Forum for Linguistic Studies

The Argument of the Matrix Verb Seems in Spec T: The Raised DP or the Given DP

Abhinan Wongkittiporn — Mon, 21 Oct 2024 00:00:00 +0800

Generative linguists claim that the argument of the matrix verb as in Mary seemed to be innocent is the DP (determine phrase), which is the raised argument of the to-infinitive clause being raised to be landed in the Spec T. However, the current study argues that the DP argument as the subject of the matrix verb seems to be the given DP and this is supported by functional linguistics. The argument in this study is statistically supported by the empirical evidence of international applied linguistic research articles. The data collection was English for Specific Purposes (ESP), which were indexed in the Q1 SCOPUS database. A total number of approximately 250,000 words was derived from 25 applied linguistics research articles, which contained 47 tokens concerning the argument with the matrix verb seem. The data analysis was divided into the framework of syntactic analysis and the quantitative study of inferential statistical analysis. The framework of syntactic analysis follows functional linguistics called the pragmatic discourse of givenness. The statistical analysis in this study was Pearson Correlation in SPSS29. The results showed that there was a statistically significant relationship between the given DP of the matrix verb seem and applied linguistic research articles. The p-value was reported at 0.044. Thus, the hypothesis in this study was accepted. The discussion follows the principle of cohesion and fixed colligations. It is recommended that the hypothesis in this study be tested by other English materials, such as novels and business documents, to contribute to the field.

The Problems of Translating Classical Arabic Embedded in Saudi Novels from a Cultural Perspective

Ghassan Nawaf Jaber Alhomoud, Sayed M. Ismail — Thu, 14 Nov 2024 00:00:00 +0800

This essay examines the problematic issues that arise when translating classical Arabic language embedded in contemporary Saudi literature, with a particular emphasis on Girls of Riyadh a modern Saudi novel written .The premise of the present study is that classical Arabic has undergone semantic change through pejoration amelioration, through which their original meanings have been either completely changed or different connotations have been added. When the classical Arabic terms are used in an informal context, they may acquire new connotations, the interpretation of which is totally different from their original meaning. In most cases, these classical lexical items have been transformed into dialectal lexical items. Therefore, the present study inquires whether the translation of the classical Arabic elements embedded in Girls of Riyadh effectively and comprehensively captures the impact, pragmatics, style, atmosphere, aesthetics, and culture shown in the novel. A methodology based on corpus linguistics has been employed. This study engages in descriptive research by analyzing source text-target text pairs. The corpus of the study was composed of 29 examples taken from Girls of Riyadh. The study involved categorizing selected classical Arabic phrases from the Saudi novel as cultural indicators and examining their translation using House's covert translation idea and criteria, as well as Dickins's levels of cultural transposition. The findings of this study indicate that the translators predominantly employed a communicative approach, omitting classical Arabic terms or rendering them into formal English instead of employing tactics of domestication or foreignization.

Semantic Valence and Cultural Representation of Phraseological Units (Kazakh and English)

Wed, 23 Oct 2024 00:00:00 +0800

The rules for the compatibility of idiomatic units in the linguistic consciousness of native speakers are a particular problem that is related to the formation and evolution of the language norm. It is still unknown what is the catalyst for the transformation of language norms — usage or the laws and rules of the language. As a result of the cultural interpretation of a phraseological unit in the process of its use, the most important component of the cultural and linguistic meaning of the phraseological unit is formed, the content of which is the value-emotional attitude to what is happening. The focus of the article is the notion that phraseological valence - beyond grammatical structure to cultural and semantic dimensions. This perspective likely emphasizes the importance of cultural and semantic factors in shaping the meaning and usage of phraseological units, rather than purely grammatical considerations. Comparing English and Kazakh phraseological units with similar concepts but different cultural representations provides an insightful examination of how language reflects unique cultural perspectives and values. The article determines that there is a certain pattern in the semantic variation of phraseological units, and also compares the semantically equivalent and non-equivalent structure of English and Kazakh phraseological units. The purpose of the article is to prove that in the valence of phraseological units the role of the transitive meaning, rather than the literal meaning, predominates, and the grammatical construction has valency.

The Erosion of Cultural Essence: Translating Mythical Cultural Terms in Classical Chinese Folk Novels

Mian Wei, Zainor Izat Zainal, Lingyann Wong — Fri, 15 Nov 2024 00:00:00 +0800

This paper explores the challenges and implications of translating mythical cultural terms from the Chinese classical literary work Strange Tales from a Chinese Studio. Drawing on the theoretical framework of cultural loss and compensation, this study employs a comparative analysis of two selected English translations by Herbert Giles and John Minford to identify and evaluate the compensation methods used and their impact on preserving cultural essence. Utilizing a qualitative descriptive methodology, this research analyzes selected stories featuring mythical beings, focusing on the translation of specific cultural terms and the use of annotations and contextual explanations. The study examines the extent to which cultural subtleties are preserved or lost in translation, evaluating the effectiveness of compensation methods and their implications for readers’ cultural understanding. By examining the translators’ choices and their influence on the portrayal of mythical beings, the study aims to provide insights into how cultural subtleties are either preserved or eroded in the translation process. Key findings indicate that while some translations strive to maintain the original cultural essence through careful annotation and contextualization, others prioritise readability and accessibility, leading to significant cultural loss. The paper concludes with recommendations for translators and scholars to enhance cultural preservation in literary translations and suggests directions for future research. This study contributes to the broader discourse on the translation of classical Chinese literature, highlighting the importance of cultural fidelity in translating mythical beings and the role of translators in shaping cultural understanding and appreciation.

Cognitive-Linguistic Status of Ethical Knowledge and Ways of Its Representation

Wed, 13 Nov 2024 00:00:00 +0800

The article is devoted to the study of the cognitive nature of ethical knowledge, its essence and substantive contours. There is no classification of ethical knowledge in science, so the formats of its representation and its types have not been determined. The aim of the article is to identify the cognitive foundations of morality, its rational or sensual nature; to determine the ethical knowledge based on its characteristics and classification according to types of representation in knowledge formats. To prove the representability of ethical knowledge a conceptual analysis of the concept “responsibility” is carried out; a value-labeled algorithm of a person’s moral behavior is presented in the ethical script. A cognitive ethical scenario of the category “compassion” is considered; an evaluative categorization of the concept’s “pity” and “ruthlessness” are given; a frame model of the concept “virtue” and the representability of ethical knowledge in knowledge formats (concept, scenario, evaluative categorization, frame, cognition) are constructed.

The study also identifies features of ethical knowledge with their definitions, their classification that is carried out based on the criteria of what it is, and what it should be. The authors recognize the cognitive nature of ethical knowledge and consider it can be an information product of cognitive activity, that is tested for truth, expressed as new knowledge, while which person is evaluating behavior, represented in knowledge formats. In the article scientists’ points of view according to which ethical knowledge relates to the theoretical level of knowledge, metaethics or to the practical level of knowledge, practical ethics or philosophy are analyzed. The authors adhere to the statement that ethical knowledge has a dual nature (practical knowledge that regulates human behavior, theoretical knowledge, norms, principles, ethical knowledge). In the course of the research, the following scientific results were obtained: the cognitive essence of ethical knowledge was revealed confirmed by the features of its cognition (informativeness, truth, verifiability, knowability, representability). The authors’ positions which recognize the cognitive nature of ethical knowledge of cognitivists are reflected. The features of ethical knowledge with their definitions are identified; the classification of ethical knowledge is carried out based on the criteria of what it is and what it should be. The level of scientificity and practicality of ethical knowledge is determined. The conclusion is made about the existence of scientific (metaethics) and practical ethics; the cognitive measurability and representability of knowledge through knowledge formats has been proven. Conclusion about that the ethical knowledge has a cognitive status is drawn. The knowledge obtained as a result of cognitive-linguistic activity, provides new information about kinds of behaviour, ways of regulating value relations between people, knowledge about moral values, categories, norms verbalized with the help of language units.

Unveiling the Pedagogical Potential: An in-Depth Analysis of EFL Instructors’ Perspectives on YouTube for Speaking Skill Enhancement

Bayan Saleh Alharbi, Majed Abdullah Alharbi, Abeer Shujaa Alharbi — Thu, 14 Nov 2024 00:00:00 +0800

This study investigates the attitudes and practices of EFL instructors at Saudi universities regarding the use of YouTube to enhance students' speaking skills. Using a mixed-methods approach, the research explores instructors’ experiences through both quantitative and qualitative data. Data were collected from 105 male and female instructors across various Saudi universities via questionnaires, and from six female instructors through semi-structured interviews. The findings suggest that YouTube significantly improves English language proficiency, especially in speaking skills. Instructors reported that YouTube videos aid in better pronunciation, vocabulary acquisition, and student engagement. The study underscores the effectiveness of integrating YouTube into EFL classrooms and advocates for its use as a valuable tool for developing students' spoken English. The insights gained from this research can guide best practices for incorporating digital resources in language teaching, ultimately leading to more dynamic and effective English language instruction within the gulf educational context.

Research Article Abstracts in Management Sciences Written by Thai EFL Scholars: An Analysis of Rhetorical Moves, Verb Tenses and Voices

Prathomwat Suraprajit — Wed, 13 Nov 2024 00:00:00 +0800

Research article (RA) abstracts play a critical role in disseminating research findings, particularly challenging for non-native English speakers. While prior studies have explored the move analysis of RA abstracts across various subjects, the management sciences—a globally prominent field—have received less attention. This study addresses this gap by examining the rhetorical move patterns, verb tense usage, and voice constructions in 200 RA abstracts from Thai tier 1 management journals written by Thai scholars. The results showed that: 1) the Purpose-Method-Product structure was the most commonly employed move pattern; 2) present simple tense was mostly found in the Introduction, Purpose, and Conclusion sections, while past simple tense was preferred in the Method and Result sections; and 3) active voice was frequently used in the Introduction, Purpose, Product, and Conclusion sections, with a mix of active and passive voice mainly appearing in the Method section. The findings of the present study offer valuable insights for academic writing course developers, material designers, lecturers, and novice researchers, enhancing their understanding of RA abstract writing and supporting their integration into scientific communities.

