International Journal of Language and Linguistics最新文献

{"title":"Upholding Cianjur Culture Wisdom as an Effort to Strengthen Sundanese Language and Culture in Nurturing the Nation's Character","authors":"I. Ristiani","doi":"10.11648/J.IJLL.20190706.17","DOIUrl":"https://doi.org/10.11648/J.IJLL.20190706.17","url":null,"abstract":"The Cianjur community has a cultural movement by introducing its seven cultural pillars. The seven pillars of culture are ngaos (recite), mamaos (singing art), maenpo (martial arts), tatanen (farming), tangginas (agile), someah (polite) and sauyunan (mutual cooperation). The seven pillars of culture are the local wisdom of the Cianjur people who uphold the language and culture that exists, namely Sundanese language and culture. The embedded and growing power to preserve local wisdom is also part of the effort to maintain the nation's character. The purpose of this article is to analyze the cultural wisdom of Cianjur Regency as an effort to strengthen Sundanese language and culture in maintaining national character. The conclusion in this article is in human life, so that communication runs well, humans choose and use language according to their function. That is why communication is expected to run effectively. Language, as a communication tool used by humans to optimize their role as social creatures. Language is cultured. Both have a very close relationship. As a medium to express ideas, ideas, opinions, thoughts or feelings, the language used by someone reflects the thoughts and culture of that person. Thus, language, culture, and character have a very big role for humans in carrying out their functions as social beings. For the people of Cianjur, preservation of language and culture is bound in the seven pillars of Cianjur culture.","PeriodicalId":352308,"journal":{"name":"International Journal of Language and Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129566169","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":"Rhetorical Strategies in Political Texts of \"Indo-pacific Strategy\" of the Abe Government","authors":"Wei Tian, Hongmei Chai","doi":"10.11648/J.IJLL.20190706.15","DOIUrl":"https://doi.org/10.11648/J.IJLL.20190706.15","url":null,"abstract":"Since the second ruling of Abe, the \"Indo-Pacific Strategy\" has gradually came into being and being regarded as a key strategy to instruct Japan’s acts on maritime security. In that this strategy is of vital importance to the freedom of China’s oceanic movements, the study on this subject is significant to the Sino-Japan relationship. Drawing on ideological rhetorical criticism and corpus-assisted methods with software of SPSS, by combining \"ideographs\" and \"policy triggers\", this paper aims to explore the ideology under the discourse construction of Japan's \"Indo-Pacific Strategy\" from 2012 to 2018. Moreover, by analyzing the rhetorical strategies based on Burke’s identification theory, we have tried to examine how the audiences’ ideology are being manipulated. The study shows that Abe's government has constructed an ideological rhetorical system to curb the China's rise, build a new maritime order, and concealed the ideological undercurrent of nationalism by terministic screens. At the same time, the Abe government indoctrinated and manipulated the audiences' ideologies by rhetorical strategies of \"identification by sympathy\" and \"identification by antithesis\".","PeriodicalId":352308,"journal":{"name":"International Journal of Language and Linguistics","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128852767","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":"So Similar, So Different – A Corpus-driven Method of English Periphrastic Causatives","authors":"Lin Yu","doi":"10.11648/J.IJLL.20190706.13","DOIUrl":"https://doi.org/10.11648/J.IJLL.20190706.13","url":null,"abstract":"With insights of Talmy’s claim of Agonist and Antagonist in his force dynamic theory, this paper explores the English periphrastic causatives “Cause” and “Make” in the FLOB corpus (The Freiburg–LOB Corpus of British English). With purpose to figure out the similarities and differences between “Cause” and “Make” with additional semantic features, we introduce the methods of colligation and semantic prosody in corpus-driven analysis to explore and illustrate the distribution of the English periphrastic causatives “Cause” and “Make”. The research results indicate that: (1) Based on the colligation of the English periphrastic causatives “Cause” and “Make”, Talmy’s claim of the distribution of Agonist and Antagonist can be revised with more details in terms of the active and passive voice. That is, the distribution of Agonist and Antagonist keeps similar with each other in the colligations of English periphrastic causatives of “Cause” and “make”. Even though the colligations of “Make” are used more often than “Cause”, the Antagonist can be foregrounded as the subject and the Agonist is backgrounded as the direct object in the active voice. Meanwhile, the Agonist is foregrounded as the subject and the Antagonist is backgrounded as the direct object or sometimes omitted in the passive voice. (2) Moreover, “Cause” and “Make” bear some differences with