International Journal on Studies in English Language and Literature最新文献

{"title":"Representation of Women in Kashmiri Literature: A Feministic Analysis of Mahjoor's \"The Unwanted Woman's Tale\" and Naseem Shiafaie''s \"Neither a Shadow nor a Reflection\"","authors":"Dr.Gazala Gayas, boudjemaa khalfalla","doi":"10.20431/2347-3134.1007001","DOIUrl":"https://doi.org/10.20431/2347-3134.1007001","url":null,"abstract":": The paper aims to portray the role of women in Kashmiri culture. Both Mahjoor and Naseem portray different roles a woman plays in Kashmiri society, rather than how she is treated in Kashmiri society. Ghulam Ahmad Mahjoor, a Kashmiri progressive poet, and Prof. Naseem Shiafaie a Kashmiri feministic voice portray Kashmiri women in their poems as victims of patriarchal setup. Mahjoor's simple and moving language speaks about the pangs of the woman being both betrayed and powerless. Naseem's forthright language speaks loudly, about the sufferings of women in contemporary Kashmiri society. She argues about the need to allow women and girl children to realize their potential. Feminism can be called a mode of critical discourse which emphasizes culturally determined gender differences in the interpretation of literary works. Feminism generally focuses on the history of male dominance and oppression in all aspects of life. Feminism has become a dominant force in contemporary literary criticism. It has made considerable advancement during a small period. Feminist literary criticism has played a crucial part in breaking the logo-centric tradition and challenging the supremacy of the privileged concepts and values in the patriarchal systems. This is its alternative approach to literary as well as cultural studies. The phrase \"feminine mystique\" was coined by Friedan to describe the assumptions that \"women would be fulfilled from their housework, marriage, sexual lives, and children. The prevailing belief was that truly feminine women should not want to work, get an education, or have political opinions.\"","PeriodicalId":137524,"journal":{"name":"International Journal on Studies in English Language and Literature","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116039464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Discourse and the Inclusion of Rural/Indigenous Communities in Environ mental Governance: Insights of Selected Grassfield Communities in Cameroon","authors":"Felix Che Tumaju","doi":"10.20431/2347-3134.0907003","DOIUrl":"https://doi.org/10.20431/2347-3134.0907003","url":null,"abstract":"A vast range of issues have placed the environment at the fore-front of societal concerns especially in such domains as education, research, the media , government policy, and many others. The rural sector remains a domain where people’s livelihoods are invariably linked to the natural endowments around them, especially, the land, the flora and the fauna. These are some of the realities within which this paper was conceived. Understanding this background is very important in this paper because it guides the choice of textual data suitable for an understanding of the issue, the contexts of their production and other previous texts referred back to (koller 2009). Again, it is noteworthy that texts are typically produced, distributed and received in the context of social relations of some kind between text producer and text recipients. Furthermore, texts act as carriers for ideology (ibid).","PeriodicalId":137524,"journal":{"name":"International Journal on Studies in English Language and Literature","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123220084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"In Tune with their Scientific Philosophies and Theories of Language, Skinner’s Writing Style is Simpler, Punchier, and Less Abstract than Chomsky’s","authors":"C. Whissell","doi":"10.20431/2347-3134.0711002","DOIUrl":"https://doi.org/10.20431/2347-3134.0711002","url":null,"abstract":"Psychology is defined as the scientific study of behavior and mental processes, and, in the 1960s and 1970s, B. F. Skinner and Noam Chomsky were held to represent the two poles of this definition with respect to the psychology of language (Benjafield, 2015, p. 395; Hergenhahn, 2009, p. 616). Skinner was a logical positivist and a behaviorist: he attributed all behaviors, even the most complex ones such as language, to learning on the basis of reinforcement and he refused to theorize about “mind” because it could not be measured directly in any objective way. Chomsky was a cognitive psychologist who focused on the role of the mind in performance and especially in language: his theory was human-centered. In an article written half-way between Skinner and Chomsky’s day and the present, Andressen (1991) noted that Chomsky rode a wave of increasing preference for cognitive, mind-based psychology to greater and greater fame while Skinner’s behaviorism, still employed in many practical settings, was at a theoretical disadvantage due to its waning popularity. Spear (2007, p. 374), emphasized the rising popularity of cognition and neuroscience in the psychology literature: he also provided evidence of the dramatic fall in the popularity of behaviorism as a keyword for psychology articles published after 1970.","PeriodicalId":137524,"journal":{"name":"International Journal on Studies in English Language and Literature","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123573456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effect of Teachers' Principles on Student Performance in English Language A Case Study of Selected Secondary Schools in Uganda","authors":"Shira Tendo Namagero","doi":"10.20431/2347-3134.0810001","DOIUrl":"https://doi.org/10.20431/2347-3134.0810001","url":null,"abstract":"A principle is the underlying part (or spirit) of the basis for an evolutionary normative or formative development, which is