European Journal of Applied Linguistics Studies最新文献

{"title":"INTERTEXTUALITY AND INTERDISCURSIVITY IN POST-COLONIAL LANGUAGE POLICIES IN KENYA","authors":"Chege Samuel Nganga, Geoffrey Maroko, Anashia Nancy Ong’onda","doi":"10.46827/ejals.v6i2.480","DOIUrl":"https://doi.org/10.46827/ejals.v6i2.480","url":null,"abstract":"Addressing the intricate challenges within the realm of language planning and policy involves establishing meaningful connections between language policy texts, discourse, and actual language practices. Moreover, navigating connections across diverse domains, contexts, levels, layers, and scales presents a formidable challenge. Therefore, this study endeavours to unravel intertextual connections as a means of comprehending language-policy texts in the Kenyan context. Focusing on post-colonial language policies in Kenya, this paper explores intertextuality and interdiscursivity. Employing Fairclough's (1992) Critical Discourse approach, this analysis explores how language policy documents undergo decontextualization from prior discourses (intertextuality) and examine their correlation with different generic chains (interdiscursivity). The study employs a qualitative research design, specifically historical and documentary analysis. The study's findings reveal that post-colonial language policies exhibit links to both pre-colonial and current policy documents, showcasing vertical and horizontal intertextuality. Additionally, these policies are linked to a myriad of past and present discourses, such as those related to culture and diversity (interdiscursivity). Notably, the analysis of intertextuality and interdiscursive discourse reveals revisions to language policy and tracks the shifts in discourses surrounding this policy over time. In conclusion, this study emphasises that the meaningful interpretation of intertextuality and interdiscursivity renders language policy texts significant. It is anticipated that this research will shed light on understanding language policy through the lens of intertextuality and interdiscursivity, contributing to a more comprehensive perspective on language policy dynamics.  Article visualizations:","PeriodicalId":475068,"journal":{"name":"European Journal of Applied Linguistics Studies","volume":"127 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138599131","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 DYNAMIC INTERPLAY OF PHONOLOGY AND SEMANTICS IN MEDIA AND COMMUNICATION: AN INTERDISCIPLINARY EXPLORATION","authors":"Zijun Shen, Hanjing Hu, Mingting Zhao, Minjie Lai, Kamran Zaib","doi":"10.46827/ejals.v6i2.479","DOIUrl":"https://doi.org/10.46827/ejals.v6i2.479","url":null,"abstract":"Phonology, semantics, and pragmatics are the three aspects of language fundamental to know how language works and how people process and use it. By examining the interaction between the memory hypothesis and linguistics in speech and semantic organization, this study seeks to better understand how individuals use language to express themselves. This study delves into finding out the association between phonology and semantics by developing a multi-faceted correspondence organization and applying ideas from computer network science and chart hypothesis. A correspondence framework of the International Phonetic Alphabet and semantic network examination in R was used to investigate the information once obtained through a web-based information gathering drive. As per the discoveries, the dynamic and ensnared association between phonology and semantics affects the correspondence that happens in the media. The aftereffects of this study offer new points of view on the idea of language and the job it plays in human communication. Understanding how semantics and phonics interact in different situations is essential for modern communication, this study is an effort to analyze the relation between words' meanings and sounds. By studying words usage in different mediums, we want to learn how these important elements affect platform interactions. Thus, the present study explains how semantics and phonology shape media and how this link can improve communication. The review suggests a multi-faceted framework that divides the linguistic framework into various layers with different hub relationships. This advanced four-layer contact network is designed to identify and analyze language confusion with precision and accuracy. It incorporates free associations, word associations, and three semantic layers to measure articulation, semantics, punctuation, and jargon. Using a comprehensive inside-and-out technique, this evaluation examines phonology and semantics through multi-faceted network analysis, allowing for effective assessment of language understanding and improvement.  Article visualizations:","PeriodicalId":475068,"journal":{"name":"European Journal of Applied Linguistics Studies","volume":"127 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138599129","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":"ADULT REFUGEES LEARNING GREEK AS L2 FOR SOCIAL INCLUSION IN NON-FORMAL EDUCATIONAL SETTINGS: THE CASE OF VOLOS IMMIGRANT CENTER","authors":"Marina Mogli","doi":"10.46827/ejals.v6i2.468","DOIUrl":"https://doi.org/10.46827/ejals.v6i2.468","url":null,"abstract":"In this article, I examine the views of asylum seekers with limited schooling experience who attend classes in Greek as a second language, and their teachers, who volunteer in a non-profit organization, using semi-structured interviews. I discuss the role of language in the social inclusion of refugees in a non-formal educational setting and how it affects their motivation to learn the Greek language. Attending classes in a non-formal setting seems to lead to greater social inclusion, broadening the students’ relationships with other immigrants/refugees and their instructors. Social skills in communication and interaction between themselves and also other people are enhanced.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0069/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":475068,"journal":{"name":"European Journal of Applied Linguistics Studies","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135487219","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":"IDENTITE DE L’ENONCIATEUR ET ENJEUX DU DISCOURS RAPPORTE DANS UN ARTICLE DE PRESSE","authors":"Ambroise Tahouo Gnabro","doi":"10.46827/ejals.v6i2.465","DOIUrl":"https://doi.org/10.46827/ejals.v6i2.465","url":null,"abstract":"<p>La question de l’identité et de la responsabilité du sujet énonciateur que nous abordons ici est liée à la problématique de la prise en charge ou non du discours par l’énonciateur. Le discours rapporté nous permet de comprendre comment le locuteur parvient à s’approprier les propos d’autrui sans toutefois en assumer la responsabilité. Cet article traite de la construction de la présence du locuteur dans le discours rapporté, plus particulièrement du discours direct (DD) et indirect (DI), dans la presse écrite. Il s’agit de voir comment les journalistes se servent du discours rapporté pour étayer leur argumentation, tout en sachant que son emploi obéit à une intentionnalité indéniable.