International Journal of English Language Studies

Journal Information
EISSN : 2707-7578
Total articles ≅ 53

Latest articles in this journal

, Olayinka Modinat Edun
International Journal of English Language Studies, Volume 3, pp 01-11; doi:10.32996/ijels.2021.3.6.1

This research aimed to examine the obligatory and optional linguistic elements, the generic structure, and the pragmatic imports of the linguistic elements identified in Reverend EMF Oshoffa's sermons. Reverend Emmanuel Mobiyina Friday Oshoffa is selected out of many white garment Churches because of the large audience that listens to him as the Supreme Head of Celestial Church of Christ worldwide. In this study, we purposely studied thirty-two (32) excerpts selected from Reverend EMF Oshoffa's sermons through participants and non-participant observations. The findings revealed the GSP catalogue for Reverend EMF Oshoffa as [P]^ [S]^ (DoP)^ [Se]^ {(CfC)^ (WtF)}^ [F].The elements generated in the catalogue include: prayer P, Song S, Greeting G, Declaration of Purpose DoP, Sermon Se, Call for Confession CfC, Welcome to the Fold WtF, and Finis F. While DoP, CfC and WtF are optional, the remaining ones (P, S, G,Se and F) are obligatory. The findings revealed that most registers used in patterning CCC sermons feature 'angelic registers' whose meanings cannot be traced to any world languages, but their meanings can be inferred from the context of use. Notable registers of the sermon featured El-beraca-bered-Eli, Elmorijah, Elohimjah, and Eli-Bamah-Yabah. The paper concluded that the elements of GSP catalogued here are typical of CCC sermonic discourse. Therefore, it is suggested that future research could apply this model to other sermonic discourse of other denominations, most especially White Garment Church such as Cherubim and Seraphim, to further test its validity.
, Ugomma A. Agwuocha, Chioma N. Ibe
International Journal of English Language Studies, Volume 3, pp 22-29; doi:10.32996/ijels.2021.3.6.3

Research findings have consistently pointed to the fact that there is a correlation between extensive reading and proficiency in the target language, especially in a second language situation. Since reading is a process of habit formation, some linguistic scholars have argued that the primary school level is the most suitable for laying a strong foundation for the formation of extensive reading habits. Against this background, this study assessed the availability of extensive reading resources in public primary schools in Owerrri Municipal, Imo State, Nigeria. The objective was to assess the availability of extensive reading resources in the public primary schools to determine whether the school environment is conducive enough to enhance extensive reading culture. The Behaviourist Theory of language learning guided the research and the research design was a survey method. Out of a total of twenty-seven primary schools in the Municipal, fifteen were randomly selected and investigated. With the instrument of a questionnaire, data were collected from heads of the schools. The data were analysed, using frequency count and simple percentages. From the analyses, it was revealed that virtually all the schools investigated lacked adequate extensive reading resources. Consequently, it is concluded that the non-availability of the extensive reading resources in the schools investigated may be partly responsible for the seeming poor extensive reading culture which is noticed among some contemporary students. It is, therefore, recommended that efforts should be made by the Imo State Government and, by extension, other state governments to ensure that primary schools in their states are equipped with the necessary extensive reading resources in order to encourage the pupils to cultivate an extensive reading culture in the target language.
Jahangir Alam, Tahmina Aktar
International Journal of English Language Studies, Volume 3, pp 12-21; doi:10.32996/ijels.2021.3.6.2

Good curriculum plays a crucial role in forging life-long learning competencies, social attitudes and skills for the learners. Besides it is self-evident that, curriculum plays an important role in shaping a nation’s future. For obvious reasons, it has been the focal point of stakeholders’ interests for decades. Formulating an effective curriculum has been a decade-long pursuit for many nations’ education-history. For similar reasons countries like Bangladesh and Saudi Arabia stand at a historic threshold of decision making regarding their countries curriculum. Both the countries share some common challenges with respect to their curriculum development and implementation from the various sectors of society. All these education-challenges and..... all the experiences that occur within the school or other learning context- what is intended and what actually becomes a reality in the sphere of curriculum and teaching (Pinar, 2000) are the subjects of this paper.
, Madelyn C. Quirino
International Journal of English Language Studies, Volume 3, pp 30-40; doi:10.32996/ijels.2021.3.6.4

Reading proficiency and academic performance are both of paramount importance to a learner’s holistic academic success. These aspects of a student’s journey must not be taken for granted regardless of their locale, cultural context, and academic setting. Consequently, this intellectual endeavor examined the correlation of said factors. It first probed into the students’ profile and determined their reading proficiency level (RPL) and academic performance (AP) in English based on the Phil-IRI result and mean percentage scores. Using descriptive-correlational analysis, the study investigated the significant differences in the RPL of the students when grouped according to their profile variates and the significant relationship between their AP and RPL. Findings revealed that the latter differed in terms of sex, parents’ highest educational attainment, parents’ occupation, and a number of days of attendance in school, but similar along with age, nutritional status, and attitude toward reading. Students showed a favorable AP in reading as depicted in the positive coefficient result, suggesting a direct proportional linear relationship indicating that students with higher RPL manifested higher AP than those whose reading performance was on the average only. Hence, the study inferred that students need an intervention program for their reading skills and in becoming independent readers. Also, as female students were proven to manifest higher RPL, it was recommended that teachers provide enhancement activities for male students to be at par with their female counterparts. Thus, this empirical information would be beneficial to both schools and educators in strengthening every learner's reading proficiency and academic performance.
Annet Aromo Khachula, Lucy Mandillah,
International Journal of English Language Studies, Volume 3, pp 26-30; doi:10.32996/ijels.2021.3.5.4

