International Journal of Arabic-English Studies最新文献_第2页

Child Maltreatment and Survival in Jane Rowan’s The River of Forgetting: A Memoir of Healing from Sexual Abuse 简-罗文的《遗忘之河》中的儿童虐待与生存：治愈性虐待的回忆录

International Journal of Arabic-English Studies Pub Date : 2024-03-19 DOI: 10.33806/ijaes.v24i2.611

I. Raslan, Hanan Barakat Diwidar, Mariem Fathy Mohamed

{"title":"Child Maltreatment and Survival in Jane Rowan’s The River of Forgetting: A Memoir of Healing from Sexual Abuse","authors":"I. Raslan, Hanan Barakat Diwidar, Mariem Fathy Mohamed","doi":"10.33806/ijaes.v24i2.611","DOIUrl":"https://doi.org/10.33806/ijaes.v24i2.611","url":null,"abstract":"In the twenty-first century, child maltreatment has broadened our perception of the relationship between child sexual abuse, survival and the healing process from psychological trauma. Trauma narratives are considered personalized responses to the awareness of the drastic effects of sexual assaults on children. Memoirs illustrate the effect of child sexual abuse on memory and identity. This research paper aims at applying Jennifer Freyd’s trauma theory that involves child maltreatment and emotional neglect to Jane Rowan’s The River of Forgetting (2010). It deals with the concept of betrayal trauma, its symptoms and some of the defensive surviving strategies such as dissociative amnesia and dissociative identity disorder (DID) as adaptive responses to childhood sexual abuse. Rowan’s memoir is considered a personal account of her psychological suffering due to her repressed memory of being sexually abused by her father during her early childhood. It examines how the protagonist struggles to survive among persistent traumatic memories that are repressed during forty years of her life. Finally, the textual analysis clarifies the process of recovery from psychological trauma by using psychotherapy, dance therapy, art therapy and scriptotherapy.","PeriodicalId":37677,"journal":{"name":"International Journal of Arabic-English Studies","volume":"18 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140229679","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}

引用次数: 0

Subject-Verb Agreement in Arabic from a Sign-Based Construction Grammar Perspective: A Sentence Types View 从基于符号的结构语法角度看阿拉伯语中的主谓一致：句型观点

International Journal of Arabic-English Studies Pub Date : 2024-02-21 DOI: 10.33806/ijaes.v24i2.510

Rukayah Alhedayani

引用次数: 0

The Limits of the Postcolonial Theory in the Caribbean Context: “Nearing Forty” as a Case Study 后殖民理论在加勒比地区的局限性："将近四十》案例研究

International Journal of Arabic-English Studies Pub Date : 2024-02-21 DOI: 10.33806/ijaes.v24i2.513

Asma Hussein

{"title":"The Limits of the Postcolonial Theory in the Caribbean Context: “Nearing Forty” as a Case Study","authors":"Asma Hussein","doi":"10.33806/ijaes.v24i2.513","DOIUrl":"https://doi.org/10.33806/ijaes.v24i2.513","url":null,"abstract":"The present paper examines the limits of the postcolonial theory as a critical and historical approach to the Caribbean: its history, its literary and cultural products. To contextualize this examination, the paper starts by comparing the approaches of two contemporary historians to the region’s history, namely, B. W. Higman and Carrie Gibson who traversed and chronicled the region’s checkered past. The comparison aims to isolate the exclusivist-inclusivist dynamics at work in Higman’s linear approach in A Concise History of the Caribbean and Gibson’s episodic approach in Empire’s Crossroads: A History of the Caribbean from Columbus to the Present Day. The paper, then, addresses the analogous manifestations of these dynamics in literary criticism. Concretely, the dynamics are traced in the postcolonial critical approach to Caribbean literature via conducting a close reading of Derek Walcott’s “Nearing Forty” and a critical assessment of John Lennard’s ‘postcolonial’ reading thereof as a case study. The paper concludes with a call for similar reevaluations of the corpora of Caribbean writers and a critical (re)assessment of the attendant postcolonial readings that framed them for long. Being mainly library-based, this paper relies on books, articles, reviews, and interviews.","PeriodicalId":37677,"journal":{"name":"International Journal of Arabic-English Studies","volume":"32 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140444399","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}

