ATHENS JOURNAL OF PHILOLOGY最新文献

{"title":"Exploring Nominalization in Academic Writing: A Comparative Study of Shipbuilding and Oceanography Engineering and Linguistics","authors":"Miao Tian, Yuxin Zhang","doi":"10.30958/ajp.10-2-2","DOIUrl":"https://doi.org/10.30958/ajp.10-2-2","url":null,"abstract":"Nominalization, as a universal linguistic phenomenon, is widely used in academic discourse in various fields. In recent years, corpus-based approaches to nominalization have become increasingly prevalent, but nominalization involving academic discourse of Marine-related majors receives little attention. Therefore, this paper selects 108 academic discourse abstracts of Shipbuilding and Oceanography Engineering and 50 abstracts of Linguistics academic discourses, based on the definition of nominalization, the common form of ideational grammatical metaphor from Halliday and Zhu Yongsheng’s classification to achieve the analysis of nominalization. It explores the cross-disciplinary differences and frequency of different types of nominalizations and their functions in the selected abstracts. The results show that the common use of nominalizations and the most frequent type is “take process as thing” which shows a significant difference across the two disciplines, signifying disciplinary differences in academic writing. Besides, this paper finds the three most commonly used nominal patterns of each corpus. It provides a couple of possible reasons and elaborate explanations for the particular consequence, expecting that it can contribute to future research in this field and abstract writing in academic discourse. Keywords: nominalization, grammatical metaphor, academic writing, disciplinary differences and similarities","PeriodicalId":199513,"journal":{"name":"ATHENS JOURNAL OF PHILOLOGY","volume":"170 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128631293","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":"Ōlim in the the Tacitean Corpora","authors":"T. Zadok","doi":"10.30958/ajp.10-2-3","DOIUrl":"https://doi.org/10.30958/ajp.10-2-3","url":null,"abstract":"In studies on Latin adverbs the discussion of a specific temporal adverb in a certain corpus is rare. Moreover, an adverb peculiar to the treatises of Tacitus has not yet been analyzed in the studies concerning his language and style. Our study fills a gap, to a certain extent, on the adverbs’ researches in Latin prose and in the Tacitean corpora by examining the characteristic and unique usages of ōlim in his treatises. We surveyed selected studies dealing with general and specific adverbs, as well as with the language and style of Tacitus. Our grammatical approach adopted here is descriptive. It offers a thorough analysis of a specific adverb in a prose opus of one author, which is a restricted and homogeneous corpus. This enables us to present the full documentation of ōlim in the selected corpus of Tacitus. Our main results are: ōlim is documented in all the books with two meanings “formerly” and “long ago”. It occurs in proximity to posterior adverbs for emphasis, contrast, etc. The modified part of speech is mostly explicit: finite verbs in the past, participia, adjectives, infinitives or more than one element. Its prevalent position is before the modified part of speech, sometimes after it or it has two positions regarding the modified element. A comparison of ōlim between the treatises yielded identical and different features. Keywords: chiasmus, explicit, finite verb, multiple clause, ōlim, parallelism, posterior, syntactic position","PeriodicalId":199513,"journal":{"name":"ATHENS JOURNAL OF PHILOLOGY","volume":"486 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124419188","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 Effectiveness of Online Teaching: A Study in the Romanian Context","authors":"O. Păstae","doi":"10.30958/ajp.10-1-3","DOIUrl":"https://doi.org/10.30958/ajp.10-1-3","url":null,"abstract":"This article focuses on the effectiveness of online teaching in the academic environment and outlines the research method, data collection, and instrument development used in the study. The survey seeks to explore students’ perceptions of online learning usage, frequency, and overall satisfaction at the “Constantin Brancusi” University, the Faculty of Medical and Behavioural Sciences, carefully considering their experience and performance in order to determine whether online teaching is a viable substitute for face-to-face teaching. It was found that students liked the online experience and most viewed the Internet as a rich source of information and authentic materials having offered more resources in the online environment than in face-to-face, but a few things need to be changed such as new investments in course design, instructor support, and course evaluations. Research suggests that teachers were prepared for the online teaching and most students had almost the same outcomes in the online environment as in the face-to-face format. Keywords: online teaching, face-to-face teaching, survey, digital tools, higher education","PeriodicalId":199513,"journal":{"name":"ATHENS JOURNAL OF PHILOLOGY","volume":"153 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130002483","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":"English Writing Challenges of First-Year Students: A Case Study of a University in the Eastern Cape","authors":"Vicky Magaba","doi":"10.30958/ajp.10-1-2","DOIUrl":"https://doi.org/10.30958/ajp.10-1-2","url":null,"abstract":"Writing is a productive skill, which means that the emphasis is on the output. The fact that most students in South Africa learn English as a second language (L2) presents challenges concerning English writing proficiency, because writing is different from speaking since it utilises higher-order cognitive skills. The study analysed 184 students’ scripts showing different forms of students’ writing, such as, reports, creative writing assignments, language tests, business correspondence, research papers, answering open-ended questions on extracts and the like. A qualitative method was used to explore and describe challenges encountered by students in English