International Journal of Language and Linguistics最新文献

{"title":"About Latin Ecce ‘Behold! Lo! See! There!’ and Some Ancient Languages Presentatives","authors":"Marie-Ange Julia","doi":"10.11648/J.IJLL.20200801.13","DOIUrl":"https://doi.org/10.11648/J.IJLL.20200801.13","url":null,"abstract":"In this study, which is part of a larger research project on dialogue, the author deals with “little words” (as they are often called). These common and polyfunctional words seldom appear in grammars and are only dealt with within short lemmata in dictionaries. Presentatives, such as Fr. voici / voila, Lat. ecce, Gr. ἰδού “Here is, lo!”, form an independent grammatical class which needs to be defined, firstly, in a genetic approach. The author starts with the enumeration of ancient languages presentatives, classifies them according to their etymology and goes on to study Latin ecce in particular. This classification shows two structures: most ancient language presentatives come from a grammaticalized form of the imperative form of a verb requiring a visual or tactile perception; other presentatives are based on a demonstrative theme or a particle agglutination. Only Latin ecce remains unclear in spite of the many assumptions that have already been proposed. In addition, while all the other presentatives are often grammaticalized with a second-person pronoun, the sequence ecce + tibi is not attested in archaic Latin and does not even function as a pure presentative: the structure ecce me is used for self-presentation. In reality, while all the other presentatives are allocentric, ecce is egocentric. The author concludes that ecce is related to ego ‘I’. This particularity can help us both reconstruct the etymology of this word and define the presentation it expresses, thus enabling us to understand how ecce fundamentally illustrates the inscription of the dialogue within morphology.","PeriodicalId":352308,"journal":{"name":"International Journal of Language and Linguistics","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123731493","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":"Critical Analysis of Social Genetics and Linguistic Inquiry","authors":"Samuel Leykun","doi":"10.11648/J.IJLL.20200801.12","DOIUrl":"https://doi.org/10.11648/J.IJLL.20200801.12","url":null,"abstract":"Human being on Earth has undergone several transitions during its history, from the fire age to modern technology. There has been notable progress in linguistic development and social development. Sociolinguistics and Social genetics as a newlly emerging discipline have strong relationship and enaged with one another. This study tried to analyzed critically the social genetics and linguistic inquiry of human being regardless of anything. The objectives of the study were to introduce this complex idea to the biologists and linguists to reduce their racial baises and to make sense of social genetics and sociolinguistics are the major parameter of human race and genetics than hereditary genetics. The critical paradigm is used as paradigm of the study. Regarding techniques of data analysis, the qualitative approach is utilized in this study. Concerning data collection tools, the secondary data were collected from journals, findings of different researches, books, and proceedings. Therefore, this research is a desktop research. To mention some of the findings, the concept of hereditary genetics distinguish an individual or a group of individual from the other is a refutational way that triggers a misconception, and incorrect. The world outlook, and paradigm of the target speech community or an individual is not a consequence of hereditary genetics, rather this can be considered as a misconception of genetics. 99.9% of the DNA of two human is identical. But also, more than 99% of language of the world share same consonants and vowels. The phoneme chart of most language of the world is almost the same. Therefore, ethnic conflict in different part of the world particularly Africa, Areb countires, and Asia has no theoretical and practical background. More explicitly, ethnic conflict among two races has no reason and a conflict between groups are those share 99.9% of the DNA and 99% of the linguitic characteristics.","PeriodicalId":352308,"journal":{"name":"International Journal of Language and Linguistics","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129418646","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":"Communication Skills Course in Bridging the Gap of Weak Students’ Communicative Competence and Accentuating Performance: A Case of Sokoine University of Agriculture","authors":"J. W. Mwakapina","doi":"10.11648/J.IJLL.20200801.11","DOIUrl":"https://doi.org/10.11648/J.IJLL.20200801.11","url":null,"abstract":"This paper reports the findings on the effectiveness of Communication Skills (CS) course in boosting students’ communication competence at Sokoine University of Agriculture (SUA). In particular, the study determined whether there is a relationship between the ability in the CS and performance in other courses offered at the university. It also assessed the impact of the course on the students’ performance in other courses of their specialty after the training of the course, and lastly, it gauged the extent of effectiveness of the course. The study involved instructors and students and were obtained through random and purposive sampling procedures. Data for the study were collected using questionnaires, interviews and documentary reviews, and were treated qualitatively and quantitatively. The findings show that the course is not much effective at boosting students’ communication competence. Furthermore, it is revealed that there is no relationship between the CS course and other courses. This is perhaps the least anticipated result of all because one of the key objectives for teaching CS course is for it to help students to perform better in other courses of their specialization. Instead of simply concluding that CS and other courses are not connected or there is no impact of CS on other courses, there is a need of considering exceptional factors which have led to the situation. Of course, improved performance because of CS is expected, but based on these findings, there is no clear effect, partly would be because most of the non-CS instructors are being concerned much with the material content of their courses, rather than the grammatical/CS parts when evaluating students’ works. This makes CS components not reflected in the students’ performance of most of the courses. The study urges the government to improve and expand infrastructures to match with enrollment. Again, it needs to hire more academic staff and retain them through improving their salaries, incentives and payments of their demands to remedy the problem of high teacher-students ratio which is currently alarming.","PeriodicalId":352308,"journal":{"name":"International Journal of Language and Linguistics","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115656685","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 the Implications of Conversation Analysis for College Oral English Teaching","authors":"Li-yia Feng","doi":"10.11648/J.IJLL.20190706.27","DOIUrl":"https://doi.org/10.11648/J.IJLL.20190706.27","url":null,"abstract":"College English is an important basic course in China’s higher education. Its quality is related to the talents’ cultivation and their practical working ability in the 21st century. Although most Chinese college students are proficient in English reading and writing, their oral English abilities are relatively weak. As is known to all, conversation plays an irreplaceable role in oral communication, and a host of scholars and educators have advocated including authentic conversations into college oral English teaching. However, their studies are mostly concerned with only a specific interactional practice of conversation, and there lacks a systemic study on the comprehensive application of conversations to oral English teaching. As a sociological research method, Conversation Analysis is aimed to study the social practices of talk and the social norm behind these conversational practices. The findings of Conversation Analysis have shown some potential in oral English teaching. Based on the current situation of Chinese college oral English teaching, the present study first explores the applicability of Conversation Analysis to college oral English teaching, then attempts to construct a practical oral English teaching model for college students in terms of four typical interactional organizations in conversation, viz. turn-taking organization, adjacency pairs, preference organization and repair organization, so as to effectively cultivate their communicative and interactive English skills and enhance their all-round practical capabilities to use English as a whole.","PeriodicalId":352308,"journal":{"name":"International Journal of Language and Linguistics","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117024798","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 on the Application of Input Hypothesis in English Teaching of Junior High School","authors":"Sun Ying","doi":"10.11648/J.IJLL.20190706.26","DOIUrl":"https://doi.org/10.11648/J.IJLL.20190706.26","url":null,"abstract":"Since Input Hypothesis was proposed, it has attracted the attention of domestic and foreign linguists. However, Input Hypothesis is still a “virgin land” in the teaching practices of primary and high schools. This paper aims to investigate the teaching of junior high school English so as to find out the applications of Input Hypothesis in junior high school English teaching and then propose a series of strategies that can be applied in junior high school English classes in accordance with the four principles of Input Hypothesis. The study was carried out in seventh grade of a junior high school. The researchers observed the English lessons of two classes in seventh grade for three months, analyzed the teaching plans and interviewed the teacher of the two classes. This paper found out that many teaching strategies that the teacher used are theoretically related to Input Hypothesis. However, the teacher has never learned about this theory. In order to bridge the gap between Input Hypothesis and English teaching in junior high school, this paper explained four principles of this hypothesis and put forward some possible strategies. This paper hopes to make contributions to the application of linguistic theories in English teaching og junior high school and urge teachers to equip themselves with these theories.","PeriodicalId":352308,"journal":{"name":"International Journal of Language and Linguistics","volume":"399 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115609559","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":"Cultural Assimilation and Hegemony: On the Translation of “Human Rights”","authors":"Mengmeng Bo","doi":"10.11648/J.IJLL.20190706.24","DOIUrl":"https://doi.org/10.11648/J.IJLL.20190706.24","url":null,"abstract":"This essay intends to discuss the interaction in essence between translation and culture through the translation case of “human rights”. Since translation studies have many links with historical, political