English language and linguistics

Halliday and Hasan (1976) hypothesise that the textuality of a text can be indirectly measured by analysing the degree of interaction between cohesive chains in a text. This study investigates the language of radio interview from the perspective of discourse cohesion and theme. The purpose is to know the cohesive and thematic information development patterns mostly applied in the texts. The data used for the study is purposively selected from Adamawa Broadcasting Corporation, Yola (ABC, Yola) interview texts. The principles of cohesion put forth by Halliday and Hasan (1976) and Bloor and Bloor (1995) is applied to demonstrate the patterns of cohesive elements that are present in the radio interview while the thematic progression theory of Dane (1974) is used to reveal the thematic structure of the text. After the analysis, the paper concludes that ABC, Yola radio interview discourse uses reference, conjunctions, substitution, ellipsis and lexical cohesion to bring about connections between information in the interview text. However, dynamic cohesive features that introduce new information relationships in the text are sparsely employed. Through the analysis of the theme development in the corpus, it is found that two divergent thematic progressions exist within the radio interview discourse; the simple linear theme employed by the interviewer and the derived themes employed by the interviewee. The study recommends that interviewees appearing on radio interview programmes should be warned about the danger of introducing too many sparing themes in a single utterance as this could render the interview discourse incoherent.

(KR) INDIA. With the dawn of human civilization we evolved a pivotal way and systematic pattern for communication which we all know as language. In fact, invention(discovery) of language is a prominent signature in the history of human inventions and cultural evolution. Our language has scientific approach and abundant of words for specific emotions, temper and situation. This is human nature as well to name everything what he or she encounters in life. This might have triggered the beginning of organizing our thoughts and ideas in to words which are meant to be spoken. But there are lot of other different languages also do exist in our life and around us as well. This paper is a sincere attempt to explore and study languages which are beyond words. They exist in form of signs as Ronald Barthes told us and sometimes they are hidden and we need to decipher the meaning. This paper is exhaustive while making a study, there may be some more languages which I could not find but my aim is just to stimulate and encourage more scientific study on the subject which completes our life and life style too. I have tried to study the language of fashion in clothes, language of roads and language in nature.

This article sets out to  give  a brief overview of phonetic  and phonological aspects of Caribbean varieties of English. Specifically, it  provides a general description of similarities and differences between  Caribbean varieties with regard to  select vocalic, consonantal, and prosodic features.

One of the most prevalent ways in which power works in education is by separating out and segmenting knowledge areas so that their corresponding synergies and connective augmentations are nullified. This article takes secondary English teaching as an example of these complex social processes, and presents research that brings disparate fields of investigation together. On the one hand, teachers may be polarised and challenged by curriculum changes and governmental mandates that could infringe upon their everyday practice. On the other, every teacher in the profession will bring their interior and emotional life to bear on their ways of working, and this aspect of teaching has not been connected to curriculum change. This research proposes a conjunction of educational emotion and discursive identities, through an analysis of the ways in which teachers perceive curriculum change and their personal teaching and learning realities. This investigation has also been worked into the teacher training of pre-service (or trainee) secondary English teachers, so that they may realise how such concerns may be understood conjointly.

Summary:
This book introduces a principled approach to conceptualizing and measuring working memory in first and second language research. It presents comprehensive, thorough and updated reviews of relevant literatures of WM and SLA research in cognitive sciences, cognitive psychology and applied linguistics. Drawing on multidisciplinary research insights, it advocates an integrated framework for implementing working memory and second language acquisition research. In light of the basic tenets and general principles of this integrated perspective, the book then proposes an overarching theoretical model that clearly specifies the distinctive roles of phonological and executive working memory as they relate to specific second language acquisition domains and processing activities. The implications of this innovative Phonological/Executive Model are further discussed and elaborated, first for the specific realm of L2 task-based speech planning and performance, and then within the broader context of foreign language aptitude.