writing by collecting students’ scripts to identify problem areas where interventions needed to be applied. Purposive sampling was employed for the study as the focus was specifically on first-year University students registered for different modules, but all taking Communication (English), which is a compulsory module. Various theories such as the writing process, error analysis and proficiency theory were explored in order to understand the processes that underpin academic writing. The hypothesis is that mother-tongue linguistic features will pose challenges as they are embedded in the students’ cognitive language skills, and they will therefore interfere in English writing since the students’ mother tongue and English have different linguistic rules. Possible solutions for the many and varied challenges are the application of different processes that include different pedagogical methodologies. Error analysis played a crucial role in the study since it has a bearing on students who speak English as a second language because it investigates errors which are systematic and which result from language interference (this can manifest in intralingual and/or interlingual interference). In order to address these challenges, facilitators must employ pedagogical strategies that will encompass different teaching methods and different assessment methods that will link language exercises to other forms of writing such that there is a correlation between different aspects of language skills. Keywords: English writing challenges, language interference, error analysis, teaching methods, assessment methods, language skills","PeriodicalId":199513,"journal":{"name":"ATHENS JOURNAL OF PHILOLOGY","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123237159","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-based Study on the Translation Strategies of Metaphors in President Xi's New Year's Speeches – A Case Study of New Year's Speeches from 2017 to 2022","authors":"Sun Xueke","doi":"10.30958/ajp.10-1-4","DOIUrl":"https://doi.org/10.30958/ajp.10-1-4","url":null,"abstract":"The president's Speech for a New Year includes both the summary of the past year and the outlook for the coming year, which plays an important role in expressing good wishes and displaying the national image. Various types of metaphorical expressions frequently appear in President Xi's New Year's Speech. This paper selects the New Year's Speeches from 2017 to 2022 and builds a bilingual parallel corpus to explore the translation methods of metaphors in them. This study found that there are 4 main translation methods in them, which are literal translation for remaining metaphors, free translation to adjust metaphors, addition of similes or metaphors, and omission to delete metaphors. On this basis, this study proposed that different translation strategies should be adopted from the aspects of text type, cultural context, language characteristics, and readers' acceptance to maximize the effectiveness of the source text, so as to avoid cultural default and misreading. Keywords: New Year's speeches, metaphor, C-E translation strategy, Corpus-","PeriodicalId":199513,"journal":{"name":"ATHENS JOURNAL OF PHILOLOGY","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115947160","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":"Trends of Diminutive Relexification in Neapolitan: A Lexicographic Analysis with Comparisons to Spanish and Italian","authors":"J. Ryan, Víctor Parra-Guinaldo","doi":"10.30958/ajp.10-1-1","DOIUrl":"https://doi.org/10.30958/ajp.10-1-1","url":null,"abstract":"This study marks the third phase of a larger project on diminutive relexification across the Romance languages and provides a quantitative lexicographic analysis of diminutives that have relexified in the history of Neapolitan. When compared to previous results for Spanish and Italian, namely, Phases I and II of the larger study, data suggest that Neapolitan has favored relexification with the -i(e)llo suffix, in both Latin and modern periods, and although much like Italian and Spanish that have relexified with modern non-L-form reflexes such as -ino/-ín and -etto/-ito, it is unlike Italian in that Neapolitan has favored -i(e)llo over -ino, making -etto slightly more common than -ino. The paper concludes that Neapolitan, like its Spanish and Italian counterparts, also supports the early Pan-Romance Diminutive Diasystem as asserted previously by the authors (2021). The theory suggests that the same array of both L-form and non-L-form diminutive endings have served for purposes of diminutivization Romance-wide, but each language differs in accordance with the degree of contact between each region and the center of the Empire during the Latin era, as well as any ensuing contact among each other during the post-Latin period. Such was the four-hundred-year Spanish rule and occupation over the Kingdom of Naples, and the influence Spanish exerted on the Neapolitan lexicon during this period. Keywords: morphology, lexicon, diminutives, Neapolitan, Italian, Spanish","PeriodicalId":199513,"journal":{"name":"ATHENS JOURNAL OF PHILOLOGY","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127403498","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":"Relationship between the Kartvelian Roots *γwn- ‘wine’ and *γun - ‘creep, curve, twist’ Rusudan Asatiani, Marine Ivanishvili & Ether Soselia","authors":"Rusudan Asatiani, Marine Ivanishvili, Ether Soselia","doi":"10.30958/ajp.9-4-2","DOIUrl":"https://doi.org/10.30958/ajp.9-4-2","url":null,"abstract":"Thomas Gamkrelidze &Viacheslav Ivanov’s fundamental work, based on lexical borrowings and structural-typological similarities of the Indo-European, Kartvelian, and Semitic Proto-Languages, confirms that the Georgians (Kartvelian tribes) together with the representatives of ancient civilizations (Indo-Europeans and Semites) historically belong to the same chronological stage. In this respect, the lexical units denoting ‘wine’ in the above-mentioned languages, being the subject of much research, seem very notable. The views on the Kartvelian origin of the respective stems are as old as that of considering the