Evaluation processes must be conceived in line with learner-centered emphasis though instruction in English for Academic Purposes (EAP) is grounded on learner-centered approaches, EAP- English for Academic Purpose, which is considered as a major important functional feature of the language. Formative evaluation is major evaluation approach that provides various advantages for EAP students. This study examined (n=50) the perception of lecturers in three Thai universities, including Walailak, of including the inclusion of formative assessments in EAP instruction. The findings showed that, despite several obstacles to its implementation, lecturers have adapted optimistic attitudes to the use of formative evaluation in EAP education through studies and interviews. In addition, the instructors knew the merits of EAP training assessment. However, the expertise and the knowledge required for the formational assessment of EAP instructions were not available to them. The main evaluation in the form of the final examination was summative. This study suggests that formative evaluation should be taken into account in the EAP curriculum.
{"title":"English for Academic Purposes (EAP) Lecturers' perceptions of formative assessment integration in the Thai EAP context","authors":"Mark Treve","doi":"10.52462/jlls.77","DOIUrl":"https://doi.org/10.52462/jlls.77","url":null,"abstract":"Evaluation processes must be conceived in line with learner-centered emphasis though instruction in English for Academic Purposes (EAP) is grounded on learner-centered approaches, EAP- English for Academic Purpose, which is considered as a major important functional feature of the language. Formative evaluation is major evaluation approach that provides various advantages for EAP students. This study examined (n=50) the perception of lecturers in three Thai universities, including Walailak, of including the inclusion of formative assessments in EAP instruction. The findings showed that, despite several obstacles to its implementation, lecturers have adapted optimistic attitudes to the use of formative evaluation in EAP education through studies and interviews. In addition, the instructors knew the merits of EAP training assessment. However, the expertise and the knowledge required for the formational assessment of EAP instructions were not available to them. The main evaluation in the form of the final examination was summative. This study suggests that formative evaluation should be taken into account in the EAP curriculum.","PeriodicalId":16272,"journal":{"name":"Journal of Language and Linguistic Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45422995","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 study examines the effectiveness of scaffolding in the context of Majmaah University EFL. It does so by exploring the attitudes and perceptions of a randomly selected group of (30) EFL instructors of various backgrounds and degrees. Theoretically, it is informed by a medley of relevant theories and approaches Vygotsky’s Sociocultural Theory of Learning, Bakhtin's Dialogism and Habermas’ Communicative Rationality. Methodologically, a combination of a questionnaire (23 participants) and focus group discussions (FGD) (7 participants) were employed to collect the data and then analyze it using a pertinent tool for each instrument. The three questions the paper set out to answer were: 1) what are the perceptions and attitudes of Majmaah University EFL teachers towards scaffolding? 2) To what extent are they aware of scaffolding in teaching? 3) What is their attitude for practicing scaffolding in pedagogical contexts?. Even though the analysis largely revealed that the participants practiced scaffolding in some way or the other and that their attitudes and perceptions regarding practical pedagogical scaffolding were exceedingly positive, there were, nonetheless, interesting complexities unveiled all along. Contrary to the seemingly participants’ perception of a strong belief of their knowledge of the principles and approaches underlying scaffolding, profound analysis suggests that they, in fact, lack adequate relevant knowledge/competence. The participants appeared less confident of their beliefs when it comes to practical and pedagogical scaffolding. The major contribution of this paper lies in the apparent gap it fills with its narrow focus on the instructors’ attitudes and perceptions alongside its innovative employment of focus group discussion (FGD) as an effective research tool.
