Log in

Relevant bibliographies by topics / Yoruba learners of English / Journal articles

To see the other types of publications on this topic, follow the link: Yoruba learners of English.

Journal articles on the topic 'Yoruba learners of English'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Yoruba learners of English.'

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

Ogunyemi, Kehinde Olufemi. "Comparative Analysis of English Language Learners' Errors across Different Linguistic Backgrounds." American International Journal of Social Science Research 4, no. 2 (July 15, 2019): 94–101. http://dx.doi.org/10.46281/aijssr.v4i2.353.

Full text

Abstract:

The focus of the study is the comparative analysis of English as a second language learners’ errors across different linguistic backgrounds in Nigeria. The study adopted the descriptive research design. The population for the study consisted of senior secondary school students in Ondo State. A simple random sampling technique was employed to select four secondary schools and 26 students from four schools in Akoko Ondo State(12 male, 14 female). The sample consisted students from three linguistic backgrounds (Igbo, Yoruba, and Hausa). The instrument used to gather data was a verbal ability test. The reliability of the instrument was determined through the test- retest method (r = 0.83). Four research questions were answered. The findings revealed that there was a significant difference in the scores of students from different linguistic backgrounds in their use of tenses, pronouns, spellings and pronunciation. On the basis of these findings it was recommended that students are to be given time to pay attention to their use of English tenses, pronoun, spelling and pronunciation so as to maximize their academic potentials and possibilities. There is need to give teachers chance to experience in-service training and seminars. This will make them conversant with current development in pedagogy and language itself.

APA, Harvard, Vancouver, ISO, and other styles

2

Eludiora, Safiriyu Ijiyemi, and O. R. Ayemonisan. "Computational Morphological Analysis of Yorùbá Language Words." IAES International Journal of Artificial Intelligence (IJ-AI) 7, no. 1 (March 1, 2018): 11. http://dx.doi.org/10.11591/ijai.v7.i1.pp11-18.

Full text

Abstract:

Nigeria official languages are English, Yorùbá, Igbo and Hausa. The focus of the study reported in this paper is to develop learning tool that can assist learners to learn the Yorùbá language using its alphabets. The study is critical to Yorùbá language, because of its endangerment. There is need to introduce different learning tools that can mitigate its extinction. A Yorùbá word perfect system was developed to assist people in learning the Yorùbá language. English and Yorùbá words formation are experimented using computational morphological approach (word formation). The theoretical framework considered Finite state automata (FSA) to realise different ways of combining the consonants and vowels to form word. Two to five letter words were considered. The system was designed and implemented using UML tools and python programming language.The system will teach the users on how the words are formed, and the number of syllables in each word. The user need not to know how to tone mark word before he/she can use the system. Any word typed will be analysed according to its number of syllables. This approach produces representatives of all parts of speech (POS) of the two languages. It produces corpora for the two languages

APA, Harvard, Vancouver, ISO, and other styles

3

Maikanti, Sale, Yap Ngee Thai, Jurgen Martin Burkhardt, Yong Mei Fung, Salina Binti Husain, and Olúwadọrọ̀ Jacob Oludare. "Mispronunciation and Substitution of Mid-high Front and Back Hausa Vowels by Yorùbá Native Speakers." REiLA : Journal of Research and Innovation in Language 3, no. 1 (April 19, 2021): 1–16. http://dx.doi.org/10.31849/reila.v3i1.6107.

Full text

Abstract:

The mid short vowels: /e/ and /o/ are among the vowels shared between Hausa and Yorùbá but differ in Hausa mid-high long, front and back vowels: /e:/ and /o:/. The phonemic differences in the two languages have caused learning difficulties among the Yorùbá native speakers to achieve their second language learning desire and competence. Yorùbá-Hausa learners mispronounce certain disyllabic Hausa words due to the substitution of vowels in the first and second syllables. Thus, both lexical and grammatical meanings of the Hausa words are affected. This study examined the production of the 12 Hausa vowels by level 1 and level 3 students who were learning Hausa as a second language to determine if there was a significant difference in how level 1 and level 3 students pronounced the short and long mid-high, front and back Hausa vowels. 88 Yorùbá native speakers were recruited using purposive sampling. Twenty-four different wordlists extracted from Bargery's (1934) Hausa-English dictionary and prepared in carrier phrases were audio-recorded. It was a mixed-method, and the results were discussed within the theoretical framework of Flege and Bohn's (2020) Revised Speech Learning Model and Corder's (1967) 'Error Analysis Model'. The results of the Mann-Whitney U test revealed that participants in level 1 generally performed lower than level 3 participants in the pronunciation of mid-Hausa vowels due to substitutions. Such errors have pedagogical implication in learning Hausa as a second language, and if not addressed accordingly, the standard of Hausa will continue to fall at an undesirable and alarming rate.