引用次数: 0

Advancing EFL Writing Proficiency in Jordan: Addressing Challenges and Embedding Progressive Strategies 提高约旦的 EFL 写作水平：应对挑战和嵌入渐进战略

International Journal of Arabic-English Studies Pub Date : 2024-01-21 DOI: 10.33806/ijaes.v24i2.664

Anas Hashem Alsariera, Mohammad Yousef Alsaraireh

{"title":"Advancing EFL Writing Proficiency in Jordan: Addressing Challenges and Embedding Progressive Strategies","authors":"Anas Hashem Alsariera, Mohammad Yousef Alsaraireh","doi":"10.33806/ijaes.v24i2.664","DOIUrl":"https://doi.org/10.33806/ijaes.v24i2.664","url":null,"abstract":"Considering the critical role of writing in EFL contexts, this study sets out to examine the writing skills of Jordanian EFL students, addressing both the challenges they encounter and the potential strategies for enhancing their capabilities. To achieve this, the researchers implemented two distinct methods of data collection: a survey and semi-structured interviews. The survey data were analysed utilizing basic descriptive statistics, while the interview data were examined based on Braun and Clarke’s (2006) thematic analysis framework. The participants in this study included 150 Jordanian EFL students majoring in English language across three public universities, alongside eight experienced EFL writing instructors. The results revealed a set of writing challenges confronted by the students, such as the struggle to compose grammatically accurate and coherent text. These difficulties originated from a variety of factors, notably a deficiency in linguistic knowledge and a lack of motivation. Moreover, the study emphasized the crucial influence of the teaching process, which holds the potential to impact the students' writing proficiency either positively or adversely. To address the challenges in EFL writing, this study has outlined potential strategies, encompassing effective instruction, the enrichment of students' linguistic knowledge, the integration of advanced technologies such as Artificial Intelligence (AI), and the encouragement of student motivation. Notably, the integration of AI tools emerges as a novel strategy with the potential to revolutionize teaching practices by offering personalized feedback and enhancing the learning experience. This research substantially contributes to the existing body of literature on EFL writing, revealing the specific challenges among Jordanian EFL students, and providing a comprehensive set of practical and innovative solutions for EFL writing instructors.","PeriodicalId":37677,"journal":{"name":"International Journal of Arabic-English Studies","volume":"4 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139610092","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}

引用次数: 0

Examining the Impact of a Digital Reading Progress Tool on Saudi L2 Learners’ Reading Aloud Performance and Proficiency 研究数字阅读进步工具对沙特 L2 学习者朗读表现和能力的影响

International Journal of Arabic-English Studies Pub Date : 2024-01-21 DOI: 10.33806/ijaes.v24i2.661

Nesreen Saud Alahmadi

{"title":"Examining the Impact of a Digital Reading Progress Tool on Saudi L2 Learners’ Reading Aloud Performance and Proficiency","authors":"Nesreen Saud Alahmadi","doi":"10.33806/ijaes.v24i2.661","DOIUrl":"https://doi.org/10.33806/ijaes.v24i2.661","url":null,"abstract":": Few studies have considered the use of digital reading tools for improving the fluency and proficiency of Saudi learners of English as a second language (ESL). Hence, in this study, the researcher investigated the impact of Microsoft’s Digital Reading Progress tool on 30 Saudi ESL learners’ reading performance and proficiency. The participants were all at the B1 intermediate English language level in academic ESL, according to the Common European Framework of Reference for Languages (CEFR) English language proficiency test. The students were given one reading passage per week, and the researcher examined their performance in reading aloud over a period of four weeks using the Digital Reading Progress tool. The researcher employed a quantitative analysis, including post-assessments, to measure five aspects of participants’ reading performance: mispronunciation of words, self-corrections, omissions, repetitions, and correct words per minute. The findings revealed significant improvements in participants’ reading performance, fluency, and accuracy, as evidenced by increased accuracy after engaging with the Digital Reading Progress tool, increased scores across the five rated categories, and reduced pronunciation and word omission errors. This study contributes to the growing body of research on technology-enhanced language learning by demonstrating the positive impact of the Digital Reading Progress tool on L2 learners’ reading performance and proficiency. The findings have practical implications for ESL instructors in integrating digital tools as valuable pedagogical resources for enhancing L2 reading learning and performance.","PeriodicalId":37677,"journal":{"name":"International Journal of Arabic-English Studies","volume":"31 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140501447","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}