Impact of Augmented Reality-Based Learning on Preparing Children for Creative Reading Skills in Childhood Education Stage

Rommel Mahmoud AlAli, Ali Ahmad Al-Barakat — Thu, 07 Nov 2024 00:00:00 +0800

This study investigated the impact of augmented reality (AR)-based learning on developing creative reading skills in early childhood education. Using validated instruments, including an AR-based learning guide, and a creative reading skills test, the study involved 254 primary school children from northern Jordan. The sample of the study was divided into an experimental group of 127 children who engaged with AR technology, and a control group of 127 children who received traditional teaching. Findings indicated that the experimental group scored significantly higher on the creative reading skills test than the control group. Statistical analysis using one-way ANOVA confirmed these differences as significant, underscoring the effectiveness of AR-based learning in improving creative reading skills. These results suggest that AR technology holds potential to develop learning outcomes in early childhood settings. Based on these findings, it is recommended to integrate AR technology into early childhood curricula to better support children’s creative reading abilities. As an engaging and interactive tool, AR can nurture creative thinking and cognitive skills that go beyond traditional teaching. Additionally, AR transforms learning into a stimulating, multidimensional experience that enhances children’s motivation to engage actively in the educational process. By creating virtual environments with interactive elements, AR aligns learning closely with real-world contexts, promoting innovative approaches to reading skill development. Further research should explore AR applications in other early childhood education areas, and expand AR-based educational tools, with an emphasis on adapting content to local cultural contexts to achieve effective, impactful results in children’s skills development.

Language Profile of a Vietnamese Child with Prader-Willi Syndrome

Yen Nguyen, Ben Phạm, Hang Phạm, Van Phạm, Thu Dinh, Phuong Nguyen, Thanh Nguyen — Fri, 15 Nov 2024 00:00:00 +0800

Prader-Willi Syndrome (PWS), a low incidence genetic syndrome, exhibits complex difficulties characterized by infantile hypotonia and feeding, motor, cognition, behavioral phenotype, and hypoplasia. Children with PWS also may demonstrate delay in language development. However, this has not been well-investigated in research. To date, there is no research reporting the speech and language abilities of Vietnamese speaking population with PWS. This case report is the first attempt to describe the speech and language profile of a Vietnamese-speaking child with PWS. A 5-year-old boy with PWS participated in the study by completing speech and language tasks available in the Vietnamese language, including oral motor, speech accuracy, intelligibility, speech participation, receptive and expressive vocabulary, sentence repetition, rapid naming, phonological awareness skills, nonword repetition and telling and retelling stories. The performances of the majority of the tasks were digitally audio-recorded, then transcribed for speech and language analysis. The tasks’ scores were calculated then compared to the corresponding results available for typically developing same-aged peers and those with speech and language disorders. The child’s scores demonstrated poor oral motor skills, severe impairment of speech accuracy, and low speech intelligibility and participation. Language skills were low in vocabulary, grammar and narrative skills. Despite some facial abnormalities, the child demonstrated normal vocal characteristics. This case report supports the fact that Vietnamese individuals with PWS may experience a delay in language development compared to typically developing peers, even though the individuals receive early intervention services; therefore, continually speech and language support the individuals in mainstream school is essential.

A Mathematical and Statistical Approach to Explore the Downtrend Properties in Chokri

Tulika Gogoi, Sekholu Tetseo, Amalesh Gope — Thu, 14 Nov 2024 00:00:00 +0800

This paper explores f0 downtrend processes in Chokri, a Tibeto-Burman language spoken in Nagaland, India. Chokri manifests five lexical tones, comprising four level tones- extra high (EH), high (H), mid (M), low (L), and one contour tone- mid-rising (MR). This study encompasses three distinct downtrend phenomena: temporal declination, final lowering, and automatic downstep. Three complementary methodologies- (a) visual, (b) statistical, and (c) mathematical modeling, are incorporated to examine time-dependent declination across all H, M, and L tone sequences. Visual and statistical analyses show the downtrend nature of these tonal sequences, revealing a linear downtrend in all H and L tone sequences, with M tone displaying a non-linear trajectory. However, while visual observation and statistical modeling do not precisely delineate the appropriate non-linear model, mathematical modeling confirms exponential decay as the fitting non-linear model for M tone sequences. The mathematical modeling further validates that only M tone sequences result in final lowering. Furthermore, an intervening L tone affects the f0 scaling of H tone sequences, confirming an automatic downstep in Chokri. Quantitative analysis revealed the pronounced effect of the intervening L tone on the preceding and following syllables containing an H tone and confirmed the declination process in Chokri.

Written Ladakhi and the Future of Ladakh’s Culture

Konchok Tashi, Nicolas Tournadre, Rebecca Norman — Fri, 15 Nov 2024 00:00:00 +0800

This study explores Written Ladakhi and the future of Ladakh’s culture in the newly formed Union Territory of Ladakh, India. The Ladakhi language is at a critical pivotal period. Its survival in the next two generations depends directly on the introduction of the Ladakhi language in its written form in the educational system. Using written Ladakhi for real communication is the key to survival. Spoken Ladakhi is still widely used in the home and in public, as well as at formal events, All India Radio Leh, television, and millions of audio and video recordings on social media and internet sites. However, because Ladakhi is not used in schools, the next generation is likely to find other languages more suitable for daily use, and the language is on the verge of extinction. Historically, no doubt, Ladakh and several other regions of the Indian Himalayas have shared a common literary heritage with Tibet. The Ladakhi language and culture have immense potential for development: it is shared by Buddhists, Muslims, Christians and others; the culture is valued by many non-local Indians and tourists; and it houses a major monument of world literature, the Kesar Epic. Therefore, an effort is being made in the present article to highlight the existing written corpus in Ladakhi and provide some information about the differences between literary varieties present in the region, and some language policy issues facing the Ladakhi language, its survival and potential development.

Analysis of Endophoric Reference in Lewis Carroll’s Alice in Wonderland

Ibrahim Fathi Huwari, Sarp Erkir, Ali Ata Alkhaldi, Ida Royani — Fri, 18 Oct 2024 00:00:00 +0800

This study explores the references in Lewis Carroll's ‘Alice in Wonderland,' using Halliday and Hasan's method of cohesion analysis. Specifically, the present study aims to extract the story's endophoric references (anaphoric and cataphoric) as used by the main character, Alice. By using a qualitative approach, through reading and analyzing the data of Alice’s utterances, it has been revealed that they employ two aspects of reference: anaphoric and cataphoric. There are 153 anaphoric references and 116 cataphoric references. Further, both kinds of reference are divided into two types: personal and demonstrative. It is the personal references that dominate. The researchers were able to clarify the role of anaphora and cataphora in the story as a way of building up cohesiveness in the text, and further recommendations are discussed at the end of the paper.

Ethnolinguistics as a Tool for Studying the Cultural Heritage of the World’s Peoples

Fri, 08 Nov 2024 00:00:00 +0800

The article shows that the links between linguistic and cultural phenomena, the collaboration of ethnocultural and ethnopsychological aspects in the functioning of language can be clarified by the examples of idioms in different languages. The aim is to specify a theoretical justification of ethnolinguistic manifestations in language in different countries. The methodology used for this study was a literature review, which was focused on a systematic approach to evaluate current works and studies in the arena of ethnolinguistics. The analytical-synthetic and descriptive methods, methods of comparison and analogy, and the functional approach were used to analyse and determine the relationship between language and culture on the basis of idioms from Ukrainian, English, Chinese, Turkish and German. Ethnolinguistics studies culture through the prism of historical events, national norms, customs, rituals, traditions, folk beliefs, ethical and aesthetic values, through thematic groups of borrowed vocabulary, phraseology, and paremics. The interaction of language and culture is manifested in the mastery of various texts, in language contacts, in the development of cultural attitudes, and in interpersonal communication. The essential characteristics of national culture can be studied with the aid of proverbs or idioms from various languages that reflect their respective cultures, common or different histories, ways of thinking, religious beliefs, traditions, customs, rituals, values, lifestyles, etc., according to linguistic studies of phraseological units based on the examples of the UK, USA, China, Germany, Turkey, and Ukraine. The conclusion of this study demonstrate the possibility of comparing cultures and analysing various processes that took place in several societies, and will allow scholars to conduct further research and adequately assess cultural phenomena through language.

The Role of Language in the Effectiveness of Social Advertising

Fri, 15 Nov 2024 00:00:00 +0800

The study aims to analyse and evaluate language's role in shaping social advertising's effectiveness from a linguistic perspective. Methods. The survey method, the method of linguistic analysis and classification of linguistic strategies and techniques, and the Weissman-Ricks Emotional State Inventory (WRESI) were used in the study. The statistical analysis was carried out using the Pearson criterion. The validity of the methods was tested using Cronbach's coefficient. Results. 52% of advertising materials contain emotional words. This result indicates a strong reaction from the audience, which is confirmed by the high Pearson's coefficient (0.83). Words describing the problem were also prevalent in 47% of the advertising materials. They had a high Pearson's coefficient (0.75), which underscores their importance in clearly addressing the problem and strengthening the effectiveness of advertising. The highlighted language means helped to increase the emotional involvement of respondents. Thus, it contributed to the effectiveness of the advertising message. Conclusions. Language plays a crucial role in the effectiveness of social advertising. It conveys information and creates emotional connections with the audience, helping to form and maintain social beliefs and cause changes. This approach increases the effectiveness of social advertising and its impact on society. Prospects. Future research perspectives may include analysing the effect of different language strategies on various audience groups, considering their age categories, social status, cultural characteristics, etc.

Cultural Constraints in Subtitling and Dubbing Arabic Series into English: A Case Study of the Saudi Series “Alkhallat”

Ruba Alkhatib, Ahmad S Haider, Laith AlKhatib — Fri, 08 Nov 2024 00:00:00 +0800

Dubbing and subtitling foreign movies, series, and other audiovisual products have flourished since the invasion of the screens; hence, the translation task between languages and cultures became integral to cope with this vast expansion. The different cultural and religious backgrounds of Arabic and English-speaking cultures complicate the translation of Arabic television series. Therefore, translators should be multicultural and multilingual, especially when working between Western and Eastern cultures. The current study aims to investigate the strategies used by Netflix professional translators to ensure the ideas are culturally conveyed effectively to the intended audience. The research compared the English subtitled and dubbed versions of the Arabic-Saudi series Alkhallat with the original version screened on Netflix. The findings showed that the main subtitling and dubbing strategies that were used were cultural substitution, omission, and paraphrasing. The findings also showed that although the dubbed and subtitled versions employed similar strategies, the wording varied. This variation could be attributed to the differences between spoken and written modes. The current study concludes that translators must understand the source and target cultures and consider the constraints of each AVT mode in order to provide a good quality translation.

