-
Conceptual Metaphors as Motivation for Proverbs Lexical Polysemy
Issue:
Volume 5, Issue 3, May 2017
Pages:
57-70
Received:
22 October 2016
Accepted:
7 November 2016
Published:
22 April 2017
Abstract: This paper deals with the lexical polysemy of proverbs from the standpoint of the Conceptual Metaphor Theory. The thesis that proverbs take on many meanings is widely discussed and commonly accepted in the literature on proverb understanding and use at large (Milner, 1969; Kirshenblatt-Gimblett, 1973; Lakoff & Turner, 1989; Honeck, 1997; Gibbs & Beitel 1995, etc.). Yet much attention has been paid only to the proverb discursive polysemy. On the premise that proverbs have stable meanings, there is every reason to believe that some proverbs are lexically polysemous because of their metaphorical structurings. That is, the lexical polysemy of proverbs is motivated by some given conceptual metaphors the interplay of which gives rise to a range of lexical meanings, which may serve, in turn, as bases for inferring eventual contextual meanings.
Abstract: This paper deals with the lexical polysemy of proverbs from the standpoint of the Conceptual Metaphor Theory. The thesis that proverbs take on many meanings is widely discussed and commonly accepted in the literature on proverb understanding and use at large (Milner, 1969; Kirshenblatt-Gimblett, 1973; Lakoff & Turner, 1989; Honeck, 1997; Gibbs & Be...
Show More
-
Analyzing Linguistic Errors in Writing an English Letter: A Case Study of Indonesian Undergraduate Students
Issue:
Volume 5, Issue 3, May 2017
Pages:
71-77
Received:
29 March 2017
Accepted:
4 April 2017
Published:
5 May 2017
Abstract: This paper seeks to explore errors in Indonesian students’ writing in English. Seventy five students in their second year of study at the Department of English Literature, Faculty of Letters, Methodist University of Indonesia, Medan, were involved in this study. Despite the fact that they have studied grammar in the first semester at the University and several years in High School, students still face problems in writing in English. This study will elaborate on types of errors on students’ writing so as to make them aware of each type of errors before composing a text in English. In gathering the data needed, students were asked to write a letter with a maximum of 90 words to a property agent requesting for a specific home they wish to buy. Their writings afterwards were analyzed in terms of linguistic errors as proposed by Hubbard et al. (1996). These include grammatical, syntactic, substance, and lexical errors. This study revealed that students committed 42.4% of grammatical errors, 26.7% of syntactic errors, 17.9% of substance errors, 13% of lexical errors. Based on the discussion of the findings, it is concluded that Indonesian students in this study committed a great number of errors due to first language transfer.
Abstract: This paper seeks to explore errors in Indonesian students’ writing in English. Seventy five students in their second year of study at the Department of English Literature, Faculty of Letters, Methodist University of Indonesia, Medan, were involved in this study. Despite the fact that they have studied grammar in the first semester at the University...
Show More
-
Replacing Paper-Based Testing with an Alternative for the Assessment of Iranian Undergraduate Students: Administration Mode Effect on Testing Performance
Monirosadat Hosseini,
Seyyed Morteza Hashemi Toroujeni
Issue:
Volume 5, Issue 3, May 2017
Pages:
78-87
Received:
15 April 2017
Accepted:
26 April 2017
Published:
24 May 2017
Abstract: There have been studies on comparability of test results in Computer-Based Testing (Henceforth CBT) and Paper-Based Testing (Henceforth PBT) considering key factors associated with test results in different countries with different languages and technological backgrounds. The main purpose of the current study was to discover the equivalency of test scores on PBT and CBT in the English achievement test in Payame Noor University (PNU) among undergraduate students. It also intended to investigate if there was any relationship between computer attitude and testing performance on CBT. Based upon the quantitative and qualitative data, some major findings were revealed. Firstly, there was statistically significant difference between two sets of mean scores. Furthermore, based on descriptive results, in comparing the results of computerized and paper-based tests, students showed better performance on PBT than CBT. The results of this study support the necessity of doing comparability studies in higher educational contexts before substituting CBT for PBT or including it in the system. Then, computer attitude had not any interaction with testing performance on CBT among Iranian undergraduate students in PNU. Finally, the results of interview supported the quantitative findings, i.e. participants mostly showed high preference for computerized test and liked CBT more than PBT but due to some justifications and habit of taking tests traditionally, they performed better on PBT.
Abstract: There have been studies on comparability of test results in Computer-Based Testing (Henceforth CBT) and Paper-Based Testing (Henceforth PBT) considering key factors associated with test results in different countries with different languages and technological backgrounds. The main purpose of the current study was to discover the equivalency of test...
Show More
