Jordan Journal of Modern Languages and Literatures最新文献

{"title":"The Pragmatic Functions of Facebook Likes on Status Updates: \u0000Evidence from User Perceptions","authors":"Hady J. Hamdan","doi":"10.47012/jjmll.13.4.4","DOIUrl":"https://doi.org/10.47012/jjmll.13.4.4","url":null,"abstract":"This paper examines the pragmatic functions of the like button when users interact with status-updates on Facebook. To collect the data, the researcher asked a friend who happened to be a university professor to write a post on his Facebook account in which he requested his students, colleagues and friends to report to him in a comment when each of them tends to press the like button on a status and for what purpose. The total number of the collected comments is 218. Analysis of the data reveals that in the Jordanian context, the like button is not solely used to show appreciation as originally envisaged by Facebook. Further, the findings indicate that the use of the like button has eventually developed as a graphic pragmatic marker with eight functions and illocutions ranging in purpose from showing unreserved approval and admiration of content to showing mockery of published content. \u0000Keywords: Computer-Mediated Communication; Emojis, Gestures; Like; Pragmatic Functions.","PeriodicalId":197303,"journal":{"name":"Jordan Journal of Modern Languages and Literatures","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131334557","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":"ENGAGE Model as an Innovation in Teaching Speaking: A Case of \u0000Cognitively More and Less Active EFL Learners","authors":"","doi":"10.47012/jjmll.13.4.8","DOIUrl":"https://doi.org/10.47012/jjmll.13.4.8","url":null,"abstract":"This study investigated the effect of using the ENGAGE Model on the speaking performance of cognitively more and less active EFL learners. The participants of the study were 60 intermediate level male EFL learners who were non-randomly selected from a pool of intermediate students (N=80) based on their performance on a standard version of Preliminary English Test (PET). The selected participants were assigned to the two groups of the ENGAGE Model and Task-based Language Teaching (TBLT). They were also specified in terms of their cognitive ability as cognitively more or less active learners based on their answers to a validated cognitive profile questionnaire. The results revealed that learners in the ENGAGE Model group outperformed students in the TBLT group in terms of their L2 speaking, regardless of whether they belonged to the cognitively less or more active group. It was also concluded students with a cognitively more active profile benefit more from the ENGAGE Model. \u0000\u0000Keywords: Cognition, ENGAGE Model, Speaking Performance, TBLT, EFL Learners.","PeriodicalId":197303,"journal":{"name":"Jordan Journal of Modern Languages and Literatures","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129899118","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 “Vernacular Process” and the (Re)construction of Tradition \u0000in Ralph Ellison’s Invisible Man","authors":"","doi":"10.47012/jjmll.13.4.3","DOIUrl":"https://doi.org/10.47012/jjmll.13.4.3","url":null,"abstract":"The present paper is an attempt to explore, in and through the prism of Ralph W. Ellison’s Invisible Man (1952), the workings of Ellison’s “vernacular process” as a concept that informs the author’s critical views incorporated in the novel. More specifically, Ellison’s revisionary enterprise in this narrative demonstrates his view of African-American tradition as integrated in American and Western tradition. While the form of “invisible criticism” in which Ellison engages is a rather self-conscious manifestation of his critical model of the “vernacular process,” the present work contends that this Ellisonian model actually foreshadows Henry Louis Gates Jr.’s critical paradigm of “Signifyin(g).” What Gates names “literary Signification” stands for an indigenous African-American form of literary revision consisting in a black text’s repeating with difference of another black text’s tropes or rhetorical strategies, or such text’s appropriation of aspects of form in a white antecedent text. Through “literary Signification,” Invisible Man revises African-American texts exemplified in the present article by Richard Wright’s Black Boy (1945) and Native Son (1940). Likewise, Ellison’s narrative also revisits American and European texts, an enterprise to be seen in the present work’s examination of Ellison’s revision of James Joyce’s A Portrait of the Artist as a Young Man (1916), Walt Whitman’s romantic poetry, and T.S Eliot’s The Waste Land (1922). By establishing through “literary Signification” his African-American literary “relatives” as well as his Western and American “ancestors,” Ellison ultimately constructs the African-American literary tradition as embedded in the Euro-American tradition and thus underlines the syncretic character of American literature and culture.