Exploring the Cognitive Processes of Preparation for a Spelling Bee Game to Enhance Vocabulary Learning in a Foreign Language

Miramar Yousif Damanhouri — Thu, 14 Nov 2024 00:00:00 +0800

This study investigates the cognitive processes associated with preparation for a spelling bee game to enhance vocabulary learning in a foreign language. It draws upon the Information Processing Theory, which involves attention, perception, and memory processes. During their freshman year of college in the Department of English, a group of 30 Saudi learners, at the same level of English, ranging in age from 18 to 20 years old, were provided with a weekly set of words to memorize as part of their Reading Course. Following twelve weeks of practice, memorization, and oral performance, a spelling bee was organized for the ten students who achieved the highest scores in the spelling tests. Subsequently, individual interviews were conducted with each of the ten participants in order to understand the cognitive mechanisms underlying their preparation and memorization for the event. The study's findings reveal that most participants in the spelling bee game actively engage in key stages of information processing, including encoding, storing, and retrieving information. Additionally, learners were observed to evolve from merely acquiring factual vocabulary knowledge to applying it practically through repeated practice and memorization for the spelling bee. By engaging multiple senses—such as visual and auditory perception—alongside verbal memory, most participants develop the procedural knowledge needed to spell words accurately and effortlessly, effectively transferring words from short-term to long-term memory.

The Implication of DMIP on the Translation of Deliberate Metaphors in The Last Quarter of the Moon

Yajing Yu, Qiuyun Lu — Thu, 24 Oct 2024 00:00:00 +0800

Our paper argues that DMIP is not only a method for identifying potentially deliberate metaphors but also a process of deconstructing a metaphor by tracing back its mapping relations. We employ DMIP to identify the deliberate metaphors in the translation process of The Last Quarter of the Moon and compare the identification results to evaluate the changes in the meaning reconstruction of deliberate metaphors in the English target text. We find that the meaning construction and discourse function of deliberate metaphor in the target text is strengthened or weakened due to the increase or decrease of metaphorical expressions. To maintain the equivalent meaning of deliberate metaphor in the target text, the deliberate nature, the number and content of metaphorical expressions, and the conceptual mappings should be kept unchanged. Omitting any of these elements may alter the meaning construction of deliberate metaphor and thus undermine its communicative function in literary translation.

Exploring the Efficacy of the Production-Oriented Approach in Improving English Interpreting Skills—A Case Study

Xiangjin Wang, Ilangko Subramaniam — Tue, 12 Nov 2024 00:00:00 +0800

The demand for efficient English interpreters have been on a constant rise in the rapid evaluation of globalization—the skilled interpreters are a prerequisite for international interactions across diplomatic, business, and cultural domains. The traditional models in practice to train the interpreters are based on theoretical knowledge with less emphasis on practical skills required for effective real-world communication. In contrast, the Production-Oriented Approach (POA) focuses more on Practical Language Application (PLA), considered a better alternative to conventional training methodologies. This study challenges to analyze the effectiveness of the POA in improving English Interpreting Skills (EIS) by creating a case study at a top university in China. The work employed a quantitative research design on a study involving 47 students in pre-test/post-test experiments to measure the boosts achieved in EIS direct features to POA implementation. Results indicated significant improvements in the experimental groups, with undergraduates and graduates showing mean score increases of 13 and 12 points, respectively, after the implementation of POA.

Influence of Eponymous Terms in the Everyday Language of Ecuadorian University Teachers: A Qualitative Analysis

Tue, 29 Oct 2024 00:00:00 +0800

The study investigated the manifestation and evolution of eponymic terms in the everyday language of Ecuadorian university teachers, considering historical, cultural and linguistic factors. It was analysed how the phenomenon of eponymy manifests itself in the everyday language of university professors and conceptualized its training and evolution. Interviews were conducted with 25 teachers. Bibliographic material was evaluated, and data were coded using Atlas.ti version 24. Categories, codes, dimensions and subdimensions emerging from the testimonies were identified and analysed. Three main categories were identified: "Evolution of Eponymic Terms", "Cultural Importance Granted by University Faculty" and "Key Use in the Teaching-Learning Process". The results highlighted the adaptation and familiarity with eponymic terms, their impact on professional identity and communication, and their value in education. Eponymic terms facilitate communication and teaching, creating a professional identity and reflecting technological and cultural changes in the Ecuadorian educational context.

Exploring the Importance of Traditional Schools in Maintaining the Heritage Language: A Study of Tshivenḓa from Tshimbupfhe, South Africa

Phethani Progress Mudau — Wed, 06 Nov 2024 00:00:00 +0800

This study aimed to explore the critical role of traditional schools—specifically murundu and vhusha—in preserving the Tshivenḓa language and cultural heritage in Tshimbupfhe, in the Limpopo Province, South Africa. Traditional schools play a significant role in preserving languages and cultural traditions that might otherwise be at risk of erosion due to globalisation, modernisation, or cultural assimilation. A deeper comprehension of their role allows individuals to appreciate more fully how these schools contribute to the preservation of cultural diversity and heritage. The study sampled 31 participants. This study adopted a qualitative approach and relied on face-to-face semi-structured interviews to collect and analyse data. The theoretical framework used to underpin the study was the Afrocentricity theory. The findings of the study illustrated that traditional schools serve as pivotal institutions for the transmission of linguistic and cultural knowledge, integrating indigenous values, practices, and language into their curricula. The study provides insights into how traditional schools facilitate the transmission of cultural values, practices, and languages to younger generations. By exploring the methods and content of traditional education, the research highlights how these institutions contribute to cultural continuity and identity. Secondly, the study contributes to the documentation and preservation of indigenous educational practices and pedagogies. It offers a comprehensive account of how traditional schools operate, including their teaching methods and cultural rituals, thereby preserving valuable knowledge for future generations. Furthermore, this study enhances the understanding of traditional schools’ significance and supports the preservation of language and cultural heritage.

Utilising Artificial Intelligence (AI) in Vocabulary Learning by EFL Omani Students: The Effect of Age, Gender, and Level of Study

Nayef Jomaa, Rais Attamimi, Musallam Al Mahri — Tue, 05 Nov 2024 00:00:00 +0800

AI tools have enabled FLLs to navigate their journeys of learning languages. This poses several questions, particularly about the most common AI tools used in learning vocabulary and the attitudes of EFL Omani students toward using AI tools in learning English. A mixed-method research design was utilised, and the sampling included 236 respondents studying in the Sultanate of Oman. An SPSS version 29 was employed in analysing the quantitative data, whereas the qualitative data were analysed thematically. The qualitative data revealed that EFL Omani students depended heavily on Google Translation (44%) as the highest AI tool, followed by the Dictionary Application (32%), ChatGPT (22%), Chat Bot (17.40%), and Duolingo (15.70%). In addition, translating the meaning of a new word occupied the highest learning strategy (frequency: 141), followed by learning new vocabulary (frequency: 134), translating the meaning of a full sentence (frequency: 91), and learning the correct pronunciation of strange words (frequency: 90), whereas learning grammar, enhancing writing and reading skills had the lowest frequency. The quantitative data showed that the overall mean is (3.67), which reveals a high frequency of use of AI tools in learning vocabulary. The lowest mean (3.45) is associated with trusting the new vocabulary recommended by AI tools, whereas the positive effectiveness of AI tools has the highest mean (3.92). However, it was found that age, gender, and level of study do not affect EFL Omani students’ use of AI tools to learn vocabulary.

Demystifying Diphthong Adaptation Patterns within English Loanwords in Iraqi Arabic: An Optimality-Theoretic Analysis

Ahmed Hamid Abdulrazzaq — Tue, 12 Nov 2024 00:00:00 +0800

This paper aimed to provide an explanatory account of the phonological adaptation patterns of diphthongs within English loanwords in Iraqi Arabic (IA). The Optimality-Theoretic framework was employed to identify the phonological constraints imposed on 346 English loanwords in IA and then examine the interaction and ranking of those constraints. Results revealed that five phonological constraints were involved in adapting English diphthongs into IA: four faithfulness constraints and one markedness constraint. The undominated ranking of the markedness constraint NoDIPH explained the complete lack of diphthongs in IA output forms. The unique importance of the distance between a diphthong's two elements in determining its adaptation to IA and the high ranking of the faithfulness constraint UNIFORMITY in adapting wide diphthongs explain the atypical tendency of IA output forms to maintain the two-element feature of wide GB diphthongs /aɪ/, /aʊ/, and /ɔɪ/, adapting them into vowel-plus-glide sequence The preservation of the [mid] feature of the GB diphthongs /eɪ/, /ɪə/, /eə/, /əʊ/, and /ʊə/ and their reduction into monophthongs in their IA output forms were attributed to the undominated ranking of the faithfulness constraints IDENT V1 (mid) and IDENT V2 (mid) in narrow diphthong adaptation.

The Longitudinal Impact of the COVID-19 Pandemic in Italy: Literacy Acquisition in Low-SES/High-SES Monolingual Children and Low-SES Bilingual Children

Caterina Artuso, Denise Zappella, Paola Palladino — Fri, 15 Nov 2024 00:00:00 +0800

In the present study, we applied a two-year longitudinal design to examine the reading and spelling acquisition of primary school students during the COVID-19 pandemic crisis among three groups with different linguistic conditions and socioeconomic status (SES): low-SES and high-SES monolinguals, and low-SES bilingual children (minority language). Reading speed and spelling errors were examined at the beginning of second grade in fall 2019 (pre-pandemic phase) and tested again, with standardised tests, two years later in fall 2021 (post-pandemic phase) when children attended fourth grade. The results showed that, on average, all the children increased both their reading speed and spelling skills. With respect to the role of the COVID-19 pandemic on basic literacy, we cannot broadly conclude that it hampered literacy, given that all groups (regardless of their linguistic condition) showed development in reading and spelling. However, it is worth mentioning that, in light of the qualitative comparison to the norm, spelling accuracy is noticeably lower in low-SES bilinguals than in monolinguals, whereas reading speed is comparable to the standardised value and does not differ significantly between monolinguals and bilinguals. The results contribute to the debate on the interaction between SES and language literacy acquisition in minority languages, particularly under unique conditions such as the COVID-19 pandemic.