APA, Harvard, Vancouver, ISO, and other styles

4

Ajiboye, Tunde. "Politeness marking in Yoruba and Yoruba learners of French." Language Learning Journal 6, no. 1 (September 1992): 83–86. http://dx.doi.org/10.1080/09571739285200551.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Salawu, Adewuni. "Evaluation of interpretation during congregational services and public religious retreats in south-west Nigeria." Babel. Revue internationale de la traduction / International Journal of Translation 56, no. 2 (August 13, 2010): 129–38. http://dx.doi.org/10.1075/babel.56.2.03sal.

Full text

Abstract:

In most spiritual gatherings in Southwest Nigeria, as observed today, preaching is in English or in Yoruba and then interpreted in Yoruba or English. English is an official language in Nigeria and Yoruba is the local language in most of the Southwest of the country. Most people are to some extent bilingual. The objective of this study is to evaluate the quality of the interpretation carried out in those spiritual gatherings. Questionnaires were administered. Data were collated and analyzed. A total of 39 respondents (78%) were satisfied with the output of the interpretation from English to Yoruba while only 48% were satisfied with the interpretation from Yoruba to English. The study concludes that interpretation from English to Yoruba is being handled better and more training be given to those interpreting from Yoruba to English.

APA, Harvard, Vancouver, ISO, and other styles

6

Opoku, J. Y. "Second language proficiency differences in the learning of semantically-equivalent bilingual sentences." Applied Psycholinguistics 8, no. 1 (March 1987): 75–84. http://dx.doi.org/10.1017/s0142716400000084.

Full text

Abstract:

ABSTRACTThree groups of subjects who used English as a second language and who were considered to be at different levels of proficiency in English participated in a study of transfer of learning from English to Yoruba, their native language, and from Yoruba to English. It was predicted that total transfer from one language to the other would decrease with increasing proficiency in English and that transfer from Yoruba to English would be higher than from English to Yoruba at lower levels of proficiency in English. Findings showed rather that total transfer increased with increasing proficiency in English and that transfer from English to Yoruba was higher than from Yoruba to English for all groups. It is concluded that on a verbal transfer task, bilinguals show development from independent to interdependent language systems with increasing proficiency in a second language.

APA, Harvard, Vancouver, ISO, and other styles

7

Owolola, Oluwaseun Iyanuoluwa. "A sociolinguistic study of the effects of Yoruba-English Code-mixing on the Yoruba language." JURNAL ARBITRER 5, no. 1 (April 28, 2018): 23. http://dx.doi.org/10.25077/ar.5.1.23-30.2018.

Full text

Abstract:

This work investigates the effects of Yoruba-English Code-mixing on the Yoruba language. From a sociolinguistic perspective, it examines the reasons why people code-mix English with Yoruba and the effects of the code-mixing on the Yoruba language. The study is modeled after Crystal’s (2000) theory of language death. Data for the study was collected with the use of self-designed questionnaire which was administered to 100 respondents. The analysis of the responses shows that a number of lexical items of the Yoruba language have been lost by the native speakers as a result Yoruba-English code-mixing. It also reveals that this sociolinguistic phenomenon may hamper the growth and development of the Yoruba language as it has become more convenient for Yoruba speakers to code-mix than to coin new words for new concepts, items or ideas. The study, therefore, concludes that uncontrolled Yoruba-English code-mixing may render the use of the Yoruba language moribund, consequently leading to the death of the language. It is recommended that the native speakers of Yoruba should make conscious efforts to use “pure” Yoruba, minimizing the use of code-mix.

APA, Harvard, Vancouver, ISO, and other styles

8

Oladayo, Olakanmi Olufemi. "Yoruba Language and Numerals’ Offline Interpreter Using Morphological and Template Matching." IAES International Journal of Artificial Intelligence (IJ-AI) 3, no. 2 (June 1, 2014): 64. http://dx.doi.org/10.11591/ijai.v3.i2.pp64-72.

Full text

Abstract:

<p>Yoruba as a language has passed through generation reformations making some of the old documents in the archive to be unreadable by the present generation readers. Apart from this, some Yoruba writers usually mixed English numerals while writing due to brevity and conciseness of English numeral compare to Yoruba numerals which are combination of several characters. Re-typing such historical documents may be time consuming, therefore a need for an efficient Optical Character Reader (OCR) which will not only effectively recognize Yoruba texts but also converts all the English numerals in the document to Yoruba numerals.Several Optical Character Reader (OCR) systems had been developed to recognize characters or texts of some languages such as English, Arabic, Japanese, Chinese, and Korean, however, despite the significant contribution of Yoruba language to historical documentation and communication, it was observed that there is no particular OCR system for the language. In this paper correlation and template matching techniques were used to develop an OCR for the recognition of Yoruba based texts and convert English numerals in the document to Yoruba numerals. Experimental results show the relatively high accuracy of the developed OCR when it was tested on all size Yoruba alphabets and numerals.</p>

APA, Harvard, Vancouver, ISO, and other styles

9

Adamo, Grace Ebunlola. "Linguistic interplay between Yoruba and English." English Today 28, no. 2 (May 17, 2012): 51–53. http://dx.doi.org/10.1017/s026607841200017x.

