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INTERNATIONAL JOURNAL OF LANGUAGE STUDIES ǣʹͳͷǦͶͺͻͺȋȌ ǣʹͳͷǦͶͻͲͳȋȌ ̹ʹͲͳǦ All rights reserved. No part of this journal may be reproduced in any form, by Photostat, microfilm, xerography, or any other means, or incorporated into any information retrieval system, electronic or mechanical, without permission in writing from the copyright owner.
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International Journal of Language Studies ǣ ǡ Ǥ ͳͲǡ ǡ ǡͲͳͻ͵ͺǦͲͺʹǡ ǣǤ Ǥ Ǧǣ̷ Ǥ ǣΪͳǦͻͺǦ͵ͷǦͷͲͲ ǣΪͳǦͻͺǦ͵ͷǦͷͷ
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viii International Journal of Language Studies Volume 10, Number 1, January 2016
Pages Title 1-14 Professional reflection: Forty years in applied linguistics James Dean BROWN
15-30 Factors affecting multiple-choice cloze test score variance: A perspective from generalizability theory Takaaki KUMAZAWA
31-48 Modern Standard Arabic in Algeria: Problems and challenges Fatima Nor El-Houda DAHOU
49-70 Two approaches to the teaching of grammar and their implications Tamilla MAMMADOVA
71-90 Using learner corpora in language teaching Tsoghik GRIGORYAN
91-110 Linguicism and nationalism: A post-colonial gaze on the promotion of Afrikaans as a national language in apartheid South Africa Nene Ernest KHALEMA
111-124 Improving English conversation skills through online conversation lessons and classroom interactions with English speakers Hayas SANIBOO & Kemtong SINWONGSUWAT
125-148 La bindi nga que tu know-la nyass jusqu'a le feu sort seulement: Examining strategies of intensification in Camfranglais Lozzi Martial MEUTEM KAMTCHUENG
149-155 Book Review: McKay, S., & Brown, J. D. (2015). Teaching and assessing locally defined EIL. New York: Routledge. Patharaorn PATHARAKORN & Kendi HO
ix
Indexing/Abstracting Information International Journal of Language Studies Ȁ ǣ
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x International Journal of Language Studies ͳͲǡͳǡ ʹͲͳǡǤͳǦͳͶ
A professional reflection: Forty years in applied linguistics
ǡ Ǯljǡ
Ǥ ǡ ǡ ǡ ǡ ǡ ǡ Ǥ ǣ ǡ ȋǤǤǡ ȌǢ ǡ ǡ Ǣǡ ǡ ǡǤ ǡ Ǥ ǯǫ
Keywords: Ǣ Ǣ Ǣ
1. Introduction ǡ Ǥ ǡ Ǥ ǡ ͳͻͶǡ Ǥ ǡ ǡ ǡ Ǥ ǡ DΪ Ǥ ǯǡ ǡ ǡ Ǥ ǡ ͳͻǦͳͻͻͺʹǤ ǡ ȋ Ȍ ͳͻͳ ȋȌprobationary statusǤ
ǣʹͳͷǦͶͺͻͺǢ ǣʹͳͷǦͶͻͲͳ ̹ʹͲͳ Ǣ Ǥ
ʹ ǤǤ
ǡ Aǯ Ǥ ǡ ȋȌǡ ǡ ǡ ǡ ȋ ǫȌ Ǥ Ǥ ǯƴǯǦǡ ƴǤ ȋǯȌ ǡ ǡǡ Ǥ ǡ ʹͲ Ǥ ǡ ȋ Ȍǡ Ǥ ȋ Ǧ Ȍǡ ȋ ȌǤ ͳͻͺͲǦͳͻͺʹǡ ǡǡ Ǧ Ǥ ͳͻͺʹǦͳͻͺͷǡ ȋ Ȍǡ ǡ ǡǤ Ǥ ͳͻͺͶ ǡ ǮȋȌ Ǯ lj ȋ ȌǤ yes! ȋ ǡǡͳͻͻͻȌǡ ͵ͲǤ ȋ Ȍǡ Ǥ ǡ ȋ Ȍǡ ǡ ǡ Ǥ ǡ ǡ ǡ ǡǤ Ǥ
ǡͳͲȋͳȌǡͳǦͳͶ ͵
2. Language testing research ǡ Ǥ ǡǡ ǡ ǡ ǯ Ǥǡ Ǥ ȋ Ȍǡ ǡ ǡ Ǥ ǫ language testingǤǡ ȋ Ȍ Ǥ ǡ Ǥ ǡǡ Ǧ ȋǡ ȌǤ ǡǦ Ǥ ǡ ǡ Ǥ ǡ Ǥ ǣ ȋͳͻͻǡ ʹͲͲͷȌǡ Ǧ ȋȌ ǡ ȋʹͲͲʹȌǡ Ǥ Ǥ Ǥ Ǥ ǡ Ǥ ǡ ȋ Ȍ ȋ ǦȌǡ ǡ ȀǤ ǡ Ǧ ǡ
Ͷ ǤǤ
ǡ Ǧ Ǥ
3. Quantitative research methods ǡ ǡǡǡ ȋȌʹͲ ǡ ǡ ȋ Ȍ Ǥ ǡ term papers ǡ ǡ publishable Ǥǡ Ǯ ǯ ȋǡͳͻͺͲǡͳͻͺͳǡͳͻͺ͵ǡͳͻͺ͵ǡͳͻͺͶǡƬͳͻͺͶǢ ƬǡͳͻͺͶȌǡ Ǥ Ǥǡ ǡ ǡ ǡ Ǥ ǡ ǡ Ǥǡ ǤȋͳͻͺͺȌ Ǥͳ ȋǡ ͳͻͻͳǡͳͻͻʹȌ TESOL Quarterly Ǥ ͶͲ Shiken BulletinȋǣȀȀǤȀȀ ̴͵ͷǤǣȀȀǤǤȀȀǤǤȀȀȌǡ Ǥ ǡ TESOL QuarterlyȋȌDz dzȋ Ȍǡ TESOL Quarterly Ǥ
ͳ ͳͻͺͺ ȋ ȌǤ ȋ ǯȌ Ǥ Ǥ
ǡͳͲȋͳȌǡͳǦͳͶ ͷ
4. Curriculum and program evaluation Ǥ ǡ ǯ ͳͻͺͲ ǤǦ ȋȌ Ǥ Ǥ ǡ ʹǦ͵ ǡ Ǥǯ Ǥ ǣ ǡ ǡ ǡ ǡ ǡ Ǥ ͳͷ Ǥ ǡ Ǥ Ǥ ǡǡ ǡ ǡ Ǥ ǡ ǡǡ Ǥ ǡ Ǥ ǡ Ǥǡ ǡ ǦǦǡǡ ǡ ǡǡ ǡ Ǥ ǡ ͳͻͻͷ ǡ ǡ
ǤǤ
Ǧ ǡ ǡ ǡ Ǧ ǡ ǡ Ǥ ȋǡ ȌǤ Ǥ
5. Shifting interests in research methods ǡ ǡǡ ȋ ǡ ǡ ʹͲͳʹǡ ʹͲͳ͵ȌǤ Ǧ Ǥ ǡ ǯ ȋ Ȍ ǡ ǡ ǡ Ǥ ǡ ǡ ǡ Ǧ ʹ ǡ Ǥ ͳͻͻͳǡ Ǥ ǡ ǡ ǡǡ Ǥ ǡ ȋ Ȍ Ǥ ǡ ǦǦ Ǥ ǯ Ǥ ǯ ǡ Ǥǫ ǡ Ǥ ǯ ȋǡǡ ǡǡ ǡȌ ǡ ȋǦ Ȍ
ǡͳͲȋͳȌǡͳǦͳͶ
ǡ ǡ Ǥ qualitativelyǤ ǡ Ǥ ǡ ǡ Ǧ Ǥ Ǥ ǡ ȋǡͳͻͻʹǡͳͻͻͷȌǡ ǡ ǡ Ǥ ǡ ǯ Ǧ Ǥ ǡ ǡ ǡ ȋͳͻͻͺȌ Ǥ Ȁ Ǥ ȋǤǤǡ ǡ ʹͲͲͳǡ ʹͲͲͶǡ ȌǤ ǡ ǯ ǡ ȋ Ȍ mixed-method researchǤ ȋ Ȍ Ǥ ʹͳ ǡ Ǥ ǡ Dz Ǧ dz Ǥ Ǧ Ǧ Ǧ ǡ ȋʹͲͳͶȌǤ ǡ ͶͲ ǡ ǡǡ Ǥ ǡǡ Ǧ Ǥ
ͺ ǤǤ
Ǥ ǡ Ǥ
6. Expanding research topics ǡ ȀȀǦ Ǧ ǡ Ǥ ǡ Ǥ ǡ ͳͻͺͳ ǣ ǡ Ǣ ǡ ǡ Dzǡ Ǥdz ǯ connected speechǡ ȋ Ƭ Ǧǡ ʹͲͲǢ ǡ ʹͲͳʹȌǤ ǡ ȋȌǡ testing of pragmaticsǡ ȋ ǡǡƬǡͳͻͻʹǡͳͻͻͷȌ Ǥ ǡ rubrics ǡ ȋǡ ʹͲͳʹȌǤ ǡ ǡ English as an International Languageȋ Ȍǡ ǡ ȋ ƬǡʹͲͳͷȌǤ
7. Conclusion ǡ Ǥ Ǥ ǡ ǡ Ǥ ǡ ȋȌǣ ȋ ȌǢ Ǧ ȋ ȌǢ Ǧ ȋ ȌǢ ȋ ƬȌǢ ȋ ȌǢ ȋ ȌǢ
ǡͳͲȋͳȌǡͳǦͳͶ ͻ
ȋ ȌǢ Ǧ ȋƬǡ ͳͻͻͺȌǢ Ǧ ȋ ȌǢ ȋ Ƭ ȌǢ ȋ ȌǢ ȋ Ƭ ȌǢ ȋ ȌǤ ǡ Ǥ Ǧ ǡͳͷǤ ǡ ǡ ǡ Ǥǡ ǡǡDz ǯ Ǥdz ǡ ǡ Ǥ Ǥ ǯ Ǥ ǯ Ǥ ǯǡ ǡDz ǫdz Ǥ Principles of Language Learning and TeachingȋʹͲͳͶǡ Ǥǡ ȌǤ ǫ ǡDz ǤǡǤdz ǯǤ ȋ Ȍ Ǥ ǦǦ ǡ ǯ Ǥ ǡ ͳͻͺͲǤ ǦǡǦ ǡǤ ȋǡͳͻͳȌǤ ǫ Ǥ ǫǡ ǡ Ǥ ǡ ǡ Ǥ ǯǡ Dzdz Ǥ Ǧ ǡ ǡǤ ǡ ǡ
ͳͲ ǤǤ
Ǥ ǡǡ ǡ ǡ ǡ ǡ ǡ ǡ ǡ Ǥ ǡ Ǧ Ǥ ǡ ǡǤ ǡ Ǥ Ǥ Ǥ ͻ Ǥ ǡ ǡ ǦǦǦ ǡ IJLSȋ ǡʹͲͳͷȌǡ ǡ ǡ ȋǡʹͲͳͲǡʹͲͳʹ ǡʹͲͳͶǡ Ȍǡ ʹͷ ȋǡ ʹͲͳ͵ȌǤ ǡ ǫ ǡ am ǣǡ ȋȌȄǤ ǯ ǫ
The Author ȋ̶ ̶Ȍȋǣ̷ ǤȌ ǮljǤ Ǥ ǡ ǡ ǡ Ǥ ǣDeveloping, using, and analyzing rubrics in language assessment with case studies in Asian and Pacific languagesȋʹͲͳʹ ȌǢNew ways in teaching connected speech ȋʹͲͳʹ ȌǢ New ways of classroom assessment, revised ȋʹͲͳ͵ ȌǢPractical assessment tools for college JapaneseȋʹͲͳ͵ǤǦ
ǡͳͲȋͳȌǡͳǦͳͶ ͳͳ
ȌǢ Mixed methods research for TESOL ȋʹͲͳͶ ȌǢ Cambridge guide to research in language teaching and learning ȋʹͲͳͷ Ǥ ȌǢ Teaching and assessing EIL in local contexts around the worldȋʹͲͳͷ ǤǤ ȌǢIntroducing needs analysis and English for specific purposesȋʹͲͳȌǡ Ǥ
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ǡͳͲȋͳȌǡͳǦͳͶ ͳ͵
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ǡ Ǥ Ǥ ȋͳͻͻͷȌǤ ǤTESOL Quarterly, 29ǡͶʹǦͶͷ͵Ǥ
ǡǤǡǡǤǡƬǡ ǤǤȋͳͻͻʹȌǤA framework for testing cross-
ͳͶ ǤǤ
cultural pragmaticsǤ ǡ ǣ Ǥ
ǡǤǡǡǤǡƬǡ ǤǤȋͳͻͻͷȌǤDeveloping prototypic measures of cross-cultural pragmaticsǤ ǡ ǣ Ǥ
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ǡ Ǥǡ Ƭ ǡ Ǥ Ǥ ȋʹͲͳͷȌǤ Teaching and assessing locally defined EILǤ ǣǤ
ǡ Ǥǡ Ƭ ǡ Ǥ Ǥ ȋͳͻͻͺȌǤ Qualitative-quantitative research methodology: Exploring the interactive continuumǤ ǡ ǣ Ǥ
International Journal of Language Studies ͳͲǡͳǡ ʹͲͳǡǤͳͷǦ͵Ͳ
Factors affecting multiple-choice cloze test score variance: A perspective from generalizability theory ǡ ǡ
Ǥ Ǥ ǡǦ ȋȌ Ǥ ǡ Ǥ ǡ Ǥ ͷͲ ȋkαͷͲȌ ǣȋȌ ǡȋȌ ǡȋ Ȍ ǡ ȋȌ ǡ ȋȌ Ǥ ǣȋȌ ǡ ȋȌ Ǥ ǡ Ǥ Ǥ Ǥ
Keywords: ǢǢ
1. Introduction ͳͻͷǤ ͳǯ Ǥ ʹͳͻͺͲ ȋǤǤǡ ǡ ͳͻͺͷǢ ǡ ͳͻͺͺȌ ȋǤǤǡ ǡ ͳͻͺͲǢ ǡ ʹͲͲʹȌǤ ȋ ȌȋǤǤǡ ƬǡͳͻͻʹȌǤ ȋʹͲͲʹȌǡǡ ǡǯ Ǥ
ǣʹͳͷǦͶͺͻͺǢ ǣʹͳͷǦͶͻͲͳ ̹ʹͲͳ Ǣ Ǥ
ͳ Ǥ
Ǧ ȋȌ Ǧ Ǧ Ǥ Ǧǡ ȋǤǤǡ ǡ ǡ ǡ ǡ Ƭ ǡ ͳͻͺͻȌǤ ǡ Ǥ ǡǦ Ǥ ǡ Ǥ
2. Cloze test, C-test, and multiple-choice cloze test items ȋǡ ͳͻͷ͵Ȍǡ Ǧ ȋǦǡ ͳͻͺͷȌǡ ȋ ǡͳͻȌǤ ǡ Ǥ Ǧ ȋǡ ʹͲͲͷȌǤ Ǧǯ ǡ Ǧ ǤǦ Ǥ Ǧ Ǥ ͳ ǤǦ ʹ ǯ Ǥ ȋǤǤǡ ǡ ʹͲͳ͵Ȍ ǡ Ǥ ȋǦ ȋ ǡ ͳͻͺͷȌǡ ȋǡͳͻͻ͵ȌǡȋǡͳͻͺͺȌȌǡȋǦ Ǧ ȋ Ƭ ǡ ͳͻͻʹǢ ǡ ͳͻͺʹǢ ǡ ʹͲͲ͵ȌȌǡ ȋ Ǧǡ ǦȋǡͳͻͺͲǢǡʹͲͲʹȌȌǡ Ǧǯ ȋǦȋ ǡͳͻͺͷȌǢ ȋǡʹͲͳ͵ȌȌǤ Ǧ ǤǦͳͲͲǡ ǤǦ Ǥ ǡ Ǧ
ǡͳͲȋͳȌǡͳͷǦ͵Ͳ ͳ
ǡ ȋǦǡ ͳͻͺͷȌǤ Ǧ ǡ ǤͲǤͺȋǦǡͳͻͻǢƬǡͳͻͻͲȌǤ ȋ Ƭ ǡʹͲͲȌǤǦ ȋǦǡ ʹͲͲͻȌǡ ȋǡ Ƭ ǦǦǡ ͳͻͺͶȌǡ ȋDž Ƭ ǡ ͳͻͻʹȌǤ ǡ ȋ ǡͳͻͻͺȌǡ ǦǦ ǡ ȋ Ƭ ǡ ʹͲͲȌǢ ȋDžƬǡͳͻͻʹȌǤ Ǧ Ǥ ǡ Ǥ ǡ Ǧ Ǥ ǦǯǤ ǡ Ǥǡ ǡ ȋǦǡ ͳͻͻȌǤ ǡ ǦȋƬǡͳͻͻͲȌǤ ǤȋͳͻͺȌ ǣ ȋȌ ȋȌȀȋk αͻȌǡȋȌȀ ȋkαͳͶȌǡȋ ȌȀȋkαͳͷȌǡ ȋȌ Ȁ ȋk α ͳʹȌǤ Ȁ Ȁ Ǧ Ǥ Ǧ ǤͶǤǦ ͳͷǦǤ ǡ ǡ ǡ Ǥ ǡ Ǥ ȋͳͻͺȌ Ǧǯ ǡ Ǥ
3. Research questions Ǧ Ǥ Ȁ ȋǤǤǡƬǡͳͻͻʹǢDžƬǡ ͳͻͻʹȌǡȋƬǡ ʹͲͲȌǤ Ǥǯ ȋͳͻͺȌ
ͳͺ Ǥ
Ǧ ǡ ǡǡ Ǥ ǦǦ ǡ ǤǡǦ ǦǤǡǡ Ǥ Ǧǯ ǣ ȋȌ ǡ ȋȌ ǡ ȋ Ȍ ǡȋȌ ǡ ȋȌ Ǥ ǡ ǣ ȋͳȌ ǫ ȋʹȌ ǫ
4. Method
4.1. Participants ͳͳ Ǥ Ǥ Ǥ ǯͳͺʹʹǤ
4.2. Procedures ʹͲͳ͵ǡ ͳͷǡ ͳͲ Ǥ Ǥ Ǧ ǯ Ǥ
4.3. MC cloze test items Ǥ ǡ ʹ Ǥ Ǧ Ǥ͵ ͻǤͺǡ Ǥ ͺͲͲͲ ȋ ǡʹͲͲ͵Ȍǡ
ǡͳͲȋͳȌǡͳͷǦ͵Ͳ ͳͻ
