Pub Date : 2023-10-19DOI: 10.32996/ijls.2023.3.3.3
Reima Al-Jarf
An acronym consists of the first letters of words in a compound as NASA and UNESCO. Acronyms are pronounced as a word or letter by letter (USA). Arabic has native acronyms (DAESH, HAMAS) and borrowed acronyms for names of companies, organizations, news agency (ALECSO, SANA, WATA, Radar, SEDAW). A unique linguistic phenomenon exists in Arabic where a variety of forms are derived from acronyms pronounced as a word, whether native or borrowed. This study explores derivability of acronyms, the class and meaning shifts that some native and loan acronyms in Arabic have undergone and the productivity level of those derived forms. Derivable acronyms under study are ISIS, HAMAS, FATAH, LASER, AIDS, NATO, WATA, GMC, CD, and RADAR. The most prominent and prolific acronym that was coined during the Arab Spring is DAESH (ISIS). It has more than 50 derivatives with several derived verbs, nouns and adjectives and others as استدعاش دعشنة داعشية داعشي دعششة. Although its original denotative meaning was the “Islamic State in Iraq and Syria” (الدولة الإسلامية في العراق والشام), DAESH has gone through a meaning and form shift. For example, دواعش refers to members of ISIS, or those who support ISIS; داعشية is the phenomenon of chopping heads and bloodshed; استدعاش the act of violence and atrocities. Such derived forms have a negative and pejorative connotation. Forms derived from LASER and AIDS have derivatives; NATO has the derived adjective (ناتاوي) as الربيع الليبي الناتاوي "NATO Libyan spring", and singular and the plural nouns that are agents ناتاوي ناتاويين "supporters of NATO interference in Arabic revolutions". Those forms have a negative connotation and are used by journalists and social media users who oppose the NATO interference in Arab revolutions. GMC, CD and RADAR only take a plural suffix. Results of the analysis of the derived forms, the class and meaning shifts that acronyms in Arabic have undergone, why some acronyms are derivable, and others are not, are reported in detail.
首字母缩略词由单词的首字母组成，如NASA和UNESCO。首字母缩略词的发音是一个单词或一个字母接一个字母(美国)。阿拉伯语有本地的缩写词(DAESH, HAMAS)，也有公司、组织、新闻机构(ALECSO, SANA, WATA, Radar, SEDAW)的缩写词。阿拉伯语中存在一种独特的语言现象，即从作为单词发音的首字母缩略词衍生出各种形式，无论是本地的还是借来的。本研究探讨了缩略语的衍生性、阿拉伯语中一些本地缩略语和外借缩略语所经历的类和意义的变化以及这些衍生形式的生产力水平。可衍生的首字母缩略词包括ISIS、哈马斯、法塔赫、激光、艾滋病、北约、WATA、GMC、CD和RADAR。在阿拉伯之春期间创造的最突出和最多产的首字母缩略词是DAESH (ISIS)。它有50多个衍生词，有几个衍生动词、名词和形容词，还有استدعاش دعشنة داعشية داعشي دعششة。虽然DAESH最初的外延意义是“伊拉克和叙利亚伊斯兰国”(الدولة الإسلامية في العراق والشام)，但它经历了意义和形式的转变。例如，دواعش指的是ISIS的成员或支持ISIS的人;داعشية是砍头和流血的现象;استدعاش暴力和暴行的行为。这种派生形式具有否定和贬义的含义。从LASER和AIDS衍生的形式有衍生物;北约的衍生形容词(ناتاوي)为الربيع الليبي الناتاوي“北约利比亚之春”，单数和复数名词为代理人ناتاوي ناتاويين“北约干涉阿拉伯革命的支持者”。这些形式有负面含义，被反对北约干涉阿拉伯革命的记者和社交媒体用户使用。GMC、CD和RADAR只有复数后缀。详细介绍了阿拉伯语缩略语衍生形式的分析结果，缩略语在阿拉伯语中所经历的类和意义的变化，以及为什么有些缩略语可以衍生，而有些则不能。
{"title":"Derivation from Native and Loan Acronyms in Arabic","authors":"Reima Al-Jarf","doi":"10.32996/ijls.2023.3.3.3","DOIUrl":"https://doi.org/10.32996/ijls.2023.3.3.3","url":null,"abstract":"An acronym consists of the first letters of words in a compound as NASA and UNESCO. Acronyms are pronounced as a word or letter by letter (USA). Arabic has native acronyms (DAESH, HAMAS) and borrowed acronyms for names of companies, organizations, news agency (ALECSO, SANA, WATA, Radar, SEDAW). A unique linguistic phenomenon exists in Arabic where a variety of forms are derived from acronyms pronounced as a word, whether native or borrowed. This study explores derivability