English

Grammatical consequences of the Digital on the Learning of English at Senegalese High School: The Case of WhatsApp (Published)

The present work refers to the analysis of grammatical consequences of digital technology on the learning of English language in the Senegalese high schools. In other words, this article deals with the grammatical consequences of WhatsApp in the learning of English in a context dominated by the implementation, by the State of Senegal, of the “Digital Senegal” strategy and the concretization of certain programs in the building of an “inclusive digital society”, in order to promote a learning society. WhatsApp is a cross-platform instant messaging application that allows users to exchange text, image, video, and audio messages for free through phones. Thus, the work aims to analyze the grammatical consequences of this cross-platform application in the study of English as a foreign language. However, to collect data in order to have a corpus to treat and analyze, we have done some research, organized interviews with teachers and pupils at high school. We have also exchanged messages through WhatsApp with other pupils. This approach has helped us to point out that this method of communication has affected the learning of English at high school.

Keywords: Consequences, Digital, English, Language, Learning

Implementability of English Across the Curriculum Strategy in Nigeria: Issues And Prospects (Published)

English Language in Nigeria occupies an important position. Educationally, it is a subject and the medium of instruction at all levels, an official and National Language. As a multi-Lingual nation with over 270 Languages it is also a second language, a lingua-franca and language of almost all human endervours. Yet, fluency in the language has continued to be illusive to majority of even educated Nigerians. This is despite all efforts and use of all known. English methods to promote the language. This paper tries to examine the posibility of implementiing yet another strategy, the English Across the Curriculum (EAC), in the Education System. With a view to attaining reasonable fluency. Attempt is made at giving historical background of the strategy, what it is, and its aims. Its spread across the world is also examined and why many countries implemented it in their education system and the challenges faced, the role of each stake-holder in implementing the EAC has also been pointed out. An indepth discussion is also put in place on the possibility of adopting the system in the target country. Proceeding this, are realisable recommedations for implementing the system. The paper concludes that a country like Nigeria, adopting English as a second Language, a strategy like EAC could be an alternative for attaining fluency and a motivation to students and content area teachers to be positionally disposed to English as a learning tool.

Keywords: English, Nigeria, curriculum strategy, implementability, issues and prospects

Binomials in English and Kenyang (Published)

In linguistics, a binomial pair or binomial is a word pair or sequence of two words or phrases belonging to the same grammatical category, having some semantic relations and joined by some syntactic device. Different languages and cultures have deferent ways of presenting binomials and this can be a problem to those studying English as a second language. There are two main ways in which this linguistic device is formed: Linguistically and non-linguistically.  Both Kenyang and English have binomials and the speakers of Kenyang learning or teaching English as a second language encounter some difficulties using and understanding them. We therefore thought it necessary to describe this linguistic phenomenon by looking at the factors involved in their ordering. These factors differ and range from the syntactic to semantic and to phonological principles. Data for this work was collected from published articles and books and cross checked by specialist of the language. The construction grammar theory was used as the bases for our analysis. The findings revealed that the Kenyang language makes use of binomials and that semantics, syntax, pragmatics, phonology and even paralinguistic factors are involve in the placement of these pairs. The findings equally revealed that, gender bias is one of the criteria use in determining which name comes first in a binomial pair .We concluded our findings on part two of this work that male names are use first and are more stable before female names.

Keywords: Culture, English, Kenyang, binomials, word pair

How to Teach English Lessons during Prevention and Control of COVID19: A Case Study of a Higher Vocational College in China (Published)

During prevention and control of COVID-19 in China, different modes of online education are conducted in all kinds of schools, from primary to universities. This paper illustrates how College English course is taught in Shandong College of Electric Technology in China. With reference of MOOC and SPOC theories, lessons are carefully redesigned and provided on Chaoxing Platform, one of the 37 leading online education platforms in China. Taking advantage of MOOC, SPOC and micro-course online videos, all lessons are deliberately redesigned and provided either on live or in recordings. Survey shows over 80% students are gratified with the online course and effectiveness of the online course is equal to classroom teaching.

Keywords: COVID-19, Case Study, Effective, English, SPOC

Hindering Impact of Nigerian English and Pidgin on the Learning and Standard English in Nigerian Universities (Published)

English is the language of instruction, study, and testing in all institutions of higher learning in Nigeria. Despite the fact that Nigerian English and Pidgin are means of communication in Nigeria, they pose many problems in learning English in the universities. They are sources of errors and non-standard expressions in English. The two varieties are non-standard and constitute impediment to the learning of accepted official usage. They are widely spoken and understood by many Nigerians. Quite often, a great number of students prefer to express themselves in Pidgin English and Nigerian English rather than go through the mental rigours of speaking simple correct English. Students sometimes use them interchangeably in speech and writing in the course of their studies and assignments. The use of these nonstandard varieties discourages the learning of the accepted standard usage and orthography. This paper discusses the learning problems created by Nigerian English and Pidgin English in our university and recommends strategies for discouraging the negative effects these nonstandard varieties have on sound learning of English as a second language in Nigeria.