</p><p> </p><p>The question of the identity and responsibility of the enunciator subject that we are addressing here is linked to the issue of whether or not the enunciator takes charge of the discourse. Reported speech allows us to understand how the speaker manages to appropriate the words of others without however assuming responsibility for them. This article deals with the construction of speaker presence in reported speech, more specifically direct (DD) and indirect (DI) speech, in the written press. It is a question of seeing how journalists use the reported speech to support their argument, while knowing that its use obeys an undeniable intentionality.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0013/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":475068,"journal":{"name":"European Journal of Applied Linguistics Studies","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135988536","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":"GHANAIAN ESL TEACHERS’ BELIEFS AND IMPLEMENTATION OF THE CORE COMPETENCIES OF GHANA’S NEW ENGLISH LANGUAGE CURRICULUM","authors":"Kingsley Richard Appiah, Sefa Owusu","doi":"10.46827/ejals.v6i2.463","DOIUrl":"https://doi.org/10.46827/ejals.v6i2.463","url":null,"abstract":"Teachers play a pivotal role in the implementation of the Standard Based Curriculum (SBC) at the basic school level in Ghana. Scholars and educationists disagree over what comprises ESL instructors' beliefs, how ESL teachers' beliefs influence SBC implementation, and how teachers' beliefs differ by gender. Hence, this study conducted an in-depth investigation into the influence of ESL teachers’ beliefs on the development of pupils’ core competencies in the SBC and its gender implications. The study was guided by three research objectives and questions. A sequential explanatory mixed-methods research design was adopted. A multistage sampling technique was used to select 100 participants for the study. A questionnaire, a structured interview guide, and observation were adopted as research instruments for data collection. Findings of the study revealed that ESL teachers have varied beliefs about the development of core competencies. While some beliefs are positive, such as the need for skill and effectiveness in teaching, others are negative, such as the difficulty in developing digital literacy, classrooms that are frequently too large, additional training that should be provided, and teaching and Learning Materials (TLM) that are severely lacking. It was discovered that there are gender differences in how ESL teachers implement core competencies in the classroom. One major implication of the study is that the government and GES should increase collaboration and support for teachers through regular and effective training on various segments of the curriculum and ensure that resources are adequately provided for their use.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0056/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":475068,"journal":{"name":"European Journal of Applied Linguistics Studies","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136162552","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 CORPUS-BASED ANALYSIS OF MODALITY IN THE COVID-19 ADDRESSES BY PRESIDENT AKUFFO ADDO","authors":"Hamidu Alhassan, Aikins Addae, Millicent Akosua Quarcoo, Godwin Kusi Danquah","doi":"10.46827/ejals.v6i2.457","DOIUrl":"https://doi.org/10.46827/ejals.v6i2.457","url":null,"abstract":"<p>This study aims at investigating the most used modal verbs and their semantic implications on the <em>COVID-19 addresses</em> delivered by Nana Addo Dankwa Akuffo Addo, the president of the Republic of Ghana. In all, 96,784 running words were culled from thirty (30) presidential addresses to build a specialised corpus for the study. Using the Antconc corpus software, 3.5.9 version, five (5) modal auxiliaries, that is, epistemic and non-epistemic (root) modal verbs were found to constitute the most frequently occurring modals in the <em>presidential COVID-19 addresses</em>. The analysis revealed five (5) thematic areas which these modal verbs covered - willingness, possibility, prediction, ability, and probability. These thematic areas give an indication that the president showed more commitment to dealing with the pandemic. This was evidenced by the number of times the president used non epistemic modal verbs which demonstrate ability, willingness, and possibility in handling the coronavirus pandemic. Again, the corpus revealed that the president’s measures were on the back of some form of his existing knowledge in dealing with the pandemic.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0056/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":475068,"journal":{"name":"European Journal of Applied Linguistics Studies","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135265129","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":"GENDER DIFFERENCES IN LEARNING LANGUAGES","authors":"Khalefa Kheder, Ridha Rouabhia","doi":"10.46827/ejals.v6i2.456","DOIUrl":"https://doi.org/10.46827/ejals.v6i2.456","url":null,"abstract":"Gender differences between male and female language learners have recently attracted the attention of researchers, especially in terms of how these differences impact learning achievements. Hence, this study examines gender differences in language learning without representing a specific sample area or population. It investigates previous studies by extracting the theories applied, sampling methods, data collection methods, and data analysis tools. The findings revealed that most studies employed simple random sampling techniques, and quantitative data collection methods were vastly more common than qualitative methods. Questionnaires and interviews played an important role in data collection, while SPSS was the most used data analysis tool. The findings from previous studies hold divergent views; while some studies agreed that gender does not have a significant impact on learning languages, other studies hold different views and reported that motivation, self-efficacy, cognitive load, and learning styles, among others, could be gender differences between males and females with respect to learning languages. These findings will be beneficial to language teachers and instructors regarding possible techniques to employ to enhance comprehensive and effective learning among both males and females.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0017/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":475068,"journal":{"name":"European Journal of Applied Linguistics Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135602515","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}