ͳͲͲͲ ͲͲͲ ͳͲͲͲͺͲͲͲǤ Ǥ Ǥ ǡ ǡ ǡ ǡ ǡ ȋkαͷͲȌǤ ǦǤ Ǧ ǣ informationǡ importantǡ usefulǡ teamǡthinkǢalmostǡheadǡfeetǡnightǡpoorǤ ǡ ͳͲͲͲǤ ǡ Ǥ ǣ ȋǤ Ǥ Ǥ Ǥ Ǥ Ȍ ǡǤ ǡ ǡǡ ǡ Ǥ ǣduringǡorǡthemselvesǡoneǡand ǢinǡofǡandǡtheǡtheǤ ǡ Ǥǣ ȋͳͺǤ Ǥ Ǥ Ǥ Ǥ Ȍ Ǥ ǡ Ǥ ǣ licenseȋͷȌǡsubwaysȋǫȌǡsurrenderȋͷȌǡ funeralȋ͵ȌǡprimaryȋͶȌǢhumorousȋͺȌǡgratifyingȋǫȌǡrecesses ȋͺȌǡitchȋǫȌǡconverseȋǫȌǤ Ǥ ǡ funeral ͵ͲͲͲhumorousrecesses ͺͲͲͲ Ǥ ǡ subwaysǡ gratifyingǡ itch Ǥ ǣǡǡ ǡ ȋͳ͵Ǥ Ǥ Ǥ Ǥ Ǥ ȌǤ ǡsurrenderͷͲͲͲǡ Ǥ ǣcolorsȋͳȌǡdifferent ȋȌǡmeanȋ͵ȌǡblackȋȌǡwhiteȋͷȌǢlightȋʹȌǡbloodȋ͵Ȍǡhuman ȋͷȌǡ mosquitoesȋͶȌǡessay ȋ͵Ȍ Ǥ Ǥ light ǡ colorsͳ Ǥ ǤǣȋǤ ǤǤ ǤǤ Ȍ Ǥ
ʹͲ Ǥ
ǣ for exampleǡ national colorsǡ particular thingsǡ good and badǡ the sameǢto begin withǡ ǡ flies aroundǡis likeaǡare the highestǤǣȋ͵ͲǤǤ Ǥ Ǥ Ǥ Ȍǡ Ǥ Ǥ
5. Analysis ǡ Ǥ ǡ ȋȌ ǡ ȋȌ ǡ ȋ Ȍ ǡ ȋȌ ǡ ȋȌ ǡ ȋȌ Ǥ ǡ ȋǡ ʹͲͲͳȌ Ǧǯ ǡ ǡ ǡǡ Ǥ ǡ ȋ Ȍ ȋǣ Ȍȋǣ Ȍǡ Ǥ ȋ Ȍ Ǥ ȋ Ƭ ǡ ͳͻͺ͵Ȍ Ǥ
6. Results ͳǤ Ǥͳ ǤͺǤ Ͷͻ converse ǦǤ ͷ colors Ǥ ǦǤͳͷǤͷͻǤ poor ǡ Ǧǯ Ǥ ǤͷͲǡ͵ͺǤʹͲ ǦǤ ǣ ǡǡ ǡ ǡ ȋMαͶǤͳͲǡͶǤʹͷǡͶǤͷǡͶǤͻͲǡͷǤ͵ͳȌǤ ǡ Ǥ
ǡͳͲȋͳȌǡͳͷǦ͵Ͳ ʹͳ
ǡǡǤ Facility and Item Discrimination Values
ͳ Item ǣͳ̱ͷα ǡ ǡ
ʹʹ Ǥ
ǦǤ ʹͶǡͶͳǡ ǡandǡ ǡ theǡ ǦǤ ǡ Ͷǡ humanǡmosquitoesǡessay͵ͷǡͶǡ Ͷͺǡ ͷͲ ǦǤ ͷ Ǥ ͷ ǡ Ͷ ǤǦ Ǥǡ Ǥ
ʹ Descriptive statistics for five categories and two passages k M SD Mȋ Ȍ Mȋ Ȍ Ƚ ͳͲ ͶǤͻͲ ͳǤͻͻ ǤͶͻ Ǥ͵͵ ǤͷͲ ͳͲ ͶǤͷ ʹǤͲ͵ ǤͶ Ǥ͵Ͷ ǤͷͲ ͳͲ ͶǤͳͲ ͳǤ ǤͶͳ Ǥ͵ͷ ǤͶͶ ͳͲ ͷǤ͵ͳ ʹǤͳͲ Ǥͷ͵ Ǥ͵ Ǥͳ ͳͲ ͶǤʹͷ ͳǤͷ ǤͶʹ Ǥ͵Ͷ ǤͳͶ ʹͷ ͳͶǤʹ ͶǤͲ Ǥͷ Ǥ͵ͷ ǤͺͲ ʹͷ ͺǤͺ ͵Ǥʹʹ ǤͶͳ Ǥʹ Ǥͷͳ ͷͲ ʹ͵Ǥͳ͵ ǤͳͲ ǤͶ Ǥ͵ͳ Ǥͺͳ
͵ Results of Two Generalizability Studies ȋȋǣ ȌȌ Ψ ȋȋǣ ȌȌ Ψ ͲǤͲͲͷͷͲͳʹ ͵Ψ ͲǤͲͲͳͶ ʹΨ Ͳ ͲΨ Ͳ ͲΨ Ͳ ͲΨ ǣ ͲǤͲͺ͵͵ͳͲ Ͷ͵Ψ Ͳ ͲΨ Ͳ ͲΨ Ͳ ͲΨ Ͳ ͲΨ ǣ ͲǤͳͲ͵Ͷͻ͵Ͷ ͷͶΨ Ͳ ͲΨ Ͳ ͲΨ ǣ ͲǤʹͳͺ͵ͻʹ Ψ Ͳ ͲΨ ǣ ͲǤͳͲͷͳͲ ͵ʹΨ ǣα Ǥ
͵ ȋǣ Ȍȋǣ ȌǤ
ǡͳͲȋͳȌǡͳͷǦ͵Ͳ ʹ͵
ȋȌǡ ȋ Ȍǡȋǣ Ȍǡ ȋ Ȍǡǣ ͵Ψǡ ͲΨǡ Ͷ͵Ψǡ ͲΨǡ ͷͶΨǡ Ǥ Ǥ Ͷ͵Ψ Ǥ Ǥ Ǥ ȋȌ ǡ Ǣ Ǥ ǡ Ψ Ǥ͵ʹΨ Ǥ ͳ ȋɏȌ ȋȰȌ ȋ ǣȌǤ ͷ ȋkα ͷͲȌǡ ǤǤͷͳǡ Ǥ ȋk α ͷͲȌ Ǥͺͳǡ Ǥ Ͷ ͳͲ ȋkαʹͲͲȌǡ Ǥͻ͵Ǥͺͳǡ Ǥ ǡ Ǥ
Figure 1. Ǥ
7. Discussions ǡ Ǥ ͳǣȋȌ Ǥ Ǧ
ʹͶ Ǥ
Ǧ ͵ͺ Ǥ ǡ ȋȽαǤͳͶȌǤ Ǧǡ ȋȽαǤͺͳȌǤ ǣ ǡ ǡ ǡ ǡ ȋMαͶǤͳͲǡͶǤʹͷǡͶǤͷǡ ͶǤͻͲǡͷǤ͵ͳȌǤ ǡ ȋǣ Ȍȋǣ Ȍ Ǥǡ Ǥ ǡ ǡ Ͷ͵Ψ Ǥ ͷͶΨǡ Ǥ ǡ Ǥ ǡ Ǥ ǡ Ψ Ǥ Ǥ ǡ Ǥǡ ǡ ǡ ǡ Ǥ Ǥ ȋͳͻͻʹȌǡ ǡ Ǥ ȋʹͲͲʹȌ ǡ Ǧ ǡ ǤǦȋͳͻͺͷȌ ǦǤ ǡ Ǥ ǡ ǡ Ǥ Ǥ ǡ Ǧ
ǡͳͲȋͳȌǡͳͷǦ͵Ͳ ʹͷ
Ǧǯ Ǥ ʹ ǣ Ǥ ǡ ǡ ȋȽ αǤͺͳǡɏαǤǡȰαǤͷͳȌǤ ȋǤǤǡƬ ǡͳͻͻͲǢ ǤǡͳͻͺͻȌǡ Ǥ ǡ ȋǤǤǡ Ƭ ͳͻͻʹǢ Ƭ ǡ ͳͻͻͲȌǤ ȋʹͲͳ͵Ȍ Ǥ ǡ ǤȋʹͲͳ͵Ȍ Ǧ Ǧ ǡ Ǧ Ǥ Ǧ ǡ ǦǦǤǡ Ǧ ǡǡ Ǥǡ Ǧǯ Ǥ
8. Conclusion Ǥ ǡ Ǥ Ǥ ǣȋȌ ǡȋȌ Ǥ Ǧǯ Ǥ Ǥ ǡǦ Ǥ ǡ ǡ Ǧǯ Ǥ ǣȋȌǡ ȋȌ Ǥ ǡ ǡ Ǥ Ǥ ǡ ǡ Ǥ Ǧ ǯ ȋǤǤǡ Ǥǡ ͳͻͺͻȌǡ
ʹ Ǥ
ǡ ǡ Ǥ ǡ Ǥ Ǧǯ ǡǦǡ Ǥ
The Author ȋǣ ̷ǦǤ ǤȌ ʹͲͳͳǤ Ǥ
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ǡͳͲȋͳȌǡͳͷǦ͵Ͳ ʹ
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ǡͳͲȋͳȌǡͳͷǦ͵Ͳ ʹͻ
Appendix A ǡ Ǥ ǤȋͳǤǤ Ǥ ǤǤȌ ȋʹǤǤǤ Ǥ Ǥ Ȍǡ ȋ͵ǤǤǤ ǤǤȌ Ǥ ǡȋͶǤǤ Ǥ Ǥ Ǥ Ȍ ȋͷǤ Ǥ Ǥ Ǥ Ǥ Ȍ ǤȋǤǤǤ ǤǤ Ȍ Ǥ ȋǤǤǤ ǤǤȌ ǡ Ǥ ǡȋͺǤǤǤ ǤǤȌǡ ȋͻǤǤǤ ǤǤȌ Ǥ ȋͳͲǤǤǤ Ǥ ǤȌǤǡ ǮȋͳͳǤǤ Ǥ Ǥ Ǥ Ȍǡǯ Ǥ ȋͳʹǤǤ Ǥ Ǥ Ǥ ȌǤǡǡ ǡ ȋͳ͵ǤǤǤ Ǥ ǤȌǤ ǡȋͳͶǤǤǤ ǤǤȌ ȋͳͷǤǤ Ǥ ǤǤȌ Ǥ ǡȋͳǤǤǤ ǤǤȌǡȋͳǤǤǤ ǤǤȌǤ ȋͳͺǤǤǤ ǤǤȌ ǤȋͳͻǤǤǤ Ǥ ǤȌ ȋʹͲǤǤǤ ǤǤȌǡ ǡ ȋʹͳǤǤǤ ǤǤȌ Ǥ ȋʹʹǤǤ Ǥ Ǥ Ǥ Ȍ Ǥ ȋʹ͵ǤǤ Ǥ Ǥ Ǥ Ȍ ǡǡȋʹͶǤǤǤ ǤǤȌǡ ȋʹͷǤǤ Ǥ ǤǤȌǤ
͵Ͳ Ǥ
Appendix B ǡ ǡ Ǥ ȋʹǤǤǤ Ǥ Ǥ Ȍ ȋʹǤǤ Ǥ ǤǤȌ ǤȋʹͺǤǤǤ Ǥ ǤȌ ȋʹͻǤǤǤ ǤǤȌ Ǥ ȋ͵ͲǤǤǤ Ǥ ǤȌǡ Ǥ ȋ͵ͳǤǤ Ǥ ǤǤ Ȍ ǡȋ͵ʹǤǤ Ǥ ǤǤȌǡ ȋ͵͵ǤǤǤ Ǥ ǤȌǤ ǡȋ͵ͶǤǤ Ǥ Ǥ Ǥ Ȍ ȋ͵ͷǤǤ Ǥ ǤǤȌ Ǥ ȋ͵ǤǤǤ ǤǤȌǡ ȋ͵ǤǤ Ǥ Ǥ Ǥ Ȍ ȋ͵ͺǤǤǤ ǤǤȌǤ ǡ ȋ͵ͻǤǤ Ǥ ǤǤ ȌǡǤ ȋͶͲǤǤǤ ǤǤȌǡǡ ȋͶͳǤǤǤ ǤǤȌǤ ȋͶʹǤǤ Ǥ Ǥ Ǥ Ȍ ǡ ȋͶ͵ǤǤ Ǥ ǤǤȌǡȋͶͶǤǤ Ǥ Ǥ Ǥ ȌǤ ȋͶͷǤǤǤ ǤǤȌ ȋͶǤǤǤ ǤǤȌ ȋͶǤǤǤ ǤǤȌǤ ȋͶͺǤǤ Ǥ Ǥ ǤȌ ȋͶͻǤǤǤ Ǥ Ǥ Ȍ ȋͷͲǤǤ Ǥ Ǥ ǤȌǤ
International Journal of Language Studies ͳͲǡͳǡ ʹͲͳǡǤ͵ͳǦͶͺ
Modern Standard Arabic in Algeria: Problems and challenges
Ǧ ǡǡ ǡ
ȋȌǡ ǡ Ǥ ǡ ̵ ǡǦ ȋ ȌǤ ǡ Ǥ ǡǡ ǡ ȋ Ȍ ǡ ǡ Ǥ ǡ ǡ ̵ ǡ ǡ Ǥ ǡ Ǥ Ǥ
Keywords: Ǣ Ǣ Ǣ Ǣ Ǣ ǢǢ
1. Introduction ǡǡ ǡ Ǥ Ǯ ǯǢ ǡ ǡ ǤǮǯ Ǥ La question linguistique en Algerie (the linguistic question in AlgeriaȌ ȋʹͲͲͻȌǤ l’arabe classique classique ȋ Ȍǡ Dz dz ǡ ǡ Ǥ
ǣʹͳͷǦͶͺͻͺǢ ǣʹͳͷǦͶͻͲͳ ̹ʹͲͳ Ǣ Ǥ
͵ʹ ǤǤǤǦ Ǥ
ǡ ǡ Ǥ ǯǫ ǡ ǡ ǡ ǡ ǡ ǡ ǡ Ǥ ȋ Ȍǡellugha elfusha (the correct language)El-Arabia El-Muᢺaseraȋ ȌǤ ǡ Ǥ Ǥǡ ǫ ǡ ǫ Ǥ ǡǡ Ǥ ǡǡ Ǥ Ǥel- લamia ȋ Ȍǡ lughat echariલ ȋ ȌǢ Ǧ ˥ ȋ ȌǤ ǡ Ǥǡ ǡ Ǥ ǫ Ǧ ǫ ǡ ǣ ǡ ǡ ǡ Ǥ
2. Linguistic and Cultural Influence of French ǡ Ǥ ǡ ͷʹ ǡ Ǥ ǡ ȋͳͺ͵ͲǦͳͻʹȌ“harboured the greatest number of colons”ȋǡʹͲͳͳǡ Ǥ ʹͲͲȌǤ ǡ Ǥǡ ǡ
ǡͳͲȋͳȌǡ͵ͳǦͶͺ ͵͵
ǯ Ǥ Ǥǡ Dzdegree of knowledge of French depended on the amount of exposure and the nature of the contacts with the French authorities and colonistsdz ȋǡ ʹͲͳͳǡ Ǥ ʹͲ͵ȌǤ Ǧ Ǥǡ Ǥ ǯ ǣ ǡ ǡ ǡ ǡ Ǥ ͳͺͶǡǡ ǡ ǣ
ǡǡ Ǥ ǡ ǡ ǡ .ȋʹͲͲͻǡǤʹͳͷȌ
ǡ Ǣ ǡ Ǥ (zaouiaȌǡ ǡ ͳͻ͵Ͳǯǡ Ǥ ǡ ǯȋʹͲͲͶȌǡ ͳͻ͵ͺǤ ǡ Ǥ ǡ ǡ Ǥ ǡǡ Ǥ ͳͻͷͲǯǡ Ǥ ȋ¢ǡ ʹͲͲʹǡ Ǥ ͵ͳǦ͵ͶȌǤ ͳͻͷͲǡ ǡ ǡ ȋcadiadelȌ ȋimam muftiȌǤ ͳͻͷͳǡ DzLycées de l’enseignement Franco-musulman” (Secondary School of French- Muslim teaching). ͳͻͳǡ ȋécoles du premier degree)Ǥ ǡ Ǥ Ǧ Ǥ Ǥ Ǥ ǡ Ǥ ǡ
͵Ͷ ǤǤǤǦ Ǥ
Ǥ͵Ψ ͳͺͻͲ ʹͲΨ ȋ¢ǡ ʹͲͲʹǡ Ǥ ʹͺȌǢ ǡ Ǧ ǡ Ǥ Ǥ ȋȌǤ Ǧ Ǥ ǡ ͳͻͲǯ Ǥ Ǣ Ǧ Ǥ ±ǣ
Ǧ Ǥ Ǥ Ǥǯ ȏǤǤǤȐ ǤǤͳȋʹͲͳͶǡǤͳȌ
ǡ Ǥ Ǥ ǡ ǡ Ǧ ǡ Ǥ ǡ ǡ ǡ ͳͻʹǡ Ǥ
3. The policy of arabization in Algeria Ǧ ǡ
ǡͳͲȋͳȌǡ͵ͳǦͶͺ ͵ͷ
Ǥ Ǥ ǡ Ǥǡ ǡ ǡ Ǥ ǡ Ǥ ǯ Ǥ ǡ ǯ ͳͻ͵Ͳǯ Ǥǯ Ǥ ͳͻ͵ͳǡǦKitab el-jazair ( Ȍ ǣ“Islam is our religion, Arabic our language and Algeria our fatherland” ȋǡ ʹͲͲͻǡ Ǥ ʹͳͷȌǤ ǡ ǡ Ǥ ǡ ǡǡ Ǥ ǡ Ǥ ͳͻ͵ǡǡ ǡ “to translate the proceedings of the meetings in Arabic”ȋǡʹͲͳͳǡǤʹͲͲȌǤ ǡ Ǧ ͳͻͺǡ “demonstrate ability in SA”ȋǡʹͲͲͻǡǤʹͳǦʹͳȌǤ Ǥ ͳͻͺͲǡ ͳͻͺͲǯ Ǥǡ Ǥ ǡ ȋ Ȍ Ǥ ǡ Ǣ ǡ ǡ Ǧ Ǥ ǡ ǡ ǯ ǡ ǡ ͵ͲͲǡͲͲͲͳͲȋʹͲͲǡǤʹ͵ͲȌǤǡ Ǥ ǯ ǡͳǡͲͲͲ Ǥ
͵ ǤǤǤǦ Ǥ
ǡ Ǣ ǡ ǡ ȋǡʹͲͲǡǤʹ͵ͲȌǤ ǡ ǯ Ǥ ǡ ǡ Ǥ ǡ ͳͻʹǡȋ Ȍ ǡ ȋǡ ʹͲͲͻǡ Ǥ ͷȌǤ ǡ Ǥͳͻͻǡ ǡ Ǥ ǣ ǡ Ǥ ȋǡʹͲͲͻǡǤ ʹͳȌǤ ǡ ͳͻͺͺǡ ȋǡ ʹͲͲͻǡǤʹȌǤ ǡ ǡ Ǥ ǣ
ǡ Ǥ ȋ ǡ ǡ ȋ Ȍ ǡ Ǥʹ ȋǡ ʹͲͲͻǡǤ͵Ȍ
Ǥǡ ǣ ǡ ȋ ȌǤ ȋ ȌǤǡ ǡ ǯ ǡ ǡ Ǥ ǡ Ǥǡ Dzdzǡ Ǥ
ǡͳͲȋͳȌǡ͵ͳǦͶͺ ͵
Ǥ ǡǦ ǣ
ȏǤǤǤȐȋ Ȍ ǡ ǡ Ǥ͵ȋǡʹͲͳͶǡ ͳͻǡǤͷȌ
Dz ǯ dzͶ Ǥ ȋ ǣ ʹͲͳͶǡ ͳͻǡ Ǥ ͷȌǤ Ǧ ǣ“but the problem is that the child soon feels the strangeness of use, the linguistic ill-treatment and the educational abuse” ȋʹͲͲͷǡǤ͵ͷȌǤ Ǥ ǡ ǣ
x x ǡ Ǥ x ȋȌǡ ǡ ǯǤ
Ǥ ȋ Ȍ Ǥȋ Ȍǡ ǡǡ ǡ Ǥ ǡ ǡ Ǥ Ǥ ǡ Ǧ ±Ǥǣ
ǡ Ǥǡǯ ǡ ǡ ǡ
͵ͺ ǤǤǤǦ Ǥ
Ǥͷȋ ǡʹͲͳͶǡ ʹͷǡǤͳȌ Dz dz ǡ Ǥǡ ͺǡ ǣ
ǡǤ ǡ ǡ ǡȋ Ȍǡ Ǥ ȋ ǡ ʹͲͳͶǡ ʹͻǡǤʹȌ
ǡǡ Ǧ ǡ ǡ Ǥ Ǥ ǡ ǡȋલoro:baȌ Ǥ ȋ ȌǤ ǡ ǡ Ǥ ȋ Ȍ Ǥ Dzsemi-adoption and semi-rejection” ȋǡʹͲͲͻǡǤͶͷȌ Ǧ Ǥ ǡǡǤ ǡ ǡ ǡ ǯǤ
4. The case of Algerian Arabic ǯ Ǥ Ǥ ͳͺ͵ʹǣ
ǣǡ ǡ ǡ ǡ ǡ Ǥ ȋǡͳͻ͵ͲǡǤͶͲͳȌ
ǡͳͲȋͳȌǡ͵ͳǦͶͺ ͵ͻ
ǯ Ǧ Ǥ ȋȌǡ ǡ Ǥ ǡ Ǥ ǣ
ǡ ǡ ǡ ǡ Ǥͺ ȋǡͳͻ͵ͲǡǤͶͲͳȌ
ǡ ǡ ǡ Ǯidiomsǯǡ ǡ Ǥ Ǥ ǣDzA society which continues to express itself naturally in Algerian Arabic, the Arabic of the daily life, of the sensitiveness, of pains and of the emotionalism”ͻȋ¢ǡʹͲͲʹǡǤͶ͵ȌǤ ǡ ǡ ȋfasihȌ Ǥ ͻͲ ȋǡʹͲͲͷǡǤͷȌǡ ȋ Ȍ ǡǣ “and purity is found in the root, whereas the deformity is noticed in prefixes and suffixes, grammar rules and phonology”ͳͲ ȋ ǡ ʹͲͲͷǡ Ǥ ͵Ȍ ȋᖮȌ Ǥǡ ǡ Dzunorganised code, an impure idiom”ͳͳ ȋǡʹͲͲͻǡǤʹʹȌǡ ǡǡ ǡ Ǥ ǡ ȋʹͲͲͻȌ extrémistes ȋȌ arabisants ( Ȍǡ Ǥ Ǥ ǡ Dzthe languages that have served humans”ͳʹȋǡ ʹͲͲͻǡǤʹ͵ȌǤ¢ǣ
ͶͲ ǤǤǤǦ Ǥ
Ǥ ǡ Ǥdzͳ͵ȋ¢ǡʹͲͲʹǡǤͻͲȌ
¢ǡ Ǯconventional Arabic’ Ǯsurnormǯ ǯ ǡ ǡ Ǥ ǡ ǯ Ǥǡ Ǥ ǯ Ǧ Ǥ ǡ Ǥ Ǥ ǡ ǣ
ǡ Ǥ ǡ Dz dzǡ Dz dzǡ DzǦdzǤ ǤͳͶȋ͵ǡʹͷ ʹͲͳͶǡǤͳȌ
ǡ ǡ ǯ Dzdzǡ Ǥ ǡ Ǣ ǦǤ ǡ ǡ Ǥ ǡ ǡ Ǣ ǡ ȋǡʹͲͲͷǡǤ͵Ȍ ȋǡʹͲͲͷǡǤͳʹȌǡ Dz dz Dz dzǤ Dzan overwhelming linguistic account”ͳͷ ȋǡ ʹͲͲͷǡ Ǥ ͵ͷȌ Ǥ ǡ Ǥ Ǥ “the language of teaching is artificial and has nothing to do with the Algerian locutor’s
ǡͳͲȋͳȌǡ͵ͳǦͶͺ Ͷͳ
sociolinguistic reality,”ͳ ȋʹͲͳͶǡ ʹͷǡ Ǥ ͳȌǤ ǡ “artificial” ǡ ǡ Ǣ Ǥ ǦǤǣ
Ǥ ǡ ǯǡ ǤͳȋǡʹͲͳͶǡ ʹͷǡǤͳȌ
ǡǡ ǡ Ǥ Suffocating, prohibitions, sanctions hostility Ǥ ͵ͳǡʹ ǡ ͳͲ ǡ Ǥ ǡ Ǥǡǡǯ Ǥ ǡǡ Ǥǡǯ ǯǤ ǡhostility prohibition ǡ Derijaǡ ǡ Ǥ Ǥ ǡ ǡ “high scores” ǡ Ǥ Ǥ ȋ ȌǤ “has finished by consuming what remained from the Algerian identity”ͳͺ ȋ ǡ ʹͲͳͶǡ ʹͷǡ ǤͳȌǤ ǫ ǣ “Complexes result, like the feeling of culpability, linguistic insecurity and the self-hatred which is manifested in the ipilinguistic discourse
