Journal articles: 'English English literature Performance in literature'

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Godfrey, B. "Medieval English Drama: Performance and Spectatorship." English 59, no. 226 (March 31, 2010): 307–9. http://dx.doi.org/10.1093/english/efq008.

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Archer, Harriet, and Paul Frazer. "Introduction: Territory, Politics, and Performance in Tudor Britain." English: Journal of the English Association 68, no. 261 (2019): 101–5. http://dx.doi.org/10.1093/english/efz025.

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Do, Thanh Tung, and Ngoc Khuong Mai. "High-performance organization: a literature review." Journal of Strategy and Management 13, no. 2 (March 17, 2020): 297–309. http://dx.doi.org/10.1108/jsma-11-2019-0198.

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PurposeThis paper aims to review and synthesize notable literature on high-performance organization (HPO), from which future research directions can be recommended.Design/methodology/approachThis narrative literature review analyzes major HPO literature in popular books and peer-reviewed articles published in English in the period between 1982 and 2019.FindingsThe review revealed that HPO literature has evolved multiple times, illustrating the complex and multifaceted nature of this phenomenon. In particular, literature on HPO has evolved in four phases: (1) definitions and conceptual development of HPO; (2) exploration of approaches to achieve HPO; (3) empirical validation of HPO framework; and (4) complicated research models and designs on HPO. Several research gaps were identified, which definitely hold varying research value and can be seen as potential opportunities for future research.Research limitations/implicationsThe focus of this review is on HPO literature published in English rather than cover all existing literature.Originality/valueIt is among the first studies to review the HPO literature and its evolution. This review also recommends constructive areas for future research on HPO to focus on.

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Sa’eed, Sa’eed Sulieman Sorage. "Impact of Teaching English Literature on the Improvement of EFL Learner’s Performance in English Language." Open Journal of Modern Linguistics 11, no. 04 (2021): 647–54. http://dx.doi.org/10.4236/ojml.2021.114050.

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Winston, Jessica. "Gorboduc Now! The First English Tragedy in Modern Print and Performance." English: Journal of the English Association 68, no. 261 (2019): 184–203. http://dx.doi.org/10.1093/english/efz019.

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Abstract This article surveys the modern reception of the first English tragedy Gorboduc, first reviewing references to Gorboduc in popular print and literature and then in performance. For a long time in the popular press, the play formed part of a framework of cultural knowledge that educated people were assumed to have or desire. Productions of Gorboduc grew out of that context. Implicitly hearkening back to the Renaissance ethos of ‘teach and delight’, they offered audiences an appealing way to reinforce their awareness of English drama. Beyond this dominant trend in the play’s reception, Gorboduc has circulated in another way – as a work that not only represents the past but which also speaks to contemporary times. While the play once represented general information that educated people ought to know, clearly this is no longer the case. Considering this fact, this article suggests that it is possible to rehabilitate the play by building on presentist understandings of the play already present in its modern reception in popular print and performance – that is, to emphasise why Gorboduc continues to be relevant by more explicitly framing it and other Tudor plays in relation to topics that dominate the sixteenth century and matter now, such as tyranny, counsel, and territorial disunion.

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Kassem, Hassan M. "Attitudes towards English Literature: The Case of EFL Students at Three Saudi Colleges." Studies in English Language Teaching 8, no. 3 (June 15, 2020): p1. http://dx.doi.org/10.22158/selt.v8n3p1.

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The primary aim of the study was to investigate the attitudes held by Saudi EFL students and the difficulties they have in studying English literature. Another aim was to explore gender differences in attitudes towards English literature. The relationships between (1) general motivational orientations to learn English and attitudes towards English literature, and (2) general motivational orientations to learn English and attitudes towards English literature, and performance in literary courses were also explored. A cohort of 180 Eighth level majors at three Saudi colleges completed a researcher-developed 28-item questionnaire probing their general motivational orientations to learn English and attitudes towards English literature in terms of emotions associating studying English literature, cultural and religious sensitivities about studying English literature and the importance of studying English literature. Participants were found to hold positive attitudes towards English literature. They reported no cultural or religious sensitivities about studying English literature in their context. The difficulties they reported facing when studying English literature included difficult vocabulary and literary terms, difficult content and long pieces of literature, lack of language proficiency, and having to exert great effort. No gender differences were found in attitudes. Intrinsic motivation was found to be a significant predictor of positive attitudes towards English literature. Finally, a significant positive relationship was found between general motivational orientations to learn English and attitudes towards English literature, and performance in literary courses. Instructional implications and suggestions for further research are provided.

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Daif-Allah, Ayman Sabry, and Fahad Hamad Aljumah. "Uncovering Saudi English Language Majors' Cognitive Beliefs about Learning English Literature." English Language Teaching 13, no. 4 (March 25, 2020): 114. http://dx.doi.org/10.5539/elt.v13n4p114.

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Evidence shows that learners' performance is largely influenced by their cognitive beliefs about learning. The main purpose of the present study is to identifying the cognitive beliefs of Saudi English Language major students in order to get a deeper insight into their inner thoughts about studying literature and to find out the effect of gender on deciding their preferences. A total of 71 male and female English language major Saudi students of the English Language and Translation Department in the Main Campus at Qassim University participated in the study. Data were collected quantitatively and qualitatively by means of students’ questionnaires and interviews. Findings show that participants hold both motivating and demotivating/unrealistic cognitive beliefs about literature learning. The results provide valid evidence on the participants' informed awareness of the social and academic benefits of learning English literature and uncovered their supportive cognitive beliefs that might enhance willingness to study foreign literature. Likewise, it is revealed that issues related to difficulty of literature learning, classroom practices, curriculum and career opportunities have created the established demotivating cognitive beliefs underlying participants' disinclination to literature study. Results also show that analysis of learners' cognitive beliefs would help modify unrealistic beliefs about literature learning and help create a motivating learning environment suitable for the growth of students’ knowledge. The study concluded that cognitive beliefs are the key word for the success of any educational development endeavors and should always be at the center of any learning process being the inner self human power that drives learners’ major behaviors toward their learning preferences and choice of courses. The study recommends identification of learners' cognitive beliefs so as to provide guidelines to English literature instructors to tailor their teaching methods to learners' realistic cognitive beliefs to avoid mismatches with classroom practices. The study also recommends investigating the global structure of the students’ cognitive beliefs to guide educationists in developing curricula that would help students acquire knowledge in an organized manner, and to improve it.