{"title":"An analysis and insight into the effectiveness of scaffolding: EFL instructors’/teachers’ perceptions and attitudes","authors":"Abdelmagid Abdelrahman Awadelkarim","doi":"10.52462/jlls.58","DOIUrl":"https://doi.org/10.52462/jlls.58","url":null,"abstract":"This study examines the effectiveness of scaffolding in the context of Majmaah University EFL. It does so by exploring the attitudes and perceptions of a randomly selected group of (30) EFL instructors of various backgrounds and degrees. Theoretically, it is informed by a medley of relevant theories and approaches Vygotsky’s Sociocultural Theory of Learning, Bakhtin's Dialogism and Habermas’ Communicative Rationality. Methodologically, a combination of a questionnaire (23 participants) and focus group discussions (FGD) (7 participants) were employed to collect the data and then analyze it using a pertinent tool for each instrument. The three questions the paper set out to answer were: 1) what are the perceptions and attitudes of Majmaah University EFL teachers towards scaffolding? 2) To what extent are they aware of scaffolding in teaching? 3) What is their attitude for practicing scaffolding in pedagogical contexts?. Even though the analysis largely revealed that the participants practiced scaffolding in some way or the other and that their attitudes and perceptions regarding practical pedagogical scaffolding were exceedingly positive, there were, nonetheless, interesting complexities unveiled all along. Contrary to the seemingly participants’ perception of a strong belief of their knowledge of the principles and approaches underlying scaffolding, profound analysis suggests that they, in fact, lack adequate relevant knowledge/competence. The participants appeared less confident of their beliefs when it comes to practical and pedagogical scaffolding. The major contribution of this paper lies in the apparent gap it fills with its narrow focus on the instructors’ attitudes and perceptions alongside its innovative employment of focus group discussion (FGD) as an effective research tool.","PeriodicalId":16272,"journal":{"name":"Journal of Language and Linguistic Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71007844","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 paper presents the technology used in teaching speaking and its effects to students as they learn to speak in English. Phenomenology was used to gather the data with the three groups of Focus Group Discussion (FGD) of 21 participants from the junior, sophomore and senior students in language classes in the University of Southern Mindanao, Kidapawan City Campus, and Philippines. Results revealed that students are taught to speak in English using the technologies of today such as video conferencing, email correspondence, social media interaction and real-time actual emceeing and onstage speaking performances where students are engaged in real academic and professional situations. Moreover, findings revealed that these technologies in teaching speaking build rapport, increase fluency and accuracy, ease anxiety and apprehension, and build confidence among students. Apparently, the researcher found that the technology used in teaching speaking can be aligned with the communicative way of teaching which allows students to convey themselves in a skillful and competent way of communication.
{"title":"Technology in teaching speaking and its effects to students learning English","authors":"R. V. Sosas","doi":"10.52462/jlls.66","DOIUrl":"https://doi.org/10.52462/jlls.66","url":null,"abstract":"This paper presents the technology used in teaching speaking and its effects to students as they learn to speak in English. Phenomenology was used to gather the data with the three groups of Focus Group Discussion (FGD) of 21 participants from the junior, sophomore and senior students in language classes in the University of Southern Mindanao, Kidapawan City Campus, and Philippines. Results revealed that students are taught to speak in English using the technologies of today such as video conferencing, email correspondence, social media interaction and real-time actual emceeing and onstage speaking performances where students are engaged in real academic and professional situations. Moreover, findings revealed that these technologies in teaching speaking build rapport, increase fluency and accuracy, ease anxiety and apprehension, and build confidence among students. Apparently, the researcher found that the technology used in teaching speaking can be aligned with the communicative way of teaching which allows students to convey themselves in a skillful and competent way of communication.","PeriodicalId":16272,"journal":{"name":"Journal of Language and Linguistic Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42612047","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 aim of this study is to determine the effect of visual teaching material and resources in the development of Speaking Skills in the English language in Secondary level students in India. In the study, the experimental design with pre-test and post-test control groups was chosen. The research consisted of 82 secondary-level students. In order to collect the data, pre-test, post-test, speech axiom, and interview forms were prepared, and a t-test was used in the analysis of the data. The interviews were conducted with open-ended questions on the research topic and results were interpreted according to their percentages and frequency values. According to the results obtained from the data, a statistically significant difference was found between the mean achievement of the students using visual teaching materials and using written-visual teaching materials. The result suggests the use of written-visual teaching materials. The data obtained from the interview also supported these results. Therefore, visual teaching materials should be chosen appropriately by language teachers and should be carried into the classroom environment. It is recommended that visual teaching materials be presented with written support, as it facilitates reminding and provides the opportunity to learn with permanent marks.