Ͷʹ ǤǤǤǦ Ǥ
of the Algerian locutor”ͳͻ ȋǡʹͲͳͶǡ ʹͷǡǤͳȌ ǫ ǯ ǯǤ Ǥ ǡ ǡ ǯ Ǧ ǯ ȋ ǯȌǤ ǡ ȋǣ ᢻȌǡ Ǧ Ǥ Ǥ Ǥ ǡ Dz dzʹͲ ȋǡ ͳͻͻͻǡ Ǥ ͺͻȌǤ ǡ Ǯenrich’ ǡ ǡ ȋ ȌǤ ǡ Ǥ Ǥ ǡ Ǥ Ǥ Ǥǡ ǡ ǡ Ǥ Ǥ ̵ ̵ ǡ ǡ ǯ Ǥ ǡ ǡǯ Ǥ
5. Conclusion ǦǤ Ǥ ǯ Ǥ Ǥ ǡ Ǥ ǡ ǡ ǣ ǡ
ǡͳͲȋͳȌǡ͵ͳǦͶͺ Ͷ͵
ǡ Ǥ ǡ ǡ Ǥǡ Ǥ ǯ ȋ Ȍ Ǣ ǯ Ǥ ǡ Ǥ Ǥ ǡ Ǥ Ǥ ǡ Ǥ ǡ ǡ ǡ Dzdz Ǥ ǦǦ ǤǦ ǡ ǡ Ǥ ǡ ǡǯ Ǥ Ǧ Ǥ ǡ Ǥ ǡ Ǥ Ǥ ǡ Ǥǡ ǡ Ǥǡ Ǥǡ Ǥ ǡ
ͶͶ ǤǤǤǦ Ǥ
ǡ Ǥ ǡ ǡ ǯ Ǥ ǡ ǡ ǯǤ
Notes: ͳǤǼ Ǧ± ² ǥ ° Ǥ ° Ǥ ± ȏǥȐǯ ǯ± ±°ǡ ǽǤȋʹͲͳͶǡ ʹͷǡǤͳȌ
ʹǤ Ǽǯ±± ǯ± ǯ± ǡ ±°Ǥ ȋǡ ǡ Ȍǡǯǯǯ ǯ ±ǽǤȋǡʹͲͲͻǡǤ͵Ȍ
͵ǤǼǯ±²ǯ ǯȏǥȐǯ ±± ǡǯ±±ǯ ǯ± ǡ ±ǯǽǤȋ ǣʹͲͳͶǡ ͳͻǡǤͷȌ
ͶǤǼǤǤǤ ± ± ±Ǧ²ǽǤȋǣʹͲͳͶǡ ͳͻǡǤͷȌ
ͷǤ Ǽ ǡ ǡ ± ǯ± Ǥǡ ± Ǽǽ ǡ ǡǡ ǯ ° ± ǯ± ° ǽǤȋǡʹͲͳͶǡ ʹͷǡǤͳȌ
ǤǼ± ± ǯ ǯǡǯ ǯǡǯ±± ǡ±± ±ǡǯ ǽǤȋǡʹͲͳͶǡʹͻǡǤʹȌ
Ǥ Ǽ ± ±ǣ ±± ǡǯ ǡ ±± ± ǡ ǯ ±ǡǯǦ²±±±±ǽǤȋǡ
ǡͳͲȋͳȌǡ͵ͳǦͶͺ Ͷͷ
ͳͻ͵ͲǡǤͶͲͳȌ
ͺǤ Ǽ ǯ ±± ± ǡ ² ǡ ±ǽǤȋǡͳͻ͵ͲǡǤͶͲͳȌ
ͻǤǼ ±± ǯ±ǡǯ ±±ǯ±±ǽǤȋ¢ǡʹͲͲʹǡǤ Ͷ͵Ȍ
ͳͲǤ« Ǧ Ǧ Ǧ ǡ Ǧᖮ ˥ᓇ˥ǦǦᢻǦǦ˥Ǧ »ǤȋǡʹͲͲͷǡǤ͵Ȍ
ͳͳǤ « ±ǡ»ǤȋǡʹͲͲͻǡǤʹʹȌ
ͳʹǤ «»ǤȋǡʹͲͲͻǡǤ ʹ͵Ȍ
ͳ͵Ǥ Ǽ± ǯ ǡ ǯ ± Ǥ ǯ ǯ ǽǽǡ ǼǽǼǽǤǯ ǯ ± ǽǤȋ ͵ǡ ʹͷ ʹͲͳͶǡǤͳȌ
ͳͶǤ Ǽ ±± ± ǯ± ± ǤǯǦǦ±ǯ ǡ ±± ±ǽǤȋ¢ǡ ʹͲͲʹǡǤͻͲȌ
ͳͷǤ«æᢺ»ǤȋǡʹͲͲͷǡǤ͵ͷȌ
ͳǤǼǯ ǯ ±± Ǧ ±ǽǤȋǡʹͲͳͶǡ ʹͷǡǤͳȌ
ͳǤǼ ǡ Ǥ ± ±± ǡ °ǯǡ ǯ± ǯǯ± ǽǤȋǡʹͲͳͶ ʹͷǡǤͳȌ
ͳͺǤǼ ǯ±±ǽǤȋ ǡʹͲͳͶǡ ʹͷǡǤͳȌ
ͳͻǤ Ǽ ° ǡ ±ǡ ǯ± ± ± ±ǽǤ ȋǡʹͲͳͶǡ ʹͷǡǤͳȌ
ʹͲǤ«ᢻᖮǦǦᢻ».ȋǡͳͻͻͻǡǤͺͻȌ
Ͷ ǤǤǤǦ Ǥ
The Author Ǧ ȋǣʹ̷ǤȌ ǦǤ ǡ Ǥǡ Ǥ Ǥ
References:
ǡ Ǥ ȋʹͲͲͻȌǤ Arabic sociolinguisticsǤ ǣ Ǥ
ǡ Ǥ Ǥ ȋʹͲͲͻȌǡ La Question Linguistique en Algérie, Enjeux et Perspectives. ǣǤ
ǡ Ǥ ȋʹͲͲȌǤ ǦǦ ǣ ǤLanguage Policy, 6ǡʹʹͷǦͷʹǤ
ǡ Ǥ ȋʹͲͲʹȌǤ Ǥ Actas/Proceedings II Simposio Internacional Bilinguismoǡ ͺ͵ͳǦͺͶͲǤ ǣǤǤǤȀǤǤǤȀͲʹǤΨʹͲΨʹͲǤ
ǡǤ ǤȋͳͻͶȌǤLinguistique et colonialismeǤǣǤ
ǡǤȋͳͻͻͻȌǤThe status of Berber: A permanent challenge to language policy in MoroccoǤ ǤȋǤȌǡLanguage and Society in the Middle East and North Africa: Studies in Variation and Identity, (Ǥ ͵Ǧͷ͵Ȍ. ǣǤ
ǡǤǤȋͳͻͺȌǡThe French language and national identity. ǣ Ǥ
ǡ Ǥ ȋͳͻͻȌǤ Plurilinguism et identité culturelle au Maghreb: En quel termes les dire? ȋǤȌǡ Plurilinguism et Identité Culturelle au Maghreb,ȋǤʹͳǦ͵ʹȌǤ ǣ±Ǥ
ǡǤȋͳͻ͵ͲȌǤLa diglossie ArabeǤL’ e n s e i g n e m e n t Publique, 12ǡͶͲͳǦͶͲͻǤ
ǡǤȋͳͻ͵ȌǤPortrait du coloniséǤǣǤ
ǡͳͲȋͳȌǡ͵ͳǦͶͺ Ͷ
ǡ ǤǤǡƬǡǤ (ʹͲͲȌǤ . Intercultural Communication Studies, XVIȋʹȌǡʹͲʹǦʹͳͳǤ
¢ǡ Ǥ ȋʹͲͲʹȌǤ L’Algérie et la langue française : L’altérité partagéeǤ ǣ Ǥ
ǡǤȋʹͲͳͳȌǤThe Arabic LanguageǤǣ Ǥ
ǡǤȋʹͲͲͳȌǤLinguistic contacts between Arabic and other languages. Arabica, Linguistique arabe: sociolinguistique et histoire de la Langue, 48ȋͶȌǡͶͲǦͷͲͺǤ
ǡǤȋʹͲͲͶȌǤ ǤCahiers de l'ILSL, 17ǡʹͺͻǦͻͻǤ
References in Arabic:
-il elڢ our jadi:d litadલi:m wa taѹwi:r El-Arabia fiڢǡǤȋͳͻͻͻȌ. Nahwa man લawlama ȋTowards a new perspective to strengthen and develop the Arab in a globalizing worldȌǡǦǦ ᢻ ȋ Ȍǡ ʹǡ ͺͷǦͻͶǤ
ǡǤȋʹͲͲ͵ȌǡEl-lugha El- લarabia wa el-taલrib el- લilmi: ara wa ˥ouloul ȋThe Arabic language and the scientific arabization : opinions and solutionsȌǡǦǦᢻȋ ȌǡͺǡͻͷǦͳͳͷǤ
ra lughawiaڢǡǤȋʹͲͲͷȌǤલawamil taqrib el- લamia mina el-fus˥a ( na ijtimaલiyaȌ ȋFactors of approximation between the Vernacular and the eloquentȋA sociolinguistic PerspectiveȌȌǡǦᢻǦ˥Ǧ ᢻǦ Ǧ ȋ Ǧ ȌǡʹǡͳͷǦ͵ʹǤ
ǡǤ ȋ ʹͲͲͷȌǤ El- લammi wa el-fasi˥ fi ®aw el-lugha el-oumȋThe colloquial and the eloquent in the light of the mother tongueȌǤǦᢻ Ǧ˥ ǦᢻǦ Ǧ ȋ Ǧ Ȍǡʹǡ͵͵ǦͶͶǤ
ǡǤȋʹͲͲͷȌǤbayna el-fus˥a wa el-લamiya ȋBetween classical and vernacularȌǤǦᢻǦ˥ǦᢻǦǦ ȋ Ǧ Ȍǡ ʹǡ͵ǦͳͶǤ
Ͷͺ ǤǤǤǦ Ǥ
Algerian newspaper articles:
ǡ Ǥ Lorsque les politiques linguistiques créent des complexes dans la société. Parlez-vous l’algérien?ȋʹͲͳͶǡ ʹͷȌǤǡǤͳǤ
ǡǤLa Derja est minée par la politique linguistique qui l’infériorise et la CombatǤȋʹͲͳͶǡ ʹͷȌǤǡǤͳǤ
±ǡ Ǥ Quelle Langue pour les étudiants des filières scientifiquesǤ ȋʹͲͳͶǡ ʹͷȌǤǡǤͳǤ
ǡ ǤL’Algérie est dans un statut quo mortifiéreǤȋʹͲͳͶǡʹͻȌǤ ǡǤʹ
ǡ Ǥ Réformes de l’école de Taleb Ibrahimi à Nouria BenghebritǤ ȋʹͲͳͶǡ ͳͻȌǤǡǤʹǤ
International Journal of Language Studies ͳͲǡͳǡ ʹͲͳǡǤͶͻǦͲ
Two approaches to the teaching of grammar and their implications
ǡƬ
ȋȌǡ Ǥ ǡ ǡǦǡ ǡ Ǥǡ ǡ ̵ Ǥ Ǧ ǡ ǡ Ǣǡ Ǥǡ Ǥ
Keywords: Ǣ Ǣ Ǣ ǦǢ
1. Introduction ȋȌ Ǥ Ǥ Ǥ Ǧ
ǣʹͳͷǦͶͺͻͺǢ ǣʹͳͷǦͶͻͲͳ ̹ʹͲͳ Ǣ Ǥ
ͷͲ Ǥ
ȋǡ ͳͻͺͺǡ Ǥ ͳȌǡ ȋǡͳͻͻͶǡǤͶȌǤ ȋǦ ͳͻͺͺǢ ͳͻͻͳǢǤ ͳͻͺͶǢ ʹͲͲ͵ǡ ǤȌ ǡ Ǥ ǡ ǡǤ ȋ ǡ ͳͻͻͳǡǤͷȌ ǡ Ǥ Ǥ ȋͳͻͺͶȌǡ ǡ Ǥǡ Ǥ ǡ ǡ ǡ ǡ Ǥǡ ǡ Ǥǡ Ǥ Ǥ ǡ ǡ ǤȋǡͳͻͺǡǤͲȌ Ǥ ǡ ǯ Ǥ ǡ ǡ ǤǤ ȋ Ȍ ǡȋ ȌǤ ǡ Ǥ
ǡͳͲȋͳȌǡͶͻǦͲ ͷͳ
Ǥ Ǥ Ǥ
2. Importance of, and approaches to, teaching EFL grammar Ǥ ǡ Ǥ ǡ Ǥ ȋ Ȍ Ǥǡǡǡ ǡǡ Ǧ Ǥ ǡ Ǥ ǡǡ ǡǤǤ ǡ ǡ Ǥǡ ǡ Ǥ ǡǦ ȋʹͲͳʹǡǤʹͶȌǡǡ ǡ ǡ ǡ ȋͳͻͻʹǡ Ǥ ͶͲͻȌǡ ǡ Ǥ ǡ
ͷʹ Ǥ
ǡ Ǥ ǡ ǫ ǡ Dz dz Dz dzǤ Ǥ ǡǦ ȋͳͻͺͺȌ Ǥ Ǥ ǡǡ Ǥ ǡ Ǣ ǡ ǡ Ǥ ǡ ǤǤ Ǥǡ ǡ Ǥ ǡ ǡ ǯ ǡ ǡ ǡ Ǥǡ ǡ Ǯ ǯ ǡ ǡ Ǥ ǡ ǡ ǡǡǡ Ǥ ǡ Ǧ ǡ ǤǤ ǡȀ Ǥǡ ǫ ǡ
ǡͳͲȋͳȌǡͶͻǦͲ ͷ͵
ǡ ǡ Ǥ ǡǡ ǡ ǤǦ ȋʹͲͳʹȌ Ǥǡ ǡ Ǥ ȋǦǡ ͳͻͺͺǡ Ǥ ͷͷȌ Ǥ Ǥ Ǧ Ǯ Ǧ ǯǡ ȋ ʹͲͲǡǤͶȌǤǡ ȋͳͻͺͺǡǤͳͲȌǡǮ ǯ ǯǤ ǦǤ Ǧǡ Ǥ Ǥ ǡ ǡ ǡȀ ȋǦǡ ͳͻͺͺǡ Ǥ ͷʹȌǡ ȋǦǡ ͳͻͺͺǡ Ǥ ͳͻȌǤ ǡ ǡ ǡ ǡ ǡ ǡ Ǥ Ǥ ȋͳͻͺͶǡ Ǥ Ȍ ǡǡ Ǥ ǡ ǫȋǦǡͳͻͺͺǡǤͷʹȌ ǡ
ͷͶ Ǥ
Ǯ ǯ Ǥ ǡ ȋǡͳͻͺͶǡǤȌǡ Ǥ ǡ Ǯǯ ǡ Ǥ
3. Research goals and questions ǣ ǡ Ǥ ǡ ǯ Ǥ ǡ Ǥ ǣ ͳǤ ǫ ʹǤ ǡ ǣ ǫ ͵Ǥ ǫ
4. Method 4.1. Participants Ǥ ͳͺʹͲǢͺͷ Ǥ ͳʹ ȋCommon European framework of references 2001ȌǤ Ǥ ʹ ǡ Ǥǡ Ǥ ǡ
ǡͳͲȋͳȌǡͶͻǦͲ ͷͷ
̵ Ǥ
4.2. Materials ǣͳȌǦ ȋ ǡ ǡ ǡ Ȍ ǤʹȌ ǡǤǤ Ǥ ǡǡǤǤ Ǥ ͵Ȍ ǤͶȌ ǡǯ ȋ ͳȌ ǯ Ǥ Ǧ ͷ ȋ ȌǤ Ǥ ǣ ǡ ǡ Ǥ Ǣ Ǥ ǡ ǤǤ ȋǡ Ȍ Ǥ ǣ ǡ ǡ ǡ Ǥǡ ǡ ǡ ǡ Ǥ Ǥ ǡǤǤ ȋ Ȍ ǡ ȋ Ȍ Ǥ ǡǡ
ͷ Ǥ
Ǥ ǯ Ǥ Ǣ ǯ Ǥ Ǣ Ǥ ͷ ͳǤ
4.3. Procedures Ǥ ǡ Ǥ ʹͲͳ͵ǦʹͲͳͶǤǡ Ǥ Ǥ ǣ Ǥ Ǥ Ǥ ǯǡ conditionals future perfect continuousǤ ǡȋǦǦ Ȍ Ǥ conditionalsǡ future perfect continuousǤ ǡ explicit groups (EG)implicit groups (IG).ǡEG ǡ ǤǤ ǡ ǡIG ǦǤ Ǥǡ ǡ Ͷ Ǥǡ Ǥ EG
ǡͳͲȋͳȌǡͶͻǦͲ ͷ
ǡǡ Ǥ ȋ ʹȌǤ Ǥ ǡ Ǥ IG Ǥ ǡ Ǥ conditionals ǡ Ǥ ǡǡ Ǥǡ ǡ ǡ Ǥ ǡ Ǥ Ǥ ǡ ǣ ǡǡǯ ǡǤ Ǥ Ǥ ǡ Ǥǡ Ǥǡ ǡ Ǥǡ Ǣ ǡ ǡ ǡ Ǥ Ǥ ǣ Ǣ Ǥ Ǥ ȋ
ͷͺ Ǥ
ʹȌ Ǥǡ ǡ EG Ǥ ǡ Ǥ Ǥ ǡ ǡ Ǥ
5. Data analysis Ǥ ǡ ǡ ǯ Ǥ Final test data ȋEGIGȌǤ ͳǡ Ǥ
ͳ The Results Each Group Obtained from the Students Final Test ͳͲͲΨ ͳͲͲΨ ͳ ͷ͵ ͳ Ͷ ʹ ͷͳ ʹ ͺʹ ͵ ʹ ͵ ͻ ͷͷǤ͵Ψ ͺǤ͵Ψ
ǡ ǡEGIG, Ǥ ǡ ǤǤEGIG Ǥǡ ͳǡ ȋ ȌǤ ǡͷͷǤ͵Ψ EG ͺǤ͵ΨIG. Ǥ ȋ Ȍ ȋ Ȍ ǡ
ǡͳͲȋͳȌǡͶͻǦͲ ͷͻ
Ǥ ǡ EG IGǡ EG Ǥ Questionnaire Data Ǥ ͳǡʹǡ͵ǣ ǡ Ǥ Ǥ Dz dzǤ Ǧ Ǥ Ͷǡͷǡǡǡͺǡͻǣ ǡ Ǥ ǡ Ǥǡ͵ ǡǡǡǤ ͳͲǡ ͳͳǡ ͳʹǣ ǡ ǯ ǡǤǤ ǤͳͲͳʹ ǡǤǤ Ǥ
Ͳ Ǥ
Ǥ ǡ ͻʹ Ǥ ͳ͵ǡ ͳͶǡ ͳͷǣ ͳͲ ͳʹǡ Ǥ Ǥ ǡǯ ǣ Ǥ ʹǣ
ʹ Importance Students Give to Grammar and Approaches to Teaching it ITEM % ͳǡʹǡ͵ǣ Ͷǡͷǡǡǡͺǡͻǣ ͵ ͳͲǡ ͳͳǡ ͳʹǣ ͻʹ ͳ͵ǡ ͳͶǡ ͳͷǣ Ͷͺ
ǡ ʹǡ ǡ Ǥ ǡ ǡ Ͷͺ Ǥ
6. Results and discussion ǡ Ǥ Research Question 1: ǫ ǡ ǡǤǤ ǡ
ǡͳͲȋͳȌǡͶͻǦͲ ͳ
Ǥ EG Ǥ ǡ ǡ ǡ ǡ ǡ ǡ ǯ ǡǤǤ ȋʹͲͲͳǡǤͳͷʹȌǤ EG,IG Ǥ Ǥ Ǥ ǡ ǡ Ǥǡ Ǥ ǡ Ǥ ǡ IG Ǥ Ǥ Research question 2: ǡ ǣ ǫ EG55.3%IG 78.3%. ǡ Ǥ ǡ Ǥ IG ͳͲ EG Ǥ Ǥ ǡ ǤǤ association visualization ǡ ʹ
ʹ Ǥ
Ǥ Ǥ Ǥ ǡǡ IG ǡ Ǥ ǡ Ǥǡ Ǥ ǡ Ǥ ǡǤǤ Ǥ Research question 3: ǫ ǡ Ǥǡ ʹǡ Ǥ ǡǯǡ Ǥ Ǥ Ǥ Ǥ ǡ ǡ Ǥ ǡ Ǥ ǡ ǡ ǡ
ǡͳͲȋͳȌǡͶͻǦͲ ͵
Ǥǡ Ǥ ǡǡ ǡǤ ǡ ǡ ǡ Ǥ ǡ Ǥ Ǣ ǡ Ǥ
7. Conclusion ǡ ǡ Ǥ Ǣ Ǥǡ Ǥ
x ǡ ǡ Ǥ x ǡ ǡ ǡǡǡ ǡ Ǥǡ Ǥ x ǡ Ǥ ǡ ǡ ȋǤǤ Ȍ
Ͷ Ǥ
Ǥ ǦȋͳͻͺͺǡǤͷʹȌ Ȁ Ǥ x ǡ ǡ ̵ Ǥ Ǥ
ǡ Ǥ
x ǡǡǤǤ ǡ ǡǡ ǡ Ǥ Ǥ x ǡ ǤǤ Ǥ Ǥ x ǡ ǯǡ Ǥ ǡ Ǣǡ ǡ ǡ Ǥ
Ǥ ̵ ǡ ǡ Ǥ ǡǡǮ ǯ Ǣ ǡ Ǥ ǡ ǯ
ǡͳͲȋͳȌǡͶͻǦͲ ͷ
Ǥ ǡ Ǥǡ Ǥ ǡ ǡ ǡ ǡ ǡ ǡǯ Ǥ ǡ Ǥ ǡ Ǥ ǡ Ǧ ǡ Ǥǡ ǡ ǡǡ Ǥ ǡ Ǥ ǡ ǡ ǡ Ǥǡ Ǥ ǡ Ǧ Ǥ
The Author ȋǣ ̷ǤȌǡ ǡModern English Lexicology ǡ ǡ ǡ Ǥ
Ǥ
