An Exploration of the Key Differences between Written and Spoken Language through the Linguistic Evaluation
Article Sidebar
Main Article Content
Abstract
In the evolving landscape of language communication, this research embarks on a systematic exploration of the fundamental disparities between written and spoken language, employing a linguistically driven analysis to illuminate the complex dynamics shaping these two distinct modes of human expression. The present study aims to examine the differences between written and spoken English language through the exploration of various linguistic aspects. This study follows a descriptive approach using a quantitative method to collect data. The questionnaire, as a data collection tool, presents the analysis of the proficiency of university students in English spoken and written language. The participants were from the universities in the city of Sulaymaniyah. The findings related to speaking competence of the study show a significant portion of students (39.7%) express concerns related to teacher evaluation, highlighting a notable divergence in confidence levels. Over 60% of students feel confident expressing themselves, showcasing eagerness to seize opportunities to speak English. Transitioning to English writing competence, half of the students express no fear about their writing being selected for class discussion, and 63.3% regularly engage in composing English compositions. The implications of these findings for language teaching and learning are discussed, and further research in this area is recommended.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Journal of Philology and Educational Sciences is licensed under a Creative Commons Attribution License 4.0 (CC BY-4.0).
References
Aaron, P. G., & Joshi, R. M. (2006). Written language is as natural as spoken language: A biolinguistic perspec-tive. Reading Psychology, 27(4), 263-311.
Algeo, J., & Pyles, T. (2010). The origins and development of the English language. Wadsworth Cengage Learning.
Berg, H. (2016). The divine sources. In the Ashgate research companion to Islamic law. Routledge.
Brulle, R. J. (1996). Environmental discourse and social movement organizations: A historical and rhetorical perspec-tive on the development of US environmental organizations. Sociological inquiry, 66(1), 58-83.
Chomsky, N. (1986). Knowledge of language: Its nature, origin, and use. Praeger.
Chomsky, N. (2008). On nature and language (A. Belletti & L. Rizzi, Eds.). Cambridge University Press.
Dessalles, J. (2007). Why we talk: The evolutionary origins of language. Oxford University Press.
Hornby, A. S. (2007). Oxford advanced learner’s dictionary of current English (S. Wehmeier, M. Ashby, & J. Turnbull, Eds.; 7th ed., p. 862). Oxford University Press.
Hurford, J. R. (2007). The origins of meaning. Oxford University Press.
Kaiser, W. C., Jr., & Garrett, D. (Eds.). (2006). NIV archaeological study bible: An illustrated walk-through biblical history and culture. Zondervan.
Pinker, S. (2003). The language instinct: How the mind creates language. Penguin UK.
Saussure, F. D. (1969). Course in general linguistics (W. Baskin, Trans.). Columbia University.
The Qur'an (M.A.S Abdel Haleem, Trans.). (2004). Oxford University Press.
Whitehead, C. (2014). The social origins of language (D. Dor, C. Knight, & J. Lewis, Eds.). Oxford University Press.
Yule, G. (2017). The study of language. Cambridge University Press.