Full text

Abstract:

The purpose of this paper is to foreground the extent to which the English language has eroded the originality and purity of the Yoruba language. The main focus will be on code-switching practices, which I believe to be detrimental to Yoruba in the long run. Although linguists have long proposed a ‘leave-your-language-alone’ attitude (see Hall, 1950), there is little doubt that the effects of first British colonization and then globalization have changed the linguistic ecology of Africa. Few sociolinguists would deny that a people's language is a symbol of their identity and culture. In an important textbook in the field, Holmes (1992: 70) confirms that ‘Language is an important component of identity and culture for many groups, maintaining their distinct identity and culture is usually important to … self esteem.’ What are we then to make of the extensive code-switching that I will be documenting in this article? Linguists' tolerance has certainly extended to code-switching studies in Africa, from which much important data has been drawn. The main scholar in this area is Carol Myers-Scotton, whose two books on code-switching (1993a,b) were based primarily on her research in Africa and remain central to the field internationally. Scholars like Coupland and Jaworski (1997) propose that the use of mixed speech in a conversation is not necessarily a language defect but a sign of flexibility and creativity. Understanding the social, psycholinguistic and syntactic motivations for switching is one thing, but the applied linguist and educationist also has to ask serious questions about what this means for the future of local languages heavily implicated in code-switching.

APA, Harvard, Vancouver, ISO, and other styles

10

Friday-Ótún, J. O. "Translating question propositions between English and Yoruba." Babel. Revue internationale de la traduction / International Journal of Translation 56, no. 3 (October 28, 2010): 219–36. http://dx.doi.org/10.1075/babel.56.3.02fri.

Full text

Abstract:

This paper focuses on the aspect of question translation between English and Yoruba. Translation serves as a mirror through which any language can be relatively replicated into another. Question proposition between English and Yoruba are significant in the body of language knowledge among about 30 million Yoruba users of English in the western part of Nigeria and diaspora.<p>This study explored the types of question propositions between English and Yoruba, and their process in translation free from the former to the latter, and, vice versa, using the literal and idiomatic continuum of translation proposed by Larson (1984). The findings of the paper revealed that question translation between both languages has implications on the characteristics of language which affect translation. The similarities and peculiarities of each language as they affect the translation to Wh, Yes/no, Echo, Tag and Alternative questions in both languages were highlighted. Also underscored was the significance of translating question proposition between both languages in pedagogical and other contexts of communication.

APA, Harvard, Vancouver, ISO, and other styles

11

Akinjobi, Adenike. "Vowel reduction and suffixation in Nigeria." English Today 22, no. 1 (January 2006): 10–17. http://dx.doi.org/10.1017/s0266078406001039.

Full text

Abstract:

THIS STUDY investigates how speakers of Educated Yoruba English (EYE) produce the vowels in typically unstressed syllables of English words whose suffixes require a shift of stress and a consequent reduction of vowels, as in atómic from átom and dramátic from dráma. Twenty suffixed English words were read by one hundred Yoruba subjects, with a Briton who studied at the University of London serving as the control. The focus is on Yoruba English because of both its many speakers and the need for a ‘geo-tribal’ approach to defining the concept Nigerian English. The data was analysed by converting tokens of occurrence to percentages, the higher percentages being taken as the norm. The acoustic analysis was done in a computerized speech laboratory. The study establishes that vowels occurring in typically unstressed syllables in traditional Standard English remain strong and full in educated Yoruba English.

APA, Harvard, Vancouver, ISO, and other styles

12

Dare, Adeyeye Samson. "English and the culture of the Yoruba." English Today 15, no. 1 (January 1999): 17–22. http://dx.doi.org/10.1017/s0266078400010658.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

O. I., Akinwale. "Web-Based English to Yoruba Machine Translation." International Journal of Language and Linguistics 3, no. 3 (2015): 154. http://dx.doi.org/10.11648/j.ijll.20150303.17.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Adedun, Emmanuel, and Mojisola Shodipe. "Yoruba-English bilingualism in central Lagos – Nigeria." Journal of African Cultural Studies 23, no. 2 (December 2011): 121–32. http://dx.doi.org/10.1080/13696815.2011.637882.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Verdugo, Richard R., and Brittney Flores. "English-Language Learners." Education and Urban Society 39, no. 2 (February 2007): 167–93. http://dx.doi.org/10.1177/0013124506294852.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

McCardle, Peggy, and Christy Y. Y. Leung. "English Language Learners." Topics in Language Disorders 26, no. 4 (October 2006): 302–4. http://dx.doi.org/10.1097/00011363-200610000-00003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Opoola, B. T., and A. F, Opoola. "Adoption of Electronic Techniques in Teaching English-Yoruba Bilingual Youths the Semantic Expansion and Etymology of Yoruba Words and Statements." Theory and Practice in Language Studies 9, no. 11 (November 1, 2019): 1369. http://dx.doi.org/10.17507/tpls.0911.01.

