Supremacist projections of the Self and reductive representations of the Other have been among the foremost colonial discursive practices. The same skewed representational predilection is manifest also in colonial fictional works. The article aims to unpack the colonial discursive pattern apropos characterization that is pervasive in the selected novels: James Grant’s First Love and Last Love (1868/ 2007), Louis Tracy's The Red Year (1907/ 2020), and E.M Foster’s A Passage to India (1924/ 2021). Two of the features of colonial rhetoric are focused in the study: the creation of uncanny characters and the concoction of eerie ambiance. To regulate the argument of the study, Michael Clarke’s (2013) identification of ethnocentric solipsism and imperialism has been invoked. His ideas guide the textual analysis, facilitate interpretation, and scaffold the argument. The analysis evidences that all three novels offer uncanny portrayals of the native characters, whereas the English are glorified. Moreover, an eerie ambiance has been discursively created to invoke a sense of exoticism and mystery. Both racial and civilizational fallacies have been used in these fictional narratives to depict the desired personae and setting. The article, therefore, posits that the peculiar art of characterization is marked by the imperial hubris and unwarranted solipsism.
{"title":"Ethnocentric Solipsism and Rhetoric of Dehumanization: A Postcolonial Reading of Imperial Hubris in Selected Colonial Novels","authors":"Saleem Akhtar Khan","doi":"10.52700/ijlc.v5i1.258","DOIUrl":"https://doi.org/10.52700/ijlc.v5i1.258","url":null,"abstract":"Supremacist projections of the Self and reductive representations of the Other have been among the foremost colonial discursive practices. The same skewed representational predilection is manifest also in colonial fictional works. The article aims to unpack the colonial discursive pattern apropos characterization that is pervasive in the selected novels: James Grant’s First Love and Last Love (1868/ 2007), Louis Tracy's The Red Year (1907/ 2020), and E.M Foster’s A Passage to India (1924/ 2021). Two of the features of colonial rhetoric are focused in the study: the creation of uncanny characters and the concoction of eerie ambiance. To regulate the argument of the study, Michael Clarke’s (2013) identification of ethnocentric solipsism and imperialism has been invoked. His ideas guide the textual analysis, facilitate interpretation, and scaffold the argument. The analysis evidences that all three novels offer uncanny portrayals of the native characters, whereas the English are glorified. Moreover, an eerie ambiance has been discursively created to invoke a sense of exoticism and mystery. Both racial and civilizational fallacies have been used in these fictional narratives to depict the desired personae and setting. The article, therefore, posits that the peculiar art of characterization is marked by the imperial hubris and unwarranted solipsism. ","PeriodicalId":161767,"journal":{"name":"International Journal of Linguistics and Culture","volume":"4 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141267921","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}
E-learning is currently growing daily, and Blended Learning and massive open online courses are vital tools for implementing this notion. This paper sheds light on the Blended Learning and massive open online courses concepts. Blended Learning is an innovative concept that in the classroom clinches the advantages of both teaching modes, traditional and online teaching methods. MOOCs take place online by default and they are free, which is evident in this research with multiple meanings. The current paper aims to address blended learning and massive open online courses, their main characteristics, benefits, and its implementation in the Pakistani scenario. The recent paper also explores how a blended learning and massive open online courses approach needs to be adopted to attain better results.
