The document discusses challenges faced by vernacular (L1) learners in acquiring English (L2) at the undergraduate level in Hyderabad, India. It finds that the majority of students from vernacular medium backgrounds struggle in English language classrooms due to the influence of their native socio-cultural backgrounds and languages. The study uses a survey to identify issues like the influence of studying in vernacular medium schools, family educational background, peers, and lack of English use outside the classroom. It observes that vernacular medium students feel uncomfortable revealing their background for fear of being isolated. The document suggests techniques to help both vernacular and English medium students improve their English skills, such as increasing English use,
This paper attempts to assess the speech ability of the grade 10 students in Jose Sanvictores Sr. National School in Cagwait, Surigao del Sur. It uses random sampling which identifies 70 respondents. This study used descriptive - correlational method in order to determine the level of speech ability of Grade 10 students. The study dealt with the following objectives to determine the profile of the respondents in terms of gender, language facility, parent's educational attainment, media preference, communication practice, use of English and media preference to identify the level of oral language proficiency as to grammar, vocabulary, pronunciation and fluency and to assess the significant relationship between the profile of the participants and the level of speech ability. Marissa Regalado-Villamon "Speech Ability of Grade 10 Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-1 , December 2018, URL: http://www.ijtsrd.com/papers/ijtsrd18973.pdf
http://www.ijtsrd.com/home-science/education/18973/speech-ability-of-grade-10-students/marissa-regalado-villamon
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
Investigating the Integration of Culture Teaching in Foreign Language Classroom: A Case Study
Dr. Samah Benzerroug & Dr. Souhila Benzerroug,
Teacher Training College of Bouzareah, Algiers, Algeria
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
This paper attempts to assess the speech ability of the grade 10 students in Jose Sanvictores Sr. National School in Cagwait, Surigao del Sur. It uses random sampling which identifies 70 respondents. This study used descriptive - correlational method in order to determine the level of speech ability of Grade 10 students. The study dealt with the following objectives to determine the profile of the respondents in terms of gender, language facility, parent's educational attainment, media preference, communication practice, use of English and media preference to identify the level of oral language proficiency as to grammar, vocabulary, pronunciation and fluency and to assess the significant relationship between the profile of the participants and the level of speech ability. Marissa Regalado-Villamon "Speech Ability of Grade 10 Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-1 , December 2018, URL: http://www.ijtsrd.com/papers/ijtsrd18973.pdf
http://www.ijtsrd.com/home-science/education/18973/speech-ability-of-grade-10-students/marissa-regalado-villamon
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
Investigating the Integration of Culture Teaching in Foreign Language Classroom: A Case Study
Dr. Samah Benzerroug & Dr. Souhila Benzerroug,
Teacher Training College of Bouzareah, Algiers, Algeria
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Language Needs Analysis for English Curriculum Validationinventionjournals
This study aims to identify the language needs analysis for English curriculum validation in the tertiary level. The descriptive method is utilized in the study and employed purposive sampling. This is also called judgmental sampling. A deliberate selection of individuals made by the researcher based on the predefined criteria. Three hundred forty nine (349) students were utilized as respondents to test their listening, speaking, reading, writing, vocabulary, identifying errors and correct usage. Result showed that identifying errors skills, writing skills, correct usage, reading skills and listening skills were significantly affected by the respondents profile since the computed P-value is greater than the significance level of 0.05. However, speaking skills and vocabulary skills show that they are not significant to the profile of the respondents.
Lakia Scott and Chance W. Lewis, University of North Carolina at Charlotte. P...William Kritsonis
Lakia Scott and Chance W. Lewis, University of North Carolina at Charlotte. Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, www.nationalforum.com
The influence of the basic difference between everyday meaning of English wor...iosrjce
The study sought to determine theinfluence of the basic difference between everyday meaning of
English words and their specialized uses in mathematics contexts on the mathematics performance of Hausa
speaking primary school children. Using simple random sampling technique, 60% of each of the eleven public
primary schools with a minimum of five (5) Hausa speaking pupils in its primary five and six was taken as
sample for the study. This gave seven hundred and thirty five (735) respondents made up of 432 boys and 303
girls.Comprehension tests of ambiguous English words developed by the researcher were used to collect data.
The result indicates that there is significant difference between Hausa speaking pupils’ performance in basic
every-day meaning of English words and their specialized uses in mathematics context. Hausa speaking primary
school pupils tended to interpret lexically ambiguous words found in mathematics contexts in their ordinary
sense.The statistically significant difference between dominant meaning and secondary context can be
interpreted as pupils do not distinguish the meaning of English words. Their responses indicated that they seem
prone to access the dominant sense of the common terms used even when they are used in sentences biased
towards a mathematics meaning.
Final draft of research on sign language as a medium of instructionAmanuelEndale
The study was design to assess the practice and challenges of sign language as a medium of instruction in case of: Yekatit 23 primary school by employing purposive sampling techniques method. To achieve the purpose of the study, the main target group is Deaf student and their teacher 15 student and 7 teacher (a total of 22, M=9 F=13), were included in the study. The participant selected purposively for Yekatit 23 primary school and the student were selected from Grade 6-8 because the researcher assume that the have a better understanding and experience. The two points on practice and challenges rating scale questionnaire consisting of 15 items for teacher and a Two point rating scale questionnaire consisting of 13 items for student and for both of them the researcher use open ended question and observation check list has been used to collect the data. Depending upon the data collected both qualitative and quantitative methods were employed in the analysis of the collected data. The findings have shown that the majority of Deaf students (53%) have shown there is inadequate use of instructional material. The major challenges were related to accessibility of instructional material, student teacher ratio and classroom environment. The study has also confirmed that the school and most of school community (67%) have awareness about sign language as a medium of instruction. Generally, the result suggests the effective measures of need to be taken to reduce challenges of the practice of sign language as a medium of instruction by accessing instructional material and matching student teacher ratio and create an accessible classroom environment. Further research also required to fulfill the gap of practicing sign language as a medium of instruction. Some recommendations were made based on findings particularly to improve the practice of sign language as a medium of instruction and reducing the challenge of student and teachers. The study gives a direction on priory area of intervention such as giving training to teachers and students to develop their skill and providing appropriate material and hiring new teacher to match student teacher ratio.