Full text

Abstract:

Yoruba is one of the Nigeria’s four hundred languages linguistically threatened with extinction considering the language attitude of its native speakers especially the youths. The youths’ flair for English is making them lose interest in the use of Yoruba. This study was designed to introduce and teach the Yoruba youths the origin of some Yoruba words and statements using electronic devices like video tape recorder, phones, and power points presentation. Twenty Yoruba words, phrases, clauses, and statements were dramatized, recorded in CDrom and practically demonstrated in the classroom setting. We elicited our data through various Yoruba discourses with their historical origin traced to past happenings. The major sources of data collection for this study include records of discourses in Yoruba, waxed musical records and conversations among Yoruba natives especially in Urban areas in Nigeria. Twenty of the collated words, phrases, clauses and statement were also linguistically analyzed. The study encourages the use of electronic gadgets in teaching Yoruba. It is also a valuable attempt among others in saving Yoruba language from going to extinction as a result of its native youth speakers’ lack of interest and knowledge of the origin of many of its words, clauses, phrases, statements and usage.

APA, Harvard, Vancouver, ISO, and other styles

18

Klopp, Susan, Lee Colman, and Linda Schinke-Llano. "Beginning Activities for English Language Learners; Intermediate Activities for English Language Learners; Advanced Activities for English Language Learners." Modern Language Journal 71, no. 4 (1987): 445. http://dx.doi.org/10.2307/328488.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Adeyanju, Dele. "Attitudes to taboo phenomenon among Yoruba–English bilinguals." Babel. Revue internationale de la traduction / International Journal of Translation 54, no. 2 (June 19, 2008): 159–70. http://dx.doi.org/10.1075/babel.54.2.05ade.

Full text

Abstract:

In most sociolinguistic environments, taboo phenomena exert a considerable influence on people’s linguistic usage. In modern times however, people’s attitudes to taboos vary depending on sex, age, occupation, literacy level and geographical location. Using a questionnaire for data elicitation, this study examines attitudes to taboos among Yoruba–English bilinguals in Nigeria. The study discovers that most of our subjects are favourably disposed to the existence of taboos and that this results in the preponderance of euphemisms and circumlocutions in Yoruba–English usage.

APA, Harvard, Vancouver, ISO, and other styles

20

Manyak, Patrick C., and Eurydice Bouchereau Bauer. "English Vocabulary Instruction for English Learners." Reading Teacher 63, no. 2 (October 2009): 174–76. http://dx.doi.org/10.1598/rt.63.2.11.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Odole, Adesola C., Nse A. Odunaiya, Chidinma F. Mbaike, Peter O. Ibikunle, Adefemi A. Akinseloyin, and Oluseyi R. Olaseinde. "Nigerian (Yoruba) version of Disabilities of the Arm, Shoulder and Hand questionnaire (DASH-Y): Cross-cultural adaptation and initial validation." Hand Therapy 21, no. 4 (July 24, 2016): 140–50. http://dx.doi.org/10.1177/1758998316656659.

Full text

Abstract:

Introduction The Disabilities of the Arm, Shoulder and Hand (DASH) questionnaire is a widely used upper extremity outcome measure. However, it is yet to be translated into any of the major languages in Nigeria, thus limiting its utility in the Nigerian clinical setting. The aim of this study was to cross-culturally adapt the DASH questionnaire into Yoruba, a major Nigerian language and investigate its initial validation. Methods The English version of DASH was adapted into Yoruba through forward–back translations, experts’ committee meetings, pretesting and cognitive debriefing interview in accordance with the guidelines recommended by the developers of DASH. Fifty-two purposively selected patients with upper extremity musculoskeletal disorders participated in a cross-sectional survey. Factor analysis was performed to ensure structural validity of Yoruba version, and construct validity was investigated with Spearman rank correlation coefficient. Results The Yoruba version of DASH has semantic, idiomatic, linguistic and conceptual equivalence with the English DASH. Thirty linear components were identified within the data set. Principal factor analysis of the Yoruba DASH revealed a seven factor scale, having fulfilled all the necessary conditions. The Kaiser-Meyer-Olkin measure of sampling adequacy was 0.61, and Barlett’s test of Sphericity was adequate and significant (χ2 (1066) = 435, p = 0.001). Significant correlation (r = 0.994, p = 0.001) exists between scores obtained on English and Yoruba versions of DASH. Conclusion A cross-culturally adapted, valid Yoruba version of DASH is available for use in in south western Nigeria and other similar populations.

APA, Harvard, Vancouver, ISO, and other styles

22

Grissom, James B. "Reclassification of English Learners." education policy analysis archives 12 (July 30, 2004): 36. http://dx.doi.org/10.14507/epaa.v12n36.2004.