{"title":"An Innovative Approach in The Field of Higher Education: Blended Learning and Massive Open Online Courses","authors":"Amna Saleem Lecturer, Fatima Ali, Iqra Ashraf Lecturer","doi":"10.52700/ijlc.v4i1.187","DOIUrl":"https://doi.org/10.52700/ijlc.v4i1.187","url":null,"abstract":"E-learning is currently growing daily, and Blended Learning and massive open online courses are vital tools for implementing this notion. This paper sheds light on the Blended Learning and massive open online courses concepts. Blended Learning is an innovative concept that in the classroom clinches the advantages of both teaching modes, traditional and online teaching methods. MOOCs take place online by default and they are free, which is evident in this research with multiple meanings. The current paper aims to address blended learning and massive open online courses, their main characteristics, benefits, and its implementation in the Pakistani scenario. The recent paper also explores how a blended learning and massive open online courses approach needs to be adopted to attain better results.","PeriodicalId":161767,"journal":{"name":"International Journal of Linguistics and Culture","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129691825","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 psychology of religion is an investigation of what it means to be religious from a psychological standpoint. The main goal of the present study is use of a framework to understand how individuals and groups are contended with faith and religion in various ways during a pandemic situation. Empirical data critically reviewed and analyzed in this paper mainly focuses on religion, culture, and the pandemic. The first part of the paper reviews factors affecting religious beliefs in the social and cultural context. Overlapping themes are synthesized after reframing the data for the identification of helpful insights. Using Freud’s psychoanalysis theory of consciousness, the study analyses and unravels thoughts reflected in discourse to draw a conclusion that Freud’s theory is still an applicable tool in Asia to reach individuals’ minds and map their behavior for finding how the pandemic has affected religious in Muslim societies specifically KP region of Pakistan. Psychoanalysis proposes that unconsciousness makes emotions and expressions conscious. The unconscious governs the attitude of the people and in turn, influences their beliefs. The study concluded by finding that crises strengthened the beliefs to the extent of putting human lives in danger A study can be conducted in the future to record female graduate and undergraduate participants’ responses to religious faith in the pandemic situation.
{"title":"Psychology of Religion and Pandemic COVID-19 in KP, Islamic Republic of Pakistan","authors":"Humaira Riaz","doi":"10.52700/ijlc.v4i1.186","DOIUrl":"https://doi.org/10.52700/ijlc.v4i1.186","url":null,"abstract":"The psychology of religion is an investigation of what it means to be religious from a psychological standpoint. The main goal of the present study is use of a framework to understand how individuals and groups are contended with faith and religion in various ways during a pandemic situation. Empirical data critically reviewed and analyzed in this paper mainly focuses on religion, culture, and the pandemic. The first part of the paper reviews factors affecting religious beliefs in the social and cultural context. Overlapping themes are synthesized after reframing the data for the identification of helpful insights. Using Freud’s psychoanalysis theory of consciousness, the study analyses and unravels thoughts reflected in discourse to draw a conclusion that Freud’s theory is still an applicable tool in Asia to reach individuals’ minds and map their behavior for finding how the pandemic has affected religious in Muslim societies specifically KP region of Pakistan. Psychoanalysis proposes that unconsciousness makes emotions and expressions conscious. The unconscious governs the attitude of the people and in turn, influences their beliefs. The study concluded by finding that crises strengthened the beliefs to the extent of putting human lives in danger A study can be conducted in the future to record female graduate and undergraduate participants’ responses to religious faith in the pandemic situation.","PeriodicalId":161767,"journal":{"name":"International Journal of Linguistics and Culture","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124082659","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}
Syntax is one of the important branches of theoretical linguistics that deals with the study of structural constructions of various languages. However, learners often find studying and internalizing the contents of syntax a challenging and daunting task. To address this issue, mixed-method research was conducted to evaluate the perceptions of fifty non-randomly selected sixth-semester undergraduate ESL students with reference to the course contents and teaching methodology. The survey research design was employed, and the data were collected through a comprehensive questionnaire. Findings reveal that most learners studied grammar at schools and colleges through the deducted approach. This grammar background has enabled them to grasp course contents of syntax rather effortlessly. Moreover, the learning process was facilitated by comparing English syntactic constructions to those of the Urdu language in addition to the structures of other languages. However, there are some topics that learners find somewhat laborious and challenging to internalize. These contents include tree diagrams, structural ambiguity, forms and functions, phrase structure rules, and X-bar rules. Personalized instruction and extensive practice can make these course contents less challenging. The learners generally have felt their overall satisfaction with the teacher's interactive and learner-centered teaching methodology.
