This study aims to investigate the attempts of six EFL teachers at various colleges and faculties of Kuwait University to develop their EFL students’ oral skills. In a qualitative method using semi-structured interviews, the EFL teachers described their students’ levels of English as very good or good, but they needed to encourage their students to use their oral English widely so that they could, therefore, improve it to better levels. The qualitative method was chosen to get in-depth details and information about the individual experiences of the experienced teachers. The findings showed that the participants used various strategies and techniques, such as using supplementary materials, using drama, listening to tape recorders, working in language labs, having group discussions (with or against), etc. The data also revealed that the improvement of oral skills of EFL students at Kuwait University had been successfully achieved.
{"title":"Attempts of EFL Teachers at Kuwait University for Enhancing Their EFL Learners’ Oral Skills","authors":"Mohammad Almutairi","doi":"10.22158/selt.v8n4p1","DOIUrl":"https://doi.org/10.22158/selt.v8n4p1","url":null,"abstract":"This study aims to investigate the attempts of six EFL teachers at various colleges and faculties of Kuwait University to develop their EFL students’ oral skills. In a qualitative method using semi-structured interviews, the EFL teachers described their students’ levels of English as very good or good, but they needed to encourage their students to use their oral English widely so that they could, therefore, improve it to better levels. The qualitative method was chosen to get in-depth details and information about the individual experiences of the experienced teachers. The findings showed that the participants used various strategies and techniques, such as using supplementary materials, using drama, listening to tape recorders, working in language labs, having group discussions (with or against), etc. The data also revealed that the improvement of oral skills of EFL students at Kuwait University had been successfully achieved.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"438 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126191319","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}
A number of studies on Nigerian English intonation, of which sentence stress is a part, reveal that Nigerian English is devoid of accentuation; it is generally spoken with tone. Even at that, none of these studies has analyzed how teachers of English in Nigeria articulate or utilize sentence stress in speech, whether consciously or unconsciously. This present study focuses, therefore, on the performance of secondary school English teachers in the use of sentence stress for effective communication. Analysis of 24 (12 short and 12 long) elicited English sentences uttered by 32 secondary school English teachers in Lagos State of Nigeria reveal a performance of only 27% correct accentuation and 73% incorrect accentuation. The study concludes that secondary school teachers of English in Nigeria have not adequately mastered the art of accenting the right words in sentences to accurately generate the intended meaning. The study recommends that intensive trainings be organized for teachers of English, thereby creating awareness of the need to treat sentence stress not only as a mere English Language classroom topic, but also as an effective tool of oral communication beyond the shores of Nigeria.
{"title":"Exploring the Articulation of Sentence-Stress among Teachers of English in Selected Nigerian Secondary Schools","authors":"Eunice Fajobi, Adenike Onadipe","doi":"10.22158/selt.v8n3p166","DOIUrl":"https://doi.org/10.22158/selt.v8n3p166","url":null,"abstract":"A number of studies on Nigerian English intonation, of which sentence stress is a part, reveal that Nigerian English is devoid of accentuation; it is generally spoken with tone. Even at that, none of these studies has analyzed how teachers of English in Nigeria articulate or utilize sentence stress in speech, whether consciously or unconsciously. This present study focuses, therefore, on the performance of secondary school English teachers in the use of sentence stress for effective communication. Analysis of 24 (12 short and 12 long) elicited English sentences uttered by 32 secondary school English teachers in Lagos State of Nigeria reveal a performance of only 27% correct accentuation and 73% incorrect accentuation. The study concludes that secondary school teachers of English in Nigeria have not adequately mastered the art of accenting the right words in sentences to accurately generate the intended meaning. The study recommends that intensive trainings be organized for teachers of English, thereby creating awareness of the need to treat sentence stress not only as a mere English Language classroom topic, but also as an effective tool of oral communication beyond the shores of Nigeria.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129213986","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}
The current article deals with conceptual approaches to the organization of independent work of students in the higher educational institutions. The notion of “Independent work” includes a type of learning activity which is performed by a student without direct contact with a teacher or a supervisor, managed by a teacher through special educational materials. The main objectives of independent work in terms of the practical acquisition of a foreign language are the achievement of an appropriate level of foreign language communicative competence and the preparation of graduates to conduct self-education work with a foreign language after graduation. There exist various viewpoints concerning the concept of individual work of students. According to some scholars, independent work of students is understood as planned scientific and educational work carried out on the instructions of the teacher under his methodological and scientific guidance. From the point of view of other scientists, independent work is an active creative work of a student, based on his ability to think independently, the ability to navigate in a new situation, to see problems himself, to pose new tasks and find approaches for solving them. Long-term analyses of literary sources and practical experiences allow us to conclude that in the organization of independent work of students. it is advisable to integratively apply the already well-known and proven methodologies (systemic, integrated, active, personality-oriented, competency-based, integrative-modular approaches) and modern educational strategies (the theory of educational activity, problem-situational learning, contextual learning, learning in collaboration, project training, continuing education of self-educational activities).
