novel representation learning method that uses emoji prediction as an instrument to learn respective sentiment-aware representations for each language. The learned representations are then integrated to facilitate cross-lingual sentiment classification.
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Wirza, Yanty. "Bahasa Indonesia, Ethnic Languages and English: Perceptions on Indonesian Language Policy and Planning." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.16-8.

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Language policy and planning in Indonesia have been geared toward strengthening the national language Bahasa Indonesia and the preserving of hundreds of ethnic languages to strengthen its citizens’ linguistic identity in the mid of the pervasive English influences especially to the young generations. The study examines perceptions regarding the competitive nature of Bahasa Indonesia, ethnic languages, and English in contemporary multilingual Indonesia. Utilizing text analysis from two social media Facebook and Whatsapp users who were highly experienced and qualified language teachers and lecturers, the study revealed that the posts demonstrated discussions over language policy issues regarding Bahasa Indonesia and the preservation of ethnic language as well as the concerns over the need for greater access and exposure of English that had been limited due to recent government policies. The users seemed highly cognizant of the importance of strengthening and preserving the national and ethnic languages, but were disappointed by the lack of consistency in the implementation of these. The users were also captivated by the purchasing power English has to offer for their students. The users perceived that the government’s decision to reduce English instructional hours in the curriculum were highly politically charged and counterproductive to the nation’s advancement.
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Buriyevna, Kadirova Marguba. "THE PRINCIPLES OF TEACHING ENGLISH GRAMMAR." In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-21.

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This article revealed in the complex approach to teaching foreign languages paying attention to its main language skills. Each of the activities is described in details with presenting the goals and results of using them.
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Bicjutko, Tatjana, and Liga Belicka. "Implications of Student Linguistic Repertoires for Teaching English in University." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.39.

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Despite the emphasis on the promotion of pluricultural/plurilingual skills clearly stated in the European Union (EU) policy (EC 2007, 2018), there is no evident concern for plurilingual awareness in many universities. Although studies on active multilingualism initially dealt with general education (see, e. g. European Centre of Modern Languages activities), there has been a growing research and initiatives with the focus on tertiary education system and the emphasis on methodological interventions. Since intercultural education has long been an EU priority (EC 2002), it is pertinent to address linguistic repertoires of students currently enrolled in the tertiary programmes and their implications for teaching foreign languages. Thus, the research object is linguistic repertoires of students currently studying at the University of Latvia (UL). Using language portraits as a research method with students in medicine and biotechnology in the context of English for Specific Purposes, and 3 philological programmes in the context of language studies respectively, the research aims at answering the following questions: How do UL students position English among other languages in their repertoire? Is there any difference between the positioning of English for students in different programmes? What are methodological implications for teaching English at the tertiary level? The obtained data demonstrate instrumental significance of English and reveal variation in language repertoires of students in humanities and sciences as well as some minor differences among programmes. Overall, the results support the claim for addressing the so far underemployed plurilingual competence in teaching languages in university. The success of the language portrait activity as a tool to probe individual language biographies and intercultural dynamics of study groups as well as the discovered plurilingualism of the UL students suggest the necessity in modelling special tasks for raising and employing tertiary students’ plurilingual awareness in a professionally meaningful manner.
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Fadeil Alawneh, Mouiad, and Tengku Mohd. "Hybrid-Based Machine Translation Systems." In 5TH INTERNATIONAL CONFERENCE ON COMMUNICATION ENGINEERING AND COMPUTER SCIENCE (CIC-COCOS'24). Cihan University-Erbil, 2024. http://dx.doi.org/10.24086/cocos2024/paper.1517.

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Machine Translation (MT) is described as the method by which computer software is employed to convert text from one natural language to the other. This process includes taking into consideration each language's grammatical framework and applying examples, rules, as well as grammatical principles to adapt the grammatical structure from the source language (SL) to the target language (TL). In this paper, a method for translating well-formed English sentences into coherent Arabic sentences is introduced, utilizing grammar-based as well as example-based translation techniques to address issues related to word order and grammatical agreement. The methodology suggested is both adaptable and capable of being expanded. The primary benefits include: firstly, a hybrid approach merges the strengths of rule-based (RBMT) as well as example-based (EBMT) methodologies. Secondly, it offers the flexibility to adapt to various languages with only slight adjustments. The OAK Parser analyzes incoming English text to identify the part of speech (POS) for each word, serving as an initial step in translation, utilizing the C# programming language. To maintain data integrity, validation rules are implemented in both the database architecture as well as the programming. A key objective for this system is its capability to function independently, including its seamless integration with broader MT systems for English sentences.
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Kandan, B. A. "Anglicisms in French using the example of the IT sector." In Scientific and Technical Creativiy of Youth - 2024. Siberian State University of Telecommunications and Information Systems, 2024. http://dx.doi.org/10.55648/nttm-2024-1-43.

