The Use of Person Deixis as Shifts in Authority in Academic Writing: The Case of Students’ Acknowledgements in the Department of English Language and Literature, University of Maroua (Published)
This paper examines person deixis as shifts of authority in academic writing with focus on students’ acknowledgements in the Department of English Language and Literature, University of Maroua. It also looks at the role it plays in academic writing. This work stems from the fact that indexical expression of person plays an important role in the dissemination of information. It extends and gives further explanation where nonverbal communication is limited; thus becomes more effective. This work is of great value in language use in the sense that it shows how students use person deixis as shifts in authority in academic writing in their acknowledgements to show that they are the authors of these projects. This research uses a qualitative research design. This is because the researcher culled some messages from the acknowledgements of students of the Department of English Language and Literature from 2021-2023 academic year. Insight was drawn from Levinson’s (1983) theory of deixis. The findings indicated that one type of indexical expression; person was used for these reasons. First, to demonstrate that they are the authors of their dissertations. Second, to show gratitude to those who helped them in any way to complete their school projects.
Keywords: Academic Writing, Students, acknowledgements, department of English language and Literature, person deixis, shifts in authority
The Impact of Fear overcoming on enhancing oral Communication for Sudanese EFL Students (Published)
This paper aimed to investigate the impact of fear overcoming on enhancing oral communication for Sudanese EFL students. A teachers’ questionnaire was used to collect the students’ stand points about of our questions that subdivided into statements to be responded by the students. The data was analysed by adopting (SPSS) program. The results reveal the following: Sudanese EFL students feel nervous and shy when they try to speak English. Sudanese EFL students afraid of facing the experience of speaking English. Sudanese EFL students feel that they will never master spoken English. The researchers recommend that a new method of teaching should be adopted to help students to overcome fear, students should be motivated to learn English language, and they helped to build self confidence that English language can be studied and mastered.
Keywords: EFL, Fear, Impact, Students, oral communication, sudanese
Teachers’ Perception of Graded Readers in Motivating EFL Students on Extensive Reading (Published)
The purpose of this research was to explore the overall perceptions of EFL teachers at the PYP towards the use of graded readers in motivating Saudi EFL learners to go extensive reading. This area as the researcher thinks has not been given due investigation therefore, The literature reveals that literary texts including songs, poetry, short stories and plays could positively impact learners knowledge of English. However, this paper attempted to highlight using graded readers that are judiciously chosen and within learners experience in motivating them to read extensively or intensively. A total of twenty six male and female teachers at the PYP Najran University, Saudi Arabia participated in the study. They were given the chosen copies of graded readers to examine and form ideas about them. Also these teachers were strongly encouraged to do online reading to acquaint themselves with such readers.Data were collected by means of questionnaire to give answer to the two major questions: to what extent could SRs or GRs (the ones familiar to learners) motivate learners to go extensive reading? And are the teachers at PYP aware of GRs?The findings from the study showed that even the few who were not familiar with graded readers have become proponents of the approach once they had seen and read the copies. They also expressed a fondness for graded readers as source of motivation for young adults because of the simplified language and appealing themes that characterize such reading materials, hence the participants expressed willingness to urge upon their students to continue reading them. Teachers also recognized the linguistic benefits of extensive reading including vocabulary expansion, positive reading attitude, and a sense of accomplishment from reading extensively. The paper will also argue that many of the claims and criticisms raised against using literature are not supported by empirical research. I will assert, therefore, that grader readers within students experience are indispensable in our teaching scenario.
Keywords: EFL, Extensive Reading, Students, Teachers’ Perception, graded readers
Post-Test Learning Result After Using Teaching Learning on Negotiation Text Based on Problem For X Grade Students At Senior High School 19 Medan (Published)
Teaching material of negatiation text writing developed contains theory and the steps in writing negatiation text adapted with the student’s environment, the examples of negotiative text, visual picture about negotiative text closing to students’life, so it more interest and can motivate the students to write. In this research, researcher designs the teaching material namely module that is valid used by teacher and students in learning process based on student’s characteristic and potensial in the school. teaching material based the form is differentiated into four types, namely printed teaching material, listening teaching material, audio visual teaching material and interactive teaching material. The use of teaching material of negotiation text based on problem is more effective to improve student’s learning. It shows that the result of student’s learning taught uses the module developed higher than the student’s result that is not taught by using module or only text book at Senior High School 19 Medan, Indonesia.
Keywords: Negotiation Text, Post-Test Learning, Students, Teaching