To see the other types of publications on this topic, follow the link: Worora language.
Journal articles on the topic 'Worora language'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Worora language.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Charamba, Erasmos, and Omphile Marupi. "Language Contact, Contamination, Containment, and Shift: Lessons From Multilingual Gwanda South, Zimbabwe." Journal of Languages and Language Teaching 11, no. 3 (July 18, 2023): 515. http://dx.doi.org/10.33394/jollt.v11i3.7598.
Full textAbstract:
This article seeks to evaluate the level and type of changes in Sesotho as a result of language contact in multilingual Gwanda South, Zimbabwe. It will indicate choices that speech communities have and reasons for specific language preferences. It looks at the multilingual situation in Gwanda South and the language choices that the community is free or forced to make. It seeks to indicate how language contact could result in language shifts in supposed multilingual communities that could be affected by other languages appearing and being used for essential social, political, religious, and administrative purposes. Survey data reveals that Gwanda South has the following languages: Sesotho, Ndebele, Chi-Jahunda, Venda, and English. Sesotho is the home language while Ndebele has come through administrators and its being the original national language for Matabeleland South. Chi-Jahunda is a primary/ indigenous variety for Gwanda South. Attention is centered on the apparent move from the home language to other varieties that have moved into the district over time. The main worry is the apparent demise of the home language due to both internal and external forces. While there might be a high level of retention of the language in the home domain, the use of languages that are spoken by the few combined with English as the official language tends to interfere with the retention and continued use of Sesotho. This suggests that language contact leads to a shift influenced by a speaker’s inability to preserve their mother language by switching to dominant languages as mediums at home and school once such languages have been learned and mastered.
2
Song, Ziyi. "Foreign Language Anxiety: A Review on Definition, Causes, Effects and Implication to Foreign Language Teaching." Journal of Education, Humanities and Social Sciences 26 (March 2, 2024): 795–99. http://dx.doi.org/10.54097/4838f411.
Full textAbstract:
Foreign language proficiency is now required for international collaboration and communication in the age of globalization. To interact with others in communication, commerce, scholarly discourse, and education, people must overcome linguistic and cultural boundaries. Foreign languages are still relevant in the age of globalization. However, when people study and utilize foreign languages, they frequently experience foreign language anxiety. In the fields of psychology and education, discussion of foreign language anxiety is essential. The paper studies the concept of foreign language anxiety, its causes, its effects, and its implications for teaching and learning foreign languages through a review of the literature. As a result of the particularities of the language learning process, foreign language anxiety is characterized as a distinct and complicated structure of self-perceptions, beliefs, attitudes, and behaviors associated with classroom language acquisition. Three variables connected to academic performance—concern over assessments, communication anxiety, and worry linked to an unknown foreign language test—are the root causes of foreign language anxiety. Academic, cognitive, and social effects are the three basic categories into which the effects of foreign language anxiety may be divided. Teachers need to place more emphasis on formative assessment and feedback than summative evaluation at the end of the term in order to lessen students' anxiety about making errors. As a result, it is advised that foreign language teachers encourage student engagement in class activities and create an environment that promotes and supports students' foreign language learning in order to lessen language anxiety.
3
Geronimi, Elena M. C., and Janet Woodruff-Borden. "The language of worry: Examining linguistic elements of worry models." Cognition and Emotion 29, no. 2 (May 20, 2014): 311–18. http://dx.doi.org/10.1080/02699931.2014.917071.
Full text
4
Batubara, Muhammad Hasyimsyah, and Putri Shafira. "Language Shift: In Gayo Society." Journal of Linguistics, Literature, and Language Teaching (JLLLT) 2, no. 2 (June 25, 2023): 98–108. http://dx.doi.org/10.37249/jlllt.v2i2.526.
Full textAbstract:
Language is an activity a group of community members uses to work together as a sound symbol system. Language is also a tool for communicating and identifying oneself. Gayo language is the mother tongue in Central Aceh, one of the languages in Indonesia, where this language must be maintained, and its resilience must be preserved. This research was conducted to see the language shift in the Gayo language among the people who live in Takengon. Research method with descriptive qualitative, interview, and observation approaches. The data analysis techniques we use are data collection, presentation, and conclusion. The conclusion obtained is that for now, there should be no worry about the shift in the Gayo language, but many Gayo language users among young people now speak more Indonesian, even though their families are initially from Gayo, so the less use of Gayo language among them. Because of this, it is feared that a shift in language will occur in an alarming direction in the future.
5
Shiny, M. "Sentiment analysis and offensive language detection in social media." i-manager's Journal on Computer Science 10, no. 2 (2022): 1. http://dx.doi.org/10.26634/jcom.10.2.19145.
Full textAbstract:
Sentiment Analysis is a field of study that focuses on figuring out how to extract, identify, or otherwise describe emotions in units of written text. One of the most common tasks in sentiment analysis is finding the polarity of a person's feelings. There are many blog posts, tweets, and comments in Indian languages online these days. Sentiment analysis in Indian languages is a relatively new field, and research in this area is just beginning. There is a lot of offensive content on social media, which is a worry for businesses and government agencies. This paper presents the methodology of sentiment analysis and offensive language detection in social media.
6
Pujasari, Ratu Sarah, and Nanak Hikmatullah. "A New Paradigm on Language Imperialism: Student-Teachers Voice on English Language Learning." Script Journal: Journal of Linguistics and English Teaching 8, no. 01 (April 19, 2023): 73–82. http://dx.doi.org/10.24903/sj.v8i01.1092.
Full textAbstract:
Background:
The current language policy in Indonesia removed English language programs from the elementary school curricula for fear of constraining children’s first language ability. Many are worried about the impact of the policy. Such policy sparks a debate among scholars and educators. The policy results in worry among those who believe in the importance of learning English, such as parents and English teachers.
Methodology:
The current study aims to investigate the English student teachers’ belief in the notion of Language Imperialism (LI). Using the descriptive qualitative method, the data were taken from six of the student-teachers interview.
Findings:
The current research shows that English is not part of imperialism, but rather a form of empowerment and that their future job as an English teacher is not to promote the language but as a way to help their future students in facing a more globalized and competitive world.
Conclusion:
In the context of English language learning student-teachers see their profession as a platform for empowerment for future generations. They believe that teaching English as a way to promote local cultures and languages to the outside world by using local content in the classroom, contrary to the popular belief that English dominates local languages
Originality:
The concept of language imperialism recognizes as colonialism. Little attention is given to the perception of student-teachers as a future generation in criticizing the government policy for better feedback. The positive views found, hopefully, will give fruitful decision for the government.
7
Chen, Guanqun, Li Lin, Kun Yang, and Ying Han. "Education, APOE ε4, and Cognition in Individuals with Subjective Cognitive Decline with Worry in the SILCODE Study." Current Alzheimer Research 18, no. 6 (May 2021): 492–98. http://dx.doi.org/10.2174/1567205018666211001105425.