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Loan words are present in many languages of the world. The most common language to-day is English, from which most borrowings originate. The French language also contains a large number of anglicisms. The development of information technology has led to the emergence of new words and terms that are quickly entering other languages, including French.
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Corina-Amelia, Georgescu. "Englsh Language Teaching And Learning. Romanians’ Representations Of English." In 9th International Conference Edu World 2022 Education Facing Contemporary World Issues. European Publisher, 2023. http://dx.doi.org/10.15405/epes.23045.50.

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Hwang, Eugene. "Saving Endangered Languages with a Novel Three-Way Cycle Cross-Lingual Zero-Shot Sentence Alignment." In 10th International Conference on Artificial Intelligence & Applications. Academy & Industry Research Collaboration Center, 2023. http://dx.doi.org/10.5121/csit.2023.131926.

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Sentence classification, including sentiment analysis, hate speech detection, tagging, and urgency detection is one of the most prospective and important subjects in the Natural Language processing field. With the advent of artificial neural networks, researchers usually take advantage of models favorable for processing natural languages including RNN, LSTM and BERT. However, these models require huge amount of language corpus data to attain satisfactory accuracy. Typically this is not a big deal for researchers who are using major languages including English and Chinese because there are a myriad of other researchers and data in the Internet. However, other languages like Korean have a problem of scarcity of corpus data, and there are even more unnoticed languages in the world. One could try transfer learning for those languages but using a model trained on English corpus without any modification can be sub-optimal for other languages. This paper presents the way to align cross-lingual sentence embedding in general embedding space using additional projection layer and bilignual parallel data, which means this layer can be reused for other sentence classification tasks without further fine-tuning. To validate power of the method, further experiment was done on one of endangered languages, Jeju language. To the best of my knowledge, it is the first attempt to apply zero-shot inference on not just minor, but endangered language so far.
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Reports on the topic "Engish language"

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Shaba, Varteen Hannah. Translating North-Eastern Neo-Aramaic Idioms into English. Institute of Development Studies, January 2023. http://dx.doi.org/10.19088/creid.2023.002.

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North-eastern Neo-Aramaic (also known as NENA) languages and literature are a prosperous and encouraging field of research. They abound with oral traditions and expressions that incorporate various spoken forms including everyday language, tales, songs, chants, prayers, proverbs, and more. These are used to transfer culture, knowledge, and community values. Some types of oral forms are idioms and fixed expressions. Idioms are extremely problematic to translate for a number of reasons, including: cultural and linguistic differences between languages; their specific connection to cultural practices and interpretations, and the difficulty of transferring the same meanings and connotations into another language with accuracy. This paper explores how to define and classify idioms, and suggests specific strategies and procedures to translate idioms from the NENA dialect Bartella (a local Aramaic dialect in Nineveh Plain) into English – as proposed by Baker (1992: 63–78). Data collection is based on 15 idioms in Bartella dialect taken from the heritage play Khlola d baretle teqta (Wedding in the old Bartella). The findings revealed that only three strategies are helpful to transfer particular cultural conceptualisations: using an idiom of similar meaning and form; using an idiom of similar meaning but different form, and translation by paraphrasing. Based on the findings, the author provides individuals and institutions with suggestions on how to save endangered languages and dialects, particularly with regard to the religious minorities’ heritage. Key among these recommendations is encouraging researchers and scholars to direct translation projects and activities towards preserving minority languages with their oral heritage and cultural expressions, which are susceptible to extinction.
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Louro, Celeste Rodriguez. English language bias goes beyond words. Edited by Tasha Wibawa. Monash University, August 2022. http://dx.doi.org/10.54377/630a-dc35.