References ǡ Ǥ ȋͳͻͺȌǤ Ǥ Language Learning, 28ǡͺǦͺͶǤ Ǧǡ Ǥ ȋͳͻͺͺȌǤ Ǥ ǤǤƬǤǦȋǤȌǡGrammar and Second Language Teaching, ȋǤ ͳͻǦ͵ͲȌ. ǣ Ǥ Ǧ ǡ Ǥǡ Ƭ ǡ Ǥ ȋͳͻͺͺȌǤ Techniques and recourses in teaching grammarǤǣǤ ǡǤȋͳͻͺͶȌǤCurrent English grammarǤǣ Ǥ ǡǤǤȋͳͻͺͺȌǤ Ǥ ǤǤƬǤǦ ȋǤȌǡGrammar and Second Language Teaching, ȋͳʹ͵ǦͳͶͷȌǤ ǣ Ǥ ǡ Ǥ ȋͳͻͻͳȌǤ The practice of English language teachingǤ ǣ Ǥ ǡ Ǥ Ǥ ȋͳͻͻʹȌǤ ǣ ǤTESOL Quarterly, 26ǡͶͲͻǦͶͳͳǤ Ǧ ǡǤȋʹͲͳʹȌǤ Ǥ Ǥ Ǧ ǡǤ ƬǤǤȋǤȌǡTeaching English as a Second or Foreign Language, ȋǤʹͷǦʹͲȌǤǣ Ǥ Ǥ Ǥ ȋʹͲͲȌǤ ǣ ǯ ǤVigo International Journal of Applied Linguisticsǡ4ǡͳ͵ͷǦ ͳͷǤ ǡ Ǥ ȋͳͻͻͶȌǤ Grammar-language teaching: A scheme for teacher educationǤǣǤ ǡǤǤǡƬǦǤȋǤȌǡȋͳͻͺͺȌǤGrammar and second language teaching. ǣ ǦǡǤȋͳͻͺͺȌǤ Ǥ ǤǤƬǤǦȋǤȌǡGrammar and Second Language Teaching. ȋǤ ͷͳǦͲȌǤ ǣ Ǥ ǡ Ǥǡ ǡ ǡ Ƭ Ǥ ȋͳͻͺͶȌǤ Ways to grammarǤ ǣ Ǥ ǡ ǤȋʹͲͲ͵ȌMaterials for the teaching of grammar. ǤȋǤȌǡ Developing Materials for Language TeachingǤǣǤ
ǡͳͲȋͳȌǡͶͻǦͲ
Appendix 1: Students’ Questionnaire Please rate the statements according to the 5 point scale: ͷǦǢͶǦǢ͵ǦǢʹǦǢͳǦ
Questions on grammar importance ͳǤ Ǥ ͳʹ͵Ͷͷ ʹǤ ͳʹ͵Ͷͷ Ǥ ͵Ǥ ͳʹ͵Ͷͷ Ǥ
Questions on possibility to avoid strict grammar rules learning ͶǤ ͳʹ͵Ͷͷ ͷǤ ǡ ͳʹ͵Ͷͷ Ǥ Ǥ Ǥǡ ͳʹ͵Ͷͷ Ǥ Ǥ ǡ ͳʹ͵Ͷͷ Ǥ ͺǤ ͳʹ͵Ͷͷ ǡǤǤǡǡ Ǥ ͻǤ ͳʹ͵Ͷͷ Ǥ
Questions suggesting deductive approach to grammar teaching ͳͲǤ Ǥ ͳʹ͵Ͷͷ ͳͳǤ ǡǡ ǯǡ ͳʹ͵Ͷͷ ǡ Ǥ ͳʹǤ ͳʹ͵Ͷͷ ǡ Ǥ
Questions suggesting inductive approach to grammar teaching ͳ͵Ǥ ǯ ͳʹ͵Ͷͷ Ǥ ͳͶǤ ͳʹ͵Ͷͷ ǯ Ǥ ͳͷǤ ͳʹ͵Ͷͷ Ǥ Thanks a lot for your assistance!
ͺ Ǥ
Appendix 2 Sample grammatical patterns and exercises using deductive approach: CONDITIONALS Zero Conditional: ǡ Ǥ First Conditional: ǡ Ǥ Second Conditional: ǡ Ǥ I wish & If only x wish ȋΪȌ Ϊ Ȁ Ǥ ǣ All political parties wish they had more women. (=But they don’t have more women) x wishȋαȌIf only Ϊ Ǥ ǣ wish that we’d introducedͳͲͲǤȋα ǯ Ȍ Ǩ I. Find the best variant ͳǤ Ȁǯ Ȁ Ǩ Ǥ ʹǤtells/ ’d told/ toldǤ ͵Ǥ are able to/ can/ could Ǥ ͶǤ am living/live/was living Ǥ ͷǤ don’t vote/ didn’t vote/ hadn’t votedǨ Ǥǯis /were/had beenǤ II. Rewrite the sentences beginning with the words given ͳǤ Ǥ ̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴ ʹǤ ǯǤ ̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴ ͵Ǥ ǯ ǯǤ ̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴
ǡͳͲȋͳȌǡͶͻǦͲ ͻ
ͶǤ ǯǯǤ ̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴ ͷǤ ǯ Ǥ ̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴ III. Connect the parts ͳǤ̴̴̴̴ ǯǡǤ ǯ ʹǤ̴̴̴̴ ǡǤ ͵Ǥ̴̴̴̴ ǡ Ǥ ͶǤ̴̴̴̴ ǡǤ ͷǤ̴̴̴̴ ǡǤ Ǥ̴̴̴̴ ǡǤ Ǥ̴̴̴̴ ǡǤ IV. Put the verb in the brackets into the correct form ͳǤ ǡ ǥǥǥǥȋ Ȍ Ǥ ʹǤ ǥǥǤǥȋȌǡ Ǥ ͵Ǥǥǥǥǥǥȋ ȌǡǯǤ ͶǤ ǡ ǥǥǥǥȋȌ Ǥ ͷǤ ǯ ǥǥǥǤȋȌǤ Ǥ ǡǥǥǥǥȋȌǤ Ǥ ǥǥǥȋȌǨ Ǥ ͺǤ ǥǤȋ Ȍ Ǩ ͻǤǤǥǥǤȋȌ ͳͲǤ ǥǥǥǥȋȌ Ǥ Sample grammatical patterns and exercises using inductive approach: I. Read the text and answer the questions Ǥ Ǥ Ǥentered the AULǤ ȋʹͲͳͷȌǤ ǡ ǡ
Ͳ Ǥ
6-months computer course Ǥ ʹͲͳͷwill be working in a mobile companyǤ ʹͲͳͷshe will have finished her computer course Ǥ ǡʹͲͳͷǡʹ she will have been studying at AUL for 2 yearsǤ ͳȌ ǫ ʹȌǫ ͵Ȍ ǫ ͶȌ ʹͲͳͷǫ ͷȌʹͲͳͷǫ Ȍǫ ȌʹͲͳǡǫ Now, let’s create Leyla’s timeline ʹͲͳ͵ʹͲͳͶʹͲͳͷʹͲͳ II. Choose the best picture to each of the sentence and analyse it! Î Î ͳȌ Ǥ ʹȌͳǤ ͵Ȍ Ǥ ͶȌ ͷǤǤǤ
ͳͲǡͳǡ ʹͲͳǡǤͳǦͻͲ
Using learner corpora in language teaching
ǡǡ
ǡ Ǥ ǡ ǡ Ǥ Ǥ Ǥ ǡ ǡ ǡ Ǥ ʹ ̵ ǡ AntConcǤ
Keywords: ǢǢ ǢǢ
1. Introduction Ǧ ǤǦ Ǥ ǡ Ǥ ȋʹͲͲǢǡʹͲͳͳȌǡ ǡ ȋǤͶͶȌǤ Ǥ ͳͻͻͲǡ Ǧ Ǥ DzȏǦ Ȑ Ǧ ǡ dzȋ Ƭǡͳͻͻͳ ǣʹͳͷǦͶͺͻͺǢ ǣʹͳͷǦͶͻͲͳ ̹ʹͲͳ Ǣ Ǥ ʹ Ǥ
ƬǡʹͲͳͶǡǤͳͶȌǤ Ǥ Ǥ ȋʹͲͲͶǡ Ǥ ͳȌǡ Dz ǡ Ǧ ǡǦ ǡ ǤdzǯȋʹͲͲȌ Ǥ ǯ Ǥ ǡ ǯ Ǥ ȋʹͲͳͶȌǡ Ǥ Ǥ ǡ Ǥ ȋʹͲͳͶȌǡ Ǥ Ǥ ǡ ǡ Ǥ Ǥȋͳͻͻ͵ǢǡͳͻͻȌ Dzǥ ǡ dzȋǤͷͳȌǤǡ ǡ Ǥ ȋͳͻͻȌ ǣ ǡ ǡ ǤȋʹͲͳͳȌǡǡ ǡ ǡ Ǥ ǡ ȋʹͲͲȌǡDz ǯ dzȋǤͳȌǤ ǡDz ǡ ǡ ǡ dz ȋǡʹͲͳͳǡǤ͵ȌǤ ǡͳͲȋͳȌǡͳǦͻͲ ͵
Ǥ ǡǡ Ǥ ǡ Ǥ Ǥ ǡ ȋʹͲͳͲȌ ȋʹͲͳͶȌ ǡ Ǥǡ ǯ Ǥ
2. Theoretical framework ǡǡ ͳͻ͵ͲǤ Ǥ ǡ Ǥ Ǥǡ Ǥ
Figure 1Ǥ Ǥȋ Ƭ ǡʹͲͲͶǡǤͷȌ ǡͳͻͲǡ ǯDzȏȐ ǡ dz ȋǡ ͳͻͻ͵Ǣ Ƭ ǡ ʹͲͲͶǡ Ǥ ͷȌǤ Ͷ Ǥ
ǣ ǡ Ǥ ȋ ͳǡȌǤ Ǥ ǯȋʹͲͲͶȌǡ Ǧ Ǥ Ǥ ǡ ǡ ǡ ǡǦ Ǥ ȋͳͻͻͺȌ ǡ Ǧ Ǥ ǡ ȋͳͻͻȌ Ǥ ǡ ȋ ʹȌǣ
Figure 2Ǥ Ǥ 3. Research Method Ǥ ǯ Ǥ ǡ ǤDz ǡͳͲȋͳȌǡͳǦͻͲ ͷ
ǡ dzȋ ǡʹͲͳͳǡǤͺȌǤ ǡ ǯ Ǥ ǡ ǡ Ǧ Ǥ ȋͳͻͻͷǡ Ǥ ͳͳȌ ǡ Dz ǡ Ǥdz Ǥ ǯ ǡ Ǥ ǡ Ǥ ǣ ǣ ǡ Ǧǣ ǡ ǣ ǣǤ ǯǤͳͲ ǤͳǦʹͲ Ǥ Ǧ Ǥ Ǥ ͷͲǤ ǯ ǡ ǡ ǡ ǯ ǡ ǡ ǡ ǡ Ǥ Ǥ ʹͲͳͳǡ Ǥ ǡ ǡ ǡ Ǣ ȋǡʹͲͲͻȌǤ ǡǦ Dzdzǡ Ǥ ͵ͲͲͲǡʹǤͳǦ ʹǤ͵Ǥ ǯ Ǥ ȋȌ ǡ Ǥ
͵ͲͲͲǡ ͳʹ ǣ ʹǤͳǦʹǤͳʹ Ǥǣ ǣ ȏ Ȑ ͳ ʹ ǡ ȋȌǤ ͵ͲͲͲǡʹǤͳȂʹǤ͵ Ǥ ǯ Ǥ ǯ ͳͲǤ Ǧ ȋ Ȍǡ Ǥ ǡ ǡ ǯ Ǥ ǡ ǡǡ ǡ ǯ Ǥ ǡ ǣǤ ǡ ǯ ǮǯǤ Ǥ ǡ ǡ ȋǡ ʹͲͲͻȌǤ ǯ ǡ ǯǤ ǡDz ǡǡ dz ȋǡǡƬǡʹͲͲͳǡǤͳͲͷȌǤ Ǥ ȋǡͳͻͻǡǤʹ͵ȌǤ
4. Vocabulary Materials development ͳͲ Ǧ ͳͲ ǡ ǡ ǡ ȋȌǤ ǡͳͲȋͳȌǡͳǦͻͲ
Ͳ͵ͻǤ ǡ Ǥ ǡ ȋ ȌǤ ͳͲ ǯǡ Ǥ ǡǡǮǯ ǤǡǮǯǮǯ Ǥ ǡȋȌǤ ǡ͵ͻͳǡ ǡǣǤ Ǥ ǯ ȋʹͲͳͳȌ Ǧ Ǯ ǯ ǯȋȌǣ
ͳǤ ǣ ͵ͲͲͲ ȋ Ȍ ʹǤ ̴ ͵Ǥ ǣ ǣ ͶǤ ǣAntConc ͷǤ ǣ x ǣ ǡǡ Ǥ ǣ ǡǡ
ǡ ȋ ȌǤ ǡ Ǥ
5. Data Analysis ǡǮǯ Ǥ ͺ Ǥ
ǡͳͲ Ǥ ȋ ȌǤ
Figure 3ǤǤ ʹ ǡ ǡ Ǥ Ͷ ǡ ǡ ǡ Ǥ ǡ ǡ ǡ ǡ ǯ ǡ Ǥ ǯ ǡ Ǣ Ǥ ǡͳͲȋͳȌǡͳǦͻͲ ͻ
ǡ Ǥ ǡ ǡ ǡ Ǥǡ Ǥ ǡ Ǥ ǡ Ǥ ǣ Ǥ ǡ Ǥ Ǥ ǡ Ǥ ǡ ͻͺΨ Ǥ Ǥ ǡ ǡ ǤͻͺΨ ǯ Ǥ
6. Conclusion ǡ ǯǤǡ Ǥ ͺͲ Ǥ
ǡ ǯ Ǥ ǡ Ǥ Ǥ ǡ ǯ ǡ Ǥ ǡ Ǥ Ǥ Ǥǡ ǡ Ǯǯ ǯǮ ǯ Ǥ ǡ Ǥ
The Author ȋǣǦǣ̷ Ǥ ǤȌ ǡ Ǥ ͳ Ǥ ǡ Ǥ
References
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ǡǤǤȋͳͻͻȌǤTeaching and language corporaǤǣ Ǥ
ǡ Ǥǡ ǡ Ǥǡ Ƭ ǡǤȋʹͲͲͳȌǤ Research methods in educationǤ ǣǤ ǡͳͲȋͳȌǡͳǦͻͲ ͺͳ
ǡ Ǥǡ Ƭ ǡ Ǥ ȋʹͲͲͶȌǤ New insights into foreign language learning and teachingǤ ǣǤ
ǡǤȋʹͲͳͳȌǤBecoming qualitative researchers: An introductionǤǣ Ǥ
ǡ Ǥ ȋʹͲͳͲȌǤ ǫ Classroom Discourse, 1ȋͳȌǡͺʹǦͳͲͲǤ
ǡ Ǥ ȋͳͻͻͺȌǤ ǣ Ǥ The Journal of Learning Sciences, 7ȋʹȌǡʹ͵ͻǦʹͶͲǤ
ǡǤǡƬǡǤȋʹͲͳͶȌǤA guide to corpus linguisticsǤǣǤ
ǡ Ǥ ȋͳͻͻȌǤ Interviews: An introduction to qualitative research interviewingǤǣ Ǥ
ǡ Ǥ Ǥ ȋʹͲͳͶȌǤ Ǥ The Interpreter and Translator Trainer, 7ȋʹȌǡʹ͵ͷǦʹͷͷǤ
ǡ Ǥ ȋͳͻͻȌǤ Studying context: A comparison of activity theory, situated action models and distributed cognitionǤǣ Ǥ
ǡǤǤȋʹͲͲȌǤ Ǧ Ǥ ǣ ǣȀȀ ǤǤ Ȁ Ȁ͵ͲͳͶʹʹͲͳȀͳͷͺͳ͵ͲͷͻͶͶͻȀͳǫ αͶͲͲ ͷǤ
ǡ Ǥ ȋʹͲͳͶȌǤ Ǥ ǡ Language Assessment Quarterly, 11ȋͳȌǡʹǦͶͶǤ
ǡǤȋͳͻͻͷȌǤThe art of case study researchǤǣǤ
ǡ Ǥ ȋʹͲͳͳȌǤ Materials development in language teachingǤ ǣ Ǥ
ǡ Ǥǡ ǤȋʹͲͲͻȌǤ Case study research: Design and methodsǤǣ Ǥ ͺʹ Ǥ
Appendix A ͵ͲͲͲǡʹǤͳǦʹǤ͵ ͵ͲͲͲ A2.1 A2.2 A2.3 ¶Ë Ê·,ÊÈ°¸»Y Ä·ÂÆ] ¯ Py ʧ¶¯½Z°» ©Ë È Ì^·Y Z¼] Èy Ó|uO È] lË» Ó|uO L^] \Ë|e ZÀ· ʧ½Z°»Z» ¹|zË ÇWZm ÓµYË º¸°fË l»Z¿] °» ©¦Ë Á» ½Â¸» Z¿ zZ» ¶¼°Ë ¶»Y ÉO|uO LZnÆ·Y tÌvȀtvË ÇWY{ ȸu» É|e» LYv ¶j» ÊÆfÀ» ̼n·Y ºÆ· WZ ¶¯V WY Âv» ¦¸» ®· {¬¨» ¶^¬f¼·Y Ö¸ÉOµZu ° ÂvÀ·Y ʧÉO½Z°» ¶¯ Y| µÂu Z¼·Zu ÇËm sÂÂ] Z¼]ʧ®·} ǡͳͲȋͳȌǡͳǦͻͲ ͺ͵
Appendix B: ǯ Common Course Outline x Course Title: x Course Number: ʹͲͳ x Course Credit Units: ͳǤͲͲ x Total Contact Periods Per Week:ͳȂʹͲ x Degree Level: x Course Description: ǡ ʹ ʹΪǤ x Course Learning Outcomes: o ͳǦǣ ǡ ʹΪǤ o ʹǦǣ ǡ ǡ ǡ ǡ ǡ ǡ ʹΪǤ o ͵Ǧǣ ǡ ǡ ǡ Ǥ ǡ ʹΪǤ o ͶǦǣ ǡ ǡ ǡ ǡǤ o ͷǦ ǣ ǡ ǡ Ǥ o CLO 6- Vocabulary: Demonstrate an understanding of the A1 and most of the A2 level words on the HCT Foundations Vocabulary List, including an emerging understanding of the multiple meanings of common words. o Ǧǣǣ ǡ ǡ ǡ ǡǡ Ǥ o ͺǦ ǣ ǡ ǡ Ǥ Ǥ Ǥ Ǥ ͺͶ Ǥ
Appendix C: AntConc
ͳ
ǡͳͲȋͳȌǡͳǦͻͲ ͺͷ
ʹ
ͺ Ǥ
Appendix Dǣ AntConc AntConc analysis of 10 paragraphs Used vocabulary out of Accurately Misused Examples of misused vocabulary Oxford 3000, A2.1-A2.3 used Ǥ Ϊ Ǥ Ϊ Ǥ Ǧ disided Ǥ ͶǤ Ǧ miksed Ǥ Ǥ Ϊ Ǥ Ϊ Ǥ Ǧ stode ͺǤ Ϊ ͻǤ Ǧ anyone ͲǤ Ϊ ͳǤ Ǧ Everyone ʹǤ Ǧ Everything ͵Ǥ Ǧ headached ͶǤ Ϊ ͷǤ Ǧ mine Ǥ Ϊ Ǥ Ϊ ͺǤ Ǧ no one ͻǤ Ǧ Nobodyǯ Ǥ ͲǤ Ϊ ͳǤ Ϊ ʹǤ Ϊ ͵Ǥ Ǧ Anyways ͶǤ Ǧ anywhereǡ ǡǥ ǯeverywhere ͷǤ Ϊ Ǥ Ϊ Ǥ Ϊ ͺǤ Ǧ Propaply Ǥ ͻǤ Ϊ ͲǤ Ϊ ͳǤ Ϊ ʹǤ Ϊ ͵Ǥ Ǧ mising ͶǤ Ϊ ͷǤ Ϊ Ǥ Ǧ yours ǫ Ǥ Ϊ ͺǤ Ǧ whol ͻǤ Ϊ ǡͳͲȋͳȌǡͳǦͻͲ ͺ
Appendix E: ǯ
ȋȋʹͲͳͳȌǡǤͳͳ͵Ȍ ͺͺ Ǥ
Appendix F: AntConc Example 1 Ǥ Ǥ Ǥ Column A Column B 1.
