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Journal articles on the topic 'Reported English use'
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1
Zielinski, Beth, and Elizabeth Pryor. "Comprehensibility andeveryday English use." 25 years of Intelligibility, Comprehensibility and Accentedness 6, no. 3 (August 4, 2020): 352–79. http://dx.doi.org/10.1075/jslp.20011.zie.
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Abstract In this longitudinal study we tracked change in comprehensibility and English use over a 10-month period in 14 L2 English learners (8 beginner, 6 intermediate) settling in Australia. They were interviewed 4 times during the 10 months as part of a larger longitudinal study. English use was reported at each interview using a language map and excerpts from recordings of Interviews 1 and 4 were rated for comprehensibility. Intermediate participants tended to be more comprehensible and maintain a higher level of English use over time than the beginners. Exploration of individual variation revealed a range of comprehensibility outcomes, the variable and non-linear nature of English use trajectories, and a possible relationship between comprehensibility change and English use for some participants. Important methodological implications for future studies relate to the measurement of comprehensibility and English use, the speech samples used for comprehensibility ratings, and the importance of individual variation.
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Cheung, Andrew K. F. "The use of reported speech and the perceived neutrality of court interpreters." Interpreting. International Journal of Research and Practice in Interpreting 16, no. 2 (September 22, 2014): 191–208. http://dx.doi.org/10.1075/intp.16.2.03che.
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A mock trial, with two-way consecutive interpreting between Cantonese and English, was used to test perceptions of a court interpreter’s neutrality when interpreting into Cantonese in reported rather than direct speech. Monolingual Cantonese speakers played the part of witnesses using the interpreter. Three groups were created: a control group (16 participants), receiving interpretation of all English utterances into Cantonese in direct speech; and two experimental groups (17 participants each). The experimental groups received interpretation with occasional switches to reported speech. These were introduced by third person pronouns (e.g., “he said”) for one group (the ‘pronoun group’), and by professional titles (e.g., “the judge said”) for the other group (the ‘title group’). Participants afterwards completed a questionnaire, assessing neutrality and alignment on a 5-point Likert scale. The title group not only perceived the interpreter to be aligned with the English speakers, but also gave a significantly different assessment of neutrality from the control group. The pronoun group perceived the interpreter to be aligned with them, but did not differ significantly from the control group in their perception of neutrality. Use of pronouns or professional titles in the reporting clauses thus affected the interpreter’s perceived neutrality differently.
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Cheung, Andrew K. F. "The use of reported speech by court interpreters in Hong Kong." Interpreting. International Journal of Research and Practice in Interpreting 14, no. 1 (April 6, 2012): 73–91. http://dx.doi.org/10.1075/intp.14.1.04che.
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This is a corpus-based study that investigates instances in which court interpreters in Hong Kong deviate from using direct speech and the first person, notwithstanding the requirement to use both of these when rendering statements made by witnesses or defendants. Quantitative data indicate that court interpreters do adhere to this requirement when interpreting Cantonese into English, but deviate from it when interpreting English into Cantonese. These data suggest that the use of reported speech and/or of the third person has identification functions that help Cantonese-speaking witnesses and defendants follow court proceedings and serve the pragmatic function of adding illocutionary force to interpreted utterances. Data from interviews with interpreters and legal professionals suggest that some latitude is exercised and tolerated when interpreters deviate from using direct speech and/or the first person when the target language is Cantonese. The findings indicate that court interpreters in the corpus observe strict professional guidelines by using direct speech most of the time, but occasional deviation from the direct approach suggests that court interpreters are able to make discretionary decisions to facilitate communication.
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Bikelienė, Lina. "THE USE OF THEN IN LITHUANIAN LEARNERS’ ENGLISH." Verbum 8, no. 8 (January 19, 2018): 104. http://dx.doi.org/10.15388/verb.2017.8.11349.
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In linguistic literature, learner language has been extensively analysed from various perspectives. A number of studies have reported on the differences between non-native and native learner English. The former has been repeatedly characterised as showing the overuse of the features associated with spoken English (Gilquin and Paquot 2007, 2008; Russell 2014; Yoon 2015). Though in linguistic analysis, due to its polyfunctional nature, ‘then’ has been addressed under a number of various labels, from the quantitative perspective it is reported to be characteristic of spoken English (Biber et al. 1999). The present study, limited to the analysis of non-native language data, aims at determining the roles of language mode and text genre on the use of ‘then’ in the Lithuanian learners’ English. Using quantitative and qualitative approaches three corpora representing the spoken (LINDSEI-LIT) and written (LICLE-VU-LIT and CALE-LIT) English produced by the Lithuanian students were analysed. While the results indicate a direct correlation between language mode and the use of ‘then’, the role of genre proved to be less unequivocal.
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Gunnarsson, Tina, Alex Housen, Joost Van de Weier, and Marie Källkvist. "Multilingual Students´ Self-reported Use of their Language Repertoires when Writing in English." Apples - Journal of Applied Language Studies 9, no. 1 (January 27, 2015): 1–21. http://dx.doi.org/10.17011/apples/2015090101.
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Recent research suggests that multilingual students tend to use their complete language repertoires, particularly their L1, when writing in a non-native language (e.g. Cenoz & Gorter 2011; Wang 2003). While there is some international research on the L2 and L3 writing process among bilinguals, the L2/L3 writing process of bilingual and multilingual individuals in the Swedish context remains unexplored (Tholin 2012). This study, carried out in a Swedish secondary school, focuses on 131 bi- and multilingual students’ (age 15-16) self-reported languages of thought while writing an essay in English, which is a non-native language. Drawing on the translanguaging framework (Blackledge & Creese 2010; García 2009) and a model of the L2 writing process (Wang & Wen 2002), the questionnaire data of the present study reveal that the participants’ L1 is reported to be heavily activated during the L2 writing process, particularly at the prewriting, planning stage. Additionally, the emergent bilingual participants who grew up as monolinguals (L1 Swedish) report a greater tendency to transition to thinking in the target language (English, their L2) once they have reached the actual writing stage than some of the emergent trilingual participants who grew up as bilinguals (of Swedish and another L1, used primarily in the home). On the basis of these findings, we suggest a need to move away from the monolingual teaching practices common in Swedish schools, allowing space for students to translanguage as they are engaging with writing tasks in a non-native language.
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Arua, Arua E. "Botswana English." English World-Wide 25, no. 2 (December 22, 2004): 255–72. http://dx.doi.org/10.1075/eww.25.2.05aru.
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The paper discusses some of the syntactic and lexical features of Botswana English. The syntactic features are the tag questionisn't it?and the conversational tagis it?, the exclamationSharp!, the indefinite pronoun phrasethe other one, the dangling modifier, the inversion of auxiliary verb and subject in reported questions, the redundant use of personal / reflexive pronouns, the use of the negative auxiliarydon't,the conflation of the English adjectivesorryand the Setswana adverbialhoo!,the use of the subordinating conjunctionwhichand the modal auxiliarycan be able.The lexical items discussed include Setswana words that have been borrowed and/or translated into English and words such ascondomise,diarise,shameandbrigadewhich have been formed through the processes of derivation and semantic extension. The lexical and syntactic features are those which the researcher has observed, over a six-year period, to be in frequent and widespread use in Botswana.
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Lee, Juyeon, and Michael Heinz. "English Language Learning Strategies Reported By Advanced Language Learners." Journal of International Education Research (JIER) 12, no. 2 (April 1, 2016): 67–76. http://dx.doi.org/10.19030/jier.v12i2.9629.