{"title":"The impact of written visual materials in the development of speaking skills in English language among secondary level students","authors":"Tribhuwan Kumar","doi":"10.52462/jlls.76","DOIUrl":"https://doi.org/10.52462/jlls.76","url":null,"abstract":"The aim of this study is to determine the effect of visual teaching material and resources in the development of Speaking Skills in the English language in Secondary level students in India. In the study, the experimental design with pre-test and post-test control groups was chosen. The research consisted of 82 secondary-level students. In order to collect the data, pre-test, post-test, speech axiom, and interview forms were prepared, and a t-test was used in the analysis of the data. The interviews were conducted with open-ended questions on the research topic and results were interpreted according to their percentages and frequency values. According to the results obtained from the data, a statistically significant difference was found between the mean achievement of the students using visual teaching materials and using written-visual teaching materials. The result suggests the use of written-visual teaching materials. The data obtained from the interview also supported these results. Therefore, visual teaching materials should be chosen appropriately by language teachers and should be carried into the classroom environment. It is recommended that visual teaching materials be presented with written support, as it facilitates reminding and provides the opportunity to learn with permanent marks.","PeriodicalId":16272,"journal":{"name":"Journal of Language and Linguistic Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46955311","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 paper focuses on the use of modern technologies and the Internet in ESL learning. In the modern world of technology, language-learning processes transform into interactive activities, involving different technical tools and methods. Based on recent researches and studies in this field, implementation of media, audio, and visuals during classes improves cooperation between a teacher and students thus creating an interactive and technologically oriented cooperation atmosphere. The technologically perceptive environment in the classroom facilitates the ESL learning process thus improving and strengthening students' gained knowledge and enables their active participation during classes. Practical strategies of technology implementation, broadcasting of video during classes, representing related website addresses, and many other features of special tactics implementation in the ESL learning process are in the focus of this research paper. A special concern of this study considers the role of the Internet in the modern ESL learning process as an effective tool for information search and communication improvement during classes. Web searching tactics and strategies are of vital importance for modern ESL learners. Therefore, the development of students' creativity and imagination, facilitation of the learning process, and active engagement of both a teacher and students can be the result of effective technology implementation in the ESL learning process.
{"title":"Digital discourse of English language acquisition","authors":"N. Lazebna, A. Prykhodko","doi":"10.52462/jlls.67","DOIUrl":"https://doi.org/10.52462/jlls.67","url":null,"abstract":"This paper focuses on the use of modern technologies and the Internet in ESL learning. In the modern world of technology, language-learning processes transform into interactive activities, involving different technical tools and methods. Based on recent researches and studies in this field, implementation of media, audio, and visuals during classes improves cooperation between a teacher and students thus creating an interactive and technologically oriented cooperation atmosphere. The technologically perceptive environment in the classroom facilitates the ESL learning process thus improving and strengthening students' gained knowledge and enables their active participation during classes. Practical strategies of technology implementation, broadcasting of video during classes, representing related website addresses, and many other features of special tactics implementation in the ESL learning process are in the focus of this research paper. A special concern of this study considers the role of the Internet in the modern ESL learning process as an effective tool for information search and communication improvement during classes. Web searching tactics and strategies are of vital importance for modern ESL learners. Therefore, the development of students' creativity and imagination, facilitation of the learning process, and active engagement of both a teacher and students can be the result of effective technology implementation in the ESL learning process.","PeriodicalId":16272,"journal":{"name":"Journal of Language and Linguistic Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45721054","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 is analytical in nature and a comparative study of code-mixing and code-switching among the children of 2 to 5 belonging to educated and uneducated background. The focus of the research is how the