2.
3.
4.
5.
6.
Example 2 x Ǥ x ͳͲ Ǥ x Ǥ x Ǥ x Ǥ Column A Column B Column C ______
ǡͳͲȋͳȌǡͳǦͻͲ ͺͻ
Paragraph A
Paragraph B
Paragraph C
Paragraph D
Paragraph E
ͻͲ Ǥ
Appendix Gǣ
International Journal of Language Studies ͳͲǡͳǡ ʹͲͳǡǤͻͳǦͳͳͲ
Linguicism and nationalism: A post-colonial gaze on the promotion of Afrikaans as a national language in apartheid South Africa
ǡ ȋ Ȍ ǡ Ǧǡ
Ǥ ǡ Ǧ Ǥ ǡ Ǥ Ǧ ȋͳͻͺȌǡ ȋͳͻͻͶȌǡ ȋͳͻͻͶȌǡ ȋͳͻͺͺȌǡ ȋͳͻͻͶȌǡ Ǥ ǡ ǡ ǡ Ǧ ǡ ǡ ǡ Ǧ Ǥ
Keywords: Ǣ Ǣ Ǣ Ǣ Ǣ Ǧ
1. Introduction ǡ Ǧ ǡ ǡ ǡ ǡ ǡ ǡ Ǥ ͳͻͻ Ǧ ȋ ǡ ǡ Ȍǡ Ǥ ǡ ȋͳͻͺͷȌȋͳͻͻȌǡ ǡ Ǥ
ǣʹͳͷǦͶͺͻͺǢ ǣʹͳͷǦͶͻͲͳ ̹ʹͲͳ Ǣ Ǥ ͻʹ ǤǤ
ǡ Ǥ ǣǡǡǡǡǡǡ ǡ ǡ ǡ ǡ Ǥ ǣ ǤǤǤ ǡ ǡ ǡ ǡ ǤǤǤȋ ǡͳͻͻǡ ȋ͵ȌȌǤ ǡ ʹͻ ǣ ǤǤǤ Ǥ ǡǡǡ ǡ ǡ ȋȌǡȋȌ ǡȋ Ȍ ȋ ǡͳͻͻǡ ʹͻȌǤ ǡǡ ǡ ǡ Ǥ ǡ Ǥ ̵ ǡǡ Ǥ Ǧ ̵Ǥ ȋͳͻͺͺȌ Ǧ ȋͳͻͺͺȌ ǡ ȋȌ Ǥ ȋ Ȍ Ǥ ̶ ̶ǡȋͳͻͺͺǡǤͳȌǡ ̶̶ Ǥ ǡ ǡͳͲȋͳȌǡͻͳǦͳͳͲ ͻ͵
Ǥ ǡȏǤǤ ǡ Ǧ ǡ ǡ ȋǤǤǡǡ Ȍ ǡ Ǥ Ǥ ȋǡ ͳͻͺǢ Ƭ ǡ ͳͻͻͶǢ ǡ ͳͻͻͶȌǡ ȋ Ȍ ȋǡ ͳͻͻͳǢ ǡ ͳͻͻͶǢ ǡ ͳͻͺͺǢ Ǧǡ ͳͻͺͺȌǡ ȋǦǡ ͳͻͻʹǢ ǡ ͳͻͺǢ ǡ ͳͻͻͻȌǤ ǡ ǡ Ǥ ǡ ǡ Ǥ ̶̶ ̶̶ Ǥǡ Ǥ Ǥ Ǥ ǡ ǡ ǡ Ǧ Ǥ Ǥ ̶ ̶ ȋͳͻͺǡǤʹȌ Ȁ Ǥ ̶̶ ȋ ̵Ȍ ȋǤǤȌ ȋǤǤȌǤ ǣ x ǫ ͻͶ ǤǤ
x ǫ ȋǤǤ Ȍ Ȁ Ǧ ǡ ǡ Ǧ Ǥ Ǧ ȋȌ Ǥ
2. Linguicism, contested spaces, and nationalism: An overview ȋǡ ͳͻͺ͵Ǣ ǡ ͳͻͺͻǢ ǡ ͳͻͻͳǢǡͳͻͻͶǢ ǡͳͻͺͺǢ ǡͳͻͻͶǢ Ƭǡ ͳͻͻͶǢǡͳͻͺȌǤ Ȁ Ǥ ǡ ǡ ȋ Ȍ Ǥ ǡȋȌ Ǥ ȋǤǤǡǡȌǤ ǡ Ǧ ȋ Ȍǡ Ǧ ȋǡǡ ȌǤ ȋͳͻͻͷȌ Ǧ ȋͳͻͻȌǡ Ǥ ȋͳͻͺ͵Ȍǡ ̶ ̶ ȋǤ ͳȌǤ ǡ ̶ ̶ ȋǤ ͳȌǤ ǡ ǡ Ǥ ǡȋͳͻͺȌ Ǧ Ǥ ǡ ǡ ǡ ǡͳͲȋͳȌǡͻͳǦͳͳͲ ͻͷ
Ǥ Ǥ ǡ ǡǡ Ǥ ȋͳͻͺǡ Ǥ ͳ͵ͳǦͳ͵͵Ȍ ǡ ǡ ȋǤǤǡ Ȍ Ǥ ǡ ǡ Ǥ ȋͳͻͻͶȌ ǡ ̶ ǡ ǡ ̶ ȋǤ ͳͲȌǤ ǡ Ǥ ȋǦ Ȍ Ǥǡ ȋͳͻͻͶȌǡ Ǥ ȋͳͻͻͶȌ Ǥǡǡ ̶ ̶ ǡ ȋǡͳͻͺ͵ȌǤ ǡ ȋͳͻͻͻȌǡ Ǥ ǡ ̶̶Ǥ ǡ Ǧ ǡ Ǥ ǡ ǡ ǡ ǡ ǡ ǡ Ǥ ǡ Ǥ ǡ Ǥ ǡ ǡ Ǥ ͻ ǤǤ
ǡ ǡ Ǥ ̶ ̶ Ǥ ȋǡ ʹͲͲͻǢ ǡ ʹͲͲͻȌǡ ǡ ǡ Ǥǡ Ǥ ǡ ȋͳͻͺȌ ̵ ̶ dz ȋǤ ʹȌǤ ȋͳͻͺȌǡ ȋǤ ͵ͷȌǤ ǡ ̶ ̶ȋǤͳʹͶȌǤ ǣ ǤǤǤ ǤǤǤ ǡ ǦǦ ȋǦ ǡͳͻͺͳǡǤͳͷͷȌǤ Ǧ ȋͳͻͺͳȌ ̶ ̶ ǡǡ Ǥ ȋͳͻͻͷǡ Ǥ ͻȌǡ Dz ǡ ǡ Ǥdz ǡ ǡ ǡ Ǥ ǡ Ǥ ȋͳͻͻǡ Ǥ Ȍ Dz Ǥ Ǥ Ǥ ǡ ǡ ǡ Ǥ ǡ Ǥdz ǡ ǡ Ǥǡǡ ǡͳͲȋͳȌǡͻͳǦͳͳͲ ͻ
ǡǡ Ǥ ǡ ǡ Ǥ Ǥ ǡ ǡ Ǥ ǡ ǡ Ǥ Ǥ Ǥ ǦǤ ǡ ǡ ǡ Ǥ Ǥ ǡ ǡ ǡ Ǥ ǦȋͳͻͻǡǤͺͲȌǡ ǡ ǡ ǡ ̶ ̶ ǡ ǡ Ǥ ǡ ǡȋǤǤǡ ǡǡǡǡȌǡ Ǥ ǡ ǡ ǡ Ǥ ̵ ȋͳͻͻͳȌ ǣ ǤǤǤ ǡ̵ ̵ǡ ǤǤǤ ǡ ǤǤǤ ǡ ǡ ǡ ͻͺ ǤǤ
Ǥ ȋǤʹȌǤ ǣ ǡ Ǥ ǡ ȋͳͻͺǡ Ǥ ͻȌ ǣ ̶ ǡ ǡǡ ǡ Ǥ ǡ ȋͳͻͺȌǡ ǡ ǡ ǡ Ǥ ǡ Ǥ ȋͳͻͺͺȌ Ǧ ȋͳͻͺͺȌ Ǥ ̶ ǡ ǡ ȋ ǦȌ ̶ȋǦǡͳͻͺͺǡǤͳ͵ȌǤ ǡ ȋͳͻͺͺǡ Ǥ ͶʹͻȌǡ ǡ ǡ ̶ ̶ ȋǤǤǡȌǤ ǡ̶ ̶ ̶̶Ǥ ȋͳͻͻͳȌǡ ̶ ǡ ̶ ȋǤ ͶȌǤ ǡ ǡ ̶ ̶ȋǡͳͻͻͳǡǤͶͷȌǤǡ ǡ ̶̶ Ǥ ǡǡ ǡ Ǥ ȋ ǡ ʹͲͳͳǢǡʹͲͳʹȌǤ ǡ ̵ ǡͳͲȋͳȌǡͻͳǦͳͳͲ ͻͻ
̶̶ȋ Ȍ Ǧ Ǥ ȋͳͻͺͺȌǡ Ǧ ̵ ̵ Ǥ ȋͳͻͻͶȌ ̶ ̶ ̶ ̶ ̶ ̶ǡ ̶ ̶ ȋǡͳͻͻͶǡǤͳͺʹȌǤ ǡ Ǧ ̶̶ ǡ Ǥ ̵ ̶ ̶ Ǥ Ǧ Ǥ ǡ ȋʹͲͲͺȌǡ ͳͻͷǡ Ǧ ǡ ǯǤ ǡ ǡ ȋ Ȍ ȋȌ Ǥ ǡ ȋͳͻͻͻȌǡ̶̶ Ǥ Ǧ Ǥ ̵ Ǥ Ǧ ǡǡ Ǥ ȋǤǤǡǡǡ ǡ Ǧ ǡ Ȍ ǡ ̵ ̶ ̶ Ǣ ǡǡ ̵Ǥ ǡǤ ̵ Ǥ ǡ ͳͲͲ ǤǤ
Ǥ
3. Afrikaans and Afrikaner nationalism in Apartheid South Africa ȋͳͻͳȌ Ǥ ǡ ǡ̶ ̶ǡ̶ ̶ ȋ ǡ ͳͻͳǡ Ǥ ʹʹͳȌǤ ǡ ̶ ̶ȋǤʹʹͳȌǤ Ǥ Ǥ ǡ ̶̶Ǥ Ǥ ǡ ȋͳͻͳȌ ̵ Ǥ ̵ Ǥ Ǥ ̶̶ Ǥ ǡ ȋͳͻͺȌ Ǥ ǡǡ ȋͳͻͳȌ ̶ ǡ ǡ ̶ ȋǤ ʹʹͳȌǤ ǡ Ǥ ȋ Ȍ ȋǡ ͳͻͺǢ ǡ ͳͻͲǢ Ƭǡͳͻͺ͵ȌǤ ǡ Ǧ Ǥ ̶ ̶ ǤǦǡ ǡ ǡ Ǥ ǡͳͲȋͳȌǡͻͳǦͳͳͲ ͳͲͳ
ȋͳͻͺͺȌǡ ȋ Ȍ Ǥǡ ǣǤ ͳͻͶͺ ǡ Ǥ apartheid ̶̶ ǦǤ Ǧ Ǥ ǡ I ǡ ̶ ̶ ȋ ǡ ͳͻͻʹǡ Ǥ ʹͻͳȌǤ Ǥ Ethnic Power Mobilized: Can South Africa Change? ȋͳͻͻȌ ̵ Ǥ Ǥ ̶̶ ̶̶ ȋ ǡ ͳͻͻȌǤ Dz ̶ȋǤͳͶͷȌǤ ǡ Ǥ ǡ Ǥ ǡ Ǥǡǡ Ǥǡ ̶̶ Ǥ ǡ Ǥ ǡ Ǥ ǡ Ǥ Ǥ ǡ ̶̶ Ǥ ͳͲʹ ǤǤ
4. Development of Afrikaans ȋǡ ͳͻͺǢ Ƭ ǡ ͳͻͺ͵Ǣ ǡ ͳͻͶǢ ǡ ͳͻͳȌǤ ǡȋͳͻͶȌ Ǥ ȋ Ǧͳ Ǥ Ǧ Ǥ ȋ Ȍ ǡ ǡ ǡ ǡǡ ȋ̵ ƬǡͳͻͻʹǡǤ͵ͶʹǦ͵Ͷ͵ȌǤ ȋȌ Ǥͳͺͷǡ ȋ Ȍ Ǥ ͳͻ ȋ Ǧ Ȍ Ǥ ͳͺͷǡ ȋͳͻͺȌǡ Ǥ Ǥ Ǥ ǡ Ǧ ȋ ǡͳͻͺȌǤ Ǧ ͳͺͻͺǦͳͻͲʹǡ Ǥ ǡ ǡ Ǥ ǡ Ǥ ͳͻͳͲ ǡ ̶̶ ȋǡ ͳͻͺȌǤ ǡ Ǥ ǡǡ Ǥ
5. Promotion of Afrikaans as a national Language ǡ ǡͳͲȋͳȌǡͻͳǦͳͳͲ ͳͲ͵
Ǥ ȋͳͻͺȌǡ ǡ Ǥ ǡͳͻͲͻ Ǥ ȏǤǤǡ ȋǡ ͳͻͻͲǢ ǡ ͳͻͺȌȐǤ Ǥ ȋͳͻͻͳȌ ȋͳͻͺȌ ǡ Ǥͳ ǡ Dz dz Ǥ Ǧ ȋͳͻͻͺȌǡ ǡ ǡ Ǥ ǡ ̵ ǡ ǡ Ǥ ǡ Ǥ ǡ ȋ Ȍͳͻͳͺ ̶̶ ȋǡ ͳͻͺȌǤ ̶̶ ȋ̵ǡͳͻǢǡͳͻͺȌǤ ǡ ȋͳͻͺȌǡ Ǧ ̶̶Ǥ ǡ ǡ ǡ Ǥ ǡǡ ǡǡ Ǥ ǡ Ǥ ǡ Ǥ ǡ ͳͲͶ ǤǤ
ȋ Ȍ̶̶ Ǥ̶ ̵̶ȋǡͳͻͺ͵Ǣ ǡͳͻͺͳǢ ǡ ͳͻͺȌǤ ǡ ̶ ̶ ̶ ̵ ̶ǤǦ Ǥ ǡ ǡ ̵ ȋǤǤǡ ȌǤ ǡ ̶̶ ȋǡͳͻͺ͵Ǣ ǡ ͳͻͳͶǢ ǡ ͳͻͻͻȌǤ ǡ ǡ ǡǡȋͳͻͳͶǡǤͳͲͺȌǣ
ǡ ̵ǡ ǡ ǡ ǡ Ǥ ǯǢ Ǥ Ǥ ǡ ǡǡǤ ǡ Ǧ Ǥ ǡ ǣ ̵ ǡ Ǧ̵Ǥ
ǡ Ǥ ȋͳͻͳͶȌ ̶ ̵ ̶̶̵ ̵̶ Ǥ ȋ Ȍ ǡ ȋͳͻͳͶȌǡ ̵ Ǥ ǡ Ǥ Ǥ Ǧ ̶̶ Ǥ ǡͳͲȋͳȌǡͻͳǦͳͳͲ ͳͲͷ
ǡǤ ǡ ȋͳͻͺͳǡǤͳͲͺȌǣ ǤǤǤ ǡǤ ǡ Ǥ Ǥ Ǥ Ǥ ǡ ̶̶ ̶̶ ̶̶ ̶̶ Ǥ ǡ Ǥ ǡ̶ ̶ Ǥ ǡ ȋǡͳͻͻͻȌǤǡ Ǥ Ǥ ̶ ̶ ǡ Ǥ ǡ Ǥ Ǥ
6. Challenges for the Afrikaans language in the post-Apartheid era ǡ ǡ Ǥ ǡ ǡ ǡ ǡ Ǥ Ȁ Ǥ ǡ ǡ ͳͲ ǤǤ
Ǥ Ǧ ǡ Ǥ ǡ Ǧ Ǥ ǡ ǡ Ǥ ǡǡǡ Ǥ ǡǡ ǡǤ ǡ ȋͳͻͻȌǡ ǡ Ǥ ǡ ǡǦ ǡ ǡ ȋǤǤǡ ȌǤ ǡ ǡ ǡ ǡ ǡ Ǥͳͻͻ ȋ ǡ ǡ Ȍ ǡ Ǥ ǡ Ǥ ǡ Ǧ ȋ ǡͳͻͻȌǤ ̶ ̶ ̶̶ Ǥ ̶ ̶ Ǥ Ǥ ǡ Ǥ ǫ ǫ ǫǦ ǫǡ ǡǦǡ ǡ ǫ Ǥ ǡǡ Ǧ ǡͳͲȋͳȌǡͻͳǦͳͳͲ ͳͲ
Ǥ Ǥ
7. Conclusion ǡ Ǧ Ǥ ǡ Ǥ
Notes: ͳǤ ǡǡ ȋǤǤǡ ǢȌǡȋǦ ǢǦ ȌǤ
The Author ǡȋǣ̷ Ǥ ǤȌ ǡǦ Ǥ ǣ ǡ ǡ ǡ Ȁ Ǥ
References ǡ ǤȋͳͻͺȌǤ ǣ Ǥ Journal of Modern African StudiesǡͳȋͶȌǡͷǦͻǤ ǡ Ǥ ȋͳͻͻͷȌǤ ǡ ǣ ̵ Ǥ International Journal of Educational Development, 15ȋͶȌǡͶͳͳǦͶʹʹǤ ǡ Ǥ ȋͳͻͺ͵ȌǤ Imagined communities: Reflections on the origins and spread of nationalismǤǣǤ ǡǤǡƬǡǤȋͳͻͻͷȌǤPolitical ideologies and the democratic idealǤ ǣ Ǥ ǡ Ǥ ȋͳͻͻͲȌǤ Ǧ Ǥ Ǥ ȋǤȌǡ South Africa 1918–1948ǡ ȋǤ ǦͻȌǤ ͳͲͺ ǤǤ
ǣ Ǥ ǡǤȋͳͻͻͳȌǤ Ǥ ǤǤȋǤȌǡLanguage and Symbolic Powerǡ ȋǤ ͶͷǦͷʹȌǤ ǣǤ ǡ Ǥ ȋͳͻͺȌǤ Knowledge of language: Its nature and origin and useǤ ǣǤ ǡ Ǥ ǤȋͳͻͺȌǤ Ǥ ǤȋǤȌǡEthnicity in Modem Africaǡ ȋǤ ʹ͵ͷǦʹͷʹȌǤ ǡǤǣǤ ǡ Ǥ Ǥ ȋͳͻͻͺȌǤ ǣ Ǧ ǤAfrican Studies, 5ȋʹȌǡͳ͵͵ǦͳͶͷǤ ǡ Ǥ ȋʹͲͳͳȌǤ Ǥ International Journal of Language StudiesǡͷȋʹȌǡͳǦʹǤ ǡ ǤȋͳͻͻͳȌǤ ǣ ǤSino- Platonic papers, 25ǡͳǦʹʹǤ ǡ ǤȋͳͻͻͻȌǤ ǣ ǤLecture in anthropology 437: Language, ethnicity, and nationalismǤ Ǥ ǡǤȋͳͻͺ͵ȌǤ ǣ Ǥ American Historical Review. 88ȋͳȌǡͻʹͲǦͻͷʹǤ ǡ Ǥ Ǥ ȋͳͻͲȌǤ ǡ ǡ Ǥ Journal of Modern African Studies, 8ȋͶȌǡͷ͵ͳǦͷͷͳǤ ǡ ǤȋǤȌǤ ȋͳͻͺͷȌǤ Language issues around the world: A brief guide in language, society and identityǤǣ Ǥ ǡǤǡƬǡǤȋͳͻͻȌǤMindscapesǤǣ Ǧ Ǥ ǡ Ǥ ȋͳͻͻȌǤ Ǥ Ǥ Ƭ Ǥ ȋǤȌǡEthnic Power Mobilised: Can South Africa ChangeǡȋǤͳͶͷǦ ͳȌǤǣǤ ǡǤȋͳͻͺͺȌǤNationalism and the politics of culture in QuebecǤǣ Ǥ ǡǤȋͳͻͺͳȌǤWhite tribe of Africa: South Africa in perspectiveǤǣ Ǥ ǡǤȋͳͻͻͶȌǤ Ǥ Ǥ Ƭ Ǥ Ǥ ȋǤȌǡ Nationalismǡ ȋǤ ͳǦͳͺͶȌǤ ǣ Ǥ ǡͳͲȋͳȌǡͻͳǦͳͳͲ ͳͲͻ
