|1.||Subject-Operator Disagreement in English Existential Constructions: A Corpus-Based Analysis of American English and Hong Kong English|
Chi Wui Ng
doi: 10.14744/alrj.2020.36449 Pages 1 - 12
Attributed to disparate goals as well as tenets of prescriptive grammar and descriptive grammar, disagreement exists between the two in that prescriptive grammar rules may be violated in descriptive grammar; one concrete instance is subject-operator disagreement in English existential constructions. The present study aims at following up antecedent studies on subject-operator disagreement in English existential constructions produced by native English speakers, identifying any changes in patterns of subject-operator disagreement in recent years, and looking specifically into subject-operator disagreement in English existential constructions in Hong Kong English. A quantitative research design was exploited, and data of American English and Hong Kong English were collected from the Corpus of Contemporary American English and the PolyU Learner English Corpus respectively. It was discovered that subject-operator disagreement in English existential constructions was rare amongst American English speakers yet more frequent amongst speakers of Hong Kong English. Rarity of subject-operator disagreement in English existential constructions produced by American English speakers possesses a disposition to suggest that language use of those speakers is still influenced by the prescriptive rule of subject-operator agreement in English existential constructions while pervasiveness of subject-operator disagreement in English existential constructions produced by speakers of Hong Kong English indicates disparities between those speakers’ language use and prescriptive rules.
|2.||Examining the Extent of Self-Regulatory Strategy Use and Writing Competence of EFL Learners|
doi: 10.14744/alrj.2020.70883 Pages 13 - 23
In recent years, many L2 writing scholars have extensively explored the writers’ composing processes and the particular strategies they use for this purpose. In the same regard, the present study intended to examine the relationship between self-regulatory strategy use and writing competence of Iranian EFL learners. A total of 125 BA level students of English Language and Literature and English Language Teaching from three State Universities in Iran participated in the study and the necessary data were collected by administering an argumentative essay prompt, as a measure of the students’ writing competence, and a self-regulatory strategy use in writing. The results of correlation and multiple regression analyses indicated that there was a low level of relationship between these two constructs and none of the sub-scales in self-regulatory scale could best predict students’ writing competence, respectively. The self-regulatory strategy uses of more-and less-skilled student writers were also compared, but the results of independent samples t-test indicated that there was no significant difference between these learners in this regard. On the whole, the findings of present study revealed that Iranian EFL learners did not have an adequate command of writing strategies and were not able to use these mental resources while composing their texts, which is mostly the result of conducting writing classes in traditional modes and focusing upon product-oriented approaches. Therefore, due to the significance of strategy use in learning, EFL teachers must engage in effective efforts to develop their students’ self-regulated strategies with strategy training embedded in their writing courses.
|3.||Meta-communication Devices Used in a Multilingual EFL Telecollaboration for Secondary School Students|
Fatemeh Zununi Vahed, Hassan Soleimani
doi: 10.14744/alrj.2019.30602 Pages 24 - 36
Telecollaboration is used where limitations of time and place are eliminated to pave the way for global education while it provides learners with intercultural understanding and multilingual contexts where knowledge knows no boundaries. The present study aimed at running a telecollaboration course in order to realize what meta-communication devices (MCDs) proposed by Bahtina (2013) were utilized in the students’ interactions and what role English language played in this regard in a multilingual setting. The consequences of such instruction and the possible dilemmas were also taken into account. Therefore, 24 secondary school students from Turkey and Iran were non-randomly selected, grouped based on similar personality traits, and enrolled in a ten-session online course exchanging ideas and carrying out relevant tasks. As the results of the transcribed data of the video-recorded BigBlueButton and interviews revealed, MCD2 (development of a shared cognitive system) and MCD4 (development of a mechanism for dealing with misunderstandings), allotted 40% (maximally) and 11% (minimally) of the interactions, respectively. MCD1 (development of understanding and actions intended for a common goal, 29%) and MCD3 (development of linguistic understanding giving meaning to words, 15%), were the other two devices used in the interactions. English was the main medium of communication or lingua franca allotting 77% of the whole interactions. The results of this study might have promising insights for cultural understanding and language learning opportunities which could be a springboard for young learners who tend to pursue their academic studying overseas.