Languages have different concepts for conveying meanings; hence there is a problem in finding equivalents between the source language (SL) and the target language (TL) in the process of interpreting. The transfer of meaning is identified as one of the basic problems in interpreting due to the absence of equivalence between two languages. This paper identifies levels of equivalence in the interpretation of selected sermons from English into Luhya varieties. Data was collected through key-informant interviews of interpreters, Focus Group Discussions by the congregants, and the researcher’s non-participant observation during church services. An audio recorder was used to collect the corpus for analysis which was later transcribed and translated for analysis. Relevance Theory by Sperber and Wilson (1986) provided the background for the discussion of the data. The findings revealed the following levels of equivalence in the interpretation of English sermons into Luhya varieties; one to many, one to part-of-one and nil equivalence. Further, it was also revealed that interpreters need to identify these three levels of equivalence in interpreting English sermons into Luhya varieties to determine the appropriate measures to counteract the situation.
International Journal of English Language Studies, Volume 3, pp 16-25; doi:10.32996/ijels.2021.3.5.3

Second language learners have shown to be often passive in language classrooms and lessons. In this current era of globalization, there is a need for English instructors to improve their inactive learners' confidence so as they can be capable of participating actively in oral classroom activities. Based on this issue, the study aimed to investigate the strategies that can be put in place to improve the learner's confidence in speaking. The sample of the study involved seven (7) male students and 39 females of the Bachelor of Elementary Education (BEEd) in Samar State University. For the sake of improving learners' confidence, thirty minutes in each learning session was set aside to interview activities which lasted for a period of eight (8) consecutive weeks. The views and perceptions of the learners' confidence development were obtained by use of quantitative analysis in line the with confidence questionnaire. The findings of the study revealed that incorporation of additional speaking activities in classrooms resulted to an increase in learners’s confidence. Encouraging learners to collaborate with their colleagues also improved their confidence.
Peijie Yan, Yajun Zeng
International Journal of English Language Studies, Volume 3, pp 01-04; doi:10.32996/ijels.2021.3.5.1

Chu Culture includes material civilization and spiritual civilization created by Chu people in their working life, and it is an important part of Chinese civilization. Besides Lisao and Tianwen, Tao Te Ching by Lao Tzu is also deeply influenced by Chu culture. Under the guidance of eco-translation theory, this paper takes Chapter two of Tao Te Ching as an example, selects Lin Yutang’s and James Legge’s translations as the research objects, and analyzes them from the perspectives of language, culture and communication, respectively. The purpose is to explore whether the eco-translation theory can apply to the previous English translations of Tao Te Ching, and to further understand the implicit relationship between Chu culture and Tao Te Ching.
Marcel Jaff Fornkwa
International Journal of English Language Studies, Volume 3, pp 05-15; doi:10.32996/ijels.2021.3.5.2

This paper examines Cameroonian book blurbs, with a focus on identifying and analysing the various sentence patterns used by Cameroonian blurb writers in producing their blurbs. Data for the study are collected from 80 blurbs of books written and published in Cameroon, and in English. The books are randomly selected from four main fields: language, social sciences, hard sciences and fiction. The data are analysed based on the multidimensional perspective of the genre theory; with an inclination on the grammatical features of genres. The analyses focus not only on presenting the frequencies of the various sentence patterns identified in Cameroonian blurbs, but also on determining the functions of the patterns used in these blurbs. The findings reveal that Cameroonian writers make use of simple sentences, complex sentences and elliptical syntactic patterns in the various moves of their blurbs to realize different communicative intentions of the moves. These communicative intentions combine to realize the academic and promotional communicative purposes of the genre.
Sayeed Naqibullah Orfan, Abdul Qawi Noori, Aminuddin Hashemi, Sayeed Asif Akramy
International Journal of English Language Studies, Volume 3, pp 31-38; doi:10.32996/ijels.2021.3.5.5

The study investigated the Afghan EFL instructors’ use of English teaching methods. It also studied whether the instructors’ gender had any significant impact on their responses. A survey questionnaire with 35 closed-ended items was utilized to collect the data from 50 EFL instructors who were teaching English in various English language centers in Takhar. Descriptive and inferential statistics were used to analyze the data. The results of the study revealed that the Afghan EFL instructors frequently used the Grammar Translation Method and communicative language method in their English classes. Moreover, the EFL instructors sometimes used the Audiolingual Method, the Direct Method, the Total Physical Response and the Silent Way. The Silent Way was the least frequently used method in Afghan EFL classrooms. The results also showed that there were not any statistically significant differences between female and male instructors’ response. The study suggests an eclectic use of methods in English classes in order to make English learning more meaningful to students.
Hafissatou Kane
International Journal of English Language Studies, Volume 3, pp 100-106; doi:10.32996/ijels.2021.3.4.9

This paper offers an overview of the different constructions used to express negation in English. Based on previous research in the literature, several negation types have been identified. It has been shown that certain negative affixes such as dis-, un-, anti-, -less, etc. can be attached to the base word and negate it without affecting the remainder of the sentence. The second form of negation is the standard negation, where English adds the particle not (or its contracted form n’t) to the primary verb or to the auxiliary. Negative imperatives are made of do not / don’t + infinitive, while only not is used before infinitives and –ing forms to express negation. It has also been noted that there are several instances in English where negative quantifiers and indefinite pronouns can mark a clause negative. And, one of the major findings at this level is that the replacement of the not-negation (not…anybody, not….anyone) by no-negation constructions (nobody, no one) is often possible. However, the use of no-negation form at the beginning of the clause is more grammatically accepted due to the principle of negative attraction. The study finally shows that subject-auxiliary inversion in negative sentences can be considered optional sometimes.
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