Discourse Particles in Malaysian English What Do They Mean?
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Indonesian, Malaysian and Thai Secondary School Students' Willingness to Communicate in English
Malaysian Journal of Learning and Instruction: Vol. 17 (No. 1) January 2020: 1-24 1 How to cite this article: Tan, K. E., Ng., M. L. Y., Abdullah, A., Ahmad, N., Phairot, E., Jawas, U., & Liskinasih, A. (2020). Indonesian, Malaysian and Thai secondary school students’ willingness to communicate in English. Malaysian Journal of Learning & Instruction, 17(1), 1-24 INDONESIAN, MALAYSIAN AND THAI SECONDARY SCHOOL STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH 1Kok-Eng Tan, 2Melissa Ng Lee Yen Abdullah, 3Amelia Abdullah, 4Norlida Ahmad, 5Ekkapon Phairot, 6Umiati Jawas & 7Ayu Liskinasih 1-4 School of Educational Studies, Universiti Sains Malaysia, Malaysia 5Songkhla Rajabhat University, Thailand 6-7Department of English Language and Literature Universitas Kanjuruhan Malang, Indonesia 1Corresponding author: [email protected] Received: 6/9/2018 Revised: 14/7/2019 Accepted: 10/11/2019 Published: 31/1/2020 ABSTRACT Purpose – This quantitative study explored willingness to communicate (WTC) across two settings, ESL in Malaysia, and EFL in Indonesia and Thailand. Participants’ WTC levels were measured and communicative situations in which participants were almost always willing and almost never willing to communicate in English were identified. Method – Convenience sampling was used to select the three countries, four secondary schools and 42 intact classes from Years 7 to 10. Two schools were in Malaysia, while one school each was in Indonesia and Thailand. A total of 1038 participants, consisting of 291 Malaysians, 325 Indonesians and 422 Thais took part in the study. The instrument used was an adapted questionnaire measuring WTC inside and outside the English classroom. 2 Malaysian Journal of Learning and Instruction: Vol. -
Learn Thai Language in Malaysia
Learn thai language in malaysia Continue Learning in Japan - Shinjuku Japan Language Research Institute in Japan Briefing Workshop is back. This time we are with Shinjuku of the Japanese Language Institute (SNG) to give a briefing for our students, on learning Japanese in Japan.You will not only learn the language, but you will ... Or nearby, the Thailand- Malaysia border. Almost one million Thai Muslims live in this subregion, which is a belief, and learn how, to grow other (besides rice) crops for which there is a good market; Thai, this term literally means visitor, ASEAN identity, are we there yet? Poll by Thai Tertiary Students ' Sociolinguistic. Views on the ASEAN community. Nussara Waddsorn. The Assumption University usually introduces and offers as a mandatory optional or free optional foreign language course in the state-higher Japanese, German, Spanish and Thai languages of Malaysia. In what part students find it easy or difficult to learn, taking Mandarin READING HABITS AND ATTITUDES OF THAI L2 STUDENTS from MICHAEL JOHN STRAUSS, presented partly to meet the requirements for the degree MASTER OF ARTS (TESOL) I was able to learn Thai with Sukothai, where you can learn a lot about the deep history of Thailand and culture. Be sure to read the guide and learn a little about the story before you go. Also consider visiting neighboring countries like Cambodia, Vietnam and Malaysia. Air LANGUAGE: Thai, English, Bangkok TYPE OF GOVERNMENT: Constitutional Monarchy CURRENCY: Bath (THB) TIME ZONE: GMT No 7 Thailand invites you to escape into a world of exotic enchantment and excitement, from the Malaysian peninsula. -
Arxiv:2009.12534V2 [Cs.CL] 10 Oct 2020 ( Tasks Many Across Progress Exciting Seen Have We Ilo Paes Akpetandde Language Deep Pre-Trained Lack Speakers, Billion a ( Al
iNLTK: Natural Language Toolkit for Indic Languages Gaurav Arora Jio Haptik [email protected] Abstract models, trained on a large corpus, which can pro- We present iNLTK, an open-source NLP li- vide a headstart for downstream tasks using trans- brary consisting of pre-trained language mod- fer learning. Availability of such models is criti- els and out-of-the-box support for Data Aug- cal to build a system that can achieve good results mentation, Textual Similarity, Sentence Em- in “low-resource” settings - where labeled data is beddings, Word Embeddings, Tokenization scarce and computation is expensive, which is the and Text Generation in 13 Indic Languages. biggest challenge for working on NLP in Indic By using pre-trained models from iNLTK Languages. Additionally, there’s lack of Indic lan- for text classification on publicly available 1 2 datasets, we significantly outperform previ- guages support in NLP libraries like spacy , nltk ously reported results. On these datasets, - creating a barrier to entry for working with Indic we also show that by using pre-trained mod- languages. els and data augmentation from iNLTK, we iNLTK, an open-source natural language toolkit can achieve more than 95% of the previ- for Indic languages, is designed to address these ous best performance by using less than 10% problems and to significantly lower barriers to do- of the training data. iNLTK is already be- ing NLP in Indic Languages by ing widely used by the community and has 40,000+ downloads, 600+ stars and 100+ • sharing pre-trained deep language models, forks on GitHub. -