引用次数: 0

Robert Byron: An Iconoclast on the Road to Appreciation of Islamic Architecture 罗伯特-拜伦伊斯兰建筑鉴赏之路上的偶像崇拜者

International Journal of Arabic-English Studies Pub Date : 2024-01-21 DOI: 10.33806/ijaes.v24i2.660

Ahmad Gholi, Issa Alsulami

引用次数: 0

“Till we meet again!”: The Synchronous Hybrid Teaching of English in Saudi Arabia "直到我们再次相遇！"：沙特阿拉伯的同步混合英语教学

International Journal of Arabic-English Studies Pub Date : 2024-01-21 DOI: 10.33806/ijaes.v24i2.668

Gadah Sulaiman Almuarik, M. Alangari

{"title":"“Till we meet again!”: The Synchronous Hybrid Teaching of English in Saudi Arabia","authors":"Gadah Sulaiman Almuarik, M. Alangari","doi":"10.33806/ijaes.v24i2.668","DOIUrl":"https://doi.org/10.33806/ijaes.v24i2.668","url":null,"abstract":"This study explores the perceptions of Preparatory Year (PY) students and teachers at Imam Abdulrahman bin Faisal University regarding synchronous hybrid teaching. It also highlights the effectiveness of teaching English as a foreign language (EFL) within the two modes of the hybrid system (i.e., face-to-face and online). The study employed a triangulation of instruments, including a survey, an interview and three focus groups (FGs). The findings show that each mode has its characteristics. While the students viewed hybrid teaching positively in terms of its logistics, finding it convenient and time-saving. However, they believed high-quality education could be better achieved in person as they understood and enjoyed face-to-face classes more than online learning. They also preferred the online mode for receptive skills and face-to-face interaction for productive skills. On the other hand, teachers found hybrid teaching challenging regarding technical issues and managing two groups (remote and in class) simultaneously. They expressed various views regarding the preferred mode of teaching English skills; some wished to abandon hybrid classes and teach all the skills in face-to-face mode. During the pandemic, hybrid teaching may have been the best option to continue teaching English effectively. However, after the pandemic, this method should be retained as a backup plan to reach students with disabilities and enrich advanced learners of English. ","PeriodicalId":37677,"journal":{"name":"International Journal of Arabic-English Studies","volume":"4 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139609635","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}

引用次数: 0

Unraveling the Multifaceted Narratives of Mixed-Race Identity in Natasha Trethewey's Bellocq’s Ophelia and Thrall 揭开娜塔莎-特雷舍维（Natasha Trethewey）的贝洛克作品《奥菲利亚与鲛人》中混血身份的多面叙事

International Journal of Arabic-English Studies Pub Date : 2024-01-21 DOI: 10.33806/ijaes.v24i2.663

Nehal Ali Abdulghaffar M. Kuraiem

{"title":"Unraveling the Multifaceted Narratives of Mixed-Race Identity in Natasha Trethewey's Bellocq’s Ophelia and Thrall","authors":"Nehal Ali Abdulghaffar M. Kuraiem","doi":"10.33806/ijaes.v24i2.663","DOIUrl":"https://doi.org/10.33806/ijaes.v24i2.663","url":null,"abstract":"Trethewey's poetry is an intervention into a worldwide debate about defining and socially restricting mixed-race identities; therefore, this research addresses these issues. In Gulfport, Mississippi, Trethewey was raised by relatives whose mixed-race marriage was unlawful. Her poetry has several allusions to both her dad, a writer, academic, and Canadian immigrant, and her mom, a caseworker. Trethewey's poetry intertwines the tale of her personal mixed ancestors with the racial history of America, even while combining this story with lyricism. \"I'm capable of getting closer to the inner reality of a poem when the poetry leans towards the poetic,\" Trethewey remarked in her address. She used a poem entitled \"Incident\" from her Pulitzer Prize-winning book Native Guard as an instance. Her grandma sponsored a voting registration campaign for disadvantaged African Americans in the 1960s, and the Ku Klux Klan burned a symbol in her family's yard as a result. Trethewey reconstructed an early form of the poem to encapsulate the complete tale of the occurrence in the first four lines. This allowed her to utilize the rest of the poem to emphasize additional psychological realities. Unraveling the Multifaceted Narratives of Mixed-Race Identity in Natasha Trethewey's Bellocq’s Ophelia and Thrall is the ground upon which this study stands.","PeriodicalId":37677,"journal":{"name":"International Journal of Arabic-English Studies","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139609658","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}