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Whardani, Ayudya, and Margana Margana. "Interlanguage performed by students of English literature study program." LingTera 6, no. 1 (May 19, 2019): 30–40. http://dx.doi.org/10.21831/lt.v6i1.18867.

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The present study attempts to present the evidence of how learners of English as Second Language perform the target language by involving 20 participants from one of state universities in Yogyakarta. The participants are sitting in the first semester majoring English Literature. In investigating the target language performance this study used a writing assignment namely recount text in order to identify language development in relation to grammar acquisition comitted by the learners. Errors made by the learners tend to show interlanguage that the learners performance gains immediate status between native language and target language. The study found that the leaners explored 15 grammar aspects including past tense, modality, to + infinitive , gerund, make, passive voice ,sentence elements, prepositions, articles, collocations, singular and plural nouns, pronouns, relative pronouns, question word order and native language transfer. The approximate cause of the errors are overgeneralization , learning strategy and native transfer. Moreover, overgeneralization becomes the most frequent in making errors that is by consistently using past tense in dealing with verbs. Thus, it is suggested that the teacher is necessary to sharpen the material spesifically based on actual evidence of learners’ performance in order to accomodate what the learners need.

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Seaber, Luke. "Rethinking G. K. Chesterton and Literary Modernism: Parody, Performance, and Popular Culture. By Michael Shallcross." English: Journal of the English Association 67, no. 258 (2018): 290–92. http://dx.doi.org/10.1093/english/efy028.

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Paulusma, Polly. "‘Me and Not-Me’: Folk Songs, Narrative Perspectives, and The Gender Imaginary in Angela Carter’s Shadow Dance." English: Journal of the English Association 69, no. 265 (2020): 145–71. http://dx.doi.org/10.1093/english/efaa011.

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Abstract It is a little-known fact that Angela Carter was a traditional folk singer during the 1960s, that she played the English concertina, and that she co-founded a folk club in Bristol with her first husband, Paul Carter. A newly unearthed private archive of her folk song notes from the decade, which includes her musical notations and a recording of her singing, allows us to develop new understandings of her folk praxis and, when laid alongside her private journal entries, the folk album sleeve notes she penned, her undergraduate dissertation, and other unpublished papers, a whole host of possible new readings of her literary work emerges. This essay explores just one: gender fluidity in folk song performance and its impact upon Carter’s interpretations of gender identity in her debut novel, Shadow Dance. I will suggest that Carter learned gender ambiguity from her folk singing, and that her experience of singing afforded her freedoms to explore versions of sexual performance and gendered selfhood through male characters. More broadly, I will suggest that she buried musical folk song features into the structures of her writing to present her prose as a form of audial performance.

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Broqua, Vincent. "The Trampslator: Performing the Translation of the Sound of Silence." English: Journal of the English Association 69, no. 267 (December 1, 2020): 363–78. http://dx.doi.org/10.1093/english/efaa030.

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Abstract This article seeks to explore the aesthetics of translation through analysis of Charlie Chaplin’s Modern Times, in which the Tramp sings a song that can be analysed as a performance of the translation of the sound of silence. While defining silence as effects of silence, and clarifying the relation between performance and translation, the article places itself within a paradigm of heterodox translation, namely a practice of translation that while being non-metaphorical, expands the realm of translation in its relation to sound and multilingualism. The Tramp’s song is analysed in relation to its meaning for Modern Times and as carrying more meaning than critics usually read. Read from the perspective of translation studies and of US experimental poetry, the song is seen as a crucial sequence for translation at large, as an example of what the article calls ‘trampslation’ or, that is, a motley of translations such as homophonic or intersemiotic translations that destabilize our conceptions of translation and languages. Thus, the article seeks to use what Lawrence Venuti defines as heuristic translation and demonstrate that translation is a strong interpretive tool.

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Jonsson, Emelie. "The Old Tune: English Professors on Science and Literature." Evolutionary Studies in Imaginative Culture 4, no. 2 (October 1, 2020): 83–97. http://dx.doi.org/10.26613/esic.4.2.191.

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Abstract Ian Duncan's Human Forms and Devin Griffiths's Age of Analogy attempt to illuminate interactions between evolutionary theories and literature from the late eighteenth century up through the nineteenth century. They do not advance knowledge about this subject. Both authors treat evolution as a semi-fictional construction that owes more to literary inspiration than to the scientific method, and they reduce literature to a battleground for ideological forces. They write using dense terminology, shifting rhetoric, and flights of verbal performance that obscure their claims. In all these respects, they are representative of the field “science and literature”—and particularly of the subfield that studies evolution and literature. I analyze the history of this subfield of literary scholarship and attempt to explain how it developed into its present form. The subfield was founded in the 1980s on the basis of poststructuralist theory and has never escaped the core assumptions of that theory: our minds cannot reach outside culture; our thoughts, behaviors, and ideas about the world are primarily the result of our culture; some cultural traditions are oppressive while others are liberating; and the meaning of texts cannot be determined. Though Duncan and Griffiths represent the highest level of scholarship on evolution and literature, I argue that they fail their fascinating subject by offering very little that is new within their own field, and nothing that is of value to other fields.

