Tag Archives: Context

The Inclusion of Culture in Tesol Lessons: Three Case Studies On Teacher Cognitions And Context (Published)

This study explores the use of culture in TESOL lessons by investigating the cognitions of three teachers working in very different contexts: the United States, Central/Eastern Europe, and Saudi Arabia. Through a series of semi-structured interviews, the practices of the participants were examined to better understand the types of lessons in which they choose to include topics related to their own or their students’ cultures, their motivations for doing so, and any contextual factors which may influence their decisions. The results indicate that the teachers regularly include cultural topics in a variety of lesson types, but most often in speaking or reading activities. The participants are largely motivated to include such topics in order to engage their students, yet context can prove a limiting factor. Implications extend to teachers and teacher trainers, particularly in light of the teachers’ approaches to the intersection of cultures in their classrooms as a means to develop students’ language skills and their abilities to interact with the diverse population of English speakers.

Keywords: Context, Culture, Interculturality, TESOL, teacher cognition

The Inclusion of Culture in Tesol Lessons: Three Case Studies On Teacher Cognitions And Context (Published)

This study explores the use of culture in TESOL lessons by investigating the cognitions of three teachers working in very different contexts: the United States, Central/Eastern Europe, and Saudi Arabia. Through a series of semi-structured interviews, the practices of the participants were examined to better understand the types of lessons in which they choose to include topics related to their own or their students’ cultures, their motivations for doing so, and any contextual factors which may influence their decisions. The results indicate that the teachers regularly include cultural topics in a variety of lesson types, but most often in speaking or reading activities. The participants are largely motivated to include such topics in order to engage their students, yet context can prove a limiting factor. Implications extend to teachers and teacher trainers, particularly in light of the teachers’ approaches to the intersection of cultures in their classrooms as a means to develop students’ language skills and their abilities to interact with the diverse population of English speakers.

Keywords: Context, Culture, Interculturality, TESOL, teacher cognition

The Language of Prostitution in Contemporary Cameroon (Published)

This paper examines certain usage peculiar in the domain known as prostitution.  Like all other living languages, prostitution is one of the sectors in Cameroon whose language is slowly but steadily developing and impacting users and Cameroon in a not too minimal proportion. The study is inspired by the understanding that prostitution in Cameroon is a shady area reflected in its language partly because of lack of legality; though respect for African taboos. It is a practice endowed with virtue and ills; consequently cannot be extricated from human concerns. Rather than conceal its rich linguistic repertoire or permanently frown at, this study suggests that the domain could be accorded some recognition and opened up to humanity in order to dispel ignorance and encourage informed practice and generate conscience. The paper is, therefore, a lexico-semantic presentation of the language of prostitution as assuring signs of the multi-linguistic vibrancy of the Cameroonian linguistic paradigm. In order to achieve the objectives, a number of Tests were designed to ascertain the presence, acceptability and usage, growth, protection and sustainability then the merits and demerits of the language. Most importantly, this study is useful to the government in identifying a code used in this trade. At the end, it was realised among other findings that it is estimated in the distant future, the Language of prostitution may be on a horizontal scale with some Cameroonian Languages. Also, in the absence of a regulatory instrument, it is supposed that while prostitution is not practiced by everybody, speakers are all promoters and protectors of its language, therefore, assurance for sustainability and stability especially in the youths whose inquisitiveness and linguistic creativity is constantly on the rise. Irrespective of the repugnant nature of the language of prostitution, one would bear with us that a language remains a language no matter its characteristics. But if any one were to accord any inferiority to the language of prostitution in Cameroon, it would be because of its relatedness to sex for money and favour; a taboo. Otherwise, it communicates, directs, informs and educates as any other Language as famous as English Language; reasons its merits always override demerits.