ǡ Ǥ ȋͳͻͺȌǤ ǣ ǡ ǡ ǡͳͻͲʹǦͳͻʹͶǤ ǤƬǤ ȋǤȌǡThe Politics of Race, Class & Nationalism in the Twentieth Century South AfricaǡȋǤͻͷǦͳʹ͵ȌǤǣǤ ǡǤȋͳͻͳͶȌǤǤ ǤȋǤȌǡSongs from BooksǡȋǤ ͳͲͺȌǤǣƬǤ ǡ ǤǤȋʹͲͲͻȌǤ ʹͲͲʹ Ǥ International Journal of Language Studiesǡ͵ȋ͵Ȍǡ͵Ͳ͵Ǧ͵ͳǤ ǡǤǤȋͳͻͻȌǤǡ Ǧ ǣ Ǥ Department of African Language Working Paper Seriesǡ Ǥ Ǧǡ Ǥ ȋͳͻͻȌǤ Indigenous peoples, ethnic groups, and the stateǤ ǣ Ǥ ǡǤǡƬǦ ǡ ǤȋͳͻͺͳȌǤSociology of educatingǤ ǣ Ǥ ǡ Ǥ ȋͳͻͻ͵ȌǤ Reporting South AfricaǤ ǣ Ǥ ǡǤǤȋͳͻͶȌǤThe rise of Afrikanerdom: Power, Apartheid, and Afrikaner civil religionǤǣǤ ǡǤȋʹͲͲͻȌǤǦǤInternational Journal of Language Studiesǡ͵ȋ͵Ȍ͵ͶͷǦ͵ͷͺǤ ǡ Ǥ Ǥ ȋͳͻͻͺȌǤ ǤSouth African Journal of African Languages, 18ȋ͵Ȍǡ ͺǦͺͲǤ Ͳ̵ ǡ Ǥǡ Ƭ Ǥ ȋͳͻͻʹȌǤ Contemporary linguistic analysis: An introductionǤǣǤ ̵ǡ Ǥ ȋͳͻȌǤ ǡ ͳͻʹǦͳͻͶͺǤ Journal of Southern African Studies, 3ȋʹȌǡͳͷǦͳͺǤ ǡ Ǥ ȋͳͻͺʹȌǤ A new history of South AfricaǤ ǣ Ǥ ǡǤȋͳͻͺͺȌǤ ǣ Ǥ ǤƬ ǤȋǤȌǤMinority Education: From Shame to Struggleǡ ȋǤ ͵͵ͻǦ͵ͷͺȌǤ ǣ Ǥ ͳͳͲ ǤǤ
ǡǤȋͳͻͻȌǤ ǤJournal of Multilingual and Multicultural Development, 18ȋʹȌǡͳͶͷǦͳͷͶǤ ǡǤȋʹͲͲͺȌǤ Ǥ International Journal of Language Studiesǡ ʹȋʹȌǡ ʹ͵ǦʹͶͺǤ ǡ ǤǤȋʹͲͳʹȌǤǤInternational Journal of Language StudiesǡȋͳȌǡ͵ͳǦͶʹǤ ǡǤǡƬǡ ǤǤȋͳͻͻͻȌǤ ǣ ǤJournal of Sociolinguistics, 3ȋ͵Ȍǡ͵ͲǦ͵ͺͲǤ ǡ Ǥ Ǥ Ǥ ȋͳͻͺȌǤ Brotherhood of power: An expose of the secret Afrikaner BroederbondǤ Ƭ ǣ Ǥ Ǧǡ Ǥ ȋͳͻͺͺȌǤ Ǥ ǤǦƬ ǤȋǤȌǡMinority Education: From Shame to StruggleǡȋǤͻǦͶͶȌǤǣǤ ǡǤǤȋͳͻͺ͵ȌǤState and nation in the third worldǤǣ Ǥ ǡǤǤȋͳͻͺȌǤThe ethnic origins of nationsǤǣ Ǥ ǡ Ǥ Ǥ ȋͳͻͻͻȌǤ ǣ ǤNations and Nationalism, 5ȋͳȌǡͳͲͷǦͳʹͷǤ ǡǤȋͳͻͺͺȌǤThe changing past: Trends in South African historical writingǤ ǣǤ Ǥ ȋͳͻͻȌǤ Official languages in South Africa and their speakers Republic of South AfricaǤǣ Ǥ ǤȋͳͻͻȌǤConstitutional Assembly of the Republic of South AfricaǤǣ Ǥ ǡ Ǥ Ǥ ȋͳͻͶȌǤ Imperialist conspiracy in AfricaǤ ǣ Ǥ ǡ Ǥ Ǥ ȋͳͻͺͶȌǤ Ideology on a frontier: The theological foundation of Afrikaner nationalismǤǣ Ǥ ǡǤ ǤȋͳͻͻͻȌǤ ǣ ǡͳͻ͵ͺǤNations and Nationalism, 5ȋ͵Ȍǡ͵ͻǦͶͳǤ ǡ Ǥ Ǥ ȋͳͻͳȌǤ The awakening of Afiikaner nationalism: 1868- 1881Ǥǣ Ǥ International Journal of Language Studies ͳͲǡͳǡ ʹͲͳǡǤͳͳͳǦͳʹͶ
Improving English conversation skills through online conversation lessons and classroom interactions with English speakers ǡ ǡ ǡ ǡ
Ǧ Ǥ ͷͲ ͺ ʹͲͳͶǤ ǡ Ǥ Ǥ ̵ Ǧ ȋȌ ǣ ǡ ǡ ǡ ǡ Ǥ Ǧ ǦǤ ̵ Ǥ ǡ ǡ ǡ Ǥ ǡ Ǥ
Keywords: Ǣ Ǣ Ǣ
1. Introduction ǦǦ ǦǦ ǡ ̵
ǣʹͳͷǦͶͺͻͺǢ ǣʹͳͷǦͶͻͲͳ ̹ʹͲͳ Ǣ Ǥ ͳͳʹ ǤƬǤ
Ǥ ǣ
ͳȌ ̵ ǦǦ ǫ ʹȌ ǫ ǯ ǫ ͵Ȍ ǯ ǫ
2. Background Ǥ ǡ Ǥ ǡ ǡ ǤǤʹͷͷͳȋǤǤʹͲͲͺȌ ǡ ͳǦͳʹǤ ̵ Ǧȋ ǡʹͲͲͺȌǤ ǡǡ ǡ Ǥ ǡ ʹǡͳͲͲ ʹǡʹͷͲ ǡǡǡ ǡ ȋ ǡʹͲͲͺȌǤ ǡ ȋʹͲͲ͵Ȍǡ ǡ Ǧ Ǥ ǡ ȋǡʹͲͲͻǢƬǡʹͲͲʹȌǤ ǡ ȋǡʹͲͳͶȌǤǡ ǡ ǡͳͲȋͳȌǡͳͳͳǦͳʹͶ ͳͳ͵
Ǥ ȋʹͲͳʹȌ ǡ Ǧ Ǥ ǡ Ǧ ȋȌ Ǥ Ǧ Ǥ ǡ Ǥ ǡ Ǥ ǡ ǯǦ Ǥ ǡ ȋʹͲͲȌ ȋʹͲͳʹȌ Ǧ ǦǦ ǦǤ ǦǦ ǯ ǡ Ǥ ȋʹͲͲ͵Ȍ Ǧ Ǧ Ǥ ǯǡ ǦǦ Ǥ ǯ ʹ ǡ ǯ Ǥ ȋȌǡ ǡ ǡ ǡ ʹ ʹ ǡ ǡ ǦǦ ȋǡ ʹͲͲͶȌǤ ǡ ͳͳͶ ǤƬǤ
ǡ Ǥǡ Ǥ ǡ ȋ ʹͲͲʹ ʹͲͲͶǡǤʹʹͺȌǤ ǡ ǯ ǯǤ ǡ ǡ ̵ ǡ ǦǦ Ǧ Ǥǡ ̵ ǦǦ ǡǡ Ǥ ̵ Ǥ
3. Method 3.1. Participants ͷͲ ͺ Ͷ͵ ǡ Ǥ Ǥͳ͵ǦͳͷǤ Ǧ Ǥ ʹͷǤ ǦǦ Ǥ
3.2. Instruments Ǥ Ǥ ǡͳͲȋͳȌǡͳͳͳǦͳʹͶ ͳͳͷ
ͳͷͲ ǡǡǤ ǦǦǤ Ǧ ǡ Ǥ Ǧ Ǥ
3.3. Procedures ͷͲǤ ǡǦ Ǥ ǯ ǣ ȋ Ȍǡ ȋ Ȍǡ ȋȌǡ ȋȌǡ ȋ ȌǤ ǦȋʹͲͳͳȌǡ ǯ ȋʹͲͲͳȌǡ ȋʹͲͲͶȌǡ Ƭ ȋʹͲͲʹȌ ȋ ȌǤ Ǧ ǡ ǣ ǡǡǡ Ǥ Ǥ ǡ ǡ Ǥ ǡ Ǥ ǡ Ǥ ǦǦ Ǥ Ǥ ͷǡ ǡǦ ǦǤ ǡ ǦǤ ͳǡ Ǧǡ Ǥ ͳͳ ǤƬǤ
ͳ Comparison between the Pre-Tests of Groups 1 & 2 ͳȋαʹͷȌ ʹȋαʹͷȌ M SD M SD t df Sig. ͳǤʹͲ ͲǤͶͳ ͳǤͳ ͲǤ͵ ͲǤ͵ Ͷͺ ͲǤʹ ͳǤͳ ͲǤ͵ ͳǤʹͶ ͲǤͶͶ ǦͲǤͲ Ͷͺ ͲǤͶͻ ͳǤʹͶ ͲǤͶͶ ͳǤʹͶ ͲǤͶͶ ͲǤͲͲ Ͷͺ ͳǤͲͲ ͳǤͷ ͲǤͷͺ ͳǤͷʹ ͲǤͳ ͲǤʹʹ Ͷͺ ͲǤͺ͵ ͳǤͲͺ ͲǤʹͺ ͳǤͳ ͲǤ͵ ǦͲǤͺ Ͷͺ ͲǤ͵ͻ ʹͷǤʹͶʹǤͳͷ ͳǤͶ Ǥ͵ʹ ǦͲǤͳͷ Ͷͺ ͲǤͺͺ ͳͲͲ ʹͶǤͻ Ǥͷ ʹͷǤʹͺ ͺǤʹ ǦͲǤͳͷ Ͷͺ ͲǤͺͺ
ǡ Ǧ Ǧ Ǥ Ǥ
4. Results and discussion Ǧ Ǧ ǦǦ ǯ Ǥ ǡʹǡ ǦǦ Ǥ
ʹ Comparison between the Post-Tests of Groups 1& 2 ͳȋαʹͷȌ ʹȋαʹͷȌ M SD M SD t df Sig. ʹǤͳͲǤͳ ͲǤͻͶ ͳǤͲͶͺʹǤ͵ ͲǤͲʹ ͳǤͻ ͲǤͻ ͳǤͺ ͲǤͺͲ ͳǤʹͶ Ͷͺ ͲǤʹʹ ʹǤͲͶ ͲǤͺͶ ͳǤͺ ͲǤͺͲ ͳǤͷͷ Ͷͺ ͲǤͳ͵ ʹǤ͵ʹͲǤͶ ͲǤͻͻ ʹǤ͵ ǦͲǤͳ ͶͳǤͲ͵͵ ͲǤͺ ͳǤͻ ͲǤͺͶ ͳǤͷ ͲǤͳ ͳǤͺʹ Ͷͺ ͲǤͲͺ ʹͷ ͳͲǤͶͶ ͶǤͳʹ ͺǤͺͺ ͵ǤͶͺ ͳǤͶͷ Ͷͺ ͲǤͳͷ ͳͲͲ ͶͳǤ ͳǤͷͲ ͵ͷǤͷʹ ͳ͵Ǥͻʹ ͳǤͶͷ Ͷͺ ͲǤͳͷ
ȋʹǤ͵ʹ ͳʹǤ͵ ʹȌǤ ǡͳͲȋͳȌǡͳͳͳǦͳʹͶ ͳͳ
ǡǡ ǡ ȋt =2.37, sigαͲǤͲʹȌǤ ǦǦ Ǥ ǡ ǡ Ǥ ȋ ƬǡʹͲͳͷȌǤ ǡ ǯ Ǥ ǡ ǦǦ ǡ Ǥ͵ǡ ͳǡ ǡ ǡ ǡ ǦǦ Ǥ ȋʹͲͲͶȌǡ ǡ ǡ Ǥ
͵ The Pre-Test and Post-Test Performance of Group 1 ͳ ǦǦ M SD M SD M Diff. t df Sig. ͳǤʹͲ ͲǤͶͳ ʹǤͳ ͲǤͻͶ ͲǤͻ ǤͲͺ ʹͶǤͲͲ ͲǤͲͲ ͳǤͳ ͲǤ͵ ͳǤͻ ͲǤͻ ͲǤͺͲ ͷǤ ʹͶǤͲͲ ͲǤͲͲ ͳǤʹͶ ͲǤͶͶ ʹǤͲͶ ͲǤͺͶ ͲǤͺͲ ͷǤ ʹͶǤͲͲ ͲǤͲͲ ͳǤͷ ͲǤͷͺ ʹǤ͵ʹ ͲǤͻͻ ͲǤ ͶǤͺͺ ʹͶǤͲͲ ͲǤͲͲ ͳǤͲͺ ͲǤʹͺ ͳǤͻ ͲǤͺͶ ͲǤͺͺ ǤͲ ʹͶǤͲͲ ͲǤͲͲ ȋʹͷȌǤʹͶͶǤͳʹ ͳǤͶ ͳͲǤͶͶǤ͵ͶǤʹͲ ʹͶǤͲͲ ͲǤͲͲ ȋͳͲͲȌ ʹͶǤͻ Ǥͷ ͶͳǤ ͳǤͷͲ ͳǤͺͲ Ǥ͵ ʹͶǤͲͲ ͲǤͲͲ
Ͷǡ ʹ Ǥ ǯ ȋǡʹͲͲ͵Ǣ ǡʹͲͳͲȌǤ ͳͳͺ ǤƬǤ
Ͷ The Pre-Test and Post-Test Performance of Group2 ʹ ǦǦ M SD M SD M Diff. T df Sig. ͳǤͳ ͲǤ͵ ͳǤͲ ͲǤͳ ͲǤͶͶ ͶǤ͵Ͷ ʹͶǤͲͲ ͲǤͲͲ ͳǤʹͶ ͲǤͶͶ ͳǤͺ ͲǤͺͲ ͲǤͶͶ ͶǤ͵Ͷ ʹͶǤͲͲ ͲǤͲͲ ͳǤʹͶ ͲǤͶͶ ͳǤͺ ͲǤͺͲ ͲǤͶͶ ͶǤ͵Ͷ ʹͶǤͲͲ ͲǤͲͲ ͳǤͷʹ ͲǤͳ ʹǤ͵ ͲǤͶ ͲǤͺͶ ͺǤͺͻ ʹͶǤͲͲ ͲǤͲͲ ͳǤͳ ͲǤ͵ ͳǤͷ ͲǤͳ ͲǤͶͲ ͶǤͲͲ ʹͶǤͲͲ ͲǤͲͲ ȋʹͷȌǤ͵ʹ͵ǤͶͺ ʹǤͳͷ ͺǤͺͺʹǤͷʹͶǤͲͲǤͲ͵ͲǤͲͲ ȋͳͲͲȌ ʹͷǤʹͺ ͺǤʹ ͵ͷǤͷʹ ͳ͵Ǥͻʹ ͳͲǤʹͶ ǤͲ͵ ʹͶǤͲͲ ͲǤͲͲ
Ǧ Ǧ ǯ Ǥ ǡǡǡ ǡǦ ǦǦ ͳʹ Ǥ Ǧ ǯ Ǥ ͳ Ǧ ͳǡ ȋȌǡ Ǥ ǯ Ǥ ǡ ǯǡ ǤǤǡʹǡͷǡͻǤǡͷ ǯ Ǣǡ Ǥ ǡ ͳͲ Ǥǡ ǯͺǤ
Excerpt 1 [Pre-test: Foreign teacher- Student] Group1 ͳ ǣ ǫ ʹ ȋǤȌ ͵՜ ǣ Ͷ ǣ ǫ ͷ՜ ǣ ȋͲǤͷȌȋȋȌȌ ǣ ǫ ՜ ǣ ι ι ͺ ǣ ǫ ͻ՜ ǣ ȋǤȌȋȋȌȌ ǡͳͲȋͳȌǡͳͳͳǦͳʹͶ ͳͳͻ
ͳͲ՜ Ǥ ͳͳ ǣ ǫ Ǥ ͳʹ՜ ǣ αkhow-padȋȋǣǤ ȌȌ
Ǧ ʹǡ Ǥ
Excerpt 2 [Pre-test: Foreign teacher- Student] Group2 ͳ ǣ ǫ ʹ ȋǤȌ ͵՜ ǣ Ͷ ǣ ǫ ͷ՜ ǣ ȋȋȌȌ ǣ ǫ ՜ ǣ αιι ͺ ǣ ǫ ͻ՜ ǣ ȋȋȌȌmai ruȋȋǣǤǯȌȌ ͳͲ ǣ ǫȋȋ ȌȌ ͳͳ՜ ǣ sam tum ȋȋǣǤǤȌȌ
ǡ ǡ ǦǤ ͵ǡǡ ͳǡ ǯǤ Ǥ ǡǡ Ǥ
Excerpt 3 [Post-test: Foreign teacher- Student]Group1 ͳ ǣ ǫ ʹ ǣ Ǥ ͵ ǣ ǫ Ͷ ǣ Ǥ ͷ ǣ ǫ ՜ ǣ α Ǥ
ʹǡ ǡ ǦǤ Ǧ ǡǡ ͳ Ǥ ǡ ǯ ͶǤ ͳʹͲ ǤƬǤ
Excerpt 4 [Post-test: Foreign teacher- Student] Group2 ͳ ǣ ǫ ʹ՜ ǣ α Ǥ ͵ ǣ ǫ Ͷ ǣ α Ǥ ͷ ǣ ǫ ՜ ǣ α ȋǤȌȋȋȌȌǤ Ǥ
5. Conclusion Ǣǡ ǡ ǡ ǡ ǡǤ ǯ Ǥ ǦǦ ǡ Ǥ Ǥ Ǧ Ǥ ǯ Ǥ
The Authors ȋ ǣ ̷Ǥ Ȍ ǡǤ Ͷ͵ Ǥ ȋǣ̷Ǥ ȌǤǤ ǦǤ ǡ Ǧ ǡ ȋȌǡ ǡ ǯ Ǥ ǡͳͲȋͳȌǡͳͳͳǦͳʹͶ ͳʹͳ
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ǡǤȋʹͲͲͶȌǤThe interactional architecture of the language classroom: A conversation analysis perspectiveǤǣ Ǥ
ǡ Ǥǡ Ƭ ǡ Ǥ Ǥ ȋʹͲͲͶȌǤ ǡ ǡ ǣ Ǥ Studies in Second Language Acquisitionǡ 26ȋʹȌǡͳ͵ǦͳͻͻǤ