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Searle, Alison. "Prayer and performance in early modern English literature: gesture, word and devotion." Seventeenth Century 34, no. 5 (May 29, 2019): 681–83. http://dx.doi.org/10.1080/0268117x.2019.1605307.

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Hann, Louisa. "‘If we Can’t Have a Conversation with our Past, then What will be Our Future?’: HIV/AIDS, Queer Generationalism, and Utopian Performatives in Matthew Lopez’s The Inheritance." English: Journal of the English Association 69, no. 265 (2020): 100–121. http://dx.doi.org/10.1093/english/efaa014.

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Abstract As the HIV/AIDS epidemic approaches its fifth decade, and emerging generations of queer-identified youth experience and conceptualize the virus in new ways, questions surrounding the memorialization and historicization of queer history have arisen within the arts. In the domain of theatre in particular, as mainstream revivals of crisis-era plays such as Larry Kramer’s The Normal Heart (1985) and Tony Kushner’s Angels in America (1991) proliferate, criticisms have arisen that such revivals feed into a narrative of the so-called ‘AIDS nostalgia’, pushing the idea that HIV/AIDS is a thing of the past and ignoring the ways in which the virus continues to shape individual social and sexual experiences. Recently, however, new plays such as Jonathan Harvey’s Canary (2010), the GHP Collective’s The Gay Heritage Project (2013), and Matthew Lopez’s The Inheritance (2018) have explicitly addressed this issue, conceptualizing a revised queer politics of HIV/AIDS that transcends Angels’ famous call for ‘The Great Work’ to begin. This article explores how The Inheritance in particular problematizes ‘AIDS nostalgia’ and configures novel approaches to the politics of HIV/AIDS in the twenty-first century. Alongside scholarship within the field of queer utopian studies such as José Estaban Muñoz’s Cruising Utopia (2009) and Jill Dolan’s Utopia in Performance (2005), it analyses the ways in which Lopez’s play employs utopian performatives to move towards a new politics of queer heritage.

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Anana, Mariam. "The Dichotomy of Specialization: Is a Literature Teacher Necessarily a Language Teacher?" UJAH: Unizik Journal of Arts and Humanities 21, no. 2 (March 30, 2021): 108–33. http://dx.doi.org/10.4314/ujah.v21i2.6.

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This study investigates the dichotomy of specialization in Literature and English language. In many primary and secondary schools in Nigeria, many teachers who teach Literature are the same teachers who teach English Language. This is responsible for lack of ultimate successes in academic performance, foundational establishment and progressive developments in Literature and English language. Set against the backdrop of the inseparability and non-specialization in individual subjects in question, the study examines the need for a dichotomy of specialization in English Language and Literature with a view to reducing the rate of errors and students’ failures in both subjects. Adopting the simple randomisation, the researcher uses selected primary and secondary schools in Lagos State as the case study; the paper raises four questions and these are: Can English Language teachers effectively teach poetic devices? Are segmental phonemes easily taught by Literature teachers? Can English Language teachers proficiently teach oral literature, literary criticism and non-African literature? Can Literature teachers competently teach stress and intonation? This research uses a qualitative approach and adopts The Speech Act Theory as its theoretical framework. Questionnaire of fifteen (15) items was used for data collection and the simple percentage was applied for data analysis. The researcher discovered that: It is not possible for English Languageteachers to effectively teach poetic devices. Segmental phonemes cannot be easily taught by Literature teachers. Students would lag behind in areas where teachers are not proficient in the subjects they teach. Also, it is not possible for a teacher to place equal emphasis on both English Language and Literature in classrooms. The study therefore recommends the need for a dichotomy of specialization in the two subjects so as to ensure effective teaching and learning of these subjects.

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Mohammedhussen, Mama Irbo, and Abdulmelike Mohammed Abdulnasir. "Social media, business capabilities and performance: A review of literature." African Journal of Business Management 14, no. 9 (September 30, 2020): 271–77. http://dx.doi.org/10.5897/ajbm2019.8825.

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Kondali, Ksenija. "Living in Two Languages: The Challenges to English in Contemporary American Literature." ELOPE: English Language Overseas Perspectives and Enquiries 9, no. 2 (May 10, 2012): 101–13. http://dx.doi.org/10.4312/elope.9.2.101-113.

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Recognizing the importance of English in (re)negotiating culture and identity in U.S. society, numerous contemporary American authors have explored the issue of cultural and linguistic competence and performance in their writing. Supported with examples from literary texts by Sandra Cisneros, Julia Alvarez, Junot Díaz, Amy Tan, and Kiran Desai, this paper discusses the complex role of the English language in the characters’ struggle for economic and emotional survival. Frequently based on the authors’ own family background and bicultural experiences, the selected literary texts offer a realistic representation of the life lived by predominantly working-class immigrants and how they cope with the adoption and use of a new language in order to overcome language barriers, racist attitudes and social exclusion. Such an analysis ultimately highlights how a new literary thematic focus on living in two languages has affected English Studies.

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FODIL-CHERIF, Siham BOUZAR. "EFL Writing Skills Development Through Literature." Education and Linguistics Research 7, no. 2 (July 3, 2021): 1. http://dx.doi.org/10.5296/elr.v7i2.18835.