Fixedness as a Criterion for the Idiomaticity of Nominal Compounds

Xiaoqin Hu — Mon, 11 Nov 2024 00:00:00 +0800

Many studies have argued that idiomaticity judgment should be based on multiple aspects, including both semantic and formal fixedness, also known as inflexibility. However, the results delimiting idiomaticity are far from scarce. Although the validity of the notion of fixedness has been challenged, the fixedness of fixed expressions and collocations are still considered of the same nature, differing only in degree. The difference in fixedness between fixed expressions and collocations is still ambiguous, creating several barriers to further study of idiomaticity. This article aims to define the idiomaticity of nominal compounds by reviewing the fixedness of nominal compounds and that of collocations. The research was conducted on a finite lexical list based on French lexical resources. The parameters for fixedness were defined and annotated on the basis of the corpus provided in Sketch Engine, and the data were processed with the support of statistical models. The results reveal the difference in fixedness between nominal compounds and collocations, challenging the argument that collocations are constructions that stand on the continuum of free to fixed phrases. This study proposes a new perspective on fixedness and provides unique insight into the idiomaticity of nominal compounds.

Motivation, Learning Styles and Strategies in English Language among First-Year College Students in Public HEI’s in Sulu

Aurizia Duha Siraji — Thu, 14 Nov 2024 00:00:00 +0800

English, as the most frequently spoken second language, and sometimes referred to as the global lingua franca, acts as a bridge for communication across cultures and nations. Learning English is a strong tool that allows people to fully participate in the global society by encouraging understanding, collaboration, and personal growth. This descriptive-comparative paper analyzed the motivation, learning styles, and learning strategies of first year college students from public higher education institutions (HEIs) in Sulu, Philippines. Participants were purposively sampled (n=200) to participate in the study. Findings indicated that first year college students in the province were integratively motivated to learn the English language. They particularly engaged in psychological and sociological learning styles through speaking to fluent English speakers, understanding emotional cues, reflection, and self-assessment. They engage in metacognitive (planning, organizing thoughts) and cognitive (assessment, analysis) to learn and understand English. Educators should adopt a holistic approach to teaching English, one that motivates students, respects their individual learning styles, and equips them with effective learning strategies. Such an approach could likely lead to more effective and meaningful language learning experiences, which could improve students' proficiency and confidence in using English.

Revisiting Total Physical Response: Evaluating Its Impact on Vocabulary Acquisition and Retention in EFL Classrooms

Liqaa Habeb Al-Obaydi, Marcel Pikhart — Fri, 15 Nov 2024 00:00:00 +0800

This paper analyzes the impact of physical action on foreign language vocabulary acquisition. Total Physical Response (TPR) is a methodology developed half a century ago that was later abandoned, and there is now relatively little research into its potential for foreign language learning. The researchers aimed to revitalize this methodology and test its impact on vocabulary acquisition and retention in foreign language learning. The study was conducted at a secondary school in Iraq with twenty participants aged 14 to 15 years. A physical action game related to vocabulary spelling was integrated into English as Foreign Language (EFL) classes, after which participants were evaluated on vocabulary acquisition and retention. Additionally, a questionnaire was administered to assess their subjective satisfaction with the methodology. The results indicate that this method significantly enhanced vocabulary acquisition and retention among the students, and their subjective satisfaction was notably high. Given the relatively small sample size, this study serves as a pilot study, to be validated on a larger scale in the future. The implications are relevant for curriculum designers as well as the development of psycholinguistic theory. Further research is needed to explore the mechanisms responsible for improved vocabulary acquisition and retention when using this methodology in the context of emerging cognitive science and psychology.

Reading Assessment Literacy: Investigating Knowledge, Skills, and Conceptions of Chinese Junior High School EFL Teachers

Lingyi Zhou, Fengdan Shen, Yufang Feng — Mon, 11 Nov 2024 00:00:00 +0800

Although assessment plays a critical role in English reading teaching, studies exploring teachers’ reading assessment literacy are comparatively rare. This study investigated 199 Chinese junior high school EFL teachers’ knowledge, skills, and conceptions of reading assessment through a questionnaire, which was validated through structural equation modeling (SEM). Results showed that the teachers reported pertinent knowledge, professional skills, and positive conceptions about English reading assessment, but some teachers still lacked certain educational assessment knowledge, failed to effectively select English reading materials and design reading assessment tasks, and neglected the impact of English reading assessment on the macro social environment. Implications were discussed concerning how to improve teachers’ assessment literacy in English reading teaching.

A Study on the Impact of Instruction Language on Academic Achievement in Higher Education

Mohamed Jarmouni, Mohamed Bellaihou, Zayd Labdouti, Assia Arectout — Wed, 13 Nov 2024 00:00:00 +0800

The impact of the language of instruction on academic achievement is a critical issue, particularly in multilingual settings. This study investigates how using French as the medium of instruction affects the academic performance of first-year physics and chemistry students at Moroccan universities. The research, conducted at Mohamed I and Abdelmalek Essaadi Universities, involved 365 students and 20 teachers. Data were collected through questionnaires and semi-structured interviews. We conducted a correlation analysis to examine the relationship between French proficiency and academic performance in physics and chemistry. A frequency analysis identified common difficulties students face when studying these subjects in French. An ANOVA determined if using French as the medium of instruction significantly impacts academic performance. The results show a significant relationship between students' proficiency in French and their academic performance in science subjects taught in French. Our analysis indicates that instruction in a non-native language has a negative impact on academic success. Many students expressed discomfort with French, citing difficulties with scientific vocabulary and comprehension. Teachers corroborated these challenges, noting that students' limited French proficiency impedes their understanding of complex scientific concepts, contributing to higher failure rates. Additionally, a strong positive correlation was found between French language proficiency and academic performance in physics and chemistry. Students with lower proficiency in French tend to have poorer academic performance in these subjects.

The Impact of Native and Foreign Languages on the Linguistic Identity Formation of Kazakhstani Youth

Thu, 07 Nov 2024 00:00:00 +0800

This article delves into the influence of native and foreign languages on the linguistic identity of Kazakhstani youth. The primary focus is on analyzing the perception and utilization of languages among young people in Kazakhstan, exploring how these factors impact their self-identification and cultural affiliation. To gather comprehensive empirical data, an extensive experiment was conducted involving both survey and semi-structured interviews. The results of the study revealed that the knowledge and use of foreign languages, alongside the native language, significantly shape the linguistic identity of the youth. The findings underscore the dual importance of preserving the native language while simultaneously embracing foreign languages, which collectively contribute to the development of a rich, multicultural, and multilingual identity. This balance is crucial for fostering a well-rounded and inclusive linguistic environment in Kazakhstan.

A Study of Bilingual Development of Subject Realization of a Mandarin-English Bilingual Preschool Child from China to Australia

Qiang Guo, Ruying Qi, Dacheng Zhao — Wed, 13 Nov 2024 00:00:00 +0800

This article traces the developmental trajectory of bilingual subject realization of a Mandarin-English bilingual child from China to Australia from age 3;04 to 5;05. There is an assumption that age 3 is the dividing line between Bilingual First Language Acquisition (BFLA) and Early Second Language Acquisition (ESLA). Determining similarities and differences between them is of great theoretical and methodological significance. While BFLA studies show consistent results under the condition of adequate input and meaningful interaction, ESLA studies indicate that these children proceed their early English differently from BFLA. Previous studies mainly focused on young children’s English development in English-speaking countries without prior English input. However, an increasing number of children migrate to English-speaking countries after age 1 with limited English input. This study examines whether there is qualitative difference between BFLA and ESLA children’s bilingual subject realization. Drawing upon the naturalistic data before and after the child’s migration from China to Australia and CLAN analysis, the 25-month longitudinal case study indicates that the ESLA child’s bilingual subject realization developmental trajectories are qualitatively similar but quantitatively different from Mandarin-English BFLA peers. This study could be the first of its kind by investigating a bilingual child who acquires two languages with changed environmental language (Lε), contributing theoretically and practically to early childhood bilingualism.

Enhancing Language and Linguistic Proficiency Through Project-Based Learning: A Study from South India

Aby John, Anna D. Levshits — Mon, 11 Nov 2024 00:00:00 +0800

Mastering language and linguistics, the foundations of human expression and understanding, is being revolutionized through project-based learning, enabling individuals to unlock their full potential in communication, cultural insight, and global connection. Although the significance of project-based learning (PBL) is increasing in the contemporary scenario, the prominence given to this mode of study is comparatively negligible. Many universities have failed to update their curriculum according to the ever-changing needs of the industry. Researches exploring the necessity of incorporating project-based learning in the field of language and linguistics are scarce. Interdisciplinary approach is the need of the time and incorporating project-based learning in language and linguistics can transform and revamp the talents of EFL students. This research helps to comprehend these perspectives in a wide manner and fills the existing gap. The responses were collected from 50 EFL faculty members and 165 EFL students. In order to collect the data, a structured survey questionnaire is prepared and distributed in higher education institutions in two south Indian states, namely, Tamil Nadu and Kerala. Purposive sampling technique was employed at this stage. A five-point Likert scale, graphical analysis, percentage analysis, descriptive analysis and flowchart method were used to analyze, interpret and represent the collected data. This study explicates the necessity to have a curriculum that focuses on PBL from the early stage of higher education and its role in developing excellent research and critical thinking skills. The study finds that PBL increases the language acquisition skills and employability skills of the students.

A Gold Standard Dataset for Javanese Tokenization, POS Tagging, Morphological Feature Tagging, and Dependency Parsing

Ika Alfina, Arlisa Yuliawati, Dipta Tanaya, Arawinda Dinakaramani, Daniel Zeman — Sat, 05 Nov 2022 00:00:00 +0800

Javanese, a regional language in Indonesia with more than 68 million speakers, is a low-resource language in the Natural Language Processing (NLP) field because it needs more language resources in both dataset and NLP tools. In this work, we developed a gold standard dataset of 1,000 sentences and 14,323 words for Javanese for four NLP tasks: tokenization, part-of-speech (POS) tagging, morphological feature tagging, and dependency parsing. This dataset is in the CoNLL-U format that conforms with the Universal Dependencies (UD) annotation guidelines. We involved native Javanese speakers as the annotators. Javanese sentences are taken from grammar books, Wikipedia, and online newspapers. We build models for tokenization, POS tagging, morphological feature tagging, and dependency parsing using UDPipe to evaluate the dataset's quality. The evaluation was conducted with the 10-fold cross-validation method. For the tokenization task, our model has an F1 score of 99.53%, 72.01%, 97.11%, and 95.90% for segmenting tokens, multiword tokens (MWT), syntactic words, and sentences, respectively. For POS and morphological feature tagging from gold tokenization, the model has an F1-score of 87.22% and 86.66% for POS tagging and morphological feature tagging. Finally, for the dependency parsing task, parsing from gold tokenization with gold tags has an Unlabeled Attachment Score (UAS) of 77.08% and a Labeled Attachment Score (LAS) of 71.21%.