of acronyms, the class and meaning shifts that some native and loan acronyms in Arabic have undergone and the productivity level of those derived forms. Derivable acronyms under study are ISIS, HAMAS, FATAH, LASER, AIDS, NATO, WATA, GMC, CD, and RADAR. The most prominent and prolific acronym that was coined during the Arab Spring is DAESH (ISIS). It has more than 50 derivatives with several derived verbs, nouns and adjectives and others as استدعاش دعشنة داعشية داعشي دعششة. Although its original denotative meaning was the “Islamic State in Iraq and Syria” (الدولة الإسلامية في العراق والشام), DAESH has gone through a meaning and form shift. For example, دواعش refers to members of ISIS, or those who support ISIS; داعشية is the phenomenon of chopping heads and bloodshed; استدعاش the act of violence and atrocities. Such derived forms have a negative and pejorative connotation. Forms derived from LASER and AIDS have derivatives; NATO has the derived adjective (ناتاوي) as الربيع الليبي الناتاوي \"NATO Libyan spring\", and singular and the plural nouns that are agents ناتاوي ناتاويين \"supporters of NATO interference in Arabic revolutions\". Those forms have a negative connotation and are used by journalists and social media users who oppose the NATO interference in Arab revolutions. GMC, CD and RADAR only take a plural suffix. Results of the analysis of the derived forms, the class and meaning shifts that acronyms in Arabic have undergone, why some acronyms are derivable, and others are not, are reported in detail.","PeriodicalId":188874,"journal":{"name":"International Journal of Linguistics Studies","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135730134","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}
Pub Date : 2023-09-27DOI: 10.32996/ijls.2023.3.3.2
Yasir Al-Yafaei, Badri Mudhsh
This review study endeavors to review the literature on the impact of online collaborative learning on EFL students' writing skills. It also adds to the ongoing discussion about the way in which online collaboration might support writing and the extent to which online collaborative learning can facilitate mutual scaffolding among EFL students. In addition, it views the students’ perception and understanding of online collaboration as factors that need to be investigated to explore the impact of such an approach. The study utilized a qualitative method, which particularly relies on gathering materials and conclusions from existing literature such as books, papers, and articles. Based on the existing literature, online collaborative learning had a beneficial impact on the students' writing performance. The findings indicated that the implementation of online collaborative learning effectively facilitates the instructional and educational endeavors of both educators and learners. The observed results indicated significantly greater levels of accomplishment in comparison to those who did not use the same. This is achieved via the provision of feedback, explanations, and suggestions related to students' errors, as well as by promoting more opportunities for participation and collaboration. The evident advantage of online collaborative learning becomes clear when considering the impact of technology on improving students' writing abilities and knowledge. In a general sense, online collaborative learning may be seen as a potential substitute for traditional methods in teaching writing skills to English as a Foreign Language (EFL) or English as a Second Language (ESL) students.
