International Journal of Linguistics, Literature and Translation最新文献

{"title":"Style Employed in the Presentation of Environmental News in Taifa Leo Newspaper, Kenya.","authors":"N. Kitonga, S. Owala, J. Ombati","doi":"10.32996/ijllt.2023.6.12.10","DOIUrl":"https://doi.org/10.32996/ijllt.2023.6.12.10","url":null,"abstract":"Kiswahili is the national language of Kenya and the official language alongside English. Therefore, it is expected that most Kenyans have the ability to interact in both official and non official contexts using the Kiswahili language. One of the platforms that allows people to interact and gather information about what is happening in the world is print media, for example, newspapers. The Kenyan Taifa Leo newspaper is published every day with the aim of providing various types of news to the public. This newspaper presents environmental information, among other news, to the audience in the Kiswahili language. The environment is a pertinent issue both nationally and internationally. This is because it affects the life of every creature on a daily basis in one way or another. So, the information people know about their environment determines how they interact with it. In providing environmental information to their audience, journalists organize it according to their types, importance and sometimes the urgency of the news. To achieve this, they employ different styles, which involve the strategic selection of both linguistic and paralinguistic features with the aim of making the reader understand the intended message precisely and easily. This argument stems from the belief that readers understand information depending on how it is presented to them. Therefore, this paper focuses on the examination and analysis of the styles applied by journalists in the Taifa Leo newspaper of Kenya to convey environmental news.","PeriodicalId":228981,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"122 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138599594","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 Evaluation of the S1 Students’ Frequency Use of Reading Comprehension Strategies and Familiarity with them: A Case Study at the Faculty of Languages, Literature and Art, Ibn Tofail University, Kenitra, Morocco","authors":"Anouar EL MALIHI","doi":"10.32996/ijllt.2023.6.8.26","DOIUrl":"https://doi.org/10.32996/ijllt.2023.6.8.26","url":null,"abstract":"The most challenging skill for S1 university students in the EFL context is Reading comprehension. This may be due to the lack of possessing the necessary reading comprehension strategies that would help them to understand English texts efficiently. In this respect, this study is first intended to determine the relationship between the frequency of use of reading-comprehension strategies and the students’ familiarity with them before and after completing the usual curriculum of reading comprehension course. Furthermore, this study also attempts to evaluate the effect of the S1 students’ familiarity with and frequency of use of reading comprehension strategies on their performance in reading comprehension tasks. A sample of 85 University students in EFL context was chosen, but only 73 of them filled in the questionnaire and completed their pre-test and post-test. All of these 73 students attended the usual reading curriculum without any special treatment. The findings of the study indicate that the students’ awareness and frequency of use do not show any improvement as the S1 students completed their usual reading comprehension courses. Another major finding is that reading strategies frequency use and familiarity with them show no correlation with the students’ performance while taking both the pre-test and post-test. Therefore, the fact that S1 students show no development of both their use and awareness of reading comprehension strategies after completing the usual reading comprehension course and also no improvement in their performance can be explained by the ineffective training that they underwent during Semester 1 of their English studies journey. In other words, the students’ high or low scores in reading comprehension courses are not determined by their familiarity with reading comprehension strategies or their frequency use. Thus, researchers on education are urged to hold studies that shall investigate the teaching of reading comprehension strategies in the usual curriculum and how they should be taught efficiently.","PeriodicalId":228981,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124032558","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":"Exploring Effective Pedagogical Approaches and Strategies for TESOL Education to Enhance English Language Learning in Kuwait","authors":"Anwar Alshuraiaan, Hissah Almefleh","doi":"10.32996/ijllt.2023.6.8.25","DOIUrl":"https://doi.org/10.32996/ijllt.2023.6.8.25","url":null,"abstract":"This research study explores the realm of Teaching English to Speakers of Other Languages (TESOL) education in Kuwait's higher education institutions. Through a qualitative approach, the study aims to investigate and understand the most effective pedagogical approaches