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In-Service Primary School Teachers’ Account of Phonetically Difficult Words in English as a Foreign Language

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Kapranov O.
Research in Language
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2019
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vol. 17
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issue 3
297-315
EN
This article presents and discusses a mixed-method study that seeks to establish a set of words in the English language that in-service primary school teachers consider difficult to pronounce by young learners of English whose first language (L1) is Norwegian. In the study, 26 in-service primary school teachers of English as a Foreign Language (EFL) are asked to write a reflective essay with a list of phonetically difficult words (henceforth PDWs) in English that they think are difficult to pronounce by young EFL learners. Additionally, the in-service primary school teachers (further – participants) are requested to reflect and comment on PDWs, and explain the reasons why they think they are phonetically difficult. The participants’ individual lists of PDWs are compiled into a corpus which is processed in the Statistical Package for Social Sciences (SPSS) in order to calculate the frequency of PDWs. The participants’ comments and reflections are subsequently analysed qualitatively in order to establish the sources of PDWs. The results of the investigation reveal that the corpus of PDWs is comprised of 257 lexical items. The most frequent PDWs are associated with those sounds of the English language that are absent in the young EFL learners’ L1, Norwegian, e.g., /θ/ in birthday, /ð/ in this, /z/ in zoo, etc. Other frequent PDWs are related to English spelling conventions (e.g., fruit), the word-initial position of affricates (e.g., chocolate), and word stress (e.g., window). These findings and their linguo-didactic implications are further discussed in the article.
2
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The Dynamics of Needs in a Course in English Phonetics for In-Service Primary School Teachers of English

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Kapranov O.
Theory and Practice of Second Language Acquisition
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2020
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vol. 6
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issue 2
107-132
DE
Dieser Artikel stellt eine Studie zur Dynamik der Bedürfnisse von berufstätigen Lehrenden für Englisch als Fremdsprache (EFL) in der Grundschule vor, die an einem Kurs zur englischen Phonetik an einer regionalen Universität in Norwegen teilnehmen. Der Kurs richtet sich an Englischlehrende (im Weiteren als „Teilnehmer“ bezeichnet), die ihren Vollzeitunterricht mit der Beteiligung an Kursen für Englisch als Fremdsprache verbinden. Ziel der Untersuchung ist es herauszufinden, wie sich die Dynamik der Bedürfnisse der Teilnehmer über einen Zeitraum von zwei Semestern ändert. Die Forschung basiert auf den theoretischen Prämissen der Bedarfsanalyse (NA) von Hyland (2006), der die Bedürfnisse von Fremdsprachenlernenden als einen kontinuierlichen Prozess betrachtet, der sich im Laufe der Zeit ändert. Die Ergebnisse der Bedarfsanalyse verweisen darauf, dass die Teilnehmer am Anfang ein starkes Bedürfnis nach Abschluss des Sprachunterrichts auf einem höheren Niveau zum Ausdruck bringen, um eine Fremdsprache an der Grundschule zu unterrichten. Diese Einstellung entwickelt sich jedoch gegen Ende des Kurses dahingehend, dass der Rolle des Lehrers, der als nachzuahmendes Vorbild für Lernenden im Bereich der Geläufigkeit, der Intonation und des Unterrichtens nur in der Fremdsprache fungiert, mehr Gewicht beigemessen wird. Diese Beobachtungen bilden eine Basis für weitere Überlegungen in dieser Arbeit.
EN
This article presents a study that seeks to explore the dynamics of needs experienced by a group of in-service primary school teachers of English as a Foreign Language (EFL) who are enrolled in a course in English phonetics at a regional university in Norway. The course in English phonetics is designed for the group of EFL teachers (further – participants) who combine working full-time with taking in-service EFL courses. The aim of the study is to explore how the dynamics of the participants’ needs change within the time frame of two semesters. The study is based upon theoretical premises of needs analysis (further – NA) formulated by Hyland (2006), who regards EFL learners’ needs as a continuous process that changes over time. The results of NA indicate that whereas initially the participants explicitly express the need for obtaining tertiary-level education in English to be able to teach English at primary school, their needs change towards the end of the course to involve the focus on becoming role models in an EFL classroom, paying attention to speech fluency, intonation, and conducting English-only EFL classes. These findings will be further discussed in the article.
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Conceptual metaphors in Carl Bildt's online discourse concerning Ukraine's European identity