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The purpose of the present study is to investigate effective English language learning strategies (LLSs) employed by successful language learners. The participants in this study were 20 student interpreters enrolled in the graduate school of interpretation and translation in Korea. Data on LLSs were collected through unstructured essay writing, a method employed to encourage participants to freely reflect on their language learning experiences and report what strategies and study methods helped them develop a high level of English proficiency. Qualitative data analysis produced several findings related to the use of learning strategies. Specifically, metacognitive strategies, such as disciplined approach to language learning and monitoring of progress, and cognitive strategies, such as reading-aloud and text analysis, were frequently mentioned as effective strategies. In addition, a number of participants emphasized the importance of conscious attention to language input during language learning activities. Testimonies of advanced English language learners in an English as a Foreign Language (EFL) context suggest that learner autonomy manifested in self-regulated learning activities may be crucial for successful foreign language learning. These and other findings are discussed with respect to their pedagogical implications for strategy-based instruction in English education.
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Sundqvist, Pia, and Liss Kerstin Sylvén. "Language-related computer use: Focus on young L2 English learners in Sweden." ReCALL 26, no. 1 (January 2014): 3–20. http://dx.doi.org/10.1017/s0958344013000232.
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AbstractThis paper presents findings from a study investigating young English language learners (YELLs) in Sweden in 4th grade (N = 76, aged 10–11). Data were collected with the help of a questionnaire and a one-week language diary. The main purpose was to examine the learners’ L2 English language-related activities outside of school in general, and their use of computers and engagement in playing digital games in particular. A comparison is made between language-related activities in English, Swedish, and other languages. Another purpose was to see whether there is a relationship between playing digital games and (a) gender, (b) L1, (c) motivation for learning English, (d) self-assessed English ability, and (e) self-reported strategies for speaking English. In order to do so, the sample was divided into three digital game groups, (1) non-gamers, (2) moderate, and (3) frequent gamers (≥4 hours/week), based on diary data (using self-reported times for playing digital games in English). Results showed that YELLs are extensively involved in extramural English (EE) activities (M = 7.2 hrs/w). There are statistically significant gender differences, boys (11.5 hrs/w) and girls (5.1 hrs/w; p < .01), the reason being boys’ greater time investment in digital gaming and watching films. The girls, on the other hand, spent significantly more time on pastime language-related activities in Swedish (11.5 hrs/w) than the boys (8.0 hrs/w; p < .05), the reason being girls’ greater time investment in facebooking. Investigation of the digital game groups revealed that group (1) was predominantly female, (2) a mix, and (3) predominantly male. YELLs with an L1 other than Swedish were overrepresented in group (3). Motivation and self-assessed English ability were high across all groups. Finally, regarding the self-reported strategies, code-switching to one's L1 was more commonly reported by non- and moderate gamers than frequent gamers.
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Datta, Sumit, Vincy Nelson, and Sony Simon. "MOBILE PHONE USE PATTERN AND SELF REPORTED HEALTH PROBLEMS AMONG MEDICAL STUDENTS." Journal of Evolution of Medical and Dental Sciences 5, no. 21 (March 14, 2016): 1116–19. http://dx.doi.org/10.14260/jemds/2016/259.
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Dewaele, Jean-Marc. "British ‘Bollocks’ versus American ‘Jerk’: Do native British English speakers swear more – or differently – compared to American English speakers?" Applied Linguistics Review 6, no. 3 (September 1, 2015): 309–39. http://dx.doi.org/10.1515/applirev-2015-0015.
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AbstractThe present study investigates the differences between 414 L1 speakers of British and 556 L1 speakers of American English in self-reported frequency of swearing and in the understanding of the meaning, the perceived offensiveness and the frequency of use of 30 negative words extracted from the British National Corpus. Words ranged from mild to highly offensive, insulting and taboo. Statistical analysies revealed no significant differences between the groups in self reported frequency of swearing. The British English L1 participants reported a significantly better understanding of nearly half the chosen words from the corpus. They gave significantly higher offensiveness scores to four words (including “bollocks”) while the American English L1 participants rated a third of words as significantly more offensive (including “jerk”). British English L1 participants reported significantly more frequent use of a third of words (including “bollocks”) while the American English L1 participants reported more frequent use of half of the words (including “jerk”). This is interpreted as evidence of differences in semantic and conceptual representations of these words in both variants of English.
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Dewey, Dan P., R. Kirk Belnap, and Rebecca Hillstrom. "Social Network Development, Language Use, and Language Acquisition during Study Abroad: Arabic Language Learners’ Perspectives." Frontiers: The Interdisciplinary Journal of Study Abroad 22, no. 1 (January 15, 2013): 84–110. http://dx.doi.org/10.36366/frontiers.v22i1.320.
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In this paper, we explore language use, social network development, and language acquisition by second learners of Arabic in Jordan and Morocco. Students in these programs reported speaking, listening to, and writing as much English as Arabic during study abroad, but they reported reading more Arabic than English. While patterns indicated similar levels of use of English and Arabic in general, questions focusing on learners' use of language with more familiar friends and acquaintances indicated learners thought they used Arabic more than English with these native friends. Regarding English language use, learners felt that speaking English with natives often created opportunities to interact in Arabic as well. Students’ Arab social networks tended to be small, but there was considerable variation in these networks. The closer their friendships with natives, the more likely students were to report gains in Arabic. English proficiency of friends and acquaintances in one’s social network, degree of friendship, and time spent speaking with people outside of this network predicted language proficiency development.
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Han, Chao, and Sijia Chen. "Strategy use in English-to-Chinese simultaneous interpreting." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 14, no. 2 (December 31, 2016): 173–93. http://dx.doi.org/10.1075/forum.14.2.01han.
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Abstract The study reported here attempts to describe and explore possible patterns of strategy use in English-to-Chinese simultaneous interpreting (SI) of fast-delivery and accented speeches, drawing upon a subset of empirical data generated from a larger experimental study (see Han & Riazi 2016). A paralleled text analysis of source speeches and transcripts of interpretations indicates that the interpreters developed a deep repertoire of interpreting strategies, but utilized strategies of syntactic transformation and of substitution most frequently across different speeches. They also employed strategy clusters, a sequential combination of strategies, to cope with complex source-text segments. In addition, the speech rate affected the use of the two prominent strategies (i.e., syntactic transformation and substitution) considerably, whereas the accent did not. These results are explained and their implications for interpreter training are also discussed.
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Barrios, Elvira. "Spanish pre-service teachers of English." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 28, no. 1 (September 10, 2015): 48–72. http://dx.doi.org/10.1075/resla.28.1.03bar.
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This study examined patterns of perceived strategy use among prospective Spanish primary teachers of English and the relationship between those strategies and the prospective teachers’ English proficiency. A total of 116 student teachers were administered the Oxford’s Strategy Inventory for Language Learning (SILL) version 7.0 (ESL/EFL). The Oxford Placement Test was used to obtain a measure of proficiency in English. Descriptive statistics, a post hoc thematic analysis and Spearman correlation coefficients were used to analyze the data. The results showed that the participants were medium-to-high strategy users overall and that they reported using metacognitive strategies and those relating to understanding most frequently, while memory and affective strategies were used least frequently. According to the self-reported study data, the most frequently-used individual strategy involved paying attention to language whereas the least-used strategy involved writing down feelings in a learning diary. Findings indicate a generally low correlation between strategy group scores and English proficiency. In addition, there is no significant correlation between the SILL and proficiency scores; however, when the low-use strategies are not computed for the measure of frequency of language learning strategy use, a significant positive correlation is found between self-reported frequency of strategy use and proficiency.
