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All Journal PREMISE: Journal of English Education and Applied Linguistics
Eragamreddy, Nagamurali
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Education Languange, Linguistic, Communication & Media Social Sciences

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MOTIVATION AND AFFECTIVE FACTORS TO LEARN ENGLISH AS SECOND LANGUAGE Eragamreddy, Nagamurali
Premise: Journal of English Education and Applied Linguistics Vol 13, No 2 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v13i2.9629

Abstract

This study explores the complex interplay between motivation and affective factors, emphasizing these components' critical role in the effectiveness of English as a second language (ESL) learning. Comprehending these processes enables educators to establish conducive situations that foster language acquisition. The study investigates the reasons behind ESL learners, ranging from authentic curiosity about the language and culture to pragmatic professional objectives. It examines how motivation interacts with attitudes, emotions, and anxiety levels during learning. To examine research on affective factors and motivation in ESL learning, using a qualitative research approach, the researcher reviewed the literature and examined academic books and articles about the motivations, challenges, emotional experiences, and cultural backgrounds of ESL learners, making sure to include relevant details and cite all relevant sources by American Psychological Association (APA) guidelines. The results highlight the relationship between affective factors and motivation. Anxiety may impede language acquisition, whereas positive attitudes and internal motivation drive the process. The study emphasizes how crucial it is to have a welcoming classroom that considers cultural diversity and promotes a feeling of community. Policymakers and educators can benefit greatly from the insights this research induces. Educators may customize lessons to suit student requirements and learning styles by recognizing the interaction between affective factors and motivation. This will eventually result in a more positive and practical ESL learning experience for all students.
PRESUPPOSITIONS: THE HIDDEN FORCE SHAPING EVERYDAY CONVERSATIONS Eragamreddy, Nagamurali
Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v13i3.10121

Abstract

The present investigation explores the key questions: presuppositions exist in conversation, interact with speech patterns, and function with other language elements in real-world communication beyond the speaker's intended meaning. According to linguistic theory, presuppositions significantly strengthen communication through implicit meanings that work collaboratively with linguistic structures to promote understanding, establish relationships, and elicit associated cultural convictions (Allan, 2014). Data was collected using a mixed-method methodology from various sources, including conversations, interviews, speeches given in public, articles, and literary excerpts. Discourse and pragmatic analysis were deployed to explore how presuppositions interact with speech patterns, conversational dynamics, and contextual comprehension. The results show that presuppositions often influence communication by embedding hidden meanings into questions, metaphors, and negations. Although these presuppositions improve discourse meaning-making, unspoken presuppositions might lead to misunderstandings. It was discovered that presuppositions played a significant role in establishing connections between individuals, establishing emotional bonds, and gently directing interpretations in cross-cultural settings. According to the study's findings, presuppositions are essential to everyday discourse and have significant implications for pragmatic competence, intercultural communication, and language enhancement.
PRAGMATIC FUNCTIONS OF PRESUPPOSITIONS: HOW PRESUPPOSITIONS SHAPE MEANING IN SPOKEN AND WRITTEN LANGUAGE Eragamreddy, Nagamurali
Premise: Journal of English Education and Applied Linguistics Vol 14, No 3 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v14i3.12533

Abstract

This research examines how presupposition triggers a function in storytelling and debate genres to create meaning, finding that distributions of triggers and contexts of discourse determine interpretive dynamics together. The study confirms that definite descriptions make background assumptions in Arthur Conan Doyle's A Scandal in Bohemia and a free-speech debate transcript, and genre-conventional patterns result—narrative uses low-frequency-high-impact clefts and factices to regulate reader involvement, and debate uses plentiful contrastive ("but") and modal ("may") initiators to regulate contestable premises. With a convergent-parallel mixed-methods design, the study gathered and cleaned the entire text of the short story and verbatim debate transcript. Discourse analysis was used to identify and thematically code presupposition triggers, and automated scripts to count their frequency. Key results indicate that definite appear in 100% of narrative turns and 85% of argument turns, whereas "but" and "may" appear in 23% and 15% of argument turns but fewer than 1% in the narrative. The findings directly speak to the congruity between qualitative patterns (world-construction vs. argumentative setup) and quantitative trends. The research concludes that presuppositions are genre-sensitive tools: semantic triggers ground narratives, while pragmatic triggers propel debate dynamics. Consequences reach as far as dynamic semantics theory, high-level discourse pedagogy, and improved NLP models for presupposition detection.
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