ǤǡǤǡƬǤȋʹͲͲȌǤǦ ǣ ǤInternational Journal of Language Studies, 1ȋͶȌǡʹͶͻǦʹǤȋǣIranian Journal of Language StudiesȌ
ǡ Ǥ Ǥǡ Ƭ ǡ Ǥ ȋʹͲͲʹȌǤ ǣ ǡ ǡ Ǥ ǤǤ ƬǤǤ ȋǤȌǡ Methodology in Language Teaching: An Anthology of Current Practiceǡ ȋǤ ʹͳʹǦʹʹͶȌǤ ǣ Ǥ
ǤǡƬǡǤȋʹͲͳͶȌǤ ǣ Ǧ Ǥ International Journal of Language Studies,8ȋͶȌǡͻͷǦͳͲǤ
ǡ Ǥǡ Ƭ ǡ Ǥ ȋʹͲͲʹȌǤ Ǥ ǤǤǤ ǡͳͲȋͳȌǡͳͳͳǦͳʹͶ ͳʹ͵
Appendix A ȋʹͲͲͶȌǦ ȋʹͲͳͳȌǣ .ȋȌ ǡ ȋ Ȍ ǣǣ ȋ ȋȌȌ ȋ Ȍ CAP ITALLICS ǯͳ ιι ȋȌ δε ͷ ȋǤǤǡδͺεȌ ȋȌ ȋȌǦ ǫ Bold α ȋȌ ǡ ȋȌ ǯ ǯ ǡ ȋ Ȍ ǣ Appendix B ǦȋʹͲͳͳȌǡ ǯȋʹͲͲͳȌǡȋʹͲͲͶȌǡƬȋʹͲͲʹȌ Ǥ ǯǤ Ȁ Ǥ Ǥ Criteria for assessment Ǥ Ǧ ȋʹͲͳͳȌǡ ǯ ȋʹͲͲͳȌǡ ȋʹͲͲͶȌǡ Ƭ ȋʹͲͲʹȌ ǯ Ǥ ǣ ǡ ǡ ǡ ǯ Ǥ ͷǦ ǣͳαȀ ǢʹαǢ͵αǢͶαͷα Ǥ ͳʹͶ ǤƬǤ
Appendix C Oral Proficiency Interview Questions ͳͲǦ Ǥ Ǥ Topic 1 Personal information ͳǤ ǫ ǫ ʹǤ ǫ ͵Ǥ ǫ Topic 2 Family ͶǤ ǫ ͷǤ ǫ Ǥ ǫ Topic 3 School Ǥ ǫ ͺǤ ǫ ͻǤ ǫǫ ͳͲǤ ǫ Topic 4 Food ͳͳǤ ǫ ͳʹǤ ǫ ͳ͵Ǥ ǫ ͳͶǤ ǫ Topic 5 Daily activities ͳͷǤ ǡǫ ͳǤ ǫ ͳǤ ǫǫ Topic 6 Hobbies ͳͺǤ ǫ ͳͻǤ Ȁ ǫ ʹͲǤ ǫ ʹͳǤ ǫȀǫ International Journal of Language Studies ͳͲǡͳǡ ʹͲͳǡǤͳʹͷǦͳͶͺ
La bindi nga que tu know-là nyass jusqu'a le feu sort seulement: Examining strategies of intensification in Camfranglais ǡǡ
ǡ Ǧ Ǥ ǡǡ ȋʹͲͲ͵Ȍǡ ȋʹͲͲͺȌǤ ȋ ͳͻ͵̵Ȍ ǡ ǡ ǡ ǣ ȋȌ Ǧ ǡ ȋȌ ǡ ȋ Ȍ ǡ ȋȌ Ǥ Ǥ Ǧǡ ǡ ǡ ȋȌ ȋ Ȍ ǡ ǡ Ȁ ǡǡ Ǥ ǡ ǣ Ǥ Ǥ ǡ Ǧǡ ǡ ǣǡ ǡǡ ǦǤ
Keywords: ǢǢ ǢǢ Ǣ ǦǢ
1. Introduction ǡ Ǥ
ǣʹͳͷǦͶͺͻͺǢ ǣʹͳͷǦͶͻͲͳ ̹ʹͲͳ Ǣ Ǥ ͳʹ ǤǤ
Ú ȋͳͻͻͷȌǡ ȋͳͻͻͷȌǡÚȋͳͻͻȌǡȋͳͻͻȌǡ ȋͳͻͻȌǡ ȋͳͻͻͺȌǡ ȋͳͻͻͻȌǡ ȋʹͲͲʹȌǡ ȋʹͲͲʹȌǡȋʹͲͲ͵ȌǡȋʹͲͲͷȌǡ ǯ ȋʹͲͲͶȌǡ ȋʹͲͲȌǡ Ǧ ȋʹͲͲͺȌǡ ȋʹͲͳͳȌǡ Ǥ ǡ Ǧǡ ǡ ǡ ǯ Ǥ ǦǤǡ ȋǡ ʹͲͲ͵ǡǤͳȌǤ Ǥ Ǥ ǡ Ǥ
2. What is Camfranglais? Dzdz ǡ Dzdzǡ Dzdz Dzdz ȋ Ƭ ͳͻͻͶǡ Ǥ ʹͻȌǤ ȋͳͻͺͻȌ ǡ Ǧ Ǧ ȋǡʹͲͲ͵ǡǤͳȌǤ Ǧǡ Ǥ ǡ Ǧǡ Ǥ ǡ ǡ ǡ ȋǡʹͲͲͶǡǤ͵ȌǤ ǡ ȋͳͻͺͺǡ Ǥ ͵ͲȌǡ ǡ ȋʹͲͲͺȌǡ ǡ ǡ Ǥ Dz dz ǡǤ ǡ ȋʹͲͲ͵ǡǤͷͳʹȌǡ ǡ ǡǡ Ǥ ǡͳͲȋͳȌǡͳʹͷǦͳͶͺ ͳʹ
Ǥ ȋͳͻͺͷȌǡ ȋʹͲͲͺȌ ǡ Ǧ Ǧ Ǣͳ ȋǤǤǡ Dzdz Dzᣨdz Ȍǡ ȋǤǤǡ Dz ȏȐ ȏᡅȐȌǡ ȋǤǤǡ Dz ȏȐ ȏȐǡ ȋǤǤǡ Dz ȏȐ ȏȐǡ ȋǡƬ ǡʹͲͲͺǡǤǦͺȌǤ Ǧ ȋʹͲͲ͵Ȍ ǣ ȋǤǤǡ ȋ Ȍǣ Ȍǡ ȋǤǤǡǣȌǡȋǤǤǡ ǣ Ȍǡ ȋǤǤǡ ȋΪ Ȍǡ ȋǤǤǡ ±± ȋ Dz°dzȌǡ ȋǤǤǡ ±Ǧǣ Ȍǡ ȋǤǤǡ Ǧǣ Ȍǡ ȋǤǤǡ ǣ Ǧ ǡ ȋǤǤǡ ǣ ǡ ȋǤǤǡ ǣ ȋǡ ʹͲͲ͵ǡ Ǥ ͷͳͶǦͷʹͶȌȌǤ ȋͳͻͻͻȌ ǡ ȋʹͲͲͺȌ ǡ ǡ ǡ Ǥǡ ǡ Ǥ
3. Intensification defined Ǥ ǡǡ Dz ȋǤǤǡ Ȍ ȋǤǤǡ Ǯǯ ȌǤ ǡ ȋ Ƭ ǡ ʹͲͲǡǤʹͶͶȌǤ ȋͳͻ͵ǡǤʹͳͶȌǡDz Ǣ dzǤ ǡ ǡ Ǥ Dz ȋǤǤǡ ǡ ȌǢ ȋ ǡ Ȍ ǡ ȋǤǤǡǡȌdzȋƬ ǡͳͻ͵ǡǤʹͳͶȌǤ ǡ ȋǤǤǡǡȌȋǤǤǡ ǡ Ȍ ȋ ǡǤǤǡǡ ǡ Ȍǡ ͳʹͺ ǤǤ
ȋ ǡ ǤǤǡ DzdzǡDzdzDzǡdzȌ ȋǤǤǡ ǡ Ȍȋ Ƭ ǡ ͳͻ͵ǡ Ǥ ʹͳͺȌǤ ǡȋʹͲͲǡǤʹͶͶȌǡ Ǧ Ǥ ǡ Dzdz ȋͳͻͺͷǡ Ǥ ͷͻͲȌȋʹͲͲ͵ǡǤͶʹȌǤǡ Ǧ ǡ ȋ Ȍ ȋ ȌǤ ǡ Ǥ ȋǤǤǡ fast ȋȌǡ très ±± ȋ ȌȌǡ ȋǤǤǡ to some extent ȋȌǡ à la folieȋ Ȍǡ ȋǤǤǡǡlittle ǨȋȌǡ propre ȋ Ȍǡ ȋǤǤǡ Ȍ a winkȋȌǡȌ a thingȋȌǤ ǡ ȋƬ ǯ ͳͻ͵ ȌǤ ȋǡ ǡ ǡ ǡ ǡ ǡ ȌǤ Ǥ Ǥ ǡ ȋǡͳͻͻͺǢ ǡͳͻʹʹǢǡͳͻͷǢǡʹͲͲͶǢǡ ʹͲͳʹȌǤ ȋʹͲͲǡǤʹȌ Ǥ ǡ ǡ Ǥǡ ǡ ǡ Ǥ ǡ Úǡ ȋʹͲͲʹǡǤͳͶͲȌ Ǥ
4. Methodology ǡ ǡ Ǥ ǡͳͲȋͳȌǡͳʹͷǦͳͶͺ ͳʹͻ
ǡ Ǥ ǡ Ǧ ǡ ȋǡ ǡǡ ǤȌ ǡǡǡǡǡ Ǥ ǡ Ǥ ǡ ǡ Ǥ ǡ ǡ Ǥ ǡ ͳͲͲ ʹͲ Ǥ ȋ Ȍ Ǥ ȋ ȌǤͳͲͲ ǡ ͺͲ Ǥ ǡ ǡ Ǥ ǡ ȋ Ȍǡ ȋʹͲͲ͵Ȍ ǡ ȋʹͲͲͺȌǤ ǯ ȋǤǤǡ ǡǡ ȋǡ ʹͲͲ͵ǡ Ǥ ͷͳͳȌǤ ǡ ǯ Ǧ ǡ ǡ ǡ Ǥ ǡ Cameroon Tribuneǡ Ǥ ȋǡ Ƭ ǡ ʹͲͲͺǡǤͳȌǤ
5. Strategies of Intensification ǡ ǦǡǦǡ ǡǤ
5.1. Single-word intensifiers ǡ Ǥ ͳ͵Ͳ ǤǤ
Ǥ ͳǤ Ǥ Ǧ malǤ Ǧ Dz very Ǥdz ȋ ǣǡ ͳǡ ǤȌ Ǥ Dz ±Ǧǡmaldz Ǧ ȋ ǣǡƬ ǡʹͲͲͺǡǤͳͶǡͳ͵͵Ȍ ʹǤ Ǥ graveǤ Dz very Ǥdz ȋ ǣ Ȍ Ǥ ǯ±ǦgraveǤ Ǧ Dz too muchǤdz ȋ ǣ Ȍ ͵Ǥ Ǥ Ǧ ǡ casseǤ Ǧ Dz ǡ very Ǥdz ȋ ǣ Ȍ Ǥ casseǤ Dztoo muchǤdz ȋ ǣǡ ͳͻȌ ͶǤ Ǥ ǯjusqu’aǤ Dz very Ǥdz ȋ Ȍ Ǥ DzǦǡjusqu’àdz Ǧǡ Dzǡ dz ȋǡƬ ǡʹͲͲͺǡǤͳͷͲǡͳͻ͵Ȍ ͷǤ Ǥ DzFlop Ǽ ǽdz ǤǤ Dz Dz dz ȋǡƬ ǡʹͲͲͺǡǤͳͶͶǡͳȌ ǡͳͲȋͳȌǡͳʹͷǦͳͶͺ ͳ͵ͳ
ǤDzFlop Ǽ ǽdz ǤǤ Dz Dz dz ȋǡƬ ǡʹͲͲͺǡǤͳͶͶǡͳȌ Ǥ ǡeasyǦǨ Ǧ Dzǡdz ȋ ǣ Ȍ Ǥ ±±amerǤ Dzvery Ǥdz ȋ ǣ Ȍ ͺǤ Ǧ prêtǤ Ǧ Dzvery Ǥdz ȋ ǣ Ȍ ͻǤ lourdǤ very richǤdz ȋ ǣ Ȍ Ǧ ȋ ȋͳǤȌǡȋͳǤȌǢȋʹǤȌǡȋʹǤȌǢȋ͵ǤȌǡȋ͵ǤȌǢȋȌǡȋȌǡȋͺȌȋͻȌǡ ȋ ȋͶȌ ȋͷȌ ȋǡ ȋͷȌǤ ǡ ȋͷǤȌDzFlop Ǽ ǽdzǡȋͷȌDzFlop Ǽ ǽȋȌȋ ǡeasyǦǨȌ ȋ ȋͷǤȌǡȋͷǤȌ ȋ ȋȌȌǡ ǡ Ǥ ǡ ǡ Ǧ ȋǤǤǡ Ȍ ȋ ȋͳǤȌǡ ȋͳǤȌǢ ȋʹǤȌǡ ȋʹǤȌǡ ȋ͵Ȍǡ ȋ͵ǤȌǡ ȋͶȌǡȋͶǤȌǡ ȋȌ ȋͻȌǤ ǡ ȋ ȋͷǤȌǡ ȋȌ ȋͺȌǤ ǡ ǡ Ǥ ǡ ǡ ͳ͵ʹ ǤǤ
ǡ Ǥ ǡ ȋͳǤȌ Ǧ mal. ȋ very ȌȋͳǤȌDz ± Ǧ ǡ maldzǤ ȋͳǤȌ ȋͳǤȌǡ Dzdzǡ ǡ Ȁ DzǡdzǤ ǡ ǡ ͳǦ Dz ȀdzDzdzǡ Ǥ ǡ Ǥ ǡ Ǥǡ ǡ ǡ Ǥ ǡ ǡ ȋȌȋ ǡeasyǦǨȋǡȌǡȋȌȋ±± amerȋvery Ȍ ȋͺȌǦ prêtȋvery ǤȌǤ ǡDzdz DzdzDz dzǤ ǡ Dzdz Dz²dz DzdzDzdz ȋǤǤǡ ǡ Ȍǡ Ǥ ǡǡ Ǥ ǯ ȋʹͲͲ͵ǡ Ǥ ͳȌ Ǥ
5.2. Reduplicative intensifiers ǡ ǡ Ǥ ǤȋͳͻͺͶǡǤ ͳͳͶȌǡDz ȏǥȐ ǡ Dz dzǡDz dz dzǤ ǡ Ǥ ȋʹͲͲ͵ǡǤͷʹ͵ǡ ͶǤͷȌǤ ͳͲǤ Ǥ dzam-dzam/djim-djimǤ ǦȀǦ Dz very bigdz ǡͳͲȋͳȌǡͳʹͷǦͳͶͺ ͳ͵͵
Ǥdzam-dzamȀdjim-djim ǦǦǤ ǦȀǦǦ Ǧ Dzvery fat Ǥdz ͳͳǤ Ǥ ±±longo-longoǤ Ǧ Dz very talldz Ǥ longo-longo ǦǤ ǦǦǤ Dzvery tallǤdz ͳʹǤ Ǥ Ǧnyama-nyamaǤ ǦǤ Dzvery small.dz Ǥ Ǧ nyama-nyama Ǧ Ǥ ǦǦǦǤ Dz very smalldz ͳ͵Ǥ Ǥ penya-penya/gnang-gnangǤ ǦǤ Dz brand new.dz Ǥ ǯpenya-penyaǤ Ǧ Dz Ȍdz ͳͶǤ Ǥ Ǧ ǡtok-tokǤ ǤǤǦǦǤ Dz ǡvery dullǤdz Ǥ Ǧ tok-tok ǦǤ ǦǦǦǤ Dzvery dulldz ͳͷǤ nayo-nayoǤ ǦǤ Dz very slowlyǤdz ͳǤ ǡmolo-moloǤ ǡΪͳǤǦǤ Dz ǡǯvery gentlyǤdz ͳǤ ǡǡ là-là-làǤ ǡ ǦǦǤ Dzǡǡ immediately.dz ͳͺǤ ǯwassa-wassaǤ Ǧ Dz very fastǤdz ͳ͵Ͷ ǤǤ
ǡ ǡ ǡlongo-longoȋͳͳǤȌȋ DzdzȌlà-là-là ȋͳȌȋ DzdzȌǤ Ǥ ǡ ǡ ǡ Ȁ ǡ ǡ ǡ ǡ Ǥ DzǦȀǦ dz ȋͳͲǦȌǡ DzǦdz ȋͳͳǦȌǡ DzǦdz ȋͳʹǦȌǡ Ǧ ȋͳ͵ǦȌǡǦȋͳͶǦȌǤ ǡ ǡ Ǥ Ǥ ǣ ͳͻǤ °tok-tok °Ǥ Ǧ ǤǤ ǤǤ Ǥ ȋ dull Ȍ ǡ DzǦdz ǡ ǡ Ǥ DzǦdzȋȌǡDzǦdzȋȌǡDzǦdzȋ Ȍǡ DzǦǦdzȋǡ Ȍ Ǥ
5.3. Phrasal intensifiers Ǧ ǡ Ǥ ǡ Ǥ ǡ Ǥ ǡͳͲȋͳȌǡͳʹͷǦͳͶͺ ͳ͵ͷ
5.3.1. Phrasal intensifiers which function as adjective and verb modifiers ǣ Ȁ Ϊ ǡ ȀΪ ǡ ȀΪ ǡ ȀΪ ǡ ȀΪ ǡ Ȁ Ϊ ǡ ȀΪ Ǥ ǡ ǡ ǣ ʹͲǤ Ǥ Ǧ casse seulementǤ Ǧ Dz Ǥdz Ǥ ǯ°casse seulement. Dzǡ Ǥdz ʹͳǤ Ǥ Ǧ grave seulementǤ Ǧ Dz Ǥdz Ǥ ǯǯgrave seulementǤ Dz Ǥdz ʹʹǤ Ǥ ±Ǧmal mauvaisǤ Ǧ Dz Ǥdz Ǥ Ǧ mal mauvaisǤ Ǧ Dz Ǥdz ʹ͵Ǥ Ǥ la magie seulementǤ DzǤdz Ǥ ǯǦla magie seulementǤ Ǧ Dz Ǥdz ʹͶǤ Ǥ ±±la mort seulementǤ DzǤdz Ǥ ǯ la mort seulementǤ Ǥ Dz Ǥdz ʹͷǤ Ǥ les nerfs seulementǤ Dz Ǥdz ͳ͵ ǤǤ
Ǥ ǯnerfs seulementǯǤ Dz Ǥdz ʹǤ Ǥ ǯà chier seulement. Ǥ DzǤdz Ǥ Ǧ à chier seulement Ǧ ȋ Ȍ ȋ ȋʹͲǦȌǡ ȋʹͳǦȌǡȋʹʹǦȌǡȋȋʹ͵ǦȌǡȋʹͶǦȌȋʹͷǦȌ ȋȋʹǦȌǤǡ ǡ ǡ Ǧ ȋ ȋʹͲǦȌǡȋʹͳǦȌǡȋʹʹǦȌ Ǥ Ǧ ǡ Ϊ Dzdz ȋȌ ȋ Dz dzǡ DzdzȌǡ Dzdz ȋȌΪ ȋȌǤ ǡ ǡȋǤǤǡȌΪȋǤǤǡȌΪ Dzdz ȋ Dz dzǡ Dz dzǡ Dz dzȌ ȋǤǤǡȌΪȋǤǤǡ ȌȋȌǤ ǡ Ǥ Ǥ ǡ ȋʹ ǦȌ ǡ ȋǤǤǡ ǡ ȌǤ ʹǤ Ǥ ȗ Ǧ casse seulement Ǧ Dz Ǥdz Ǥȗǯcasse seulement ° Dzǡ Ǥdz ȋʹȌǡDz dz DzdzȋȌȋǤǤǡ ȌȋʹȌǡ ǡͳͲȋͳȌǡͳʹͷǦͳͶͺ ͳ͵