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Learning another language as English requires a combination of knowledge of the target language with skills and strategies that enable an individual to use them effectively. That is a learner has to develop knowledge about receptive skills; i.e., listening and reading, as well as productive ones; i.e., speaking and writing. Though all the skills are important for language learning, the writing skill is probably the most needed in academic and professional communities. It constitutes an important means of communication through which the writer expresses feeling, ideas and arguments. In the case of English language learning, writing in a language that one is not familiar with constitutes a hard task. In fact, though writing represents a crucial skill for learning any language, its complex nature makes it a challenging affair for both the learners and the teachers. It requires the learners to be guided and assisted in their efforts to reach success. Besides, the teachers are expected to furnish the appropriate measures to achieve the teaching goals. Therefore, it is with the perspective to highlight the importance of writing and the role of reading literature in developing EFL learners’ writing skill that this piece of work is undertaken. This is achieved via disclosing the nature of the writing skill and how the implementation of literature in the writing classes can provide positive effect on EFL learners’ performance.

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Ansari, Zahid, Asif Afzal, Moomin Muhiuddeen, and Sudarshan Nayak. "Literature Survey for the Comparative Study of Various High Performance Computing Techniques." International Journal of Computer Trends and Technology 27, no. 2 (September 25, 2015): 80–86. http://dx.doi.org/10.14445/22312803/ijctt-v27p114.

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Liu, Xiao Yun, and Jian Shen. "Design and Implementation of Listening Learning System for College English on the Mobile Platform." Applied Mechanics and Materials 644-650 (September 2014): 5511–14. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.5511.

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This paper is based on literature research on mobile learning theory and language learning theory to design and develop learning clients for College English listening on an Android platform and build up a comprehensive listening learning system by adding performance tests and advancing listening practice and feedback to help English learners improve listening capability step by step and create a better service for College English listening learning.

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Sheilla, Jeruto Tallam. "What factors influence performance of farmer groups? A review of literature on parameters that measure group performance." African Journal of Agricultural Research 13, no. 23 (June 7, 2018): 1163–69. http://dx.doi.org/10.5897/ajar2017.12205.

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Ulrych, Wojciech. "Employee Performance Management as Integrated Approach for Polish Human Resources Management." Kwartalnik Ekonomistów i Menedżerów 22, no. 4 (October 1, 2011): 9–24. http://dx.doi.org/10.5604/01.3001.0009.5529.

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Performance management approach has not been widely presented in Polish literature in the field of human resources management. There is also no domestic research in this regard, on the contrary to the English language literature. The paper concentrates on employee performance management as an integrated approach to human resources management on the basis of literature review. It presents the unfolding role of PM systems in Polish HRM trends on the background of worldwide research findings.

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Manikandan, M., and S. Chidambaranathan. "Developing a two dimensional framework to review the Supply Chain Performance Measurement literature." International Journal of Engineering Trends and Technology 43, no. 2 (January 25, 2017): 86–96. http://dx.doi.org/10.14445/22315381/ijett-v43p215.

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Riggio, Milla C., and John A. Alford. "From Page to Performance: Essays in Early English Drama." Shakespeare Quarterly 48, no. 3 (1997): 366. http://dx.doi.org/10.2307/2871035.

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Kachru, Braj B. "World Englishes and English-Using Communities." Annual Review of Applied Linguistics 17 (March 1997): 66–87. http://dx.doi.org/10.1017/s0267190500003287.

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This survey includes studies published mainly—but not exclusively—during the 1990s and focuses on literature that brings to the debate on world Englishes theoretical, conceptual, descriptive, ideological, and power-related concerns. The concept “world Englishes”—its genesis and its theoretical, contextual, and pedagogical implications and appropriateness—has been discussed during the past two decades in several programmatic studies and conference presentations (see B. Kachru 1994a). The concept, though not necessarily the term “world Englishes,” gradually evolved during the post-colonial period after the 1960s. It refers to the recognition of a unique linguistic phenomenon, and particularly to the changing contexts of the post-1940s. It was during this period that post-Imperial Englishes were being gradually institutionalized in the language policies of the changed political, educational, and ideological contexts of what were earlier the colonies of the UK and the USA. The earlier tradition of cross-cultural and cross-linguistic acquisition of English, its teaching, and its transformations were being reevaluated by some researchers. The major concerns of this reevaluation include the implications of pluricentricity (Clyne 1992), the new and emerging norms of performance, and the acceptance of the bilingual's creativity as a manifestation of the contextual and formal hybridity of Englishes. In other words, a critical evaluation of earlier paradigms was slowly initiated.

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Salma, Nila, and Entika Fani Prastikawati. "PERFORMANCE-BASED ASSESSMENT IN THE ENGLISH LEARNING PROCESS: WASHBACK AND BARRIERS." Getsempena English Education Journal 8, no. 1 (May 28, 2021): 164–76. http://dx.doi.org/10.46244/geej.v8i1.1305.

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In the context of assessment, performance-based assessment is one of the authentic assessments to be applied in the English classroom as the completion of the newest curriculum demands. Thus, teachers are suggested to implement this assessment in the English teaching and learning process. Concerning that fact, this current study aims at investigating the washback of the use of performance-based assessment in the English class and the barriers faced by the teachers in implementing performance-based assessment in the English learning process. This study applied a qualitative research design. Using purposive sampling, there were two teachers and 72 students who participated in this study. An open-ended questionnaire and semi-structured interview were carried out in collecting the data. The result showed that performance-based assessment affected positively to the teachers. They could identify the students’ real competence, improve their teaching quality, and assess students objectively. Further, it gives positive effects for the EFL learners in matters such as learning enthusiasm and self-confidence, boredom reduction, and skill improvement. In conclusion, the use of performance-based assessment is good at improving some teaching aspects both on teachers and students. This findings prove the importance of performance-based assessment to bost the teaching and learning quality.

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Ademar, Dutra, Mateo Ripoll Feliu Vicente, Rolim Ensslin Sandra, Ensslin Leonardo, and Rogerio Pupo Gon ccedil alves Luis. "Opportunities for research on evaluation of seaport performance: A systemic analysis from international literature." African Journal of Business Management 9, no. 20 (October 28, 2015): 704–17. http://dx.doi.org/10.5897/ajbm2015.7833.