Here is a white paper that describes the background,methodology, and research using in creating Rourke Educational Media's Eread and Report.
Bill McIntosh
Authorized Consultant for Rourke Educational Media
Phone :843-442-8888
Email : bill@rourkeeducationalmedia.com
Rourke Educational Media Website :
www.rourkeducationalmedia.com
Toll free # 800.394.7055
Ask me about eRead and Report
The eContent solution to Increased Rigor and Metacognition
English language hardships of the urban vernacular in indiaAtiya Khan
Millions of people in India view proficiency in English language as a survival kit to achieve upward social and economic mobility, creating pressure for many to start learning the language right from schooling. However, the ground realities tell a different story as there have been many problems with the English language learning process in vernacular-medium schools of India. Not many people are aware of the hardships faced by the vernacular-medium students studying in Indian universities and other institutes of higher education. And not many people are aware of the agony of the young job seekers who had their schooling in Indian languages and could not acquire English well. This paper reviews the evidence of English language hardships faced by vernacular-medium students in India.
Using Literature in Teaching English as a Second Language A Case Study of Ard...ijtsrd
English language teaching is becoming more popular throughout the world since English language got the place of a global language. Teaching English as a second language would be more interesting and easy if it is taught through the local colors of understanding. Literature is the best source to make language learning easy and fascinating. For the beginners of English language learner, there are large numbers of stories which can be taught in classrooms. Short stories, specifically children stories, short poems and novellas can be good source to arise interest among learners. Literary texts provide chance to come across different type of emotions, expressions and sentence structures. Literary language enables learners to differentiate between formal and informal language. Literary text can be taught through audios or by showing movies based on literary work with English subtitles which not only will improve their pronunciation and but also will help to improve their listening for English language. Reading literary text during language learning builds a rich vocabulary for a new learner.Learning language through literature also help the learner to know other cultures very closely, because literature of different languages provide with the platform of various cultural values, rules and regulations, and prepare the mind of readers to accept the differences between cultures and respect the values of others.This research will help the teachers and students as well which would be mainly focused over the students of English department only. This is an objective research a survey among the students would be done by the researcher itself, in which short text of different genres of literature would be given to be taught during language learning classes. The data of the research would be calculated by SPSS. Dr. Gulnaz Fatma | Shama Al Ajam ""Using Literature in Teaching English as a Second Language: A Case Study of Arda College"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30244.pdf
Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30244/using-literature-in-teaching-english-as-a-second-language-a-case-study-of-arda-college/dr-gulnaz-fatma
Practice and challemges of sign language as a medium of instructionAmanuelEndale
The study was design to assess the practice and challenges of sign language as a medium of
instruction in case of: Yekatit 23 primary school by employing purposive sampling
techniques method.
To achieve the purpose of the study. The main target group is Deaf student and their teacher
15 student and 7 teacher (a total of 22, M=9 F=13), were included in the study. the
participant selected purposively for Yekatit 23 primary school and and the student were
selected from Grade 6-8 because the researcher assume that the have a better understanding
and experience .
Cross-linguistic Influence on Second Language Use of College StudentsAJHSSR Journal
ABSTRACT : The study determined the cross-linguistic influence (CLI) on the second language use of college
students for the school year 2022-2023. This study included qualitative descriptive research approaches and
thematic analysis. The purposely chosen participants in this study were the twenty-five sophomore BSED
English students from one higher institution in Sorsogon. The instruments used in this study were researchermade field notes, survey checklist and interview schedule. When replying to the teachers during recitation
English (L2) was used. Most participants used Taglish to interact with teachers, reporting, and in group
activities. The majority of participants used the Bicol dialect when chatting with peers and when ordering in the
cafeteria. The socio-cultural context, learning environment, teaching strategies, prior linguistic knowledge, and
support at home are the elements that influence vocabulary, syntax, and pronunciation in the context of CLI to
the speaking abilities of L2 students. The Filipino (L1) may influence the participants' use of L2 by making
them use their own dialect in the classroom instead of English. This suggests that everyone who speaks does so
with a solid foundation of language knowledge acquired from past exposure to a different language.
Furthermore, multiple consonants and vowels are frequently switched or mixed. The findings showed that CLI
can be linked to home language, location, socioeconomic status, parental education level, and literal or wordfor-word translation from Filipino to English all contributed to these issues. To eradicate cross-linguistic
influence, the researcher suggested the institutional policy known as English Language Only Policy.
KEYWORDS :cross linguistic influence, L1, L2, Sorsogon, Philippines.
Facing Problems & Changing Strategies in Teaching of English at Elementary Sc...paperpublications3
Abstract: The present Research paper focuses on problems before the English Language teachers in India are enormous and apparent. They should be able to cater to the practical needs of learners, to make them competent enough to interact with one another and also to retrieve information all over the world. English has a base in several countries and is considered as the most suitable and convenient tool for International Communication. The ultimate aim of Education is to impart knowledge to the learners, to prepare them for their future life. Teaching school students through chalk and talk approach has been in practice for long India. Various strategies for achieving the present goal of school education were discussed and some are put into practice. The present paper endeavors to unravel the positive and negative points concerning teaching of English in schools. The prospectus, methodology, teachers and methods of teaching English is also conferred in inherent way.