Full textAbstract:
Background: Education could offer a protective effect on cognition in individuals with Subjective Cognitive Decline (SCD), which is considered to be the early stage of Alzheimer’s Disease (AD). However, the effect of education on cognition in SCD individuals with SCD-plus features is not clear. Objective: The aim of the study was to explore the effect of education on cognition in SCD individ- uals with SCD-plus features. Methods: A total of 234 individuals with SCD were included from the Sino Longitudinal Study on Cognitive Decline (SILCODE). Cognition was assessed across 4 domains (memory, executive, language, and general cognitive functions). Multiple linear regression models were constructed to examine the effect of education on cognitive scores in individuals without worry (n=91) and with worry (n=143). Furthermore, we assessed differences in effects between APOE ε4 noncarriers and APOE ε4 carriers in both groups. Results : Multiple linear regression analysis showed a positive effect of education on memory, executive, and language cognition in individuals without worry and all cognitive domains in individuals with worry. Furthermore, we found a positive effect of education on executive cognition in APOE ε4 noncarriers without worry and language and general cognition in APOE ε4 carriers without worry. Meanwhile, education had a positive effect on all cognitive domains in APOE ε4 noncarriers with worry and executive, language, and general cognition in APOE ε4 carriers with worry. Conclusion: This study indicates that education has the potential to delay or reduce cognitive dec- line in SCD individuals with SCD-plus features.
8
Tang, Wenwen, Shixin Shen, Xinyi Li, Xiaohui Sun, Jie Zhou, Liuyi Li, and Guotong Liu. "A Study of Educational Policy from the Perspective of Language Education Planning." SHS Web of Conferences 159 (2023): 01015. http://dx.doi.org/10.1051/shsconf/202315901015.
Full textAbstract:
Language is the most significant medium of human communication and one of the most crucial marks of a nation’s identity. Language differences are becoming a major source of worry and importance in contemporary multi-ethnic states. Language policies are developed and put into practice in these nations in a way that not only considers the historical, political, economic, and cultural aspects of the nation, but also protects the relationships and interests of the many nationalities. This study is divided into the following major sections. The introduction, which is the first section, includes a discussion of the topic’s goals and rationale, a review of the literature, the methodology and organizational framework of the paper, and an explanation of the paper’s important topics. The second section provides the policy’s overall backdrop, including the political and economic climate, the state of the language, the educational system, and the industry where it is formed. Language education policy development has the following characteristics: it is heavily impacted by political economics, and language education policy at the national and state level reflects both generalities and particularities. Language teaching and learning activities include early language education for children, a focus on communication activities and teacher training, and a close integration of school and home education. There is debate over whether teaching children’s multiple languages as part of their compulsory education causes stress for them. The implications of language education programs in other regions for China are examined in the final commentary.
9
Afrida, Nina, and Shafrida Wati. "STUDENTS’ EFL ANXIETY IN LEARNING READING IN ACEH, INDONESIA." Lingua 18, no. 1 (June 23, 2022): 17–32. http://dx.doi.org/10.34005/lingua.v18i01.1898.
Full textAbstract:
This research examines students’ foreign language anxiety of the English education of state institute of Islamic studies Langsa, Aceh, Indonesia which includes reading anxiety. Furthermore, this research also explores the factors that cause the emergence of anxiety experienced by students when learning a foreign language and explores their efforts to manage this anxiety. This research uses mix-methods with a sequential explanatory model. A total of 130 students for the 2019/2020 academic year at all semesters as the subject in this study. A questionnaire is given for them to obtain the quantitative data, besides, 30 sutudents get in-dept interview as the addition data to find the causes oh anxiety. Consequently, the results of questionnaire showed that Efl students experienced anxiety in learning reading is medium category(54.8%).While the result of in-depth interviews is among the factors that cause anxiety are cognitive factors, namely inadequate mastery of language supporting elements, such as vocabulary, grammar, and pronunciation, worry factors about getting negative assessments from the surrounding environment, low interest and motivation in foreign languages, assessment factors, and lecturer factors. Among the symptoms of anxiety experienced when learning a foreign language are shaking, heart palpitations, tension, confusion, cold sweats, panic, depression, and difficulty breathing. Not all Efl students make efforts to suppress anxiety, but some of them make preparations in the form of notes before showing the language, practice the language with friends and family, and follow several YouTube channels related to language learning.
10
Hanake, Norah Al. "Examining Foreign Language Learners’ Speaking Anxiety: The Case of Arabic L2 Learners." World Journal of English Language 14, no. 6 (July 10, 2024): 244. http://dx.doi.org/10.5430/wjel.v14n6p244.
Full textAbstract:
Examining speaking anxiety in learners of foreign languages is important not only for the learners but also for teachers and curriculum designers. The study aimed to examine foreign language learners’ speaking anxiety in 100 M.A. students at Prince Sattam bin Abdulaziz University in Saudi Arabia. The survey was directed to M.A. students. The study used the PSCAS. The findings demonstrated that a variety of factors, including a limited vocabulary, pronunciation difficulties, social pressure, a lack of confidence, and negative past experiences, might contribute to speaking anxiety. Together, these components create a complex web of worry that keeps students from being open to vocal communication. However, the study also discovered several practical strategies that M.A. candidates could employ to boost their speaking confidence and lessen their speaking anxiety. These strategies included role-playing games, conversations in small groups, the use of technology, group projects involving collaborative speaking, regular constructive criticism, availability of interactive language labs, practical language application, progressively more difficult assignments, cultural immersion programs, and workshops on public speaking. By using these strategies, students can establish a supportive learning environment that promotes language proficiency and confidence. Based on the findings of this study, several recommendations were proposed, such as integration of supportive learning environments, utilization of technology, implementation of practical language application, training in public speaking, gradual complexity in assignments, and promotion of positive thinking.
11
Stephenson, Alex, Maïa Ponsonnet, and Marc Allassonnière-Tang. "‘Reflexemes’ – a first cross-linguistic insight into how and why reflexive constructions encode emotions." STUF - Language Typology and Universals 77, no. 1 (April 1, 2024): 141–88. http://dx.doi.org/10.1515/stuf-2024-2003.
Full textAbstract:
Abstract This article presents the first study on reflexive expressions having lexicalized an emotional meaning, as in the English example enjoy oneself. Such lexicalized forms, which we call ‘reflexemes’, occur in a number of genetically unrelated languages worldwide. Here we interrogate the cross-linguistic distribution and semantics of reflexemes, based on a sample of 58 languages from 6 genetic groups throughout Europe, Australia, and Asia. Reflexemes exhibit uneven distribution in this sample. Despite the presence of reflexemes across all three continents, European languages generally display much larger inventories. Based on our language sample’s contrasts, we hypothesize that these disparities could be driven by: the form of reflexive markers; their semantic range, including colexifications with anticausative constructions; and their longevity, with ancient, cognate European markers fostering accumulation of reflexemes via inheritance and borrowing. As for semantics, reflexemes target comparable emotions across languages. Specifically, categories labelled ‘Good feelings’, ‘Anger’, ‘Worry’, ‘Bad feelings’ and ‘Fear’ are consistently most prevalent. These tendencies apply across our sample, with no sign of family- or continent-specific semantic tendency. The observed semantic distribution may reflect universal lexicalization tendencies not specific to reflexemes, perhaps combined with an emphasis on self-evaluation and other social emotions imparted by reflexive semantics.
