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ASIAN TEFL

asiantefl
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Published by Pusat Pelatihan, Riset, dan Pembelajaran Bahasa Samarinda

ISSN : 25275038 EISSN : 25032569 DOI : -

Core Subject : Education,

Education Languange, Linguistic, Communication & Media

ASIAN TEFL; e-ISSN: 2503-2569, p-ISSN: 2527-5038; Journal of Language Teaching and Applied Linguistics, a peer-reviewed journal, is an interdisciplinary publication of original research on ELTand Linguistics. The journal aims to provide a forum for scholarly understanding and promote the process of knowledge, values, and skills. The journal encompasses research articles, original research report, reviews, and scientific commentaries in Language Learning and linguistics.

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Articles 5 Documents

Search results for , issue "ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 2(1), 2017" : 5 Documents clear

Morphological Description of Noun Formation Process: Case of Suffixation and Prefixation in Iguta Language Mohammed Ahmad Ado; Siti Jamila Bidin
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 2(1), 2017
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

This paper dwells on a concise morphological description of Noun formation process involved in Iguta language (a minority endangered language in the north central, Nigeria). To this end, the paper explores the suffixation and prefixation processes involved in the formation of nouns of Iguta language. Ado’s (2017) 455 Iguta wordlists was employed as secondary data and was qualitatively used as instrument for the analyses in this paper. Ado’s 455 Iguta wordlists is primarily based on the standard dialect (i.e., Andirgiza) spoken by its native speakers in five selected towns in Jos North local government of the Plateau state, Nigeria. Hand analysis strategy and a thematic analytical process were used in developing insights on the language data during the analysis. The findings revealed ‘-char, -di and –e’ morphs as suffixes to inflect while ‘t-, ti-, ha-, a-, an-, m-, i-, ma-, si-, ndu-, s-, tu-, tun-, tumu- morphs as prefixes to either inflect or derive nouns. It is also observed that most singular nouns in Iguta are inflected to produce the plural forms using ti- or tu- prefixes especially when the pattern of the singular words begin with a vowel morpheme or phoneme. In accordance with the findings, it is suggested that prefixes and suffixes are part of the affixation process used in noun formation of Iguta language. In conclusion, the study has contributed in descriptive linguistics in terms inflectional or derivational suffixation and prefixation process used to build nouns in Iguta language. This paper may assist professional teachers and linguists in understanding the suffixations and prefixations existing in Iguta language.

Dual-role Conflict among Female Primary School Teachers Lawal Abdul Faragai
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 2(1), 2017
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

This paper is a conceptual approach that stimulate able scholars that failed to ponder carefully on dual-role conflict among female primary school teachers. Of course, female primary school teachers are experiencing dual-role conflict. Also, presently female primary school teachers has dominated our primary schools teaching our children, on the same vain experiencing dual-role conflict which needed urgent attention from all stakeholders. The essence of this paper was due to the relevance of work and family matters. Scholars are really trying their best for enlightening all stakeholders on the issue of work-family role conflict in many discipline. In Education, related researches are always carrying on but the background level of education primary school is somehow been put aside with little concern. Considering this will help in making the work-life balance of female primary school teachers more sustainable. With this teaching and learning of our younger children would be efficient and effective. The researcher has proposed a conceptual framework in studying dual-role conflict among female primary school teachers. However, the qualitative interpretivist approach using case study or grounded theory would be applicable in conducting such type of research respectively.

Learner Beliefs and Language Proficiency in SA Context: A Case study of Chinese Students Taking Pre-sessional Language Course in the UK Li Xin; Zhang Jiayi
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 2(1), 2017
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

This study seeks to explore the interrelation between learners’ beliefs and language proficiency in study abroad (SA) context. The participants of this study consisted of 30 Chinese students who were taking the pre-sessional language course at the University of Sheffield in the UK. Combining data from the questionnaires, semi-structured interviews and test scores, the current study tries to answer three research questions: (1) Do learners’ beliefs change in the SA context? If so, in what ways? (2) Does learners’ language proficiency change in the SA context? If so, in what ways? (3) What is the relationship between learners’ English language proficiency and their beliefs about language learning?By investigating learners’ beliefs change in SA context and how such change impacts on their language learning behavior and outcomes, it is hoped that students can have a more fruitful study-abroad sojourn.

Understanding the out-of-class English Learning Choices of Students in Taiwan Charles Allen Brown
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 2(1), 2017
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

Research has established that successful foreign language students often seek out opportunities to supplement their language studies with out-of-class language practice. Little is known, however, about the forms of out-of-class English studies in which successful English learners in Taiwan engage with the reasons for these particular choices being especially unclear. To address this gap, this project considered the out-of-class English learning choices of 79 university English majors in Taiwan. Findings based upon ethnographic interviews with these individuals indicate that they believed out-of-class English practice to be important due to the limitations associated with their formal language study. Despite this impetus, their choices of settings and interlocutors for English practice were constrained by beliefs about language circulating in the society, in particular social censure associated with English use in public places and with other Taiwanese. As a result, they tended to practice English in online venues, within the confines of the home, with like-minded peers, and with those perceived as foreigners. These results extend our understanding of out-of-class English study by addressing it as a socially-situated phenomenon, foregrounding the sorts of constraints that even highly-motivated language learners may face in their efforts to build their language proficiency.

First Language Interference and Form Focused Instruction Shafaq Fayyaz; Suyansah Swanto; Wardatul Akmam Din
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 2(1), 2017
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

This paper addresses EFL/ESL teachers’ beliefs and practices regarding the use of the first language in a language classroom pertaining to the Form-Focused Instruction - a grammar instruction approach. In essence, this study looks into whether the judicious use of L1 in learning the foreign or second language is effective or not. A case study strategy was deemed appropriate for this study to explore and investigate the beliefs and practices of the non-native teachers on the use of L1 in learning English as a foreign language. To this end, six English language teachers were selected from a Chinese secondary school. The data were collected through classroom observations and stimulated recall interview questions. The audio-recorded data were fully transcribed in English, and subjected to a process of interpretative analysis. The findings revealed that teachers used L1 mainly to present the target grammar topics, to explain the grammatical rules and also to encourage students for the explanation of the grammatical rules in there L1. It is therefore imperative to consider the results of this study as it may highlight some notable pedagogical implications regarding the assisted effects of the use of first language on foreign/second language learning.

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Abstract

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Contact Name
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Contact Email
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Phone
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Journal Mail Official
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Editorial Address
-

Location
Kota samarinda,

Kalimantan timur

INDONESIA