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This aim of the research is to investigate the generative “morphems, words or “simple or compound ” sentence. The full contrast of Albanian and English language in these phenomena of generative is in morphology and in syntactic structure. This accepts of studies will comported, contrasted and generated between two languages. This studies deals with noun (noun phrase), verb (verb phrase) of syntactic structure between Albanian and English language. In both of languages, most linguists (or scholars) are agree because has the contrast between Alb. – Eng. The following classes words: noun, verb, adjective, preposition, adverb, determinative and conjunction can generate. Each of these words classes is illustrated in the sentence below. The function of noun (or noun phrase) in the sentence can have the meaning of subject , direct object , indirect object and “predicate” (…). The function of verb or verb phase in the sentence can have the predicate (...).
The aim of this paper is to research for the role and the operation of Albanian language in Balkans. The Albanian language is spoken by seven million people in the southwestern of Balkans. Albanian is a language of the extensive Indo-European family and is thus related to a certain degree to almost all other languages of Europe. Albanian is officially spoken in the Republic of Albania and Kosova. Traditional Albanian settlements can be encountered sporadically elsewhere in Arbansi of Zadar (in Croation); in some cities of Serbia; Macedonia; Montenegro and in the Bulgarian-Greek-Turkish border region. A few Albanian speakers are also to be found in the Ukraine (village in the regions Melitopol' and Odessa) and notably in villages in Bulgarian (in Mandrica). As a geographical and cultural entity, and as a nation, Albania has often been enigmatic. The first document in Albanian language is: Paulus Angelus, 1462 " I baptize thee in the name of the Father and the Son and the Holy Spirit".
The aim of this study is too corporate the function of the indirect object between Albanian and English language. The function and the Albanian typical case for indirect object are dative and ablative. This grammatical phenomena is the full contrast between two languages because in English language doesn't exist dative and ablative us in Albanian. In Albanian and English language, the indirect object is more heterogenic than the direct object. The indirect (direct) object in both of languages is the receiver (object) of the action within a sentence. It is typically the noun, all possessive pronouns (in the function of nouns), noun phrase that follows the verb, although the indirect object and subject complements can also occupy this position. The direct and indirect object have some characteristics in common, and this fact justifies their sharing term of object.
The aim of this study is too corporate the function of the indirect object between Albanian and English language. The function and the Albanian typical case for indirect object are dative and ablative. This grammatical phenomena is the full contrast between two languages because in English language doesn't exist dative and ablative us in Albanian. In Albanian and English language, the indirect object is more heterogenic than the direct object. The indirect (direct) object in both of languages is the receiver (object) of the action within a sentence. It is typically the noun, all possessive pronouns (in the function of nouns), noun phrase that follows the verb, although the indirect object and subject complements can also occupy this position. The direct and indirect object have some characteristics in common, and this fact justifies their sharing term of object.
The derived (origin) of words is more productive in the system of word-formation. It is the same in languages and in this case and studies between Albanian and English language. With the word or the derived (origin) understand the formation of the new words or the words that exits in the language. The derived (origin) of the word can make by prefix , suffix , prefix-suffix and with out infixes. The origin of the word and compound are another way that can crated the new words. This type of word-formation is possible to be the same in both of languages. In English language e.g. ―... new nouns can be formed by derivation and compounding. Derived nouns are formed torhugh the addition of derivation affixes (prefixes and suffixes), as in disbleief (dis + belief)...‖ In both of languages we have three models of word-formations e.g. Simple words and derived; Compound; By changing the function or the meaning (conversion).
In Albanian and English we have three kinds of gender: masculine, feminine and neuter. In Albanian language we have this concept for gender: " Gjinia është një nga kategoritë gramatikore më karakteristikë për emrat në gjuhën shqipe. Nga natyra e saj, ajo dallohet nga kategoritë e tjera të emrit, nga numri, rasa dhe nga kategoritë e shquarsisë dhe të pashquarsisë, sepse i kundërvihet mashkullore-femërore dhe asnjanëse... " ii , it's same and with English: " a grouping of nouns and pronouns into classes' masculine, feminine and neuter " iii. The gender can show and function in both of numbers singular and plural. The nouns of masculine, feminine can ends with consonants or vowels. The gender (definite) of English are augmented with articles. It can show before the noun, pronoun that can substituted with pronoun /ai, ajo – he, she / or ky, kjo, ai, ajo – it (father, man, son, boy, Tom, brother, Mr. John, /he/). The noun and pronoun can have the gender but the adjective or verb cannot have.