Dubbing Religious References from English into Arabic: A Case Study of The Hunchback of Notre Dame and Hercules

Reem Odeh, Mohammed Farghal — Thu, 07 Nov 2024 00:00:00 +0800

Dubbing religious references between two incongruent cultures may be considered one of the most complicated tasks due to the use of complex and specialized religion-specific concepts. This especially so when dealing with English and Arabic because the two religions of Christianity and Islam, being divine religions, may converge and diverge on several concepts, whether partially or completely. The present study examines dubbing religious references in The Hunchback of Notre Dame and Hercules animated movies into Arabic (Egyptian Vernacular) both quantitatively and qualitatively. In the quantitative part, the religious terms are classified based on the dubbing strategies suggested in this paper, including omission (21%), TT substitution (19%), generalization (15%), ST substitution (14%), topic shifting (14%), literal translation (11%), and paraphrase (6%). A sample of the overall adaptation of songs is also included. For its turn, the qualitative part looks critically into the strategies used in dubbing religious references. The findings show that the dubbers have opted for using a variety of translation strategies in order to avoid blasphemous expressions in the target Muslim culture. It seems that the avoidance of blasphemy emanating from Greek and Christian cultures in the two works has been a top priority for the dubbers. These findings are expected to be of great help to students and practitioners who engage in religious translation.

Internet and Digital Devices in Childhood: Analysis of Twitter Conversations

Rut Martínez-Borda, Laura Méndez, Pilar Lacasa — Fri, 15 Nov 2024 00:00:00 +0800

This study aims to analyze human-media interaction, focusing on Twitter users' perceptions and imaginaries of children's use of the Internet and digital devices. The concepts of media panic, mediation, and mediatization are the theoretical keystones supporting the discussion. Exploring users' reactions and representations reveals that mobile communication and social networks are crucial to understanding broader cultural and social transformations. The evolving landscape of the Internet reveals its diverse applications and implications, shaping collective imaginaries and influencing personal and global paradigms. The methodology combines quantitative big data and qualitative analysis, supported by content, thematic, and discourse analysis approaches. The analysis was carried out in several phases: a) big data scraping to contextualize users; b) categorization using the specific software; c) thematic analysis; d) selecting specific examples and providing links to all the posts in the analysis. The results demonstrate different conceptual levels as pathways to approach social media users' perceptions. First, this study shows that social media plays a relevant role in defining the online space for children. It draws attention to the fact that network differences are also related to characteristics that define social actors. Responses included references to the need for regulation, which we associate with media panic, and alternatives to this attitude through references to social change and mediatization. This study also focused on the role played by the media as agents of social change linked to the concept of mediatization; the elements that contextualize these perspectives can be social actors, digital tools, and social media.

Commanding and Requesting: Teachers’ Speech Acts in Indonesian Vocational English Schools

Arbain Arbain, Fahmi Gunawan, Gamar Al Haddar , Charli Sitinjak — Thu, 14 Nov 2024 00:00:00 +0800

Discourse Analysis on the Ethical Dilemmas on the Use of AI in Academic Settings from ICT, Science, and Language Instructors

Mon, 11 Nov 2024 00:00:00 +0800

Artificial intelligence (AI) in education has the potential to revolutionize learning by addressing significant challenges and accelerating progress. Generative AI, such as ChatGPT, has demonstrated the ability to produce high-quality text and other content, potentially transforming academic tasks like essay writing. Despite these advantages, educators are concerned about the ethical implications of AI use. Risks such as misinformation, academic dishonesty, and overreliance on AI must be thoroughly assessed. This discourse analysis explored the perceptions of teachers on AI use in academic settings, highlighting concepts leading to ethical issues involved in its use. Convenience sampling (n=30) was used to select the participants for a one-on-one interview. Findings indicated that overreliance, dishonesty, cheating, are plagiarism were some ethical issues that emerged from the discourse. Convenience, driven by ease and accessibility, can lead students to excessively use AI, which may inadvertently hamper their learning processes. Overreliance, fueled by trust in generated outputs, can result in students depending heavily on AI-generated information, which may not always be accurate or critically analyzed. Students who feel incapable of producing quality work on their own may resort to AI, believing they lack the necessary skills. This reliance on AI can erode their confidence and critical thinking abilities, further entrenching their dependence on technology. While AI can enhance learning and efficiency, it also poses risks of academic dishonesty, overreliance, and diminished student engagement with the learning process. Teachers perceive AI use as unethical, primarily due to how students interact with and depend on AI, ultimately affecting their academic integrity and genuine intellectual development.

Beyond Spoken Linguistic Landscape: Semiotic Ideologisation of Regimented Practices in the Nigerian Army

Fri, 15 Nov 2024 00:00:00 +0800

This article examines the dimensions of military ideologies that are tactically communicated through the semiotic mechanisms of the Nigerian Army’s regimented practices. Data were sourced through participant observation and semi-structured interview in a fourteen-month fieldwork involving 22 staff members of the Nigerian Army. Drawing on insights from the concept of semiotic ideology to account for the underlying interpretations of semiotic practices in the social context of the Nigerian Army, the findings show various military ideologies nuanced in the agency’s semiotic-mediated activities and communication. Through the semiotic resources and significations embedded in the service uniforms, military funerals, hoisting and lowering of flags, military weddings and their salute system, the Nigerian Army is to seen to have maintained regimented performances of core military ideologies. Such practices constantly resonate ideologies of patriotism, courage, ruggedness, regimentation, comportment, subordinate-superior relationship, professionalism, perseverance and suppressive mien for victory in military battles. These beliefs present Nigerian Army’s personnel and their operating environment as regimented sites that consistently reproduce semiotic impulses that portray the agency as the totalistic organisation it propagates. Such performances through their unspoken actions help to rebuild and stabilise the psychology of the officers and men, enhance unwavering social bonding of soldiers, foster communication of professional identity and sustain the resilience of the troops as they work towards strengthening the workforce for the protection of the sovereignty of Nigeria.

Influence of Gender-Marked Kazakh Proverbs on the Content of Cultural Stereotypes

Mon, 21 Oct 2024 00:00:00 +0800

The purpose of the research is to analyze the content of the concept of "man" - "woman" based on Kazakh proverbs. The study of the concepts "man" and "woman" allows us to approach the study of gender as a cultural representation and reveal all its many-sided content, namely social, psychological, and cultural aspects. The analysis of proverbs in the research material is quite justified. Proverbs, reflecting folk wisdom, appear as a product of the people's creativity. They do not only reproduce the national-specific vision of the world, but also participate in its formation, and play a significant role in enriching the language with cultural concepts. They demonstrate the Kazakhs' idea of men and women as part of their linguistic worldview. Thus, to get the most complete picture of how gender manifests itself in the stereotypes fixed by the language, we consider it appropriate to describe the proverbial units of the Kazakh language, which reflect gender stereotypes. A comprehensive literature review was conducted to select appropriate material for analysis. A total of 30 Kazakh proverbs were selected from different sources. The data were analyzed using qualitative analysis to identify common patterns related to gender stereotypes.

Digital Learning Environment in Training Future Kazakhstani English Teachers

Fri, 08 Nov 2024 00:00:00 +0800

This research explores the integration of digital learning environments in the training of future English teachers in Kazakhstan. As the demand for innovative pedagogical strategies increases and technology becomes more prominent in education, it is important to examine how digital tools and platforms can improve the preparation of English teachers. Using a mixed-methods approach, including qualitative interviews and quantitative surveys, this study assesses the effectiveness of digital learning environments in Kazakhstani teacher training programs. The findings indicate that digital learning environments have the potential to enhance language proficiency, pedagogical skills, and technological fluency among teachers. However, there are also areas for improvement, such as addressing challenges related to access and integration of technology into the curriculum. This research explores the implementation of digital learning environments in the training of prospective English language teachers in Kazakhstan. It is essential to examine how digital tools and platforms can enhance the preparation of teachers for innovative teaching methods and the growing prominence of technology in education. Utilizing a mixed-method approach, including qualitative interviews and quantitative surveys, the study assesses the efficacy of digital learning environments within teacher training programs in Kazakhstan. It evaluates the advantages, challenges, and consequences of these digital learning spaces for future educators. Findings indicate that digital learning environments have the potential to improve language proficiency, teaching skills, and technological proficiency among teachers. Nevertheless, there are areas for improvement, such as addressing barriers to access and integrating technology into the curriculum more effectively.

Digital Echoes: Crafting Chinese EFL Teacher Identity in the Era of AI-Enhanced Instruction—A Qualitative Exploration

Qing Zhou, Harwati Hashim, Nur Ainil Sulaiman — Wed, 23 Oct 2024 00:00:00 +0800

This study examines the impact of artificial intelligence (AI) integration on the professional identities of Chinese tertiary English as a Foreign Language (EFL) teachers. It explores how these educators perceive and adapt to the incorporation of AI tools into their teaching practices, focusing on both the opportunities and challenges encountered. Through qualitative analysis of semi-structured interviews with 16 tertiary EFL teachers, the study identifies key factors influencing their professional identities, including institutional support, professional development, peer influence, personal attitudes towards technology, and ethical considerations. The findings indicate that AI integration enhances personalized learning and reduces the burden of administrative tasks. However, it also challenges teachers to reshape their roles and manage both technological and ethical complexities effectively. The study highlights the necessity for ongoing professional development and robust institutional support to effectively integrate AI in educational settings, ensuring it enhances rather than undermines the teaching and learning process.