The problems of Fluency in Spoken English among EFL Learners in Saudi Univers...AJHSSR Journal
ABSTRACT : This study aims to investigate the problems and challenges which is usually experienced by
English learner's students in the Saudi universities when trying to speak English. It also checks at the problems
that students face when learning English language in Saudi universities and try to find remedies to this problem.
The research uses a questionnaire, interviews, and descriptive methods in the collection of data about fluency in
English language in universities in KSU as an example. The data was then statistically analyzed using the SPSS
program. The results showed that there are various problems which hinder fluency of English learning in the
universities and among them include: under-qualified teachers, unsuitable teaching materials and the methods
used in teaching are also poor. The other problem is the psychological factor which makes student lack
motivation while learning English. The study also contains ways in which these problems can be handled to
bring efficiency in learning and teaching English in Saudi universities.
KEYWORDS: The challenges of fluency in spoken English among the EFL students.
Language Needs Analysis for English Curriculum Validationinventionjournals
This study aims to identify the language needs analysis for English curriculum validation in the tertiary level. The descriptive method is utilized in the study and employed purposive sampling. This is also called judgmental sampling. A deliberate selection of individuals made by the researcher based on the predefined criteria. Three hundred forty nine (349) students were utilized as respondents to test their listening, speaking, reading, writing, vocabulary, identifying errors and correct usage. Result showed that identifying errors skills, writing skills, correct usage, reading skills and listening skills were significantly affected by the respondents profile since the computed P-value is greater than the significance level of 0.05. However, speaking skills and vocabulary skills show that they are not significant to the profile of the respondents.
Lakia Scott and Chance W. Lewis, University of North Carolina at Charlotte. P...William Kritsonis
Lakia Scott and Chance W. Lewis, University of North Carolina at Charlotte. Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, www.nationalforum.com
The influence of the basic difference between everyday meaning of English wor...iosrjce
The study sought to determine theinfluence of the basic difference between everyday meaning of
English words and their specialized uses in mathematics contexts on the mathematics performance of Hausa
speaking primary school children. Using simple random sampling technique, 60% of each of the eleven public
primary schools with a minimum of five (5) Hausa speaking pupils in its primary five and six was taken as
sample for the study. This gave seven hundred and thirty five (735) respondents made up of 432 boys and 303
girls.Comprehension tests of ambiguous English words developed by the researcher were used to collect data.
The result indicates that there is significant difference between Hausa speaking pupils’ performance in basic
every-day meaning of English words and their specialized uses in mathematics context. Hausa speaking primary
school pupils tended to interpret lexically ambiguous words found in mathematics contexts in their ordinary
sense.The statistically significant difference between dominant meaning and secondary context can be
interpreted as pupils do not distinguish the meaning of English words. Their responses indicated that they seem
prone to access the dominant sense of the common terms used even when they are used in sentences biased
towards a mathematics meaning.
Final draft of research on sign language as a medium of instructionAmanuelEndale
The study was design to assess the practice and challenges of sign language as a medium of instruction in case of: Yekatit 23 primary school by employing purposive sampling techniques method. To achieve the purpose of the study, the main target group is Deaf student and their teacher 15 student and 7 teacher (a total of 22, M=9 F=13), were included in the study. The participant selected purposively for Yekatit 23 primary school and the student were selected from Grade 6-8 because the researcher assume that the have a better understanding and experience. The two points on practice and challenges rating scale questionnaire consisting of 15 items for teacher and a Two point rating scale questionnaire consisting of 13 items for student and for both of them the researcher use open ended question and observation check list has been used to collect the data. Depending upon the data collected both qualitative and quantitative methods were employed in the analysis of the collected data. The findings have shown that the majority of Deaf students (53%) have shown there is inadequate use of instructional material. The major challenges were related to accessibility of instructional material, student teacher ratio and classroom environment. The study has also confirmed that the school and most of school community (67%) have awareness about sign language as a medium of instruction. Generally, the result suggests the effective measures of need to be taken to reduce challenges of the practice of sign language as a medium of instruction by accessing instructional material and matching student teacher ratio and create an accessible classroom environment. Further research also required to fulfill the gap of practicing sign language as a medium of instruction. Some recommendations were made based on findings particularly to improve the practice of sign language as a medium of instruction and reducing the challenge of student and teachers. The study gives a direction on priory area of intervention such as giving training to teachers and students to develop their skill and providing appropriate material and hiring new teacher to match student teacher ratio.
Here is a white paper that describes the background,methodology, and research using in creating Rourke Educational Media's Eread and Report.
Bill McIntosh
Authorized Consultant for Rourke Educational Media
Phone :843-442-8888
Email : bill@rourkeeducationalmedia.com
Rourke Educational Media Website :
www.rourkeducationalmedia.com
Toll free # 800.394.7055
Ask me about eRead and Report
The eContent solution to Increased Rigor and Metacognition
English language hardships of the urban vernacular in indiaAtiya Khan
Millions of people in India view proficiency in English language as a survival kit to achieve upward social and economic mobility, creating pressure for many to start learning the language right from schooling. However, the ground realities tell a different story as there have been many problems with the English language learning process in vernacular-medium schools of India. Not many people are aware of the hardships faced by the vernacular-medium students studying in Indian universities and other institutes of higher education. And not many people are aware of the agony of the young job seekers who had their schooling in Indian languages and could not acquire English well. This paper reviews the evidence of English language hardships faced by vernacular-medium students in India.