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Banham, Martin, and J. L. Styan. "The English Stage: A History of Drama and Performance." Modern Language Review 93, no. 2 (April 1998): 459. http://dx.doi.org/10.2307/3735363.

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Tydeman, William, and John A. Alford. "From Page to Performance: Essays in Early English Drama." Modern Language Review 92, no. 3 (July 1997): 695. http://dx.doi.org/10.2307/3733406.

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Taylor, Ann, and Susan Pintzuk. "Split coordination in English." Diachronic Treebanks 35, no. 3 (November 5, 2018): 310–37. http://dx.doi.org/10.1075/dia.00005.tay.

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Abstract In this article we provide a practical demonstration of how syntactically annotated corpora (treebanks), particularly the English Historical Parsed Corpora Series, can be used to investigate research questions with a diachronic depth and synchronic breadth that would not otherwise be possible. The phenomenon under investigation is split coordination, in which two parts of a conjoined constituent appear separated in the clause (e.g., and this is where my aunt lives and my uncle ). It affects every type of coordinated constituent (subject/object DPs, predicate and attributive ADJPs, ADVPs, PPs and DP objects of P) in Old English (OE); and it, or a superficially similar construction, occurs continuously throughout the attested period from approximately 800 to the present day. Despite its synchronic range and diachronic persistence, split coordination has received surprisingly little attention in the diachronic literature, with the exception of Perez Lorido’s (2009) limited study of split subjects in eight OE texts. Its modern counterpart is most frequently analysed as Bare Argument Ellipsis (BAE). Although the OE and Present-Day English constructions appear superficially similar, we show that not all of the OE data is amenable to a BAE analysis. We bring to bear different types of evidence (structural, discourse/performance effects, rate of change, etc.) to argue that split coordination in fact represents two different constructions, one of which remains stable over time while the other is lost in the post-Middle English period.

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Liando, Nihta V. F., and Raesita Lumettu. "Students’ Personal Initiative towards their Speaking Performance." International Education Studies 10, no. 8 (July 30, 2017): 21. http://dx.doi.org/10.5539/ies.v10n8p21.

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This research aims at finding out students’ personal initiative towards their achievement in speaking English. This research was conducted in an English department at a university in North Sulawesi Indonesia. The data were obtained from the sixth semester students in English Language and Literature study program of academic year 2015/2016 consisting of 21 students. In obtaining the data about students’ personal initiative, a questionnaire was distributed, and for the speaking performance, the data were obtained from students’ scores in Public Speaking subject. To find out the relation between these two variables, Pearson’s Product Moment Correlation Coefficient formula was used. The result of this research shows that there is a correlation between students’ personal initiative towards their speaking performance with the value of = (0.52) categorized as a moderate correlation. Based on the findings, it can be concluded that personal initiative of students was important to be considered as one of several determination factors for students’ achievement in English speaking skill. It is suggested that students encourage themselves for taking initiative to speak, and for the teacher to give the students correction and suggestion to help them develop themselves.

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Ramganesh, E., and I. Joseph Milton Paulraj. "Effectiveness of Technology Enabled Psycho-NLP on the Performance of High School Students in Spoken English." Asian Journal of Social Science Studies 1, no. 2 (April 6, 2016): 37. http://dx.doi.org/10.20849/ajsss.v1i2.54.

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The main objective of this study was to diagnose the problems of std. IX rural students in English language learning and to determine the effect of Psycho NLP on spoken English of rural students since students at rural high schools were not trained to speak in English. School students were not able to speak properly and they form wrong sentences in English (Ranjan, 2013). It is in this context, this experimentation was set to carry out with 24 rural-government school students of IX std.. Single group pre test and post test design was adopted for this study. Students’ problems in language learning were assessed with Diagnostic Assessment Scale (DAS). Based on the students’ language problems, the content was prepared and integrated in the experimentation. A model “Technology Enabled Psycho-NLP” was developed by the researchers based on literature and studies reviewed that have positive outcomes in NLP. The conceptual, technical and empirical evidences were established for the development of the model. At the end of the experimentation Spoken English of the students was assessed with Spoken English Assessment Scale (SEAS). The result of the study revealed that students taught through the strategy had significant improvements in Spoken English.

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Arizmendi, Genesis D., Jui‐Teng Li, M. Lee Van Horn, Stefania D. Petcu, and H. Lee Swanson. "Language‐Focused Interventions on Math Performance for English Learners: A Selective Meta‐Analysis of the Literature." Learning Disabilities Research & Practice 36, no. 1 (January 19, 2021): 56–75. http://dx.doi.org/10.1111/ldrp.12239.

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Rofik, Abdur. "Grammatical accuracy of Indonesian-English translation." Journal of Applied Studies in Language 4, no. 2 (December 6, 2020): 321–30. http://dx.doi.org/10.31940/jasl.v4i2.2173.

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This study aimed at investigating the accuracy of grammatical structures made by EFL students and their perception of factors affecting them to translate Indonesian texts into English grammatically. The subjects of the study were 21 students in an Indonesian-English Translation class at Language and Literature Faculty, Universitas Sains Alqur’an Wonosobo, Indonesia. The data were collected through students’ translation result texts, questionnaires, and interviews. Since the data involve social phenomena the qualitative approach is used to interpret the data. The findings indicate that the major inaccurate grammatical structures made by students are noun phrase structure, passive voice, and usage of tenses. EFL students consider that factors that contribute to helping them translate texts grammatically are lecturers’ grammar class, watching English movies, and frequent translating exercises. With regard to Indonesian-English translation, this study is believed to ensure the teachers to design an appropriate course to serve the students to develop their grammatical performance in translation.