{"title":"Conceptual Approaches to the Organization of Independent Work of Students in Higher Educational Institutions","authors":"Rzayeva Firuza Adalat","doi":"10.22158/selt.v8n3p157","DOIUrl":"https://doi.org/10.22158/selt.v8n3p157","url":null,"abstract":"The current article deals with conceptual approaches to the organization of independent work of students in the higher educational institutions. The notion of “Independent work” includes a type of learning activity which is performed by a student without direct contact with a teacher or a supervisor, managed by a teacher through special educational materials. The main objectives of independent work in terms of the practical acquisition of a foreign language are the achievement of an appropriate level of foreign language communicative competence and the preparation of graduates to conduct self-education work with a foreign language after graduation. There exist various viewpoints concerning the concept of individual work of students. According to some scholars, independent work of students is understood as planned scientific and educational work carried out on the instructions of the teacher under his methodological and scientific guidance. From the point of view of other scientists, independent work is an active creative work of a student, based on his ability to think independently, the ability to navigate in a new situation, to see problems himself, to pose new tasks and find approaches for solving them. Long-term analyses of literary sources and practical experiences allow us to conclude that in the organization of independent work of students. it is advisable to integratively apply the already well-known and proven methodologies (systemic, integrated, active, personality-oriented, competency-based, integrative-modular approaches) and modern educational strategies (the theory of educational activity, problem-situational learning, contextual learning, learning in collaboration, project training, continuing education of self-educational activities).","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133311472","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}
Tennessee Williams is the most famous southern American playwright in twentieth century (Adler, 1994). He is known for his strong southern cultural background, especially southern women educated in a traditional gentlewoman style. The southern women of Tennessee believed that their traditional culture was the essence of human civilization and therefore of considerable value. However, such values could not be recognized in the modern industrial society. Most of these women were sensitive and tender, suffering from industrialized society, full of all sorts of evils, and they had turned to traditional culture to seek mental peace and shelter for the moment, so they again became a lonely and frustrated. While they refused to change their cultural identity, they had to live in a modern, industrialized society that did not belong to them. Therefore, they were regarded as people living in the cultural gap, and eventually became the victims of the confrontation between traditional southern culture and modern industrial culture. As one of the most contradictory and dramatic characters in the play, Amanda is also one of the unique images of women in American drama. As Tennessee said when introducing the characters in the play, “the portrayal of Amanda is by no means derived from a specific archetype”.
