Journal of Second and Multiple Language Acquisition-JSMULA

Code-Mixing in South/Western Nigerian Hip-Hop Music: A Sociolinguistic Perspective

2024-09-18T10:08:41+03:00

This qualitative research study investigates the phenomenon of code-mixing in South/Western Nigerian hip-hop music from a sociolinguistic perspective. Nigerian hip-hop has gained widespread popularity both domestically and internationally, providing musicians with a platform to address social and cultural issues while expressing their creativity. A defining feature of Nigerian hip-hop is the frequent use of code-mixing, where multiple languages and language varieties are combined in the lyrics. In this study, code-mixing in a selected sample of 5 songs from 4 South/Western Nigerian hip-hop artists is thoroughly examined, with a focus on its linguistic characteristics, social implications, and artistic motivations. The study aims to enhance understanding of the interplay between language, culture, and music within the Nigerian hip-hop genre by analysing the lyrics and the contexts in which code-mixed songs are created. This research applies the Markedness Model, a sociolinguistic theory developed by Myers-Scotton, which is relevant to qualitative studies of language choice and code-switching. The model helps to interpret how and why artists alternate between languages to convey social meanings, assert identities, and align with cultural norms. The qualitative methodology employed investigates linguistic elements such as lexical borrowing, code-mixing, and language variety. It also explores how code-mixing influences cultural representation, identity formation, and the preservation of indigenous languages. Additionally, the study delves into the artistic motivations behind code-mixing, including language innovation, expressive authenticity, and cultural pride. The findings provide insights into the sociolinguistic importance and cultural ramifications of code-mixing, showcasing it as a dynamic and creative linguistic practice within Nigerian hip-hop music.

The interplay between EFL teachers’ beliefs and application of post-reading strategies in teaching reading comprehension

2024-12-20T21:56:04+03:00

Teachers’ beliefs determine their professional behaviours in applying the post-reading strategies which could in turn affect the students’ reading comprehension achievements. This exploratory case study investigates the relationship between EFL teachers' beliefs and their application of post-reading strategies in secondary school reading comprehension classes. Using convenience sampling, six experienced EFL teachers were selected from a secondary school in Addis Ababa, Ethiopia. Data were gathered through classroom observations and individual interviews, with qualitative analysis conducted via NVivo10. Findings reveal a noticeable gap between teachers’ positive beliefs about the instructional value of post-reading strategies and their limited application in practice, largely due to time constraints and perceived instructional demands. The study concludes that despite recognizing the importance of post-reading strategies, teachers prioritize while-reading activities, impacting students’ opportunities to fully engage with text interpretation and connecting it with their real-life experiences. These findings suggest a need for targeted teacher training and continuous professional development programs for EFL teachers on integrating post-reading strategies effectively within classroom constraints.

The effect of online personalized education on achieving meaningful learning outcomes of Iranian EFL learners

2025-01-02T10:22:23+03:00

The aim of this study was to investigate the effect of online personalized education on achieving meaningful learning outcomes of Iranian EFL learners. Personalized education has been introduced as a new approach to use in education in the 21st century. The method of the present study was quasi-experimental with pretest-posttest control group design. The statistical population in this study included all advanced level students in English department at Maad Higher Education Centre of Shiraz which 30 of them were selected by convenience sampling method and were randomly assigned in experimental and control groups. In order to provide concepts to the experimental group, the Moodle online training platform was used which is designed for online training. A questionnaire was designed taking into account the principles of meaningful learning in the field of grammar. Before and after the personalized education, control and experimental groups answered the questions. The obtained pre and post-test scores were used to data analyze. In this study, descriptive statistical indices (such as mean and standard deviation) and inferential statistical methods such as multivariate analysis of covariance were used to test the significance of the differences between the control and experimental groups. Based on the results of the analysis, effect of online personalized education on achieving meaningful learning outcomes of Iranian EFL learners was significant.