Muriel Saville-Troike’s scientific contributions

... Study of English (as an L2 or second language) has been emerged as a prominent area of English language and eminent research has been done that how second language is influenced by the first language in terms of pattern, structure, lexical items, grammatical rules, phonological aspects etc. under the essential skills of a language i.e. speaking, listening, writing and reading (Silva, 1993), (Paribakht, 2005), (Saville-Troike, 2006), (Hamada & Koda, 2008), (Clark, 2009), (William, 2012), (Ortega, 2015). All language skills are important and need efforts to be learned in case of second language acquisition. ...

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Writing Practices of English as a Second Language: The Exploration of L1's Influence

... Грешка се дефинише и као празнина (попуњена или непопуњена) у знању које ученик има о језику који учи (Davies, 2007, стр. 84), а вјерује се и да ученици праве грешке и у разумијевању и у продукцији (Saville-Troike, 2006, стр. 47). ...

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Интерференција српског језика у употреби садашњег перфекта

... Second language learning goes beyond acquiring the grammar rules, lexicon, and phonology of the target language. It is a social phenomenon embedded in the social context and cultural knowledge required for appropriate language use (Norton, 2000;Pavlenko, 2002;Saville-Troike, 2006;Wenger, 1998). Second, focusing on the "doing" dimension, as Walsh (2011) suggests, is "something we can study, analyse, and evaluate" (p. ...

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Positioning Theory in Applied Linguistics: Research Design and Applications

... There seems to be a widespread belief that female learners are more motivated for learning languages and are also better at learning foreign language than male learners (Saville-Troike, 2005). However, it is only recently that a number of studies have explicitly addressed the gender effect in language learning. ...

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The Impact of Instruction and Out‐of‐School Exposure to Foreign Language Input on Learners’ Vocabulary Knowledge in Two Languages

... Discourse is composed of two levels: a) Microstructural discourse level which is concerned with issues of cohesion; that is, the integration of discourse elements into a unified text; b) Macrostructural discourse level which deals with the knowledge of organizational features that are characteristic of genres which are conventionalized categories and types of discourse and interactional strategies; and, both of these levels are sensitive to the relationship between the linguistic elements and the communicative situations' specifications in terms of context, culture, and content (Saville-Troike 2006). These linguistic elements can be used for a number of different functions such as those suggested by Hymes (1962): a) Expressive (Emotive), b) Directive (Conative, Pragmatic, Persuasive, Rhetorical), c) Poetic, d) Contact, e) Metalinguistic, f) Referential, and g) Contextual (Situational). ...

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Persuasion in Political Discourse: Barak Obama's presidential speeches against ISIS

... Gardner and Lambert (1972) distinguish between two types of motivation: integrative and instrumental. Integrative motivation, rooted in a desire to connect with target language communit(ies) and culture(s), fosters deeper learner engagement and personal interest (Saville-Troike, 2006). In contrast, instrumental motivation is driven by practical concerns such as career advancement or academic requirements. ...

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“My Japanese is Blue, Because it Makes Me Blue”: Centering Emotion in Language Practices Through Language Mapping

... As a mandatory of the curriculum that the outcome of language learning must develop the students' communicative competence, English teachers were set the goals as it was stated. Communicative competence is a basic tenet of sociolinguistics defined as what a speaker needs to know to communicate appropriately within a particular language community [7]. Communicative competence includes four aspects of language, including knowing how to use language for a range of different purposes and functions, how to vary our use of language according to the setting and the participants, how to produce and understand different types of texts, and how to maintain communication despite having limitations in one's language knowledge. ...

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English Teacher’s Methodological Competence in Implementing Communicative Language Teaching in Teaching Speaking

... He also learned what the functions of the expressions through the speaking projects. Related to this, Saville-Troike (2006) propose that the success of language learning is mainly affected by social experience: the quality and quality of input and interaction. ...

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Enhancing Students Speaking Skills Through Project-Based Learning

... These new skills appear to be linked to a deepening knowledge and mastery of disciplinary vocabulary (12) This illustrates that there is potentially a vicious circle: students need to use academic speaking skills to engage with and develop disciplinary understanding, but a lack of disciplinary terminology limits speaking opportunities and oppxortunities for engagement. Boonsri's use of the phrase 'It just happen' (12) also suggests that she moved from controlled to automatic processing (Saville-Troike, 2006) in language learning terms, possibly facilitated by the earlier-referenced improved knowledge of disciplinary vocabulary. ...

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International students’ linguistic transitions into disciplinary studies: a rhizomatic perspective

... This is somewhat inevitable due to the growing proximity between technology and innovation in modern society. At the beginning of the 21st century, scholars estimated that at least half of the world's population was bilingual (Saville-Troike, 2006). The percentage varies because it depends on how researchers define the concept of bilingualism and the diverse complexities common humanity by its means. ...

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Interaction of Bilingualism on Mechanical Accuracy in Essay Writing Among Igbo Learners of English Language in Senior Secondary Schools in Abia State, Nigeria