Full text

Abstract:

Ron Unz, originator of Proposition 227, claimed, prior to the passage of Prop. 227, that the five percent annual reclassification rate of English learners to fluent English proficient indicated bilingual education was a failure. Critics of Prop. 227 have countered that the annual reclassification rate has changed little since the passage of Prop. 227, indicating the new legislation had no effect on reclassification rates. Unfortunately, the annual reclassification rate does not provide a clear indicator of how long it takes students to be reclassified after entering the school system. To better estimate reclassification rates for English learners in California, cohorts were created to track the same groups of students over time. Ron Unz also claimed that test scores for immigrant students improved dramatically after the passage of Prop. 227. To evaluate his claim, average test scores were calculated by language fluency. Based on statewide data from three different cohorts tracked across four years, Prop. 227 has had no effect on reclassification rates or test scores.

APA, Harvard, Vancouver, ISO, and other styles

23

Nakao, Keisuke. "English-Japanese Learners' Dictionaries." International Journal of Lexicography 2, no. 4 (1989): 295–314. http://dx.doi.org/10.1093/ijl/2.4.295.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Moser, Kelly, Daina Zhu, Ha Nguyen, and Emily Williams. "Teaching English Language Learners." International Journal of Teacher Education and Professional Development 1, no. 1 (January 2018): 58–75. http://dx.doi.org/10.4018/ijtepd.2018010105.

Full text

Abstract:

English language learners (ELLs) are increasingly placed in classes with mainstream teachers lacking training and experience to teach diverse populations. Rural areas are being characterized by a growing number of ELLs, challenges to attract and retain qualified educators, and budgetary constraints. One solution to this quandary is to provide all teachers with ELL-related knowledge and skills prior to certification. The purpose of this article was to explore the experiences of secondary preservice teachers across a variety of disciplines in a rural teacher education program as they learned about and implemented strategies for differentiating instructions for ELLs. The article sought to examine if a simulation experience contributed toward an inclusive view of teaching ELLs and if preservice teachers were able to apply learned strategies to lesson planning and reflection activities. By studying how these experiences impact future teachers, this study attempts to contribute to improving teacher education that ultimately leads to a better educational experience for all learners.

APA, Harvard, Vancouver, ISO, and other styles

25

Blackburn, Aranzazu M., Linley Cornish, and Susen Smith. "Gifted English Language Learners." Journal for the Education of the Gifted 39, no. 4 (October 17, 2016): 338–60. http://dx.doi.org/10.1177/0162353216671834.

Full text

Abstract:

Current research on gifted English language learners (gifted ELLs) is broadly centered on identification issues and investigations of underrepresentation in gifted programs mainly in schools in the United States and referencing predominantly Spanish-speaking students. Australia presents itself as a multicultural nation, yet limited research exists as to what it knows about its particular gifted ELL populations and ways of supporting them when they enter Australian schools. A review of the current literature examines existing research in the United States and explores the findings from Australian studies. Some suggestions for future research in both local and global contexts are offered.

APA, Harvard, Vancouver, ISO, and other styles

26

Gallagher, John D. "English monolingual learners' dictionaries." System 20, no. 4 (November 1992): 538–40. http://dx.doi.org/10.1016/0346-251x(92)90067-d.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Crevecoeur, Yvel C., Michael D. Coyne, and D. Betsy McCoach. "English Language Learners and English-Only Learners' Response to Direct Vocabulary Instruction." Reading & Writing Quarterly 30, no. 1 (November 15, 2013): 51–78. http://dx.doi.org/10.1080/10573569.2013.758943.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Japhet, Akintoye. "A Survey of Teachers’ Experience in Implementing Yoruba Medium of Instruction in the Lower Primary Schools of Ikire Nigeria." Journal of Language and Education 3, no. 4 (December 31, 2017): 6–15. http://dx.doi.org/10.17323/2411-7390-2017-3-4-6-15.

Full text

Abstract:

The paper investigated the local implementation of the National Policy of Education (NPE) on the use of mother tongues or the languages of the immediate community. Using a case study approach of Yoruba medium of instruction in Ikire in the south-western part of Nigeria, data were collected from 50 teachers from both private and public schools. These respondents were selected on being able to satisfy the following conditions: first, they should be able to communicate in Yoruba; second, they should have adequate teaching experience; third, they should have good academic qualifications; and fourth, they should have been teaching, for more than a year, Elementary Science (the particular classroom subject the study examined being taught to the pupils). These conditions ensured the teachers engaged had cognate experience in teaching a science subject that can reveal the level of terminology development within Yoruba as an adequate medium of mother tongue instruction. The result affirmed the advantages of Yoruba medium of instruction over English; however, Yoruba was not exclusively used for the pupils contrary to the expectation in the mother tongue medium of instruction policy. Most of the teachers used in the study preferred to employ a bilingual mode of instruction combining Yoruba with English, claiming that English had better educational resources for the subject they were teaching. This paper, though, based on a local case study, can be used to estimate the expected limitation to be encountered while implementing mother tongue instruction in a similar linguistic domain.

APA, Harvard, Vancouver, ISO, and other styles

29

Bolanle Tajudeen, Opoola. "A Sociolinguistic Analysis of Gender Differentiation in Yoruba Burial Rites." Advances in Language and Literary Studies 10, no. 1 (February 28, 2019): 102. http://dx.doi.org/10.7575/aiac.alls.v.10n.1p.102.