Reviews:
"One of the most encouraging features of the development of the multicomponent model of working memory has been its application beyond the laboratory to a range of  issues of which language learning is among the most important. Work was initially focused on native language acquisition but subsequently exciting developments are increasingly occurring in the hugely significant field of second language learning. This book surveys the field in detail , producing a synthesis of evidence and theory that will make a substantial contribution to this important field." Alan Baddeley, University of York, U.K.

"There are perhaps few predicaments as frustrating as being unable to communicate with another person because he or she does not speak the same language as you. In this volume, Dr. Wen comprehensively considers the importance for second-language learning of the individual’s working memory, the small amount of information that can be readily held in mind to carry out cognitive tasks. Different theoretical views are considered in detail and they are judiciously applied in an up-to-date treatment of various facets of language learning. The volume will be of great interest to students of both memory and language, ranging from novices to experts." Nelson Cowan, University of Missouri-Columbia, USA

"A well-informed, up-to-date, and comprehensive review of phonological and executive aspects of working memory, their  components and measurement, their roles in second language acquisition and processing, and their status as language aptitudes. An excellent overview for scholars in these areas." Nick Ellis, University of Michigan, U.S.A.

"A thorough analysis of how the various components of the working memory system relate to different aspects of second language processing and learning. This is a very timely and useful contribution to a centrally important topic in the field of individual differences."  John Williams, University of Cambridge, UK

Author Biography:
Zhisheng (Edward) Wen is Associate Professor at School of Languages and Translation at Macao Polytechnic Institute (MPI). Dr. Wen has been lecturing undergraduate and postgraduate courses in applied linguistics and psycholinguistics for over 15 years. He has published extensively in these areas. His paper publications have appeared in key academic journals (e.g., Language Teaching, ELT Journal, InJAL). He is recipient of the ‘Language Learning Roundtable Conference Grant’ and lead-editor of “Working memory in second language acquisition and processing” (2015, Multilingual Matters).  His another forthcoming monograph “Cognitive individual differences in second language acquisition” will be published by Mouton de Gruyter in 2017.

Az angol turista kalauzt elsősorban olyan magyar anyanyelvűeknek szántuk, akik hosszabb-rövidebb időt szándékoznak angol nyelvterületen eltölteni. Ez természetesen meghatározza a könyv felépítését és hatással van a témák kiválasztására is. Tematikus elrendezésben szerepel benne minden olyan alapszituáció, amely az emberek közötti kapcsolattartásban egy külföldi tartózkodás során általában elő szokott fordulni, ideértve az utazást, a határátlépést, a szállásfoglalást, az étkezést,  a hivatalos szervekkel való kapcsolattartást, a tájékozódást,  a városnézést és az olyan kellemetlen, de gyors reagálást igénylő kívánó helyzeteket is mint például a baleset, a rosszullét vagy betegség. Természetesen azokra is gondoltunk, akik az angol nyelvet alig vagy egyáltalán nem beszélik. Ez a könyv nekik is szól. Az angol szavakat, illetve társalgási paneleket minden esetben közöljük fonetikus átírásban, így informálva a használót ezek kiejtéséről. Munkánk tekintettel van  a brit angol és az amerikai angol közötti eltérésekre is.

Linguists have identified a number of types of recurrent semantic change, and have proposed a number of explanations, usually based on specific lexical items. This paper takes a different approach, by using a distributional semantic model to identify and quantify semantic change across an entire lexicon in a completely bottom-up fashion, and by examining which distributional properties of words are causal factors in semantic change. Several independent contributing factors are identified. First, the degree of prototypicality of a word within its semantic cluster correlated inversely with its likelihood of change (the " Diachronic Prototypicality Effect "). Second, the word class assignment of a word correlates with its rate of change: verbs change more than nouns, and nouns change more than adjectives (the " Diachronic Word Class Effect "), which we propose may be the diachronic result of an independently established synchronic psycholinguistic effect (the " Verb Mutability Effect "). Third, we found that mere token frequency does not play a significant role in the likelihood of a word's meaning to change. A regression analysis shows that these effects complement each other, and together, cover a significant amount of the variance in the data.