{"title":"Perceptions of Undergraduate ESL Learners towards Syntax Contents & Teaching Methodology","authors":"Bilal Hussain, M. Mehdi","doi":"10.52700/ijlc.v4i1.185","DOIUrl":"https://doi.org/10.52700/ijlc.v4i1.185","url":null,"abstract":"Syntax is one of the important branches of theoretical linguistics that deals with the study of structural constructions of various languages. However, learners often find studying and internalizing the contents of syntax a challenging and daunting task. To address this issue, mixed-method research was conducted to evaluate the perceptions of fifty non-randomly selected sixth-semester undergraduate ESL students with reference to the course contents and teaching methodology. The survey research design was employed, and the data were collected through a comprehensive questionnaire. Findings reveal that most learners studied grammar at schools and colleges through the deducted approach. This grammar background has enabled them to grasp course contents of syntax rather effortlessly. Moreover, the learning process was facilitated by comparing English syntactic constructions to those of the Urdu language in addition to the structures of other languages. However, there are some topics that learners find somewhat laborious and challenging to internalize. These contents include tree diagrams, structural ambiguity, forms and functions, phrase structure rules, and X-bar rules. Personalized instruction and extensive practice can make these course contents less challenging. The learners generally have felt their overall satisfaction with the teacher's interactive and learner-centered teaching methodology.","PeriodicalId":161767,"journal":{"name":"International Journal of Linguistics and Culture","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132700593","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}
Farhana Yasmin, Muhammad Umar Farooq Professor, Syed Kazim
There is a growing concern regarding learners' incompetencies due to the prevalent exam-oriented education systems in many countries worldwide. This quantitative research aimed to investigate the influence of exam-oriented education on students' cognitive, affective, and psychomotor competencies. The study employed Bloom's theoretical framework, based on the cognitive, affective, and psychomotor domains. A survey questionnaire was administered to a sample of 200 BS English students from a private sector university in Pakistan to collect data on the perceived impact of exam-oriented education on their competencies in the cognitive, affective, and psychomotor domains. The results revealed that exam-oriented education negatively affected students' competencies across all three domains. Specifically, in the cognitive domain, the participant students reported a lower ability to think critically, creatively, and analytically. In the affective domain, students reported lower emotional intelligence and motivation to learn. Lastly, in the psychomotor domain, students reported a reduced ability to demonstrate and apply practical knowledge. This study emphasized the need to reassess the effectiveness of exam-oriented education systems to develop alternative approaches that could promote a more holistic development of undergraduate students' competencies. The findings have important implications for policymakers, educators, and practitioners involved in designing and implementing educational policies and practices.
{"title":"Impact of Exam-Oriented Education System on Undergraduate Students’ Cognitive, Affective and Psychomotor Competencies","authors":"Farhana Yasmin, Muhammad Umar Farooq Professor, Syed Kazim","doi":"10.52700/ijlc.v4i1.180","DOIUrl":"https://doi.org/10.52700/ijlc.v4i1.180","url":null,"abstract":"There is a growing concern regarding learners' incompetencies due to the prevalent exam-oriented education systems in many countries worldwide. This quantitative research aimed to investigate the influence of exam-oriented education on students' cognitive, affective, and psychomotor competencies. The study employed Bloom's theoretical framework, based on the cognitive, affective, and psychomotor domains. A survey questionnaire was administered to a sample of 200 BS English students from a private sector university in Pakistan to collect data on the perceived impact of exam-oriented education on their competencies in the cognitive, affective, and psychomotor domains. The results revealed that exam-oriented education negatively affected students' competencies across all three domains. Specifically, in the cognitive domain, the participant students reported a lower ability to think critically, creatively, and analytically. In the affective domain, students reported lower emotional intelligence and motivation to learn. Lastly, in the psychomotor domain, students reported a reduced ability to demonstrate and apply practical knowledge. This study emphasized the need to reassess the effectiveness of exam-oriented education systems to develop alternative approaches that could promote a more holistic development of undergraduate students' competencies. The findings have important implications for policymakers, educators, and practitioners involved in designing and implementing educational policies and practices.","PeriodicalId":161767,"journal":{"name":"International Journal of Linguistics and Culture","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130972170","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 focuses on Athenian women as an epitome of female authority which challenges the male supremacy and strive for their struggle of political empowerment. Role reversal aspect is found in Aristophanes’ play Lysistrata hidden under the mask of erotic humor and this play aims to highlight that facet. For this purpose, this research will use frameworks regarding gender and power from the book Gender and Power: Society, the Person and Sexual Politics by Raewyn Connell. 411 B.C. Greece was a democratic state ruled predominantly by males and hence the society was affected by the phallic roles. So, this paper will analyze the play Lysistrata from the perspective of gender inequality faced by women and will attempt to observe the limited female involvement at the state level and male opposition to female struggle for political inclusion. This article will study the play on multiple differing interconnecting facets which are female struggle against the predetermined societal roles, the motive of using sex strike as a tool to challenge male dictatorship and its modern day application. It will also explore that how the dominant personality of Lysistrata and the how the comparison of domestic households to the state affairs was used as political tools for challenging the male authority. This research concludes with a comparison of Athenian women with the modern day women and the message it instills for the modern world. Although women are socialized to stay the subservient and nurturing gender for males, but this article calls for an equal division of labor amongst all without any discrimination and prejudice.