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ZHU, Wen, and Zhixin LIU. "Why Girl Students’ Achieve English Presentation Learning Significantly Better in Shanghai University of Engineering Science (SUES)." English Language Teaching 10, no. 7 (June 12, 2017): 203. http://dx.doi.org/10.5539/elt.v10n7p203.

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In non literature major dominated university, it is obviously noted that girl students’ English (as the second language) presentation scores often higher than boy students in the same teaching environment and evaluation system. A 397 samples’ survey has been studied from the aspects of after school activities and sleep schedule to discuss if any influences on the students’ English learning motives and performance.

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Li, Bo. "(Re)Framing Gay Literature through Translations, Reprints and Cross-Medium Retranslations." TranscUlturAl: A Journal of Translation and Cultural Studies 12, no. 1 (August 6, 2020): 158–72. http://dx.doi.org/10.21992/tc29475.

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Homosexuality has always been a sensitive topic, a taboo in many social contexts. Recent literature has witnessed burgeoning academic attention in the translation of gay literature in the past two decades, while the translation of Chinese gay literature has remained largely unattended. This paper aims to study the translations, reprints and cross-medium retranslations of the modern Chinese founding works of gay literature, Nie Zi (Crystal Boys). The Chinese literary piece has been translated into English and reprints of the translation have appeared in U.S.A. and Hong Kong over the last three decades. It has also been adapted into film production, TV series and a stage performance. With the modern technology, these adaptation productions have been translated and fansubbed for the international audience. This paper will look at the translation of the title, the cover design, the back blurbs and the textual nuances as well for the book translation and its reprints. The fansubbed subtitle translations will also be scrutinized within the framework of retranslation. The English translation, reprints, cross-medium retranslation of Nie Zi proves to be a supporting case of what Harvey calls “gayed translation”, through labelling strategies and other non-linguistic resources proposed by Mona Baker.

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Holzmayer, Florian, and Sascha L. Schmidt. "Financial performance and corporate diversification strategies in professional football – evidence from the English Premier League." Sport, Business and Management: An International Journal 10, no. 3 (April 15, 2020): 291–315. http://dx.doi.org/10.1108/sbm-03-2019-0019.

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PurposeProfessional football clubs have increasingly initiated two corporate diversification strategies to enfold growth opportunities besides traditional income sources: business diversification and international diversification. Empirical findings from management and sport management literature provide inconclusive evidence on these strategies' financial performance effects, necessitating further research. The purpose of this article is therefore to investigate how both corporate diversification strategies affect the financial performance of professional football clubs.Design/methodology/approachA 15-year panel data set of English Premier League (EPL) clubs is examined, many of which have employed corporate diversification strategies. Measures for related business diversification (RBD) and unrelated business diversification (UBD) as well as international diversification are established from management literature. Based on fixed effects regression models, their effects on clubs' revenues and profitability are then examined.FindingsU-shaped effects from RBD on revenues and profitability are found, but no effects from UBD. These findings empirically support the theoretically appealing superiority of RBD over UBD and, with increasing levels of RBD, over a focused strategy in management literature. With international diversification, an inverted U-shaped effect on revenues is identified.Research limitations/implicationsDespite focusing only on the EPL, these findings provide new evidence of non-linear financial performance effects from corporate diversification strategies adding to (sport) management literature and setting the stage for future research on these strategies in professional football.Practical implicationsThese findings have significant implications for club managers' strategic growth opportunities such as new business models or geographic markets.Originality/valueThis is the first study to empirically examine the financial effects of corporate diversification strategies in the football market context.

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Mansory, Mazin. "The Significance of Non-traditional and Alternative Assessment in English Language Teaching: Evidence From Literature." International Journal of Linguistics 12, no. 5 (October 25, 2020): 210. http://dx.doi.org/10.5296/ijl.v12i5.17782.

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Assessment is an integral part of teaching and learning in educational organizations that requires teachers to prepare tests in order to evaluate their learners’ performance. In language teaching contexts, traditional assessment often evaluates learners’ knowledge of previously learned language items. It is a mandatory process that determines the progress of language learners and the effectiveness of teaching/learning materials. This theoretical article reviews the literature on the notion of traditional assessment or static assessment which has certain shortcomings. Owing to the various drawbacks of static assessment, the review of related literature on the topic highlights and proposes alternative assessment methods, such as authentic assessment, dynamic assessment, peer assessment, and self-assessment. In contrast to traditional assessment, these different forms of alternative assessment share a common purpose that is to provide language learners with an opportunity to reflect on their strengths and weaknesses and set their future learning goals. The most common of the assessment methods that encourage learners' reflection were peer assessment and self-assessment which involve learners to assess their own progress as well as engage with peers in classrooms to give each other feedback on their language learning tasks assigned by teachers. The studies reviewed in this article illustrate that alternative assessment methods in the form of peer and self-assessment have a positive influence on the language learners' performance and their learning outcomes.

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Ajmal, Muhammad Ajmal, Ahmad Isha, and Shahrina Nordin. "Safety Management Practices and Occupational Health and Safety Performance: An Empirical Review." Jinnah Business Review 9, no. 2 (July 1, 2021): 15–33. http://dx.doi.org/10.53369/dtoc3606.