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Zhou, Chaoying, and Channarong Intaraprasert. "English-major Pre-service Teachers’ Language Learning Strategy Use in terms of Enjoyment of English Learning." Journal of Language Teaching and Research 7, no. 6 (November 1, 2016): 1103. http://dx.doi.org/10.17507/jltr.0706.06.
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Language learning strategies (LLSs) play important roles in learners’ language learning. The study investigated the use of LLSs employed by English-major pre-service teachers in Midwest China by enjoyment of English learning. The modified SILL was used to collect the data. ANOVA and Post Hoc Scheffe Test were performed for data analysis. The results demonstrated that a significant variation in their pre-service teachers reported frequency of overall strategy use, all the four categories, and 41 out of 48 individual LLSs. Pre-service teachers with higher enjoyment of English learning use more strategies than counterparts with lower enjoyment of English learning. Implications of the findings for English teaching and learning were discussed.
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Apridayani, Aisah, and Adisa Teo. "The interplay among SRL strategies, English self-efficacy, and English proficiency of Thai university students." Studies in English Language and Education 8, no. 3 (September 16, 2021): 1123–43. http://dx.doi.org/10.24815/siele.v8i3.20213.
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This study examined the interplay among self-regulated learning (SRL) strategies, English self-efficacy, and English proficiency of EFL students at the university level in Thailand. The data collection instruments comprised the Self-Regulated Learning Strategies Questionnaire (SRLSQ), English Self-Efficacy Questionnaire (ESEQ), and a standardized English proficiency test. It involved 215 first-year non-English major students through purposive and random sampling methods. The collected data were examined by using descriptive statistics, Pearson’s correlation, and multiple-linear regression analyses. The results disclosed that lower-level Thai EFL students – A1 and A2 had a high use of SRL strategies. However, for higher proficiency levels – B1 and B2, it was only B2 students who reported high use of SRL strategies. B1 students reported that they only employed SRL strategies moderately. Moreover, higher proficiency students had higher levels of English self-efficacy than those with lower proficiency levels. A direct influence was observed between students’ use of SRL strategies and their English proficiency levels, yet self-efficacy only possessed an indirect effect. This study proposes some practical ideas to integrate SRL strategies into the English curriculum and instructions and enhance Thai EFL students’ English self-efficacy.
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Gawlik-Kobylińska, Małgorzata. "Self-reported communicative distance between Polish and English in formal and informal situational contexts." Poznan Studies in Contemporary Linguistics 56, no. 4 (December 1, 2020): 605–28. http://dx.doi.org/10.1515/psicl-2020-0020.
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AbstractThis study explores the issue of communicative distance between Polish and English; its perception and conceptualization, as a function of self-reflection, are related to individual, socio-cultural and environmental, as well as linguistic factors. The aim of the article is to prove that the communicative distance is different while speaking Polish (L1) and English (L2). It was assumed that on the basis of an interlocutor’s self-reported observation and evaluation of verbal and nonverbal cues, it is possible to prove the existence of communicative distance. The research results revealed that in formal English conversations, distance was perceived as shorter than in formal Polish conversations, but in informal conversations, there were no significant differences. Due to gradual language development and absorption of English words into Polish, the study relies on a retrospective data analysis to find out the possible changes in communicative distance perception. The data was retrieved from a series of two surveys conducted in 2008 (n = 150) and 2016 (n = 150) among Poles who use English as a second language.
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Lee, Jieun. "Interpreting reported speech in witnesses’ evidence." Interpreting. International Journal of Research and Practice in Interpreting 12, no. 1 (March 4, 2010): 60–82. http://dx.doi.org/10.1075/intp.12.1.03lee.
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Drawing on the discourse of interpreter-mediated examinations of Korean-speaking witnesses in an Australian courtroom, this paper explores court interpreters’ renditions of reported speech contained in witnesses’ evidence. Direct reported speech is generally preferred in the courtroom because of the evidentiary rule against the admission of hearsay. However, Korean-speaking witnesses who are not familiar with this rule and with the discursive practices of the court tend to use indirect reported speech. This paper examines how Koreans’ general preference for indirect reported speech is handled by court interpreters. The findings suggest that the tendency among Korean interpreters to convert indirect into direct reported speech in English renditions may have implications for the accuracy of interpreted evidence.
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Lertchalermtipakoon, Passamon, Umarungsri Wongsubun, and Pongpatchara Kawinkoonlasate. "Need Analysis: English Language Use by Students in the Tourism and Hospitality and Industry." English Language Teaching 14, no. 3 (February 26, 2021): 59. http://dx.doi.org/10.5539/elt.v14n3p59.
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This research had 3 objectives. First, to discover the main skills students studying in Tourism (TR) and Hospitality Industry (HI) need to successfully use English. Second, to ascertain the essential skills that students need in English language acquisition. Last, to investigate which skills students found to be the most problematic in English language learning. The informants of 160 students were split by the quota sampling method into two equally sized groups of 80 learners each; i.e., 80 were placed into the Tourism group and 80 into the Hospitably group. Twenty participants were selected equally from each academic year - from first year students to fourth year students - for placement into each category of TR and HI. To acquire relevant data a learner’s perception questionnaire was employed as well as interview questions. Average and standard deviation were used to examine the questionnaire data and content analysis for the interview data. There was a .05 difference statistically between the hospitality industry and tourism students’ English scores. The hospitality industry students scored slightly higher. Conversely, when comparing the different levels of students' attitudes in the 5 language skills, the tourism students scored higher than the hospitality industry students, yet the difference of .05 was also not statistically significant. Additionally, the outcome from a comparison of student satisfaction levels toward English teaching and learning, found that tourism students reported higher satisfaction levels than those of the hospitality industry students. However, the .05 degree of difference was not statistically significant. Also, neither of the student groups were significantly different in terms of enhancing their English skills. Additionally, the interview results showed that improving English language skills and grammatical structures were the skills the students' reported needing the most assistance with in their studies. Neither of the student groups were significantly different in terms of enhancing their English skills. The study found that the main reason that students of both majors desired to improve their English language skills was to improve their grades. The obstacles faced by the students in these two sample groups in using the English language are not very different, since most of the interviewed people reported that the skills of listening and speaking as being the greatest problems in their communication. Another similarity between the two sample groups was that students of both majors expressed a positive attitude toward their English language learning.
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Siegel, Joseph. "Comprehension in English Medium Instruction (EMI) lectures: On the impact of lecturer L2 English use." Language Learning in Higher Education 10, no. 1 (July 31, 2020): 73–91. http://dx.doi.org/10.1515/cercles-2020-2005.
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AbstractThe importance and amount of English as a Lingua Franca (ELF) usage and English Medium Instruction (EMI) lectures continue to increase on university campuses as universities worldwide seek to promote internationalization among both the student body and the faculty. While EMI has become a priority, the teaching and learning that occurs within this framework needs to be monitored for effectiveness and efficiency. Many of the teachers and students in these EMI courses do not share a common first language and likely have a first language other than English. Therefore, they are operating in EMI with varying levels of second language (L2) English ability, which can lead to low levels of student comprehension, learning and satisfaction unless the lecturer takes special care in their delivery of content. This paper explores the linguistic composition of EMI lectures in the Swedish context and reports survey findings of students’ self-reported levels of comprehension related to lecture content and their lecturer’s L2 English use. Three case studies are described and illustrate various linguistic factors that can contribute to or inhibit student comprehension in EMI lectures. Pedagogic implications are presented with the intention of supporting EMI lecturers and their students.