Using Literature in Teaching English as a Second Language A Case Study of Ard...ijtsrd
English language teaching is becoming more popular throughout the world since English language got the place of a global language. Teaching English as a second language would be more interesting and easy if it is taught through the local colors of understanding. Literature is the best source to make language learning easy and fascinating. For the beginners of English language learner, there are large numbers of stories which can be taught in classrooms. Short stories, specifically children stories, short poems and novellas can be good source to arise interest among learners. Literary texts provide chance to come across different type of emotions, expressions and sentence structures. Literary language enables learners to differentiate between formal and informal language. Literary text can be taught through audios or by showing movies based on literary work with English subtitles which not only will improve their pronunciation and but also will help to improve their listening for English language. Reading literary text during language learning builds a rich vocabulary for a new learner.Learning language through literature also help the learner to know other cultures very closely, because literature of different languages provide with the platform of various cultural values, rules and regulations, and prepare the mind of readers to accept the differences between cultures and respect the values of others.This research will help the teachers and students as well which would be mainly focused over the students of English department only. This is an objective research a survey among the students would be done by the researcher itself, in which short text of different genres of literature would be given to be taught during language learning classes. The data of the research would be calculated by SPSS. Dr. Gulnaz Fatma | Shama Al Ajam ""Using Literature in Teaching English as a Second Language: A Case Study of Arda College"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30244.pdf
Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30244/using-literature-in-teaching-english-as-a-second-language-a-case-study-of-arda-college/dr-gulnaz-fatma
Practice and challemges of sign language as a medium of instructionAmanuelEndale
The study was design to assess the practice and challenges of sign language as a medium of
instruction in case of: Yekatit 23 primary school by employing purposive sampling
techniques method.
To achieve the purpose of the study. The main target group is Deaf student and their teacher
15 student and 7 teacher (a total of 22, M=9 F=13), were included in the study. the
participant selected purposively for Yekatit 23 primary school and and the student were
selected from Grade 6-8 because the researcher assume that the have a better understanding
and experience .
Cross-linguistic Influence on Second Language Use of College StudentsAJHSSR Journal
ABSTRACT : The study determined the cross-linguistic influence (CLI) on the second language use of college
students for the school year 2022-2023. This study included qualitative descriptive research approaches and
thematic analysis. The purposely chosen participants in this study were the twenty-five sophomore BSED
English students from one higher institution in Sorsogon. The instruments used in this study were researchermade field notes, survey checklist and interview schedule. When replying to the teachers during recitation
English (L2) was used. Most participants used Taglish to interact with teachers, reporting, and in group
activities. The majority of participants used the Bicol dialect when chatting with peers and when ordering in the
cafeteria. The socio-cultural context, learning environment, teaching strategies, prior linguistic knowledge, and
support at home are the elements that influence vocabulary, syntax, and pronunciation in the context of CLI to
the speaking abilities of L2 students. The Filipino (L1) may influence the participants' use of L2 by making
them use their own dialect in the classroom instead of English. This suggests that everyone who speaks does so
with a solid foundation of language knowledge acquired from past exposure to a different language.
Furthermore, multiple consonants and vowels are frequently switched or mixed. The findings showed that CLI
can be linked to home language, location, socioeconomic status, parental education level, and literal or wordfor-word translation from Filipino to English all contributed to these issues. To eradicate cross-linguistic
influence, the researcher suggested the institutional policy known as English Language Only Policy.
KEYWORDS :cross linguistic influence, L1, L2, Sorsogon, Philippines.
Facing Problems & Changing Strategies in Teaching of English at Elementary Sc...paperpublications3
Abstract: The present Research paper focuses on problems before the English Language teachers in India are enormous and apparent. They should be able to cater to the practical needs of learners, to make them competent enough to interact with one another and also to retrieve information all over the world. English has a base in several countries and is considered as the most suitable and convenient tool for International Communication. The ultimate aim of Education is to impart knowledge to the learners, to prepare them for their future life. Teaching school students through chalk and talk approach has been in practice for long India. Various strategies for achieving the present goal of school education were discussed and some are put into practice. The present paper endeavors to unravel the positive and negative points concerning teaching of English in schools. The prospectus, methodology, teachers and methods of teaching English is also conferred in inherent way.
The problems of Fluency in Spoken English among EFL Learners in Saudi Univers...AJHSSR Journal
ABSTRACT : This study aims to investigate the problems and challenges which is usually experienced by
English learner's students in the Saudi universities when trying to speak English. It also checks at the problems
that students face when learning English language in Saudi universities and try to find remedies to this problem.
The research uses a questionnaire, interviews, and descriptive methods in the collection of data about fluency in
English language in universities in KSU as an example. The data was then statistically analyzed using the SPSS
program. The results showed that there are various problems which hinder fluency of English learning in the
universities and among them include: under-qualified teachers, unsuitable teaching materials and the methods
used in teaching are also poor. The other problem is the psychological factor which makes student lack
motivation while learning English. The study also contains ways in which these problems can be handled to
bring efficiency in learning and teaching English in Saudi universities.
KEYWORDS: The challenges of fluency in spoken English among the EFL students.
Incorporate strategies for success in learning a second language. This slide show is connected to my presentation at the TESOL Convention, March 27, 2010.
Choosing to incorporate strategies for learning a second language leads to more success on the part of your students. These slides will provide you with ideas on how to achieve this goal and meet the national standards for teaching foreign language in the United States.