and strategies in this context, specifically focusing on Kuwait University as the case study site. To comprehensively understand the research problem, the study adopts a qualitative research design, utilizing a single case study approach. Kuwait University, renowned for its prominence in higher education in the country and its representation of TESOL education, is the ideal site for an in-depth exploration of the subject matter. The research methodology incorporates semi-structured interviews with TESOL instructors and students at Kuwait University. Through purposive sampling, 14 participants, including eight instructors and six students, were selected based on their expertise and experience in TESOL education. The interviews explored their perspectives, experiences, and perceptions of practical pedagogical approaches and strategies, providing rich and nuanced qualitative data. Additionally, the study conducts observations in TESOL classrooms at Kuwait University, offering valuable insights into instructional practices, instructor-student interactions, and student engagement in language learning activities. Detailed field notes complement the observations, ensuring a thorough examination of classroom dynamics and employed instructional strategies. Ultimately, this study contributes to the advancement of TESOL education in Kuwait by shedding light on the most effective pedagogical approaches and strategies. Through a qualitative lens, it offers a nuanced perspective on TESOL practices at Kuwait University, paving the way for improved language learning experiences and student outcomes.","PeriodicalId":228981,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115381870","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":"Exploring Moroccan English Teachers' Perception towards the Use of Interactive Tools in Teaching English as a Foreign Language on the Development of Critical Thinking Skills in Young Students: The Case of Extra-curricular Activities","authors":"Samia Moustaghfir, Hind Brigui","doi":"10.32996/ijllt.2023.6.8.24","DOIUrl":"https://doi.org/10.32996/ijllt.2023.6.8.24","url":null,"abstract":"Recently, the Moroccan government has launched innovative projects in the field of national education. The Kingdom of Morocco has decided to reform the education sector by placing more value on teaching English as a foreign language (EFL). This new emphasis directly aligns with the success the country has achieved in research and scientific innovation, with several achievements in production challenges, particularly in the automotive sector and aerospace maintenance. To meet the demands of the current market, parents have started showing interest in developing their children's language skills from a young age to prepare them for these new globalization challenges. In this context, several language centers have emerged to cater to this need, even though English is currently taught at both public and private educational institutions. In light of the aforementioned advancements, the objective of this article is to examine the effectiveness of using interactive tools in the teaching of English as a foreign language as part of extra-curricular activities (ECAs) on the enhancement of critical thinking (CT) abilities of young learners. The focus will specifically be on how these interactive approaches contribute to the development of critical thinking skills among the younger generation. As part of this study, the researcher gathered information from a sample size of 40 Moroccan English teachers, males and females, teaching English as a foreign language who work in extra-curricular activities (ECAs) in different regions of Morocco. A questionnaire with open-ended and rating questions was used to collect their experiences and opinions regarding the impact of interactive tools in teaching English as a foreign language on the critical thinking of young students. The study used a mixed-method approach to analyze both qualitative and quantitative data, which permits to triangulate the findings and provides a holistic view and depth and breathe to the study, enabling to gain a comprehensive understanding of teachers’ perceptions towards using interactive tools on the enhancement of young learners aged (5 to 10 years). The statistical findings of the study showed that interactive tools contribute to the development of critical thinking skills among students. The results obtained from the analysis of teacher responses will provide valuable insights to assess the effectiveness of using interactive tools as pedagogical approaches and their impact on students’ critical thinking skills.","PeriodicalId":228981,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129257154","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":"Long Journey to Freedom: An Interpretation of Hullabaloo in the Guava Orchard from the Perspective of Existentialism","authors":"Yuanying Zeng","doi":"10.32996/ijllt.2023.6.8.22","DOIUrl":"https://doi.org/10.32996/ijllt.2023.6.8.22","url":null,"abstract":"Hullabaloo in the Guava Orchard is the debut work of the 2006 Man Booker Prize winner Kiran Desai. There are many