{"title":"A Review Study on the Impact of Online Collaborative Learning on EFL Students’ Writing Skills","authors":"Yasir Al-Yafaei, Badri Mudhsh","doi":"10.32996/ijls.2023.3.3.2","DOIUrl":"https://doi.org/10.32996/ijls.2023.3.3.2","url":null,"abstract":"This review study endeavors to review the literature on the impact of online collaborative learning on EFL students' writing skills. It also adds to the ongoing discussion about the way in which online collaboration might support writing and the extent to which online collaborative learning can facilitate mutual scaffolding among EFL students. In addition, it views the students’ perception and understanding of online collaboration as factors that need to be investigated to explore the impact of such an approach. The study utilized a qualitative method, which particularly relies on gathering materials and conclusions from existing literature such as books, papers, and articles. Based on the existing literature, online collaborative learning had a beneficial impact on the students' writing performance. The findings indicated that the implementation of online collaborative learning effectively facilitates the instructional and educational endeavors of both educators and learners. The observed results indicated significantly greater levels of accomplishment in comparison to those who did not use the same. This is achieved via the provision of feedback, explanations, and suggestions related to students' errors, as well as by promoting more opportunities for participation and collaboration. The evident advantage of online collaborative learning becomes clear when considering the impact of technology on improving students' writing abilities and knowledge. In a general sense, online collaborative learning may be seen as a potential substitute for traditional methods in teaching writing skills to English as a Foreign Language (EFL) or English as a Second Language (ESL) students.","PeriodicalId":188874,"journal":{"name":"International Journal of Linguistics Studies","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135537849","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}
Pub Date : 2023-09-23DOI: 10.32996/ijls.2023.3.3.1
Machalla M.A Megaia
This study examines the misuse of the cohesion features in persuasive essays written by second-year students in the Department of English Language at Omar Al-Mukhtar University for the academic year 2022-2023. The study is guided by Halliday and Hasan’s (1976) cohesion theory. It utilized a qualitative descriptive method to study the cohesion and errors in essay writing by Libyan EFL students. The data is obtained from the participants by writing a persuasive essay that discusses one of the two topics provided. The findings of this study are three types of errors in the use of cohesion features, namely: reference features, lexical cohesion and conjunctions. The analysis also found several errors related to the structure and content of the essay, namely: the absence of thesis statement, the use of inappropriate punctuation marks, the absence of appropriate transition signals, the inconsistency of ideas, errors using parts of speech and diction that are inappropriate.
{"title":"Cohesion and Errors in Essay Writing by Libyan EFL Students: A Study in the English Department, Omar Al-Mukhtar University","authors":"Machalla M.A Megaia","doi":"10.32996/ijls.2023.3.3.1","DOIUrl":"https://doi.org/10.32996/ijls.2023.3.3.1","url":null,"abstract":"This study examines the misuse of the cohesion features in persuasive essays written by second-year students in the Department of English Language at Omar Al-Mukhtar University for the academic year 2022-2023. The study is guided by Halliday and Hasan’s (1976) cohesion theory. It utilized a qualitative descriptive method to study the cohesion and errors in essay writing by Libyan EFL students. The data is obtained from the participants by writing a persuasive essay that discusses one of the two topics provided. The findings of this study are three types of errors in the use of cohesion features, namely: reference features, lexical cohesion and conjunctions. The analysis also found several errors related to the structure and content of the essay, namely: the absence of thesis statement, the use of inappropriate punctuation marks, the absence of appropriate transition signals, the inconsistency of ideas, errors using parts of speech and diction that are inappropriate.","PeriodicalId":188874,"journal":{"name":"International Journal of Linguistics Studies","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135959687","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}
Pub Date : 2023-06-30DOI: 10.32996/ijls.2023.3.2.9
Raiza Rhea Reponte-Sereño
The present study conducted an analysis of the morphosyntactic structures found in three specific news articles from the Cebuano-Visayan SuperBalita publication. The articles in question are titled "34 ka menor naluwas sa CCPO", "Signal Shutdown Sa Pasigarbo Sa Sugbo", and "Manindahay Sa Carbon Nabalaka Sa Grabi'ng Alkansi". The study aimed to address the following inquiries: the immediate constituents and rewrite rules of syntactic structures and the morphemic structures that comprise the content words within sentences of the news articles. The research employed a qualitative approach, specifically utilizing structural analysis. The frameworks of Corder's linear grammar and Pesirla's pedagogic grammar were employed, yielding the subsequent discoveries: The analysis of the three chosen textual samples revealed the presence of sixteen simple sentences, eleven complex sentences, and one compound sentence, specifically sentence 3, which was identified through its corresponding rewrite rules. The second problem's data unveiled the morphemic structures of content words, exhibiting a total of fifty nouns, fifty-eight verbs, five adjectives, and five adverbs. Most of the nouns present in the text are in their simple form, while three of them are compound nouns, namely uplan bulabug, minur di idad, and tunga’ng gabi. The prefix "ka" is employed in the formation of five complex nouns, namely kadagku-an, kagamhanan, kalihukan, kahigayuan, and kasumaran. On the other hand, the base words pama-agi and pasigarbu are utilized in the formation of the remaining two complex nouns, using the prefixes "pama" and "pasi". Most verb prefixes are observed to be bound morphemes, specifically "gi", "nag", "mag", "gipa", and "mu". The three chosen news articles from Cebuano-Visayan Superbalita exhibit the manifestation of morphosyntactic linearity, as indicated by the findings. Therefore, additional research on morphology and syntax may serve as a starting point for discourse that employs indigenous languages.
