LANGUAGE IN INDIA Strength for Today and Bright Hope for Tomorrow Volume 14:11 November 2014 ISSN 1930-2940 Managing Editor: M. S. Thirumalai, Ph.D. Editors: B. Mallikarjun, Ph.D. Sam Mohanlal, Ph.D. B. A. Sharada, Ph.D. A. R. Fatihi, Ph.D. Lakhan Gusain, Ph.D. Jennifer Marie Bayer, Ph.D. S. M. Ravichandran, Ph.D. G. Baskaran, Ph.D. L. Ramamoorthy, Ph.D. C. Subburaman, Ph.D. (Economics) Assistant Managing Editor: Swarna Thirumalai, M.A. Contents Materials published in Language in India www.languageinindia.com are indexed in EBSCOHost database, MLA International Bibliography and the Directory of Periodicals, ProQuest (Linguistics and Language Behavior Abstracts) and Gale Research. The journal is listed in the Directory of Open Access Journals. It is included in the Cabell’s Directory, a leading directory in the USA. Articles published in Language in India are peer-reviewed by one or more members of the Board of Editors or an outside scholar who is a specialist in the related field. Since the dissertations are already reviewed by the University-appointed examiners, dissertations accepted for publication in Language in India are not reviewed again. This is our 14th year of publication. All back issues of the journal are accessible through this link: http://languageinindia.com/backissues/2001.html English Language & Messages Thesis and Antithesis ... Jimmy Teo 1-2 Language in India www.languageinindia.com ISSN 1930-2940 14:11 November 2014 Contents i Form and Content Feedbacks in Foreign Language Writing: The Case of Omani Learners of English ... Ali Hubais, MESL. Francisco Perlas Dumanig, Ph.D. 3-16 Perspectives on Indian Woman ... Dr. P. Jayaseela, M.A., M.Phil., Ph.D. A. Bhagyalakshmi, M.A., M.Phil., NET., Ph.D. Candidate 17-21 A Comparative Study of the Mechanism to Assign Gender in Sizang, Koireng and Tarao ... Bobita Sarangthem, Ph.D. P. Madhubala, Ph.D. 22-30 Nominal Morphology in Korbong Language ... Biman Debbarma, Ph.D. Scholar 31-43 Challenges of Intercultural Living and Service ... Steve Eliason 44-50 The Sour Can Be Sweet Later! ... Jimmy Teo 51-57 Do Not Just Tell, Paint an Image: The Art of Descriptive Writing for Beginners ... Md. Kawsar Uddin, M.A. in English Tazin Ahmed, M.A. in English 58-67 A Comparative Study between the Methods of Democracy, Dictatorship, Idleness and Excessive Protection Used by Parents from the Viewpoint of the Talented Students in the City of Jeddah, Saudi Arabia ... Mohammed Ali Hassan Al-Zahrani, Mohammad Zuri Bin Ghani, and Aznan Che Ahmad 68-94 Trends in the Development of Rhythmical Hand Behaviours in Infants ... Mili Mathew Dr. R. Manjula 95-121 Development of Vocal and Motor Behaviours in an Infant: Preliminary Findings ... Mili Mathew Dr. R. Manjula 122-140 Language in India www.languageinindia.com ISSN 1930-2940 14:11 November 2014 Contents ii Concepts of Difference and Differance A Comparative Study of Saussure and Derrida ... Neha Garg Shivek Kumar Vaibhav Sharma 141-147 A Contrastive Study of English and Manipuri Consonant Clusters ... Pinky Sagolsem, Ph.D. Scholar and Prof. P. Madhubala Devi 148-161 A Comparative Analysis of Speaking Skills in English of Secondary Level Students from Schools Affiliated to PSEB and CBSE in District Barnala, Punjab ... Priya Rani, M.A., M.Phil., Ph.D. (Research Scholar) Dr. Shivani Thakar, Ph.D. 162-177 Harshness, Aggression and Sensuality in Vijay Tendulkar’s Works ... Raj Kumar, M. Ph.D. Research Scholar Dr. R. Mummatchi 178-189 Conventional vs. Modern Trends in Testing ... Md. Rizwan, M.Phil., Ph.D., NET, PGDDE 190-200 Aspect Marker in Sihai (Tangkhul) ... Wahengbam Robert Singh 201-206 Ways of Using Refusal Utterances: A Pragmatic Study of Refusal Speech Act in Manipuri ... Takhellambam Sandhyalata Devi, Ph.D. Student Prof. P. Madhubala Devi 207-219 Aravind Adiga as a Novelist of the New Generation ... Sanjay Kumar, M.A., M.Phil. and NET Surjit, M.A. and NET 220-232 Echoes of John the Baptist in William Shakespeare’s Hamlet ... Song Cho, M.A. 233-237 A-Z Classroom Management Techniques for Teachers to Teach Technocrats ... Dr. Suneetha Yedla 238-244 Language in India www.languageinindia.com ISSN 1930-2940 14:11 November 2014 Contents iii Group Discussion in an ESL Classroom: A Socio-cultural Perspective ... M. R. Vishwanathan, M.A. (English), PGDTE, M.Phil. (ELT), Ph.D. (ELT) 245-251 Blurring Identities in a Changing World: A Perspective on Margaret Atwood’s Select Poems Dr. Olive Thambi 252-258 Cultural Shock: A Major Issue in Bharati Mukherjee’s Novels P. Rajeswari, M.A., M.Phil., Ph.D. Research Scholar Dr. K. Balamurugan, M.A, M.Phil., MBA, M.A. (ELT), PGCTE, PGDTM, B.LISc., Ph.D. 259-263 A Case Study on Consonant Clusters in Meiteilon and Bengali Bobita Sarangthem, Ph.D. Laishram Lokendro, M.Sc., MCA P. Madhubala, Ph.D. 