12
Desta, Minwuyelet Andualem. "An Investigation into Teachers Practices of Teaching Early Reading and Practical problems in Its Implementation." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, no. 1 (November 17, 2020): 97. http://dx.doi.org/10.21093/ijeltal.v5i1.608.
Full textAbstract:
The purpose of this study was to investigate practices of teaching early reading, and challenges teachers face in its implementation at the Ethiopian primary schools. The study was carried out in 224 grade two government primary schools found in the Amhara National regional State, west Gojjam zone, Ethiopia, in 2019/2020 academic year. To attain this objective, a descriptive research design was employed. The participants of the study were 112 English language teachers enrolled in the primary schools at Dembecha woreda, Jiga woreda, Jabitehinan woreda, and Bure woreda in west Gojjam zone. Interview, questionnaire, and observation were used to gather data. The findings revealed that teachers failed to practice the teaching of early reading in line with the purposes and principles of teaching early reading. Teachers used traditional way of teaching approach in teaching reading. The study also showed that teachers are deficiently trained regarding phonological awareness, alphabetic principle, reading comprehension, oral fluency, vocabulary, and phonemic awareness. Besides, lack of teachers training, lack of materials, and unrelated educational qualification were major impediments of teachers while implementing teaching early reading. Finally, it was recommended that teachers be given trainings about methods of English language teaching in general, and teaching early reading in particular.
13
Madden, Ed. "Finding the Worry Stones." College English 55, no. 7 (November 1993): 781. http://dx.doi.org/10.2307/378432.
Full text
14
Hartwell, Richard D. "Speaking My Mind: Don’t Worry, It’s Just Communist Propaganda." English Journal 94, no. 1 (September 1, 2004): 19–20. http://dx.doi.org/10.58680/ej20044147.
Full text
15
Chall, Jeanne S. "American Reading Achievement: Should We Worry?" Research in the Teaching of English 30, no. 3 (October 1, 1996): 303–10. http://dx.doi.org/10.58680/rte199615312.
Full text
16
Rochefort, Catherine, Austin S. Baldwin, Jasmin Tiro, and Michael E. Bowen. "Evaluating the Validity of the Risk Perception Survey for Developing Diabetes Scale in a Safety-Net Clinic Population of English and Spanish Speakers." Diabetes Educator 46, no. 1 (November 20, 2019): 73–82. http://dx.doi.org/10.1177/0145721719889068.
Full textAbstract:
Purpose The purpose of this study is to examine the factor structure of the Risk Perception Survey for Developing Diabetes (RPS-DD) and test for factorial invariance by language (English, Spanish) and gender (males, females) in a clinically engaged, racially diverse, low-education population. Methods Adult patients seen in a safety-net health system (N = 641) answered an interviewer-administered survey via telephone in their preferred language (English: 42%, Spanish: 58%). Three constructs in the RPS-DD were assessed—personal control (2 items for internal control and 2 for external control), optimistic bias (2 items), and worry (2 items). Single and multigroup confirmatory factor analyses (CFAs) were performed using maximum-likelihood estimation to determine the factor structure and test for invariance. Results Contrary to previous psychometric analyses in white, educated populations, CFAs supported a 4-factor measurement model with internal and external control items loading onto separate factors. The 4-factor structure was equivalent between males and females. However, the structure varied by language, with the worry subscale items loading more strongly for English than Spanish speakers. Conclusions The RPS-DD can be used to investigate group differences across gender and language and to help understand if interventions have differential effects for subgroups at high risk for diabetes. Given the increasing prevalence of diabetes among Spanish speakers, researchers should continue to examine the psychometric properties of the RPS-DD, particularly the worry subscale, to improve its validity and clinical utility.
17
Godoy, Leandra, and Alice Carter. "Maternal Worry about Language and Behavior from Early Childhood to Elementary School." Journal of Developmental & Behavioral Pediatrics 31, Abstracts (October 2010): E12—E13. http://dx.doi.org/10.1097/01.dbp.0000390292.40637.89.
Full text
18
Yan, Qianwen. "A Study on Foreign Language Listening Anxiety of English Majors in a Chinese University." International Journal of Languages, Literature and Linguistics 9, no. 4 (August 2023): 312–17. http://dx.doi.org/10.18178/ijlll.2023.9.4.424.
Full textAbstract:
Anxiety is one of the affective factors which plays a significant role in the teaching learning process. This study makes an inquiry into foreign language listening anxiety among L2 English majors in a Chinese university with its focus on students’ learning experience. It seeks to reveal the dilemmas encountered by L2 English majors in the foreign language listening process. It also explores how these anxiety factors influence L2 English majors. The Foreign Language Listening Anxiety Scale (FLLAS) from Kim and a semi-structured one-by-one interview are employed in the study. The sources of English majors’ English listening anxiety found in this study are: vocabulary recognition, grasping the main idea, and detailed information, the speed of the delivery, lack of background knowledge of the listening material, speakers’ accent, and high requirement of memory and attention. The study results also indicate that anxious listeners tend to engage in excessive self-evaluation, worry over potential failure, and concern over others’ opinions. The study’s findings also have some pedagogical implications for English listening courses for undergraduate students, especially English major students.
19
Ojoo, Saidu Yahaya. "Emerging Roles of Sociology of Language and Culture as Panacea to Incessant Conflict in Zamfara State, Nigeria." Scholars International Journal of Linguistics and Literature 6, no. 1 (January 11, 2023): 36–41. http://dx.doi.org/10.36348/sijll.2023.v06i01.004.
Full textAbstract:
The situation of crises in Zamfara state, North-west Nigeria has recently reached quite unprecedented heights so much so that hardly a day passes without horrible pictures and heartbroken details of excessive destruction and senseless killings on the television screen, radio broadcasting, newspapers, and magazine. Security in Zamfara state has become a major problem in recent times. Cases of abduction, kidnapping, terrorism, senseless killings, maiming, nihilism, burgeoning restlessness, banditry, and other others, have been undoubtedly rampant. Therefore, Zamfara citizens, despite the state apparatus to ensure the safety and protection of lives and property, are incessantly living in perpetual fear and worry. It is against this backdrop that the study tends to proffers other means of trying to resolve the scenario of crises and banditry through the sociology of language and culture as a panacea to incessant crises and banditry in Zamfara state, Nigeria. The objective of the study is, among other things, reasonably available data to identify how language and culture would lead to the achievement of peacebuilding across the state. The researcher employed the use of questionnaires, oral interviews, and formal interactions to elicit information from the inhabitants of the study areas where there are records of banditry and conflicts activities are extensive. The work employed the Sapir-Whorf hypothesis which holds that our thoughts are shaped by our native language and that speakers of different languages, therefore, think differently as its theoretical Framework. The study discovered among other things that the application of language and culture are stronger weapons than the arms and ammunition which are being employed by the federal government of Nigeria in attempting to resolve many crises in Zamfara state.