Abstract: The argument I will develop in this essay is that the foreign students are a latent human resource who can assist with overcoming English monolingualism in the Australian population. Foreign students, properly rewarded, can be a major source of skills transfer. Every one of those students is a walking compendium of language and cultural skills that Australians need to know.

The present study describes food blogs as a genre of computer-mediated communication (CMC). The combined approach of corpus linguistic and pragmatic methods reveals the characteristics of food blogs as a hybrid genre that mixes elements from various other discourse types. Lexical and syntactic analyses depict the use and frequencies of (1) CMC related phenomena: innovative vocabulary and spelling; (2) food related jargon: specialized vocabulary, grammatical patterns; (3) phenomena related to spoken interaction: discourse markers, hedges and address. The pragmatic analysis reviews these elements in their blog context. They contribute to creating an audience directed text through features such as humor, repetition and expert knowledge. We thus provide evidence that one of the main goals of this discourse type is interaction and describe how this interaction is systematically achieved.

This article applies the Dynamic Model (Schneider 2007) and the Extra-and Intra-territorial Forces (EIF) Model (Buschfeld & Kautzsch 2017; Buschfeld et al. 2018) to Standard English in Trinidad based on the findings of a large-scale attitude study. The results suggest that, in the educational domain in Trinidad, a multidimensional norm orientation with coexisting standards that incorporates exo-and endonormative tendencies is prevalent. The Dynamic Model is not fully able to explain the findings, but the EIF Model can account for this norm complexity. However, the assumption underlying both models that postcolonial Englishes prototypically achieve (full) endonormativity unless their development is stalled at an earlier stage or even reversed is unlikely to fully capture the norm developmental processes in Trinidad and other complex postcolonial speech communities. We therefore propose an extension of the EIF Model that, depending on the constellation, directionality, and continuity of different sets of forces, allows for multinormative stabilization as an alternative development. We also introduce translocality as an alternative theoretical framework for the conceptualization of forces and argue for a more comprehensive understanding of intra-varietal heterogeneity. An extended and modified version of the EIF Model that takes these further complexities into account can help explain the norm developments in highly complex postcolonial speech communities.

https://wvupressonline.com/node/853
Appalachian Englishes in the Twenty-First Century provides a complete exploration of English in Appalachia for a broad audience of scholars and educators. Starting from the premise that just as there is no single Appalachia, there is no single Appalachian dialect, this essay collection brings together wide-ranging perspectives on language variation in the region. Contributors from the fields of linguistics, education, and folklore debunk myths about the dialect's ancient origins, examine subregional and ethnic differences, and consider the relationships between language and identity-individual and collective-in a variety of settings, including schools. They are attentive to the full range of linguistic expression, from everyday spoken grammar to subversive Dale Earnhardt memes. A portal to the language scholarship of the last thirty years, Appalachian Englishes in the Twenty-First Century translates state-of-the-art research for a nonspecialist audience, while setting the agenda for further study of language in one of America's most recognized regions. Edited by Kirk Hazen September 2020 · 240pp · 6x9in PB 978-1-949199-55-0 · $29.99sp CL 978-1-949199-54-3 · $99.99s eBook 978-1-949199-56-7 · $29.99 5 images · 2 maps · 7 tables