Keywords: Context, Language use, Prostitution

The Ex-post Evaluation of Investments in Accounting Information System: The Role of Content, Context and Process (Published)

Investments in Accounting Information System (AIS) play an important supporting role in most sectors of the economy. This study was designed to answer the question related to the roles of contextual factors, namely «content », « context» and « process» on the ex-post evaluation of investments in information technology. The model was tested using survey data collected from 269 companies. The results of analyzing structural equation support the proposed model and highlights positive and significant relationship of AIS investment and business performance of the companies. The same the analysis multiple groups also show the important moderating role of «content» , «context» and «process» on the relationship between AIS investments and business performance.

Keywords: Accounting Information System (AIS), Content, Context, Performance, Process

Context as the Principal Determinant of the Behaviour of States in Global Politics (Published)

This paper seeks to offer an explanation of the behaviour of states in global politics. It argues that a key lesson we can learn from international history is that the behaviour of states in global politics is principally determined by the context in which they behave or act; context determines whether states behave in line with the tenets of realism, liberalism, constructivism, English School, critical theories, or a combination of two or more theories. In order to concretise the discussion, the paper does a historical analysis of the international history of Africa which proves that context is the principal determinant of the behaviour of states in global politics; this is not only true of African international history, but also true of world history. Then the paper concludes that the sooner we learn this lesson, the better we will be able to create contexts that will engender desirable state behaviour!

Keywords: Africa, Context, Global Politics, International History, State, Theory

Do Teachers And Students Want CLT? A Study of Bangladeshi College Teachers’ and Students’ Perception of CLT (Published)

English is embedded, as a core and compulsory subject from years 1-12, in Bangladeshi education system. Keeping English in this position indicates that an increased emphasis is placed on learning English. In order to strengthen students’ communicative competence in English, moreover, the Government substituted CLT for GTM in 2001. However, many argued that, despite this change, most of the students are still unable to communicate in English effectively. This communicative inability of students generates a question that is whether or not students and teachers actually want CLT. Therefore, this study aimed to investigate teachers’ and students’ perceptions of whether they desire CLT or not, and of how they perceive CLT. To achieve this aim, nine participants (three teachers and six students) were selected to obtain data through conducting semi-structured in-depth interviews. Qualitative technique was followed to analyse the data. The results of this study indicated that the students and teachers desire CLT, and they also expect the problems with CLT to be resolved. Even, they also have drawn some recommendations for improving CLT in Bangladesh.

Keywords: Communicative Competence, Communicative Language Teaching, Context, college level, students' and teachers' perception

Meaning and Context-Three Different Perspectives. (Published)

This paper involves exploring the link between meaning and context in the linguistic context from three different perspectives: communication, teaching and translation. Communicators, teachers and translators find it obviously crucial to observe the link which will serve as a significant indicator of enhancing their performance. For communicators, meaning and context go side by side to result in successful relationship with whom they address. For teachers, teaching vocabulary, reading and grammar requires intense concentration on meaning and context. For translators and interpreters, meaning and context are a key element in translation. This paper concludes that context considers a major factor at addressing meaning and meaning occupies an integral role at establishing context.

Keywords: Context, Meaning, Teaching, communication, translation

The Pragmatics of General Ibrahim Babangida’s Independence Day Broadcasts, 1985-1993 (Review Completed - Accepted)

This article examines the pragmatics of General Ibrahim Babangida’s Independence Day Broadcasts with particular attention to the speech acts that the speeches are used to perform. It is motivated by the paucity of work on independence day speeches most especially in Nigeria and the need to identify the categories of illocutionary acts performed with the broadcasts in order to enhance a better understanding of the broadcasts. Data were collected via the national archives. The data collected were analysed, using insights from the theory of speech acts. Considering the context in which the broadcasts were given and the communicative intention of the speaker, five categories of illocutionary acts namely; representatives, directives, comissives, expressive and declaration were found to characterize the data. Among these, only the representative and commissive acts were found to be predominant. These could be described as institutional acts associated with independence day broadcasts as a genre of political discourse. The article concludes that reading independence day broadcasts from the speech acts lenses has potency of enhancing a better understanding of the broadcasts.

Keywords: Context, Independence Day Broadcasts Ibrahim Babangida, Pragmatics