This study investigated lexical richness in research articles published by writers of ESL and EFL in the ASEAN countries. The question was whether there were any significant similarities and differences in terms of lexical richness in research articles between these two groups. The researchers employed three different lexical measures to find out the answer: (a) lexical density (how many content words were used), (b) lexical diversity (how wide-ranging words were used), and (c) lexical sophistication (how many advanced and unusual words were used). The primary data consisted of 40 research articles published by two ESL countries, namely Malaysia and the Philippines, and the other two EFL countries: Indonesia and Thailand and were taken from the Directory of Open Access Journals (DOAJ) and Bielefeld Academic Search Engine (BASE). The researchers analyzed the data by utilizing three measurement tools namely CLAWS Tagger, Moving-Average-Type-Token-Ratio (MATTR), and VocabProfiler, and compared the results between ESL and EFL using the Mann-Whitney U test. Interestingly, despite different total tokens in several aspects, the data analysis results indicated no significant difference between ESL and EFL writers in terms of lexical richness and how they employed vocabulary in their research articles. This study further discussed factors influencing the use of vocabulary by two groups and concluded with limitations of the study and future research directions.
This paper is aimed at exploring types of figurative language in songs in Senior High School Student's English textbook. Students of English need to understand the figurative language in songs in order to learn English by using song lyrics. Qualitative analysis was done to three songs in Student's Book 2 for Senior High School Students Grade XI. The current paper reports on the findings on four types of figurative language, namely: simile, metaphor, personification, and hyperbole. To examine the data, the researchers listened to each song three times, identified the types of figurative language that were used in the songs, and then analyzed the identified figurative language. Results showed that the three analyzed songs, namely "Flashlight", "See You Again", and "Hall of Fame" contained three types of figurative language, namely: metaphors, hyperboles, and personifications. The findings are expected to be beneficial for English teachers and designers of English learning materials, in teaching and designing English learning material. Hopefully, more attention can be paid to figurative language in English songs in textbooks.
The ability to use discourse markers (DMs) to create cohesion and coherence of a text is essential for EFL learners at the university level to express ideas and thoughts in various types of writing assignments, such as academic papers and reflections. Hence, this study attempted to shed more light on the use of DMs in academic and non-academic writings of Thai EFL learners. The main objective was to investigate the types, overall frequency, and differences, and similarities of discourse markers in both styles of writing. Sixty essays, consisting of 20 academic essays and 40 non-academic ones, were selected as the primary data. Academic essays were selected from the Critical Reading and Writing course of Xavier Learning Community (XLC), Thailand, while the non-academic ones were selected from the XLC English Newsletter. The data were analyzed based on Fraser’s taxonomy (2009). The results showed that 2.521 DMs distributed in five types, namely contrastive discourse, elaborative discourse, inferential discourse, temporal discourse, and spoken discourse markers, were identified in the 20 academic and 40 non-academic essays. The most frequently used DM was elaborative discourse markers (EDM), F=1,703. This study concluded that raising awareness of DMs would assist Thai EFL learners in producing an effective and coherent piece of writing.
This paper aimed to explore derivational affixes, more specifically the types of derivational affixes and the functions of the derivational affixes in the story of Rapunzel, which was written by the Brothers Grimm. The exploration of the affixes is urgent to conduct because it would assist learners of English in general in enriching their vocabulary items. This study was quantitative descriptive. The researchers collected complex words from the story and analyzed their derivational affixes. Results showed that, first, there existed 33 occurrences of words containing derivational affixes. Four of the 33 words contained three types of prefixes, namely en-, un- and re-, occurring twice, and 29 of the 33 contained suffixes, such as -ful, -ness, -able, -ly, -ing, -ed, -en, -ent, -less, -y, -ous, and -dom. Second, there were four functions of derivational affixes in the story of Rapunzel, namely noun formation, with 10 occurrences (30.4%); adjective formation, with eight occurrences (24.2%); verb formation, with seven occurrences (21.2%); and adverb formation, with eight occurrences (24.2%).Keywords: affix, derivational morphology, prefix
A number of studies have shown that morphological awareness contributes to the improvement of the comprehension of student reading and vocabulary learning, interest in the importance of language acquisition and instruction of morphological awareness is increasing. This research emphasizes the use of morphological techniques used in reading comprehension to enhance the vocabulary awareness of prefixes and suffixes of students and to contribute to the development of vocabulary acquisition. This literature review was conducted to incorporate research results to assess whether such training led to increased understanding of reading and development of vocabulary. First, researchers need to collect relevant information related to morphological and teaching strategies in the teaching and learning process of English. Second, researchers can analyze data regarding the advantages and disadvantages of morphological strategies and instructions in the English teaching and learning process. Third, researchers identified the important role of morphological awareness that has been applied by students and the need to implement morphological strategies to help second language learners to acquire English language skills. Finally, learners can conclude some important things related to the application of morphology learning strategies to engage the teaching and learning process so that learners can achieve learning objectives regularly.
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