and cross-cultural research, an analysis of translation will be a powerful approach to exploring the cultural assimilation and hegemony hidden behind the term “human rights”. The term of “human rights” was translated as renquan in Chinese language in the 18th century when China was experiencing a period of impoverishment and long-standing debility. Because formal and dynamic equivalences could not be found in the target language, rewriting process is involved in renquan. Individualism is “missed” in ren and quan is very likely to be misunderstood by Chinese people as “power”. As a matter of fact, the idea of “human rights” has been assimilated into contemporary Chinese culture, unleashing a rush of power in China’s politics, legislation and education, so on and so forth. Those influences not only indicate a result of cultural blending, but also reveal the existence of cultural collisions. While this concept brings advances for the Chinese nation, it is often manipulated as a cultural hegemony weapon by some Western countries. Claims about human rights of hegemonic countries sometimes are ironically conflicted with the action they take. Cultural assimilation and cultural hegemony shown in the translation case of “human rights,” give rise to the enlightenments about the evaluation of a good translator. The role of translators is never static, mostly importing foreign cultures in hard times and exporting domestic cultures in taking-off times. Besides, the translating strategy of the term “human rights” is not the fundamental reason that leads Chinese indigenous ideologies to have been influenced by the West and the translators’ role in countering against cultural hegemony seems to be very tiny, but these does not mean they can do nothing. Translators should strengthen self-efficacy and they themselves should believe their roles are able to imperceptibly attract or block readers. Lastly, translators must be fully aware of cultural self-consciousness. Great translators should strengthen their sensitivity to inter-cultural communications, being neither cringing nor arrogant about different cultures and enhancing the technological literacy in this digital era.","PeriodicalId":352308,"journal":{"name":"International Journal of Language and Linguistics","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131793553","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":"Assessment of Active Learning Methods in Linguistic Courses: Ambo University in Focus, Ethiopia","authors":"Samuel Leykun","doi":"10.11648/J.IJLL.20190706.23","DOIUrl":"https://doi.org/10.11648/J.IJLL.20190706.23","url":null,"abstract":"This study attempts to explore learning style in Linguistic courses in which learners respond to and use different kinds of stimuli in their learning. Unlike other discipline, in linguistics learning is a development process in which learners use their existing knowledge to make sense of the flow of new information. The objectives of this study were Investigate both students’ and teachers’ feelings towards active learning methods, explore factors that hinder the application of ALMs in Language classes, identify the prevalent practices, opportunities and threats of ALMs Language classes, and seek remedial solutions for the identified problems in linguistics courses. The research design of this study was qualitative and quantitative. To collect the important information for the research the researcher was used the instruments such as questionnaire, and systematic observation. To mention some the findings most of the instructors used different active learning methods specially group discussion, class discussion, and presentation to deliver their lesson in linguistic courses. In addition, there are teachers who used Bus Stop, Gallery, Individual work and Gold Fish Bowl methods in addition to the above four stated methods of teaching to deliver their lesson as needed. Lack of willingness and commitment from teachers and students, Most students’ negative attitude towards ALMs, Large class size, Lack of resources and facilities, Students’ poor academic background, and the influence of old method of teaching. The university should prepare different workshop to develop the knowledge of teachers and students on ALMs in general and linguistic courses in particular.","PeriodicalId":352308,"journal":{"name":"International Journal of Language and Linguistics","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117284284","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 System of Teaching English at Agricultural Universities in Bangladesh","authors":"Snehangshu Shekhar Chanda, Abdul Rahman","doi":"10.11648/J.IJLL.20190706.20","DOIUrl":"https://doi.org/10.11648/J.IJLL.20190706.20","url":null,"abstract":"Language means the way of communication by which better understanding, communication can be possible and the learners should be efficient in at least two languages. As a matter of fact the learners at undergraduate level should learn and be efficient in reading, speaking, listening and writing in at least one foreign language. Since English is the most important language for intercultural communication, it is taught from elementary level to university level in Bangladesh. This comprehensive study shows the system of teaching English at Agricultural Universities of Bangladesh. Result indicates that there are generally five Agricultural Universities in Bangladesh and there are several faculties which offer undergraduate and Post-Graduate degree .English Language is taught as compulsory subject at all faculties at undergraduate level. There are some faculties which