{"title":"Athenian Women as Anti-War Heroes, Role Reversal and Power Play in Aristophanes’ Lysistrata","authors":"Mashaal Aman","doi":"10.52700/ijlc.v4i1.162","DOIUrl":"https://doi.org/10.52700/ijlc.v4i1.162","url":null,"abstract":"This research focuses on Athenian women as an epitome of female authority which challenges the male supremacy and strive for their struggle of political empowerment. Role reversal aspect is found in Aristophanes’ play Lysistrata hidden under the mask of erotic humor and this play aims to highlight that facet. For this purpose, this research will use frameworks regarding gender and power from the book Gender and Power: Society, the Person and Sexual Politics by Raewyn Connell. 411 B.C. Greece was a democratic state ruled predominantly by males and hence the society was affected by the phallic roles. So, this paper will analyze the play Lysistrata from the perspective of gender inequality faced by women and will attempt to observe the limited female involvement at the state level and male opposition to female struggle for political inclusion. This article will study the play on multiple differing interconnecting facets which are female struggle against the predetermined societal roles, the motive of using sex strike as a tool to challenge male dictatorship and its modern day application. It will also explore that how the dominant personality of Lysistrata and the how the comparison of domestic households to the state affairs was used as political tools for challenging the male authority. This research concludes with a comparison of Athenian women with the modern day women and the message it instills for the modern world. Although women are socialized to stay the subservient and nurturing gender for males, but this article calls for an equal division of labor amongst all without any discrimination and prejudice.","PeriodicalId":161767,"journal":{"name":"International Journal of Linguistics and Culture","volume":"399 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132267346","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 transitivity analysis of Meghan Markle’s interview at “The Oprah Winfrey Show” has been carried out to see how the experience of racial discrimination has been presented in language. It is descriptive-qualitative research where Hallidayan Transitivity Model, from SFG, has been employed to explore the meanings construed in utterances. SFG looks at the functions of language and transitivity deals with experiences narrated and conveyed through language. The analysis of the data reveals that the utterances construe an experience of racism as Meghan had a Black American identity. Her unborn child was mocked for his/her complexion, and was denied security, title, and an equal status in the Royal family. She also experienced bullying at the international level through international media and had to leave the UK. The most dominant processes found through the analysis are mental and verbal processes. The mental processes show that she understood, perceived, and therefore got affected by racism. The verbal clauses show that she was bullied, verbally, and questioned by the family. While the material and behavioural processes show her effective response towards racism and discrimination based on that racism, while the relational clauses identify it. The language is highly objective since circumstances are used thereby bringing validity and detail to her experiences.