Full text

Abstract:

This paper focuses on socio-hermeneutic study of gender differentiation in Yoruba burial rites. There are many types of oral genres in Yoruba society. These genres have different functions for different occasion. In essence, Ìrèmọ̀jé eré ìṣípà ọdẹ (hunters funeral dirge) and ìsàà ró (women funeral dirge) are used during men and women funeral rites respectively in Yoruba land. Ogun deity is the founder of Ìrèmọ̀jé chant. Ogun was the first hunter with many adherents who were hunters too. Before the death of Ogun, he ordered his adherents to chant Ìrèmọ̀jé during his funeral rites. He also instructed them to do the same during the funeral rites of fellow great hunters, that is, the hunters that were succeeded by viable children. Ìrèmọ̀jé ìsipaọdẹ is specifically for men and not for women. Ìsàà ró is the final burial rite for the aged women in Yoruba land. This burial rite marks the exit of the aged women from this world to the world beyond. In essence, ìsàà ró is a traditional send-forth for the dead. This type of burial rite was popular in Yoruba land in those days but it was more popular among the Oyo-Yoruba than other Yoruba ethnic groups. Ìsàà ró burial rite is often performed by the Alágbaà (chief head of masquerade) from Ọ̀jẹ̀ family (family of masquerades). It is mandatory for the children of the dead to perform this final burial rite for their dead mother because if they fail to do it, things may not be moving well for either the dead in the world beyond or for the children she left behind in this world. The emergence of western civilization has made great changes both negatively and positively on the popularity of Ìrèmọ̀jé and Ìsàà ró burial rites respectively. This paper discovered that there is that of valuable documentation of Iremoje/Isipa (Hunting chants and funeral rites for Men) and Isaaro (The final funeral rites for Women) in spite of the existence of enormous works on Yoruba Verbal arts and oral literature. The implication of this finding reveal that if a study of this type is not promoted, Yoruba traditions and valuable oral renditions would be endangered. This could further prompt Yoruba journeys to extinction as many studies have shown that English dominance of Yoruba is changing the language attitude of Yoruba native speakers oral and written discusses. The Yoruba natives have flair for us of English than the use of Yoruba because of the inherent values of English in Nigeria and the world at large. This paper concludes that, despite the negative effect of western education and foreign religions in the foregoing, the technological advancement on Ìrèmọ̀jé and Ìsàà ró has shown that the future of both genres are bright as long as the Yoruba race exists.

APA, Harvard, Vancouver, ISO, and other styles

30

Inayah, Arin. "ENGLISH TEACHING INSTRUCTION FOR NON-ENGLISH LEARNERS." Jurnal ELink 6, no. 1 (July 1, 2019): 117. http://dx.doi.org/10.30736/e-link.v6i1.116.

Full text

Abstract:

The quality of educational institutions is influenced by teaching and learning process that is students and lecturers. Novalita (2006) state that to learn a language the learners need more than just once or twice, but they need many time to understand the language, the real meaning of the language, the structure of the language, and so on. There is no good strategies in teaching process, but suitable strategy which is can be used in the teaching process. Therefore, every teacher or lecturer should master many strategies in the teaching and learning process. Some strategies can be applied to some students or learners, but it can’t be applied to all of students or learners. he goal of this study is to observe how the teacher implements English teaching instruction at English language center (PKPBI). Besides that, what are the material used and the way how teacher evaluates and also how do the learners perceive the English teaching instruction at English language center (PKPBI) of Maulana Malik Ibrahim state Islamic university of Malang. This study was a qualitative research because this study is a case study which focuses on teaching process. The data collections used in this study were observation, interview, and documentation. In order to analyze the data collected in the research project and answer the core questions of the study, it was used the grounded theory. The researcher found that the contents of the material used was reading section characterized by provision of an English reading text on mathematic-content-related area followed by writing exercises. The teacher implement English teaching instruction with the aim of answering the question, it can be concluded that for the beginning of teaching, there were a big amount of mistakes with the guidance and no explicit implementation of grammatical aspects during the lessons, because the teacher intents to present language items as in a regular language course. The balance between content and language was not easy to manage either, because in some situations the teacher tends to focus more in language or in content. The teacher evaluate by her choice of evaluation. She felt confused and scared at the beginning of the experience. About perceiving of the learners, the researcher concluded that the students feel challenging with the process of teaching and learning in the class, they also interesting with because they can continued applied what they learn. Key words: Teaching instruction, Non-English learners

APA, Harvard, Vancouver, ISO, and other styles

31

Inayah, Arin. "ENGLISH TEACHING INSTRUCTION FOR NON-ENGLISH LEARNERS." E-LINK JOURNAL 6, no. 1 (July 1, 2019): 117. http://dx.doi.org/10.30736/ej.v6i1.116.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Ayogu, I. I. "Exploring multinomial naïve Bayes for Yorùbá text document classification." Nigerian Journal of Technology 39, no. 2 (July 16, 2020): 528–35. http://dx.doi.org/10.4314/njt.v39i2.23.