offer English as Optional Subject which is very rare. Communicative English / Lab English has been preferred to teach in this regard. At the time of teaching especially in the classroom, 85% teachers use power point and overhead projector and rest use White Board and Marker. English Language Practical course is offered to four faculties of Sylhet Agricultural University, four faculties at Shere Bangla Agricultural University, all faculties of CVASU and Khulna Agricultural University. All teachers use English and mother tongue in the EFL classroom to make the meaning clear to the learners. At CVASU a modern equipped Language Lab was found but the authorities of another Agricultural Universities are trying to establish English language Lab.At Bangladesh Agricultural University, there is also a good well equipped English Language Lab. The learners are also interested to learn both languages ( mother tongue and foreign language) in the classroom.","PeriodicalId":352308,"journal":{"name":"International Journal of Language and Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130615287","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":"University Students’ Perceptions of Standard-Based English Language Learning Outcome","authors":"P. T. Nhung","doi":"10.11648/J.IJLL.20190706.19","DOIUrl":"https://doi.org/10.11648/J.IJLL.20190706.19","url":null,"abstract":"On the implementation level of the National Foreign Languages Project, the Vietnamese Ministry of Education and Training (MOET) has set new language learning outcomes for different educational levels from primary education to tertiary education based on different levels of proficiency of the Common European Framework for Reference of Languages by the Council of Europe (2001) (the CEFR). As a result of the adoption of the CEFR to set learning standards, university students who are majored in a foreign language must obtain evidence of their proficiency in that language at least at C1 level in their first foreign language and B1 level in a second foreign language as pre-requisite to be awarded university graduation degree. This paper reports a study on university French-majored students’ perceptions of the CEFR-A1, A2, and B1 standard-based English language learning outcomes and the problems they face while trying to achieve these learning outcomes. The findings have shown that the investigated students have limited understanding of the standards expected of them and tend to associate the required learning outcomes with the test results rather than the development of their own language skills. The study has also revealed common problems the students faced during the implementation of the the standard-based learning outcome policy.","PeriodicalId":352308,"journal":{"name":"International Journal of Language and Linguistics","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124261120","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":"Identity Construction and Ideological Reproduction of the Secondary English Language Textbooks in Bangladesh","authors":"Jia Li, Wei Duan, Juan Dong, Sagred al Miskat Sharif","doi":"10.11648/J.IJLL.20190706.18","DOIUrl":"https://doi.org/10.11648/J.IJLL.20190706.18","url":null,"abstract":"Foreign language textbooks play an important role in shaping learners’ awareness of cultural diversity and ideological orientation. This study evaluates four English textbooks English for Today for Bangladeshi students of Junior Secondary level from Class Six to Class Ten. Data were collected from images, reading passages and dialogues of the textbooks. Following the theory of language ideology, the study examines the identity options and ideological representations in the English textbooks. Findings indicate that there are two different communities constructed by Bangladeshi characters and foreign characters in terms of gender, occupation, ethnicity and nationality; findings reveal that the identity option of Bangladeshi characters is diverse ranging from upper/middle class to low class whereas foreign characters are exclusively constructed as white/Anglophone holding decent jobs and having middle class background. Findings also show that the cultural representation of Bangladesh is dominated by the linguistic nationalism of speaking Bangla and following Bangladeshi practices as cultural norm while othering and even stigmatizing minority cultures. When representing foreign cultural practices, British-centered knowledge is produced as norm and Anglophones as ideal English speakers, and English is constructed as panacea for getting good jobs and communicating with people worldwide. Based on the findings, we argue that the white/Anglophone-centered ideology and homogenous representation of Bangladeshi culture are the reproduction of hierarchical differences structured in the postcolonial regiment. We also argue that highlighting Bangladeshi women’s social achievement and minimizing the representation of Muslim practices are mediated in the wider process of socioeconomic transformation of turning Bangladesh into a world factory with sufficient human resources and little religious disturbance. This study has implications for designing foreign language textbooks and it suggests that more diversified practices from source and foreign cultures should be included in the textbooks to cultivate learners’ cultural awareness and appreciation of cultural differences on an equal basis.","PeriodicalId":352308,"journal":{"name":"International Journal of Language and Linguistics","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128381313","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}