regard to their semantic prosody. “Cause” tends to express negative situations, whereas “Make” remains neutral in its descriptions. In a nutshell, this study of English periphrastic causatives “cause & make” falls into the complementary framework of Talmy’s theory about force and causation.","PeriodicalId":352308,"journal":{"name":"International Journal of Language and Linguistics","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132150405","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":"Classroom Interaction and Communicative Language Teaching: Challenges of Using Authentic Oral Interaction in EFL Context the Case EFL Learners of Ambo University","authors":"Tegbar Kibret Muluneh","doi":"10.11648/J.IJLL.20190706.12","DOIUrl":"https://doi.org/10.11648/J.IJLL.20190706.12","url":null,"abstract":"Communicative Language Teaching (CLT) is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study. Language learners learn and practice the target language through the interaction with one another and the instructor by using authentic texts. The aim of this study was to develop a deep understanding of authentic interaction in English as a foreign language classroom so as to improve communicative language teaching approach. Participants in this study were seven experienced English language instructors of Ambo University whom they are selected purposively. Semi-structured interview, focus group discussion and classroom observation were used as the basic tools of data. The gathered data was analyzed according to systematic design of grounded theory analysis method. The developed model of interaction for language classroom in the light of communicative language teaching is notably to give deep descriptions on how classroom interaction substantially occurs and what factors affect it in foreign language context from different perspectives in the view of authentication. Thus, authentic classroom interaction can be more comprehended under the background of interrelated factors: interaction practices, teacher and student factors, learning objectives, content materials, classroom contexts, and outer contexts surrounding the interaction practices. Thus, in order to achieve the desired goal of communicative language teaching, the dimension of verbal interaction practic­es, teacher speech, questions, and feedback should be revised in the light of classroom authentication.","PeriodicalId":352308,"journal":{"name":"International Journal of Language and Linguistics","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131297862","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":"Linguistic and Epistemology Challenges in Research Writing: An Exploratory Study of Chinese Graduate Students’ Academic Writing Experiences","authors":"Fei Wang","doi":"10.11648/J.IJLL.20190706.11","DOIUrl":"https://doi.org/10.11648/J.IJLL.20190706.11","url":null,"abstract":"The purpose of this grounded theory study was to examine the difficulties faced and strategies used by Chinese graduate students with English academic writing at an American university. Eight graduate students majoring in humanities and social sciences at different stages of their graduate studies were interviewed. The interview data illustrated the types of difficulties that these students encountered and the types of coping strategies they used in the process of adapting to the requirement of specific disciplinary written discourses. Difficulties and problems varied across the curriculum and the individuals. Some common problems included insufficient linguistic knowledge, being unfamiliar with academic writing conventions and gaps in the epistemological assumptions between U.S. and China’s academia. One of the biggest gaps is lack of critical thinking skills among Chinese students and different attitudes towards verification in writing. These difficulties and problems reflect the complexity of writing as a socially constructed activity that requires necessary linguistic knowledge as well as familiarization with cultural models, i.e., ways of thinking, believing and valuing that are associated with the disciplinary discourses. The results of the study suggest that this group of Chinese graduate students had received limited training in English academic writing before they came to U.S and they brought with them to the U.S. classrooms writing experiences that at times differ from the writing conventions of the American academia and, therefore, need assistance in order to successfully adjust to the new academic environment. This study also showed that there is not enough social help for those international graduate students. For most of them, adjusting to the U.S. academic written discourse is mainly a trial-and-error process. Therefore efficient social help from the peers, professors and curriculum is needed.","PeriodicalId":352308,"journal":{"name":"International Journal of Language and Linguistics","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124106855","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":"Characteristics of Conceptual Metaphor: A Case of Metaphorical Expressions Based on Human Senses in