Full text

Abstract:

The recent increase in the emergence of Nigerian language text online motivates this paper in which the problem of classifying text documents written in Yorùbá language into one of a few pre-designated classes is considered. Text document classification/categorization research is well established for English language and many other languages; this is not so for Nigerian languages. This paper evaluated the performance of a multinomial Naive Bayes model learned on a research dataset consisting of 100 samples of text each from business, sporting, entertainment, technology and political domains, separately on unigram, bigram and trigram features obtained using the bag of words representation approach. Results show that the performance of the model over unigram and bigram features is comparable but significantly better than a model learned on trigram features. The results generally indicate a possibility for the practical application of NB algorithm to the classification of text documents written in Yorùbá language. Keywords: Supervised learning, text classification, Yorùbá language, text mining, BoW Representation

APA, Harvard, Vancouver, ISO, and other styles

33

Valle, Melisa S., Hersh C. Waxman, Zulmaris Diaz, and Yolanda N. Padrón. "Classroom Instruction and the Mathematics Achievement of Non-English Learners and English Learners." Journal of Educational Research 106, no. 3 (May 4, 2013): 173–82. http://dx.doi.org/10.1080/00220671.2012.687789.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

LeClair, Courtney, Beth Doll, Allison Osborn, and Kristin Jones. "English language learners' and non-English language learners' perceptions of the classroom environment." Psychology in the Schools 46, no. 6 (May 13, 2009): 568–77. http://dx.doi.org/10.1002/pits.20398.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Ojo, GA. "Tonal Patterns of English Syllable Structure Borrowed into Yoruba." AFRREV LALIGENS: An International Journal of Language, Literature and Gender Studies 3, no. 2 (September 10, 2014): 126. http://dx.doi.org/10.4314/laligens.v3i2.8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Ezekiel Tunde Bolaji, Rifqat Opeyemi Sanni, and Omowunmi Mopelola Adebanjo. "Patterns of Codeswitching in Mixed Yoruba-English Interrogative Sentences." Journal of Cognitive Science 15, no. 2 (June 2014): 259–86. http://dx.doi.org/10.17791/jcs.2014.15.2.259.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Adedayo Adedun, Emmanuel, and Mojisola Shodipe. "Variation and language engineering in Yoruba-English code-switching." Nordic Journal of English Studies 10, no. 1 (January 1, 2011): 103. http://dx.doi.org/10.35360/njes.244.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Bamisaye, Toyin, and George Adekunle Ojo. "Phonotactic Adjustments in Yoruba Adaptation of English Syllable Structures." Open Journal of Modern Linguistics 05, no. 04 (2015): 379–88. http://dx.doi.org/10.4236/ojml.2015.54034.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Amuda, Ayoade A. "Yoruba/english conversational code‐switching as a conversational strategy." African Languages and Cultures 7, no. 2 (January 1994): 121–31. http://dx.doi.org/10.1080/09544169408717781.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Brown, Stewart. "Niyi Osundare - Crossing the Threshold between Yoruba and English." Anglophonia/Caliban 7, no. 1 (2000): 33–41. http://dx.doi.org/10.3406/calib.2000.1386.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Onikoyi, Babatunde. "Kunle Afolayan, director. October 1. 2014. 115 minutes. English, Nigerian Pidgin, Igbo Yoruba, and Hausa, with Yoruba/English subtitles. Nigeria. GMEDIA. $2.00." African Studies Review 59, no. 1 (April 2016): 234–35. http://dx.doi.org/10.1017/asr.2016.21.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Albiladi, Waheeb S., Fahad H. Abdeen, and Felicia Lincoln. "Learning English through Movies: Adult English Language Learners’ Perceptions." Theory and Practice in Language Studies 8, no. 12 (December 1, 2018): 1567. http://dx.doi.org/10.17507/tpls.0812.01.

Full text

Abstract:

The use of media in English teaching and learning has received much attention from educators and second/foreign language educators. The use of media includes the use of movies, music, films, and other types of entertainment-related learning resources. However, little has been done to understand the adult language learners’ perceptions toward the benefits and challenges of using English movies to learn English. This qualitative research study explored English learners’ perceptions regarding the use of movies as English teaching and learning tools. The study focused on what language learners believe are the benefits and challenges of relying on English movies to develop their language competency. The study’s results indicated that language learners believed that movies are authentic sources of language learning and can be used effectively to improve language skills including speaking, listening, reading, vocabulary, and writing. Findings also revealed that according to language learners, movies are beneficial in terms of increasing students’ cultural awareness.

APA, Harvard, Vancouver, ISO, and other styles

43

Feyisayo, D. Elugbaju, Adeyinka Oluwaseun Kareem, and Popoola Oluwasegun. "Effects of English and Yoruba interpreted biology picture label as an advanced organiser on students’ learning outcomes in senior secondary schools in Ife East local government area." Contemporary Educational Researches Journal 9, no. 3 (August 31, 2019): 57–65. http://dx.doi.org/10.18844/cerj.v9i3.4285.

