International Journal of English Language and Literature Studies

Journal Information
ISSN / EISSN : 2306-9910 / 2306-0646
Published by: Pak Publishing Group (10.18488)
Total articles ≅ 133
Current Coverage
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Afnan Almegren
International Journal of English Language and Literature Studies, Volume 10, pp 260-274; https://doi.org/10.18488/journal.23.2021.104.260.274

Abstract:
This study compared and explored the differences and similarities in the production of conventional expressions between native English speakers and non-native English speakers represented by the Saudi EFL learners. It also examined the pragma-linguistic differences in the production of conventional expressions. Forty-seven native English speakers and forty-seven non-native English speakers participated in this study. The questionnaire consisted of nineteen scenarios representing different speech acts. Students were requested to reply to these scenarios as if they were real-life situations. The findings established that almost half of the comparisons between Saudi EFL learners and native English speakers presented similarities in the production of conventional expressions. However, there were some pragma-linguistic differences between the native English speakers and some of the Saudi EFL learners, such as misunderstandings due to the misuse of expected expressions, verbosity, the use of expressions that formal speakers considered rude, and transferred from their first language. These findings provide an empirical vision to the status of Saudi EFL learners conventional expressions. Future research could investigate conventional EFL expressions locally and globally.
Mohammed Shamsul Hoque, J Karthikeyan, Monjurul Islam,
International Journal of English Language and Literature Studies, Volume 10, pp 275-291; https://doi.org/10.18488/journal.23.2021.104.275.291

Abstract:
The success of the Communicative Language Teaching (CLT) approach at primary schools of Bangladesh has recently been questioned seriously. No measures have yet been taken to remedy the apprehended failure of CLT programs in the country. This inquiry focuses on the perils of pupils in the forms of shaming, failure, and fear for the tyranny of the current CLT curriculum. A mixed research method was used to conduct a comprehensive analysis of the learners’ situation through a questionnaire survey with participation of 211 CLT practitioners, an FGD with 12 participants and semi-structured interviews with 15 English learners. Along with lack of teacher empowerment mechanisms, other challenges for young learners (YLs) included problem of enduring class rules, their inability to cope with difficult texts, fear of failure in lessons, tests, and physical and psychological sufferings inflicted on them during, before and after the delivery of the lessons. The findings reveal the need of a modified CLT curriculum with provisions for innovative pedagogy, learner care and learner empowerment. Provisions for use of L1 Bangla in lesson delivery, inclusion of learner culture and local context in the teaching-learning of English are recommended to ensure expected outcomes.
International Journal of English Language and Literature Studies, Volume 10, pp 236-246; https://doi.org/10.18488/journal.23.2021.103.236.246

Abstract:
Learners of English as a foreign language (EFL) in contexts with limited multinational and transcultural backgrounds, such as Saudi Arabia, should be able to communicate with people from different cultural and linguistic backgrounds. Students’ awareness should be enriched with an understanding of the diversity among people around the world. EFL textbooks are one of the platforms for raising students’ awareness of cultural and linguistic differences. This study aimed to explore the cultural content of an EFL textbook taught at an international primary school in Saudi Arabia via the adoption of critical discourse analysis as a methodological approach. It focused on the multicultural values represented in the EFL textbook geared toward teaching senior primary school students. The study identified a number of values, including fostering positive perspectives concerning old tribes and people, appreciating the lives of other people, respecting the hard efforts made by some nations and understanding different cultural values in different parts of the world. There is found a lack of consideration of the cultural values of some countries in Africa, the Middle East and the Far East. Therefore, this study implicates stakeholders in Saudi Arabia to demand their cultural values be depicted in teaching and educational material.
Zhou Tianli, Nor Shahila Mansor, Lay Hoon Ang, Sharon Sharmini
International Journal of English Language and Literature Studies, Volume 10, pp 247-259; https://doi.org/10.18488/journal.23.2021.103.247.259

Abstract:
The communicative language teaching (CLT) approach has been extensively used in English teaching in recent decades. Many scholars have investigated CLT and English teaching from various perspectives, but few have examined teachers’ attitudes towards the CLT approach and its usage in English grammar teaching. This study aimed to investigate the rationale, the teaching effects and suggestions of English teachers in using CLT in English grammar teaching in China colleges. A qualitative research method was adopted and data was collected through an open-response questionnaire from 13 English teachers of 6 universities in China. The analysis of the data collected revealed that most of the China English teachers used CLT. Their rationale for using it are summarized in this study. The results show that CLT positively affects China college students’ English grammar learning despite some limitations, especially in cultivating their communicative competence, motivating their study interests, and modifying the classroom atmosphere, which also helps build students’ confidence. Moreover, most of the participants recommended using CLT to conduct English grammar teaching, and eight suggestions were presented to help English teachers conduct the CLT approach to grammar teaching. This study could prove a good reference for teachers who would like to teach English grammar under the CLT approach and enhance their understanding of CLT.
Danebeth Tristeza Glomo-Narzoles, Donna Tristeza Glomo-Palermo
International Journal of English Language and Literature Studies, Volume 10, pp 122-131; https://doi.org/10.18488/journal.23.2021.102.122.131

Nurul Aimi Azmi, Tan Kim Hua, Imran Ho Abdullah, Hazita Azman
International Journal of English Language and Literature Studies, Volume 10, pp 83-93; https://doi.org/10.18488/journal.23.2021.102.83.93

Danebeth Tristeza Glomo-Narzoles, Donna Tristeza Glomo-Palermo
International Journal of English Language and Literature Studies, Volume 10, pp 202-212; https://doi.org/10.18488/journal.23.2021.103.202.212

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