The goal is to look at how language helps people from different cultures get along. Language is an important part of how people interact with each other because it is the most basic way to share ideas and information. Language is a reflection of culture, so when people from more than one culture live together, how they use language is more important and complicated. The is also going to be one of the goals that is reviewed How the use of different languages creates barriers in cross-cultural communities and how these barriers affect the bonds that are made in cross-cultural communities. In the field of development, the question of what role language plays in communities with many different cultures is becoming more and more important. The world-wide study of both literature and social studies. As Cross-cultural communication brings together the seemingly unrelated fields of cultural anthropology and communication. Its goal is to bridge the gap between these two fields. Cross-cultural communication is based on being able to understand the different ways that people from different cultures interact with each other. In addition, it is supposed to come up with some recommendations that can help people from different cultures communicate better with each other. As a society's cultural practices and linguistic patterns shape the way people think, act, and communicate with the outside world, they also shape the way people think, act, and communicate with each other.
The paper highlights the importance of Morphology in Linguistics and in the acquisition of new language. It outlines various elements forming the domain of morphology in brief and its role in learning of a new language in detail. Language acquisition is an interesting topic studied by most linguists from the time of inception of language learning as a cognitive science. The topic is still frequently studied by linguistic enthusiasts especially through the lens of morphological analysis. It is a secondary research paper.
The paper is a qualitative study to analyze the morphological awareness and other linguistic aspects based on the morphemic knowledge of English language students learning as second language. The objective of this study is to evaluate the role of morphology in their language acquisition. The study has been conducted among 70 college students as a primary and secondary research. The method used is a written mixed structured test divided in 3 sections. The results extracted give a fair idea on how this study was instrumental in establishing certain hypotheses. The level of morphological awareness among college students and its usage abilities are highlighted in the paper.
Language users are impacted by sociolinguistic factors like semantics and pragmatics in every circumstance. Even in a proficiency test, those two contexts are present because they serve as the test's framework. In order to identify the semantic and pragmatic settings in the TOEFL test simulation for the Listening component, research was done. In this study, the researcher used a qualitative descriptive strategy, using document analysis as the instrument. The study's focus was the FORUM TENTOR INDONESIA publication TOP NO. 1TOEFL SIMULATION. The outcome demonstrates that different kinds of semantic and pragmatic context were present in the test simulation. In 8 of the 30 questions that were analyzed, there were semantic contexts. Semantic contexts of three different types—meaning, semantic feature, and semantic roles—were discovered. Semantic Roles (4 Questions), Semantic Feature (2 Questions), and Meaning are the other predominant semantic types (2 Questions). The Pragmatic context quantities, however, are more prevalent than the Semantic context. Because one test item can contain multiple types of pragmatic language, 40 questions from the 30 studied items were found to have pragmatic contexts. Additionally, the majority of the pragmatic inquiries were of the Reference type since the narrator of the listening section used referring to formulate the question. Context, Politeness, Reference, and Speech Act are the different types of pragmatic context that can be encountered. Reference-type pragmatic contexts are the most common (25 questions).
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