{"title":"Presentation of Racial Discrimination: A Transitivity Analysis of Meghan Markle’s Interview at The Oprah Winfrey Show","authors":"Rabail Haque, Fauzia Janjua","doi":"10.52700/ijlc.v4i1.163","DOIUrl":"https://doi.org/10.52700/ijlc.v4i1.163","url":null,"abstract":"The transitivity analysis of Meghan Markle’s interview at “The Oprah Winfrey Show” has been carried out to see how the experience of racial discrimination has been presented in language. It is descriptive-qualitative research where Hallidayan Transitivity Model, from SFG, has been employed to explore the meanings construed in utterances. SFG looks at the functions of language and transitivity deals with experiences narrated and conveyed through language. The analysis of the data reveals that the utterances construe an experience of racism as Meghan had a Black American identity. Her unborn child was mocked for his/her complexion, and was denied security, title, and an equal status in the Royal family. She also experienced bullying at the international level through international media and had to leave the UK. The most dominant processes found through the analysis are mental and verbal processes. The mental processes show that she understood, perceived, and therefore got affected by racism. The verbal clauses show that she was bullied, verbally, and questioned by the family. While the material and behavioural processes show her effective response towards racism and discrimination based on that racism, while the relational clauses identify it. The language is highly objective since circumstances are used thereby bringing validity and detail to her experiences.","PeriodicalId":161767,"journal":{"name":"International Journal of Linguistics and Culture","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127389094","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}
Cross-cultural communication is the study of ways people from multi-cultural backgrounds interact, in similar and different manners among themselves, and how they strive to converse cross culturally. This becomes particularly significant given potential frequency of interaction and/or the nature of relationship. The claim of Pakistan-China friendship with new economic agreements in the form of CPEC is opening up new avenues requiring effective cross-cultural communication. One of which is in the academic domain with an increased students exchange. The aim of the present research is to explore the cross-cultural conversational strategies used by female Chinese Students studying at International Islamic University Islamabad, Pakistan while conversing in English. The current study focuses to depict their cultural context i.e. high context culture or low context culture by exploring their method of developing the topic; ways of responding difficult questions and participation in term of interaction; and their promptness of disagreement through verbal and nonverbal indications. A Popular cultural framework of Hall (1976, 2000) is used as a theoretical framework for this research. For the elicitation of linguistics data, questionnaires (adapted from Xu Lin (2007) and interviews are used as a data collection tool. The study concludes that the Chinese female students are low context people, who rely on words, as they avoid silence and actively participate in the conversation for clear understanding of the topic. It is clear from their responses of interviews as well as questionnaires that they interact during conversation and immediately disagree through verbal and nonverbal indications. They don’t only give short answers but try to develop the topic raised in the questions and even try to respond difficult questions.
{"title":"Cross-Cultural Conversational Strategies Used by Chinese Students in Pakistan","authors":"Umaima Kamran, Saadia Abid","doi":"10.52700/ijlc.v4i1.181","DOIUrl":"https://doi.org/10.52700/ijlc.v4i1.181","url":null,"abstract":"Cross-cultural communication is the study of ways people from multi-cultural backgrounds interact, in similar and different manners among themselves, and how they strive to converse cross culturally. This becomes particularly significant given potential frequency of interaction and/or the nature of relationship. The claim of Pakistan-China friendship with new economic agreements in the form of CPEC is opening up new avenues requiring effective cross-cultural communication. One of which is in the academic domain with an increased students exchange. The aim of the present research is to explore the cross-cultural conversational strategies used by female Chinese Students studying at International Islamic University Islamabad, Pakistan while conversing in English. The current study focuses to depict their cultural context i.e. high context culture or low context culture by exploring their method of developing the topic; ways of responding difficult questions and participation in term of interaction; and their promptness of disagreement through verbal and nonverbal indications. A Popular cultural framework of Hall (1976, 2000) is used as a theoretical framework for this research. For the elicitation of linguistics data, questionnaires (adapted from Xu Lin (2007) and interviews are used as a data collection tool. The study concludes that the Chinese female students are low context people, who rely on words, as they avoid silence and actively participate in the conversation for clear understanding of the topic. It is clear from their responses of interviews as well as questionnaires that they interact during conversation and immediately disagree through verbal and nonverbal indications. They don’t only give short answers but try to develop the topic raised in the questions and even try to respond difficult questions.","PeriodicalId":161767,"journal":{"name":"International Journal of Linguistics and Culture","volume":"199 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134004805","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}
Ayesha Izhar Chaudhri, Azhar Pervaiz, Roshan Amber Ali
Emotions tend to have a detrimental impact on students’ learning outcomes. This research project is an endeavor to investigate the emotions experienced by students in the ESL classroom and identify specific scenarios where both male and female participants experience positive and negative emotions. The aim is to investigate which Emotion-Regulation Strategies (ERS) both genders employ to quell unfavorable emotions. The instrument MYE (Manage Your Emotions) was administered to English majors (sophomores; N = 35) enrolled in the undergraduate program at the University of Sargodha and for this, the vignette methodology was employed where the primary data was collected using a scenario-based questionnaire designed by Oxford and Gkonou (2017). The students’ emotional responses were examined based on these scenario-based questions typical to Classroom Language learning. Participants explicitly specified the contexts where they experienced positive and negative emotions respectively. The findings revealed that feelings of interest and excitement were the most reported emotions amongst females. Whereas aggressive tendencies were observed in male participants rather than girls in similar scenarios. It was also established that male and female students employ different ERS to counter any negative emotions. Finally, future research directions and pedagogical applications are suggested for a better and more comprehensive understanding of ESL classrooms.