本研究对来自宿务诺-维萨扬SuperBalita出版物的三篇特定新闻文章中的形态句法结构进行了分析。有关文章的标题为“34 ka menor naluwas sa CCPO”，“信号关闭sa Pasigarbo sa Sugbo”和“Manindahay sa Carbon Nabalaka sa Grabi'ng Alkansi”。本研究旨在探讨新闻文章句子中构成实词的句法结构的直接成分和改写规则以及构成实词的语素结构。本研究采用定性方法，具体运用结构分析。采用了科德的线性语法和佩西尔拉的教学语法框架，产生了随后的发现:对选定的三个文本样本的分析显示存在16个简单句，11个复杂句和一个复合句，特别是第3句，通过其相应的重写规则确定了它。第二个问题的数据揭示了实义词的语素结构，共展示了50个名词、58个动词、5个形容词和5个副词。文中出现的名词大部分都是单复数形式，其中有三个是复合名词，即upplan bulabug、minur di idad和tunga 'ng gabi。前缀“ka”用于构成五个复杂名词，即kadagku-an、kagamhanan、kalihukan、kahigayuan和kasumaran。另一方面，在其余两个复杂名词的构成中，使用了基础词pama-agi和pasigarbu，并使用了前缀“pama”和“pasi”。大多数动词前缀都是绑定语素，特别是“gi”、“nag”、“mag”、“gipa”和“mu”。从Cebuano-Visayan Superbalita中选择的三篇新闻文章显示了形态句法线性的表现，正如研究结果所表明的那样。因此，对词法和句法的进一步研究可以作为使用本土语言语篇的起点。
{"title":"Cebuano-Visayan Superbalita Select News Articles: A Morphosyntactic Analysis","authors":"Raiza Rhea Reponte-Sereño","doi":"10.32996/ijls.2023.3.2.9","DOIUrl":"https://doi.org/10.32996/ijls.2023.3.2.9","url":null,"abstract":"The present study conducted an analysis of the morphosyntactic structures found in three specific news articles from the Cebuano-Visayan SuperBalita publication. The articles in question are titled \"34 ka menor naluwas sa CCPO\", \"Signal Shutdown Sa Pasigarbo Sa Sugbo\", and \"Manindahay Sa Carbon Nabalaka Sa Grabi'ng Alkansi\". The study aimed to address the following inquiries: the immediate constituents and rewrite rules of syntactic structures and the morphemic structures that comprise the content words within sentences of the news articles. The research employed a qualitative approach, specifically utilizing structural analysis. The frameworks of Corder's linear grammar and Pesirla's pedagogic grammar were employed, yielding the subsequent discoveries: The analysis of the three chosen textual samples revealed the presence of sixteen simple sentences, eleven complex sentences, and one compound sentence, specifically sentence 3, which was identified through its corresponding rewrite rules. The second problem's data unveiled the morphemic structures of content words, exhibiting a total of fifty nouns, fifty-eight verbs, five adjectives, and five adverbs. Most of the nouns present in the text are in their simple form, while three of them are compound nouns, namely uplan bulabug, minur di idad, and tunga’ng gabi. The prefix \"ka\" is employed in the formation of five complex nouns, namely kadagku-an, kagamhanan, kalihukan, kahigayuan, and kasumaran. On the other hand, the base words pama-agi and pasigarbu are utilized in the formation of the remaining two complex nouns, using the prefixes \"pama\" and \"pasi\". Most verb prefixes are observed to be bound morphemes, specifically \"gi\", \"nag\", \"mag\", \"gipa\", and \"mu\". The three chosen news articles from Cebuano-Visayan Superbalita exhibit the manifestation of morphosyntactic linearity, as indicated by the findings. Therefore, additional research on morphology and syntax may serve as a starting point for discourse that employs indigenous languages.","PeriodicalId":188874,"journal":{"name":"International Journal of Linguistics Studies","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128530310","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}
Pub Date : 2023-06-04DOI: 10.32996/ijls.2023.3.2.8
Rachid Bendraou, Sana Sakale