This paper takes stock of the accomplishments of the project to revise and update the Dictionary of Canadianisms on Historical Principles (1967; DCHP-1), which was first presented at the Dictionary Society of North America's 2007 annual meeting in Chicago. The five years since have seen a drastic shift in the dictionary market, and as a result, the updated edition (DCHP-2) is entirely an online project. A milestone towards the new edition—an online version of the first edition (DCHP-1 Online)— was completed in 2011 will be released to be published on 28 January 2013. This paper introduces the tools developed for the new edition—the Dictionary Editing Tool (editing software) and the Bank of Canadian English (quotation file). It then explains the selection criteria for digital data harvesting, which is the main source of data for the new edition, describes the project's connection to undergraduate and graduate teaching and, most importantly, proposes a revised five-tiered classification scheme for Canadianisms, which is the backbone of the new edition.A Dictionary of Canadianisms on Historical Principles (DCHP-1; Avis et al., 1967) was one of the first historical dictionaries of English produced outside of the UK or the USA, and it served as a national icon for some time. It was the flagship in the "Dictionary of Canadian English" series published by W.J. Gage (now Nelson Education); this series, begun in 1962, produced Canadian-made dictionaries and enjoyed great support by linguists and dialectologists, including the Canadian Linguistic Association.Following the publication of DCHP-1 in 1967, Raven I. McDavid, then editor of the Linguistic Atlas of the United States and Canada, stated confidently that DCHP-1 "unlike most of the other historical dictionaries, is committed to frequent and adequate revision" (McDavid 1970: 289). Flash forward 45 years, and no revised version has yet seen the light of day; indeed, until some six years ago, DCHP-1 had all but vanished from public and scholarly perception. But since 2006, important steps have been taken to revive the dictionary and to bring it into the digital age (see Dollinger 2006; Barber and Considine 2010). In this paper we will contextualize the current project, located at the University of British Columbia at Vancouver, starting with a brief history of DCHP-1, and then detail the progress that has been made towards a revised dictionary, DCHP-2.The DCHP project has two goals: the first is to produce an open-access online version of DCHP-1. The second is to bring DCHP-1 up to date by adding recent Canadianisms and filling major gaps in historical coverage. In July 2011 we accomplished the first goal—DCHP-1 Online (Dollinger et al. 2011)—except for the completion of the licensing agreement with Nelson Education, the copyright holder of DCHP-1. Such agreement has been finalized in the summer of 2012 and was signed on 1 October 2012. Contrary to early plans, ideas of a paper version were abandoned in 2007, and DCHP-2 will be entirely an online product, accessible to all without charge.

Reading a story book is considered as an effective way to promote language skills because it has been shown to foster enjoyment and pleasure in reading among language learners, however, there is still insufficient evidence about the effect of the reading on students' motivation during the silent period to learn a foreign second language. The purpose of this study is to investigate second language learners' reading motivation, and their language growth among interactions as reading a book during the silent period. Furthermore, this study has an implication to understand how reading a book affects young students when learning a foreign second language as English.

The present paper seeks to closely explore Kurt Vonnegut " s Slaughterhouse-Five in terms of Judith Herman " s surveys and categorization of post-traumatic stress disorder symptoms. It is an attempt to analyze the conflict between the will to deny horrible events experienced by the protagonists of the novel in World War II and the will to proclaim them aloud. The psychological distress symptoms including the inability to sleep, lack of concentration, flashbacks and state of surrender are thus investigated in the narrator and Billy Pilgrim as the two figures who are suffering from PTSD. These symptoms are analyzed in a way to call attention to the existence of unspeakable secret and simultaneously as means to deflect attention from it. The protagonists are both subjected to the dialectic of trauma in that they find it difficult to remain clearheaded, to see more than a few fragments of the picture at one time, and to retain all the pieces and to fit them together. It is even more difficult to find a language that conveys persuasively what they have seen.

TEACHING PRODUCTIVITY AND ITS ENEMIES is a distribution of my original doctoral dissertation "Language Tangle : Predicting and Facilitating Outcomes in Language Education" ( http://hdl.handle.net/1959.13/804346 )  with a new title better reflecting its actual theme, barriers to teaching productivity.

Although the keys to teaching success are elusive, some of the destructive forces at work against success have enough constancy to be worth the trouble of a well-developed defence system. I will collectively describe forces acting against teaching success as “the enemies of language teaching productivity”.  A productive teacher is one who adds to the learning productivity of students. A productive student is one who  acquires and retains what needs to be learned (a skill, a body of knowledge or a method of thinking) with the most efficient use of his or her mental resources, time and money...