children mix and switch Punjabi and Urdu in their early age. This study of code-mixing and code-switching in Urdu and Punjabi is found in educated and uneducated children’s recordings. Mostly the children mix single word insertion from Punjabi in their utterances during conversation. They also mix and switch the clauses and sentences of both the languages. The main work of this study is to quantify how much insertion of Single Word (Noun Insertion, Adjective Insertion, Adverb Insertion and Verb Insertion), of Phrase (Noun Phrase, Verb Phrase), of Clause and Sentence (Clause Insertion and Sentence Insertion). Hybridization of Single Word and Synthesis (Modes and Terms of Address, Repetition, Tags and Fillers) have also been identified. The reason why Punjabi is considered as study of code-mixing and code-switching with national language is that it is spoken not only at homes, but also outside in the surrounding of the children in the city of Sahiwal
{"title":"A study of code-mixing and code-switching (Urdu and Punjabi) in children’s early speech","authors":"M. Ramzan, Aamir Aziz, Maimoona Ghaffar","doi":"10.52462/jlls.60","DOIUrl":"https://doi.org/10.52462/jlls.60","url":null,"abstract":"This research is analytical in nature and a comparative study of code-mixing and code-switching among the children of 2 to 5 belonging to educated and uneducated background. The focus of the research is how the children mix and switch Punjabi and Urdu in their early age. This study of code-mixing and code-switching in Urdu and Punjabi is found in educated and uneducated children’s recordings. Mostly the children mix single word insertion from Punjabi in their utterances during conversation. They also mix and switch the clauses and sentences of both the languages. The main work of this study is to quantify how much insertion of Single Word (Noun Insertion, Adjective Insertion, Adverb Insertion and Verb Insertion), of Phrase (Noun Phrase, Verb Phrase), of Clause and Sentence (Clause Insertion and Sentence Insertion). Hybridization of Single Word and Synthesis (Modes and Terms of Address, Repetition, Tags and Fillers) have also been identified. The reason why Punjabi is considered as study of code-mixing and code-switching with national language is that it is spoken not only at homes, but also outside in the surrounding of the children in the city of Sahiwal","PeriodicalId":16272,"journal":{"name":"Journal of Language and Linguistic Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46413607","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 investigates the reading attitude of language teacher students and how reading attitude differs in terms of the variables gender, major, education experience, and level of proficiency. In the study, the Reading Attitude Scale was used which is developed to measure the reading attitudes of teacher students. The scale is implemented to language teacher students studying foreign language teaching at a public university in Turkey. The data were collected from language teacher students with two majors (English and German) during the academic year 2020 – 2021. The data were analysed by using the PASW Statistics 18.00 program. As the data showed normal distribution, the parametric statistical analyses independent – samples t-Test and one-way ANOVA were used. The results revealed that language teacher students' reading attitude differs in terms of the variables gender, major and education experience. But in terms of the level of proficiency, there were significant differences just in the category personal and social development. In the other categories, there were no significant differences. Based on the study findings it is suggested to support learners with extracurricular reading activities and materials, which applies to their interests and their preferences of reading texts in a foreign language.
{"title":"Foreign language teacher students’ attitudes toward reading: Implications for language teacher education","authors":"Aysel Deregözü, Bilal Üstün","doi":"10.52462/jlls.57","DOIUrl":"https://doi.org/10.52462/jlls.57","url":null,"abstract":"The study investigates the reading attitude of language teacher students and how reading attitude differs in terms of the variables gender, major, education experience, and level of proficiency. In the study, the Reading Attitude Scale was used which is developed to measure the reading attitudes of teacher students. The scale is implemented to language teacher students studying foreign language teaching at a public university in Turkey. The data were collected from language teacher students with two majors (English and German) during the academic year 2020 – 2021. The data were analysed by using the PASW Statistics 18.00 program. As the data showed normal distribution, the parametric statistical analyses independent – samples t-Test and one-way ANOVA were used. The results revealed that language teacher students' reading attitude differs in terms of the variables gender, major and education experience. But in terms of the level of proficiency, there were significant differences just in the category personal and social development. In the other categories, there were no significant differences. Based on the study findings it is suggested to support