The main aim of this study is to examine the effectiveness of critical pedagogy and high-order thinking skills in upgrading values-based education and intercultural understanding. Critical pedagogy is a transformational approach that aims to embrace educational values, intercultural identity, the commonality of beneficence and the value of individual freedom in today’s globalised world. In this regard, the teacher’s role is to help learners to aggrandize their intercultural and critical cultural responsibility for acceptance of otherness, that is, self-reflection, essentialism, and cosmopolitanism in a value based educational system. This article used EFL teaching materials that drew on critical literacy (two culturally based units and a short story analysis) stemming from the critical pedagogy lens (praxis pedagogy). The data of this study were analysed qualitatively through the three stages of disciplinary Fairclough’s approach to critical discourse analysis: description, interpretation and explanation; it is an approach that considers language as a form of political and social practice. The findings revealed that critical pedagogy and high order skills developed values-based education as well as intercultural understanding.
{"title":"Critical Pedagogy and High Order Thinking Skills in a Classroom Discourse","authors":"Rachid Bendraou, Sana Sakale","doi":"10.32996/ijls.2023.3.2.8","DOIUrl":"https://doi.org/10.32996/ijls.2023.3.2.8","url":null,"abstract":"The main aim of this study is to examine the effectiveness of critical pedagogy and high-order thinking skills in upgrading values-based education and intercultural understanding. Critical pedagogy is a transformational approach that aims to embrace educational values, intercultural identity, the commonality of beneficence and the value of individual freedom in today’s globalised world. In this regard, the teacher’s role is to help learners to aggrandize their intercultural and critical cultural responsibility for acceptance of otherness, that is, self-reflection, essentialism, and cosmopolitanism in a value based educational system. This article used EFL teaching materials that drew on critical literacy (two culturally based units and a short story analysis) stemming from the critical pedagogy lens (praxis pedagogy). The data of this study were analysed qualitatively through the three stages of disciplinary Fairclough’s approach to critical discourse analysis: description, interpretation and explanation; it is an approach that considers language as a form of political and social practice. The findings revealed that critical pedagogy and high order skills developed values-based education as well as intercultural understanding.","PeriodicalId":188874,"journal":{"name":"International Journal of Linguistics Studies","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129895820","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}
Pub Date : 2023-06-02DOI: 10.32996/ijls.2023.3.2.7
OUBO-GAOU ABDOU-RASSIDOU
The current study aims to investigate learners' attitudes regarding studying English. The purpose of this study is to discover the attitudes of Togolese EFL learners about learning English. The current study is being undertaken with students from two public universities in Togo (University of Lomé and University of Kara) as well as some high school pupils. Thus, (50) students were chosen at random from various levels [bachelor's students, master's students, and high school students] to participate in this research. To collect data for this project, questionnaires were distributed to students online. The major findings suggest that students have positive attitudes toward English learning. The findings really show that Togolese students are really motivated to learn the English language, and they give great importance to the English language.