English as a Second Language A Reflective Review of Policiesijtsrd
The purpose of this review is to synthesise the available research on ESL reading instruction in the United States and provide those findings. Reading instruction for ESL English for Speakers of Other Languages students in the United States has been the subject of a lot of research, although its typically superficial. Still, certain emerging themes emerged. The following were some of the most important assertions that might be made. First, we identified the classrooms most fundamental limitations Educators may primarily work in small groups, emphasising word knowledge as well as oral reading classic educational discourse patterns may well be incompatible with common home discourse patterns and ESL teachers may function properly with lower ESL cultural changes and underscore bottom level skills even more than with higher ESL groups. Second, there is a lack of clarity on the role and timing of born and bred reading instruction and ESL reading training in relation with ESL reading skills. Third, instruction that relied on students existing knowledge, such as that which emphasised vocabulary, context, and sentence construction, was usually useful. And last, critical areas of teacher support for ESL reading instruction were insufficient. Dr. Dinesh Kumar | Manav "English as a Second Language: A Reflective Review of Policies" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-1 , February 2023, URL: https://www.ijtsrd.com/papers/ijtsrd52772.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/52772/english-as-a-second-language-a-reflective-review-of-policies/dr-dinesh-kumar
The aim of this research study is to analyze the appropriateness of the English syllabus according to the true language needs, which is being offered to the students of International Relations Department of Bahauddin Zakariya University, Multan. To carry out this research study, students of IR department (Part 1 and 2) have been taken as a sample population to collect required data. To check the appropriateness of the offered English syllabus and existing level of English language competence according to the students’ needs; two research tools have been taken as: test and interview. In order to get the actual feedback from the students, a test consisted of four basic skills of English (listening, speaking, reading and writing) was conducted to 50 students of IR department. Interview was conducted to the teachers of IR department in order to get the actual information about the appropriateness of the English syllabus and the competency level of the students. Collected data through both the sources were analyzed qualitatively as well as quantitatively. The findings from these sources provided the results which were expected before the accomplishment of this research work. The findings of this research advocated that the EAP should be adopted to make the existing syllabus appropriate and need based in order to refine the basic English language skills of the students. This recommended course is very productive for social sciences disciplines of the BZU.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Challenges to vernacular learners (l1) in acquisition of english language (l2) at u.g. level in hyderabad region
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.14, 2013
14
Challenges to Vernacular Learners (L1) in Acquisition of English
Language (L2) at U.G. Level in Hyderabad Region
T. Joseph R.Jayakar*
K.Tejaswani
School of Technology, GITAM University, Rudraram Village, Patancheru Mandal, Medak District-502 329,
A.P.India.
* E-mail of the corresponding author: jayakar@gitam.edu
Abstract
Majority of students in the Hyderabad region of India, are found to be in a perplexed state in an ESL Classroom
at UG level. An attempt is made in this research paper to explore the extent of socio-cultural and vernaculars’
influence on learners in acquisition of reasonable knowledge and skills in English, a Second language (L2) of the
select region. It also identifies the inherent problems and challenges confronted by the students of vernacular
medium background. In addition, it also suggests some practical measures to be adopted at the target level of
teaching-learning scenario in a systematic and workable manner.
Keywords: Socio-cultural – Language acquisition-Vernacular influence
1. Introduction
In any region, social and cultural milieus are inter-reliant. Beyond this perception, Buttjes (55) refers to
ethnographic language studies (Ochs & Schieffelin) and summarizes several reasons why "language and culture
are from the start inseparably connected.” A clear demarcation of these two is not possible as both are
complementary to each other to a significant extent. The cultural lineage of an individual depicts the social
background majorly and vice-versa. The past socio-educational environment plays a decisive role in determining
the learning capabilities of a potential learner in the target language at UG level. It is a well known fact that a
man is a product of his past when it comes to language learning. It is apparent that the learner is greatly
influenced not only by his inherent qualities that are genetically transmitted through ages but also by the locale
and culture he comes from.
According to Samovar, Porter, & Jain “Culture and communication are inseparable because culture not only
dictates who talks to whom, about what, and how the communication proceeds, it also helps to determine how
people encode messages, the meanings they have for messages, and the conditions and circumstances under
which various messages may or may not be sent, noticed, or interpreted... Culture...is the foundation of
communication” (24).
On a general level, culture is referred as "the ways of a people" (Lado). Therefore, it is quite evident that in order
to acquire and develop proficiency in L2, the learner should be exposed to the culture of the target language to
make him visualize and improvise the context so that he might be in a position to understand and demonstrate it
in real situations successfully. Valdes, as cited in Baker 2003, states: “every language lesson is about something
and that something is cultural.”
The present research paper, after considering the research conclusions of the select linguistic scholars, makes an
attempt to delve into some of the cultural and vernacular influences on the learners of Hyderabad region and
their impact on acquisition of English language skills (L2).
2. Brief History of Hyderabad Region
The select region for our research study- Hyderabad, the capital of Indian State of Andhra Pradesh, is located in
the north-western part of Andhra Pradesh. The modern Hyderabad is spread over an area of 650 km2
(250 sq mi),
making it one of the largest metros in India. It is a historic place known for its unique heritage, culture, art and
architecture. Hyderabad was ruled by the Mouryan Empire in the third century B.C followed by Sathavahanas,
Andhra Ikshvaku and various Buddhist and Hindu Kingdoms. Hyderabad is located in the south-central region of
the Indian Sub-continent and was also ruled by the Nizams from 1724 to 1948 with the help of British and
French troops. The Nizams patronized Islamic art, Islamic architecture, traditions and culture. It is also a place
for people who migrated from different parts of the country with multi-linguistic and multi-skilled pedigree.
Thus, the region selected for our research study is undoubtedly the place for different religions, cultures and
languages.
3. Objectives of the research study
To identify the challenges faced by native speakers of the select region in learning
English as second language (L2).
To study and analyze the influencing factors of the L1 learners.