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Braslavskaya, E. A., and E. V. Nikitina. English language (PRE-INTERMEDIATE B1 level). SIB-Expertise, March 2023. http://dx.doi.org/10.12731/er0681.13032023.

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Электронный учебный курс "Английский язык (уровень Pre-Intermediate B1)" разработан для организации самостоятельной работы студентов всех направлений подготовки Севастопольского государственного университета. Цель курса: формирование языковой компетенции на уровне Pre-intermediate (предпороговый уровень).
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Цегельська, М. В. Teaching Politically Correct Language. Криворізький державний педагогічний університет, 2004. http://dx.doi.org/10.31812/123456789/5582.

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Burstein, Jill, Geoffrey LaFlair, Antony Kunnan, and Alina von Davier. A Theoretical Assessment Ecosystem for a Digital-First Assessment - The Duolingo English Test. Duolingo, March 2022. http://dx.doi.org/10.46999/kiqf4328.

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The Duolingo English Test is a groundbreaking, digital­first, computer­adaptive measure of English language proficiency for communication and use in English­medium settings. The test measures four key English language proficiency constructs: Speaking, Writing, Reading, and Listening (SWRL), and is aligned with the Common European Framework of Reference for Languages (CEFR) proficiency levels and descriptors. As a digital­first assessment, the test uses “human­in­the­loop AI” from end to end for test security, automated item generation, and scoring of test­taker responses. This paper presents a novel theoretical assessment ecosystem for the Duolingo English Test. It is a theoretical representation of language assessment design, measurement, and test security processes, as well as the test­taker experience factors that contribute to the test validity argument and test impact. The test validity argument is constructed with a digitally­informed chain of inferences that addresses digital affordances applied to the test. The ecosystem is composed of an integrated set of complex frameworks: (1) the Language Assessment Design Framework, (2) the Expanded Evidence­Centered Design Framework, (3) the Computational Psychometrics Framework, and (4) the Test Security Framework. Test­taker experience (TTX) is a test priority throughout the test­taking pipeline, such as low cost, anytime/anywhere, and shorter testing time. The test’s expected impact is aligned with Duolingo’s social mission to lower barriers to education access and offer a secure and delightful test experience, while providing a valid, fair, and reliable test score. The ecosystem leverages principles from assessment theory, computational psychometrics, design, data science, language assessment theory, NLP/AI, and test security.
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NIKITINA, IRINA. THE LANGUAGE OF CORRUPTION IN ENGLISH BUSINESS DISCOURSE. Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/2077-1770-2020-4-3-163-169.

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This article is devoted to identifying the patterns of the use of the language of corruption in English business discourse. In the course of the research, the author analyzes functional features of the language of corruption in English business discourse and describes in detail the various techniques underlying the replacement of the direct naming of “bribe, to give a bribe” to the euphemistic one in English. The analysis allows identifying language strategies characteristic of the modern English business communication.
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Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach, and Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4463.

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The paper aimed to study the readiness of the existing e-learning environment for the organisation of English-language learning among Ukrainian and international students on the example of a technical university in Ukraine. The need for English-language training was explored by interviewing students with keen interest, level of English proficiency, motivation, preferred forms of learning, and a willingness to incur additional costs for such learning. About two-thirds of those surveyed showed interest in English-language education. About one-third of the students surveyed have the necessary level of preparation and are also prepared for additional financial expenses. About one- third of the students may also join English-language studies if they fulfil specific prerequisites. Expected employment progress is the primary motivation for joining the English-language program. The readiness of the existing learning environment was tested by analysing the organisation of access to English- language teaching materials, assessing the demand for different electronic resources, as well as the ability to take into account the learning styles of potential Ukrainian and international students in the educational process.
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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Chen, Aitao, Hailing Jiang, and Fredric Gey. English-Chinese Cross-Language IR Using Bilingual Dictionaries. Fort Belvoir, VA: Defense Technical Information Center, January 2006. http://dx.doi.org/10.21236/ada456270.

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Suárez Acevedo, Brian Gonzalo, Kerry Kathleen Burns, Alfredo Duarte Fletcher, and José Fernando Gómez Rueda. Teaching english as a foreign language through volleyball. Universidad Cooperativa de Colombia, 2016. http://dx.doi.org/10.16925/greylit.1610.

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