English, German and Indonesian Nominalizations: A Contrastive Study and Their Application in Teaching English to Indonesian Learners of German
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| Title: | English, German and Indonesian Nominalizations: A Contrastive Study and Their Application in Teaching English to Indonesian Learners of German |
|---|---|
| Language: | English |
| Authors: | Anwar Muhammad (ORCID |
| Source: | Journal of Applied Research in Higher Education. 2025 17(5):1695-1707. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, English, German, Multilingualism, Second Language Learning, Contrastive Linguistics, Grammar, Form Classes (Languages), Indonesian Languages, Undergraduate Students, Bilingual Students |
| Geographic Terms: | Indonesia |
| DOI: | 10.1108/JARHE-01-2024-0055 |
| ISSN: | 2050-7003 1758-1184 |
| Abstract: | Purpose: This study aimed to investigate the process of nominalization in English, German, and Indonesian, utilizing a contrastive analysis approach, and to apply the findings to teaching English to Indonesian learners of German. Design/methodology/approach: This mixed-method study used an exploratory sequential design. The qualitative method used contrastive analysis to focus on the nominalization process in English, Indonesian, and German, and the quantitative method assessed student responses related to the developed English teaching material. Findings: The study found similarities and differences in the nominalization process between the languages, with nominalization occurring by adding various affixations. Most students considered the learning materials developed based on the findings of contrastive analysis to help understand the nominalization process in English. Practical implications: The study's findings hold significant implications for the global application of foreign language teaching, particularly in English as the first foreign language (FL1) or as the second foreign language (FL2). The research suggests that an effective method of teaching English grammar involves providing examples equivalent to those used in the learner's first language or other languages. These results may contribute to developing pedagogical practices and enhancing language learners' proficiency in FL1 and FL2 contexts. Originality/value: This study contributes to the existing literature by comparing the nominalization process in German, Indonesian, and English and explaining how the results of contrastive analysis can be applied in teaching English to Indonesian students majoring in German. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497229 |
| Database: | ERIC |
| Abstract: | Purpose: This study aimed to investigate the process of nominalization in English, German, and Indonesian, utilizing a contrastive analysis approach, and to apply the findings to teaching English to Indonesian learners of German. Design/methodology/approach: This mixed-method study used an exploratory sequential design. The qualitative method used contrastive analysis to focus on the nominalization process in English, Indonesian, and German, and the quantitative method assessed student responses related to the developed English teaching material. Findings: The study found similarities and differences in the nominalization process between the languages, with nominalization occurring by adding various affixations. Most students considered the learning materials developed based on the findings of contrastive analysis to help understand the nominalization process in English. Practical implications: The study's findings hold significant implications for the global application of foreign language teaching, particularly in English as the first foreign language (FL1) or as the second foreign language (FL2). The research suggests that an effective method of teaching English grammar involves providing examples equivalent to those used in the learner's first language or other languages. These results may contribute to developing pedagogical practices and enhancing language learners' proficiency in FL1 and FL2 contexts. Originality/value: This study contributes to the existing literature by comparing the nominalization process in German, Indonesian, and English and explaining how the results of contrastive analysis can be applied in teaching English to Indonesian students majoring in German. |
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| ISSN: | 2050-7003 1758-1184 |
| DOI: | 10.1108/JARHE-01-2024-0055 |