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.14, 2013
15
To recommend workable solutions for the problems faced by ESL learners of L1 of the region.
4. Statement of the Problem
The learners with multilingual backgrounds have been facing a challenging situation at U.G. level in acquiring
proficiency in the target language-English (L2) which is mandatory for academic as well as successful career.
The target group learners are not new to English language. They have almost fourteen years of learning
experience in the language, starting from PP-1. In spite of being taught and learnt, the learners have felt a
difficulty in acquiring required proficiency in speaking and writing in order to fulfill the academic, career and
communicative objectives.
5. Aim of the Research Survey
The aim of the survey was to identify the various problems involved in acquisition of English language skills. It
was also aimed at analyzing and interpreting the data collected from the potential learners in order to suggest
feasible solutions for the complexities of the target language faced by L1 learners of the select region.
6. Research Design Method
An exploratory, objective, contextual research design, implementing the quantitative research method, was
selected for the purpose of the study.
7. Data Collection Method
In this study, the researchers employed a questionnaire as survey technique to obtain data. The items in the
questionnaire were designed meticulously in order to collect information, and to investigate perceptions of L2
learners at U.G. level in a demarcated geographical area. Items in questionnaire were close ended in format,
which provided mostly quantitative information.
8. Description of Context
The geographical area identified for the study was Hyderabad region of Andhra Pradesh State, India. As the
research, aimed at specific learners of English language, all participants were from the specified geographical
area.
9. Data Analysis
For the purpose of survey, a structured questionnaire was administered to 60 students drawn from multi-lingual
and multi- cultural backgrounds of the region. The questions were framed meticulously to identify the obstacles
to acquisition of the language skills.
The ten parameters that selected for the purpose were:
• Studying in vernacular medium:
61.6% felt that studying in a vernacular medium has become a major obstacle in acquiring
communicative competence in English (L2). They opined that their mother tongue was influencing L2
in the process of acquisition. They also shared that they were unable to pronounce certain words of L2
under L1 influence.
• Gender influence on L2 learning:
An attempt was made in this question to determine whether gender plays any role in acquisition process.
80% expressed that gender would not play any distinct role in L2 acquisition.
• Family educational background:
Since the participants were drawn from various social and economical backgrounds, the
researchersthought that it would be pertinent to find out whether educational background of the family
would have any influence on the learners. For this question, 73.3% disagreed by marking the option
‘No’ and expressed that it could have some influence in the formative years of their learning but it
would not be an issue in the course of learning at U.G. level.
• Influence of peers:
This was asked to find out the extent of peer influence on L2 learning. While 46.7% marked
the option ‘to some extent’, 26.6% chose the option ‘Yes’. It is evident that friends play an
important role in language acquisition.
• State of mind in L2 Classroom:
60% of learners expressed that they feel uncomfortable and irritable during L2 learning. This could be
attributed to lack of creating a context for learning language items.
• Bi-lingual method of teaching and learning:
53.3% of learners expressed that using vernacular language L1 in the classroom, if required, would help
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.14, 2013
16
them learn L2 in an effective manner.
• English communication skills for a good career:
This was asked to elicit the views of the participants on relationship between good career and English
language. By marking the option ‘a’ (yes), 100% students opined that the language skills were essential
for a good career and life.
• Learning English outside the classroom:
About 66.6% students expressed that English language skills could be acquired outside the
classroom at a faster pace than in classroom context.
• Learning English from other sources like television, movies, internet, magazines, etc.:
About 80% of the learners expressed that learning English from different sources would be interesting
and innovative.
• Application of L2 skills:
66.6% students opine that application of L2 knowledge in a real life situation would help them learn the
language quicker.
Fig. 1 2-D column representation of the survey results
10. Observations based on survey
It is observed that most of the L1 learners were of the opinion that they could learn English better in informal
settings than in formal classroom. During an informal interaction with the learners, they frankly admitted that
majority of them were reluctant to use English outside the classroom in spite of knowing the fact that language
cannot be learnt only in the Classroom. The reasons could be manifold- their low self-esteem, fear of making
mistakes and being ridiculed by their peers etc. Some of them are under the false impression that they can speak
English whenever the situation warrants. During the survey, it was also noticed that some of the students were
feeling uncomfortable to reveal that they had come from vernacular medium background. Observations also
revealed that while teaching in a class, it is difficult for the teacher to identify the vernacular medium students as
majority of them conceal their regional language medium status. After a great amount of persuasion, students
revealed their identity so that we could reach out to help them acquire the target language skills (L2). Accepting
regional language medium status in front of their peers is considered very demeaning. They would rather sit
through an entire class without understanding anything than seeking help from the teacher. They are of the
opinion that once their regional language medium status is revealed, they would be isolated by their peers. The
reason for being isolated from the rest of the group is because of their low self-esteem levels and lack of
communication skills in the target language.
Therefore, it is obvious that regional language medium has a very strong negative influence on the learners of the
target language (L2). Moreover, regional language medium students are being looked down and considered as a
lot coming from low economic background, dull, and lacking social finesse by their peers. Unfortunately,
regional language medium students are aware of the prejudices of their peers.Very few students, who are
extroverts and good at language skills in their mother tongue, are able to overcome this pressure and strive hard
to learn English language (L2) and communication skills.
11. Challenges faced by L1 learners
For the purpose of study and analysis the target learners are divided majorly into two categories – Learners from
English medium education and learners from vernacular medium education.