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Chien, Shih-Chieh. "Writing for Scholarly Publication in English for Taiwanese Researchers in the Field of English Teaching." SAGE Open 9, no. 3 (July 2019): 215824401987018. http://dx.doi.org/10.1177/2158244019870187.
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The present study investigates Taiwanese researchers’ perceptions, problems, and strategies of trying to get published in English in the field of English teaching. This discipline presents an interesting case for publishing, as in Taiwan, this group of researchers is highly expected to use English as a medium in writing for research. Through semi-structured in-depth interviews with 21 researchers, the findings show that regarding the role of English, all participants regarded it as an indispensable tool in their academic careers. They valued the significance of English journals and were keen to promote their ideas in the international market by using English as the medium. Most researchers reported that they had writing problems. However, if they were well-prepared, they would not be trapped into them. Except for language use, researchers were confident in their research topic. Because of Greater China’s rapid growth, people may want to know more about it. They also reported different strategies to solve problems in English publication. Implications of this study are discussed and concluded.
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Wilden, Eva, and Raphaela Porsch. "Teachers’ self‐reported L1 and L2 use and self‐assessed L2 proficiency in primary EFL education." Studies in Second Language Learning and Teaching 10, no. 3 (September 30, 2020): 631–55. http://dx.doi.org/10.14746/ssllt.2020.10.3.9.
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This study investigates teachers’ first language (L1, German) and second language (L2, English) use in the primary English as a foreign language (EFL) classroom in two federal German states. It particularly focuses on the question of whether a more frequent, (self-reported) use of the L2 is positively correlated to teachers’ professional qualification as well as (self-assessed) L2 proficiency. To this end, data was collected in 2017 through an online survey among German primary teachers teaching EFL in year 4 (N = 844). L2 use was assessed through a 4-point Likert scale comprising 16 items on various classroom situations. L1 use was surveyed with an open question on situations of L1 use in the L2 classroom. Moreover, teachers self-assessed their L2 proficiency with a 4-point Likert scale and adapted CEFR descriptors for speaking. Findings indicate that teachers claim to use the L2 more in L2-related situations and the L1 more in classroom management situations. The study shows that teachers with a higher formal qualification tend to assess their L2 proficiency higher and claim to use the L2 more often in the primary EFL classroom. In contrast, teachers with a lower formal qualification tend to assess their L2 proficiency lower and claim to use the L1 more frequently in the L2 classroom.
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Zamora-Kapoor, Anna, Adam Omidpanah, Evelyn Monico, Dedra Buchwald, Raymond Harris, and Nathalia Jimenez. "The Role of Language Use in Reports of Musculoskeletal Pain Among Hispanic and Non-Hispanic White Adolescents." Journal of Transcultural Nursing 28, no. 2 (July 9, 2016): 144–51. http://dx.doi.org/10.1177/1043659615623326.
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Objective:This study examined the role of English language use in the reported frequency of musculoskeletal pain among Hispanic and non-Hispanic White youth. Method: This is a secondary data analysis using a cross-sectional sample of 12,189 Hispanic and non-Hispanic White adolescents recruited for the National Longitudinal Study of Adolescent to Adult Health. Respondents were classified into three groups: (a) English-speaking non-Hispanic Whites, (b) English-speaking Hispanics, and (c) Spanish-speaking Hispanics. Results: After controlling for body mass index and demographic, socioeconomic, and behavioral variables, Spanish-speaking Hispanics reported the least frequent musculoskeletal pain ( OR = 0.415, 95% CI [0.361, 0.477]; p < .001), followed by English-speaking Hispanics ( OR = 0.773, 95% CI [0.690, 0.865]; p < .001). Conclusion: The experience of musculoskeletal pain is a physiological as well as a cultural phenomenon. Implications for Practice: Health care providers should consider the role of language use in reports of pain in Hispanic and non-Hispanic White adolescents.
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Kastronic, Laura, and Shana Poplack. "Be that as it may: The Unremarkable Trajectory of the English Subjunctive in North American Speech." Language Variation and Change 33, no. 1 (March 2021): 107–34. http://dx.doi.org/10.1017/s095439452100003x.
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AbstractThe English subjunctive has had a checkered history, ranging from extensive use in Old English to near extinction by Late Modern English. Since then, the mandative variant was reported to have revived, while the adverbial subjunctive continued to diminish. American English is heavily implicated in these developments; it is thought to be leading the revival of the former but lagging in the decline of the latter. Observing that most references to these changes are based on the written language, we examine the diachronic trajectory of the subjunctive in North American English speech. Adopting a variationist perspective, we carried out systematic quantitative analyses of subjunctive use under hundreds of triggers. Results show that, despite the differences in their diachronic trajectories, today both types are not only extremely rare but heavily lexically constrained. We implicate violations of the Principle of Accountability in the disparities between the findings reported here and the consensus in the literature with respect to subjunctive use in North American English.
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Baresova, Ivona, and Marcel Pikhart. "Going by an English Name: The Adoption and Use of English Names by Young Taiwanese Adults." Social Sciences 9, no. 4 (April 24, 2020): 60. http://dx.doi.org/10.3390/socsci9040060.
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It is easy to understand why Taiwanese students play the part of the name assigned to them in English class, but why do so many of them continue to use this name long after their school years? A survey of young Taiwanese adults, with follow-up interviews, investigated how and why they acquire and use an English name. The results mirror previously reported tendencies and suggest some new insights into the motivation and functionality of this practice. The data show that self-identification with their Western name offers pragmatic social and cultural advantages, including international identity, escape from rigid cultural formalities impeding social advances, establishing friendliness without getting too close, as well as self-expression. As concerns the often discussed nature of English names, the results indicate that the selection of an English name is influenced by Chinese name selection practice, the tendency to make the name unique or somehow related to the Chinese name, and especially by its intended role. As in previous studies, we found some unusual names, but these were used mainly as a nickname in communication with peers.
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Deumert, Ana, and Sibabalwe Oscar Masinyana. "Mobile language choices — The use of English and isiXhosa in text messages (SMS)." English World-Wide 29, no. 2 (April 23, 2008): 117–47. http://dx.doi.org/10.1075/eww.29.2.02deu.
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This paper looks at language choice and use in South African SMS communication (texting) among bilingual (isiXhosa / English-speaking) users. Although English is the preferred language for most of the 22 participants (aged between 18 and 27), SMSes also create a forum for isiXhosa literacy (either in isiXhosa messages or in mixed English-isiXhosa messages). The English-language SMSes produced by these bilingual speakers share many of the features which have been reported for English SMS communication internationally (abbreviations, paralinguistic restitutions, non-standard spellings), and provide evidence for what one might call a global English SMS standard. At the same time, however, their SMSes also contain local linguistic features and, in particular, local, cultural content. The isiXhosa messages differ markedly from the writers’ English-language messages in that they contain no abbreviated material, non-standard spellings or paralinguistic restitutions and thus violate the sociolinguistic maxims of SMS / texting as postulated by Thurlow (2003). These bilingual writers thus communicate in the electronic medium using two different languages as well as two, non-overlapping sets of sociolinguistic norms.
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Mathewos, Muke. "Reported driving factors of land-use/cover changes and its mounting consequences in Ethiopia: A Review." African Journal of Environmental Science and Technology 13, no. 7 (July 31, 2019): 273–80. http://dx.doi.org/10.5897/ajest2019.2680.
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Brown, Steve, Navjyoat Chhina, and Stephen Dye. "Use of psychotropic medication in seven English psychiatric intensive care units." Psychiatrist 34, no. 4 (April 2010): 130–35. http://dx.doi.org/10.1192/pb.bp.108.023762.
