BRU ELT JOURNAL

(Im)politeness in Grammar: A Cross-linguistic Study of English and Burmese

2024-11-12T15:05:21+07:00

This research focuses on how the phenomenon of (im) politeness innately embedded in grammar. It is aimed at presenting the commonalities and differences in the grammatical descriptions of (im)politeness in English and Burmese (Myanmar) languages cross-linguistically. Grammatical descriptions related to (im)politeness are studied from the point of view of Kibort and Greville’s (2008) inventory of grammatical features. A descriptive comparative research design is employed, and the text-driven elicitation method (Podesva and Sharma, 2013) is used for the data collection based on the English grammar books, Burmese (Myanmar) grammar books, and linguistic research on the Burmese (Myanmar) language. The results in this study not only provide the grammatical descriptions of (im) politeness but also point out the incomprehensiveness of Kibort and Greville’s (2008) inventory of grammatical features. From the point of view of the inventory of grammatical features, it is found that five grammatical features (Person, Respect, Tense, Aspect, and Mood) are related to (im)politeness. In addition, other four grammatical features related to (im)politeness (Conditionals, Imperative, Yes/no and short answers, and Question), which do not fit into the inventory of (im)politeness, are also investigated. Compared with the English language, the Burmese (Myanmar) language has fewer grammatical features of (im)politeness. It is hoped that this paper reinforces to a certain extent the new study area of (im)politeness from the grammatical side which is initiated by Culpeper (n.d.) and sheds light on the process of developing grammatical features inventory.

The Role of Applied Linguistics in English Language Teaching: A Review of Research Articles

2024-10-24T15:53:15+07:00

Applied Linguistics refers to the study and usage of linguistic knowledge, theories, and techniques to address real-world issues and challenges related to language. It incorporates research and practical approaches to address communication problems and improve language education, policy, and practice. This research will discuss the role of linguistics in English language teaching found in research articles. Library research is the foundation for data analysis. The purpose of the research is to explore how the researchers apply the theories of applied linguistics to analyze and solve language problems in the real world in writing research articles. The comparison technique and the descriptive approach are used throughout the data collection and data analysis process. The definitions of applied linguistics, as well as a development in that definition to teaching are presented in this research to evaluate language instruction through the lens of applied linguistics theory. It can be realized that linguistics pays attention to the part it plays in the research paper publications. Due to the discovery in this research, it was found that linguistics plays a major role in English language teaching and doing research. The highest mean value (1.47) indicates that most of the research articles were published in linguistics. According to the findings, the use of theory of applied linguistics has been found within reasonable limits in doing research. Applied linguistic teaching theory may raise the students' desire for learning and acquisition of a second language. If the theory of applied linguistics was applied in language teaching, the method of language teaching should be modified, and improvements should be made to the information transferred to students.

Transitions and Hedges: the Preferred Metadiscourse Markers in Research Articles across English Varieties and Disciplines

2024-12-01T12:17:16+07:00

This study examines the use of metadiscourse markers (MDMs) in the Results, Discussion, and Conclusion sections of Research Articles (RAs) across social sciences, linguistics, and business disciplines in Philippine English, American English, and Chinese English. Analyzing 90 electronic RAs using Yang and Allison's (2003) model for moves and steps and Hyland's (2005) model for MDMs with AntConc software, the study found that transitional markers were the most common interactive markers, while hedges were the most frequent interactional markers. Significant differences in MDM usage were observed across disciplines and English varieties, with social science authors and Philippine English RAs showing higher MDM usage. Interactional MDMs varied: Chinese English authors preferred boosters (e.g., always, definitely) and hedges (e.g., could, perhaps) in social sciences, Philippine English authors in linguistics, and American English authors in business. Our study on metadiscourse markers provides cross-cultural insights, reveals disciplinary variations, compares MDM usage across English varieties, and informs targeted academic writing instruction to enhance communication in diverse settings.

Pronunciation Strategies for Linguistically Diverse College English Language Learners

2024-11-15T10:30:45+07:00

This qualitative action research study was initiated to investigate and evaluate the effectiveness of an intelligibility and comprehensibility approach to teaching English pronunciation in an online synchronous modality. The curriculum took a three-pronged approach to include segmental aspects, prosody, and suprasegmental features. The participants included 46 first-year ESL students at an urban community college in Brooklyn, New York, with diverse language and educational backgrounds between the ages of 17 and 45. Using a targeted approach, the action steps consisted of planning, curriculum development, observation, and reflection during instruction over two semesters. The data were collected through instructor-created pre-and post-tests, semi-structured attitudinal questionnaires, structured questionnaires, elicited documents, multimodal interactions, and focus group observations. Data analysis included coding, memo writing, and a constant comparative method during open, axial, and selective coding phases. The results revealed that selectivity in course design improved the participants’ intelligibility and comprehensibility. Multi-modalities that targeted individual pronunciation needs and communicative goals actively engaged students in virtual learning. Contextualized and socially significant usage of language increased confidence.

EFL Learners' Perspectives on Using AI Translation Applications

2024-10-31T11:09:31+07:00

This study aimed to 1) explore EFL learners' experiences and perceptions of using AI translation applications and 2) assess the impact of AI translation applications on EFL learners' language skills. The sample consisted of 66 fourth-year English major students, selected using the Krejcie and Morgan sample size table and simple random sampling, and 10 representatives for an interview. The instruments used to collect the data were a questionnaire and semi-structured interviews, examined and approved by three experts based on the Index of IOC. Quantitative data were analyzed using descriptive statistics and qualitative data were analyzed using content analysis. The findings of this study revealed that most EFL learners agreed about the experiences and perceptions with using AI translation applications were “I find AI translation applications easy to use.” (M = 3.83, S.D. = 1.09 Agree), followed by “I feel that AI translation applications are essential for language learners.” (M = 3.68, S.D. = 1.29 Agree), and next were “The interface of AI translation applications is user-friendly.” (M = 3.67, S.D. = 1.20 Agree), respectively. When considering each item, most EFL learners agreed that AI translation applications were easy to use, essential for language learners, and user friendly. Regarding the impact of AI translation applications on EFL learners' language skills, they agreed that AI translation applications helped them understand cultural nuances in language and complex sentences, and learn new expressions. Semi-structured interviews with representatives raised concerns regarding AI's academic language overuse. Overusing AI translation systems may impair independent writing development, but improve grammar and vocabulary. AI tools improve language proficiency, save time, and increase efficiency. However, overuse may hinder critical thinking and deeper learning. Users were also worried that overusing AI for comprehension and vocabulary would hurt their natural language skills.