引用次数: 0

Validation of a Screening Tool for Dyslexia in English among Arabic-Speaking University Students in the Gulf Area 海湾地区阿拉伯语大学生英语阅读障碍筛查工具的验证

International Journal of Arabic-English Studies Pub Date : 2024-01-21 DOI: 10.33806/ijaes.v24i2.662

Shanthi Tiruchittampalam, Alistair Ross

{"title":"Validation of a Screening Tool for Dyslexia in English among Arabic-Speaking University Students in the Gulf Area","authors":"Shanthi Tiruchittampalam, Alistair Ross","doi":"10.33806/ijaes.v24i2.662","DOIUrl":"https://doi.org/10.33806/ijaes.v24i2.662","url":null,"abstract":"When teaching English for Academic Purposes (EAP) in an English as a Foreign Language (EFL) context, at times, dyslexic students may confound instructors at the lack of improvement in their English language ability. Such students may not have the specialist diagnostic assessment to access support services. A simple but inexpensive measure to screen for dyslexia would facilitate a more inclusive and equitable educational environment. This study examined whether an Arabic-translated version of a widely-used English L1 (first language) dyslexia checklist could identify Arabic L1 students who exhibited difficulties in English. Participants were 734 female EFL undergraduates studying EAP in one gulf university. The participants completed Arabic versions of the checklist. Using prescribed cut off scores, participants were divided into three groups: non-dyslexic, mildly dyslexic, and dyslexic. To validate the checklist, a subsample of 110 students were randomly selected for further assessment of dyslexia using the following indicators: word reading, pseudoword reading, spelling ability, phonological awareness, and rapid automatized naming skills. Results showed significant differences among the three groups for nearly all measures, suggesting that the Arabic translated checklist can be an easily administered, useful screening tool to identify Arabic L1 students who are at-risk of dyslexia in EFL.","PeriodicalId":37677,"journal":{"name":"International Journal of Arabic-English Studies","volume":"6 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139609587","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}

引用次数: 0

An Account of Humor in Covid-19 Internet Memes from the Perspective of Cognitive Relevance: A Contrastive Case Study 从认知相关性的角度阐述 Covid-19 网络备忘录中的幽默：对比案例研究

International Journal of Arabic-English Studies Pub Date : 2024-01-21 DOI: 10.33806/ijaes.v24i2.659

Maha SalahEldin Mohamed Hamed

{"title":"An Account of Humor in Covid-19 Internet Memes from the Perspective of Cognitive Relevance: A Contrastive Case Study","authors":"Maha SalahEldin Mohamed Hamed","doi":"10.33806/ijaes.v24i2.659","DOIUrl":"https://doi.org/10.33806/ijaes.v24i2.659","url":null,"abstract":": In response to Covid-19 pandemic, online humor proliferated across social media platforms as a vital coping mechanism in dealing with the unendurable pandemic-related restrictions through creating a sense of bonding in the face of this calamity regardless of geographical area, nationality, ethnicity, or socio-political affiliations. This research is a cross-lingual case study of internet screenshot memes on Covid-19 in both Arabic and English languages. It explores differences and/or similarities in establishing cognitive relevance and instigating humorous incongruity. The paper uses a three-dimensional theoretical framework that integrates Relevance Theory (RT), as a communication theory in the field of cognitive cyber-pragmatics, with the theories of Intertextuality and Incongruity in humor. Qualitative descriptive analysis revealed a consensus to regard the mass reaction to the pandemic as exaggerated, to use an interplay of intertextuality and incongruity to achieve the rhetorical purpose of critically satirizing such reactions by instigating laughter at one’s silliness. The analysis demonstrated that humorous incongruity springs from the opposing scripts between the content of IMs and the social context surrounding the pandemic as well as a marked similarity in the sources used for establishing cognitive relevance such as background knowledge and logical and lexical information reflecting RT principles.","PeriodicalId":37677,"journal":{"name":"International Journal of Arabic-English Studies","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139610289","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}

引用次数: 0