International Journal on Language, Literature and Culture in Education最新文献

{"title":"Cultural Memory in the Novel Unterstadt by Ivana Šojat-Kuči","authors":"Jakov Sabljić, T. Oswald","doi":"10.1515/llce-2016-0013","DOIUrl":"https://doi.org/10.1515/llce-2016-0013","url":null,"abstract":"Abstract Unterstadt (2009) by Ivana Šojat-Kuči can serve as an example of a literary and artistic intervention in the process of cultural oblivion. It is a novel that has won numerous literary awards in Croatia for its innovativeness. For the first time, it tells a story in which minority culture members themselves narrate about their ideologically suppressed family memory in order to imaginatively (re)construct the past, considering the needs of re-examining the destiny of a bourgeois family of German ancestry in the town of Osijek. Themes such as reminiscence, remembering and raising awareness of the town space are a textual polygon for telling the story as a family saga about the destiny of women in four generations – great-grandmother, grandmother, mother, and daughter. Remembering and reminiscence are considered as social and cultural constructs that arise out of mutual interaction between the members of a specific family and community. Thereunto, the role of remembering and forgetting in the process of establishing historical events, female identity and the town’s toponymy as cultural/material objects should be determined, and vice versa, the role of culture-moulded objects in memory formation should be defined. There are three methodological approaches or perspectives to the reading of the novel. First, the historiographic layer of the novel is analysed, followed by the analysis of the town as a physical givenness and a cultural construct – a point of intersection of different identities, but also as an area of trauma. The issue of oblivion and reminiscence of the German national minority in the context of specifically female history is tackled as the third perspective. The novel Unterstadt is an example of a text presenting the mechanism of official remembering and forgetting and re-creation of the past by using the discursive act of narrating human fates conditioned by great historical events.","PeriodicalId":297834,"journal":{"name":"International Journal on Language, Literature and Culture in Education","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134000985","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":"Using English to Learn While Learning to Use English: International Field Trips as a Way to Learn (Through) Language","authors":"L. Alcântara","doi":"10.1515/LLCE-2016-0015","DOIUrl":"https://doi.org/10.1515/LLCE-2016-0015","url":null,"abstract":"Abstract Learning English has always been the goal for many people to achieve. Content knowledge of any subject used to have no direct relation with mastering a foreign language. That is water under the bridge. Learning through a foreign language is a trend and must be considered as a way to prepare students for a globalized world. The adoption of a Content Language Integrated Learning Approach seems to fulfill the need for future successful professionals in field. By offering the opportunity to live real-life situations where content has to be acquired through any understanding of input in English, international field trips are an excellent way to educate content-literate and language-effective students.","PeriodicalId":297834,"journal":{"name":"International Journal on Language, Literature and Culture in Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128608564","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":"Translation as Testimony: The Politics of Cultural Representation in Daoud Hari’s The Translator and Laura Esquivel’s Malinche","authors":"S. Farid","doi":"10.1515/llce-2016-0012","DOIUrl":"https://doi.org/10.1515/llce-2016-0012","url":null,"abstract":"Abstract When the Nahua woman known as La Malinche became the interpreter of Hernán Cortés, the conqueror of Mexico, she was not only carving her name as one of history’s most influential translators, but was also rendered one of the most enduring symbols of the cultural intricacies of translation. Malinche’s knowledge of both Spanish and Nahuatl and the way it made her instrumental in the conquerors’ success took her role from the level of linguistic mediator to that of an active agent in cultural transformation, or rather cultural erosion. Having used her linguistic abilities to help the invaders against her people, Malinche has since the conquest been labeled a traitor. Becoming Cortés’s mistress served to further confirm this idea. Yet, being arguably the bearer of the first “mestizo,” Malinche came to be perceived as the mother of the Mexican people and the progenitor of the new race. In both cases, La Malinche has till this moment been emblematic of the complexities of cultural representation. Laura Esquivel’s novel Malinche (2007) explores the heroine’s position at the crossroads between two cultures where the demarcations between the target and source languages are blurred as her allegiance is put into question. The act of translation is rendered ambivalent with the translator, being a slave to the Spaniards, lacking the free will for such a vocation, thus unable to choose sides or determine who she represents. She, however, could have played a major role in preserving the memory of her pre-Colombian world just before its eradication. Daoud Hari’s The Translator: A Tribesman’s Memory of Darfur (2008) offers a different perspective of the role of the translator. Hari, who belongs to the Zaghawa tribe in Western Sudan, acts as a mediator between his people, who are being subjected to systematic genocide by the government-backed Janjaweed militia, and the outside world. Through making the conscious decision to go back to Darfur, Hari turns his knowledge of English into the tool through which he can make the voice of his people heard, hence choosing to be their representative and taking upon himself the task of documenting their