Making Sense of "Bad English"
MAKING SENSE OF “BAD ENGLISH” Why is it that some ways of using English are considered “good” and others are considered “bad”? Why are certain forms of language termed elegant, eloquent, or refined, whereas others are deemed uneducated, coarse, or inappropriate? Making Sense of “Bad English” is an accessible introduction to attitudes and ideologies towards the use of English in different settings around the world. Outlining how perceptions about what constitutes “good” and “bad” English have been shaped, this book shows how these principles are based on social factors rather than linguistic issues and highlights some of the real-life consequences of these perceptions. Features include: • an overview of attitudes towards English and how they came about, as well as real-life consequences and benefits of using “bad” English; • explicit links between different English language systems, including child’s English, English as a lingua franca, African American English, Singlish, and New Delhi English; • examples taken from classic names in the field of sociolinguistics, including Labov, Trudgill, Baugh, and Lambert, as well as rising stars and more recent cutting-edge research; • links to relevant social parallels, including cultural outputs such as holiday myths, to help readers engage in a new way with the notion of Standard English; • supporting online material for students which features worksheets, links to audio and news files, further examples and discussion questions, and background on key issues from the book. Making Sense of “Bad English” provides an engaging and thought-provoking overview of this topic and is essential reading for any student studying sociolinguistics within a global setting. -
Workshop 6 Synchronic Transfers in Colloquial Singapore English: Case Studies Based on Text Message Data
Methods in Dialectology XVI – 2017 Workshop 6 Synchronic transfers in Colloquial Singapore English: Case studies based on text message data Date: 2017.08.011 (Friday) 13:00-16:00 Organizers: Jacob R. Leimgruber, Leslie Lee, Mie Hiramoto 1. Leslie Lee, Taohai Lin, Ten Tingkai : Already, le, and liao:distributions and functions in Colloquial Singapore English text messages. 2. Mie Hiramoto, Jun Jie Lim : Sentence-final adverbs in a corpus of Colloquial Singapore English text message data. 3. Jakob R. E. Leimgruber, Wei Xing Change, Magdalene Ong Wenli : Colloquial Singapore English one and de in a corpus of WhatsApp text messages. 4. Mie Hiramoto, Tong King Lee, Xue Ming Jessica CHOO : The sentence-final particle sia in a corpus of Colloquial Singapore English text message data. 5. Jeff Siegel : ( Discussant ) Workshop 6: Synchronic transfers in Colloquial Singapore English: Case studies based on text message data Date: 2017.08.011 (Friday) 13:00-16:00 Organizers: Jacob R. Leimgruber, Leslie Lee, Mie Hiramoto Abstract: This sociolinguistic workshop aims to investigate how specific grammatical features are exhibited in Colloquial Singapore English (CSE) in the course of social media communication, namely, WhatsApp text messaging. McWhoter (2013) calls text message conversations ‘finger speech’ and discusses highly colloquial features in the texting language. Similarly, Thurlow (2003) explains text messaging data to be extremely rich resources for linguistic analysis. For this workshop, the data were collected by students at a university in Singapore between 2014 and 2016. The studies presented in this workshop are based on a 1.2 million-word sub-corpus of the data collected. -
REVIEWING LEXICOLOGY of the NUSANTARA LANGUAGE Mohd Yusop Sharifudin Universiti Putra Malaysia Email
Journal of Malay Islamic Studies Vol. 2 No. 1 June 2018 REVIEWING LEXICOLOGY OF THE NUSANTARA LANGUAGE Mohd Yusop Sharifudin Universiti Putra Malaysia Email: [email protected] Abstract The strength of a language is its ability to reveal all human behaviour and progress of civilization. Language should be ready for use at all times and in any human activity and must be able to grow together with all forms of discipline and knowledge. Languages that are not dynamic over time will become obsolete, archaic and finally extinct. Accordingly, the effort to develop and create a civilisation needs to take into account also the effort to expand its language as the medium of instruction. The most basic language development in this regard was to look for vocabulary that could potentially be taken to develope a dynamic language. This paper shows the potential and the wealth of lexical resources in building the Nusantara language to become a world language. Keywords: Lexicology, Nusantara Language Introduction Language is an important means for humans to communicate and build interaction. Language is basically a means of communication within community members. Communication takes place not only verbally, but also in writing (Sirbu 2015, 405). language is also a tool that shows the level of civilization in humans (Holtgraves et al. 2014, 230). In order to play an important role as a means of developing civilization, language must continue to develop dynamically over time and enriched according to the needs and development of civilization. Likewise the case with Nusantara Malay language. This paper aims to describe how to develop Nusantara Malay language through the development of various Malay vocabularies. -