\u0000Keywords: Integrative, Revision, Tradition, Signifyin(G), “Vernacular Process”.","PeriodicalId":197303,"journal":{"name":"Jordan Journal of Modern Languages and Literatures","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121334612","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 Using E-Mental Schemata Strategy on Improving EFL Students’ Reading Comprehension Sub Skills","authors":"","doi":"10.47012/jjmll.13.4.1","DOIUrl":"https://doi.org/10.47012/jjmll.13.4.1","url":null,"abstract":"This study examines the potential effect of E-mind mapping on the development of reading comprehension sub-skills among seventh-grade students in Jordan. To achieve the aim, a quasi-experimental pretest-posttest design was used. The experimental group consisted of 25 students who were taught reading texts by using electronic mind maps, and the control group consisting of 25 students was taught by following the teacher’s guidebook. A pre-post reading comprehension test was developed. The results revealed significant differences in favor of the experimental group. Students in the E-mind mapping group outperformed the control group in their overall reading comprehension as well as in the reading comprehension sub-skills. Identifying the critical idea is the most developed sub-skill, and the least developed sub-skill was identifying cause and effect sub-skill. \u0000Keywords: Reading Comprehension, Reading Comprehension Sub-Skills, E-Mind Mapping, EFL","PeriodicalId":197303,"journal":{"name":"Jordan Journal of Modern Languages and Literatures","volume":"394 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131611938","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":"Translator-oriented Translation Criticism: The Case of Roger Allen’s Translation of Khan al-Khalili","authors":"","doi":"10.47012/jjmll.13.3.11","DOIUrl":"https://doi.org/10.47012/jjmll.13.3.11","url":null,"abstract":"Situated within translator studies, the present paper adopts Berman’s (1995) translator-oriented approach to translation criticism to analyze the English translation of Naguib Mahfouz’s Khan al-Khalili by Roger Allen. The paper analyzes two sets of data related not only to the translated novel but also to the translator as a cultural agent. The first set includes a collection of paratexts produced by Allen, including articles, interviews, introductions, and afterwords. The second set of data includes the Arabic and English versions of Khan al-Khalili. The paratextual data was analyzed to reveal Allen's translating position, horizon, and project, while the second set was analyzed to reveal the extent to which Allen's project is aligned with his translation of Khan al-Khalili. The result of the analysis revealed that Allen’s project is aligned with his translation, which produced a foreignized version of the novel that introduces the reader to Arab culture.\u0000Keywords: Translation Criticism, Translator Studies, Roger Allen, Arabic Literature in Translation, Naguib Mahfouz.","PeriodicalId":197303,"journal":{"name":"Jordan Journal of Modern Languages and Literatures","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123841584","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":"Space and Place: the Horror of Detachment in Emma Donoghue’s Room","authors":"","doi":"10.47012/jjmll.13.35","DOIUrl":"https://doi.org/10.47012/jjmll.13.35","url":null,"abstract":"Like any other work devoted to spatial criticism, the present paper attempts to crystallize the significant role of space and place in literature and literary studies. The paper offers a study of different aspects of space in Emma Donoghue’s claustrophobic novel Room (2010). Room is the story of a five-year-old boy called Jack who was born in captivity in a room and was brought up solely by his mom in a confined space. The haunting effect of space, Jack’s bond with an unknown cyberspace, his place attachment and the psychological aftermath of his detachment from room and his final trauma after being released from the room will be discussed in details in this study. However, the main challenge of this study is the concept of place attachment and the aftermath of detachment for Jack as a child protagonist. The paper then highlights the way spatial aspects create that kind of attachment. The novel will be examined within the triangle of space criticism, attachment theory and trauma theory. The study concludes by stating to what extent the psychological bond caused between man’s psyche and place creates attachment and how disruption in this attachment ends up in psychological trauma in the same person. \u0000Keywords: Attachment, Place Attachment, Disruption in Place Attachment, Trauma, Cyberspace.","PeriodicalId":197303,"journal":{"name":"Jordan Journal of Modern Languages and Literatures","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124529372","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":"Hedging in Political Discourse: The Case of Trump’s Speeches","authors":"","doi":"10.47012/jjmll.13.3.1","DOIUrl":"https://doi.org/10.47012/jjmll.13.3.1","url":null,"abstract":"This study examines the use and functions of hedging devices in political discourse by analysing two of the now former American President Donald Trump’s speeches. The study adopts Salager-Meyer’s (1997) framework to analyse the use of hedging devices and Rabab’ah and Abu Rumman’s (2015) framework to assign functions to hedges. The findings reveal that approximators and modal auxiliary verbs were the most frequently used hedging devices in the two speeches and that there is a noticeably frequent use of the modal auxiliary verbs will and must, an indication of power. In addition, the findings show that Trump used hedging devices almost equally between the two speeches although there is a one-year gap between the speeches selected . As for the functions, the analysis shows that, in addition to the five functions in Rabab’ah and Abu Rumman (2015), there emerged three additional functions; namely, emphasis, power and multi-functional hedges. Most hedges were generally used to mitigate language while some were used to indicate necessity and authority.