{"title":"Togolese EFL Learners’ Attitudes toward Learning English Language","authors":"OUBO-GAOU ABDOU-RASSIDOU","doi":"10.32996/ijls.2023.3.2.7","DOIUrl":"https://doi.org/10.32996/ijls.2023.3.2.7","url":null,"abstract":"The current study aims to investigate learners' attitudes regarding studying English. The purpose of this study is to discover the attitudes of Togolese EFL learners about learning English. The current study is being undertaken with students from two public universities in Togo (University of Lomé and University of Kara) as well as some high school pupils. Thus, (50) students were chosen at random from various levels [bachelor's students, master's students, and high school students] to participate in this research. To collect data for this project, questionnaires were distributed to students online. The major findings suggest that students have positive attitudes toward English learning. The findings really show that Togolese students are really motivated to learn the English language, and they give great importance to the English language.","PeriodicalId":188874,"journal":{"name":"International Journal of Linguistics Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128452812","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}
Pub Date : 2023-05-20DOI: 10.32996/ijls.2023.3.2.6
Nassim Assadi, Khalid Abu Ras
In this article, we focused on the presence of verbs and nouns in Su‘ād al-Ṣabāḥ Fatāfīt Imraʼa (Fragments of a Woman), and on the significance of tense verbs as a section of grammatical structures, which in turn are considered part of the structural methods. Fatāfīt Imraʼa, with most of its poems, is a revolutionary work for its rejection of the humiliating reality, and social postulates that made the man dominant in his relationship with women. Since the revolution is based on changing the existing reality, and change is associated with actions (verbs), rather than nouns that indicate stability and consistency. We found that most of the revolutionary poems have a notably high ratio of verbs to nouns compared to those in which the persona feels emotional, social or patriotic satisfaction. About the significance of tense verbs, we found that the poems in which the past tense predominates depict a steady state that does not change or that it depicts a state that was intended to be attached and entrenched in the minds of the readers to influencing them, while the present tense was in most of the poems that depicted continual states. The style of speech that Al-Sabah followed in many of her poems contributed to the use of imperative verbs, but in a different way. When the persona was optimistic about the change and renewal that the future would bring, to move to a better situation, the presence of imperative verbs increased, and when she did not hope for anything from the future, it was less or completely gone.
{"title":"Stylistics of Grammatical Structures: The Presence of Verbs and their Temporal Connotations in the Poetry Book \"Fragments of a Woman\" by Soaud Al-Sabah as a Model","authors":"Nassim Assadi, Khalid Abu Ras","doi":"10.32996/ijls.2023.3.2.6","DOIUrl":"https://doi.org/10.32996/ijls.2023.3.2.6","url":null,"abstract":"In this article, we focused on the presence of verbs and nouns in Su‘ād al-Ṣabāḥ Fatāfīt Imraʼa (Fragments of a Woman), and on the significance of tense verbs as a section of grammatical structures, which in turn are considered part of the structural methods. Fatāfīt Imraʼa, with most of its poems, is a revolutionary work for its rejection of the humiliating reality, and social postulates that made the man dominant in his relationship with women. Since the revolution is based on changing the existing reality, and change is associated with actions (verbs), rather than nouns that indicate stability and consistency. We found that most of the revolutionary poems have a notably high ratio of verbs to nouns compared to those in which the persona feels emotional, social or patriotic satisfaction. About the significance of tense verbs, we found that the poems in which the past tense predominates depict a steady state that does not change or that it depicts a state that was intended to be attached and entrenched in the minds of the readers to influencing them, while the present tense was in most of the poems that depicted continual states. The style of speech that Al-Sabah followed in many of her poems contributed to the use of imperative verbs, but in a different way. When the persona was optimistic about the change and renewal that the future would bring, to move to a better situation, the presence of imperative verbs increased, and when she did not hope for anything from the future, it was less or completely gone.","PeriodicalId":188874,"journal":{"name":"International Journal of Linguistics Studies","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124913887","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}