20
Cochran, Paula S., and Julie J. Masterson. "Not Using a Computer in Language Assessment/Intervention." Language, Speech, and Hearing Services in Schools 26, no. 3 (July 1995): 213–22. http://dx.doi.org/10.1044/0161-1461.2603.213.
Full textAbstract:
Clinicians who are not yet making direct use of computer applications with their school-age clients may have good reasons. Factors that hinder the clinical use of computers by school clinicians include limited access to computer resources, lack of training, concern that students will be intimidated by the computer, worry over the amount of time necessary to teach students to use the computer, and doubts regarding the efficacy of computer activities. On the other hand, some computer applications offer benefits that are compelling enough to cause clinicians to overcome these barriers. Clinicians are encouraged to explore such applications, which include use of the computer as a context for conversation, a tool for learning, a tool for linguistic and phonological analysis, a tool for treatment data collection, a treatment materials generator, and a biofeedback device.
21
Best, Joel. "What, We Worry?" Journal of Contemporary Ethnography 35, no. 4 (August 2006): 466–78. http://dx.doi.org/10.1177/0891241606286988.
Full text
22
Manzano-Arrondo, Vicente. "The discourse of language suppression and the contemporary university." Język. Komunikacja. Informacja, no. 12 (March 28, 2019): 121–35. http://dx.doi.org/10.14746/jki.2017.12.9.
Full textAbstract:
The spread of English both inside and outside of universities can be regarded as a consequence supported by a discourse of power. Here, this will be referred to as DANPI (Diskurso pri la Angla lingvo kiel Neceso kaj Profitindaĵo Individuaj – Discourse on English as an Individual Need and Means-of-Enrichment). There are five components to this discourse: (1) Learn English or perish!; (2) You are the only person who still doesn’t know this language; (3) Use your own resources to solve this problem!; (4) Don’t worry: English will open amazing doors for you; and (5) What ethical problem? English is neutral!DANPI carries important nuances in universities, where those inside demonstrate more individualized ways of thinking than those outside the university do. Apart from the importance of DANPI on its own, this discourse plays its main role inside of a more complex process: language suppression. Therefore, this article will describe this last concept and the role that DANPI plays within it. In order to operate outside a purely theoretical dimension, I have two proposals. The first contains a number of actions that could be undertaken to solve the problem at the university level. That is, it is important to (1) highlight the fact that all native written languages are useful in carrying out normal university business; (2) stress the importance of research and instruction on concrete problems in local environments where doubtless the local language is more useful; (3) facilitate the use of Esperanto at universities when the international dimension is important; and (4) find effective solutions for those situations when those in a university environment feel the need to communicate internationally without using an international language. The second proposal is a collection of hypotheses which are worthy of research in order to improve knowledge and action for the goal of working together to highlight a freer and more socially just university, primarily though not entirely related to language issues.
23
Λιάλιου, Δέσποινα, Γεράσιμος Μεσίρης, Αικατερίνη Αθανασία Ραμαντάνη, and Ιωάννης Τσαούσης. "Η Αξιολόγηση της Παραγοντικής Δομής και των Ψυχομετρικών Χαρακτηριστικών του Penn State Worry Questionnaire (PSWQ) στον Ελληνικό Πληθυσμό." Psychology: the Journal of the Hellenic Psychological Society 18, no. 2 (October 15, 2020): 240. http://dx.doi.org/10.12681/psy_hps.23721.
Full textAbstract:
The aim of this study was the adaptation of the Penn State Worry Questionnaire (PSWQ) in the Greek language. Particularly, we were interested in investigating the factor structure of the scale, using a non-clinical sample (N = 184), aged 16-80 years old. In order to investigate the factorial structure of the measure we used confirmatory factor analysis. We tested three different models: the one-factor model (all items loading on one general worry factor), the two-factor model (two independent factors: Worry Engagement and Absence of Worry), and the three-factor model. The results showed that the three-factor model fitted the Greek data better, confirming the results from previous studies which suggested that PSWQ is a uni-dimensional worry instrument, in spite the fact that method effects appear to be associated with positively and negatively keyed items. Finally, the instrument demonstrated excellent internal consistency and mean inter-item correlations, which provide sound evidence regarding the consistency and homogeneity of the items in measuring the construct of worry.
24
Rijadi, Arief, and Arju Mutiah. "THE IMPLEMENTATION OF LANGUAGE TOLERANCE RULES IN INDONESIAN LANGUAGE AND LITERATURE LEARNINGAS CHARACTER EDUCATION REPRESENTATION." International Journal of Advanced Research 10, no. 03 (March 31, 2022): 347–54. http://dx.doi.org/10.21474/ijar01/14396.
Full textAbstract:
Students character-building needs continuous coaching and mentoring to make it finally embedded within the students souls. The character is eventually expected to be a culture in interacting with society. It cannot be separated from the orientation shift of the national character as the impact of the rapid development of information and communication technology. In the interpersonal interaction with various social dimension differences, language tolerance rules are needed to actualize agreement and understanding of the information delivered. There is no need to worry about the emergence of language forms however, the important thing is how to manage them according to the convention. In the learning context, language tolerance rules become essential in teaching the students about language ethics and character building. This article aimed at describing the implementation of language tolerance rules in the learning process, covering the actualization and speech strategies of language tolerance. The result of this study was obtained through the pragmatic approach. The data were collected using observation and analyzed interactively through some stages, including identification and classification, interpretation, and data synthesis. The results of this study indicated that the representations of The implementation forms in this article are regards, greetings, joking, explaining, interrogative, interjection, and reinforcement speeches. The implementation of language tolerance rules in this learning can be used to build the character of the speech participants. Meanwhile, the implementation strategy is carried out with phatic strategies, joking, repetition, and focusing.
25
Sahari, Siti Huzaimah Binti, Aiza Johari, and Affidah Morni. "Language Anxiety Among Adult Learners in Uitm Sarawak." European Journal of Language and Literature 6, no. 1 (December 1, 2016): 105. http://dx.doi.org/10.26417/ejls.v6i1.p105-110.
Full textAbstract:
Language anxiety is one of the factors that needs to be considered in learning and teaching second or foreign language. Language anxiety can be defined as the feelings of uneasiness, worry, nervousness, self-doubt, frustration and apprehension (Brown, 2001) experienced by non-native speakers when learning or using a second or foreign language. Learners respond to language anxiety differently. This study investigates the language anxiety levels and coping strategies applied by adult learners of UiTM Sarawak in using English as a medium of instruction. The subjects of the study involved those between 45 to 50 years of age. The data collection was carried out through the distribution of questionnaires and semi-structured interviews. The results from the study show that the adult learners have different levels of language anxiety and they have also adopted several strategies in coping with their anxiety. The conclusion of the study presents suggestions and recommendations on ways in handling anxiety in both teaching and learning second language.