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Aims and methodTo describe the psychotropic medication given to 332 patients admitted consecutively to seven English psychiatric intensive care units (PICUs) by prospective, multicentre case-note analysis.ResultsOverall, 104 (32%) patients received rapid tranquillisation or zuclopenthixol acetate by intramuscular injection; 72 (23%) received more than one regular antipsychotic drug simultaneously. It was reported that 20 patients received high-dose antipsychotic medication, which was probably an underestimate. The use of these interventions varied significantly between different units.Clinical implicationsPotentially risky treatments such as forcible intramuscular medication are a standard part of PICU activity. Further work is needed to clarify the reasons behind the differences in prescribing practices between different PICUs.
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Dewaele, Jean-Marc. "“Cunt”: On the perception and handling of verbal dynamite by L1 and LX users of English." Multilingua 37, no. 1 (January 26, 2018): 53–81. http://dx.doi.org/10.1515/multi-2017-0013.
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Abstract“Cunt” is currently one of the most offensive words in the English language and is usually censored in the English press and media. The present study looks firstly at differences between 1159 first (L1) and 1165 foreign (LX) users of English in their perceived understanding of the word, its perceived offensiveness and their self-reported frequency of use. Secondly, it considers the relationships between the dependent variables and a number of psychological, sociobiographical and linguistic profile variables. The findings suggest that LX users are less sure about the exact meaning of the word, underestimate its offensiveness and use it less frequently than L1 users. Links between understanding of the word and its perceived offensiveness vary for L1 and LX users. High levels of Extraversion, Neuroticism and Psychoticism were linked to more frequent use of the word, as were lower levels of education, a younger age, being a male and working in a swearing-rich environment for both L1 and LX users. Variation in the group of LX users was linked to age of onset of acquisition of English, context of acquisition, self-reported oral proficiency, frequency of use of English and having lived in an English-speaking environment.
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Dewaele, Jean-Marc. "Glimpses of semantic restructuring of English emotion-laden words of American English L1 users residing outside the USA." Linguistic Approaches to Bilingualism 8, no. 3 (February 6, 2017): 320–42. http://dx.doi.org/10.1075/lab.15046.dew.
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Abstract The present exploratory study focuses on the effect of living outside the USA on the understanding of the meaning, the perceived offensiveness and the self-reported frequency of use of four English emotion-laden words of British origin and four English emotion-laden words of American origin among 556 first (L1) users of American English. Statistical analyses revealed that the scores of the Americans living in the UK or in non-English-speaking countries differed significantly from those of compatriots living in the USA. Positive relationships emerged between multilingualism and scores on the dependent variables for the four British words, but no link emerged between languages known and the dependent variables for the American words. This is interpreted as an indication that semantic representations of emotion-laden words originating from another variety of the L1 are relatively weaker and are more likely to shift as a result of exposure to their use in other varieties, and the knowledge of other languages.
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Candfield, Sophie, Mannampallil I. Samuel, David Ritchie, Candice McDonald, Michael Brady, and Chris Taylor. "Use and acceptability of salivary hepatitis C virus testing in an English Young Offender Institution." International Journal of STD & AIDS 28, no. 12 (March 3, 2017): 1234–38. http://dx.doi.org/10.1177/0956462417696214.
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People held in prison are at a high risk of having hepatitis C virus (HCV) and there is a public health drive in the UK to increase HCV testing in prisons and Young Offender Institutions (YOIs), with opt-out testing. There is an oral antibody test for HCV; this project aims to determine its acceptability in an English YOI setting. This project offered HCV oral point-of-care testing (POCT) using the OraQuick® test to 107 male young offenders attending a sexual health service at an English YOI, monitoring HCV positivity and evaluating acceptability. It also investigated young offenders’ histories of sexually transmitted infections (STIs) and drug use. Mean age was 19.1 years. A total of 80.4% reported lifetime drug use and 0.9% reported lifetime drug injection. A total of 19.6% reported previous STIs. One patient (0.9%) was positive for HCV on OraQuick® testing. All patients found the POCT acceptable and one stated he would have refused a fingerprick test had it been the only test available for HCV testing. Salivary rapid HCV testing is acceptable among English YOI inmates. It is not as sensitive or specific as standard HCV tests and is more expensive. In our cohort, HCV positivity was low.
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Et.al, Charanjit Kaur Swaran Singh. "Review of Research on the Use of Audio-Visual Aids among Learners’ English Language." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 895–904. http://dx.doi.org/10.17762/turcomat.v12i3.800.
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This paper reviews the literature on the use of audio-visual to improve lower proficiency learners’ English Language. Audio-visual aids have been very beneficial to make learning interesting among the English as a second language (ESL) because it facilitates learning. Teachers have to be innovative in their pedagogy approach to make language teaching effective. Today, teachers are no longer dependent on traditional method of teaching instead they have adapted different techniques to teach language. Past studies have reported that teachers opted to use audio-visual because students showed less interest towards English language, students view English language as subject to fulfil the examination requirement, students’ displayed reluctance to speak due to their fear to make mistakes in pronunciation and other. Hence, this paper further analyses the need to investigate the issues that are related on the usage of audio-visual aids to the teaching of English language which needs immediate attention.
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Snider, Laura J., and Margaret Malone. "Orlistat Use in Type 2 Diabetes." Annals of Pharmacotherapy 36, no. 7-8 (July 2002): 1210–18. http://dx.doi.org/10.1345/aph.1a422.
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OBJECTIVE: To review the use of orlistat in type 2 diabetes. DATA SOURCES: A MEDLINE search of the English-language literature (1990–August 2001) was performed using the key terms orlistat, obesity, glucose, and diabetes. DATA EXTRACTION: All articles pertaining to orlistat were considered for inclusion, with emphasis placed on randomized, placebo-controlled, double-blind clinical trials. DATA SYNTHESIS: In April 1999, orlistat was approved by the Food and Drug Administration for the treatment of obesity. Of 13 randomized, placebo-controlled studies, only 2 reported specific data in individuals with type 2 diabetes. Both reported significant weight reduction and improved glycemic control over placebo. CONCLUSIONS: Since weight loss is a difficult goal to achieve in patients with type 2 diabetes, orlistat can be a safe, effective addition to a multidisciplinary approach.
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Crosthwaite, Peter. "L2 English article use by L1 speakers of article-less languages." International Journal of Learner Corpus Research 2, no. 1 (July 8, 2016): 68–100. http://dx.doi.org/10.1075/ijlcr.2.1.03cro.
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This paper adopts the Integrated Contrastive Model (Granger 1996) to an examination of the use of articles in the L2 English written production of L1 speakers of three article-less languages (Mandarin Chinese, Korean and Thai) across four L2 proficiency levels. Data is sourced from the International Corpus Network of Asian Learners of English (ICNALE; Ishikawa 2011, 2013), comprising 575 written essays totalling 125,588 words across two writing prompts. Accuracy of zero, indefinite and definite articles is measured using Pica’s (1983) Target Language Use across Bickerton’s (1981) semantic/pragmatic article contexts (generic, specific definite, specific indefinite and non-specific indefinite). The results show two different orders of article accuracy depending on L1 background, as well as effects of writing prompt on the accuracy of certain article forms, and evidence of pseudo-longitudinal development for particular article usages as L2 proficiency increases, although not in all cases. Massive overproduction of indefinite/definite articles in generic contexts is problematic for all three L2 groups regardless of L1 background and L2 proficiency. However, Mandarin L2 English users appear to enjoy a significant advantage in L2 article accuracy over Korean or Thai L2 English users in almost all contexts of use and L2 proficiency levels, providing further potential evidence that the often reported grammaticalisation of definiteness/specificity markers in L1 Mandarin is aiding Mandarin L2 English users’ acquisition of the English article system.
