Forum for linguistic studies最新文献

{"title":"Language, violence, and media: Translating Russia-Ukraine 2022–2023 war from Arabic to English","authors":"Almutairi Mashael","doi":"10.59400/fls.v6i1.2026","DOIUrl":"https://doi.org/10.59400/fls.v6i1.2026","url":null,"abstract":"Reporting a situation of war is an intricate activity that requires balance. An attempt not to uphold this balance can have an implication not only on the parties involved in the war but also on the report. This paper examines Arabic-English reports of the Russia-Ukraine 2022-2023 war, considering how the target text orients towards peace. The study has a tripartite footing in translation, media, and peace linguistics, drawing insights from Holmes/Toury’s Descriptive Translation Studies. The English translation has been carried out by two purposively selected media organizations, Asharq Al-Awsat and Qatar News Agency, which primarily report in Arabic. We have chosen two media houses in order to evaluate the peace linguistic implications of target texts in private and public media houses, the result of which can draw more attention to this research area. Ten reports on the Russia-Ukraine 2022–2023 war were randomly downloaded for the study from two websites, Asharq Al-Awsat and Qatar News Agency), all in Arabic (source text) and English (target text) versions. The Source Text (ST) versions were duly screened for expressions that describe violence or peace. Such expressions constitute the focus of examination in the Target Text (TT) so that we can identify how they have been translated, which leads to their peace linguistic effect. The study finds an under-reporting (or under-translation) of a violent situation of the war in the target text via lexical omission with the intent of either promoting peace or taking sides with one of the warring parties. At other times, there is neutralization of violence in the text so that the key lexical items suggesting violence are replaced with innocuous ones. The study concludes that the TT is more interested in amplifying the statement of violence attributed to Ukraine’s ally and, at the same time, backgrounding their statement of peace. On the contrary, violence attributed to Russia is often neutralized via the use of inadequate lexemes to report events.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"93 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138954314","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 comparison of the level of the ESP language learners’ performance and engagement in a synchronous online course and the face-to-face course","authors":"Seyyed Ali Hosseini, Asma Dabiri, Sara Kashefian-Naeeini, Ramlee Mustapha","doi":"10.59400/fls.v6i1.1935","DOIUrl":"https://doi.org/10.59400/fls.v6i1.1935","url":null,"abstract":"Evidence is steadily mounting on the prominence of online and technology-enabled learning in higher education. The present study intended to investigate whether virtual, interactive, real-time, instructor-led (VIRI) online learning has the potential to yield comparable student performance and engagement results to that of a traditional face-to-face (F2F) course. This is of great significance since the study delves into the possibilities of synchronous online learning in environments where resources are scarce and provide valuable insights into how technology can contribute to improving medical education and accessibility to educational resources in Iran and other comparable educational contexts. The participants were 18–30-year-old male (n = 16) and female (n = 24) students of nursing (n = 20) and operating room (n = 20) who enrolled in synchronous online and face-to-face courses as the requisite for the fulfilment of a bachelor’s degree. T-tests and descriptive statistics were the study employed T-tests and descriptive statistics to assess variations in both student performance and engagement results. The results revealed that a synchronous course conducted through VIRI classroom technology yields equivalent student performance outcomes to a traditional face-to-face (F2F) learning environment. The findings further showed that while the students did not appear to differ in terms of the levels of expected interest in the course and paying attention in class for the F2F and VIRI courses, they perceived themselves as displaying a different behaviour in the two courses in terms of attending class, participating in class, academic workload and instructor interactions. In fact, the post-semester findings showed that despite the students’ earlier expectations, they displayed different behaviour on all six student engagement factors. The findings of this study could have direct implications for the creation, development, and delivery of synchronous online courses in higher education, including medical ones.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":" 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138961311","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 cross-cultural study of differential item functioning analysis of beliefs about Language Learning Inventory (BALLI)","authors":"Zahra Shahsavar, Reza Kafipour, Sara Kashefian-Naeeini, Peyman Jafari, Nooreen Noordin, Sayyidatul Fadlilah, Shudipta Sharma","doi":"10.59400/fls.v5i3.1701","DOIUrl":"https://doi.org/10.59400/fls.v5i3.1701","url":null,"abstract":"This research examines students’ beliefs about language learning by evaluating the measurement equivalence of the beliefs about Language Learning Inventory (BALLI). The graded response model (GRM) was used to examine differential item functioning (DIF) in the BALLI across four different countries, namely: Iran, Malaysia, Indonesia, and Bangladesh. The sample was drawn from 1613, including 500 males and 1113 females who completed the online version of the BALLI, comprising five subscales of beliefs about foreign language aptitude, the difficulty of language learning, the nature of language learning, learning and communication strategies, and motivations and expectations. Most BALLI items showed non-uniform DIF. This finding implies that students in different countries had different perceptions of the BALLI items. Therefore, researchers should be very cautious about using the BALLI in different countries. This cross-cultural comparison may generate new insights into revising the BALLI items or developing another scale to compare students’ beliefs about language learning in different countries.