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his paper aims to investigate how the relationship between safety management practices and occupational health and safety performance have been examined in the literature, and which future research areas can be recommended. This systematic literature review applied the matrix method to examine major literature in safety management practices and occupational health and safety performance. A total of 24 papers in English peer-reviewed from 21 journals were selected and analyzed. The synthesis of these empirical studies revealed the following: The relationship between safety management practices and occupational health and safety performance has mostly been investigated quantitatively in many countries and sectors; management commitment to safety, safety rules, and procedures and safety training are still most commonly used safety management practices to improve occupational health and safety performance. In this study, research articles were selected only from English journals; therefore, some research articles in other languages might not be included. The findings of this study can be used to develop a safety management model to reduce the rate of injuries, accidents, and near misses in high hazardous risk organizations. Overall, the findings provide Safety management practices overview that practitioners use to manage safety performance. There are only a few systematic literature reviews available on safety management practices, occupational health, and safety performance. This paper is among the first systematic literature reviews to analyze how safety management practices have been associated with occupational health and safety performance and provide potential research avenues.

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Gilakjani, Abbas Pourhosein, and Narjes Banou Sabouri. "How Can EFL Teachers Help EFL Learners Improve Their English Pronunciation?" Journal of Language Teaching and Research 7, no. 5 (September 1, 2016): 967. http://dx.doi.org/10.17507/jltr.0705.18.

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One of the important parts of foreign language teaching and learning is English pronunciation because it impacts learners' communicative competence and performance. Lack of pronunciation skills reduces learners’ self-confidence and limit their social interactions. EFL teachers can help their learners obtain the necessary skills of pronunciation they need for effective communication. In this paper, the researchers define the term pronunciation, explain the importance of pronunciation, declare the goals of English pronunciation, state the aspects of English pronunciation, elaborate the reason of integrating pronunciation in EFL classes, express techniques for teaching English pronunciation, and mention implications for the learning and teaching of English pronunciation. The review of literature indicates that EFL teachers play a vital role in improving the learners’ pronunciation skill.

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Syahfutra, Wandi. "Students’ Speaking Anxiety in English Education Study Program." ELT-Lectura 8, no. 1 (February 24, 2021): 74–83. http://dx.doi.org/10.31849/elt-lectura.v8i1.5920.

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This study explores speaking anxiety: the identification of speaking anxiety in English education study program. Using a mixed methods approach, this research selected two different categories, students studying in English Education Department private university and those studying in English Education Department in public university as research participants. The findings suggest that the main factors of speaking anxiety causes at public university were essentially affected by nervousness and idea delivery. Nevertheless, English students in private university claimed that their dominant cause is rooted from self-confidence; considering mistakes and lecturers’ attitude during English speaking performance. This research is beneficial in enriching literature in the scope of English education department, especially in Indonesia and others state adopting English as foreign language. It is crucial to note that students’ voice is worth to listen, as a reflection for English teachers or lecturers identifying their students’ speaking anxiety to apply appropriate and a more effective learning method.

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Yundayani, Audi. "ENGLISH WRITING NEEDS FOR ACADEMIC PURPOSES IN FORMAL HIGHER EDUCATION." Journal of English Language and Literature (JELL) 2, no. 01 (August 22, 2018): 1–8. http://dx.doi.org/10.37110/jell.v2i01.11.

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The study aimed to get the understanding about the learners’ needs of English writing skill for academic purposes in formal higher education. As a part of English for Specific Purposes (ESP), English for Academic Purposes (EAP) should play an important role in English teaching for non English program, specifically in higher formal education. This is a descriptive research that used observation, questionaire and interview. The data analysis and interpretation indicates that, 1) Learners’ proficiency in English writing for Academic Purposes in formal higher education is a must for use to enhance the learners’ academic performance. It is important for the lecturer to provide the suitable learning material and learning technique based on the requirement; 2) Learners’ English writing skill for academic purposes needs require ability in summarizing, paraphrasing, writing in academic genres like essays, reports and literature reviews, and writing in rhetorical-functional like explaining, defining and drawing conclusion

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Rato, Anabela Alves dos Santos, and Angélica Carlet. "Second language perception of English vowels by Portuguese learners: The effect of stimulus type." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 73, no. 3 (October 22, 2020): 205–26. http://dx.doi.org/10.5007/2175-8026.2020v73n3p205.

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The present study investigated L2 English vowel perception and the effect of stimulus type on the identification of vowel segments that present difficulties for Portuguese learners. It also examined the effect of subject factors such as age of acquisition, length of formal instruction, language use and vocabulary size, on the L2 learners’ perceptual performance. Twenty-nine adult Portuguese learners of English were tested on six English vowels (/iː ɪ ɛ æ ɜː ʌ/) with two tasks, differing in stimulus type, i.e., in the lexical status of trials (real words and pseudo words) in which the target vowels were auditorily presented. The testing stimuli consisted of 72 trials with real CVC words and 72 trials with pseudo CVC words, naturally produced by two speakers of standard southern British English (SSBE). The L2 vocabulary size of the participants was measured with two receptive vocabulary size tests and the language background data, viz. age of learning, length of formal instruction and L2 use was collected with a questionnaire. Results confirmed the Portuguese learners’ difficulties in accurately categorizing the target vowels, particularly when identifying the vowel target sounds embedded in pseudo words, which suggests that L2 phonological categories may be established after lexical forms. Furthermore, a significant correlation was found between L2 language use and accurate perception of four of the target vowels, which indicates that the more frequently learners use the target language, the more accurate is their L2 English vowel perception.

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Echevarría, Berta Cano, Ana Sáez Hidalgo, Glyn Redworth, and Mark Hutchings. ""Comfort without offence"? The Performance and Transmission of Exile Literature at the English College, Valladolid, 1592-1600." Renaissance and Reformation 31, no. 1 (January 1, 2008): 31–67. http://dx.doi.org/10.33137/rr.v31i1.9545.