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Kapranov O.
Lodz Papers in Pragmatics
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2014
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vol. 10
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issue 1
61-87
EN
This article involves a qualitative research undertaken to elucidate how Ukraine's European identity is constructed by Carl Bildt, Sweden's Minister for Foreign Affairs. Specifically, the paper's aim is to identify conceptual metaphors used by Carl Bildt in his political online discourse concerning Ukraine within the timeframe from 1 April 2013 until 1 April 2014. In addition to this objective, the article explores whether or not concepts SELF as the EU and OTHER as non-EU respectively are embedded in conceptual metaphors identified in Bildt's discoursal space involving Ukraine's European identity. Results of the data analysis reveal several types of conceptual metaphors which are present in the corpus of Bildt's online discourse involving Ukraine: "EU as a Path", "EU as a Nurturant Parent", "EU as a House", "Ukraine's Politics towards EU as a Stock Market Crash", "Ukraine's Path to EU as Poland's EU Path" and "The EU Flag as a Symbol of the Better Future", respectively. These conceptual metaphors seem to be exacerbated by the presence of the concept SELF.
4
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The use of metonymy and metaphor in descriptive essays by intermediate and advanced EFL students

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Kapranov O.
Linguistics Beyond and Within
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2017
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vol. 3
87-101
EN
This article involves an empirical linguistic study aimed at elucidating the use of metonymy and metaphor in descriptive essays written by a group of intermediate EFL students (further referred to as ‘participants’). 20 participants were recruited at Stockholm University, Sweden and matched with a control group comprised of 20 advanced EFL students at the same university. The participants and their respective controls were given five pictorial stimuli containing famous architectural landmarks in Sweden. The participants and the control group were instructed to write a one paragraph descriptive essay about each pictorial stimulus using either i) an imaginary and creative approach or ii) a non-imaginary and purely descriptive approach. The corpus of the participants’ and controls’ essays was subsequently analysed in the computer program WordSmith (Scott, 1996). Quantitative analysis in WordSmith yielded descriptive statistics involving word frequencies. Then, the corpus was analysed manually for the presence of metonymy and metaphor. Qualitative findings seem to support previous research (MacArthur, 2010; Haghshenas & Hashemian, 2016), which suggests that the use of metonymy tends to be associated with the intermediate level of EFL writing, whilst both metonymy and metaphor are predominantly found in the writing by advanced EFL learners.
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Conceptual metaphors in Ukrainian prime ministers’ discourse involving renewables

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Kapranov O.
Topics in Linguistics
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2015
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vol. 16
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issue 1
4-16
EN
This qualitative study is aimed at elucidating conceptual metaphors associated with renewable energy sources (further referred to as ‘renewables’) in Ukrainian prime ministers’ (PMs) political discourse. The material derives from a corpus of Ukrainian PMs’ political texts on renewables in Ukraine within the timeframe 2005-2014. The corpus is examined for the presence of conceptual metaphors pertaining to the topic of renewables. Data analysis indicates that from 2005 to 2013 conceptual metaphors involving renewables are embedded in the issues of Ukraine’s adherence to the Kyoto Protocol, the EU directives on renewables, the monetary value of renewables and the role of renewables in Ukraine’s energy security, thus instantiating the conceptual metaphors Renewables as Ukraine’s European Choice, Renewables as a Path to the EU, Renewables as Money and Renewables as Independence respectively. However, the novel metaphor Renewables as Survival is identified in PM Yatsenjuk’s political discourse in 2014. This metaphor is embedded in the context of another conceptual metaphor, Gas as a Weapon, which is present in political discourse involving Russian natural gas export to third countries. Data analysis indicates that the conceptual metaphors Renewables as Survival and Renewables as Independence are in a polyphonic relationship of synergy and contrast with Gas as a Weapon.
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