This paper sets out to articulate the reasons why Jo’s husband and Godzilla in Debbie Tucker Green’s Dirty Butterfly and Tanika Gupta’s Inside Out respectively, are sadomasochistic to their white spouses on the one hand, and why the white women, Jo and Chloe, stoically remain in their abusive situations. The study is hinged on the hypothesis that, the two black men, Jo’s husband and Godzilla, in the two texts use sadomasochism to assert their hyper sexuality and as a medium of revenge and resistance (against past black and white relational unfairness) on their white spouses who exercise stoicism to express their frustrations and emotional attachments to their virulent black sexual partners. Frantz Fanon’s postcolonial psychoanalysis is the theoretical tool employed in the interpretation and analysis of the play texts under review. The application of the tenet of the black man having an insatiable sexual desire for a white spouse or sexual partner is effective, since both texts explore the virulent sexuality and aggressive violence of two black men on two white women. The methodology employed in the analysis is an interpretative, comparative and contrastive one. The paper comes out with the findings that Jo’s husband and Godzilla brandish their sadomasochism not only to assert their psyched hyper sexuality on white women whom they had been deprived of sexually for centuries, but to also avenge themselves for past black dehumanisation by callous and racist colonialists and imperialists. On their part, the two white spouses, Jo and Chloe, manifest stoicism because they do not only depend on their black partners financially, but are unconsciously enjoying black hyper sexuality which they had been denied for centuries, lack meaningful love/marriage relationships with white men and the absence of community ethics and social responsibility. Finally, the paper argues that literature, in its critical realist tradition, contributes immensely to foreground Green and Gupta’s denunciation of sexual, physical and mental violence not only in the British society, but everywhere in the world.
The aim of this study was to find out what role Ilokano plays and its implications in the language of mathematics learners in the intermediate grades. It also wanted to argue that a learner's first language helps them learn a subject, in this case mathematics, that is taught in another language, in this particular study, English, as required by the Philippine Department of Education. Through interviews and thematic analysis of synchronous classes in intermediate grade, this study was able to identify the following roles of Ilokano in the language of mathematics learners in the intermediate grades: (1) establishes a teacher-learner relationship; (2) offers context; (3) clarifies meaning and organizes thoughts; and (4) sets a democratic learning environment. Furthermore, the study found that Ilokano activates intermediate grade learners' critical thinking and problem-solving skills when used in their mathematics classes.
This research aims to find out the representation of the Omnibus Law constructed in The Jakarta Post article entitled “Omnibus Law Boosts Indonesian Growth Prospects” in the micro level analysis, namely in the macrostructure, microstructure, and superstructure aspects using the qualitative descriptive research method and the library research method. The research was conducted at Maranatha Christian University, Bandung, Indonesia, from January 2022 until May 2022. After the collection of data, it is then analyzed in the three aspects to unveil the representation of the Omnibus Law. Firstly, in macrostructure, the headline and lead are further analyzed. Secondly, in microstructure, three linguistics tools, namely evidentiality, consensus, and example/illustration, are employed in analyzing the data. Lastly, in superstructure, the text is divided into five different schematic categories; thereafter, the analysis focuses on the organization of ideas. The result shows that in macrostructure, the data constructs a global topic that “The Omnibus Law gives Indonesia some improvements in the economic aspect, especially in the business climate and labor market flexibility, in the hope of getting the international competitiveness.” Through the usage of three linguistics tools, the Omnibus Law is depicted positively. As for superstructure, the comment category becomes the most prominent category used by the author with seven times of appearances, through which the positive representation of the Omnibus Law is disclosed. The Omnibus Law’s positive representation is consistently seen through the analysis aspects of macrostructure, microstructure, and superstructure. Moreover, the data appears to be subjective due to the dominant use of comments that conveys the author’s personal opinion. The semantic macrostructure of the data also turns out to be subjective as the author explicitly mentions the positive things regarding the Omnibus Law.