learners with extracurricular reading activities and materials, which applies to their interests and their preferences of reading texts in a foreign language.","PeriodicalId":16272,"journal":{"name":"Journal of Language and Linguistic Studies","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71007805","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 aim of this study is to investigate the effectiveness of using visual materials in teaching vocabulary to deaf students of EFL. For this purpose, 80 deaf students from a state special education vocational high school in Turkey took part in the study. All of these students have English classes for the first time in their lives and they are at the starter level of English, thus pre-test for their English proficiency was not applied. The students were randomly divided into two groups to form the experimental and the control groups. Students were taught 10 vocabulary items per week, and totally 50 target vocabulary items were taught during the whole study. The vocabulary items were taught with visual materials together with the sign language to the experimental group, and the control group was not introduced with any visual items while teaching these words, they were just taught with the help of sign language instruction. Immediate post-test was applied to each group after the treatment to measure the impact on learning. To test long term retention, delayed post-test was given to the groups six weeks after the immediate tests. Independent Samples and Paired Samples T-test calculations were utilized with the results of the immediate and delayed post-tests to investigate the effectiveness of visual materials. According to the results of the study, visual materials were found to be more effective than using only the sign language which does not include any visual materials in teaching vocabulary to deaf learners of EFL
{"title":"The effectiveness of visual materials in teaching vocabulary to deaf students of EFL","authors":"F. Birinci, A. Sarıçoban","doi":"10.52462/JLLS.43","DOIUrl":"https://doi.org/10.52462/JLLS.43","url":null,"abstract":"The aim of this study is to investigate the effectiveness of using visual materials in teaching vocabulary to deaf students of EFL. For this purpose, 80 deaf students from a state special education vocational high school in Turkey took part in the study. All of these students have English classes for the first time in their lives and they are at the starter level of English, thus pre-test for their English proficiency was not applied. The students were randomly divided into two groups to form the experimental and the control groups. Students were taught 10 vocabulary items per week, and totally 50 target vocabulary items were taught during the whole study. The vocabulary items were taught with visual materials together with the sign language to the experimental group, and the control group was not introduced with any visual items while teaching these words, they were just taught with the help of sign language instruction. Immediate post-test was applied to each group after the treatment to measure the impact on learning. To test long term retention, delayed post-test was given to the groups six weeks after the immediate tests. Independent Samples and Paired Samples T-test calculations were utilized with the results of the immediate and delayed post-tests to investigate the effectiveness of visual materials. According to the results of the study, visual materials were found to be more effective than using only the sign language which does not include any visual materials in teaching vocabulary to deaf learners of EFL","PeriodicalId":16272,"journal":{"name":"Journal of Language and Linguistic Studies","volume":"17 1","pages":"628-645"},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45900792","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}
Ra'ed Awad Al-Ramahi, R. A. Rashid, O. Al-Smadi, Hanita Hanim Ismail
This article seeks to identify the main discursive strategies employed by Langston Hughes in constructing entities, people’s images and entire social reality in his poetic discourse. More specifically, this article examines how the discursive strategies contribute to the construction of whiteness and blackness. Data was generated from sixty purposively selected Hughes’ poems, which were analysed using thematic analysis and Van Dijk’s critical discourse analysis. Van Dijk’s CDA was selected as a theoretical framework in this study as it draws knowledge from several fields, including sociology, psychology, politics and economics, which contribute to deepening the insights of this study. The analysis of data revealed that Hughes constantly constructs whiteness and blackness through four discursive strategies, which are actor description, resource description, self-identity descriptions and norm and value descriptions. The findings also show that these strategies contribute to the construction of whiteness and blackness by means of highlighting the positive-self and negative other-representations as well as the power relations between Whites and Blacks. It is hoped that this study deepens the understanding of Hughes’ poetic discourse and adds novel insights into whiteness and blackness in the American context.