Exploring Heterogeneity of International Students’ Racial and Native/Non-Native Language Backgrounds in Learning Engagement, Cultural Adjustment, Social Connections from QuantCrit Perspective

Jianwei Dong, Chih-Hsuan Wang, David M. Shannon — Tue, 05 Nov 2024 00:00:00 +0800

The academic engagement of international students is intricately linked to their diverse social and cultural adjustments in the host culture. However, these aspects have often been investigated from a homogeneous point of view. This study explores the interpersonal characteristics of students from different racial groups and native/ non-native language backgrounds in learning engagement, cultural adjustment, social media use, and social capital. Data were collected using the Qualtrics Survey from 209 international students between November 2021 and May 2022. The results of the MANOVA indicate significant disparities based on their race and native/ non-native language backgrounds within the examined constructs. The findings enrich the body of research through the QuantCrit lens, underscoring that international students are not monolithic. Generalizing their experiences by aggregating various identity group data may fail to capture their complexities. The results revealed that Black students exhibited elevated levels of bridging social capital and learning engagement, potentially linked to increased social media usage. Hispanic students demonstrated lower levels of engagement and socialization. White international students displayed superior cultural adjustment and bonding capital. Conversely, Asian students reported lower levels of learning engagement, cultural adjustment, social media use, and social capital compared to their White, Black, and Hispanic peers. Native language international students outperformed non-native speakers in all assessed areas. The potential reasons for these group differences and administrative support that assists in coping with language, socialization and acculturation challenges are discussed.

Discourse Analysis of Conflict and Resolution in History Textbooks: Representations of the Referendum in Indonesia

Tue, 12 Nov 2024 00:00:00 +0800

This study explores how Indonesian history textbooks represent conflict and its resolution with a focus on the theme of East Timor. The research applies the methodology of Historical Discourse Analysis, examining various elements of representation, including nomination, predication, argumentation, perspective, and intensification. The primary objects of study are two Indonesian history textbooks that are currently used in schools. The results show that textbook I adopts a pragmatic and binary approach, framing the Indonesian government as the protagonist that seeks to include East Timor as part of its national territory. In this narrative, the East Timorese people are portrayed as the antagonists who resist the integration process with Indonesia. This approach reflects a polarized view of the conflict, emphasizing the roles of both parties in opposition. On the other hand, Textbook II takes a more constructive and reconciliation-oriented approach. It presents a vision for future cooperation and understanding between Indonesia and East Timor, highlighting possibilities for peaceful resolution and long-term collaboration between the two countries. Despite these different approaches, this study identifies an ongoing challenge in the writing of Indonesian history textbooks, which can be termed as "schizo-history." This concept refers to the paradox faced by historians in balancing efforts to reconstruct historical events with the anxiety surrounding the potential impact of those narratives on national unity. The study argues that Indonesian historians must continue to seek alternative methodologies that can address these tensions while providing more nuanced and balanced representations of historical events. This research contributes to broader discussions on the role of history textbooks in shaping national identity and calls for further investigation into the challenges and opportunities in writing history textbooks in post-conflict contexts.

Exploring Collective Identity and Community Connections: An Interpersonal Analysis of Online Visitor Reviews at the Overseas Chinese Museum (2012–2023)

Yau Ni Wan, Gail Forey — Tue, 05 Nov 2024 00:00:00 +0800

The Overseas Chinese Museum in Xiamen, Fujian, is a cultural historical museum in China that promotes heritage tourism and strengthens the community connection among the overseas Chinese diaspora, international and local visitors. The museum has become a platform for interpreting the immigration experience of overseas Chinese communities around the world. In this study, we examine visitors’ feedback to the Overseas Chinese Museum through a linguistic analysis of their reviews. The visitors’ reviews, 207 English-language online reviews, were collected from various travel forums between 2012 and 2023, totaling 11,584 words. We divided the data evenly into two distinct time periods, Stage I (2012–2017) and Stage II (2018–2023) and used statistical corpus log-likelihood analysis to quantify and understand if there were significant linguistic differences over time. Some of the key differences emerging from the linguistic analysis were related to conjunctions, e.g., also, while, after, and so, evaluative language and how identity was construed through language. Findings adopting an appraisal analysis suggested an increase in visitor satisfaction, possibly due to enhanced exhibits and changes in visitor expectations. The findings from analysing the reviews also showed that visitors shared similar values, developed a social bond with overseas Chinese, and engaged with this cultural historical community. The study contributes to a wider discussion on language in digital communication and cultural heritage. In addition, the visitors’ feedback and preferences could be used to improve communication and promotional strategies that ultimately increase the number of visitors to the museum.

Flow, Stagnation, and Renewal: Understanding the Symbolic Dimensions of Water in Anuradha Roy’s ‘An Atlas of Impossible Longing’

Tue, 12 Nov 2024 00:00:00 +0800

Water is one of nature's gifts to the earth, carrying a multitude of meanings and interpretations based on its context. Water in literature is studied from a variety of theoretical perspectives due to its rich symbolism and different narrative roles. This paper aims to explore Indian writer Anuradha Roy’s novel, "An Atlas of Impossible Longing," through Gaston Bachelad’s water symbolism theory and investigates how numerous types of water bodies, including rivers, ponds, and rain, each with its own meanings and thematic importance, with the river playing a central part in the novel. This study explores the symbolism of water through three key themes: "Flow and Transformation," "Stagnation and Reflection," and "Renewal and Destruction." It examines how water functions as both a healing and destructive force in human life. Using a qualitative approach, the study combines textual analysis with theoretical interpretation based on Gaston Bachelard’s symbolism theory from Water and Dreams: An Essay on the Imagination of Matter. Through a close reading of the novel, it highlights how water serves as a metaphorical device, reflecting characters’ emotional states, personal growth, and existential challenges. This research stands out by providing a comprehensive analysis of how Anuradha Roy integrates water symbolism in contemporary Indian Literature through her narrative structure and highlights its multidimensional role in the story. The novelty lies in its comparative analysis of Roy’s water imagery with broader literary traditions, creating new insights into how water symbolism functions both as an ecological signifier and a transformative metaphor in the human experience.

Medical Students’ Perceptions of ChatGPT Integration in English Medium Instruction: A Study from Saudi Arabia

Fri, 15 Nov 2024 00:00:00 +0800

ChatGPT has significantly impacted various educational sectors, including English-medium instruction (EMI). This study explores perceptions of Saudi medical students at the University of Bisha on integrating ChatGPT into their EMI coursework, focusing particularly on its influence on their comprehension and application of medical terminology in English. Employing a descriptive research design, this research collected data from 54 students using both quantitative and qualitative methods. Data collection was facilitated through a questionnaire administered via Google Forms, with responses analyzed statistically using SPSS and qualitatively through thematic analysis. Results indicate a positive student reception towards ChatGPT, particularly its role in enhancing their understanding of medical English. These findings suggest substantial pedagogical benefits, proposing that meticulous integration of ChatGPT could significantly improve EMI in medical education. The study highlights ChatGPT’s capability to aid students in grasping complex medical terms and concepts, stressing the importance of strategic deployment to maximize educational outcomes. Furthermore, this research underscores the necessity for ethical guidance to enable students to critically evaluate the accuracy of information, thus mitigating dependence on potentially erroneous AI outputs. This study establishes a foundational framework for the future integration of ChatGPT in EMI, contributing innovatively to the field.

Causative Construction in Hail Arabic: A Minimalist Account

Ahmad Radi Alshammari — Thu, 07 Nov 2024 00:00:00 +0800

Natural language marks causation by variable means which fall into three categories: (i) periphrastic, (ii) lexical, and (iii) morphological. In this study, the researcher utilizes Minimalist Program (MP) to analyze causative construction in Hail Arabic (HA), a spoken dialect in Saudi Arabia. According to our findings, HA exhibits the three types of causation: morphological, lexical, and periphrastic. I propose that causative constructions project a CAUSE head below the tense node (T), which gives rise to a causative meaning. Also, I assume that the CAUSE head is not always overtly realized in HA due to the various strategies for forming causative. In lexical causative, for instance, I assume that there is a null causative feature on the CAUSE, the head of the Cause Phrase (CauseP), which provides the sentence with a causative interpretation. On the other hand, in periphrastic and morphological causatives, I show that the CAUSE head is filled with the causative particle xalla ‘made’ or with a causal affix. I demonstrate that the three types of causation require an additional argument (i.e., a causer) in addition to an internal argument (a causee). I claim that there is a Voice Phrase (VoiceP) beneath the CauseP that is responsible for introducing the internal argument (the causee). Additionally, I assume that the external argument (i.e., the causer) is base generated in the specifier (Spec) position of the Cause Phrase (Spec, CauseP) before it raises to Spec, TP to satisfy the Extended Projection Principle (EPP) feature.

Bridging the Gaps: How Intersubjectivity Shapes Historical and Scientific Cognition of Chinese Linguistics

Dongxing Yu, Xue-Ning Tang — Fri, 15 Nov 2024 00:00:00 +0800

This paper explores the pivotal role of intersubjectivity in shaping the historical and scientific cognition of Chinese linguistics. It examines how shared understanding and mutual comprehension, facilitated through social interactions and communication, have influenced both traditional scholarship and modern approaches to studying the Chinese language. The paper traces the intersubjective foundations laid by pioneering scholars like Fang Yi-zhi, the integration of Western linguistic theories in the 19th and 20th centuries, and the interdisciplinary connections with fields like genetics and cognitive science in recent decades. It also discusses how contemporary advancements in computational linguistics and AI have fostered intersubjective dialogues and collective meaning-making. The synthesis of insights across disciplines highlights the collaborative nature of linguistic research and the importance of conceptualizing language as a dynamic, interactive process. Ultimately, the paper demonstrates how intersubjectivity has enabled the continuous evolution of Chinese linguistic scholarship by integrating historical context with modern scientific methodologies.

Examining Translators’ Experiences in Translating Grade 4 Geography Concepts from English to Tshivenḓa

Thama Mudau, Martha L. Kabinde-Machate, Itani Peter Mandende — Mon, 11 Nov 2024 00:00:00 +0800

Translation of educational materials from English into indigenous African languages such as Tshivenḓa presents significant challenges, particularly concerning non-equivalence and cultural disparities. This qualitative study examines translators’ experiences in translating Grade 4 Geography concepts from English to Tshivenḓa. Anchored by Skopos theory and the scan and balance framework, the research adopts an interpretivist paradigm and a phenomenological design. Five expert translators participated and were selected through purposive sampling. Data collection included translation tasks and semi-structured interviews, which were analysed using thematic and inductive analysis. The findings reveal pervasive cultural and terminological challenges stemming from differences between English and Tshivenḓa, compounded by insufficient resources and time-intensive translation processes. The translators navigated these challenges with adaptive problem-solving approaches like using dictionaries, internet searches, and consultations with experts, as well as by achieving equivalence through translation strategies such as paraphrasing, cultural substitution, loan words, general words, and coining, guided by systematic strategy selection based on the intended purposes of the translations. This study contributes to the understanding of the nuanced dynamics of translation in educational contexts, highlighting the need for improved resources and collaborative efforts among translators. By enhancing translation practices in indigenous languages, this research endeavours to support better educational outcomes and preserve linguistic diversity.