|4.||The Impact of Telegram on Learning of Collocational Knowledge among EFL High School Students|
Sedigheh Vahdat, Zohre Gooniband Shooshtari, Farhad Mazareian
doi: 10.14744/alrj.2020.18189 Pages 37 - 51
Rapidly developing mobile applications and ubiquitous access to the Internet provide the learners with extended opportunities to be independent from any time and location. In this regard, this study aimed to investigate the impact of Telegram on collocation learning of Iranian EFL learners. To this end, 40 high school participants whose language proficiency homogeneity was examined through a language proficiency test were selected and randomly divided into two equal-in-number groups of 20 students in the experimental and control group. To minimize the effect of participants' background knowledge in terms of collocations, a pretest was administered to the participants. At the end of treatment sessions, parallel to the pretest a teacher-made collocation knowledge test was administered for both the control and experimental groups in order to measure the learners' progress as a result of instruction. The experimental group installed Telegram application on their mobiles or tablets for collocation learning and retention, whereas the control groups were not allowed to use any tool. To ascertain that the participants were statistically different in terms of collocation learning, an independent samples t-test was run between the experimental and control groups' post-test scores. In order to determine the effectiveness of the program, a paired samples t-test was also conducted to compare the mean scores of pre-test and post-test of both groups. Analyzing the results showed that there was a significant difference between the performance of experimental and control groups, of course, in favor of experimental group confirming the effect of Telegram on improving collocational knowledge among Iranian high school students. This study implies that utilizing telegram as a newly emerging mobile application has various pedagogical benefits and fosters EFL instruction effectively.
|5.||Moroccans’ Attitudes towards Amazigh Language Teaching: Patterns and Perspectives|
doi: 10.14744/alrj.2020.62634 Pages 52 - 64
The goal of this study was to investigate Moroccans’ attitudes towards the incorporation of Amazigh into the educational system, and the extent to which self-reported ethnicity could potentially impact their attitudes towards the Amazigh teaching experience. The study was couched within a mixed-methods approach whereby data were collected by means of a self-administered questionnaire and a semi-structured interview. A sample of one hundred fifty-one informants were randomly selected from the region of Rabat-Sale on grounds of several social factors, including self-reported ethnicity, sex, age and mother tongue. Data analysis revealed that while the informants’ attitudes towards the Amazigh language are generally favorable; attitudes towards its incorporation into the Moroccan school system tended to significantly vary based on their self-reported ethnicity, i.e., Amazigh or Arab. The study calls for the horizontal and vertical generalization of the Amazigh teaching experience to reinforce its scope in the Moroccan educational system, and improve its social status among Moroccans.
|6.||Rhetorical Moves of Kenyan Parliamentary Committee Reports|
Safari Godfrey Ntalala, Daniel Ochieng Orwenjo, Fridah Kanana Erastus
doi: 10.14744/alrj.2020.29591 Pages 65 - 85
Numerous studies have been carried out on move analysis in academic and scientific settings. However, scarcely any studies have been done on parliamentary discourse, especially on structural and rhetorical organization of Parliamentary Committee Reports. Indeed, most research on parliamentary genres has been concentrated on European parliaments with little study done on African parliaments. Consequently, this study sought to analyze the rhetorical moves of selected Kenyan Parliamentary Committee Reports (PCRs) using a genre-based approach. The study uncovers the rhetorical moves used in parliamentary reports in order to achieve their communicative purpose. It involves a survey of generic conventions and overall schematic move structure of PCRs. Descriptive research design was adopted in the study while the corpora was generated from fifteen Kenyan parliamentary committee reports sampled five each from selected County Assemblies, the National Assembly and the Senate. Findings from the study indicate that delivery of arguments in PCRs employs a rhetorical strategy combining rhetorical moves geared at informing, convincing and persuading legislators. The study has identified a distinctive realization of moves in PCRs which include Preface, Introduction, Method, Results and Recommendation (PIMRaR). Ultimately, this study contributes to the existing pool of knowledge on genre and move analysis.