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Pun, Jack K. H., and Nathan Thomas. "English medium instruction: teachers’ challenges and coping strategies." ELT Journal 74, no. 3 (July 2020): 247–57. http://dx.doi.org/10.1093/elt/ccaa024.
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Abstract English medium instruction (EMI) is a growing phenomenon in many countries. Some researchers have investigated the difficulties and strategies students use to cope with EMI. However, the pedagogical challenges faced and strategies used by other key participants, teachers, have been surprisingly under-researched. This study utilizes questionnaire and interview data to identify the challenges and coping strategies used by secondary school EMI science teachers in Hong Kong. A number of challenges and strategies were reported. The authors argue that many of these challenges can be overcome with principles and strategies from ELT, as the ‘English’ in EMI is often the main issue. The most prevalent strategy reported is the use of L1. Two perspectives on L1 usage in EMI contexts are discussed. Two emergent realities are presented as possible solutions: the idealized reality and the immediate reality. Implications for teachers and suggestions for future research are provided.
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Gan, Xiaoli. "A Survey on Self-efficacy of English Majors: Exploring Its Correlation with Time Management and Strategy Use." Theory and Practice in Language Studies 9, no. 12 (December 1, 2019): 1624. http://dx.doi.org/10.17507/tpls.0912.20.
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The present study seeks to investigate the self-efficacy of English majors and its relationship with time management and strategy use during their English learning. The study reported in this paper was conducted to examine self-efficacy of students passing TEM-4 (Test for English Majors -- Band 4) and their self-regulating time management. The data were collected via student questionnaires & interviews. The findings of this case study revealed that there is a gender difference in English majors’ self-efficacy. Meanwhile, a positive correlation between the self-efficacy of students passing TEM -4 & their strategy use as well as self-regulating time management was demonstrated. Implications of the findings to language teaching and learning are discussed.
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Lee, Jia-Ying. "Revisiting the Use of Language Learning Strategies by University Freshmen in Taiwan." International Journal of English Linguistics 9, no. 5 (July 18, 2019): 1. http://dx.doi.org/10.5539/ijel.v9n5p1.
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This article reports a large-scale survey on the use of language learning strategies by first-year college students in Taiwan, with the aim of describing what language learning strategies they reported using and what strategic patterns were formed. A total of 199 non-English majors responded to a survey designed by Oxford (1990), namely, the Strategies Inventory for Language Learning (SILL) (Version 7.0). The results show that today’s language learners self-reported using the following SILL strategies in the following order of frequency: compensation strategies, metacognitive strategies, social strategies, memory strategies, cognitive strategies, and affective strategies. In addition, the results also demonstrate that three SILL categories used today were used differently in the past: affective strategies, metacognitive strategies, and compensation strategies. Moreover, it was also found that males and females these days had slightly different strategic patterns from one another in learning English and also used slightly different ones in the past.
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Liu, Sophia, Elliot Charles Smith, Alexandra McCartney, Amedra Basgaran, Karmugi Balaratnam, M. Catherine Brown, Doris Howell, et al. "Assessment of language needs and resource use among Canadian immigrant patients with cancer." Journal of Clinical Oncology 36, no. 30_suppl (October 20, 2018): 77. http://dx.doi.org/10.1200/jco.2018.36.30_suppl.77.
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77 Background: Canada's foreign-born population is estimated to reach up to 30% by 2036. Immigrants diagnosed with cancer can face poorer cancer outcomes compared to non-immigrants due to language barriers affecting physician-patient communication and non-equivalent interpretation by untrained translators. Reducing this disparity is a growing challenge due to continued high immigration rates. As Canadian data is lacking, we explored the language needs and resource utilization of Canadian cancer patients. Methods: Adult cancer survivors from Princess Margaret Cancer Centre were surveyed in English on their socio-demographics, perceived communication difficulties, and interpreter use. Results: Of 470 patients, 45% were foreign-born; 37% self-identified as immigrants; 78% spoke mostly English at home. Among self-identified immigrants, median age at diagnosis was 60 years, 46% were female, and 59% completed post-secondary education. Top three countries of origin were China (23%), India (10%), and Italy (9%). Although 73% of immigrants reported English as their most comfortable language in which to receive healthcare information, 18% reported difficulties communicating with the doctor in English at a few visits or more, 14% indicated some discomfort communicating with their oncologist in English, and 4% of immigrants felt their cancer care was affected by a language barrier. Twenty-six percent of immigrants required interpretation, with 91% employing family, 7% utilizing professional interpreters, and only 19% have ever used the institutional language services. Conclusions: Although most immigrants identify English as their most comfortable language for healthcare delivery, some still experience communication difficulties with their oncologist during at least a few visits. However, most patients felt comfortable communicating with their oncologists and do not feel their cancer care is affected. Most relied on family members to interpret, while local hospital language resources were largely underutilized. Strategies for promoting professional translation service use may help improve immigrants’ experience, caregivers’ burden, and enhance physicians’ ability to counsel patients directly.
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Gray, Thomas G., Holly Vickers, Priyanka Krishnaswamy, and Swati Jha. "A systematic review of English language patient-reported outcome measures for use in urogynaecology and female pelvic medicine." International Urogynecology Journal 32, no. 8 (May 26, 2021): 2033–92. http://dx.doi.org/10.1007/s00192-021-04810-1.
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Botha, Werner. "English in China's universities today." English Today 30, no. 1 (February 5, 2014): 3–10. http://dx.doi.org/10.1017/s0266078413000497.
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According to Bolton (2013), Chinese university students are invariably multilingual, not only acquiring English at school, but increasingly outside of their formal curricula, through the Internet, music, computer games, movies, and television series. Indeed, many of these students are also highly mobile, and in most cases migrate throughout Greater China (and abroad) in order to pursue higher education degrees. Bolton (2012, 2013) also points out that current theorizing about English in Greater China needs to take into account what he calls ‘the language worlds’ of these young people, especially with regard to how they use various languages in various aspects of their lives, increasingly sampling different ‘worlds’, both ‘physical’ as well as ‘imaginary’ (see also Blommaert, 2010). Studies of migration and mobility within Greater China – particularly with regard to how this relates to the use of English in the context of local languages and language varieties – have received very little attention. This paper aims to fill this gap by providing a sociolinguistic account of the contemporary use of English in China's higher education, by specifically reporting on a recent large-scale sociolinguistic study that was carried out in Macau and Guangzhou, in southern China. The study reported on in this paper captures the increasing use of English as a medium (or additional medium) of instruction in two universities at these locations. The study also reveals how English is used in the personal lives of ordinary Chinese students.
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Dawadi, Saraswati. "The Relationship between Reading Strategy Use and EFL Test Performance." Journal of NELTA 22, no. 1-2 (May 31, 2018): 39–52. http://dx.doi.org/10.3126/nelta.v22i1-2.20040.
