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Research Article
A Linguistic Study of Women’s Hairstyle Names
Agnes Pius,
Eustard Rutalemwa Tibategeza*,
Nestory Nyamwala Ligembe
Issue:
Volume 12, Issue 2, April 2024
Pages:
71-85
Received:
31 January 2024
Accepted:
20 February 2024
Published:
7 March 2024
Abstract: The main focus of the study was to investigate on women’s hairstyle names in Kinondoni Municipal Council, which is found in Dar es Salaam region, Tanzania. This paper focuses on two specific objectives, namely to identify women’s hairstyle names and to find out the structural patterns of women’s hairstyle names. The study is a qualitative study guided by onomastic theory of naming and morpheme-based theory. The study employed descriptive research designs. Semi-structured interview and observation methods were used to collect data, where 16 respondents who were obtained through snowball and convenience sampling techniques. The findings reveal that, women’s hairstyles have meanings which are either denotative or connotative or both. They are derived from different sources such as insects, number, appearance, parts of human body, animal body parts, flora, insecticides, land forms, social events and names of famous people. Therefore, women’s hairstyle names in Kinondoni are deliberately created, not accidentally constructed. Moreover, women’s hairstyle names in Kinondoni Municipality possess morphological and syntactic patterns. Under morphological structure, women’s hairstyle names are in free morphemes, affixation, compounding and reduplication. Syntactically, women’s hairstyle names have noun phrases and sentential structures. In relation to the data from the field, the paper concludes that there is no rigidity on women’s hairstyle names compared to other kinds of names such as personal names. This is because women’s hairstyle names are replaced or used interchangeably with other hairstyle names which mean the same.
Abstract: The main focus of the study was to investigate on women’s hairstyle names in Kinondoni Municipal Council, which is found in Dar es Salaam region, Tanzania. This paper focuses on two specific objectives, namely to identify women’s hairstyle names and to find out the structural patterns of women’s hairstyle names. The study is a qualitative study gui...
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Research Article
A Study of Interactive Alignment in EFL Reading-to-Writing Continuation Tasks
Issue:
Volume 12, Issue 2, April 2024
Pages:
86-95
Received:
26 January 2024
Accepted:
8 March 2024
Published:
2 April 2024
DOI:
10.11648/j.ijll.20241202.12
Downloads:
Views:
Abstract: The reading-to-writing continuation task has been used in the Chinese national matriculation English test due to its apparent interactive alignment effect. But empirical studies of the alignment effect and how it happens are limited. Herein, this paper reports on a study following Wang’s (2015) research to investigate whether this interactive alignment effect actually occurs in EFL learning and how it functions in continuation tasks with the think-aloud method to collect qualitative data from two participants. The participants’ continuation works were analyzed and interviews were carried out to obtain information about their thinking process. The results show that there are strong connections between what students read and their continuation writing. The results confirm that there is an alignment effect at both the content and language levels in continuation tasks. Readers consciously tend to align the content of their writing with that of the original text across five dimensions: entity (person and object), time, space, causation/causality, and motivation/intentionality. Meanwhile, language alignment is highly related to the act of rereading, which enables the would-be writer to look for the certain vocabulary, learn the grammatical structures, and check for the unknown words. The continuation task facilitates various interactions among the text, the reader, and their resulting writing work. Furthermore, learners use strategies like rereading and “mining” that enable them to engage in creative expression in the writing tasks. This study theoretically highlights the importance of alignment effect in language learning and has practical implications for using CT in reading-to-writing task design and writing pedagogy in EFL classrooms. Teachers can design and use continuation tasks to promote students’ reading ability and overall language development.
Abstract: The reading-to-writing continuation task has been used in the Chinese national matriculation English test due to its apparent interactive alignment effect. But empirical studies of the alignment effect and how it happens are limited. Herein, this paper reports on a study following Wang’s (2015) research to investigate whether this interactive align...
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Research Article
Understanding Instructors’ Views of Consequence Effect of International English Language Testing System (IELTS) Writing Task on Teaching
Manair Abdullah Alanezi,
Ahmad Ali Alenezi*
Issue:
Volume 12, Issue 2, April 2024
Pages:
96-103
Received:
4 March 2024
Accepted:
18 March 2024
Published:
2 April 2024
DOI:
10.11648/j.ijll.20241202.13
Downloads:
Views:
Abstract: The surge in international education has propelled a corresponding rise in the demand for English proficiency, particularly evidenced by Kuwait students’ enrolment in foreign institutions. Central to this trend is the International English Language Testing System (IELTS), a universal examination that assesses various language skills, including writing tasks, in Kuwait. This research’s purpose is to delve into the impact of IELTS writing tasks on instructional methods employed in Kuwaiti language centers, aiming to elucidate how educators adjust their teaching strategies in response to the test's requirements. Employing a quantitative research design methodology, the study authors gathered data through structured questionnaires administered to 15 IELTS instructors across language centers in Kuwait. The findings of the study unveil nuanced perspectives among instructors concerning the influence of IELTS on teaching practices. While a majority of respondents acknowledge the test's significance in evaluating academic writing proficiency, opinions diverge regarding its effects on teaching materials and methodologies. Additionally, there exists a disparity in perceptions regarding the extent of IELTS's impact on fostering creativity in teaching writing and the necessity of adapting teaching methods to align with the test's requirements. These findings underscore the intricate relationship between language testing and teaching practices, emphasizing the imperative for tailored approaches to IELTS preparation within Kuwaiti language centers. Furthermore, the research highlights the need for a comprehensive understanding of how the IELTS examination shapes instructional strategies within educational institutions. The paper concludes that learning centers tailor their approaches according to the demands of IELTS writing tasks and assessment criteria, while instructors align their methods with institutional policies. The primary objective for instructors is to guide students toward successful test outcomes, prompting continuous refinement of teaching techniques to achieve this goal. Teachers prioritize areas where students can excel and demonstrate proficiency, thereby ensuring effective preparation for the IELTS examination. The study contributes valuable insights into the dynamic relationship between language testing and teaching practices, particularly in the context of IELTS preparation. By shedding light on the diverse perspectives and complexities involved in adapting teaching methods to meet assessment requirements, the research underscores the importance of tailored and flexible approaches to language education. The research underscores the significance of educators' adaptability in responding to the evolving demands of language testing, emphasizing the need for continuous refinement and customization of teaching strategies. Overall, these insights inform efforts to optimize language education and ensure effective IELTS preparation within Kuwaiti language centers.
Abstract: The surge in international education has propelled a corresponding rise in the demand for English proficiency, particularly evidenced by Kuwait students’ enrolment in foreign institutions. Central to this trend is the International English Language Testing System (IELTS), a universal examination that assesses various language skills, including writ...
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