Keywords: English, Nigerian English, Nigerian Universities, learning standard, pidgin

L2 Performance in English and GPA: A Correlation Study (Published)

The purpose of this correlational study was to investigate the relationship between various possible components of L2 skill GPA.  In theoretical terms, the objective of the study was on examining the explanatory power of the g factor of general intelligence versus multiple intelligences theory through a correlation of five aspects of L2 competence with GPA among a sample of 94 Kuwaiti students of English as an L2. The study was guided by five research questions: (1) Is there a statistically significant effect of intelligence on GPA? (2) Is there a statistically significant effect of aptitude on GPA? (3) Is there a statistically significant effect of personality on GPA? (4) Is there a statistically significant effect of motivation and attitude on GPA? (5) Is there a statistically significant effect of beliefs on GPA? Utilizing an odds ratio approach in which the comparison groups were (a) students who failed and students who did not fail, (b) students who excelled and students who did not excel, and (c) students who achieved at least average performance and students who did not achieve at least average performance, no statistically significant relationships were found between GPA and any of these predictors. The results were discussed in terms of their support for multiple intelligences theory, and some recommendations for future research were made

Keywords: Correlation, English, GPA, L2, Performance, Study

An Evaluation of EFL Students’ Attitudes toward English Language Learning In Terms of Several Variables (Published)

The present study sheds light on the attitudes of Al-Balqa Applied University students towards learning English as a foreign language. The study also investigated the effect of  the learners’ gender and field of study on the attitudes they hold. The random sample of 176 students consisted of 68 (38.6%) males and 108 (61.4%) females. 67 (38.1%) of the respondents were majoring in the scientific faculties, and 109 (61.9%) were enrolled in the different faculties of humanities. The descriptive and inferential statistics revealed that the sample students held positive attitudes towards learning English. Gender was found to be an effective variable since females proved to be more positive in their attitudes. No differences were assigned to the students’ academic field of study.

Keywords: English, Field of study, Foreign Language, Gender, attitude

Which Preposition? An EFL Dilemma (Published)

EFL students face tremendous difficulties when translating from Arabic to English. One aspect of grammatical constructions that EFL students find difficult to translate is the translation of prepositions. This study aims at investigating the difficulties EFL students face when translating prepositions from Arabic into English. 105 students enrolled in undergraduate Translation courses in the English department, College of Basic Education were given a list of statements and short paragraphs and asked to translate them from Arabic into English. In addition, the students were asked to provide academic information to be statistically evaluated as independent variables. After data was collected and analyzed, it was found that students have considerable difficulty translating prepositions, some more than others.

Keywords: Arabic, EFL, English, Grammar, Prepositions, translation

Impediments to Integrating Language Skills in Young Learners’ EFL Classes: Whys and a Way Out via Mini-Sagas (Published)

It is deeply believed that integrating language skills in English as a foreign language classes can contribute a great deal to the success of the teaching-learning process. But, such a pedagogical strategy at times poses a daunting challenge for a high percentage of non-native teachers, namely those teaching primary school sixth graders. In this setting, relying on a questionnaire that was administered to twenty primary school teachers teaching English to grade-six pupils, this paper aims at laying emphasis on exploring the reasons behind the difficulties those teachers encounter in integrating the four language skills in English as a foreign language classes. The results of the questionnaire have shown that there are a number of objective reasons that lie at the root of the issue, in particular the absence of training sessions, the nature of the syllabus, and the fact that English seems to be viewed and taught merely as a school subject of secondary importance. The paper, therefore, puts forward how those teachers can defy the impediments to using the integrated approach to teaching the language. Pedagogically speaking, it gives an insight into how teachers can get round the issue theoretically through mini-sagas and via a practical example lesson including explanatory notes. The study has revealed that sensitizing those teachers to the benefits of the integrative approach to teaching English, and using mini-sagas effectually as a starting point for the use of such an approach can help them get familiar with it through other diverse pedagogical procedures according to the learning activities intended to be performed and the learning objectives planned to be achieved, which can contribute to the success of the teaching-learning process.

Keywords: EFL Teachers, English, Foreign Language, Integrating Language Skills, Mini-Sagas, Sixth Graders

Improving Language Proficiency and General Knowledge: A Case for Free Voluntary Reading. (Published)

Free voluntary reading is just as its name states. It is free reading; free in the sense that students chooses what material they want to read, choose to read or not to read and to report in class on the reading they have done or not. It is purely reading with no strings attached. This is a strategy voiced by Stephen Krashen and quite a good number of language educators have decided it is worth a short. Research reports support the assertion that those who read more do better in a wide variety of tests. They become better users of language and have a wider horizon of life. They are also reported to have a greater general knowledge. It is in view of these that this paper recommends FVR as a probable solution to the lamentably poor standard of English in schools and the general poor academic outcomes.

Keywords: Academic Outcomes, English, Free Reading, Language, Literature, Student