Bilingualism in Training and in the Professional Environment among Moroccan Laureates in Private Law

Abdelghani Brija, Assia Marfouq — Fri, 15 Nov 2024 00:00:00 +0800

The linguistic landscape of Morocco is characterized by its complexity and diversity, the result of a rich history and a unique cultural blend. Several languages coexist, each playing a specific role in society: Arabic, Amazigh, French, and English. French, a legacy of the colonial period, occupies a prominent place in business, diplomacy, media, and particularly in the educational system, especially in higher education. This bilingualism, or even trilingualism, creates a significant linguistic gap when students transition from secondary education in Arabic to higher education predominantly in French, posing a major challenge for many students, particularly those from disadvantaged backgrounds or rural areas. This abrupt transition leads to adaptation difficulties at the university level, affecting students' academic performance. They have to master both academic concepts and be fluent in the French language as well. As French language instructors at the Faculty of Legal, Economic, and Social Sciences-Souissi in Rabat, we feel the need to study the Arabic/French bilingual practice among students in private law. This article presents the linguistic situation in Morocco, then moves on to analyze the bilingual specificities of students in training and professional settings through a semi-structured interview survey. The latter is supposed to suggest practical recommendations for better adaptation of language courses to this professional training.

A Sociopragmatic Study of Saudi Arabic Address Terms: Implications for Cross-Cultural Communication

Ahmad I Alhojailan — Thu, 14 Nov 2024 00:00:00 +0800

Many studies have investigated terms of address, primarily focusing on Western languages. However, few studies have explored this topic in varieties of the Arabic language. This study examines the use of terms of address in Saudi Arabic, investigating the terms used by Saudi men and women, the effect of the addressees’ age and gender on the selection of address terms, and the linguistic patterns employed by Saudis when addressing each other. Twelve participants from two large cities in Saudi Arabia took part in the study. A semi-structured interview featuring 12 different social situations was conducted to answer the research questions. The interviews were conducted in the Saudi Arabic dialect to elicit authentic and realistic responses. The data were analyzed thematically to identify recurring patterns and trends in the use of address terms. Seven categories of address terms were identified. Furthermore, the age and gender of the addressees were found to influence the choice of terms. Moreover, five linguistic patterns were used by the participants to address each other. These findings provide important insights into professional settings where understanding suitable address terms can lead to more productive and culturally acceptable communication.

The Creation of Concordance as an Effective Tool for Studying the Text: On the Example of A. Baitursynov’s Concordance

Wed, 23 Oct 2024 00:00:00 +0800

The active use of modern computer technologies in philology has led to the intensive development of corpus linguistics. A promising direction in this area is the development of national language corpora and the construction of concordances of various types, differing in the forms of presentation of the material, search capabilities, and technical functions. This research presents basic information about the national language corpora and concordances currently being developed in Kazakhstan. We note that the level of development of corpus linguistics in Kazakhstan differs from the level of development of language corpora in developed countries. Therefore, we point out objective factors that cause an insufficiently high rate of development of Kazakhstani dictionaries in electronic form, especially alphabetical-frequency concordances to the author's texts. This research is a part of our project to develop a Kazakh-Russian parallel corpus of Akhmet Baitursynov, which has about 3,500 words in usage. The article analyzes the structure of concordance and presents the stages, tasks of development, and functional description of the first concordance in Kazakh lexicography by Akhmet Baitursynov, a reformer and founder of Kazakh orthography, a Turkologist, author of the first textbooks. The article analyzes different approaches of scientists to the issue of systematization and typological characteristics of known concordances. Based on this analysis, we have proposed their generalized classification. The developed version of the concordance of A. Baitursynov’s language is the foundation for creating a variety of dictionaries; it can become a precedent for translating Kazakh language to a digital platform.

The Postmodern Transformation of Language through Social Media, Memes, Emojis, and GIFs: A Study Among Selected North Indian University Students

Reena Nagpal, Ishfaq Ahmad Tramboo, Sinoj Antony — Thu, 14 Nov 2024 00:00:00 +0800

This study explores how digital communication technologies—a consequence of late capitalism—have changed language usage. The study looks at how GIFs, memes, emojis, and social media language have evolved and how postmodern cultural logic is embodied in these forms of communication. Based on Fredric Jameson's theory that postmodernism is the cultural logic of late capitalism, the study highlights the digital forms' inherent fragmentation, intertextuality, and pastiche. It focuses on how language has evolved to reflect postmodern society's hyperreal and dispersed structure by becoming more context-dependent, expressive, and visual. The study employs a mixed-methods approach to examine how social media content is analyzed and to obtain perspectives on various communicative forms from 300 university students in Delhi, Punjab, and Haryana. The findings imply that, in addition to changing language, digital communication technologies have also introduced new forms of expression that combine text, image, and emotion, challenging established linguistic theories. This study advances our knowledge of language in the digital era and has implications for the larger cultural shifts these developments signify.

The Impact of Linguistic Identity on the Perception of Abai’s Poetry

Thu, 07 Nov 2024 00:00:00 +0800

This scientific article explores the complexities and prospects of creating a poetic corpus of Abai Kunanbayev. The project's primary objective is to digitize and annotate Abai's poetry, addressing challenges such as accessibility to diverse sources, linguistic barriers, technical issues, and cultural interpretations. The article discusses the methods used in digitizing and annotating Abai's poetry, including linguistic analysis and thematic classification. It presents the results obtained from the creation of the corpus, highlighting its significance in preserving Kazakh cultural heritage and advancing scholarly research. The discussion explores the implications of the corpus for linguistic studies, educational initiatives, and international collaborations in digital humanities. The conclusion reflects on the project's achievements, outlines future directions for expanding the corpus, and emphasizes its role in promoting and preserving Abai Kunanbayev literary legacy.

Fostering Early English Education in Saudi Arabia: A Pathway to Achieving the United Nations’ Sustainable Development Goals in Education

Thu, 14 Nov 2024 00:00:00 +0800

English language education has become increasingly vital in non-English-speaking countries, driven by globalization and the demands of the international economy. In Saudi Arabia, enhancing English proficiency is one of the most important aspects of educational reform emphasized by Vision 2030. This study examines the perceptions of 420 kindergarten and elementary school teachers, Saudi Arabia, regarding early English education for young learners aged 4 to 8. Using a structured questionnaire, the study reveals strong support among teachers for early English instruction, with 77% agreeing that every child should master at least one foreign language. Additionally, 86% of respondents believe that English should be introduced in primary school to establish a solid foundation for language mastery. Multiple regression analysis identified significant predictors of teacher support, such as teaching experience, educational qualifications, and regional location. Teachers with more experience and higher qualifications were more supportive of early English education, with greater support seen in urbanized areas. The findings also highlight the significance of English proficiency in the context of economic globalization. A total of 88% of teachers recognize that English is necessary for global communication and competitiveness. The study concludes that teacher perceptions align with the goals of Vision 2030, highlighting the strategic importance of early English education in Saudi Arabia's educational reforms. It further highlights the need for ongoing professional development for teachers and increased parental involvement to ensure the positive implementation of early English programs. These insights are critical for informing educational policies and practices that support Saudi Arabia's broader socio-economic objectives.

Periodization of the Armenian Language in Connection with the History of Its Native Speakers

Vagharshak Madoyan — Wed, 13 Nov 2024 00:00:00 +0800

Modern linguistics interprets the concept of language development as the development of its grammatical factors and lexical composition, which is actually characteristic of its literary version. The concept of language development in its dialects, which is studied in the courses of dialectology and historical dialectology, is interpreted as "gradual and consistent changes" occurring in dialects, which leads to their consistent death under the influence of literary language in connection with consolidating political and economic processes. The article shows that the development of a language as a set of its dialects occurs mainly outside of connection with the development of literary norms and the development of dialects does not lead to their disappearance. The development of the language in its dialects (not a literary language!) is the real history of the development of the national language in connection with the history of its native speakers, which is shown by the example of Armenian. The problem is being raised so fundamentally for the first time and may cause serious objections, as well as become the beginning of a new approach to the study of the history of the language.

Is It True That More Than Half of Web Contents Are in English? Not If Multilingualism Is Paid Due Attention!

Daniel Pimienta — Wed, 06 Nov 2024 00:00:00 +0800

The belief that English is and will remain largely dominant as the first language of the Internet in terms of content and is the natural lingua franca in cyberspace plays against the mobilization of human and funding resources to incorporate minority languages. We sustain that this belief stands on biased data and that multilingualism is more and more the nature of the Internet and translation its lingua franca. We challenge the validity of a source widely used, since 2011, to state that English represents a steady percentage of web contents over 50%. This business source, W3Techs, is well-famed and considered reliable for its surveys on web technologies, exploring a large sample of the Web. However, languages differ from other web technologies, in the fact than more than one language could be used on a website. Not taking into account the multilingual nature of the Web is a serious bias that leads to major errors. The study of the rate of multilingualism of the sample of websites used by W3Techs concludes that the percentage of English contents on the Web is within a 20%–30% range, a value coherent with the results from three referenced alternative methods. We plan for 2025 to create a tool for measurement of languages and rate of multilingualism in a series of websites, with thorough attention to list all the languages used within a website, a complex matter. This tool will be applied to the same sampling and should close definitively this matter.

AI-Powered Applications for Improving EFL Students’ Speaking Proficiency in Higher Education

Thu, 14 Nov 2024 00:00:00 +0800

As Artificial Intelligence systems increasingly dominate various sectors in this technology-driven era, educational institutions are eager to integrate innovative tools and applications into the teaching and learning experience to enhance students' abilities, performance, skills and achievements. This study aimed to examine the effectiveness of utilizing Google Assistant, an AI-based app, in improving students’ English speaking performance. The research utilized a mixed-methods approach, combining both quantitative and qualitative data. Quantitatively, a pre-post speaking test was conducted with participating students before and after the intervention (using the Google Assistant app). Following the experiment, qualitative data were collected through focus group discussions with some of the participants. The findings revealed significant improvements in students’ overall speaking performance and sub-skills. The use of the Google Assistant application notably enhanced EFL students’ fluency and interaction, followed by pronunciation, vocabulary, content and relevance, and spoken grammar, respectively. Additionally, based on the participants' discussions, several benefits of using this AI-based application were identified, including providing language practice and resources, engaging and motivating learners, and immersing students in a self-directed learning experience. However, some challenges were also inducted, particularly regarding accessibility, connectivity and technical issues. Consequently, several conclusions and recommendations were drawn based on these findings.