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
120.00%
系列1
4. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.14, 2013
17
11.1. English Medium School Education Learners (L1)
In an ESL classroom, majority of L1 students, who have studied in English medium since primary school, are
presumed to have a good social and financial status. It is also found that they have reasonable exposure to
contemporary lifestyle and culture. Obviously, L2 acquisition requires the knowledge of people, country, culture,
religious and social practices of the target language region.) The students are overconfident and believe that they
are good at English (L2), and find the ESL classroom difficult to sit through. In fact, they are ignorant of their
limitations in knowledge and skills in the target language which eventually leads to failure in demonstrating their
proficiency in L2.
Suggestions
The implementation of the following suggestions would help the L1 students of English Medium background
improve their language proficiency in L2 at U.G level.
Sensitizing them about their knowledge limitations of the L2 language.
Motivating the self by realizing the fact that English is not just a language but a pre-requisite for
employment and good living.
Cultivating an aptitude for the language.
Reading newspapers, magazines, fiction books etc.
Learning and practicing language items such as grammar, syntax, vocabulary, pronunciationetc,
with an application orientation.
Striving for fluency rather than accuracy in the initial stages of learning language.
Understanding the fact that English is the language of library and computer.
Exposing self to the target language culture, and different contexts of the language.
Active participation in classroom activities.
Communicating/interacting in the target language.
Knowing about the culture of the English.
11.2 Vernacular Medium School Education Learners (L1)
On the other hand, learners from vernacular medium are doubly disadvantaged lot because they lack
opportunities in acquiring knowledge and skills in L2 which is mandatory for academic performance and career
growth. In spite of learning English as Second language for almost fourteen years (PP to plus two), considerable
number of students are found failing in demonstrating reasonable language communication skills at UG level.
The issue becomes extremely demanding when they need to study and write examinations of core subjects in
their respective disciplines in English. Significant numbers of intelligent students drop out of technical courses,
or become disheartened when they are unable to comprehend the lessons taught in English in the classroom. The
pressure to possess level-headed knowledge and fluency in English language skills at UG level makes many
students feel depressed and ostracized. These students feel anxious and nervous while trying to prove
themselves academically credible to their parents and peers. Many brilliant students from vernacular medium
schools are found lagging in academics, job interviews, seminars, presentation of projects and in other contexts
of communication. In most of the situations, such as job interviews, academic projects, elocutions, debates etc,
which require communicative competence, students with convent education background are stealing the march
over the vernacular medium students. As a result, vernacular medium students are understood to have been
depressed and felt marginalized by their own peer group members on various occasions.
In Hyderabad region, most of the learners of L2 come from families whose mother tongue is Telugu, Urdu, or
Hindi etc. For these students, the syntactical pattern of vernacular language (L1) is a major hindrance in
acquiring language skills in English (L2). Therefore, the ESL classrooms in Hyderabad typically reflect the
tradition, culture, and languages- such as Urdu, Hindi, Marathi, Tamil, Telugu, etc., of the region. In this
heterogeneous culture of a classroom, the teaching-learning is considered a challenge for both the learner and the
teacher. To understand the intricacies involved in acquisition of L2 in the region, it is inevitable for us to
examine the Standard syntactical patterns of Telugu, Hindi and English.
Syntactical Patterns:
Telugu subject –object –verb (S O V)
Hindi subject –object –verb (S O V)
English subject-verb-object (S V O)
For example:
Jane speaks Hindi. (Syntax: subject-verb- object)
When translated into Telugu, this sentence becomes
Jane Hindi maataladuthundi. (Syntax: subject-object-verb)
S Obj Verb
When translated into Hindi, this sentence becomes
5. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.14, 2013
18
Jane Hindi mein baath kar sakthi hai. (Syntax: subject-object-verb)
S Obj Verb
A native speaker thus uses the given structures in his/her vernacular contexts. Whereas, when he speaks in
English, he should change the syntax to subject-verb-object, which he finds it very difficult to cope with. So
instead of saying ‘Jane speaks Hindi’, he might end up saying ‘Jane Hindi speaks’. Most often they indulge in
translating a native expression into foreign language following their innate structure (L1) rather than adopting
the target language structure (L2). Also, when they speak in English, they think in their native language and
translate it into English word by word and sentence by sentence. Therefore, errors in speaking English occur due
to mother tongue influence.
To understand more precisely, some syntactical patterns of questions in Telugu, Hindi and English are given
below:
Telugu subject –object –verb
Hindi subject –object –verb
English verb - subject-object
For example:
Telugu:
Nuvvu ninna college ki vellava?
Subject – adverb of time - object – verb (syntactical pattern s-o-v)
Hindi:
Kya aap kal college gaye the?
Interrogative - Subject – adverb of time – object – verb (syntactical pattern s-o-v)
English:
Did you go to college yesterday?
Interrogative verb – subject – main verb- object – adverb of time (syntactical pattern- iv- s-o-adv of time)
In general, the factors that influence a vernacular language medium students’ learning are identified as:
• Socio-culture upbringing
• Economic background
• Family education background
• The importance given for education in a family depends on mother’s education
• Religion and caste
• Home atmosphere
• Parental upbringing - positive attitude of the family members help the students perform better
• Society
• Age of the learner
• Academic background
• Gender of the student
• Peer acceptance in the class – students who do not hang out in a group in most cases feel
isolated and end up as failures in academics.
• Socio, political and economical uncertainties.
Suggestions
In addition to the English medium education students, the implementation of the following suggestions
would help the L1 students of Vernacular Medium school education for improving their language acquisition and
proficiency in L2.
Realize the fact that for a good job and name, learning English is a must.
Developing a flair for reading (not by force) would improve vocabulary, idiom, and grammatical
knowledge of the L2.
To be at home with the meaning and application of words, make some guesswork initially in order to
find the different shades of meaning and context in which a particular word may be used, by
referring to good standard dictionary (English to English).