{"title":"A Probe into the Fate of Women in the Evolution of Society—A Brief Analysis of Amanda in Tennessee Williams’ The Glass Menagerie","authors":"Zhang Tiehu","doi":"10.22158/selt.v8n3p153","DOIUrl":"https://doi.org/10.22158/selt.v8n3p153","url":null,"abstract":"Tennessee Williams is the most famous southern American playwright in twentieth century (Adler, 1994). He is known for his strong southern cultural background, especially southern women educated in a traditional gentlewoman style. The southern women of Tennessee believed that their traditional culture was the essence of human civilization and therefore of considerable value. However, such values could not be recognized in the modern industrial society. Most of these women were sensitive and tender, suffering from industrialized society, full of all sorts of evils, and they had turned to traditional culture to seek mental peace and shelter for the moment, so they again became a lonely and frustrated. While they refused to change their cultural identity, they had to live in a modern, industrialized society that did not belong to them. Therefore, they were regarded as people living in the cultural gap, and eventually became the victims of the confrontation between traditional southern culture and modern industrial culture. As one of the most contradictory and dramatic characters in the play, Amanda is also one of the unique images of women in American drama. As Tennessee said when introducing the characters in the play, “the portrayal of Amanda is by no means derived from a specific archetype”.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"188 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132389918","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}
This research endeavor aims to present the English Pedagogical Grammar Teaching, discussing the use and form of the present perfect and present perfect continuous tenses, and the regular verbs’ past participle and irregular verbs’ past participle. The study is based on two main assumptions that cause difficulties for learners of English, namely, the forms of verbs and the difficulty of distinguishing between the present from the past simple tenses. The study discusses the use of deductive and inductive approaches in English pedagogical grammar teaching, and evaluates these approaches from A-factor and E-factor description. Overall results of the analysis show that the deductive and inductive approaches are helpful in language teaching and learning. And the forms of verbs and differences between the present and past simple tense made English learning difficult. By using appropriate teaching methods, English grammar can be taught and learned in an efficient way.
{"title":"English Pedagogical Grammar: Teaching Present Perfect and Present Perfect Continuous by Deductive and Inductive Approaches","authors":"Linlin Liu","doi":"10.22158/selt.v8n3p138","DOIUrl":"https://doi.org/10.22158/selt.v8n3p138","url":null,"abstract":"This research endeavor aims to present the English Pedagogical Grammar Teaching, discussing the use and form of the present perfect and present perfect continuous tenses, and the regular verbs’ past participle and irregular verbs’ past participle. The study is based on two main assumptions that cause difficulties for learners of English, namely, the forms of verbs and the difficulty of distinguishing between the present from the past simple tenses. The study discusses the use of deductive and inductive approaches in English pedagogical grammar teaching, and evaluates these approaches from A-factor and E-factor description. Overall results of the analysis show that the deductive and inductive approaches are helpful in language teaching and learning. And the forms of verbs and differences between the present and past simple tense made English learning difficult. By using appropriate teaching methods, English grammar can be taught and learned in an efficient way.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131831180","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}
Grammar correction is a common m eans of instruction in second language classes. However, whether or not to conduct grammar correction is a controversial issue that has triggered researchers’ debates. In China, grammar correction can always be seen in English writing and oral classes. This paper reviews the fundamental theory of grammar correction and discusses the relative merits of grammar correction in the English teaching practice of China by analysing the author’s English learning experience. All in all, grammar correction is recommended as an important teaching method in China’s English classes for learners can benefit from the corrective feedback with proper instructing strategies. The correction with improper strategies will evoke learners’ negative feelings, but they may still extract useful information from it if the feedback itself is effective. Thus, teachers should not overlook or underestimate learners’ ability of self-reflection and autonomic learning during the process of grammar correction. Besides, it is of great concern for teachers to comfort learners’ emotion to ensure the effectiveness of grammar corrective feedback.