As a working teacher, I am concerned with managing the psychology of my students as well as my own. The “enemies” in this ghostly arena of the human mind are well known to any experienced teacher. However, the bulk of this book is concerned with other distractors – enemies without. Typically they take the form of individuals and groups within institutions who have agendas which clash with what the teachers and students are trying to achieve. Productivity for these other players has an altogether different meaning from the learner’s pursuit of knowledge...

Record-breaking attendance marked the American Dialect Society’s 2011 Word of the Year proceedings, held at the annual meeting of the ADS in Portland, Oregon, January 5–7, 2012. It was also one of the rare times in the 22-year history of the WOTY that a single prohibitive favorite loomed before the vote began: "occupy," a word that had managed to reinvent itself quite dramatically over the last few months of the year. Could the self-proclaimed “culture-jammers” behind the anticonsumerist Canadian publication Adbusters have predicted that an online call in July to “occupy Wall Street” would have such a resounding impact on the lexicon of protest and politics? When joined by the slogan “We are the 99 percent” in August, the Occupy movement found much of its potency through the skillful use of language to propagate its quickly spreading (albeit ideologically diffuse) critique of economic iniquities.

The study of dialects offers an innovative and engaging opportunity to learn about language. Ideally, by learning about the variations of language, students will come to understand at least three basic facts: languages change over time; languages always have variation; social identity influences language. From this knowledge, teachers and students can begin to understand that their languages, regardless of the social stigmas stacked against them, are beautifully complex, rule-governed systems. One kind of language variation, dialect diversity, reflects the fact that languages change over time and that people who live in the same geographical area or maintain the same social identity share language norms; in other words, they speak the same dialect. Although dialects differ geographically and socially, no dialect is better linguistically than another

The use of language is really important as it helps people in communicating and interacting to each other. Various kinds of language exist within their daily lives. In newspapers, particularly, there are several issues of language which have been found. Block language, for instance, is one of the issues which occurs in the newspapers' headlines. The researcher formulated two questions to be answered, namely (1) "What issue of block language does mostly influence newspapers' headlines?" and (2) "What makes readers impressed with English newspapers' headlines?". This research aims to analyse this special kind of language in the headlines. The data of this research were collected from two online English newspapers, namely The China Daily and The Daily Telegraph. There were ten headlines which were collected from each newspapers. The first result showed that the most frequent issue found in the headlines was the use of simple present tense. The second result was the use of certain vocabulary items made readers impressed. Through this research, the researcher hopes that it can be beneficial to readers, especially English learners, when they practise analysing and understanding vocabulary items and grammar of block language.

The study of the history of the English language (HEL) encompasses a broad sweep of time and space, reaching back to the fifth century and around the globe. Further, the language has always varied from place to place and continues to evolve today. Instructors face the challenge of fitting this vast subject into one semester of study and the challenge of engaging students with unfamiliar material and techniques. This volume guides instructors in choosing among many possibilities to design an HEL course to match their own interests and institutions.

The essays consider what subjects of HEL to include, how to organize the course, and what textbook to assign. They offer historical approaches and those that are not structured by chronology. Sample assignments provide opportunities for students to conduct original research, work with archives and digital resources, and investigate language in their communities. The essays also help them question notions of linguistic correctness.

The main characteristic of any occidental language is the change brought into it with the passage of time. Language dies when it ceases to change.
In this article, the main changes brought into English language since the time of its emergence are highlighted with reference to morphology, phonology, syntax and semantics

In this paper, I will investigate one general theory of language change that can be subsumed under the functional and usage-based paradigms: William Croft’s Theory of Utterance
Selection as proposed in his 2000 book “Explaining Language Change. An Evolutionary Approach”, which draws on the Darwinian idea of evolution and proposes a general framework that is supposed to explain the workings of language change. As an empirical example I will use the ongoing spread of TH-fronting in British English (BrE) in order to test whether his Theory of Utterance Selection (henceforth his theory or the theory) can be brought in line with
popular arguments put forward to explain this case of language change. Indeed, I argue that Croft’s theory can be used to explain motivations for TH-fronting in Great Britain.