26
Sholah, Hanif Maulaniam. "The Effect of Mother Language Toward the Mastery of English Language Acquisition; Case of Indonesian Students in English Learning Process." Tafhim Al-'Ilmi 13, no. 1 (September 29, 2021): 117–41. http://dx.doi.org/10.37459/tafhim.v13i1.4646.
Full textAbstract:
AbstractSecond Language to foreign language acquisition is needed to achieve success in education, workor career and other goals. However, reading a text in a foreign language for non-native speakersrequires language transfer from a foreign language to the mother tongue and then only the meaningand content can be understood. Mother tongue is a language that is absorbed by children up to theage of 3 years. The language transition process requires an appropriate strategy with access tolanguage absorption that is able to facilitate language transfer in the reader's mindset. Analyzingthe strategy and process of language transfer from a foreign language to a mother tongue requiresa measurable and explainable concept or pattern. Analysis of the process of understanding aforeign language is not an easy thing. Due to the difficulty of observing and analyzing the processof understanding a foreign language, the researcher tries to reveal what the role of the mothertongue is in learning and understanding a foreign language. Retrospective interviews with 5Chinese students, 5 Japanese students, 5 Arab students and 5 Indonesian students were carried outby the researcher accompanied by a translator/interpreter by asking some questions about whenforeign language readers use their mother tongue cognitively and how to use their mother tongue ina cognitive way. This cognitive function can help understand the meaning of foreign language texts.The results of this finding contribute to the theory of the process of understanding foreignlanguages from a sociocultural point of view.Keywords: Mother language, Language acquisition, English Learning Process
27
Liang, Ruonan, Yanfang Yu, and Yunyao Zhang. "A Review on Foreign Language Anxiety." Journal of Education, Humanities and Social Sciences 26 (March 2, 2024): 1038–42. http://dx.doi.org/10.54097/6vt3hn35.
Full textAbstract:
The topic of foreign language anxiety (FLA) has been discussed extensively since the introduction of language learning. Several studies have evidence that the anxiety that foreign language learners encounter during their language-learning process can negatively affect their success and performance. FLA is thought to affect most learners of English as a foreign language (EFL), and linguists nearly unanimously concur that FLA is one of the biggest challenges that EFL learners experience when learning a foreign language. This paper reviews the literature on FLA studies, focusing mostly on the definition, categorization, and prior FLA research. A unique kind of anxiety known as foreign FLA is experienced when studying a foreign language. In foreign language learning, students will encounter several types of anxiety, such as anxiety related to learning and anxiety related to listening. Though there is disagreement over whether foreign language learning anxiety has a two-dimensional or three-dimensional structure, most academics support the three dimensions of FLA. This paper also examines the origins and effects of FLA. The majority of academics think that the learning of a foreign language causes anxiety, which hinders learning a second language. This paper leads one to the conclusion that more study in this field is required to validate the findings of previous studies on anxiety related to learning a foreign language and to identify strategies for lowering such worry
28
Jackson, Virginia. "Who Reads Poetry?" PMLA/Publications of the Modern Language Association of America 123, no. 1 (January 2008): 181–87. http://dx.doi.org/10.1632/pmla.2008.123.1.181.
Full textAbstract:
My title is meant to pose a real question. It's an old question, but it is worth asking why the anxiety betrayed by the question has been around for so long, and especially why it has spiked in recent years. The question expresses a worry that nobody reads much poetry, or that few people do, or that the right people don't at the right times or in the right ways. So it's a real question to which it's difficult to give a real answer, since the sane response to such anxiety tends to be either “You're right to worry, since nobody reads poetry these days” or “Don't worry; lots of people do. You just haven't noticed.” In her 2006 address as outgoing president of the MLA, Marjorie Perloff gave a little of both responses. “Out in the world beyond the academy, individual poets are warmly celebrated …,” Perloff told her audience (654). Don't worry, in other words. On the other hand, do worry, since that “beyond” means that those gathered—that is, literary critics, members of the MLA, all of us in that room or reading this journal—have not noticed such warm popular celebrations because we are the ones who don't read poetry these days or who don't read it in the right ways. “A specter is haunting the academy, the specter of literature,” Perloff warned us, turning worry into revolutionary foreboding (658). We sat back in our seats, reassured. Oh good, we thought, poetry is about to make a comeback.
29
Castillo, Cristian, Leonardo Macrini, Elie Cheniaux, and Jesús Landeira-Fernandez. "Psychometric Properties and Latent Structure of the Portuguese Version of the Penn State Worry Questionnaire." Spanish journal of psychology 13, no. 1 (May 2010): 431–43. http://dx.doi.org/10.1017/s113874160000398x.
Full textAbstract:
Two studies evaluated the psychometric properties and the latent structure of the Portuguese version of the Penn State Worry Questionnaire (PSWQ) in a large Brazilian college student sample. Results indicated that PSWQ had an adequate internal consistency. Exploratory factor analyses yielded a two-factor solution. One factor was related to the worry presence and incorporated all the non-reversed items. The other factor was associated to worry absence and incorporated all the reversed items. Confirmatory factor analysis leaded to a three-factor solution. One factor included all the PSWQ items whereas the two other factors were linked to the reversed and non-reversed worded items. Correlations coefficients of these two reversed and non-reversed factors with the total scores of the PSWQ and the trait form of the State-Trait Anxiety Inventory suggest that PSWQ has a single meaningful construct.
30
Beseghi, Micòl. "Emotions and foreign language learning in online classrooms: affective strategy applications." Altre Modernità, no. 27 (May 30, 2022): 33–47. http://dx.doi.org/10.54103/2035-7680/17875.
Full textAbstract:
This article sets out to investigate the emotional aspects of foreign language learning in virtual classrooms. The pandemic has brought about a sudden transition to online and/or hybrid teaching in Italian universities, giving teachers and students new academic challenges while causing worry, stress, and anxiety. Since emotions are of fundamental importance to students’ learning as well as their wellbeing, this study explores possible interventions in the online classroom that target the emotional realities of foreign language learning and are aimed at building a safe and collaborative learning environment. Such interventions, based on affective strategies (Oxford, “Anxious Language Learners”), promote mindful learning (Langer, “Mindful Learning”) and autobiographical writing in the form of online journals in which learners can share their emotions using the foreign language.
31
BASHKIROVA, Natalya P. "LINGUOCULTURAL FEATURES OF PHRASEOLOGIES ON THE SYMBOLS OF EXCITEMENT IN THE UKRAINIAN AND RUSSIAN LANGUAGES." Мова, no. 37 (July 13, 2022): 73–77. http://dx.doi.org/10.18524/2307-4558.2022.37.261453.