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There has been a steady interest in investigating the relationship between strategy use and English as a foreign language (EFL) test performance. Despite numerous studies on strategy use, the relationship between the two is still not clear. This paper reports on a study that investigated the use of reading strategies in the Secondary Education Examination English reading test and the relationship between reading strategy use and the test performance. A sample of 312 EFL learners studying at Grade 10 in Nepal participated in this study. They were asked to take the test and then respond to a reading strategy questionnaire. The quantitative software SPSS (version 20) was used to analyze the data. The results indicated that participants were active strategy users, and they used cognitive strategies more frequently than metacognitive strategies. A significant relationship was identified between reading strategy use and EFL proficiency; high-proficiency learners reported significantly higher use of reading strategies than moderate-proficiency learners, who in turn reported higher use of those strategies than their low-proficiency peers. Implications of these findings for EFL teaching and recommendations for further research are discussed.Journal of NELTA , Vol. 22, No. 1-2, 2017 December, Page: 39-52
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Cumba-Avilés, Eduardo. "Systematic Review on the Use of the Children’s Depression Inventory-2 Among Hispanics." Hispanic Journal of Behavioral Sciences 42, no. 2 (April 29, 2020): 191–214. http://dx.doi.org/10.1177/0739986320915170.
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We systematically reviewed studies reporting the use of the Children’s Depression Inventory-2 (CDI-2) in samples with at least 30 children and significant Hispanics enrollment (≥14.5% of the sample and at least 20 Hispanics completing the scale). We grouped studies by form (short or full-length) and language used, developmental stage, report of psychometric data (particularly for Hispanics), and other characteristics. From 252 full-texts revised, 22 met selection criteria. Six reported psychometric data for Hispanics, either for the English full-length (α = .86–.92) and short form (α = .76–.81) or for the Spanish short form (α = .69–.80). Criterion-related validity was supported via correlation/regression or comparing group means, but not using another depression self-report scale. Current knowledge on the CDI-2 psychometrics among Hispanics is mostly based on studies with the English-language version. No study has reported the psychometrics of the full-length Spanish-language CDI-2 with Hispanics.
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Thom, Bridgette, Stacie Corcoran, Jessica A. Lavery, Leon Sarpong, Alexandria Woodside, and Deborah Korenstein. "Predictors of electronic patient-reported outcomes use in the survivorship setting." Journal of Clinical Oncology 38, no. 15_suppl (May 20, 2020): e14038-e14038. http://dx.doi.org/10.1200/jco.2020.38.15_suppl.e14038.
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e14038 Background: Patient-reported outcomes (PRO) offer insight into patient perception of health and symptom burden. Despite a shift toward electronic PRO (ePRO), optimal administration methods are unclear. Our institution recently began ePRO collection in survivorship clinics: patients are invited via email to complete a health survey on our online patient portal prior to annual visits, enabling clinician review of symptoms in advance of the visit. Patients who do not complete an ePRO survey at home are offered an iPad or paper survey at visit check-in. In the first year of ePRO, 87 patients inadvertently submitted multiple responses to the questionnaire, across two modalities. This study aimed to 1) assess determinants of ePRO completion across modalities (portal, iPad, paper); and, 2) among patients who submitted multiple surveys, compare consistency of responses in surveys completed within 30 days of each other. Methods: We reviewed records for 10194 patients seen in breast, thoracic, colorectal, and gynecologic survivorship clinics over one year. Demographics, disease/treatment details, and PRO responses (symptoms, health behaviors, etc.) were extracted. For aim 1, we used multivariate regression to determine predictors of completion method. For aim 2, we calculated Cohen’s kappa coefficients to compare responses based on completion modality. Results: Most patients (65.6%) completed the survey on an iPad in clinic; 16.7% on the portal, 17.7% on paper in clinic. Younger age (p < .001), white race (p < .001), less fatigue (p = .01), and English as primary language (p < .001) were associated with portal use in multivariate analyses. In general, Cohen’s Kappa analyses revealed high agreement between surveys. Conclusions: Our findings highlight demographic gaps in ePRO acceptance. Although most patients completed an ePRO (portal or iPad), few completed it at home in advance of their visit, which has implications for clinic flow and clinician preparation for visits. However, our finding of consistent symptom reporting across mode and location of completion is reassuring. Future work should seek to improve comfort with ePRO completion at home among groups less likely to accept it and explore the implications of symptom burden on ePRO acceptance.
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Mahardika, Gusti, Utami Widiati, Yazid Bhastomi, and Nunung Suryati. "Camera Roll, Action! Non-specialist Undergraduate English Learners’ Perceptions of Using Video Production in Learning English." Journal of University Teaching and Learning Practice 18, no. 3 (July 1, 2021): 103–20. http://dx.doi.org/10.53761/1.18.3.8.
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This paper reports on non-specialist undergraduate English learners' perceptions about the use of video project in learning English, which was adopted to counter students’ low English learning motivation. Data were collected from the first-semester students of Hinduism Education Department in a state university in Indonesia. The students were taught English using group-based video projects where they developed their own scenarios, shot, edited, and presented their videos by themselves. Video production was used to enable the learners to use English actively and improve learners’ motivation to learn English in the future by promoting the learner’s sense of achievement. Using a questionnaire and interview, the researcher obtained data on students’ perceptions of the use of video project in learning English. The study results showed that the learners have a positive perception of the impact of video production on their English learning (dimension mean of 4.07). The learners also reported that video production improved their confidence in their English and increased their motivation (dimension mean of 4.17). Lastly, the learners considered video production as a feasible, enjoyable, and affordable way to learn English (dimension mean of 4.29).
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Wada, Paul, Chun Nok Lam, Elizabeth Burner, Sophie Terp, Michael Menchine, and Sanjay Arora. "Exposure to and Use of Electronic Cigarettes: Does Language Matter?" Ethnicity & Disease 27, no. 3 (July 20, 2017): 217. http://dx.doi.org/10.18865/ed.27.3.217.
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<p class="Pa5"><strong>Objectives: </strong>To determine whether patients who are English proficient become aware of e-cigarettes through different marketing tactics and have dissimilar patterns of use than patients who are non-English speaking.</p><p class="Pa5"><strong>Design: </strong>This was a cross-sectional study surveying adult English- and Spanish-speaking patients. ANOVA and chi-squared tests were used to examine differences between groups.</p><p class="Pa5"><strong>Setting: </strong>A large public, safety-net hospital in Los Angeles County, California.</p><p class="Pa5"><strong>Results: </strong>Respondents (N=1899) were predominately Hispanic (78%), foreign-born (68%), and reported Spanish as a primary language (64%). Native English speakers reported the highest use of e-cigarettes (26%), followed by non-native (13%) and non- English speakers (2%) (P<.001). In terms of marketing, native and non-native English speakers were more likely to have friends and family as sources of e-cigarette information (P<.001). Native speakers were more likely to see advertisements for e-cigarettes on storefronts (P=.004) and on billboards (P<.001). Non-English speakers were most likely to learn about e-cigarettes on the news (P<.001) and in advertisements on the television and radio (P=.002). Differences in reasons for use were not significant between the three groups.</p><p><strong>Conclusions: </strong>Native and non-native English speakers become aware of e-cigarettes through different mechanisms and use e-cigarettes at a significantly higher rate than non-English speakers. These results highlight an opportunity for public health programs to concentrate on specific channels of communication that introduce patient populations to e-cigarettes to slow the spread of e-cigarette usage.</p><p><em>Ethn Dis. </em>2017;27(3):217- 222; doi:10.18865/ed.27.3.217</p>
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Gitsaki, Christina, and Matthew A. Robby. "Post-Secondary Students Using the iPad to Learn English." International Journal of Mobile and Blended Learning 6, no. 4 (October 2014): 53–74. http://dx.doi.org/10.4018/ijmbl.2014100104.