Some varieties of the Igbo language stand out as they have richer linguistic features and the Onicha- Mbaise Igbo is a typical example of such. The variety is classified as East Central Group of Dialect under Nwaozuzu  classification. This paper is on the derivational morphology of Onicha-Mbaise variety of the Igbo language looking at the strategies for identifying the prefixational, infinitival, participle, agentive, gerundive, noun instrument and qualifier markers. The study seeks to determine the various ways in which this variety derive new words. This present study has its roots from the works of scholars that have done their best in working on the different aspect of language as regards to Mbaise variety. Some of which are antonymy in Mbaise variety of Igbo by Onyeocha , aspiration and nasalization in Mbaise variety of Igbo by Osuji (2021). Primary and secondary data were used for this research as some natives of the town were interviewed and some books were used too, to gather the data needed for the research. It is discovered that the most prolific way peculiar to this dialect is the use of an obligative participle 'n' which is attached to verbs to show future obligation. The study concludes that to derive these new words through prefixation, Onicha-Mbaise variety makes use of infinitival marker 'i-/i-', participle marker 'e-/a-', obligative participle 'n-', agentive 'o-/o' ,noun Instrument 'n-/m-', qualifiers 'n-/o-/u-'.
This research aims at ascertaining the written grammatical errors of students of Inland Girls’ Secondary School, Onitsha who are lgbo LI speakers. The purpose of this study is to identify, analyze and explain the common written grammatical errors committed by the Igbo LI speakers of Inland Girls’ Secondary School, Onitsha in Anambra State, and to suggest the ways in which these errors can be corrected. Thus, a descriptive survey design was used for this study. Thirty-five (35) Igbo L1 speakers who were students from SSI (14) and SSIII (21) class formed the sample population for this study. The data for the study were generated using the students' written essays on the topics: "Edemede maka onwe m, Edemede maka ụlọakwụkwọ m, Edemede maka onyenkuzi m, Edemede maka obodo m na edemede maka onyeisi ụlọakwụkwọ m". The data collected were organized using a simple percentage method, and was analyzed using Corder (1967) theory of error analysis. It was discovered that the students committed many errors ranging from Omission of punctuation mark (52.01%), , English language interference (1.62%), wrong use of the article 'na' (13.13%), spelling errors (7.35%), omission of pronouns (1.39%), Wrong use of punctuation marks (15.35%), wrong use of verbs (0.18%), wrong use of pronouns (1.29%), omission of nouns (2.3%), omission of pronouns (0.14%), wrong use of nouns (2.14%), dialect interference (4.53%), word order displacement (1.03%), omission of the article 'na' (0.69%), and incomplete words/sentences (1.29%). In conclusion, we recommended among others that students should be engaged in competition with reward and also Igbo language teachers should be trained occasionally. All these will constitute to the developing of Igbo language.
The ability to comprehend from a reading selection has been one of the major problems of language teachers. A lot of teaching methods and strategies has been developed to address the issue. This paper dealt with the use of localized reading selection to improve the reading comprehension skills of grade 5 pupils of San Mariano Elementary School in Sta Marcela, Apayao, Philippines.
The two group pretest-posttest experimental design was used. Results of the study came up with the following findings: The level of comprehension of the experimental group and control group in their pre-test is both developing levels. The level of comprehension of the experimental group in their post-test is proficient level while the control group remains developing level. There is no significant difference in the mean comprehension skills of the experimental and control group in their pre-test. However, during their post-test, their mean comprehension skill is significant.
After conducting the study, the researcher concluded that using localized reading selections is effective to improve the comprehension skills of the grade 5 pupils. It was proven by the mean score of pupils’ achievement before and after giving treatment to experimental group.
Based on the indicated findings, the following conclusions were drawn: The level of comprehension of the respondents both control group and experimental group during pre-test were developing level and majority of them were under emerging level. The level of comprehension of the control group during post-test is stagnant to developing level while the experimental groups levelled up to proficient level. Since majority of the respondents in control group were stagnant to emerging level while the experimental group majority of them levelled up to proficient level. Localization of reading selections has a positive effect to the reading comprehension of the respondents.