Full textAbstract:
The article reveals the national and cultural specificity of phraseological units for excitement in the Ukrainian and Russian languages. The purpose of this work is to determine the national and cultural features of Ukrainian and Russian phraseological units (PhU) for the designation of concern, excitement, worry, anxiety based on the specifics of customs, beliefs, and everyday life that are reflected in them. The object of the study is Ukrainian and Russian phraseological units for the designation of concern, excitement, worry, anxiety. The subject of the study is the presence / absence of nationally and culturally specific features of Ukrainians and Russians in the display of such PhUs. As a result of comparative analysis of the similarities and differences of the PhU of this phraseological microsystem in the Ukrainian and Russian languages, based on the structural-grammatical, semantic and functional features of the PhU in each of these languages, as well as the use of selection criteria and the appropriate method of researching the material, it was found that they are equivalent, close or similar and non-equivalent Ukrainian and Russian equivalents of phraseological units denoting concern, excitement, worry, anxiety. Conclusions are made about the presence of equivalent, non-equivalent phraseological units and analogous phraseological units in the Ukrainian and Russian phraseological systems.
32
Dreyfus, Hubert L. "Why we do not have to worry about speaking the language of the computer." Information Technology & People 11, no. 4 (December 1998): 281–89. http://dx.doi.org/10.1108/09593849810246101.
Full text
33
Fischer, Eugen. "Austin on Sense-Data: Ordinary Language Analysis as 'Therapy'." Grazer Philosophische Studien 70, no. 1 (January 1, 2006): 67–99. http://dx.doi.org/10.1163/18756735-070001004.
Full textAbstract:
The construction and analysis of arguments supposedly are a philosopher's main business, the demonstration of truth or refutation of falsehood his principal aim. In , J.L. Austin does something entirely different: He discusses the sense-datum doctrine of perception, with the aim not of refuting it but of 'dissolving' the 'philosophical worry' it induces in its champions. To this end, he 'exposes' their 'concealed motives', without addressing their stated reasons. The paper explains where and why this at first sight outrageous aim and approach are perfectly sensible, how exactly Austin proceeds, and how his approach can be taken further. This shows Austin to be a pioneer of the currently much discussed notion of philosophy as therapy, reveals a subtle and unfamiliar use of linguistic analysis that is not open to the standard objections to ordinary language philosophy, and yields a novel and forceful treatment of the sense-datum doctrine.
34
Mendez López, Mariza. "The motivational properties of emotions in Foreign Language Learning*." Colombian Applied Linguistics Journal 13, no. 2 (October 21, 2011): 43. http://dx.doi.org/10.14483/22487085.3764.
Full textAbstract:
Although the process of learning a foreign language is replete with emotions, these have not been sufficiently studied in the field of EnglishLanguage Teaching. The aim of this article is to report the motivational impact of the emotions experienced by second year students of anEnglish Language Teaching programme in a South East Mexican University. Students were asked to keep an emotional journal for twelve weeksduring their third term in order to map their emotions and their sources during instructed language learning. The results show that the emotionsexperienced most by students are: fear, happiness, worry, calm, sadness and excitement. Although there is a range of sources for emotionalreactions, the five main sources of students’ emotions are: their insecurity about their speaking ability, the teachers’ attitudes, comparisonswith peers, the classroom atmosphere, and the type of learning activities.The two main aspects identified as impacting on students’ motivationare: the teachers’ attitudes, and the classroom climate.
35
Streeter, Joseph. "Should we worry about belief?" Anthropological Theory 20, no. 2 (March 26, 2019): 133–56. http://dx.doi.org/10.1177/1463499619835372.
Full textAbstract:
Suspicion of the concept of belief is now widely held among anthropologists. To determine whether this suspicion is justified, we must understand what belief is. Yet the question of how we are to reach an understanding of belief has not received much attention among anthropologists, who tend to assume that they know what belief-ascriptions entail whenever they criticize the use of the concept. But is this assumption warranted? This paper addresses this question by going back to a central text in the history of anthropological debate about belief, Rodney Needham’s Belief, Language, and Experience. It focuses particularly on Needham’s use of the later philosophy of Wittgenstein, arguing that Needham systematically misunderstands Wittgenstein’s work and misses the challenge that Wittgenstein poses to his own guiding assumptions about psychological concepts. The author argues that the failure of Needham’s critique of belief has broader implications. Although recent critics of belief are not motivated by Needham’s concerns, their understanding of belief-ascriptions, and so of the nature of belief, is continuous in important respects with the understanding that structures Needham’s work. If this is really a misunderstanding of belief, as Wittgenstein’s discussions of the concept suggest, then it follows that their criticisms are no more compelling than Needham’s. More specifically, it suggests that, like Needham, they are not really talking about belief at all. The author develops this argument with a discussion of the critiques of belief in the work of Joel Robbins and of Eduardo Viveiros de Castro and Martin Holbraad.
36
Мукамбетова, А. "АККРЕДИТАЦИЯ МАСЕЛЕСИ ЖАНА КЫРГЫЗ ТИЛИН ОКУТУУГА КОЮЛГАН КООМДУК-СОЦИАЛДЫК ТАЛАПТАР." Vestnik Bishkek Humanities University, no. 56-57 (June 15, 2021): 74–77. http://dx.doi.org/10.35254/bhu.2021.56.57.74.
Full textAbstract:
Макалада жогорку окуу жайларындагы кесиптик билим берүүдө кыргыз тилин коомдук-социалдык керектөөсүнө карата окутуунун зарылдыгы талдоого алынат. Ал азыркы коомдун рыноктук мамиледе конкуренцияга туруштук берүү талаптарын эске алуу менен кесиптик билим берүүнүн актуалдуу маселелерине байланыштырып чечмеленет. Азыр кыргыз жергесинде кыргыз тилине болгон суроо-талап анча болбой, жаштардын чет тилдерине: англис тилине, кытай тилине, корей тилине көбүрөөк ыкташы коомчулукту тынчсыздандырбай койбойт. Кыргыз тилин мамлекеттик тил катары окутуу маселеси канчалык көтөрүлбөсүн ага болгон суроо-талаптын солгундугу жана анын ЖОЖдордо окуу планынан орун алышы экинчи планга жылдырылышы эне тилине кайдыгер карабагандарды абдан тынчсыздандырып келет. Ошондуктан, макалада бул маселени азыркы учурда жогорку окуу жайларын көз карандысыз аккредитациялоочу мекемелердин иш планына киргизүү талабы сунушталат. В статье анализируется необходимость преподавания кыргызского языка в профессиональном образовании в высшей школе с учетом социальных потребностей. Он интерпретируется в связи с актуальными проблемами профессионального образования с учетом требований современного общества к конкуренции в рыночной экономике. В настоящее время востребованность кыргызского языка в Кыргызстане невысока, и общественность обеспокоена тем, что молодежь более склонна к иностранным языкам: английскому, китайскому, корейскому. Как бы ни поднимался вопрос об обучении кыргызскому как государственному языку, слабая востребованность его и откладывание его от учебных программ в ВУЗах очень беспокоит тех, кто неравнодушен к родному языку. Поэтому предлагается включить этот вопрос в план работы независимых аккредитационных ВУЗов. The article analyzes the need for teaching the Kyrgyz language in professional education in higher education, taking into account social needs. It is interpreted in connection with the actual problems of professional education, taking into account the requirements of modern society for rivalry in a market economy. Currently, the demand for the Kyrgyz language in Kyrgyzstan is low, and the public is concerned that young people are more inclined to foreign languages: English, Chinese, Korean. No matter how the issue of teaching Kyrgyz as the state language is raised, the low demand for it and its postponement from the curriculum in universities is very worry some for those who are not indifferent to their native language.