Full text

Abstract:

The study assessed the effect of English and Yoruba interpreted biology picture labels as an advance organiser on the achievement of senior secondary school biology students in Ile-Ife. It also investigated the effect of the labels on students’ attitude toward biology. The study adopted the non-equivalent pre-test-post-test control group research design. The population for the study consisted of senior secondary school students in Ife-East Local Government Area of Osun state. The study sample comprised 128 senior secondary school II biology students in three intact classes selected using simple random sampling technique. The three classes were randomly assigned to two experimental and one control group, namely: Picture labels in English advance organiser group, picture labels interpreted into Yoruba advance organiser group and the conventional teaching method group. Two research instruments were used for the study, namely: Students’ achievement test in biology and students’ attitudinal questionnaire. Data were analysed using analysis of covariance. The results of the study revealed that there was a significant effect in the achievement of students in the experimental and control groups. There was also a significant effect in the attitude of students in experimental and control groups, with Yoruba interpreted picture labels having a better effect on the learning outcomes of biology students than picture labels in English and the conventional teaching method. The study concluded that picture labels interpreted into Yoruba as advance organiser was a better strategy in improving students’ learning outcomes in biology. Keywords: Achievement; advance organiser; attitude; picture; Yoruba language

APA, Harvard, Vancouver, ISO, and other styles

44

Fitton, Lisa, Kristina Nichole Bustamante, Mary Claire Wofford, Dana Brown, Clariebelle Gabas, Rachel Hoge, and Carla Wood. "Intensifying English Vocabulary Instruction for English Language Learners." Perspectives of the ASHA Special Interest Groups 1, no. 16 (March 31, 2016): 4–14. http://dx.doi.org/10.1044/persp1.sig16.4.

Full text

Abstract:

English vocabulary development is a key component of language and literacy development for English language learners (ELLs) living in the United States. With the increase in the number of speech-language pathologists (SLPs) with ELLs on their caseloads, it has become increasingly important for SLPs to be able to facilitate vocabulary growth in ELLs. To assist SLPs working with ELLs in schools, the present paper provides an overview of strategies to enhance English vocabulary instruction for ELLs, drawing on evidence from research with both monolingual and bilingual students. Strategies included are: leveraging the native language, teaching comprehension monitoring, embedding instruction in reading, building morphological awareness, and collaborating with classroom teachers. Specific, effective vocabulary instruction protocols are also briefly overviewed.

APA, Harvard, Vancouver, ISO, and other styles

45

Kaye, Alan S., Marcel Lemmens, and Herman Wekker. "Grammar in English Learners' Dictionaries." Language 64, no. 2 (June 1988): 441. http://dx.doi.org/10.2307/415467.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Polok, Krzysztof. "Teaching English to Preschool Learners." Linguodidactica 19 (2015): 213–26. http://dx.doi.org/10.15290/lingdid.2015.19.15.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Octaviana, Dwi Warry. "TEACHING ENGLISH TO YOUNG LEARNERS." ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH 2, no. 2 (October 28, 2017): 124. http://dx.doi.org/10.29407/jetar.v2i2.808.

Full text

Abstract:

ABSTRACT Learning English is vital skills that will help children achieve their full potential in later life. If they have the right techniques, they can learn English quickly and effectively. So, it is important that they have to learn English which is practical and useful. Learning should not be stressful for children. It should be fun and stimulating. Their studies should make reading, listening, and speaking in English come naturally. As their confidence develops, they will learn more and use English to a more challenging level. This paper discusses about some resources for EFL teachers to facilitate the children in learning a foreign language. These are purposed for them to be able to teach effectively with the fun and variety that children need. The last part, this paper tells about how to ensure the children learn English using simple techniques that will absolutely make the teachers’ job more fun and satisfying. Also, it will be expected that the teachers will have enough fresh ideas to be the most inspiring teachers that they possibly can.

APA, Harvard, Vancouver, ISO, and other styles

48

Darr, Charles. "English-language learners and validity." Set: Research Information for Teachers, no. 2 (August 1, 2013): 60–62. http://dx.doi.org/10.18296/set.0359.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

C. Daniel, Mayra. "Evaluation of English Language Learners." International Journal of Learning: Annual Review 12, no. 7 (2007): 129–36. http://dx.doi.org/10.18848/1447-9494/cgp/v14i07/45393.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Lew, Robert. "Dictionaries for learners of English." Language Teaching 49, no. 2 (March 18, 2016): 291–94. http://dx.doi.org/10.1017/s026144481500049x.

Full text

Abstract:

The Department of Lexicography and Lexicology at Adam Mickiewicz University in Poznań has done extensive research on dictionary use in the context of language teaching and learning. The department forms part of the Faculty of English, which is the largest institution in continental Europe educating teachers of English at the B.A., M.A., and Ph.D. levels. Therefore, it is only natural that the language-teaching potential of dictionaries is the main focus of the studies undertaken in the Department.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!