discussions on the novel from the perspective of ecocriticism, but existentialism in the work has received less attention. This article intends to start with Sartre’s existentialism, expounding how the protagonist Sampath lives in an absurd world, gets rid of the control of others and seeks the freedom he desires in his heart. This paper believes that by shaping Sampath’s image of pursuing freedom, Kiran Desai embodies his exposure to the absurd society of India and her yearning for spiritual freedom.","PeriodicalId":228981,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131468658","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":"World Englishes Today: Towards a Pluricentric Approach of Proficiency Testing","authors":"Mustapha Mourchid, Mohamed Bouaissane, Hind Brigui, M. Sawalmeh","doi":"10.32996/ijllt.2023.6.8.23","DOIUrl":"https://doi.org/10.32996/ijllt.2023.6.8.23","url":null,"abstract":"Given the fact that one of the important topics in modern sociolinguistics today is the globalisation of English (Mesthrie & Bhatt, 2008), the aim of the present paper is twofold. First, it seeks to discuss the extent to which the spread of English around the world has resulted in the emergence of new linguistic varieties of English or World Englishes (Mourchid, 2019) and how English “no longer has one single base of authority, prestige and normativity” (Mesthrie & Bhatt, 2008, p. 3). Second, the paper also seeks to provide “a rationale for proficiency testing that subscribes to the view that accepting English as the global target language requires a proficiency testing framework beyond the monolithic EFL and ESL-based tests” (Al-Kadi, 2022, p. 39). This being said, the current paper calls for a shift in paradigm from the monocentric approach, which conceives of English as being a single language, to the pluricentric approach that celebrates the linguistic variation exhibited in the English language, and which better reflects the sociolinguistic reality of present-day English, which, in turn, reflects the new trend of proficiency testing needed in a modern world where diverse varieties of English compete and struggle to find their ways in EFL classrooms.","PeriodicalId":228981,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133311176","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 Arabic Definite Article: A Challenge Facing Advanced L2 Learners","authors":"Fatima A . Alkohlani","doi":"10.32996/ijllt.2023.6.8.21","DOIUrl":"https://doi.org/10.32996/ijllt.2023.6.8.21","url":null,"abstract":"One of the most difficult challenges of learning Arabic as a foreign language is mastering the definite article system. Research in the area of Arabic L2 acquisition shows that the Arabic definite article al- ‘the’ poses serious difficulties for adult learners even at advance levels. This article is among the most frequent words of the Arabic language, and has a crucial role in maintaining text cohesion and coherence. Because of this importance and high frequency, al- ‘the’ has a huge effect on L2 learners’ language competence. The present study examines the written errors in advanced non-native Arabic learners’ use of the definite article in order to identify the most difficult areas for them, explor possible factors contributing to these difficulties, and suggest strategies that could reduce their effect. The data examined cosists of 89 written text extracted from the Arabic Learner Corpus (ALC) v2, compiled by Alfaifi, Atwel, & Hedaya (2014). A general description of the errors is provided after they are identified and classified. The study found both stuructural and semantic areas of difficulty in the learners’ usage of al, these areas were then examined to explore possible factors causing this persistent problem. Based on the analysis, some strategies to overcome these difficulties were suggested.","PeriodicalId":228981,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132323160","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":"Traces of Postmodern Vocabulary in The Road by Cormac McCarthy","authors":"Abolfazl Bafandeh Pour, Mahsa Golmohammad Gharehdaghi","doi":"10.32996/ijllt.2023.6.8.20","DOIUrl":"https://doi.org/10.32996/ijllt.2023.6.8.20","url":null,"abstract":"AbstractThe Road, written by the American novelist Cormac McCarthy in 2006, offers a decentring representation of a ruined world in which a handful of people are alive. An alienated father with his lost-in-ambiguity son on the road to survival scours the ruins for food and water, for life and meaning, and for hope long faded in a world bereft of all meaning, civilisation, and humanity, and supplanted by haunting traumas, cannibalism, and death. The novel has been subject to numerous critical analyses among which the postmodern facet, albeit a wide window to see through, has received scant critical attention. In terms of periodization and thematic analysis, postmodernism is a late twentieth century movement, which is often deemed as the successor to modernism, what is after the contemporary, it is characterised by fragmentation in style, a general disbelief in social, political, and religious