37
Devlin, Anne Marie. "'You wouldn't pass the salt' – from accusation to request or the impact of learning context and learner identity on the acquisition of situational variation in highly advanced learners of English." Boolean: Snapshots of Doctoral Research at University College Cork, no. 2010 (January 1, 2010): 53–58. http://dx.doi.org/10.33178/boolean.2010.12.
Full textAbstract:
The field of second language acquisition is a fascinating and global topic. Many of us have spent long hours poring over textbooks, memorising vocabulary and perfecting our grammar only to find that when we arrive in the country no-one understands us or our use of language unexpectedly gives rise to hilarity or even causes offense. We've been told, 'Don't worry. Spend a few weeks in the country and you'll soon soak up the language'. Again, this is not always the case. While many learners return from their time abroad showing and feeling huge improvements, there are others who seem not to have benefited from the experience. In fact, it is well known that people can live in another language environment for years and never 'pick up' the language. So, if learning doesn't necessarily help and spending time in the country doesn't always produce the desired results, then what are the ...
38
Diner, Lispridona. "Anxiety in Speaking Japanese Experienced by the Department of Japanese Language Education Students of Unnes." Journal of Japanese Language Education and Linguistics 7, no. 2 (August 31, 2023): 105–16. http://dx.doi.org/10.18196/jjlel.v7i2.18737.
Full textAbstract:
Language learners, particularly foreign language learners, endure language anxiety. Language anxiety can affect learners at all levels, including early, intermediate, and advanced. Anxiety in speaking Japanese is quite noticeable in speaking abilities. It happens for Japanese language students enrolled in the Japanese language education study program as well. The causes of anxiety in speaking Japanese can be seen in a variety of ways, including vocabulary knowledge, sentence patterns, confidence level, and so on. The objective of this research is to discover how worried Japanese people are and what causes their worry. This study's subjects were Japanese language students at the beginning and intermediate levels, each of levels had 50 students. This study took a qualitative approach and collected the data through observation and questionnaires. According to the study's findings, 60% of students at the beginning level did not sense anxiety when speaking Japanese, despite the fact that their worried behavior indicated linguistic anxiety. Scratching the head and moving the hands, for example. Meanwhile, 60% of middle-level students were afraid to speak Japanese because they lacked command of vocabulary and sentence patterns.
39
Fagell, Phyllis L. "Career Confidential: Is it OK for a teacher to be sarcastic with students?" Phi Delta Kappan 101, no. 6 (February 24, 2020): 68–69. http://dx.doi.org/10.1177/0031721720909643.
Full textAbstract:
Phyllis Fagell offers advice to educators dealing with professional problems. In this monthly column, a teacher wonders if they should worry about a principal’s directive to stop being sarcastic with students. A male principal wants to know how to appropriately manage an otherwise promising young female teacher’s unprofessional language and dress.
40
Berhaupt-Glickstein, Amanda, Neal Hooker, and William Hallman. "Qualified Health Claim Language affects Purchase Intentions for Green Tea Products in the United States." Nutrients 11, no. 4 (April 24, 2019): 921. http://dx.doi.org/10.3390/nu11040921.
Full textAbstract:
Qualified health claims (QHC) describe diet–disease relationships and summarize the quality and strength of evidence for a claim. Companies assert that QHCs increase sales and take legal action to ensure claims reflect their interests. Yet, there is no empirical evidence that QHCs influence consumers. Using green tea as a case study, this study investigated the effects of QHCs on purchase intentions among adults 55 years and older living in the US. An online survey using a between-subjects design examined QHCs about the relationship between green tea and the reduced risk of breast and/or prostate cancer or yukichi fruit juice and the reduced risk of gastrocoridalis, a fictitious relationship. QHCs written by a green tea company generated greater perceptions of evidence for the relationship, greater confidence in green tea and cancer, and increased purchase intentions for green tea than other QHCs. Factors that mitigated the claim’s effects on purchase intentions are: Race/ethnicity; age; importance of health claims; supplement use; health; worry about health/becoming sick with cancer; worry that led to dietary change; green tea consumption; and familiarity with the green tea–cancer. Consumers who made health-related dietary change in the past year and consider health claims important indicated greater purchase intentions than others.
41
Punaro, Laura, and Robert Reeve. "Relationships between 9-Year-Olds' Math and Literacy Worries and Academic Abilities." Child Development Research 2012 (October 22, 2012): 1–11. http://dx.doi.org/10.1155/2012/359089.
Full textAbstract:
We investigated whether 9-year-olds experience math and/or literacy worries and, if they do, whether it is related to problem-solving abilities. Fifty-eight children judged the correctness of math, literacy, and mental rotation problems that differed in difficulty and rated their worry level about the correctness of judgments. Nonverbal IQ, general math, and literacy abilities were also assessed. Results showed children's worry ratings varied as a function of task and problem difficulty. Latent class analyses of math and literacy worry ratings revealed high-, moderate- and low-worry subgroups in both domains. The high-worry math subgroup exhibited poorer math performance than the other math subgroups, demonstrating a link between math worry and math performance. No relationship was found between worry literacy subgroups and literacy performance. Moreover, no relationship was found between teachers’ rating of children's academic and general worry and children’s own worry ratings. The relevance of the findings for understanding math and literacy worry is discussed.
42
Nurjaya, I. Gede, and I. Nyoman Yasa. "Pembelajaran Bahasa Indonesia secara Daring pada Masa Pandemi Covid-19." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 5, no. 2 (May 1, 2022): 301–16. http://dx.doi.org/10.30872/diglosia.v5i2.345.
Full textAbstract:
The Covid-19 pandemic has forced Indonesian language lecturers to use internet-assisted technology. The worry arises because all lecturers have not mastered professional skills in using assisted internet technology, affecting the quality of Indonesian language learning, especially at the Ganesha University of Education. This qualitative research discusses (1) the learning tools used by Indonesian language lecturers and (2) the process of Indonesian learning during the Covid-19 Pandemic era. The subjects of this research are Indonesian language lecturers at the Ganesha University of Education. Data collection techniques were carried out using observation, open interviews, and documentation studies. The data analysis technique used the Milles and Huberman analysis model and the TPACK principle. The results showed that (1) Indonesian language learning during the Covid-19 pandemic era had been planned in advance through the preparation of learning tools; and (2) Indonesian lecturers were able to combine aspects of technology skills, pedagogy, and content knowledge in learning carried out both synchronously and asynchronously.
43
Yusuf, Faidah. "Performance “Ellen with Will Smith Full Interview” Talk Show: Emotive Language Functions." Jurnal Ilmiah Bina Bahasa 13, no. 01 (July 15, 2020): 1–11. http://dx.doi.org/10.33557/binabahasa.v13i01.872.