Vietnamese","authors":"T. Oanh","doi":"10.11648/j.ijll.20190705.19","DOIUrl":"https://doi.org/10.11648/j.ijll.20190705.19","url":null,"abstract":"Conceptual Metaphor (CM) is the main factor in the thinking process of people as well as in the way people perceive the around world and at the same time. Although they are using conceptual metaphors, they do not find it is a metaphor. In the view of Cognitive Linguistics (CL) - a quite new approach in linguistics considering language as part of general cognition and thinking. Regarding language as an essential part of cognition, the field of metaphors has been focused on in the research of linguistics in the world. This may be explained that researchers have found the general characteristics of metaphors in languages. Vietnamese is not an exception, especially in expressing CM based on human senses (HSs). In other words, in Vietnamese, people use conceptual metaphors in a way that think or conceptualize the “target” domain through the “source” domain by experiencing their body parts and the nature systematically. This article refers to the characteristics of metaphors in the view of CL in detail along with special evidences in Vietnamese metaphorical expressions based on HSs. The related words and phrases were saved in order to serve examining their meanings if they were concrete or abstract in the view of CL in the online dictionaries so that the meanings of them were explained the most completely along with the descriptive, analytic and synthetic methods which are for describing the data collected to set up a foundation for analysis in clarifying the CM’s characteristics. The study brought a both general and particular view for learning a language with a hope to be applied in the research’s content for teaching, learning and translating for learners or researchers of Vietnamese more effectively.","PeriodicalId":352308,"journal":{"name":"International Journal of Language and Linguistics","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132881067","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 What, Why and How of Conducting Focus-Group Research","authors":"F. Almutrafi","doi":"10.11648/J.IJLL.20190705.18","DOIUrl":"https://doi.org/10.11648/J.IJLL.20190705.18","url":null,"abstract":"Qualitative research methodology is considered to be appropriate if a researcher plans to scrutinise a new area of study or research a topic when it is not suitable to use observational techniques such as attitudes and decision-making. The choice of any research methodology depends on the purpose of the research. In social science research, the three most common qualitative methods are observation, interviews, and focus groups. Each method is particularly suitable for obtaining a specific type of data. For example, the use of observation is suitable for collecting data on naturally occurring behaviour found in their usual contexts. Interviews are most appropriate for collecting data on people’s personal histories, perspectives, and experiences, particularly when exploring sensitive topics. Focus groups are effective in obtaining information on how groups of individuals think or feel about a specific issue and they also give greater insight into why certain beliefs are held. This paper aims to highlight different issues with regard to using focus groups as a qualitative method in the field of social sciences that can be integrated into an overall study design or can occur independently when a specific issue is being investigated. It starts off with an overview of focus groups and presents the values and limitations of using focus groups followed by some principles for composing them. The paper also discusses the role of the moderator. It concludes with the ethical considerations that should be taken into account when planning to use the focus group methodology.","PeriodicalId":352308,"journal":{"name":"International Journal of Language and Linguistics","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134268959","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 Third-year Vet Med Students’ English Course Content and Learning Outcomes: Causes of Poor Performance","authors":"Larice Toko Lumanda","doi":"10.11648/J.IJLL.20190705.17","DOIUrl":"https://doi.org/10.11648/J.IJLL.20190705.17","url":null,"abstract":"The Third-Year Vet Med Students at the University of Kinshasa have been learning English for three years. Unfortunately, they are not able to speak, listen, read and write English. This fact needs and an investigation in order to find out the causes of this phenomenon. The investigation can involve many aspects such as the teaching methods, teaching materials, the course content, the students’ background, learning outcomes, etc., but this article tackles only the course content and learning outcomes. This paper aims at examining the course content and the learning outcomes in order to detect the causes of the Third-Year Vet Med students’ poor performance in English. To reach this aim, both the course content and learning outcomes are examined on the basis of Syllabus Review Method. The course content is examined in order to make sure if it has all important sections such as course title, course description, learning outcomes, course syllabus, learning