{"title":"The discursive strategies used by Langston Hughes in the construction of whiteness and blackness","authors":"Ra'ed Awad Al-Ramahi, R. A. Rashid, O. Al-Smadi, Hanita Hanim Ismail","doi":"10.52462/JLLS.45","DOIUrl":"https://doi.org/10.52462/JLLS.45","url":null,"abstract":"This article seeks to identify the main discursive strategies employed by Langston Hughes in constructing entities, people’s images and entire social reality in his poetic discourse. More specifically, this article examines how the discursive strategies contribute to the construction of whiteness and blackness. Data was generated from sixty purposively selected Hughes’ poems, which were analysed using thematic analysis and Van Dijk’s critical discourse analysis. Van Dijk’s CDA was selected as a theoretical framework in this study as it draws knowledge from several fields, including sociology, psychology, politics and economics, which contribute to deepening the insights of this study. The analysis of data revealed that Hughes constantly constructs whiteness and blackness through four discursive strategies, which are actor description, resource description, self-identity descriptions and norm and value descriptions. The findings also show that these strategies contribute to the construction of whiteness and blackness by means of highlighting the positive-self and negative other-representations as well as the power relations between Whites and Blacks. It is hoped that this study deepens the understanding of Hughes’ poetic discourse and adds novel insights into whiteness and blackness in the American context.","PeriodicalId":16272,"journal":{"name":"Journal of Language and Linguistic Studies","volume":"17 1","pages":"662-674"},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48957807","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 identifies the archetypal motives of the Hero and the Seeker in modern rap lyrics, demonstrating a certain archetypal basis of the rap artists’ identity. The problem of the archetype-identity correlation has been solved through the use of the method prioritizing the discursive role invariant as the index of the artists’ both psychic dispositions and cultural-semiotic background, thus performing identity eliciting function. The aim of the article is to identify the rappers’ archetypal roles of Hero and Seeker based on the linguistic and narrative devices. Four motive-descriptors underlying the Hero archetype are manifested by role invariants of Champion-winner, Warrior-soldier, prophet / savior and noble rescuer. Each of them is based either on the metaphorical interpretation of rap performance as the sporting contest, a battle at war, the Universe and blessing, or on allusions to precedential characters significant for the rap artists’ self-identification. Narrative manifestations of the Hero formation involve five correlations with stages of the Hero’s Journey associated with Joseph Campbell’s Monomyth: Ordinary World of childhood and adolescence; obstacles and enemies; Inmost Cave as an inner conflict and fears the Hero has to face; metaphorical “death” foregrounded by symbols of "beyond world" or transition space between the worlds; a transfiguration into a new status in a new world of luxury and success, “awarded” by material symbols of prosperity.
{"title":"Rap artists’ identity in archetypal roles of hero and seeker: A linguistic perspective","authors":"N. Kravchenko, O. Zhykharieva, Y. Kononets","doi":"10.52462/JLLS.44","DOIUrl":"https://doi.org/10.52462/JLLS.44","url":null,"abstract":"The study identifies the archetypal motives of the Hero and the Seeker in modern rap lyrics, demonstrating a certain archetypal basis of the rap artists’ identity. The problem of the archetype-identity correlation has been solved through the use of the method prioritizing the discursive role invariant as the index of the artists’ both psychic dispositions and cultural-semiotic background, thus performing identity eliciting function. The aim of the article is to identify the rappers’ archetypal roles of Hero and Seeker based on the linguistic and narrative devices. Four motive-descriptors underlying the Hero archetype are manifested by role invariants of Champion-winner, Warrior-soldier, prophet / savior and noble rescuer. Each of them is based either on the metaphorical interpretation of rap performance as the sporting contest, a battle at war, the Universe and blessing, or on allusions to precedential characters significant for the rap artists’ self-identification. Narrative manifestations of the Hero formation involve five correlations with stages of the Hero’s Journey associated with Joseph Campbell’s Monomyth: Ordinary World of childhood and adolescence; obstacles and enemies; Inmost Cave as an inner conflict and fears the Hero has to face; metaphorical “death” foregrounded by symbols of \"beyond world\" or transition space between the worlds; a transfiguration into a new status in a new world of luxury and success, “awarded” by material symbols of prosperity.","PeriodicalId":16272,"journal":{"name":"Journal of Language and Linguistic Studies","volume":"17 1","pages":"646-661"},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42335903","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}
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