Background: This study focuses on the representation of Syrian refugees in Canadian online news media. It examines 375 articles selected from three of the most visited Canadian news sites, namely the Toronto Star, which favours the Liberal Party, and the Toronto Sun and National Post, which favour the Conservative Party. Analysis: The basis of this research is a topoi analysis, whereby instances of the topos of burdening are identified, examined, and categorized as either positive or negative. Conclusion and implications: A distinction is drawn between the depiction of Syrian refugees in conservative- and liberal-leaning news sources. The findings aim to provide some insight into the possible impact of media representation on both the Syrian refugees and the Canadian public. Contexte: Cette étude porte sur la représentation des réfugiés syriens dans les médias d’information canadiens en ligne. Elle examine 375 articles choisis à partir de trois des sites de nouvelles canadiens les plus visités, à savoir le Toronto Star, partisan du Parti libéral, le Toronto Sun et le National Post, partisans du Parti conservateur. Analyse: Cette recherche se fonde sur l’analyse de topoï pour identifier, examiner et catégoriser des topos sur les fardeaux comme étant positif ou négatifs. Conclusion et implications: Cette étude établit une distinction entre la manière dont les sources de nouvelles à tendance conservatrice dépeignent les réfugiés syriens et la manière dont les sources à tendance libérale le font. L’objectif est de mieux comprendre l’impact possible des représentations médiatiques sur les réfugiés syriens ainsi que sur le public canadien.
Students from selected Malaysian schools are currently learning Mathematics and Science in English under the DUAL Language Programme. They are exposed to additional hours of English compared to non-DLP ones. This paper investigates the extent to which the extra hours of English language exposure assist primary school students in grasping the morphological structures of English adjectives. The cross-linguistic differences in Malay and English could be one of the main reasons students face difficulties in acquiring English adjectives. Data were collated from two different Year 2 classes involving a DLP and a non-DLP group. Vocabulary Size Test (VST) measured the use of base form of adjectives while Comparative Adjective TEST were used for the comparative ones. Test scores were analysed to gauge the possible significant difference between the control and the experimental groups. The findings reveal that the mean scores for DLP group are not significantly higher than non-DLP group for both tests.
Malay is a language from the Austronesian family and unlike the Indo-European-originated English, it does not generally have inflectional temporal markers. Investigating this from a cross-linguisticsinfluence perspective, differences between the languages could mean difficulties for Malay speakers to acquire features of English. The objectives of this study are to investigate Malay speakers' pronunciation of the English language -ed allomorphs - [d], [t] and [ɪd]/[əd] -and the relationship between the morphophonological forms and two types of linguistic knowledge, one of which is implicit while the other is explicit. Data were collated from fifty participants who are social science undergraduates and English majors who speak English as a second language. Four instruments were used to gauge the respondents' verbal use of -ed allomorphs as well as their implicit and explicit knowledge of the allomorphs. Results indicate that the students' verbal usage of the target items either lacks approximation to Standard English pronunciation or is largely dropped altogether. Results also suggest a moderate relationship between implicit and explicit knowledge of the allomorphs and their verbal production by Malay speakers of English. The finding illuminates acquisition problem of English language speakers whose mother tongue does not share similar inflectional markers. Pedagogical solutions can help learners of the English language to approximate Standard English and in the long run, enhance effective communication and increase chances of employability. Keywords: linguistic knowledge; -ed allomorphs; past-time inflections; Malay speakers of English; employabilityThe English language, after more than 1,500 years of rapidly expansive existence, has evolved into a significantly less synthetic language (van Gelderean, 2006). Compared to its earliest form, Old English, Present-Day English is not as highly inflected (Lieber, 2016). The usage of English has great importance in a country like Malaysia even though the majority of its population speaks Malay as the first language. Although there is a vast difference between the temporal indicators of English and Malay, the study by Lotfie, Salleh, and Kadir (2015) indicates that Malay Malaysian English as a second language (ESL) users could successfully produce the written past-time indicator -ed. Usage of -ed allomorphs in their speech or verbal production, however, has not been investigated and the temporal indicator differences between the languages could be one of the factors that lead to the difficulty in acquiring the inflectional forms. Thus, this study examines Malay speakers' verbal production of the forms This paper will proceed with sections on implicit and explicit linguistic knowledge, past-time inflection -ed and its allomorphs as well as relevant studies. They are followed by the study's method, findings and discussion, and ended with conclusion.
This study investigates the development of verbal usage of adverbials by Malay ESL learners at the tertiary level. It aims to find out the developmental differences between low and intermediate learners’ acquisition of adverbials. Using Processability Theory (Pienemann, 1998; 2005) and taxanomy of adverbials (Celce-Murcia & Larsen-Freeman, 1999) as the frameworks, this study explains the extent to which Malay ESL learners at the tertiary level have developed their use of English adverbials. For data collection purposes, a picture-cued task was administered on 60 Malay ESL students in which they were required to elicit each process in each picture. The results indicate that, in terms of their use of adverbials, most of the Malay ESL students from both proficiency levels were considered to have reached Stage 6 of the Processability Theory developmental stages and only a number of elementary level students were found to have only reached Level 2. The findings suggest that ESL practitioners should follow the developmental routes suggested by the Processability Theory in teaching grammar components to students.
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