A synchronic approach to kinyarwanda variation among its native speakers

Profusely widespread use of social media opened multiple reading opportunities for learners. However, educators have growing concern that excessive use of social media compromises learners’ reading competence and, eventually, academic performance. The current work aimed to examine the extent to which social media use may affect the university students’ (N=101) reading attitudes and competence, which are the backbone of scholastic performance. A mixed-methods approach was applied in the study. The data collected were analyzed using version 26 of the Statistical Package for Social Sciences (SPSS) software. Interview answers were qualitatively analyzed. Results indicate that social media platforms (SMPs) were least used for educational purposes. Students showed positive reading attitudes emphasizing their accorded importance to reading and finding happiness to learn new things. However, as they managed to read posts daily, lesser inclination was accorded to productive reading attitudes such as finding time to read during vacant hours and having enthusiasm towards advanced reading and reading with friends. Overall, reading competence indicated ineptitude. This study provides insights into the context of social media use in shaping learners’ reading attitudes and affecting their level of reading competence.

Section: Reading Attitudes and Competencementioning

confidence: 99%

Exploring social media use of Filipino learners

Gagalang

2021

“…Thus, the context of the situation is all the circumstances surrounding the occurrence of communication, whether it is in the form of time, place, the speaker's psychological condition, response, etc. In addition to paying attention to the context of the situation, when analyzing polite speeches, it is also necessary to involve the cultural contexts (Gabriel, 2018;Netra, 2016).…”

Section: Figure 1 Analysis Model Of Impolite Indonesian Language Usementioning

confidence: 99%

analysis model of impolite Indonesian language use

Anwar¹,

Murtadho²,

Boeriswati³

et al. 2021

This research was based on the reality of the use of Indonesian language on social media that was vulgar, destructive, full of blasphemy, scorn, sarcasm, and tended to be provocative. This condition has destructive power because it spreads very quickly and is capable of arousing very strong emotions. This article aimed at presenting the results of research on the analysis model of impolite Indonesian language use. This model was developed from tracing status on social media which included language impoliteness in 2019. The novelty of this analysis model was that it involved a factor of power that allowed the appearance of such impolite speech. Therefore, this model is composed of several stages. First, presenting text in the form of spoken, written, and visual texts. Second, transcribing texts. Third, interpreting language impoliteness. At the interpreting stage, the impoliteness of the speeches was carried out by: (1) analyzing the contexts, (2) analyzing the power, (3) analyzing the dictions and language styles that contained impoliteness, (4) analyzing ethical speech acts, and (5) manipulating language politeness. From these language manipulation efforts, they were made to habituate language discipline to create a polite language society.

“…Thus, in literature classes, the relevant knowledge, skills and competencies for the formation of types of speech activities at the level of competencies can be acquired on the basis of knowledge of the different aspects of these competencies. Competences related to the types of speaking activities require to pay attention to the method of speech as the most important of the specific features of oral and written speech, to this end, to integrate the subject of literature with the mother tongue from the educational content (Azazzi, 2020;Omogho, 2021;Gabriel, 2018;Suryasa et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Integrating literature lessons with the subject of mother tongue teaching

Khasanovna¹,

Farkhodovna

2021

In order to differentiate literary-speech competencies in literature lessons, the article develops the features of oral speech characterized by orthographic norms, other than biblical (written) speech, based on the norms of pronunciation and spelling of language phenomena studied in the native language. Thus, in literature classes, the relevant knowledge, skills, and competencies for the formation of types of speech activities at the level of competencies can be acquired on the basis of knowledge of the different aspects of these competencies. Competences related to the types of speaking activities require to pay attention to the method of speech as the most important of the specific features of oral and written speech, to this end, to integrate the subject of literature with the mother tongue from the educational content. “Interdisciplinary connections of the Russian language and literature are carried out at all lessons of speech development in the following directions: 1) the formation and consolidation of knowledge and skills of students in functional stylistics, necessary for the correct organization of speech activity in various genres of oral and written statements; 2) teaching common for these subjects types of oral and written speech activities.