the object of subjective experience and/or interpretation. (Enacademic, 2015). According to (Gurrey, 1962) the ideal teaching-learning process should involve the following principles: material and equipment, purpose, interest, aim, setting and experience as the main principles. The teacher’s perception of the teaching materials presented to him or her, his interest in them, his aim, his perception of the setting, and his confidence arising from the experience he has will determine the methods he uses. These principles are necessary in order for the teacher to communicate effectively with the students to guarantee foreign language development. Student responsibility is also encouraged through active involvement in the classroom activities. In terms of subsidiary principles the theory suggests the following principles: student confidence, plenty of practice and a sense of responsibly for their present situation and future. ABSTRACT: The term principle refers to beliefs the teachers hold for choosing and sticking to particular methods which in turn affect performance of the students.","PeriodicalId":137524,"journal":{"name":"International Journal on Studies in English Language and Literature","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124791034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Intralingual Errors in Iraqi EFL Learner's Writings","authors":"Lina Lafta Jassim","doi":"10.20431/2347-3134.0812003","DOIUrl":"https://doi.org/10.20431/2347-3134.0812003","url":null,"abstract":"The most complex skill in English is writing. Therefore, most Iraqi learners commit errors in writing in a target language. In helping the learners to successfully learn writing skills, the error analysis, and the understanding of the reasons are necessary. The process of writing requires linguistic synthesis and cognitive analysis. It is difficult to write in a target language because it demands a lot of time and effort. Many related studies show that EFL students make errors in their writing in the target language(Alan,2015). For Richards (1971), intralingual errors reflect the difficulty or complication of English structures and misunderstanding of grammatical rules by EFL learners. The main reasons that lead the learners to fall in these errors are inadequate learning and weakness in teaching. According to Thommasat (2014), The factors that lead EFL learners to fall in intralingual errors are graphic/phonic resemblance, false-concept hypothesized, overgeneralization, ignorance of rule application, incomplete application of rules, and exploiting redundancy.","PeriodicalId":137524,"journal":{"name":"International Journal on Studies in English Language and Literature","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128397817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Audio-Visual Translation and Promotion of Positive Multiculturalism: Students' Perspectives","authors":"Ayonghe Lum Suzanne","doi":"10.20431/2347-3134.1004001","DOIUrl":"https://doi.org/10.20431/2347-3134.1004001","url":null,"abstract":": Multiculturalism describes the existence, acceptance, and/or promotion of multiple cultural traditions within a single jurisdiction, usually considered in terms of the language or culture associated with interaction between ethnic groups. Audio-visual translation (AVT) is a specialized branch of translation which deals with the transfer of multimodal and multimedial texts into another language and/or culture. In Cameroon today, the principles of multiculturalism are not respected, thereby creating misunderstandings and sometimes conflicts between the users of the different cultures and languages of the country. Despite the many measures taken by the Government so far to palliate these problems, they have persisted. The present study aims at explaining how audio-visual translation can be used to solve the problems inherent in multicultural contexts through the use of subtitling to facilitate and ease understanding among the people from different cultures. Data was collected through questionnaires from two hundred students of the University of Buea coming from nine regions of the country and international students from 9 countries in Africa. Analysis of the results revealed that 1) Multiculturalism-related laws are only on paper and thus, are not effectively implemented, 2) AVT can effectively promote multiculturalism, peace and unity but not justice. and 3) AVT can solve these conflicts if and only if the government adoptsit as one of the teaching and learning tools.","PeriodicalId":137524,"journal":{"name":"International Journal on Studies in English Language and Literature","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128544475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Funerary Symbols in Oe Kenzaburo’s the Silent Cry (1967) and Masuji Ibuse’s Black Rain (1970)","authors":"J. Nderitu, J. Makokha, J. Mugubi","doi":"10.20431/2347-3134.0712002","DOIUrl":"https://doi.org/10.20431/2347-3134.0712002","url":null,"abstract":"In this paper, we start by identifying the funerary symbols employed in the two texts under study in this work, comparatively. In the second part of the paper, the funerary symbols employed in individual texts, but not reflected in the other text, are explained. For the ease of accomplishing this, several ways were employed. The selected texts by Oe Kenzaburo and Masuji Ibuse greatly helped in putting their names in the world map as some of the most renowned literary writers.","PeriodicalId":137524,"journal":{"name":"International Journal on Studies in English Language and Literature","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127173931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Corpus Study of Gender Representation in Chinese Secondary School EFL Textbooks","authors":"Xiaowen Zhao","doi":"10.20431/2347-3134.1011002","DOIUrl":"https://doi.org/10.20431/2347-3134.1011002","url":null,"abstract":": This