Semantic Analysis of the Linguistic Heritage of the Golden Horde Period: Based on the Material of “Gulistan Bit-Turki” by Seif Sarai and “Khosrov and Shirin” by Qutb

Mon, 04 Nov 2024 00:00:00 +0800

The aim of this study is to examine the written monuments from the Golden Horde period and contemporary literary works, focusing on the frequency of use, functionality, and stylistic features of both indigenous and borrowed vocabulary within literary texts. The lexical units were analyzed using methods such as linguistic-statistical, contextual, historical-comparative, semantic, and contextual analysis. This study explored the literal and figurative meanings of words of Turkic, Arabic, and Persian origin used in the written monuments of the Golden Horde. The research provides insights into the primary lexical layers of the Turkic languages, the time of their formation, and their frequency of use in the literary tradition. Emphasis was placed on examples of contexts that confirm specific lexical meanings, as well as on metaphorical and figurative transformations aimed at achieving stylistic effects. The study also considered the history of the formation of Turkic languages, the adaptation of borrowed lexical layers, and the modification of primary meanings (metaphorical, figurative). Kipchak, Karluk, and Oghuz language elements were highlighted through the analysis of the written monuments, along with their frequency of integration. Contemporary literary texts were examined in terms of the use of lexical elements (both indigenous and borrowed) for artistic purposes. This research can be used for comparative analysis of closely related Turkic languages, the study of contemporary literary texts in terms of the use of indigenous and borrowed lexicon, and for forming an understanding of the ancient lexical layers of various Turkic languages.

The Dual Status of Judeo-Georgian

Tamari Lomtadze, Ani Kvirikashvili — Wed, 23 Oct 2024 00:00:00 +0800

The purpose of this paper is to show the dual nature of the status of Judeo-Georgian based on its studies, theories, and methods adopted from variationist sociolinguistics, distinctive linguistic repertoire approach to Jewish languages, using descriptive/synchronic, diachronic, and comparative-contrastive methods. Based on the traditional studies in Georgia in the twentieth century, Judeo-Georgian was considered one of the varieties of Georgian, and the main works were about presenting its features and searching for similarities from standard Georgian or its dialects. The purpose of such studies was to give Judeo-Georgian a status in the Georgian linguistic space (be it a dialect of Georgian, a sub-dialect of Georgian dialects, an ethnolect, an ethno-socilect). Today, in the 21st century, Judeo-Georgian studies have acquired new dimensions. It is already considered as one of the varieties not only of Georgian but also of Jewish languages. In the works of comparative linguistics of Jewish languages, there exist common features characteristic of all Jewish languages and Judeo-Georgian too is familiar with these criteria. Therefore, searching for its similarities and differences with other Jewish languages has begun. From this point of view, the understanding of Judeo-Georgian has acquired a new dimension at the modern stage and has become interesting in two ways: 1. as an ethno-dialect of Georgian with its sub-dialects; two as one of the Jewish languages, which has a certain place in the modern classification of Jewish languages.

International Students’ Engagement in Learning Languages Other Than English (LOTE) at an EMI University in Kazakhstan

Gulnissa Zhunussova, Raikhan Abnassyrova, Dana Mukash — Tue, 12 Nov 2024 00:00:00 +0800

In the context of the increasing internationalization of higher education, understanding how to effectively engage international students is crucial. Previous research mainly examined students’ motivation from various theoretical perspectives but none of the published studies specifically focused on international students’ engagement in learning Kazakh as a language other than English (LOTE). Thus, the aim of the article is to identify and analyze the factors that facilitate the engagement of international students in learning Kazakh as a LOTE at an English as a Medium of Instruction (EMI) university in Kazakhstan through an exploratory qualitative research design using semi-structured interviews with 12 participants. The findings reveal that such psychological constructs as growth mindset, sense of competence, grit, proactiveness, ownership, and external supportive learning environment are important in fostering successful language acquisition. Overall, the findings of this research extend the existing literature on LOTE with an evidence-based understanding of international students’ LOTE learning beliefs with individual–psychological perspectives on engagement with LOTEs. Such knowledge is necessary to draw a comprehensive landscape of international students’ LOTE learning to support their adaptation to the host university.

Genre Analysis in Blended Learning: Empowering English Majors’ Critical Listening Skills: Case of Faculty of Education, Minia University, Egypt

Nagwa Mohammed Khallaf, Amin Rasti-Behbahani, Mohammed Abdulgalil Abugohar — Fri, 15 Nov 2024 00:00:00 +0800

Critical listening is a vital learning skill. Enhancing critical thinking skills through classroom activities is an important responsibility of teachers. Critical listening involves comprehending spoken information, evaluating it, and forming judgments and opinions based on what is heard. The current study was carried out at the Faculty of Education, Minia University, Egypt, to examine the effectiveness of a blended learning program utilizing genre analysis on enhancing critical listening skills among English majors. The current study used quasi-experimental research in an explanatory mixed methods design, with data collected across three phases. During the first phase, inventory was done with quantitative data aided by qualitative ones. During the second and third phases, sixty students of third-year English majors were randomly assigned to two groups: a treatment and a comparison one, containing 30 students each. The treatment group was trained in a blended learning program based on genre analysis, whereas the comparison group was taught the same content in a “Genre Analysis” course through the conventional method of teaching. The treatment group significantly outperformed the comparison group on the post-tests of the acquisition and use of critical listening skills. This research emphasizes the importance of the use of both blended learning programs and genre analysis in developing critical listening skills. Developing critical listening skills requires the learners to be skilful analysts as they need to analyze, judge, and evaluate what is said. The learner can have a better understanding and training on mastering these skills through practicing genre analysis. The improvement of listening comprehension affected the development of critical listening skills. The findings are discussed, and recommendations along with suggestions for further research are presented.

Cognitive-Functional Approaches to Transgender Language: Understanding Gender through Mental Representations

Sara Eliana Kuriakose, K. Maragathavel — Thu, 14 Nov 2024 00:00:00 +0800

This study employs cognitive-functional linguistic approaches to examine the mental representations of gender in contemporary transgender literature. By analysing a corpus of transgender narratives, we investigate how cognitive mechanisms such as conceptual metaphors, image schemas, and categorisation processes contribute to the linguistic construction and expression of gender identity. Our findings reveal prevalent conceptual metaphors like ‘gender as a journey’ and ‘identity as a construction,’ which provide insights into the cognitive framing of transgender experiences. Image schemas, particularly those related to containment and transformation, emerge as significant in describing gender transitions. The study also uncovers unique categorisation patterns and prototype effects in gender-related language, reflecting the complex and fluid nature of gender identities. These cognitive-functional patterns not only illuminate the mental representations underlying transgender language but also offer a deeper understanding of how language shapes and is shaped by gender experiences. The research contributes to both transgender studies and cognitive linguistics, demonstrating the potential of this interdisciplinary approach in exploring gender identity through language. Our findings have implications for fostering more inclusive language practices and enhancing communication about gender diversity.

Shedding Light on the Neurocognitive Explorations of Interpreting: What Do We Know from Brain-Based Research?

Yan He, Yi Wang — Thu, 14 Nov 2024 00:00:00 +0800

Interpreting is highly complex and cognitively demanding, arousing interest from the neuroimaging community. In the past three decades, dozens of investigations have been done to figure out how one language transfers into another in the brain. This article reviews the published studies concerning interpreting, shedding light on interpreting asymmetry effect, the neural plasticity and the brain regions activated during interpreting tasks. Based on the findings in previous studies, the article argues that interpreting training and practice might contribute to neuroplasticity both functionally and structurally. It also suggests that apart from traditional language areas, the prefrontal cortex, the superior temporal gyrus, the inferior parietal lobule and the anterior cingulate cortex also play a key role during the rendering process.

Responsible and Ethical Use of Artificial Intelligence in Language Education: A Systematic Review

Fri, 08 Nov 2024 00:00:00 +0800

A plethora of publications have shed light, particularly on the affordances of artificial intelligence (AI) in language education, garnering significant attention, promising transformative impacts on teaching and learning practices. However, the rapid adoption of AI tools has raised ethical concerns regarding data privacy, bias and academic integrity. in response to these concerns, this systematic review aims to explore the responsible and ethical use of AI in language education (REALE) by examining recent literature from 2020 to 2024. The structure of this research revolves around two key questions: What are the emerging patterns and practices in REALE? and What research methodologies have been utilized in studies examining REALE? The researchers selected 9 studies from 65 publications in the Web of Science (WoS) and Scopus databases, following a rigorous screening process based on predefined inclusion and exclusion criteria. These selected studies were analyzed using thematic codes: the objective of the study, methodologies applied, sample, country and the key outcomes reported. The findings reveal a growing trend towards implementing AI in language education, with an emphasis on ethical training and awareness. The review suggests the necessity for educators and policymakers to develop comprehensive guidelines for the responsible and ethical use of AI in language education. It also recommends further research into inclusive and ethical AI practices across different educational levels to foster a more equitable and responsible use of technology in language education.

Evaluating the Effectiveness of Interactive M-Learning in Fostering EFL Vocabulary for Enhanced Speaking Proficiency

Raja Muhammad Ishtiaq Khan, Majed Abdullah Alharbi, Noor Raha Mohd Radzuan — Thu, 14 Nov 2024 00:00:00 +0800

This study aims to assess the impact of interactive vocabulary learning via WhatsApp on the speaking proficiency of English as a Foreign Language (EFL) learners in Saudi Arabia. Drawing on Krashen’s input Hypothesis and Cognitive Theories of Multimedia Learning, the research employs a quantitative approach involving sixty EFL learners from an English language foundation program. Two pre-formed elementary-level groups were randomly assigned as control and experimental groups. The findings indicate that the intervention group showed significant improvements in both vocabulary and speaking tests. To maximize WhatsApp’s effectiveness, it is recommended that content be dynamically designed to accommodate diverse learners, include both genders in future studies, and incorporate video clips and additional images to enhance vocabulary learning and speaking proficiency, with careful planning of vocabulary activities being crucial.