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":" 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138961002","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":"Some methodological issues in language research: Dealing with transcribed interpreted courtroom data","authors":"Paul Svongoro, Patson Kufakunesu","doi":"10.59400/fls.v5i3.1904","DOIUrl":"https://doi.org/10.59400/fls.v5i3.1904","url":null,"abstract":"Transcription is a crucial tool in language research, particularly in discourse analysis, as it provides a distillation of real-time interactions. In the 21st century, researchers are increasingly interested in studying authentic data samples, such as audio-recorded court hearings, to turn evanescent speech into readable and analysable formats. However, transcription involves a complex process of theoretical or methodological issues about language, making it a rich source of examinable data. Researchers need to develop adequate methodologies to make such data available for their research endeavours. This exploratory research presents transcription as a methodology for researchers interested in language and ethnographic methods, addressing critical considerations such as the data to be transcribed, the transcriber responsible, and how to represent it. The paper explores innovations in transcription and presents the benefits and challenges of transcription as a methodology, particularly in language research.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":" 1270","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138960014","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":"Embracing technology in EFL pre-university classrooms: A qualitative study on EFL learners’ perceptions of intensive and extensive reading approaches","authors":"Zulfiquar Ali, S. T. Palpanadan, Muhammad Mujtaba Asad, Hesham Hussein Rassem, M. Muthmainnah","doi":"10.59400/fls.v6i1.1894","DOIUrl":"https://doi.org/10.59400/fls.v6i1.1894","url":null,"abstract":"This study attempts to explore the perceptions of Pakistani pre-university EFL learners about the intensive reading (IR) and extensive reading (ER) approaches and the use of technology in these two approaches. This is a qualitative study using a purposive sampling technique. The participants were 10 pre-university undergraduate students enrolled in the foundation program of a public sector university in Pakistan. Researchers used semi-structured interviews and reflective diaries as data collection tools. Thematic analysis and personal interpretation techniques were used to analyze the results. The results showed that after participating in the reading classes, the students had positive perceptions of the IR and ER approaches and found them useful and interesting. The results also showed that the learners felt that their language skills improved significantly after participating in the IR and ER-related activities. Students also found these reading approaches to be complementary to each other. The results also indicated that teachers’ use of intensive reading and extensive reading approaches could make learners skilled and autonomous readers. Ultimately, their reading problems could be solved with these approaches. Moreover, the learners also perceived the use of technology in these two reading approaches as of great benefit to them. The researchers recommend incorporating IR and ER activities into the EFL classroom using digital resources to maximize EFL learners’ reading abilities and other language skills.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":" 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138963390","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 phonology, morphology, and syntax of Sundanese","authors":"Reham Alhammad","doi":"10.59400/fls.v6i1.1945","DOIUrl":"https://doi.org/10.59400/fls.v6i1.1945","url":null,"abstract":"Sundanese is an indigenous language that is spoken in West Java, Indonesia. This study considers the phonology, morphology, and syntax of Sundanese based on a corpus of more than two hundred words. It specifically aims to contribute to the literature of the language by providing some linguistic characteristics of Sundanese and comparing results to what has been previously introduced in the literature. Some previous studies of Sundanese have extensively covered the syntactic and some morphological structures of the language, but only a few studies have covered the phonological aspects. This study aims to provide a comprehensive analysis of the morphological, syntactic, and phonological aspects of Sundanese based on the production of a native speaker of the language. The participant translated all words into Sundanese and provided the singular and the plural forms for each word in the list. The participant also produced sentences using the same words in the corpus. Data were then observed, and patterns were grouped and categorized for analysis. Results showed some similarities and differences to the findings of previous work in the field. Conclusions were drawn and comparisons were made where appropriate.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":" 1035","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138960339","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":"Instructor verbal immediacy in the EFL classroom: Does it matter?","authors":"Xian Chen, S. Rafik-Galea","doi":"10.59400/fls.v6i1.1877","DOIUrl":"https://doi.org/10.59400/fls.v6i1.1877","url":null,"abstract":"Teaching English in a monolingual context is often daunting for many EFL instructors and teachers. Studies have shown that instructors are pivotal in driving students' learning motivation. However, how EFL instructors teach, including how their verbal immediacy behavior impacts learners, often goes unnoticed. Instructor verbal immediacy is a significant factor in motivating learners to learn, especially in the EFL classroom. This paper presents findings investigating the relationship between instructor verbal immediacy behaviors and learner-state motivation in an EFL classroom in China. A cross-sectional survey design was used to gather data among undergraduates majoring in English at a public university in Southeast China. The results showed that EFL instructors displayed medium to high levels of verbal immediacy and that EFL instructors’ verbal immediacy behaviors exhibited a significant correlation with EFL learners’ state motivation. The findings also revealed the two verbal immediacy behaviors as significant predictors of EFL learning motivation: using humor in class and praising students’ work, actions, or comments. Therefore, instructor verbal immediacy behaviors should be effectively integrated into EFL pedagogy to enhance EFL students' language learning motivation.