Kartvelian form as an Indo-European borrowing. Various viewpoints exist because the reasonable etymology of the stem has not been established based on Kartvelian data. The paper examines the Common-Kartvelian stem *γvin- ‘wine’, reconstructed by the comparison of Georgian, Megrelian, Laz, and Svan (resp. Kartvelian languages) linguistic data. Taking into account that the root represents a regular form defined by the rules of Kartvelian ablaut alternations, it is possible to regard this form as a Kartvelian stem derived from the verb *γun- denoting ‘creep, curve, twist’, and not as an Indo-European borrowing, as it used to be accepted. Thus, another linguistic-typological parallel between Kartvelian and Indo-European languages has been revealed at the lexical level. Keywords: Kartvelian languages, Indo-European languages, Semitic languages, Comparative-Historical linguistics, Kartvelian ablaut patterns, the lexeme wine","PeriodicalId":199513,"journal":{"name":"ATHENS JOURNAL OF PHILOLOGY","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131393354","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":"On how Compositional Aspect and the Article-Aspect Interplay Ought to Appear in English Comprehensive Grammars","authors":"Krasimir Kabakciev","doi":"10.30958/ajp.9-4-4","DOIUrl":"https://doi.org/10.30958/ajp.9-4-4","url":null,"abstract":"Two recent publications on compositional aspect (CA) and the article-aspect interplay (AAI) in English argue that these cross-language phenomena are so fundamental that they must be taught to learners of English at higher levels and incorporated into the contents of comprehensive English grammars (CEGs). This paper fully endorses the idea that English language teaching (ELT) at higher levels – intermediate to advanced, must include CA-AAI and that CA-AAI must also become part of the lingusitic knowledge of native speakers, but focuses on some aspects of the CA theory that are insufficiently covered and need further elaboration. Outlined and analyzed are some CA theory issues that must be appropriately handled in CEGs – and in intermediate/advanced ELT in general. It is high time for the domains of aspect, tense, nominal determination, lexical semantics and aspectually relevant adverbials to be describеd in CEGs in terms of CA and according to the latest achievements of theoretical linguistics. This will provide a much better picture of the structure, rules and regularities of the world’s most important language today. Keywords: Compositional and verbal aspect, article-aspect interplay, perfectivity- imperfectivity, boundedness/non-boundedness, definite/indefinite/zero article","PeriodicalId":199513,"journal":{"name":"ATHENS JOURNAL OF PHILOLOGY","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133363046","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 Study of Pragmatic Transfer in Criticism Strategies by Chinese EFL Learners","authors":"Jiemin Bu","doi":"10.30958/ajp.9-4-1","DOIUrl":"https://doi.org/10.30958/ajp.9-4-1","url":null,"abstract":"Speech acts as minimal unit of discourse analysis have been the focus of second language acquisition research as they not only represent language form but also reflect cultural values of the people who perform them. Like most other speech acts, the realisation of the speech act of criticising in the target language is influenced by the native language culture. Based on Nguyen’s taxonomy of criticisms, this paper uses the peer-feedback tasks to conduct research on what kind of pragmatic transfer in criticism strategies by Chinese EFL learners occurs and how it occurs in academic setting. The oral data collected through a naturalised role-play are coded and analysed quantitatively among the Chinese EFL learner group, the native English group, and the native Chinese group. The post hoc interview is also conducted among these three groups to investigate the reasons why they choose a certain criticism strategy. This research has indicated that the Chinese EFL learner group displays indirect criticism strategies, request and suggestion more frequently than the native English group and shows indirect criticism strategies, request and suggestion with somewhat similar frequencies to the native Chinese group. These three criticism strategies show Chinese characteristics of valuing politeness, caring about the hearer’s face and spiral thinking patterns. The research has shown that there is, to some extent, pragmatic transfer in indirect criticism strategies, request and suggestion by Chinese EFL learners and how pragmatic transfer in these three criticism strategies occurs in academic setting. Keywords: interlanguage pragmatics, pragmatic transfer, criticism strategy, Chinese EFL learner","PeriodicalId":199513,"journal":{"name":"ATHENS JOURNAL OF PHILOLOGY","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115798553","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":"Research on the Semantic Prosody of “Lockdown” based on Coronavirus Corpus","authors":"Jiaming Rong","doi":"10.30958/ajp.9-4-3","DOIUrl":"https://doi.org/10.30958/ajp.9-4-3","url":null,"abstract":"Corpus linguistics has offered a unique perspective for the study of semantic prosody and the quite controversial practice of lockdown after the COVID-19 has provided researchers with a valuable chance to study the semantic prosody of this word lockdown. Based on the coronavirus corpus, this paper uses a data-driven approach to study the lexical collocation characteristics and semantic prosody of lockdown. The findings are as follows: (1) lockdown tends to collocate with words indicating time, country and region, cause, executive power and influence field. (2) Its semantic prosody as a whole presents a neutral to negative semantic prosody. Semantic prosody is also different in reports from different countries. (3) Based on the diachronic study, the semantic prosody of lockdown changes over time. Keywords: coronavirus corpus, lockdown, semantic prosody","PeriodicalId":199513,"journal":{"name":"ATHENS JOURNAL OF PHILOLOGY","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130830710","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}