{"title":"A Review of Grammar Corrective Feedback: The Learning Experience in China’s English Classes","authors":"Junling Zhang","doi":"10.22158/selt.v8n3p127","DOIUrl":"https://doi.org/10.22158/selt.v8n3p127","url":null,"abstract":"Grammar correction is a common m eans of instruction in second language classes. However, whether or not to conduct grammar correction is a controversial issue that has triggered researchers’ debates. In China, grammar correction can always be seen in English writing and oral classes. This paper reviews the fundamental theory of grammar correction and discusses the relative merits of grammar correction in the English teaching practice of China by analysing the author’s English learning experience. All in all, grammar correction is recommended as an important teaching method in China’s English classes for learners can benefit from the corrective feedback with proper instructing strategies. The correction with improper strategies will evoke learners’ negative feelings, but they may still extract useful information from it if the feedback itself is effective. Thus, teachers should not overlook or underestimate learners’ ability of self-reflection and autonomic learning during the process of grammar correction. Besides, it is of great concern for teachers to comfort learners’ emotion to ensure the effectiveness of grammar corrective feedback.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126244891","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}
The study aims to explore the register variation in Chinese English and language variation between Chinese English and American English. A corpus-based and comparative methodology was used to analyse the discourse features of Chinese English in the use of the lexical items perhaps and maybe. The major findings of the study can be stated as follows: 1) the more formal word perhaps is used more frequently than the informal word maybe in all the four genres in Chinese English. This shows that the text of Chinese English is generally in a more formal style. 2) In the Chinese English text, the ratios of the standard frequency of perhaps to maybe are greater than those in American English in the all the four genres. This indicates that the text in Chinese English is generally in a more formal style than that in American English. 3) In the Chinese English text, the informal word maybe is used less frequently than in the American English text. This is a sign that Chinese English is more formal than American English.
{"title":"Register Variation in Chinese English and Language Variation between Chinese English and American English: A Case Study of Perhaps and Maybe","authors":"Yun Xia, Qian Li","doi":"10.22158/selt.v8n3p118","DOIUrl":"https://doi.org/10.22158/selt.v8n3p118","url":null,"abstract":"The study aims to explore the register variation in Chinese English and language variation between Chinese English and American English. A corpus-based and comparative methodology was used to analyse the discourse features of Chinese English in the use of the lexical items perhaps and maybe. The major findings of the study can be stated as follows: 1) the more formal word perhaps is used more frequently than the informal word maybe in all the four genres in Chinese English. This shows that the text of Chinese English is generally in a more formal style. 2) In the Chinese English text, the ratios of the standard frequency of perhaps to maybe are greater than those in American English in the all the four genres. This indicates that the text in Chinese English is generally in a more formal style than that in American English. 3) In the Chinese English text, the informal word maybe is used less frequently than in the American English text. This is a sign that Chinese English is more formal than American English.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"10 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131437156","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}
Teachers’ beliefs play a key role in the selection of language teaching methodologies. They affect teachers’ pedagogical practices and behaviors and are, consequently, integral in shaping the language learning classroom environment. This study investigates the beliefs of teachers of English as a Foreign Language in relation to the concepts of traditional teaching method (e.g., Grammar-Translation Method) and language socialisation which emphasises the importance of socialization within social norms of the target community through exposure and interaction. The study uses questionnaire and interview to examine the beliefs of 28 teachers about language teaching methods in a Saudi higher education context. The findings revealed that, despite the fact that teachers continue to believe in traditional teaching methods, they show considerable support for language socialisation in language learning. Therefore, the findings suggest the need for teachers to explore their beliefs on teaching the foreign language and creating teachers’ awareness of teaching methodologies (e.g., awareness of factors associated with language socialisation such as interaction and the focus on meaning rather than form).
{"title":"English Foreign Language Teachers’ Pedagogical Beliefs: Traditional Teaching and Language Socialisation","authors":"Alanazi Khatmah","doi":"10.22158/selt.v8n3p101","DOIUrl":"https://doi.org/10.22158/selt.v8n3p101","url":null,"abstract":"Teachers’ beliefs play a key role in the selection of language teaching methodologies. They affect teachers’ pedagogical practices and behaviors and are, consequently, integral in shaping the language learning classroom environment. This study investigates the beliefs of teachers of English as a Foreign Language in relation to the concepts of traditional teaching method (e.g., Grammar-Translation Method) and language socialisation which emphasises the importance of socialization within social norms of the target community through exposure and interaction. The study uses questionnaire and interview to examine the beliefs of 28 teachers about language teaching methods in a Saudi higher education context. The findings revealed that, despite the fact that teachers continue to believe in traditional teaching methods, they show considerable support for language socialisation in language learning. Therefore, the findings suggest the need for teachers to explore their beliefs on teaching the foreign language and creating teachers’ awareness of teaching methodologies (e.g., awareness of factors associated with language socialisation such as interaction and the focus on meaning rather than form).","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"42 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123263947","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}
In recent years, China’s tourism industry has continuously promoted economic development. Therefore, the translation of tourism commentary is becoming increasingly important. The museum’s English commentary translation plays an irreplaceable role as an important medium for disseminating cultural knowledge and informing foreign friends. However, we don’t think highly of the English commentary translation, there are many grammatical and general errors, which hinders foreigners from getting the correct and accurate information. Wrong English commentary is not only harmful for cultural transmission but also bad for expanding opening-up. Chinese English translations are rarely translated on the basis of theory, which hinders the development of theoretical studies on Chinese translation. This thesis mainly focuses on the research and analysis of the English commentary in the Chongzuo Zhuang Museum. And it researches and analyzes the English commentary translation from the perspective of Skopos teleology. And it will enrich domestic research on teleological translation theory.