\u0000Keywords: Hedging, Political discourse, Functions, Trump.","PeriodicalId":197303,"journal":{"name":"Jordan Journal of Modern Languages and Literatures","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116895876","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":"Countering Post-9/11 Stereotypes: Arab American Playwrights \u0000Make Their Voices Heard","authors":"","doi":"10.47012/jjmll.13.3.8","DOIUrl":"https://doi.org/10.47012/jjmll.13.3.8","url":null,"abstract":"Before 9/11Arab-American drama was sporadic and inconsistent in the sense that there was a relative absence of Arab-American theater or playwrights who made their voices heard across the USA. However, after 9/11 the American theater scene witnessed a surge of Arab-American drama and theater that aimed at addressing the American audience in order to voice the concerns, fears and anxieties of Arab Americans. They wanted to dispel much of the stereotype attributes which have been wrongly associated with them because of the 9/11 terrorist attacks. This study intends to examine the dramatic endeavors of Arab-American playwrights to make their voices heard through drama, performance and theater in light of transnationalism and diaspora theory. The study argues that Arab-American dramatists and theater groups write back to the hegemonic polemics against Arabs and Muslims, which has madly become characteristic of contemporary American literature and media following 9/11. Viewed in light of the anti-Arab American literary discourse, Arab-American playwrights and performers have taken giant steps towards changing the stereotypes of Arabs, and countering the loud voices of those who try to add fuel to the blazing flames of Islamophobia. To assess the contribution of Arab-American dramatists and performers to make their voices heard loud and clear in countering the stereotypes of Arabs and Muslims, Yussef El Guindi (1960-) is going to be discussed in this paper because he has been fighting the stereotypes of Arab Americans and Islamophobia in his drama and theater. El Guindi has devoted most of his plays to fight the stereotypes that are persistently attributed to Arabs and Muslims, and his drama presents issues relating to identity formation and what it means to be Arab American. A scrutiny of his plays shows that El Guindi has dealt with an assortment of topics and issues all relating to the stereotypes of Arab Americans and the Middle East. These issues include racial profiling and surveillance; stereotypes of Arabs and Muslims in the cinema and theater; and acculturation and clash of cultures. \u0000Keywords: Arab American, Identity, Theater, Stereotypes, Diaspora, Acculturation","PeriodicalId":197303,"journal":{"name":"Jordan Journal of Modern Languages and Literatures","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127029878","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":"Exit English? Reflections on Linguistic Imperialism in Mohsin Hamid’s Exit West","authors":"","doi":"10.47012/jjmll.13.3.9","DOIUrl":"https://doi.org/10.47012/jjmll.13.3.9","url":null,"abstract":"This paper considers the questions of universalism and the use of English as a global language in Mohsin Hamid’s Exit West in two parts: The first part examines the role of language in creating the world of the novel, and the second takes into account the function of naming/un-naming in mapping this world. In so doing, we attempt to reflect upon the linguistic vision that is presented in Exit West and how that vision informs the cartography of its world. We thus explore the distribution and valuation of English as a universal language and Englishes as varieties of it in the narrative and their intersection with nationalism, Hamid’s alternatives to such distribution and valuation, and the overlap between his linguistic alternatives and territorial expansion and sanction are investigated. While Hamid’s linguistic vision in the novel, we argue, proffers spaces for defying and resisting linguistic imperialism, it at times remains reinscribed within the hegemony of the English language. \u0000Keywords: World Literature, Lingua Franca, Global English, Linguistic Imperialism, Mohsin Hamid, Exit West.","PeriodicalId":197303,"journal":{"name":"Jordan Journal of Modern Languages and Literatures","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124482494","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":"Childhood is “not a story to pass on”: Trauma and Memory Paradox \u0000in Toni Morrison’s God Help the Child","authors":"Soumaya Bouacida","doi":"10.47012/jjmll.13.3.2","DOIUrl":"https://doi.org/10.47012/jjmll.13.3.2","url":null,"abstract":"This paper examines how Toni Morrison’s God Help the Child is structured around the paradox of memory; that is, the need to remember and to disremember the past. On the one hand, Bride has to relive her memory in order to confess her lies and in order to find her authentic self. On the other hand, Booker has to forget the past in order to conduct an active life. Memory centralizes Booker as the African voice when he relates the story of his brother’s abuse, that is to say, the abuse of the African culture. But, at the same time, it decentralizes him from the future projects he desires to achieve since he spends most of his time lamenting the loss of his brother. Bride, at first, believes that memory is the worst thing about healing, but, then, she realizes the reverse. By remembering the past, Bride reaches recovery. She becomes the mother figure of her Black community who wears the earrings of wisdom, spirituality and culture.\u0000Keywords: Toni Morrison, God Help the Child, the paradox of memory, childhood and trauma","PeriodicalId":197303,"journal":{"name":"Jordan Journal of Modern Languages and Literatures","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127577409","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}