The negligence of teaching writing, reading, and spelling skills and grammar in schools has led teachers to focus on students' speaking skill. Recognition of these problems and the possible remedies are beneficial for teachers, which will equip them with insightful ideas about how to manage their teaching and learning activities for the successful implementation of this method. Through open-ended interviews and in line with the sampling procedures of Grounded Theory, this study theoretically sampled fifteen experienced EFL teachers' techniques to uncover the conditions that help teachers' adopt suitable techniques to cater for individual differences. The careful coding schemes of the grounded theory method yielded a set of categories – "Techniques of Teaching Conversation and Techniques of Teaching Speaking Skill" as the main categories, coupled with some sub-categories such as "The Use of Mother Tongue in Teaching Conversation", " Warm-up", and "Role-play" that are used for conversation skills; " Summarizing and Storytelling", "Picture Describing" and "Practicing Linguistic Patterns " for speaking skills. Further studies need to be undertaken to uncover other pertinent skills and strategies in other contexts. Only then can the field replace skills of CLT which are assumed to be applicable across numerous of conditions. It is hoped that these findings may be useful for students, teachers, syllabus designers and educational managers to give more attention to CLT.
The noun in Albanian language classified as common and proper. The common nouns in turn divide into countable and uncountable. Collective nouns and substance nouns are subclasses of the other classes. The structure of noun formation between Albanian and English on the general aspect of morphology and syntax still didn’t study in the way of comparative, contrast and generative. Those fields are our object of study. In Albanian and English we find some concepts of studies for noun for example: “Emër quhet ajo pjesë e ligjëratës që emërton qenie të gjalla dhe sende dhe ka kategoritë gramatikore të gjinisë, numrit, rasës, të shquarsisë e të pashquarsisë”. Nouns can be broadly into a small number of classes that have meaning and grammatical behavior. “Nouns (alb. Emër) belong to open class set of items. The set is indefinitely extendable since new nouns are constantly created and are added to the existing register of English nouns. The server denotes people, objects, places, events and phenomena”. There is an important distinct common and proper nouns. Common nouns can be countable and uncountable. Countable nouns refer to entities which can be counted, they are singular and plural forms (a cow, two cows) etc.). Both in the singular and plural there is a contrast between definite and indefinite forms (a cow, two cows, the cows). Uncountable nouns refer to entities which cannot be counted and uncounted for number. Though they do not combine with the indefinite article, the contrast between an indefinite and definite form (e.g. milk, the milk)…
Research has shown that context cue instruction can improve EFL learners’ ability to infer word meanings from context, improve their comprehension and enable them to read independently (Nash & Snowling, 2006; Yuen, 2009; Çetinavci, 2013; Dwaik et al., 2013; and Samiyan et al., 2014). However, this strategy has not been explicitly taught in the context of secondary schools in Vietnam, and language learners are assumed to learn the strategy on their own. Therefore, this study was conducted to find out the extent to which context cue instruction enhances learners’ ability to infer word meanings from context and to investigate learners’ perceptions towards this strategy. In this study, 26 English major eleventh graders in an upper-secondary school in Can Tho City, Vietnam, were instructed to guess meanings of unfamiliar words using the contextual guessing strategy in three three-hour sessions. Achievement tests and learners’ reflection done in class were employed as sources of quantitative and qualitative data. Data from the pre-tests and post-tests indicated a significant improvement in learners’ ability to guess meanings of unfamiliar words using the contextual guessing strategy. Results of twenty-six reflections also showed positive perceptions towards using this strategy. It could be implied that secondary school teachers should train and encourage learners to guess meanings of unknown words based on the contextual cues, and integrate context cue instruction into reading lesson plans to help strengthen learners’ ability to infer word meaning from context.
Flipped instruction reinforces the idea that learning cannot be limited to classrooms. Flipped instruction is a new way of teaching for language pedagogy as other fields. Thus, the present research aimed to find out student teachers’ perspectives about flipped instruction and flipped instruction based syllabus which was designed specifically for speaking skills development. The current study was utilized qualitative method to collect the data. Structured written interview technique and student teachers’ response papers were used to collect student teachers’ perspectives about flipped instruction and flipped instruction based Oral Communication Skills I course. The participants were Pre-service English Language Teaching Department student teachers who were first graders of ELT department at Gazi University, Turkey. Participants consisted of 23 students who were 20 female and 3 male student teachers. Results showed that student teachers had positive attitudes towards flipped instruction, which was quite new for the student teachers. The results indicated that student teachers were satisfied with flipped instruction and flipped syllabus which was specifically designed for the course. Besides, student teachers thought that flipped instruction was effective to make them prepared for the lesson and speaking activities which are carried out in class times.
This paper examined the problems associated with teaching English Language using Literature texts in Makurdi Metropolis of Benue State, Nigeria. Data was collected using a structured questionnaire. Data was analyzed using both descriptive and inferential statistics. Three research questions were asked and 2 hypotheses formulated. Population for the study comprised of all teachers of Literature and English Language in Secondary Schools in Makurdi metropolis. Findings of the study revealed that Literature has great impact on the study of English Language, but that there are problems that hinder the full realization of the study of language through literature (P = 0.10 < 1.66). The study concluded that the problems can be surmounted. It was recommended that language teachers should attend training, workshops, and seminars, in order to up-grade their knowledge of language teaching through the use of literary texts.
European Journal of Education Studies, Vol 6 (10)
INNOVATION IN EDUCATION: BARRIERS AND FACILITATING FACTORSEuropean Journal of Education Studies
THE CYCLE OF SELF-FULFILLING PROPHECY IN ACADEMIC WRITING