{"title":"A Study of the English Commentary Translation of Chongzuo Zhuang Museum from the Perspective of Skopos Theory","authors":"Liu Zhenying, Chen Yiyun","doi":"10.22158/selt.v8n3p87","DOIUrl":"https://doi.org/10.22158/selt.v8n3p87","url":null,"abstract":"In recent years, China’s tourism industry has continuously promoted economic development. Therefore, the translation of tourism commentary is becoming increasingly important. The museum’s English commentary translation plays an irreplaceable role as an important medium for disseminating cultural knowledge and informing foreign friends. However, we don’t think highly of the English commentary translation, there are many grammatical and general errors, which hinders foreigners from getting the correct and accurate information. Wrong English commentary is not only harmful for cultural transmission but also bad for expanding opening-up. Chinese English translations are rarely translated on the basis of theory, which hinders the development of theoretical studies on Chinese translation. This thesis mainly focuses on the research and analysis of the English commentary in the Chongzuo Zhuang Museum. And it researches and analyzes the English commentary translation from the perspective of Skopos teleology. And it will enrich domestic research on teleological translation theory.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125786804","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}
Katharine Mansfield is a successful female writer in the literary history of the 20th century, who marks a new period of English short stories. She uses tremendous modernistic techniques and digs deep beneath the surface of life to show the causes of human happiness and despair in her works. “The Garden Party” is one of her most famous and representative short stories. Previous studies have mostly focused on its artistic methods, themes and characters, as well as the combination of all, but there are only few studies choosing its narrative perspectives as their study topic. This paper analyzed the narrative perspective in this story, focusing on the use of nonfocalization, internal focalization and covert progression and the effects they have. It is found that the change of ways of focalization combining with covert progression in this story forms a parallel of objective description and ironic description with the plot development, adds a new group to the relationship between the former implied author and target readers, and reveals two different ways (idealistic and realistic) of understanding this story, letting readers reflect on the behaviors of the upper-middle-class people and ironically pointing out their selfish nature.
{"title":"Analysis of the Narrative Perspective of Katherine Mansfield’s “The Garden Party”","authors":"Zhong Huang, Xiaoxuan Feng","doi":"10.22158/selt.v8n3p71","DOIUrl":"https://doi.org/10.22158/selt.v8n3p71","url":null,"abstract":"Katharine Mansfield is a successful female writer in the literary history of the 20th century, who marks a new period of English short stories. She uses tremendous modernistic techniques and digs deep beneath the surface of life to show the causes of human happiness and despair in her works. “The Garden Party” is one of her most famous and representative short stories. Previous studies have mostly focused on its artistic methods, themes and characters, as well as the combination of all, but there are only few studies choosing its narrative perspectives as their study topic. This paper analyzed the narrative perspective in this story, focusing on the use of nonfocalization, internal focalization and covert progression and the effects they have. It is found that the change of ways of focalization combining with covert progression in this story forms a parallel of objective description and ironic description with the plot development, adds a new group to the relationship between the former implied author and target readers, and reveals two different ways (idealistic and realistic) of understanding this story, letting readers reflect on the behaviors of the upper-middle-class people and ironically pointing out their selfish nature.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124870848","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：