Dz dz Dzdz ȋȌǤ ǡ ȋʹǦȌ Ǥ ȋʹͳǦȌǡȋʹʹǦȌǡȋʹ͵ǦȌǡȋʹͶǦȌȋʹͷǦȌǡȋʹǦȌǡ Ǥ
5.3.2. Phrasal intensifiers which function as noun modifiers ȋ͵ǤͳǤͳȌǡ ǡ ǡ Ǥ ʹͺǤ un sac deǤ Dz ȀȀȀǤdz ʹͻǤ Ǧ ǡ ǯles problèmes du Ǥ ǦǤ Ǥ DzȀȀ Ǥdz ͵ͲǤ la mort deǤ Dz Ǥdz ͵ͳǤ ǯla dimension duǤ Ǥ DzȀǡǤdz ͵ʹǤ Ǧ la magie de Ǥ Ǧ DzȀ ȀǤdz ͵͵Ǥ la tension deǤ Dz Ȁ Ǥdz ͵ͶǤ ǡǯ±±la sorcellerie deǯǤ Ǥ Ǥ Dz ǡ Ǥdz ͵ͷǤ ±±tuerie du Ǥ DzȀǤdz ͳ͵ͺ ǤǤ
͵Ǥ les nerfs deǤ Dz Ǥdz ͵Ǥ le grand-frère deǤ Dz ȀȀ Ǥdz ͵ͺǤ ±±la maman deǤ DzȀȀ Ǥdz ͵ͻǤ ǡǯ ±ǯ ǯles cacas du ǡ Ǥ Dz ǡ Ǥdz ͶͲǤ ǯ±Ǧ ǯle ndutu deǡ ǫ ǤΪǦǤ Dz Ǥdz ͶͳǤ un chichi de Ǥ Dz ǦȀ Ǥdz ͶʹǤ le ndem de Ǥ Dz Ǧ Ǥdz Ͷ͵Ǥ ǯpet-pet du Ǥ Ǥ Dz Ǥdz ǡ ȋʹͺȌǦȋ͵ͺȌȋ͵ͻȌȋͶ͵ȌǤ ǡȋʹͺȌȋ͵ͺȌ ǡ ȋ͵ͻȌǦȋͶ͵Ȍ Ǥ ǡ Ǧ Ǥ ǡ Ǥ ǡͳͲȋͳȌǡͳʹͷǦͳͶͺ ͳ͵ͻ
ǣDeterminer + noun + element to be intensifiedǤ ǡ unȋȌ sacȋȌde joueurȋ Ȍ ȋʹͺȌǡ laȋȌ dimension ȋȌ du gardien ȋ Ȍȋ͵ͳȌǡȋȌȋȌȋȌ ȋͶͲȌǤ Ǥ
5.4. Sentential intensifiers Ǥ ǡ Ǥ Ǥ ͶͶǤ Ǥ Ǧ (jusqu’à) le feu sort seulementǤ Ǧ DzǤdz Ǥ Ǧ ȋjusqu’à) le feu sort seulement Ǧ Dz Ǥdz ͶͷǤ Ǥ Ǥȋjusqu’à) ce n’ est plus bonǤ ǤǤǤ Dz Ǥdz Ǥ Ǧȋjusqu’à) ce n’ est plus bonǤ ǦǤǤǤ Dz Ǥdz Ǥǡ Ǥǡ“(jusqu’à) le feu sort seulement”“(jusqu’à) ce n’est plus bon” ǤǤǡ subjectȋȌΪverbȋȌΪadverbialȋȌ subjectȋ ȌΪverbȋǯȌΪqualifier (plus bon)ǡ “jusqu’a” dzǤ Ǧ ǡ Ǥ ȏͶͶȐ ȏͶͷȐǡ “(jusqu’a) le feu sort seulement” and “(jusqu’a) ce n’est plus bon” Dz Dzdz Dzdz ǡ ȋͶͶȌ ȋͶͷȌǡ DzdzDzdz Ǥǡ ͳͶͲ ǤǤ
ǡ Ǥǡ ȋͶȌȋͶȌǤ ͶǤ ȗǦ (jusqu’à) le feu sort seulement Ǧ DzǤdz ͶǤ ȗǦ(jusqu’à) ce n’ est plus bon ǦǤǤǤ Dz Ǥdz ȋͶȌȋͶȌǡ Ǥ ǡȋͶȌǡDz(jusqu’à) le feu sort seulement” Dzdzǡ ȋͶȌDz(jusqu’à) ce n’ est plus bondz Dzdzǡ Ǥ ȋͶȌ ȋͶȌ Ǥ
6. Semantic Classification of intensifiers ǡ Dz dz Ǥ ǡ ǡ Ǥ Dz ȏ Ȑ ǯ ǡ dzȋǡʹͲͲͻǡǤʹͺ͵ȌǤ ǡ ǣǡǡ ǡ ǡ ȋǡʹͲͲͻǡǤʹͺ͵ȌǤ Ǥ ǡ ǣ ǡ ǡ ǡ ǦǤ
6.1. The visual sphere ǡ ǤȋʹͲͲͻǡǤ ʹͺ͵Ȍǡ Dz Ǥ Ǥdz ǡͳͲȋͳȌǡͳʹͷǦͳͶͺ ͳͶͳ
Ǥ ǡǡ Ǥ Ǥ Ǥ x ǣun sac deȋȌǡflop deȋȌǡla dimension deȋȌǡdzam-dzamȋǦȌȀdzim-djimȋǦȌ x ǣpenya-penyaȋǦȌ x ȋȀȌǣǦ°ȋȌǡȋȌ
6.2. Tactile sphere ǡǡ ǡǣ x ǣlourdȋȌ x ǣlongo-longoȋǦȌ x ǣmolo-moloȋǦȌǡǦ(slowly-slowly) x ǣ ȋ ȌǡǦȋȌ
6.3. The mental sphere Ǥ
x
ȋǤǤǡ ǡǡ ǡǡ ǡ ǤȌǤ Ǥ Ǥ ǦCasseȋȌǡcasse seulementȋȌǡla magie seulement ȋ Ȍǡ la sorcellerie seulement ȋ Ȍǡ la mort seulement ȋ Ȍǡ les nerfs seulement ȋ Ȍǡ à chier seulementȋ Ȍǡjusqu’àȋȌǡle feu sort seulementȋ Ȍǡles problèmes de ȋȌǡla sorcellerie deȋ Ȍǡla magie deȋ Ȍǡla mort deȋȌǡla tension deȋȌǡla tuerie deȋ Ȍǡles nerfs deȋȌǡà mortȋȌǤ
x ǣmalȋȌǡgraveȋȌǡgrave seulementȋȌǡmal mauvaisȋȌǡȋjusqu’à) ce n’ est plus bon. ͳͶʹ ǤǤ
6.4. Gustatory and spacio-temporal spheres Ǥ
x ȋȌǣamerȋȌ x Ǧǣlà-là-làȋǦǦȌ
Ǥ
ͳ Distribution of the Types of Intensifiers on the Basis of Semantics Ǧ Total Ͳ ʹ ͵ Ͳ 8 Ͳ ͳ Ͳ Ͳ Ȁ ʹ Ͳ Ͳ Ͳ ͳ ͳ Ͳ Ͳ Ͳ ͳ Ͳ Ͳ 7 Ͳ ʹ Ͳ Ͳ Ͳ Ͳ ʹ Ͳ ͵ Ͳ ͳʹ ͳ 20 ʹ Ͳ ͳ ͳ ͳ Ͳ Ͳ Ͳ 1 Ǧ Ͳ ͳ Ͳ Ͳ 1 Total 9 8 18 2 37
ȋͳͺ Ȍ Ǧ ȋͻȌǡ ȋͺ Ȍ ȋʹ Ȍ Ǥ ǡ ǯȋʹͲ ȌǤ ǡ ȋͳͺ Ȍǡ ȋͺ Ȍǡ ȋ Ȍǡ Ǧȋͳ ȌǤ Ǥ ǡ ǡ ȋǤǤǡDzdzȌǡȋǤǤǡ ȌǡȋǯȌǡ ȋ Ȍǡ ȋȌǡȋ Ȍ Ǥ ȋʹͲͲͻǡǤʹͺͶȌǯ ǣ
ȏǥȐ ǡ ǡǤǡ ǡ ǡͳͲȋͳȌǡͳʹͷǦͳͶͺ ͳͶ͵
ǡǡ ǡǦ ǡ Ǥ ǡ ǡ Ǥ ǡ Ǥ
ǡ Ǥ ǡǡ ǡ Ǥǡ ȋǤǤǡ un sac deǡflop deȌǡȋndzam-dzam ǦȌȌ ȋpenya-penyaȌ Ǥ ǡ Ǥ ȋǤǤǡlourdȌǡ ȋǤlongo-longoȌǡ ȋǤmolo-moloȌǡȋǤles cacasȌ Ǥ ǡ ǡ ǡ ȋǤǤǡ Ǧ amer Ȍ Ǧ ȋǦǦȌ Ǥ
7. Conclusion Ǥ ǡ ǡǦ ǡ ǡ ǡ Ǥ Ǧ ǡ Ǥ ǡ ǡ ǡ ǡ Ȁ ǡǡ Ǥ ǡ ǡǡ Ǥ ǡ ͳͶͶ ǤǤ
Ǥ ǡ Ǥ ǦǤ Ǥ ǡ ǡ ǡ ǡ ǡ ǡǡ Ǧ ǡ ǡ Ǥ Ǥ Ǥ
Notes: ͳǤ ǡ ȋʹͲͲͷȌǢ ǡȋʹͲͲͻȌǤ
The Author ȋǣ̷ǤȌ ǡǤ ȋ ǡʹͲͲͶ ǡʹͲͲȌ ǯ ǡ ȋǦ Ȍǡȋ ǡʹͲͲȌǡȀǯȋǡʹͲͲͺȌ ȋ ǡ ʹͲͳ͵ȌǤ Ǧ ǡ Ǥǡ ǡǤ
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ǡǤȋͳͻͻȌǤ ǯ ǣ Ǥ ǤǦǡǤƬǤǤÚȋǤȌǡ Ungdomsspråki NordenǡȋǤͻǦͳͳͲȌǤ ǣ Ǥ
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ǡ Ǥ Ǥ ȋʹͲͲͶȌǤ Language and women’s place: Text and commentariesǤ ǣǤ
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Appendix: The Questionnaire
Ǥ2 ± ǯ ±± Ǧ Ǥ ± Ǥ
ͳȌ°Ǥ ʹȌǯ°Ǥ ͵Ȍ ǯ±° Ǥ ͶȌ°Ǥ ͷȌ°Ǥ Ȍ ǯǤ Ȍ°Ǥ ͺȌ Ǥ ͻȌ²±°Ǥ ͳͲȌ ǯ Ǥ ͳͳȌǤ ͳʹȌ°Ǥ ͳ͵Ȍ °Ǥ ͳͶȌ °Ǥ ͳͷȌ Ǥ ͳȌ°Ǥ ͳȌ° ±°Ǥ ͳͺȌ °Ǥ ͳͻȌ ǯ Ǥ ʹͲȌǤ International Journal of Language Studies ͳͲǡͳǡ ʹͲͳǡǤͳͶͻǦͳͷͷ
Book Review
ǡǤǤǡƬǡ ǤǤȋʹͲͳͷȌǤTeaching and assessing EIL in local contexts around the worldǤ ǣ Ǥ ȏ Ϊ ͳͺͳǢ ǣ ͻͺǦͳǦͳ͵ͺǦͺʹǦͻȐ
Ƭ ǡ ̵ ¢ǡ
Ǧ Ǥ ȋȌǡ ȋ Ȍǡ ȋ ȌǤ ǡ Ǥ ǡ Ǥ ǡ ȋ ǡʹͲͳͲȌǤ ǡ ȋǡ ǡ ͳͻͺǢǡʹͲͳͷȌǤ ǡ ȋʹȌ Ǥ ǡ ǡ Ǥ ǡ ȋ Ȍ ȋǤǤǡ Ȍ ȋ ǡ ǡ ͳͻͻǢ ǡʹͲͲͲǢǡʹͲͲͶȌǤ ȋʹͲͲ͵Ȍ ǡ Ǥ ǡ ȋʹͲͳͲȌ ǣʹͳͷǦͶͺͻͺǢ ǣʹͳͷǦͶͻͲͳ ̹ʹͲͳ Ǣ Ǥ ͳͷͲ ǤƬǤ
Dz ȏǥȐ dzȋǤ ͻͷȌǤ ǡ ǡ ǯ ǡ Ǥ ǡ Ǥ Ǥǡ ǡ Ǥ Ǧ ȋ ǡ ʹͲͳǢ ǡ ʹͲͳͷȌǤ ǡ Ǥ ǡ Ǥ ǡ ǡ ǡ ǡ Ǥ Ǥ Ǯ¢Ǥ Ǥ Ǥ ȋ Ȍ Ǯ¢Ǥ ǡ ǡ ǡ Ǥ ǡǡǤ ̵ ǡ ǡ Ǥ ǡ Ǥ Teaching and assessing EIL in local contexts around the world ǡͳͲȋͳȌǡͳͶͻǦͳͷͷ ͳͷͳ
Ǥ ǡ ǡǦǦ Ǥ ǡ ǯ Ǥ Ǥ ǡDz ǡdz ǡ ǡ Ǥ ǡ Ǥ Ǥ ǡ Ǥ ǣ ǡ ǡ Ǥ Ǣ ǡ ǡ ǡ ǯ Ǥ ȋ Ȍ Ǥ ǡ Ǥ ǡ Ǥ more Ǥ Ǥ ǡ ǡ ǯǤ ǡ Dz ǡ ǡ ǡdz Ǧ ǡǡ Ǥ Ǥ DzǦ dzǡ Dz dz ǯ Ǥ ǡ ͳͷʹ ǤƬǤ
Ǥǡ Dzdzǡ Ǥ ǡ Ǥ Ǧ ǡ DzǦdzǤ ǡ Ǥ Ǥ ǡ ǡ Ǥ ǡ ǯ ǡǯ Ǥ ǡDz ǯǡdz Ǥǯ Dz ǤdzȋǤͷͲȌǤ ǯǡ ǡ Ǥ ǯ Ǥ ǡDz ǡdz ȋȌ ȋ Ȍ Ǥ ǡǡ Ǥ ǡ ǡ ǡ ǡ ǡ Ǥ ǯ Ǥ ǡ Ǥ ǡͳͲȋͳȌǡͳͶͻǦͳͷͷ ͳͷ͵
ǡ ǡ Ǥ ǡDz ǡdz Ǥ nativeǯǡ Ǥ ǯ Ǥ ǡǡ ǯ ǡ Ǥ ǡǡ ȋȌ ǡȋȌ ǡ ȋ Ȍ Ǥ Ǥ Ǥ ǡDz ǡdz ǡ ǡ Ǥ ǡ Ǥ Ǧ Ǥ Ǥ ǯ ǡ Ǧ Ǥ ǡ Ǧ Ǥ Ǥ ǡ Dz ǡdz Ǧ Ǥ ͳͷͶ ǤƬǤ
ǡǡ Ǥ Ǧ Ǥ Ǯ ǡ ǡ ȋȌǤ Ǥ ǡ ǯ Ǥ ǡ Ǥ Ǥ Ǧ ǡ ǡ ǡ Ǥ Ǥ ǡ Ǥ ǡ Ǧ Ǥ Ǥ
The Authors ȋǣ ̷ǤȌ ȋȌ ̵ ¢ȋ ȌǤ ǡ Ǥ ǡ ǡ ǡ Ǥ ȋǣ̷ǤȌȀ Ǥ ǡͳͲȋͳȌǡͳͶͻǦͳͷͷ ͳͷͷ
Ǯ¢Ǥ ǡ ȋȌǡǦ ȋȌǡ ȋȌǤ
References ǡ ǤǤȋʹͲͳȌǤ ǣ Ǥ International Journal of Language Studies, 10ȋͳȌǡͳǦͳͶǤ ǡ Ǥ Ǥǡ ǡ Ǥ Ǥ ȋʹͲͳͷȌǤ ǣ ȋ ȌǤInternational Journal of Language Studies, 9ȋͶȌǡͳ͵͵ǦͳͶ͵Ǥ ǡ Ǥ ȋͳͻͻȌǤ Ǥ ̵ ̵ Ǥ Journal of Pragmatics, 26ǡ ʹ͵ǦʹͷͻǤ ǡ Ǥ ȋʹͲͲͲȌǤ The phonology of English as an international languageǤ ǣǤ ǡ Ǥ Ǥ ȋʹͲͳͷȌǤ ǣ ǯ Ǥ International Journal of Language Studies, 9ȋ͵Ȍǡͺ͵ǦͳͲͲǤ ǡǤǤȋͳͻͺȌǤThe alchemy of EnglishǤǣǤ ǡǤǤȋʹͲͳͲȌǤǤ Ǥ Ǥ ƬǤǤ ȋǤȌǡSociolinguistics and language education,ȋǤͺͻǦ ͳͳͷȌǤǣǤ ǡǤȋʹͲͲ͵ȌǤǣ Ǥ Ǥ ȋǤȌǡ The politics of English as a world languageȋǤ͵ǦͳȌǤǣǤ ǡ Ǥ ȋʹͲͲͶȌǤ ǤAnnual Review of Applied Linguistics, 24ǡʹͲͻǦʹ͵ͻǤ