ECFG-Malaysia-Mar-19.Pdf
About this Guide This guide is designed to help prepare you for deployment to culturally complex environments and successfully achieve mission objectives. The fundamental information it contains will help you understand the decisive cultural dimension of your assigned location and gain necessary skills to achieve Malaysia mission success. The guide consists of two parts: Part 1: Introduces “Culture General,” the foundational knowledge you need to operate effectively in any global environment – Southeast Asia in particular (Photo: Malaysian, Royal Thai, and US soldiers during Cobra Gold 2014 exercise). Culture Guide Part 2: Presents “Culture Specific” information on Malaysia, focusing on unique cultural features of Malaysian society. This section is designed to complement other pre-deployment training. It applies culture- general concepts to help increase your knowledge of your assigned deployment location (Photo: US sailor signs autographs for Malaysian school children). For further information, visit the Air Force Culture and Language Center (AFCLC) website at www.airuniversity.af.edu/AFCLC/ or contact the AFCLC Region Team at [email protected]. Disclaimer: All text is the property of the AFCLC and may not be modified by a change in title, content, or labeling. It may be reproduced in its current format with the expressed permission of AFCLC. All photography is provided as a courtesy of the US government, Wikimedia, and other sources as indicated. GENERAL CULTURE PART 1 – CULTURE GENERAL What is Culture? Fundamental to all aspects of human existence, culture shapes the way humans view life and functions as a tool we use to adapt to our social and physical environments. -
Timing Properties of New Zealand English Rhythm
TIMING PROPERTIES OF NEW ZEALAND ENGLISH RHYTHM Paul Warren School of Linguistics and Applied Language Studies Victoria University of Wellington, New Zealand [email protected] ABSTRACT rhythmic pattern, or the cause of one, at least perceptually. Looking at Maori as a potential source does not help greatly here, Recent analyses of full vs. reduced vowel realisations of a set of since this language does not use reduced or centralised vowels to grammatical words with potentially reduced vowels suggest that the same extent as English, though contact with English may be New Zealand English (NZE) Ñ like many other varieties of changing this. In other words, a greater tendency towards using English Ñ is exhibiting a tendency towards a syllable-based full vowels instead of reduced in ME (and more generally in rhythm, and that this may be under the influence of contact with NZE) could be linked to influences from the Maori vowel system Maori. The current research examines the timing patterns that rather than from rhythmic factors per se. Thus the current study underly these claims for syllable rhythm, using acoustic measures includes a more detailed acoustic analysis of the entire texts used of vowel, syllable and foot duration, as well as derived measures in the previous research, as well as looking at additional of local timing variability. These analyses confirm that in materials designed to investigate the issue of NZE rhythm. comparison with samples of British English, NZE shows greater equality of full and reduced vowel durations, and less foot-based 2. ACOUSTIC STUDIES syllable compression. -
Malaysian Undergraduates' Attitudes Towards Localised English
GEMA Online® Journal of Language Studies 80 Volume 18(2), May 2018 http://doi.org/10.17576/gema-2018-1802-06 Like That Lah: Malaysian Undergraduates’ Attitudes Towards Localised English Debbita Tan Ai Lin [email protected] School of Languages, Literacies & Translation Universiti Sains Malaysia Lee Bee Choo [email protected] School of Languages, Literacies & Translation Universiti Sains Malaysia Shaidatul Akma Adi Kasuma [email protected] School of Languages, Literacies & Translation Universiti Sains Malaysia Malini Ganapathy (Corresponding Author) [email protected] School of Languages, Literacies & Translation Universiti Sains Malaysia ABSTRACT Native-like English use is often considered the standard to be achieved, in contrast to non- native English use. Nonetheless, localised English varieties abound in many societies and the growth or decline of any language variety commonly depends on how it is perceived; for instance, as a mere tool for functionality or as a prized cultural badge, and only its users can offer us insights into this. The thrust of the present study falls in line with the concept of language vitality, which is basically concerned with the sustainability of non-global languages. This paper first explores the subject of localisation and English varieties, and then examines the attitudes of Malaysian undergraduates towards their English pronunciation and accent, as well as their perceptions of Malaysian English. A 26-item questionnaire created by the researchers was utilised to collect data. It was also tested for reliability, with returned values indicating good internal consistency for all constructs, making the instrument a reliable option for use in future studies. A total of 253 undergraduates from a public university responded to the questionnaire and results revealed that overall, the participants valued their local-accented English and the functionality of Malaysian English, but regarded this form of the language as substandard. -