Fluency in English can be attained through regular practice.
Classroom knowledge of the language should be put into practice in order to be successful in real
situations. This sort of practice would help overcome language problems and make the learner
confident.
Grammar- Every language has its "dos and don'ts" in grammar. Studying grammar is an exhaustive part
in learning a language. Studying and practicing grammar would make the learner perfect in all
four skills of language (Listening, Speaking, Reading and Writing)
First listen attentively and then speak. Listening brings in you the power to assess an individual's worth.
6. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.14, 2013
19
In communication parlance, we call it "life building material."
While you speak English, follow intonation and pauses carefully.
At a learning stage don’t crave for accuracy but strive for fluency.
Once you feel confident and fluent in language usage, refer a dictionary for correct pronunciation.
The last thing is-"do not just know the meaning of words and usage, remember to learn and relearn correct
pronunciation.
12. Conclusion
It is understood that there is an inherent relationship between language and culture, which motivates the teacher
to follow the golden rule of language teaching “thou shall not teach language without also teaching the culture of
the language”. Therefore, while teaching L2, it is essential for the language teacher to understand the learner’s
innate linguistic competence, cultural background and emotional intellect. A text in context is the need of the
hour which helps the learners feel at home while learning the target language skills. It is our opinion that
teaching-learning practices of the select region –Hyderabad are to be redesigned keeping in mind the needs,
knowledge levels of the target learner, and the requirements of prospective employer, so as to make the L2
learning a pleasure than a pain. In order to make the L2 easy and acceptable to the L1 learners the designers of
syllabus and curriculum (L2) should also take into consideration the real aspects such as social, cultural,
economical and educational background of the prospective learner.
References
1. Samovar, L. A., Porter, R. E., & Jain, N. C. (1981). Understanding intercultural communication. Belmont,
CA: Wadsworth Publishing Company.
2. Betty Lou Leaver, Boris Shekhtman, Madeline Ehrman, Achieving Success in Second Language
Acquisition. London: Cambridge U P, 2005.
3. Bloom, Paul (ed.). Language Acquisition: Core Reading. USA: Harvester Wheatsheaf, 1993.
4. Hadley, Alice Omaggio. Teaching Language in Context. Boston, Heinle & Heinle, 2000.
5. K. Krishna Murthy. Mirrors of Indian Culture. Delhi: Sundeep Prakashan, 1982.
6. Prasada Rao, P. S. V. S. V. “Muslim Impact on Indian Culture and Society in the Deccan (14th
–17th
Centuries A.D.).” Diss. Sri Satya Sai Institute of Higher Learning, 1988. Rajnarayan Chandavarkar.
History, Culture and the Indian City. London: Cambridge UP, 2009.
7. Sudipa Ray Bandyopadhyay, Rita Chaudhuri, Rita Chaudhary. Aspects of Indian History and Culture. New
Delhi: Raj Publications, 2012.
8. Venkateswara Rao, S. V. Indian Culture through the Ages. New Delhi: Green and Company, 1927.
9. https://en.wikipedia.org/wiki/Hyderabad,_India, 7th
Jan., 2013.
First Author: He obtained his first M.A (First Class) degree in English and second M.A. (First Class) degree in
Public Administration from Andhra University, Visakhapatnam, Andhra Pradesh, India. He also did his Post
Graduate Diploma in Linguistics (PGDL) from the same University. He also obtained his Post Graduate
Certificate in the Teaching of English (PGCTE) from English and Foreign Languages University (EFLU),
Hyderabad. He was awarded PhD in American Literature in 2008 by Jawaharlal Nehru Technological University
(JNTUH), Hyderabad. He has been teaching English as Second Language to students at UG and PG levels for
about 15 years. At present he is working as Associate Professor of English at GITAM School of Technology,
Hyderabad, which is a constituent of GITAM University (www.gitam.edu) Visakhapatnam, Andhra Pradesh.
Second Author: The author obtained M. A. (English Literature) in 2001 from Osmania University, Hyderabad,
India, M. Phil (English Literature) in 2003 from Central Institute of English and Foreign Languages, Hyderabad,
India, and Ph. D. (English Literature) in 2010 from University of Hyderabad, Hyderabad, India. The author’s
major field of study is 20th
Century American literature – gender studies.
The author has been a member of Osmania University Center of International Programs (OUCIP) since 2003.
Also a Life member of MELUS-MELOW, English Language Teachers’ Association of India, and Asia TEFL.
7. This academic article was published by The International Institute for Science,
Technology and Education (IISTE). The IISTE is a pioneer in the Open Access
Publishing service based in the U.S. and Europe. The aim of the institute is
Accelerating Global Knowledge Sharing.
More information about the publisher can be found in the IISTE’s homepage:
http://www.iiste.org
CALL FOR PAPERS
The IISTE is currently hosting more than 30 peer-reviewed academic journals and
collaborating with academic institutions around the world. There’s no deadline for
submission. Prospective authors of IISTE journals can find the submission
instruction on the following page: http://www.iiste.org/Journals/
The IISTE editorial team promises to the review and publish all the qualified
submissions in a fast manner. All the journals articles are available online to the
readers all over the world without financial, legal, or technical barriers other than
those inseparable from gaining access to the internet itself. Printed version of the
journals is also available upon request of readers and authors.
IISTE Knowledge Sharing Partners
EBSCO, Index Copernicus, Ulrich's Periodicals Directory, JournalTOCS, PKP Open
Archives Harvester, Bielefeld Academic Search Engine, Elektronische
Zeitschriftenbibliothek EZB, Open J-Gate, OCLC WorldCat, Universe Digtial
Library , NewJour, Google Scholar