264-273 Attaining Motivation and Learner Autonomy to Encourage Independent Study M. R. Wajida Begum, M.A., Ph.D. Research Scholar 274-282 Language in India www.languageinindia.com ISSN 1930-2940 14:11 November 2014 Contents iv ================================================================= Language in India www.languageinindia.com ISSN 1930-2940 Vol. 14:11 November 2014 ================================================================= ENGLISH LANGUAGE & MESSAGES Contrasting Concepts A Note from Philosopher, Educationist and Entrepreneur Jimmy Teo ================================================ Abstract English language, through its spelling, brings together some contrasting concepts for us to remember them easily. One strategy adopted, it seems, that these contrasting concepts have the same number of letters. For example, Church which often means the place of Christian worship has six letters. The same number of letters constitutes the word Mosque, Muslim place of worship and gathering. This brief note lists some of these similarities in the number of letters for contrasting concepts. Collection of such items will help work out games through which new words will be learned. Key words: contrasting concepts, identical number of letters, language games, content in living Jimmy Teo Numbers, Alphabets, Feelings, Guidance, Language - are all interlinked - especially with the beautiful English Language - perfumed with the art of contrasting concepts as below: Language in India www.languageinindia.com ISSN 1930-2940 14:11 November 2014 Jimmy Teo English Language & Messages: Contrasting Concepts 1 1 CHURCH - MOSQUE - 6 alphabets 2 BIBLE - QURAN – 5 3 LIFE - DEAD – 4 4 HATE - LOVE – 4 5 ENEMIES - FRIENDS – 7 6 LYING - TRUTH – 5 7 HURT - HEAL – 4 8 NEGATIVE - POSITIVE – 8 9 FAILURE - SUCCESS - 7 10 BELOW - ABOVE - 5 11 CRY - JOY – 3 12 ANGER - HAPPY – 5 13 RIGHT - WRONG – 5 14 RICH - POOR – 4 15 FAIL - PASS – 4 16 KNOWLEDGE - IGNORANCE – 9 Let us explore more of the beauty of the English Language. I am sure other languages have beautiful & inspiring similarities! We need to take time to enjoy & marvel at words & their connotations particularly relative to living – and how to understand & recognize the contrasting concepts & try to live contentedly within our thresholds for anything good. Enjoy. ================================================================ Jimmy Teo Singapore [email protected] Language in India www.languageinindia.com ISSN 1930-2940 14:11 November 2014 Jimmy Teo English Language & Messages: Contrasting Concepts 2 ================================================================== Language in India www.languageinindia.com ISSN 1930-2940 Vol. 14:11 November 2014 ================================================================== Form and Content Feedbacks in Foreign Language Writing: The Case of Omani Learners of English Ali Hubais, MESL. Francisco Perlas Dumanig, Ph.D. __________________________________________________________________ Abstract Feedback is helpful in improving second language learners’ writing skills. Consequently, giving either form or content feedback to students’ writing has become a common practice in English composition writing classes for learners of English as a Foreign Language (EFL). This paper examines the use of form and content feedbacks in composition writing of Omani students of English as a Foreign Language (EFL). More specifically, it examines how Omani EFL students respond to the form or content feedbacks given by lecturers. There were 17 EFL students from the Salalah College of Technology who took part in the study. Students were asked to write an argumentative essay and underwent three revisions (D1, D2, and D3). Each revision was done after giving the form and content feedbacks to find out how students responded to the feedbacks given. The revisions were analyzed and compared whether students rely on form feedback or content feedback in the first, second, and third drafts. The findings reveal that students rely heavily on the form feedback than that of the content feedback. Such findings may serve as a basis to improve the teaching of writing and develop the writing skills of EFL learners in Oman. Keywords: form feedback, content feedback, English as a Foreign Language (EFL), Omani English learners 1. Introduction Feedback is an essential element of process approach to writing as perceived by teachers and students (Cohen and Cavalcanti, 1990; Ferris, 2002). The feedback can either be form or content feedback, which guide the students and help them produce better written output. Bruton (2009) explains that correction helps students to reduce their errors in writing after they receive feedback from their teachers. Despite Truscott’s (1996, 1997, 2007) and Truscott and