study seeks to examine the representation of gender in a popular series of Chinese secondary school EFL textbooks and investigate whether the Chinese government‟s promotion of the „gender-equal‟ society is reflected through the patterns of gender representation in these textbooks. The present study analyzed one popular series of EFL textbooks published in 2012 for Chinese secondary school students with corpus linguistic techniques (e.g. concordances, collocate-Lancs Box). While some of the findings (e.g","PeriodicalId":137524,"journal":{"name":"International Journal on Studies in English Language and Literature","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127259234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Failure of Basic and Functional Literacy Programmes in Zambia: A Case of Kawama East and Kaole Literacy Programmes","authors":"Lufeyo Chitondo","doi":"10.20431/2347-3134.1003002","DOIUrl":"https://doi.org/10.20431/2347-3134.1003002","url":null,"abstract":": Literacy programmes are not only meant to lift individuals out of poverty by enriching an individual’s life by creating opportunities for people to develop skills that helps them provide for themselves and their families and thus, the aim of this study was to assess the failure of basic and functional literacy programmes in two selected places of Kawama East in Mufulira on the Copperbelt Province and Kaole in Mansa district of Luapula Province. The study employed both the qualitative and quantitative methods to collect, integrate and analyze data. The study utilized descriptive research design. The target population of the study were all Head teachers, teachers, Community Development officers and adults in the selected two project areas. The project areas were coded with letter A and B in order to uphold confidentiality of the project areas where data was collected. The sample size for the study was 100 respondents. The purposive sampling was used to select the Head teachers and Community workers while simple random sampling was used to select teachers and adults involved in literacy programmes. The research instruments used in the study were questionnaires, interview and observation guide. Data was collected through the administration of questionnaire, interview and observation methods. Quantitative data was analyzed using excel to generate descriptive statistics in the form of frequency tables, bar graph and pie charts in order to give clear explanations, presentation and interpretation of the research results. Qualitative data was analyzed by using thematic method in order to generate themes. The study reviewed that there was high illiteracy levels and extreme poverty among the households in all the two project areas of Kawama East in Mufulira and Kaole in Mansa and the study also indicated that literacy programmes fail due to inadequate funds, insufficient learning time, lack of teaching staff, learning materials and lack of criteria for evaluating performance of individuals and programmes and so on. The study recommended that the Government through the Ministries of Education and Community Development come up with an ambitious literacy teaching programme in all areas.","PeriodicalId":137524,"journal":{"name":"International Journal on Studies in English Language and Literature","volume":"162 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127345643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Schematic and Linguistic Analysis of the Literature Review Section of MPhil Research Proposals in English","authors":"Josephine Brew Daniels PhD, Richard T. Torto PhD","doi":"10.20431/2347-3134.1010003","DOIUrl":"https://doi.org/10.20431/2347-3134.1010003","url":null,"abstract":"research designs, methods and conclusions. literature review critical compilations of studies previously, make a critical evaluation of the literature that was studied and progress a critical attitude.According Swales and Feak (2013), theliterature review section can explain clearly which potential areas for inclusion have not been covered in the review and why they have been omitted. Abstract : Writing a literature review has been noted as a challenging activity for novice writers in recent times. This study was conducted based on observations made in existing literature. It has been noted that novice writers hardly assess or evaluate their literature review sections. The study used the modified version of Swales’ CARS model and Halliday’s interactional resource respectively to help identify the various moves and steps used in the English of MPhil Research proposals of students of University of Cape Coast, specifically, MPhil in English Language students. Data was randomly selected from forty MPhil Research Proposals. The study identified three Moves in the literature review section of the proposals. The study found that Moves in the literature review section are sequentially arranged. The study also found that 25% of the research proposal writers use interactional resources to evaluate their literature. Hence, the study has confirmed that Bruce’s observation that novice writers do not assess the literature review section but just summarize related studies, as true, since the majority of the research proposal writers were found not to have used any of the interactional resources to evaluate their related studies. The research proposal writers showed interest in summarizing related studies as compared with criticizing the method, theories and other related matters in the related studies. This study has significant implications for academic writing instructors, genre analysts and further studies.","PeriodicalId":137524,"journal":{"name":"International Journal on Studies in English Language and Literature","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128952139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}