trauma. This paper tackles the nature of translation through comparing the role of the translators in both works and exploring the different levels of representation associated with the process of translation. This will be done through examining the loyalty-treason paradigm and how far it affects, positively and/or negatively, the role of the translator as the bearer of his/her people’s memory. The paper will, therefore, deal with the relation between translation and testimony and will investigate how far translation can, in this sense, complement storytelling as a means of chronicling and resistance.","PeriodicalId":297834,"journal":{"name":"International Journal on Language, Literature and Culture in Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133047316","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":"Genre of an Academic Lecture","authors":"Valerija Malavska","doi":"10.1515/llce-2016-0010","DOIUrl":"https://doi.org/10.1515/llce-2016-0010","url":null,"abstract":"Abstract The lecture is one of the most common forms of instruction in universities throughout the world being used as a form of studies, with the aim of conveying knowledge to a large number of students. The article looks at the nature of the academic lecture genre, its specific characteristics in comparison to other types of written or spoken modes of different genres. It introduces key theories of Genre Schools, such as New Rhetoric Studies, Systemic Functional Linguistics and English for Specific Purposes, explores the peculiarities of the university lecture as a separate genre, looks at its structure and studies the characteristic features.","PeriodicalId":297834,"journal":{"name":"International Journal on Language, Literature and Culture in Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134325605","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 Blended Learning Approach to Academic Writing and Presentation Skills","authors":"Satu Tuomainen","doi":"10.1515/llce-2016-0009","DOIUrl":"https://doi.org/10.1515/llce-2016-0009","url":null,"abstract":"Abstract Blended learning is a common learning mode in higher education which combines the use of online and face-to-face classroom learning. The use of blended learning for English for Academic Purposes (EAP) with non-native university students, however, can pose challenges from the methods and materials to the student perceptions. This article describes the blended learning implementation of an EAP course for academic writing and presentation skills and how the students perceived the blended course mode, methods, workload, learning atmosphere and challenges. Results indicate that non-native university students appreciated blended learning for the EAP course and found the flexibility and convenience of blended learning beneficial to their EAP learning. This encourages the further development of blended learning options for EAP writing and presentation skills as students no longer require the extensive classroom teaching context but instead adapt well to self-regulated and reflective learning of EAP.","PeriodicalId":297834,"journal":{"name":"International Journal on Language, Literature and Culture in Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116988096","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":"Questions and Verbal Feedback and their Implications on Thai Undergraduate Student Participation","authors":"Yaowaret Tharawoot","doi":"10.1515/LLCE-2016-0007","DOIUrl":"https://doi.org/10.1515/LLCE-2016-0007","url":null,"abstract":"Abstract This study investigated effects of teachers’ questions and verbal feedback on student participation in three undergraduate English conversation classes. The research instruments were observations, a questionnaire, and interviews. The results showed that for the question types, referential questions were the most frequently asked questions in two classrooms and display questions were more common asked questions in one class. Regarding effects of display and referential questions on student participation, longer student responses were elicited by referential questions (3.6 the average words per a referential question, but about 2 words per a display one). Concerning the verbal feedback types, the results showed the high occurrence of interactional feedback in all classes. For effects of evaluative and interactional feedback on student participation, surprisingly in two classes evaluative feedback was associated with longer statements and answers than interactional one. In terms of student satisfaction on questions and verbal feedback, from the questionnaire results it was seen that the students were satisfied with referential questions and interactional feedback. Another interesting result from the questionnaires was that the students were motivated to participate in classroom discussion by both teachers’ questions and verbal feedback. Regarding the effects of teachers’ questions and verbal feedback on student participation in general, the verbal feedback was associated with a bit longer statements and answers than the questions (3.4 the average words per verbal feedback, but about 3 words per question). It can be concluded that in these classes, both questions and verbal feedback had the potential to be supportive of different aspects of student learning. Since questions and verbal feedback allows teachers to increase or reduce students’ opportunities for discussion, it is necessary to select the appropriate type to support students’ participation. Teachers should develop their use of questions, verbal feedback, and aim for patterns of classroom communication that are appropriate for students’ abilities, interests and motivation.","PeriodicalId":297834,"journal":{"name":"International Journal on Language, Literature and Culture in Education","volume":"103 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114091019","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":"Supervised Practice Teaching in Higher Education of Future