activities, Assessment types, required and recommended readings, and feedback for evaluation since these sections have a considerable impact on the students’ performance. Moreover, the learning outcomes are examined in order to check whether they are clearly stated and measurable. When learning outcomes are clearly stated and measurable, both lecturer and students work together so as to achieve them at the completion of the course. The article starts by literature review of course content and learning outcomes; thereafter it presents the course content and learning outcomes mentioned in the Third-Year Vet Med Students’ course handout. Next, it discusses the course content and learning outcomes with respect to recommendations proposed by the Course Planning Service and literature review. This discussion has led to the conclusion that the Third-Year Vet Med Students’ poor performance is due to the poor course content and lack of clear and measurable learning outcomes. Therefore, it is suggested to conduct a scientific research about the Vet Med Students’ needs in order to design appropriate course content with clear and measurable learning outcomes on the basis of Communicative Learning Principles.","PeriodicalId":352308,"journal":{"name":"International Journal of Language and Linguistics","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126904364","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":"An Empirical Study on the Impact of an Automated Writing Assessment on Chinese College Students’ English Writing Proficiency","authors":"Shuwen Wang, Ran Li","doi":"10.11648/J.IJLL.20190705.16","DOIUrl":"https://doi.org/10.11648/J.IJLL.20190705.16","url":null,"abstract":"Automated writing evaluation (AWE) is an online essay scoring system which can provide feedback and revising advice to teachers and students. In this paper, an empirical study was carried out to explore the impact of Writing Roadmap2.0 (WRM2.0)-an automated writing assessment system on the English writing proficiency, which is reflected in three dimensions-the language form, the contextual structure and the writing quality of non-English major freshmen in China. In this study, 100 participants were divided into the experimental class (EC) and the controlled one (CC) at random, with 50 ones in each class. Both qualitative method and quantitative method were adopted for data collection and analysis, including the pre- and post-tests on WRM2.0, teacher-assessed writing task and interviews. The results revealed that while there was no significant difference in the writing proficiency in pre-test on WRM2.0 between EC and CC, the former outperformed the latter in both post-test on WRM2.0 and teacher-assessed writing task in the final exam in two dimensions: the language form and the writing quality. With regard to the aspect of contextual structure, EC benefited a little on WRM2.0. Generally speaking, this empirical study observed positive impact of WRM2.0 on writing proficiency of L2 students in China. It is expected that the findings will provide references for the further integration of AWE with writing teaching and learning in the EFL classroom.","PeriodicalId":352308,"journal":{"name":"International Journal of Language and Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129379331","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":"Effects of Input Hypothesis Theory on Improving Students’ Reading Attitudes to English and English Reading Ability in Higher Vocational Colleges","authors":"W. Xia","doi":"10.11648/J.IJLL.20190705.15","DOIUrl":"https://doi.org/10.11648/J.IJLL.20190705.15","url":null,"abstract":"Reading is a basic skill of English learning and the base of developing listening, speaking and writing skills. As a way of “knowledge input”, reading is also the major pathway for research and exchange of science and technology. In Higher Vocational Colleges, due to fewer reading classes and their relatively weak English foundation, most students produce negative reading attitudes towards English and their English reading ability is poor. In order to cultivate students with strong English reading ability to adapt to social development, the author chose 63 students from a higher vocational college as subjects and carried out a ten-week reading program under the guideline of Input Hypothesis Theory. Before and after the program, the students were asked to finish surveys about reading attitudes to English and do English tests. During the program, the students were asked to read a English novel every week. Meanwhile, the author monitored the program all the way to ensure its smooth progress. After ten weeks, by collecting, comparing and analyzing data from surveys and English tests, the author understood deeper the influence of Input Hypothesis Theory on students’ English study. The result indicated that, after the reading program, those students improved not only their reading attitudes to English, but also their English reading ability to a great extent.","PeriodicalId":352308,"journal":{"name":"International Journal of Language and Linguistics","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121229718","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}