Chapter 1 Introduction 1.0 Background of the Study Malaysia
Chapter 1 Introduction 1.0 Background of the Study Malaysia opens her doors to students from various parts of the world with the mushrooming of many private institutions of higher learning and the move to internationalize her many public universities. As such, there is a steady flow of foreign students who made their way to the Malaysian institutions of higher learning not only because of her reputable standard in education but also due to the fact that its education fees are cheaper compared to that in the United Kingdom and United States and that in terms of culture, Malaysia provides a more conducive environment especially to students from Muslim countries. The aftermath of September 11, 2001 has great percussions on many decisions that pertain to Islamic issues and the Muslims. Receiving education from a Muslim country like Malaysia is one of the decisions brought about by the devastating episode. Iranians have also turned to Malaysia to obtain higher education and many of them are enrolled in the masters and Phd programs offered by both the public and the private universities in Malaysia. These programs are offered in the English language and as most Iranians learn English as a foreign language, they encounter problems coping with their studies. As such, they have to prepare themselves to master the language in order to overcome language problems in their studies. How can we master a language? How can we conform to the language conventions in a foreign context? Why do only a few learners become near-native speakers despite 1 making many efforts? Prior to answer these questions, we should pay attention to what make a language foreign to us. -
Offensive Language Identification in Dravidian Code Mixed Social Media
Offensive language identification in Dravidian code mixed social media text Sunil Saumya1, Abhinav Kumar2 and Jyoti Prakash Singh2 1Indian Institute of Information Technology Dharwad, Karnataka, India 2National Institute of Technology Patna, Bihar, India [email protected], [email protected], [email protected] Abstract that the automation of hate speech detection is a more reliable solution. (Davidson et al., 2017) ex- Hate speech and offensive language recog- nition in social media platforms have been tracted N-gram TF-IDF features from tweets us- an active field of research over recent years. ing logistical regression to classify each tweet in In non-native English spoken countries, so- hate, offensive and non-offensive classes. Another cial media texts are mostly in code mixed or model for the detection of the cyberbullying in- script mixed/switched form. The current study stances was presented by (Kumari and Singh, 2020) presents extensive experiments using multiple with a genetic algorithm to optimize the distinguish- machine learning, deep learning, and trans- ing features of multimodal posts. (Agarwal and fer learning models to detect offensive content Sureka, 2017) used the linguistic, semantic and on Twitter. The data set used for this study are in Tanglish (Tamil and English), Man- sentimental feature to detect racial content. The glish (Malayalam and English) code-mixed, LSTM and CNN based model for recognising hate and Malayalam script-mixed. The experimen- speech in the social media posts were explored by tal results showed that 1 to 6-gram character (Kapil et al., 2020). (Badjatiya et al., 2017) ex- TF-IDF features are better for the said task. -
Conditions for English Language Teaching and Learning in Asia
Conditions for English Language Teaching and Learning in Asia Conditions for English Language Teaching and Learning in Asia Edited by Kiwan Sung and Bernard Spolsky Conditions for English Language Teaching and Learning in Asia, Edited by Kiwan Sung and Bernard Spolsky This book first published 2014 Cambridge Scholars Publishing 12 Back Chapman Street, Newcastle upon Tyne, NE6 2XX, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2014 by Kiwan Sung, Bernard Spolsky and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-6609-1, ISBN (13): 978-1-4438-6609-5 Published with the support of AsiaTEFL Dedicated to Ikuo Koike, in recognition of his ten years of service as Vice President of AsiaTEFL CONTENTS List of Tables, Figures and Photos .............................................................. ix Preface ........................................................................................................ xi Recognizing Changing Conditions Bernard Spolsky Chapter One ................................................................................................. 1 From Multilingualism to Monolingualism: Linguistic Management in Singapore Phyllis Ghim-Lian Chew Chapter Two .............................................................................................