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138961134","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":"Advancing semantic and pragmatic theoretical frameworks through an analysis of Taylor Swift’s “Look What You Made Me Do”","authors":"M. Diko","doi":"10.59400/fls.v6i1.1905","DOIUrl":"https://doi.org/10.59400/fls.v6i1.1905","url":null,"abstract":"Semantics and pragmatics, as theoretical frameworks, continue to prove their appropriateness in the examination of literary texts and conversations, as well as in songs and music. This denotes that the two theoretical frameworks cannot solely be constricted within the parameters of general linguistics; instead, they are applicable to other disciplines or subject areas. In view of this fact, this article aims to uncover the covert meanings in Taylor Swift’s “Look What You Made Me Do” lyrical song. To do this, semantic and pragmatic theoretical frameworks are applied, while the song itself is acknowledged as a primary source of data. The objective of this article is to demonstrate the development of semantics and pragmatics, as theoretical perspectives, and the ways in which meaning can be explicated using these theoretical perspectives in the chosen song and other areas of interest. Ultimately, the overall objective is to demonstrate how words, phrases and sentences may be understood differently by language users. The results and discussions validate that Taylor Swift uses different linguistic techniques, as well as metaphorical expressions to communicate her message to her audience. Nevertheless, such abilities of this singer and songwriter may not always be clear to everyone, hence the necessity to apply semantic and pragmatic theoretical lenses. The closing remarks underline the importance of continuing to develop the two theoretical perspectives beyond the limitations of general linguistics. In addition to this, the closing remarks underscore the synergetic relationship that exists between language and music.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138962780","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":"Defining media speech effectiveness: A case of Ukrainian president Zelenskyy’s addresses to national parliaments","authors":"Nataliia Talavira, Serhiy Potapenko","doi":"10.59400/fls.v5i3.1990","DOIUrl":"https://doi.org/10.59400/fls.v5i3.1990","url":null,"abstract":"The paper argues that effectiveness of media speeches, i.e., their ability to influence the addressees, largely rests on national prototypes, representing cultural entities and historic events. The national prototypes are clear and accessible, resonating with the addressees’ values, attitudes, and beliefs. The article analyzes rhetorical effectiveness of Ukrainian president’s addresses delivered at the beginning of the Russian-Ukrainian full-scale war to parliaments of seven states: Poland, USA, Canada, Germany, Italy, Japan and Greece. Volodymyr Zelenskyy appeals to the target audiences’ national prototypes representing events or cultural entities correlating with Ukraine’s current plight. It is found that with respect to the similarity to the national prototypes of other countries the arguments employed in Zelenskyy’s speeches fall into three types: direct, implicit, and gradual. The most effective is direct reference to prototypes at the global or national levels of the listeners’ worldviews. Less effective are implicit arguments left for the addressee to be inferred like any other implicature. The least effective are gradual arguments based on presuppositions about some commonly shared information: they modify the existing national prototypes with reference to the present or future which is not always accepted by the audience.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"9 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138997878","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 ESP teaching and learning at the military academies in Ukraine: Psychological and sociocultural aspects","authors":"Oleksandr Lahodynskyi, Olena Schcherbyna, Volodymyr Borynskyi, I. Bloshchynskyi, Alina Zinchenko","doi":"10.59400/fls.v5i3.1956","DOIUrl":"https://doi.org/10.59400/fls.v5i3.1956","url":null,"abstract":"The article deals with the psychological and sociocultural aspects of English for Specific Purposes (ESP) teaching and learning at the military academies in Ukraine. Considering the high-risk environment, the cadets will serve in after commission, it offers ways of using emotional means to facilitate the ESP learning as well as to keep up their motivation and will in order to develop appropriate abilities to perform professional functions in such hard conditions. The article proposes a range of exercises and activities at each ESP lesson stage (Introduction, Presentation, Practice, Application, Verification, and Conclusion) and develops the strategies contributing to cadets’ learning motivation. The article also provides activities and actions for the teachers, which will help them to properly organize and conduct ESP courses for the military developing cadets as ‘secondary communicative personalities’ based on the military culture of the English-speaking countries. Both the psychological and sociocultural aspects of ESP teaching and learning are analyzed with the aim of improving cadets’ professional training.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"89 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138971355","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}