{"title":"A Descriptive Analysis of Emotion Regulation in the ESL Classroom of University Students: A Vignette Study","authors":"Ayesha Izhar Chaudhri, Azhar Pervaiz, Roshan Amber Ali","doi":"10.52700/ijlc.v4i1.139","DOIUrl":"https://doi.org/10.52700/ijlc.v4i1.139","url":null,"abstract":"Emotions tend to have a detrimental impact on students’ learning outcomes. This research project is an endeavor to investigate the emotions experienced by students in the ESL classroom and identify specific scenarios where both male and female participants experience positive and negative emotions. The aim is to investigate which Emotion-Regulation Strategies (ERS) both genders employ to quell unfavorable emotions. The instrument MYE (Manage Your Emotions) was administered to English majors (sophomores; N = 35) enrolled in the undergraduate program at the University of Sargodha and for this, the vignette methodology was employed where the primary data was collected using a scenario-based questionnaire designed by Oxford and Gkonou (2017). The students’ emotional responses were examined based on these scenario-based questions typical to Classroom Language learning. Participants explicitly specified the contexts where they experienced positive and negative emotions respectively. The findings revealed that feelings of interest and excitement were the most reported emotions amongst females. Whereas aggressive tendencies were observed in male participants rather than girls in similar scenarios. It was also established that male and female students employ different ERS to counter any negative emotions. Finally, future research directions and pedagogical applications are suggested for a better and more comprehensive understanding of ESL classrooms.","PeriodicalId":161767,"journal":{"name":"International Journal of Linguistics and Culture","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125398030","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 study aimed to investigate that how an eminent Pakistani writer Hamidullah Khan Burki constructed his attitudinal positioning that shaped his authorial voice in journalistic discourse. The study focused on two aspects: to explore the patterns in Burki’s use of attitudinal resources through lexical choices; and to investigate that how the appraised categories shape Burki’s authorial voice through attitudinal positioning. The current research is a case study, exploratory in nature, which used QUAL-Quan model of mixed method research. After collection of data in the form of 20 journalistic articles of Burki through purposive sampling about politics in Pakistan, the three-dimensional appraisal framework was used to analyze the data qualitatively in the light of Martin & White (2005) Appraisal Theory, which consisted of Attitude Types, Polarity and Appraised Categories. The data was annotated accordingly through UAM Corpus Tool Version 6.2 to generate automatic results for computing the frequency and percentage of various categories in a quick, accurate and systematic manner. The statistical results and subsequent discussion have provided valuable findings in a systematic and objective manner regarding important features and patterns in Burki’s attitudinal positioning that shape his authorial voice. The most dominating feature is the use of appraisal resources of Judgement for shaping his authorial voice. Moreover, he has overall used negative evaluative resources more frequently as compared to positive evaluative resources in his articles. Hence, the findings of the current study depict that Appraisal Theory has provided a comprehensive, systematic and objective framework for appraisal of journalistic discourse.
本研究旨在探讨巴基斯坦著名作家哈米杜拉·汗·布尔基如何建构他的态度定位，从而塑造他在新闻话语中的作者声音。本研究主要集中在两个方面:通过词汇选择探索Burki语对态度资源的使用模式;考察被评价的类别如何通过态度定位塑造Burki的作者声音。目前的研究是一个案例研究，探索性的，它采用了QUAL-Quan模型的混合方法研究。通过有目的的抽样，以Burki的20篇关于巴基斯坦政治的新闻文章的形式收集数据后，根据Martin & White(2005)的评估理论，使用三维评估框架对数据进行定性分析，该评估理论由态度类型，极性和评估类别组成。通过UAM Corpus Tool Version 6.2对数据进行相应标注，自动生成结果，快速、准确、系统地计算各类目的频次和百分比。统计结果和随后的讨论以系统和客观的方式提供了有价值的发现，关于Burki的态度定位的重要特征和模式，这些特征和模式塑造了他的作者声音。最主要的特点是运用《审判》的评价资源来塑造他的作家声音。此外，总体而言，他在文章中使用负面评价资源的频率高于正面评价资源。因此，本研究的结果表明，评价理论为新闻话语的评价提供了一个全面、系统和客观的框架。
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