Classroom assessment is one of the most important aspects of the teaching-learning process. While there are several available references that offer excellent advice on preparation and construction of effective objective tests for students, there remains to be frequent reports of deficiencies or lapses in locally developed classroom examinations especially in multiple-choice tests. The aim of this descriptive study was to determine the common errors in multiple choice questions (MCQs) in teacher-made quarterly assessments in English in one public secondary school in Ilocos Norte, Philippines. Frequency counts and percentages were used to treat the data gathered. The interpretation and analysis of data utilized the basic principles of constructing MCQs used in the study of Kar, Lakshminarayanan, and Mahalakshmy (2015). The findings show that the multiple-choice questions in English quarterly assessments had errors related to content issues, writing the stem, writing the distractors, and formatting and style issues. Of these four categories of errors, the most committed errors were related to writing the stem while the least committed errors were related to content issues. It can be concluded that, generally, nearly half of test items in English quarterly assessments need to be reconstructed or corrected as these have negative implications to the students’ test performance and, subsequently, to their academic standing.
This study assessed the role of Baseline Orientation Course for Students in Mastering English Language Proficiency at Community Secondary Schools in Kinondoni Municipality. The objectives included; identify the strategies used during the baseline course, and to explore the challenges associated with the Baseline course offered to students at community secondary schools in Kinondoni Municipality. It used a mixed research approach and cross-sectional research design. The study used a sample size of 306 participants which included 6 heads of schools, 8 teachers and 292 students. Both probability and non-probability techniques were used to sample the participants. Research instruments included interviews, a questionnaire, an observation guide, and a documentary analysis guide. Validity and reliability of instruments results were ensured through content validation, member checking, and methodical triangulation, credibility, and dependability. Qualitative data were analyzed thematically while descriptive statistics were used for quantitative data. The study ensured ethical issues through anonymity, confidentiality and participants’ consent forms. It was revealed that the best strategies on implementing Baseline Course were; peer tutoring, positive interaction between teachers and students, and student support. Additionally, it was discovered that teachers faced many challenges in implementing the Baseline Course. These included limited timeframe, code-switching, inadequate teaching materials, and negative attitudes of students towards Baseline Course. Therefore, there is a need to review the general curriculum for Baseline course so as to align it with the contemporary needs of the teaching and learning process.
The aim of this study is to unveil the word-formation processes unconsciously applied by the users of Facebook in Nigeria in the creation of new expressions to fit their social communication needs through morphological analysis. The study is an analysis of the language of social media interaction entailing the application of knowledge of familiar word-formation processes in the examination of the means of creating new words by Facebook users in Nigeria. These word-formation processes are not strictly restricted to Facebook users in Nigeria alone. The choice of Facebook in Nigeria is for the limitation of the study in terms of the area to gather data. This project is a simple qualitative study. Data for this study is collated through direct observation of the nature of language used on the Facebook platform. The data collated was analyzed descriptively and major findings were made in the study. A number of word formation processes were observed as used by various Nigerian Facebook users which includes logograms, cases of initializing, cases of omission, clipping and nonstandard spelling.
Designating Ghanem’s Forbidden Love in the Land of Sheba as a Yemeni-Canadian novel, the current study examines the author’s political, cultural, and social preoccupations with his homeland, Yemen. As an immigrant writer in Canada, he describes the horrific violence, injustice, corruption, and exploitation that have destroyed the entire country. The rereading of violence in the shadows of tyranny is the novelist’s perspective to probe into the problematic roots of Arab Spring and the confidential reality of the past events that lead to the ghastly current consequences. Bringing out the novel’s political concerns, the investigation employs many fictional characters and incidents from the novel within their historical contexts. It concludes that the story is a resistant discourse project that conveys the neglected voice of the unprivileged Yemenis to the world.