narratives, paranoia, uncertainty, and deconstruction. Thus, McCarthy depicts a paranoia-stricken world, fragmented in style and theme, beleaguered by scepticism and the depthless. However, as mentioned before, the many aspects of postmodernism discernable in the novel have escaped critics’ attention. Drawing on the extracted terms by Bennett and Royle, known as the “postmodern vocabulary”, seeking to present a synopsis of the terms, and see the present work of art through their lenses, the present article not only delineates the traces of postmodern vocabularies at work in the novel but also strives to explore both their possible cause of appearance in and the effect they have wrought on the post-apocalyptic ambience of the novel. It will be concluded that this novel houses almost all the aspects of postmodernism discussed by Bennett and Royle. \u0000Keywords: Cormac McCarthy, The Road, postmodernism, the postmodern, the postmodern vocabulary","PeriodicalId":228981,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131121068","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":"Translating Culture-bound Terms in \"The Season of Migration to the North\", A Novel by Eltyab Saleh from Arabic to English","authors":"Fatahelrhman Dafaallah, Elnazeer Ali Rhama Ali, Moaz Omer Mohammed Hilal","doi":"10.32996/ijllt.2023.6.8.19","DOIUrl":"https://doi.org/10.32996/ijllt.2023.6.8.19","url":null,"abstract":"This research paper aims to investigate the strategies applied in translating cultural bound expression in \"The Season of Immigration to the North\" by the novelist Eltyab Saleh. The strategies used in this study are based on the models developed by Newmark (1988) and Baker (2018). The researcher adopted the descriptive quadrative method. Cultural bound expressions are classified into five cultural categories. The study reveals that there are (80) cultural bound expressions that fall under the following categories: 1) ecology, 2) material culture, 3) social culture, 4) organizations, customs, activities, procedures, concept and 5) gesture and habits. According to the study, the translator of the novel \"The Season of Immigration to the North\" employed the following seven strategies to translate the cultural terms: 1) applying a more general word (superordinate), 2) cultural substitution, 3) transference, 4) paraphrase using a related word, 5) translation by omission, 6) translation by naturalization, and finally literal translation. The most frequently used strategy is literal translation, followed by transference","PeriodicalId":228981,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129570513","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":"Analysis of Phonological Errors Made by Grade 4 Learners with Communication Difficulties in Kieni East Sub-County","authors":"Joyce Waruru, Eunice Auma Nyamasyo","doi":"10.32996/ijllt.2023.6.8.18","DOIUrl":"https://doi.org/10.32996/ijllt.2023.6.8.18","url":null,"abstract":"Inclusive education in Kenyan primary schools brings together learners with special needs and their peers without special needs in the mainstream classroom. Some learners in inclusive classrooms have challenges that hinder the acquisition of literacy skills. Official instruction in ESL in primary schools begins in Grade 4. Learners who fail to acquire basic language skills in Grade 4 will struggle to master ESL in the upper classes. Against this backdrop, this study set out to analyze the phonological errors made by Grade 4 learners of ESL in Kieni East Sub-County. The study adopted a descriptive research design. Seven primary schools in Kieni-East were randomly sampled, and 11 students with communication difficulties purposively sampled for data collection. The 11 learners were observed during an ESL listening and speaking lesson. The researcher turned Sony ICD-UX570 Digital Voice Recorder on and left it on the learner’s desk for a 35-minute lesson. The study identified twenty-seven (27) words with phonological errors. The phonological errors were categorized into five classes such as cluster reduction (22%) followed by reduplication  (19%), distortion (15%),  deletion (15%), stopping (11%), backing (11%) and gliding (7%), respectively. The audio-recorded data was transcribed, and the correct forms provided in a table. Data was analyzed qualitatively using Error Analysis and Natural Phonology Theory to describe the phonological errors. The study found that Grade 4 learners with communication difficulties make phonological errors due to word complexities, biological disorders, and poor cognitive development. Further, the study established that inclusive schools do not have adequate assistive resources to instruct learners with communication difficulties. This study recommends that teachers should partner with speech therapists and language researchers to assist learners with communication needs. Further, EARC should equip all inclusive classrooms with assistive resources to address the needs of learners with communication needs.","PeriodicalId":228981,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126603544","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}