English as a language of the world has reached into the tiny Himalayan Kingdom of Bhutan from the time of the colonisation of India by the British and this paper examined the status and role of English as a language of administration in the country. English in Bhutan is regarded as EFL while Nepal and Bangladesh has the status of L2. Therefore, why not the status of English in Bhutan is L2 as the country lies in the same geographical zone-sharing boarders with India and Nepal. The results presented in this paper accounts with various views and opinions given by 104 respondents from different organisations. The data obtained were analysed using descriptive statistics and the study found out that English in Bhutan has the status of L2 by having adopted it as a language of administration, education, media, businesses, etc. The findings revealed that English is used more than the national language Dzongkha with more than (80%) of the tasks being performed in English in various domains. The study also showed 100% English usage in banking, communication outside the country and 90-100% in e-communication, confirming the fact that English is used as a language of administration. Interestingly, this study reported that English language is preferred in the families as a language of convenience.

English is undoubtedly the lingua franca of global communication today, and plays a major role in the internationalisation of universities, where it is increasingly being used as the medium of instruction. The use of English as a Lingua Franca (ELF) in higher education has spread at different speeds throughout Europe over recent decades, with Nordic and central-western countries leading the way and the regions of southern Europe lagging behind. In Italy, English-taught programmes are a rather new and emerging phenomenon which needs to be empirically investigated to uncover the complex mechanisms of classroom interaction in this foreign language.

The present volume focuses on one aspect of ELF academic exchanges that is deemed crucial in the transmission of knowledge in the educational setting, namely the management of interpersonal relations and the expression of interpersonal stance in the classroom. To this end, a model has been developed along the four dimensions of formality, power, social distance and respect, and has been applied to the analysis of a corpus of ELF lectures recorded in an Italian university.

The examination of naturally occurring ELF lectures reveals a complex combination of linguistic strategies that lecturers exploit at the macro-level of discourse (interpersonal episodes) and at the micro-level of lexis and morpho-syntax (direct questions, comprehension checks, imperatives, personal pronouns, and terms of address) to express interpersonal meanings and build rapport with their students, in response to specific expressive and communicative requirements brought about by ELF academic interaction.

On 24 April 2021, Katherine Patricia Mary Barber, grand dame of the Canadian Oxford Dictionary, passed away in Toronto from a particularly aggressive form of brain cancer. She was 61. Katherine leaves a profound legacy of reference works of Canadian English, big and small, and two well-made general-interest books on Canadian English. While her flagship reference work has not been maintained since 2008 [last ed. 2004]-in what I call an industry-wide problem below-her Twitter account, @thewordlady, as well as her blog, katherinebarber.blogspot.com, act as her public record since and will be valuable for historians of Canadian intellectual life.

Study Skills for Linguistics is the essential companion for students embarking on a degree in linguistics. Covering all the core skills that students of linguistics will require during the early part of their degree, this book gives the reader a basic understanding of the field, as well as confidence in how to find out more and how to prepare for their future career. The key features covered include: • subject-specific skills including basic linguistic tools and terminology, such as word classes and grammatical terminology; • essential study skills, such as how to perform well in the degree, how to search for and reference literature and how to write an essay; • guides for a future with a linguistics degree, including how to write a CV and prepare for a range of graduate destinations. An accessible guide to essential skills in the field of linguistics, Study Skills for Linguistics is a must-read for students contemplating studying this topic, and provides a guide that will take them through their degree and beyond. Jeanette Sakel is Senior Lecturer in Linguistics at the University of the West of England. Her main research interests include language contact, bilingualism, linguistic typology, fieldwork, native South American languages, bilingual education, and supplementary schools.