Full textAbstract:
This study is focused to analyze the emotive language functions in the Ellen DeGeneres talk show. The objective of this study is to describe the emotive language functions work in the conversation performance by the actors “Ellen with Will Smith Full Interview” talk show. This study uses qualitative method. The data are analyzed based on Jacobson’s theory. The result of this study shows that only 5 of 17 emotive language functions are applied. The emotive language functions applied are pleasure, like, dislike, surprise, gratitude. While the emotive language functions that not applied are hope, satisfaction, dissatisfaction, worry, preference, sympathy, intentions, want, desire, dear and disappointment. This study finds that the most emotive function that frequently used in the Ellen DeGeneres Talk Show is “like expression”. The emotive function in the Ellen DeGeneres talk show works to express the actor’s feelings to other people based on the context and situation of the conversation
44
Lin, Ying. "Review of the Effects of Foreign Language Classroom Anxiety on Learners' Development of a Second Language Acquisition." Journal of Education, Humanities and Social Sciences 26 (March 2, 2024): 979–85. http://dx.doi.org/10.54097/nhtaa488.
Full textAbstract:
Adult and teenage second language learners are very interested in foreign language classroom anxiety (FLCA). In language classes all across the world, foreign language anxiety (FLA) is a significant issue. It is especially directly tied to expressive abilities in a second language. There are many subjective and objective factors that affect foreign language performance. Anxiety in FLA is one of the emotional elements, and it is the key factor among the factors impacting students' second language learning. Based on previous research and scholarly papers, this study conducts a literature review to organise the pertinent material on anxiety in the foreign language classroom (FLC), including its definition, causes, and effects on students' learning and performance. Anxiety in the classroom when learning a foreign language typically results from oral activities and has a detrimental impact on language abilities including listening, reading, and writing. Moderate anxiety has been shown to occasionally boost positive learning motivation, but excessive worry is still harmful to learning. Therefore, teachers need to adopt appropriate strategies in dealing with FLCA. The key to lowering anxiety in the FLA is creating a friendly and encouraging classroom atmosphere and developing positive teacher-student connections. Overall, this paper endeavors to provide educators with insights into anxiety in the FLC and how to cope with this affective factor in their educational practices to promote better student learning and acquisition of foreign language skills. This topic has important social and educational implications on a global scale and deserves further research and study.
45
Djiwandono, Patrisius Istiarto. "How language teachers perceive information and communication technology." Indonesian Journal of Applied Linguistics 8, no. 3 (January 31, 2019): 607. http://dx.doi.org/10.17509/ijal.v8i3.15260.
Full textAbstract:
The digital technology has permeated almost every aspect of life. Meanwhile, the responses from the field of language teaching in Indonesia to this new development have been scarce. The paper aims to provide an answer to the question whether language teachers perceive Information and Communication Technology (ICT) as a threat or a helpful assistant. To achieve this, a survey was conducted to 110 English teachers in Java, Indonesia. Five closed-ended items and two open-ended items in an online questionnaire asked them several questions about what conditions they see as threats, how they perceive ICT, and what digital facilities they have been using in their work. The results show that most of them perceived ICT positively, seeing it as a beneficial rather than threatening force. To them, ICT has been an attractive source that provides learning resources, fosters communication and collaboration, and spices up teaching-learning activities. Those who expressed their worry over ICT mentioned the importance of teachers’ upgrading their ICT skills and called for institutional support for the teachers. Three models, TAM (Technological Acceptance Model), UTAUT (Unified Theory of Acceptance and Use of Technology), and TPACK (Technological Pedagogical Content Knowledge) were then discussed to address the need for helping teachers adapt to the fast-changing digital technology.
46
Mańczak-Wohlfeld, Elżbieta. "Some remarks on “A Usage Dictionary of Anglicisms in Sixteen European Languages”." Armenian Folia Anglistika 3, no. 1 (3) (April 16, 2007): 18–27. http://dx.doi.org/10.46991/afa/2007.3.1.018.
Full textAbstract:
The article attempts to reveal the influence of English on the lexical composition of 16 modern European languages. Being a co-author of the Usage Dictionary of Anglicisms in European languages, the author points out that the 4000 anglicisms that have found their place in the dictionary do not constitute a large number in the vocabulary of the given languages. She goes on to conclude that the impact of English is not so huge as expected by some linguists and hence, there is no need to worry.
47
McDermott, D. "PDDL2.1 -- The Art of the Possible? Commentary on Fox and Long." Journal of Artificial Intelligence Research 20 (December 1, 2003): 145–48. http://dx.doi.org/10.1613/jair.1996.
Full textAbstract:
PDDL2.1 was designed to push the envelope of what planning algorithms can do, and it has succeeded. It adds two important features: durative actions,which take time (and may have continuous effects); and objective functions for measuring the quality of plans. The concept of durative actions is flawed; and the treatment of their semantics reveals too strong an attachment to the way many contemporary planners work. Future PDDL innovators should focus on producing a clean semantics for additions to the language, and let planner implementers worry about coupling their algorithms to problems expressed in the latest version of the language.
48
Petrie, Gina Mikel, and Janine J. Darragh. "“This worry machine”: The impact of executive orders on ELL teachers." TESOL Journal 9, no. 3 (August 29, 2018): 412–30. http://dx.doi.org/10.1002/tesj.403.
Full text
49
Schroeter, Laura, and François Schroeter. "Inscrutability and Its Discontents." Canadian Journal of Philosophy 50, no. 5 (June 24, 2020): 566–79. http://dx.doi.org/10.1017/can.2020.4.
Full textAbstract:
AbstractOur main focus in this paper is Herman Cappelen’s claim, defended in Fixing Language, that reference is radically inscrutable. We argue that Cappelen’s inscrutability thesis should be rejected. We also highlight how rejecting inscrutability undermines Cappelen’s most radical conclusions about conceptual engineering. In addition, we raise a worry about his positive account of topic continuity through inquiry and debate.
50
Joiner, Kevin L., Rosa Maria Sternberg, Christine Kennedy, Jyu-Lin Chen, Yoshimi Fukuoka, and Susan L. Janson. "A Spanish-Language Risk Perception Survey for Developing Diabetes: Translation Process and Assessment of Psychometric Properties." Journal of Nursing Measurement 24, no. 3 (2016): 365–78. http://dx.doi.org/10.1891/1061-3749.24.3.365.
Full textAbstract:
Background and Purpose: Create a Spanish-language version of the Risk Perception Survey for Developing Diabetes (RPS-DD) and assess psychometric properties. Research Design and Methods: The Spanish-language version was created through translation, harmonization, and presentation to the tool’s original author. It was field tested in a foreign-born Latino sample and properties evaluated in principal components analysis. Results: Personal Control, Optimistic Bias, and Worry multi-item Likert subscale responses did not cluster together. A clean solution was obtained after removing two Personal Control subscale items. Neither the Personal Disease Risk scale nor the Environmental Health Risk scale responses loaded onto single factors. Reliabilities ranged from .54 to .88. Test of knowledge performance varied by item. Conclusions: This study contributes to evidence of validation of a Spanish-language RPS-DD in foreign-born Latinos.