Covid-19 Insights and Linguistic Methods

Tan, Kim Hua; Woods, Peter Charles; Azman, Hazita; Abdullah, Imran Ho; Hashim, Ruzy Suliza; Rahim, Hajar Abdul; Idrus, Mohd Muzhafar; Said, Nur Ehsan Mohd; Lew, Robert; Kosem, Iztok

doi:10.17576/3l-2020-2602-01

Cited by 24 publications

(12 citation statements)

References 11 publications

(13 reference statements)

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“…Approximately 1.6 billion children and teenagers are out of school because most countries have executed temporary closure of schools and other educational institutions. Although young learners have a lower mortality rate compared with adults (Abdulamir & Hafidh, 2020), they can transmit or spread the virus, which is the main reason for school closures worldwide (K. H. Tan et al, 2020;Yew & Tan, 2020). Adults, parents, and teachers are anxious about children's halted learning.…”

Section: Introductionmentioning

confidence: 99%

Exploring Informal Learning Opportunities via YouTube Kids among Children During COVID-19

Temban

Hua

Said

2021

Acad. J. Interdiscip. Stud.

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Education has been greatly affected by the COVID-19 pandemic. Children are becoming restless and stressed upon adjusting to emergent learning. An online platform that can regulate informal learning opportunities and entertainment for children during the worldwide crisis is needed. This need points towards the potential use of YouTube Kids (YTK); the app is age-appropriate and it offers popular videos with diverse contents. Studies have focused on the safety of YTK, but none has explored how young users could navigate their informal learning through the app. Fifty respondents aged 11 to 12 from a rural school in Sarawak, Malaysia participated in this study. Employing a mixed-methods research design, the study incorporated an online questionnaire and semi-structured group interviews as research instruments. Findings indicated distinctive features concerning the safety and multimodality of YTK. These features make YTK a great informal learning tool for children during present worldwide pandemic. Received: 25 January 2021 / Accepted: 24 March 2021 / Published: 10 May 2021

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Section: Introductionmentioning

confidence: 99%

Exploring Informal Learning Opportunities via YouTube Kids among Children During COVID-19

Temban

Hua

Said

2021

Acad. J. Interdiscip. Stud.

Self Cite

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“…It is remarkable that COVID-19 is verbalised through war metaphors all over the world: they are registered in public discourse in Italy (Tan et al, 2020), Southeast Asia (Rajandran, 2020), and the United States (Olimat, 2020) (also see (Connolly, 2020)). War rhetoric on the coronavirus pandemic is so globally pervasive that some scholars have urged speakers to stop using it, since metaphorical expressions may lead to distorted mental representations (see, for example, (Arawi et al, 2020;Boyte & Throntveit, 2020;Burke, 2020)).…”

Section: Literature Reviewmentioning

confidence: 99%

World War Flu: War Rhetoric of The Australian Prime Minister on Coronavirus

Alyeksyeyeva

Kaptiurova

Орлова

2021

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During the coronavirus pandemic in spring 2020, political discourse was dominated by the language of war as the world's political leaders saturated their speech with the terminology of war. This article examines some properties of the speech delivered by Australian Prime Minister Scott Morrison in the parliament on March 22, 2020. The general framework of the study is Critical Discourse Analysis (CDA) which investigates how language is used in ideological and social contexts and how it relates to power. The material of the research requires to apply a more specialised tool, namely Political Discourse Analysis (PDA) that examines the relation between language and political agendas and ideology. The study considers the political and ideological contexts of the speech through the entire political process and decision making at the national level as well as the sociopolitical and cognitive aspects of the speech in the parliamentary setting. In particular, attention is paid to the war rhetoric that induces the public to conceptualise the virus as an enemy and thus to present the crisis as a threat to the nation. The article explores language means employed by the speaker to actualise rhetorical strategies aimed at justifying his government's measures taken to manage the crisis. To do this, the research looks into historical, cultural and psychological contexts of the speech as well as its political implicatures.

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“…One factor that leads to difficulties in addressing this problem could be the constant evolution of language. With the advancement of technologies are being used in classrooms, new words and phrases are being generated and used daily (Tan et al, 2020). For example, in the early days of the Internet, the word 'Google' is still understood as a noun; however, Google is now being used as a verb.…”

Section: The Importance Of Collocational Competencementioning

confidence: 99%

Collocational Competence as a measure of ESL / EFL Competency: A Scoping Review

Tan

Azmi

2021

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The purpose of this review is to identify the appropriate strategies or methodologies that can help address those problems related to collocational competence amongst English as a Second Language (ESL) and English as a Foreign Language (EFL) learners. The topic of collocational competence needs to be explored given that having collocational competence would advantage language learners to attain second or foreign language fluency. Collocational competence is in fact a reliable indicator of high language proficiency level. Numerous studies that explored collocational competence found that most learners are still facing difficulties in mastering different types of collocations. This problem seems unending despite major advancements in teaching technologies. Therefore, new and exciting ways of learning and teaching collocations that cater to students' individual needs and that are useful for teachers should be devised. A scoping review protocol was established for this study. A total of 21 articles from 2010 to 2020 were qualitatively synthesised. Of the 21, nine articles on corpus-based methodology, eight articles on traditional methods of teaching collocations and three articles discussing other relevant learning and teaching strategies that focus on solving the problem of lack of collocational competence were isolated and analysed. The findings suggested that implementing an indirect corpus approach in language classrooms may be the most suitable and practical approach that can cater to almost all levels of proficiency whilst consuming a limited amount of resources. The use of corpora in language classrooms is beneficial as it also offers reliable references for learners to explore and for teachers to adopt and teach.

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Covid-19 Insights and Linguistic Methods

Cited by 24 publications

References 11 publications

Exploring Informal Learning Opportunities via YouTube Kids among Children During COVID-19

Exploring Informal Learning Opportunities via YouTube Kids among Children During COVID-19

World War Flu: War Rhetoric of The Australian Prime Minister on Coronavirus

Collocational Competence as a measure of ESL / EFL Competency: A Scoping Review

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