A language is considered as a sexist language if it conveys attitudes that stereotype a person according to gender rather than judging on individual merits. Feminists believe that English language is a sexist language because it involves negative attitudes towards women and maintains social inequalities between men and women. There are many English metaphors used to describe women in disagreeable manner, but this is rarely a case with men. Animal, food and villainous imageries are highly used to refer to women, such as: bitch, chick,-sugar, honey, tomato,-witch and so on. Animal imageries compare women with helpless creatures, food imageries with items used for sustenance and pleasure, and villainous imageries with evil creatures. More or less, in every society, women are believed to be weak and subordinate to men who are considered to be masculine. Even by linguistic items, men are presented as the head of societies. English morphology generally takes the male form as the base form, and adds suffix to construct the female form, for example: lion-lioness, tiger-tigress, actor-actress, etc. Suffix 'ess' carries connotations of lack of seriousness. By using the words 'he' and 'man' as generic forms, women are kept invisible and undermined. My first language is Bengali, so it was a question as to whether my language is also a sexist one. Sexism is also a usual feature of Bengali language, and even a careless observation on daily language can help identify the presence of sexism in Bengali. Women are sometimes referred by the following villainous imageries: Rakkhoshi (রাক্ষসী) = female monster; daini (ডাইনী) = witch. Even in terms of morphology, male form appears to be the base form in Bengali language, such as: chakor-chakrani (চাকর-চাকরানী) = servant-maidservant, shingho-shinghi (সসিংহ-সসিংহী) = lion-lioness, etc. Even names of Bengali children follow sexism; a male child is never named Nodi (নদী) = river and a female child is never named Shagor (সাগর) = sea. Even by means of names, men are presented as a strong figure and women as the subordinate figures who possess lesser strength comparing to their opposite gender. From the above discussion, it is obvious that both Bengali and English are sexist languages; delve into your language to discover sexism in your language.

The aim of this study was to investigate the effect of watching English language animation movies on learning idioms by Iranian EFL intermediate learners. To conduct the study, 40 female learners were randomly divided into an experimental group and a control group at English language Institutes in Sari. The experimental group in instruction period was exposed to idioms by using text-book plus English language animation movies which contained, the researchers’ intended idioms but control group just was exposed to text-book. The data were collected through two instruments: the pre-test and the post-test, which were both developed by the researcher. The data obtained from the administration of the pre-test and the post-test were analyzed using SPSS software. The findings were compared to examine the effect of watching English language animation movies on learning idioms by Iranian EFL intermediate learners. The result of this study showed that the implementation of English language animation movies used in the study had a significant effect on learning idioms by Iranian EFL intermediate learners.

Post Call for Abstracts - The SOAS GLOCAL COMELA 2022
(All publications will be ISI/SCOPUS Indexed)
Due to a barrage of requests for opening a post call for abstracts, we announce the Post Call for Abstracts for the SOAS GLOCAL COMELA 2022, July 19-23, 2022, The National and Kapodistrian University of Athens, Athens, Greece.
Co Hosts - University of Patras, University of the Aegean, Aristotle University of Thessaloniki, Democritus University of Thrace, SOAS, University of London
PURPOSE: The world will converge in Athens for the (SCOPUS / ISI) SOAS GLOCAL COMELA 2022 to exchange knowledge on Mediterranean and European Linguistic Anthropology, Sociolinguistics, and Language in Society.
SCHEDULE: 450+ papers, 30+ special panels, workshops, exhibitions, Anthropological excursions, performances
PUBLICATIONS: All publications will be ISI / SCOPUS indexed.
GLOBAL KEYNOTE SPEAKERS:
        Professor Jan Blommaert (Memorial) - Tilburg University
        Professor Ioanna Sitaridou - Cambridge University
        Professor Dimitris Dalakoglou - Vrije University
        Professor Pavlos Kavouras - National and Kapodistrian University of Athens
      Other prominent scholars
DEMONSTRATIONS:
        Evian Whistle Community, Evia Island, Greece
SUBMISSION DEADLINE: June 20, 2022
https://comela2021.uoa.gr/cfp/
(the SOAS GLOCAL COMELA 2022 has retained the 2021 URL, after COVID)