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Parmi les séminaires établis après la Réforme, le Collège de St-Alban de Valladolid a joué un rôle politique et religieux particulièrement significatif. Dès ses premières années, la couronne espagnole a démontré son soutien envers le Collège des Anglais, et exprimé ses objectifs à travers une série de visites royales. Chaque visite était différente, mais elles ont en commun le fait que le collège a souligné ces occasions au moyen d’une commémoration riche du point de vue littéraire et imaginative. Des poèmes et des emblèmes étaient affichés sur les murs et récités par les séminaristes, et des récits ont par la suite été imprimés et ont circulé en anglais et en espagnol pour faire connaître publiquement ces célébrations et ainsi réaliser leurs buts politiques et religieux. Cet essai examine les premières années d'existence du Collège des Anglais de Valladolid, en situant son rôle dans le contexte politique, religieux et culturel, et en se concentrant sur les événements dont le collège a été la scène, et qui ont été diffusés sous forme imprimée dans les toutes dernières années du XVIe siècle.

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Fang, Xiaochen, and Jinwei Zhu. "Comparative analysis on Chinese and foreign innovation performance research—based on Bibliometrics and science mapping analysis." Chinese Management Studies 14, no. 2 (November 23, 2019): 493–527. http://dx.doi.org/10.1108/cms-03-2019-0101.

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Purpose This paper aims to present a systematic review of the literature concerning major aspects of innovation performance and compare the research hotspots of innovation performance in the twenty-first century with three primary purposes: first, to view the trend of Chinese and English literature on innovation performance research; second, to summarize the research streams in innovation performance; and third, to predict possible directions for future innovation performance research. Design/methodology/approach The authors first introduce a framework of innovation performance research developments. Then they construct a representative data set of bibliographic records, obtaining 1,768 articles in the SSCI citation index database and 1,431 articles in the CSSCI database. The authors then make a comparative analysis from two aspects: research themes and development of academic communities. The research objects are keywords and references so that co-word and co-cited reference networks are established. Finally, the authors combine the direction of research streams about “innovation performance” to summarize 28 questions in three research fields that can be studied in the future. Findings The momentum of the literature in English on innovation performance is increasing, whereas the Chinese literature has declined in recent years. The direction of research streams in Chinese and English literature is the same: they are the “innovation system/elements” research stream, the “innovation activity/ability” research stream and the “innovation network/social capital” research stream. Although the directions are the same, the specific contents of the research are different. The direction of future development of innovation performance research can be undertaken in three aspects: follow research into expanding hot topics, mine the research of typical academic circles and develop research into exploring more fields. Combined with the direction of research streams, 28 questions in three research fields are summarized. Originality/value Based on the background of “mass entrepreneurship and innovation” in China, the research on enterprise “innovation performance” is becoming more and more important. The findings help us summarize the research streams related to innovation performance research, better understand the themes that point to directions for future development of innovation performance research and summarize 28 questions.

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Fischlin, D. ""Tis Like I Cannot Tell What": Desire, Indeterminacy, and Erotic Performance in the English Ayre." Modern Language Quarterly 56, no. 4 (January 1, 1995): 395–431. http://dx.doi.org/10.1215/00267929-56-4-395.

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Virgil Dugan, Timothy. "Nicholas Ridout, Scenes from Bourgeois Life." Modern Drama 64, no. 1 (March 2021): 122–24. http://dx.doi.org/10.3138/md.64.1.br5.

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Nicolas Ridout’s Scenes from Bourgeois Life is a specialized, performance-driven, academic volume on the devolution and reformation of spectatorship in the United Kingdom from the reign of the Georges to the Brexit/Boris Johnson era. Serious degree candidates of canonical performance literature will find this book essential to their reading on alternative viewing in the English-speaking theatre.

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A. Al Nasarat, Salman. "The Dilemma of Learning Phrasal Verbs among EFL learners." Advances in Language and Literary Studies 9, no. 2 (April 30, 2018): 119. http://dx.doi.org/10.7575/aiac.alls.v.9n.2p.119.

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This study was designed to examine difficulties in interpreting English phrasal verbs (PVs) that individual college student of English face during their academic career. Interpretation is an apparent obstacle that Jordanian English students encounter as they learn language systematically. The learners being investigated were divided into two groups including regular students of English language and literature and non-majoring English students who study communication skills in English at Al Hussein Bin Talal University. Basically, the present study attempted to investigate students’ background level and performance to identify the source of weakness in interpreting PVs either orally or based on written texts. The findings would shed light on translating inability and more significantly on interpreting strategies while students work out the meaning of spoken or written PVs combinations. The overall score obtained by students in the designed test resulted in a plausible explanation for this learning problem and should help for a better course design and instruction as well as effective classroom teaching and curricula.

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Carlson, David R. "The ‘Opicius’ Poems (British Library, Cotton Vespasian B.iv) and the Humanist Anti-Literature in Early Tudor England." Renaissance Quarterly 55, no. 3 (2002): 869–903. http://dx.doi.org/10.2307/1261559.

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Following the format of a catalogue manuscript description, this study analyses the design and contents of a manuscript presented to king Henry VII of England about 1492-93. Featuring an epic account of the 1492 English invasion of France and a pastoral dialogue praising the domestic peace imposed by the Tudor regime, the five poems are the work of a little-known Italian writer “Johannes Opicius, “ in a stylishly written and decorated copy. Like other contemporary presentations, especially the works of the early Tudor laureate Bernard Andre”, the verse is as classicizing as the design is Italianate and humanist, innovative features for English literary culture. Like other cognate products, however, Opicius’ performance lacks properties usually associated with literature. The work was not for reading nor for recirculation, owing its inspiration solely to a wish to gratify the monarch. The presentation was chiefly a matter of performing the magnificence of the king.

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Chernaik, Warren, and Odai Johnson. "Rehearsing the Revolution: Radical Performance, Radical Politics in the English Restoration." Modern Language Review 98, no. 3 (July 2003): 681. http://dx.doi.org/10.2307/3738295.

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Journal articles on the topic 'English English literature Performance in literature'

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