Teachers","authors":"M. Sirotová, E. Frýdková","doi":"10.1515/llce-2016-0016","DOIUrl":"https://doi.org/10.1515/llce-2016-0016","url":null,"abstract":"Abstract Supervised practice teaching is an inseparable part of the higher education of future teachers and is perceived as the bridge between theoretical and practical preparation. It is also a tool for the development of professional competences of future teachers, therefore it is inevitable to pay attention to it in terms of theory, research and practice. This article introduces the position of self-reflection in the process of evaluating the implementation of supervised practice teaching done by students themselves. Through the analysis of self-reflecting evaluation of the implemented practice done by students, it presents various possibilities how to improve the supervised practice teaching in higher education of future teachers itself.","PeriodicalId":297834,"journal":{"name":"International Journal on Language, Literature and Culture in Education","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124750702","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":"Learning Strategies Facilitating the Processes of Language Learning in Adult Education","authors":"Denisa Gunišová","doi":"10.1515/llce-2016-0008","DOIUrl":"https://doi.org/10.1515/llce-2016-0008","url":null,"abstract":"Abstract The issue of learning must be based on the latest knowledge of various sciences and also respond to the needs of society. The meaning of life of adults lies in satisfying their needs as well as their self-realization in personal and career direction. In this paper, we focus on the issue of adult language education. Success in acquiring foreign language skills of adults depends on several factors, the level of cognitive functions is different from children, and therefore it is necessary to respect this fact when teaching adults. The way to succeed in this is to teach how to search for information, to sort and use them logically in practice. A precondition is to teach how to learn, how to use metacognitive strategies and learn how to plan the learning. The aim of this paper is to point to learning strategies, such as concept maps through which it comes to the development of metacognition and building a comprehensive knowledge structure in adult education.","PeriodicalId":297834,"journal":{"name":"International Journal on Language, Literature and Culture in Education","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125313357","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":"Effectiveness of Collaborative Strategic Reading and Whole Language Approach on Reading Comprehension Performance of Children with Learning Disabilities in Oyo State Nigeria Adetoun","authors":"A. O. Oladele, Isaac Taiwo Oladele","doi":"10.1515/llce-2016-0001","DOIUrl":"https://doi.org/10.1515/llce-2016-0001","url":null,"abstract":"Abstract This study was carried out to determine the effectiveness of collaborative strategic reading and whole language approach on reading comprehension performance of primary school children with learning disabilities in Oyo state Nigeria. Seventy eight pupils participated in the study; they were between ages nine and eleven. Five hypotheses were generated and tested at 0.05 level of significance, convenience sampling technique was used to sample participants. The study was carried out in ten weeks. A pre test post test control group quasi experimental design with a 3 x 2 factorial matrix was adopted for the study. Analysis of covariance and t-test statistics were used to analyse the data collected. The five null hypotheses were rejected because there was significant difference in treatment effect across treatment groups and gender. It is hereby recommended that collaborative strategic reading should be employed to teach reading comprehension in Nigerian primary schools.","PeriodicalId":297834,"journal":{"name":"International Journal on Language, Literature and Culture in Education","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114432645","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 Loanwords in the Language of Young, Contemporary Computer Gamers","authors":"Marta Szymańska, Paweł Sporek","doi":"10.1515/llce-2016-0004","DOIUrl":"https://doi.org/10.1515/llce-2016-0004","url":null,"abstract":"Abstract The following article is about the presence of English loanwords in the language used by young gamers. It is of research nature - it is based on the recognition, around the mother tongue, of primary and secondary school students. It emerges from survey research whose aim was to examine how the language of young Poles is influenced by information technology, especially computer games and films related to gaming. The most important aim of the research was to diagnose to what extent and in what form English vocabulary used in computer games penetrates everyday language of students. It was also important to establish the way in which Polish absorbs loaned vocabulary in natural communication and adjusts it to its rules (inflexion, syntax, word building). The questions prepared for the purpose of the survey examined linguistic intuition of students who had the possibility to choose the lexicon (English word and its Polish equivalent), as well as show the understanding of words typical of computer games which derive from English and are also changed in some way. The research tool also examined the student's lexical competence which was supposed to be directly related to the environment of new technology and computer games as well as examined the use of given lexicon in various syntactic constructs. The foundation for the described results and the topic discussed in this article were the thoughts regarding the role and the influence of new technological and socio-cultural reality and their influence on the changes in the language.","PeriodicalId":297834,"journal":{"name":"International Journal on Language, Literature and Culture in Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115776991","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}