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The use of mobile technology in language learning has increased considerably, with an unprecedented adoption of mobile tablets in K-12 and higher education settings. Despite the number of recent small-scale studies that have found increased student motivation and engagement in learning as a result of using mobile tablets, there is a need to further examine the impact of these devices on student learning. This paper describes a study of 370 high-school graduate students learning English as a second language using the iPad in an intensive academic preparation program. The study utilised an online survey and student exam scores at the end of the 16-week treatment. Results of the self-reported data showed increased student motivation and engagement in English learning activities. Results were correlated with self-reported data and regression analysis models demonstrated that use of the iPad for specific English learning tasks correlated with better exam performance.
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Botha, Werner. "The use of English in the social network of a student in South China." English Today 33, no. 4 (June 20, 2017): 19–29. http://dx.doi.org/10.1017/s0266078417000190.
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Many Chinese university students are bilingual or multilingual, increasingly switching between various Chinese language varieties and the English language (Bolton, 2013; Botha, 2014, Bolton & Botha, 2015). Bolton and Botha (2015) reported that undergraduate students at a national university in China used English for a range of social activities including ‘reading’, ‘Internet searches’, ‘online socialising’ and ‘socializing with friends’, among others. There is a need to investigate the extent to which these students actually use English in these contexts, especially in the productive use of the English language in their social lives. In examining such practices, the following questions are addressed in this article: (i) How is the English language used in the personal life of a student in Southern China; (ii) What are some of the functions of spoken and written English-Chinese code-mixing and switching between members of this student's social network; and (iii) What kind of social information is conveyed through the use of English in this student's social network? In order to examine the sociolinguistic reality of language use by these students, this article explores some of the social dynamics underlying the emerging use of English-Chinese code-switching and mixing within a particular social network: that of ‘Natalie’, a Chinese university student who speaks Putonghua (Mandarin, as a first language) and members within her social network, conversing within a range of modalities. This case study focuses in particular on the use of English-Chinese code-switching and mixing practices, and the extent to which these communicative practices are shaped by various social factors, ranging from the status of English as a perceived ‘international’ language, to aspects of stance and the affective quality of the relationships between members in this social network, to the intertextual nature of many of the linguistic instances to these practices.
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Alfian, Alfian. "The favored language learning strategies of Islamic university EFL learners." Studies in English Language and Education 8, no. 1 (January 3, 2021): 47–64. http://dx.doi.org/10.24815/siele.v8i1.17844.
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Despite the existence of many studies about language learning strategies (LLS) around the world, little work has been reported on the LLS use of Islamic university students from a qualitative perspective. Thus, to fill this empirical gap, this study is aimed to explore the LLS use and choice by learners studying at an Islamic university in Indonesia. This study employed a qualitative approach by interviewing 18 learners who would become teachers of English as a Foreign Language (EFL). They have been interviewed about the ways or strategies when they are learning English. The data gained from the interviews were analyzed by thematic analysis. The findings demonstrated that learners reported using the strategies which are classified into six LLS categories (memory, cognitive, compensation, metacognitive, affective, and social strategies) in learning English. However, most strategies reported by the learners were categorized into metacognitive strategies. Another significant finding is that several strategies such as practicing strategies (practicing four language skills; listening, speaking, reading, and writing), watching TV/ English Movies, memorizing, and using the internet were mostly reported by learners in improving their English skills. This study is beneficial for the classroom practice of teachers in enhancing their teaching methodology by knowing learners’ learning strategies to make it easier for the teachers to design the learning activities. Furthermore, this study is also beneficial for novice EFL learners in which the strategies in this study could be models for them.
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Darsih, Endang, and Nida Amalia Asikin. "MOBILE ASSISTED LANGUAGE LEARNING: EFL LEARNERS� PERCEPTIONS TOWARD THE USE OF MOBILE APPLICATIONS IN LEARNING ENGLISH." English Review: Journal of English Education 8, no. 2 (July 2, 2020): 19. http://dx.doi.org/10.25134/erjee.v8i2.2999.
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Although extensive research has been carried out on the positive effect of Mobile Assisted Language Learning (MALL) for students� learning, there have been few studies concerning on university students� perceptions toward the use of MALL in learning English. The study was undertaken to examine university students� perceptions toward MALL specifically the use of mobile application in learning English. The participants of this study were ninety six students (68 females and 28 males). Data collection instruments used in this study were questionnaire and semi-structured interview. It reported that all participants apply MALL by downloading and using English mobile applications to help their learning. Six mobile applications which are often used by all participants were Kamusku, Google Translate, Elsa Speak, Youtube, Zoom and Google Meet. The results of the questionnaires also showed that their perceptions toward the use of MALL was that MALL, in this case the English mobile application was considered to be useful and helped their learning, besides it was overall easy to use.
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Suleman, Nazia, Sadia Deep, Hussain Othman, Ali Ahmed, Muhammad Zahid Abbas, Muhammad Zahid Nawaz, Uzma Nazar, and Hina Shaheen. "Study On the Use of Collocations in Business Class Learners." Colombian Applied Linguistics Journal 22, no. 2 (December 22, 2020): 183–93. http://dx.doi.org/10.14483/22487085.16023.
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Previous studies have reported lack of collocational competence and difficulties among English as a second language (ESL) learners. However, collocation is crucial in second language acquisition. This research examined the receptive and productive knowledge of collocations among the business students of COMSATS University Islamabad Vehari Campus who studied ESL. It also investigated the gap in the use of collocations at a receptive and productive level. The sample included 61 males and 39 females out of the total sample size of 100. Employing a quantitative approach, we gathered the data through a questionnaire and two collocations tests, and we analysed them via SPSS version 20. The overall result of the collocation test indicated that 66.4% of the respondents had the correct answer at the receptive level compared with only 33.7% at the productive level. Moreover, the statistical result presented a great gap in the ability to utilise collocations at the productive and receptive levels. This result also affirmed that despite their ability to understand the collocations, the students had difficulties in identifying proper English collocations confidently. Local and native language experiences might be one of the reasons that caught the students from being more confident in identifying the English collocations.
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Diehm, Emily A., and Alison Eisel Hendricks. "Teachers' Content Knowledge and Pedagogical Beliefs Regarding the Use of African American English." Language, Speech, and Hearing Services in Schools 52, no. 1 (January 18, 2021): 100–117. http://dx.doi.org/10.1044/2020_lshss-19-00101.
Full textAbstract:
Purpose In order to provide appropriate and effective assessment and instructional activities, teachers are encouraged to develop their cultural competency. Although speech-language pathologists (SLPs) receive training on the linguistic features of nonmainstream dialects of English, such as African American English (AAE), less is known about teachers' training, beliefs, and pedagogical knowledge surrounding this topic. Method Using stratified random sampling by county population, we invited educators within selected Ohio school districts to complete an online survey ( n = 17,548). The survey probed teachers' pre- and postservice training, beliefs, and knowledge of linguistic features and terminology relating to AAE. A total of 571 teachers completed at least 50% of the survey items (3.66% response rate). Results Few teachers report receiving training on AAE and demonstrated a limited grasp of linguistic terms commonly found in AAE literature; however, many teachers reported feeling confident in their abilities to identify features of AAE in written language tasks. In terms of school culture, teachers reported that they believed AAE to be more appropriate outside (rather than inside) the classroom, and only one third of teachers received resources to enhance their knowledge of the cultural and linguistic features of AAE. Conclusions Results suggest that teachers may benefit from increased access to training and materials to further develop their cultural competence. Given SLPs' familiarity with cultural and linguistic variability, SLPs may work to support teachers' cultural competence and encourage culturally appropriate assessment and intervention practices. Additional research is needed to determine how teachers' skills in these areas predict effectiveness/teaching ability and which factors are most important in the provision of culturally relevant instruction.