This paper tries to reexamine the practice of the second language testing in Sri Lanka. Testing is considered a way to systematically measure a person's ability or knowledge, and it is formalized as a set of techniques or procedures. Testing also plays an important part in language learning and evaluation in classroom settings. In fact, there are no Second Language Development and Language Testing researchers have discussed the roles of testing and its development in Sri Lanka. Government of Sri Lanka has taken an action to teach Tamil or Sinhala as a L2 in different levels - School students, University students, Government servants - and evaluate them in many ways. Fundamental concepts and criteria which are thought to underpin good language testing. Discussing the importance of the interface and different perspectives between Language Testing and Second Language Development which explore learners' test-taking process and strategies. This article suggests that it is essential to examine not only final linguistic products of tests but also the entire test taking process to make language tests more communicatively relevant.
REVIEW ARTICLE | June 8, 2021
A Perspective on the Progress of the Theatre of Saad al-Faraj, with Emphasis on Censorship in Kuwait and the challenged Play Custom is Second Nature
This study is an examination of the life and work of the Kuwaiti dramatist Saad al-Faraj (1938-). al-Faraj‟s name is virtually unknown in the West – particularly in the English-speaking West, although he is well known in Arab World. Only one academic study of any significance has appeared in Arabic on this eminent and fascinating dramatist, who was honoured by NCCAL and the Arab Theatre Institute at the end of his life. This study do not attempt to be comprehensive but focus on particular stages of al-Faraj‟s career. This study is, therefore, the only one to attempt to see al-Faraj whole. To do so it combines an account of his life which seeks to comprehend the various forces that shaped his thinking with an analysis of one of his main dramatic work. The study concentrates on the years following the trauma inflicted on the Arab world by the catastrophe of the defeat of June 1967. Al-Faraj‟s career can be divided into two phases: the immature plays of his young manhood; his late period – the „Epic theatre‟, when his Nasrism politics were the main factor shaping his drama. The study places al-Faraj in his historical and sociocultural context and provides a brief background explaining the literary and theatrical traditions of the Arab world that influenced his activity as a dramatist. His late work is then examined in turn and his play Custom is Second Nature is analysed in accordance with the focus of the study. This means given to the late period, but no significant work is neglected. The study aims to trace the trajectory of al-Faraj‟s development using a variety of sources: the plays themselves, al-Faraj‟s own journalism and critical writings, interviews with him, and his close friends and colleagues, in addition to a number of journals, books and articles, some of which contain important interviews with al-Faraj that shed light on his thought and ways of working. Conclusions will be drawn but, more importantly, questions will be raised, and it is hoped that scholars will consider this playwright and his work a subject meriting further research.
REVIEW ARTICLE | June 9, 2021
Brief Exploration on the Teaching Model of Academic Englishi Vocabularybased on POA
This study is based on POA, absorbing its beneficial elements to academic English vocabulary teaching. This research has some pedagogical implications for academic English study and teaching of college English. By using the "beneficial elements" of POA, it intends to avoid the disadvantages of traditional vocabulary teaching, then continuously improving the efficiency of teaching, thus effectively improving the quality of academic English vocabulary teaching and students' academic English vocabulary level, so as to improve its scientific research ability and academic exchange level.
REVIEW ARTICLE | June 12, 2021
La Sociopragmatique De Jacob Mey: Considérations Sur La Théorie Des Voix Sociales
Cet ouvrage vise à présenter un panorama théorique de la théorie des voix sociales, études fortement défendues par le théoricien danois Jacob Mey. Notre intention est de dialoguer directement avec d'autres auteurs qui, comme Mey, croient au caractère socioculturel du langage, un aspect fondamental pour comprendre la manière dont se construisent les voix qui cousent l'anatomie d'une société fluide et instable. Nous sommes insérés dans le champ des études Pragmatiques, plus précisément en Sociopragmatique, un terrain fertile en discussions sur les voix. Notre recherche est de type bibliographique. Nous comprenons que les acteurs sociaux se rapportent à travers différentes voix capables de redéfinir les pratiques humaines, étant ainsi un instrument socialement construit.
ORIGINAL RESEARCH ARTICLE | June 12, 2021
Language Learning Competency Analysis through Sociolinguistic Studies; A Case Study of Bachelors’ Degree Students in Korean language from Jawaharlal Nehru University, India
Language, like sleep, is not a substance but a process that is constantly evolving and the practicality is known to everyone, yet in its throretical form defies formulations. Sociolinguistic is not a study of facts but the study of ideas about how societal norms are intertwined with our language use. For instance, what it means to be a male or female member of a particular society may influence the terms we use to address each other. Three level of analysis are mainly considered when conceptualizing the context of language and its uses; the play of Phenomena upon the senses, the concepts we can recognize as common to certain groups or classes of these phenomena, thirdly the formal logical system with which these concepts seem to agree. Language is always subject to construction and deconstruction in respect to the environment and culture it gets exposed to. For instance, learning language, say L3 where L1 is the regional language, but is instructed using L2, may determine the outcome of how a language is understood and learnt depending on the sociolinguistic exposure of learners where L1, L2 and L3 may all differ from region to region especially in the context of India, as India is multi-lingual. Environmental exposure plays a vital role in how a certain target language is learnt. It is a fact that as an adult language learner, environmental exposure and cultural proximity play a great deal of how language is studied and also the pace with which target language is acquired/learnt.
Scholars Middle East Publishers
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