Pub Date : 2023-05-11DOI: 10.32996/ijls.2023.3.2.5
Mohammed Shormani
I was fascinated when I came to know that there is “Arabic” spoken in Cyprus, which aroused several questions in me as to how this language came into existence, how it is spoken now, what changes to its linguistic modules take place due to language contact with other languages, what its status now is, etc. This article, thus, aims to investigate these questions, focusing mainly on how Cypriot Arabic (CyA) deviates from Mainstream Arabic (MA) varieties in all linguistic modules as a result of the language contact with the dominant language, i.e. Cypriot Greek. Specifically, I investigate CyA linguistic modules: phonology, morphology, syntax and lexicon and how language contact leads to deviations from Mainstream Arabic norms. Language decay and death are also investigated. Cypriot Arabic is a dialect of Arabic spoken in Cyprus, having evolved as a purely oral (unwritten) variety in isolation from any written or spoken variety of Arabic after the twelfth century. It is spoken by the Maronite Cypriots who have immigrated mostly from Syria and Lebanon to Cyprus and have inhabited Kormakiti(s) village until the Turkish invasion of the northern part of the Island in 1974 (Borg, 1985; inter alia). The main contact CyA has is with (Cypriot) Greek. In this paper, I employ the comparative and analytic approaches to linguistic phenomena under study. Findings indicate that CyA is severely endangered and hence should urgently be documented and revitalized. Thus, this research, to the best of my knowledge, is the first to be conducted by a linguist who is a native speaker of Arabic (with a little knowledge of Greek), and here lies its significance. It provides a reliable investigation and contributes to the existing body of literature on this language variety.
{"title":"Cypriot Arabic: Language Contact and Linguistic Deviations from Mainstream Arabic Norms","authors":"Mohammed Shormani","doi":"10.32996/ijls.2023.3.2.5","DOIUrl":"https://doi.org/10.32996/ijls.2023.3.2.5","url":null,"abstract":"I was fascinated when I came to know that there is “Arabic” spoken in Cyprus, which aroused several questions in me as to how this language came into existence, how it is spoken now, what changes to its linguistic modules take place due to language contact with other languages, what its status now is, etc. This article, thus, aims to investigate these questions, focusing mainly on how Cypriot Arabic (CyA) deviates from Mainstream Arabic (MA) varieties in all linguistic modules as a result of the language contact with the dominant language, i.e. Cypriot Greek. Specifically, I investigate CyA linguistic modules: phonology, morphology, syntax and lexicon and how language contact leads to deviations from Mainstream Arabic norms. Language decay and death are also investigated. Cypriot Arabic is a dialect of Arabic spoken in Cyprus, having evolved as a purely oral (unwritten) variety in isolation from any written or spoken variety of Arabic after the twelfth century. It is spoken by the Maronite Cypriots who have immigrated mostly from Syria and Lebanon to Cyprus and have inhabited Kormakiti(s) village until the Turkish invasion of the northern part of the Island in 1974 (Borg, 1985; inter alia). The main contact CyA has is with (Cypriot) Greek. In this paper, I employ the comparative and analytic approaches to linguistic phenomena under study. Findings indicate that CyA is severely endangered and hence should urgently be documented and revitalized. Thus, this research, to the best of my knowledge, is the first to be conducted by a linguist who is a native speaker of Arabic (with a little knowledge of Greek), and here lies its significance. It provides a reliable investigation and contributes to the existing body of literature on this language variety.","PeriodicalId":188874,"journal":{"name":"International Journal of Linguistics Studies","volume":"154 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126893949","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}
Pub Date : 2023-04-28DOI: 10.32996/ijls.2023.3.2.4
T. Sharadgah, R. Sa'di, Maha S. Yaseen
Problem-solving skills are of paramount importance in university education, and they are used as some of the salient parameters to gauge learning outcomes. In this vein, this quasi-experimental study seeks to assess and evaluate the relationship between the writing tasks that college students perform in class and their higher-order thinking skills such as critical thinking and problem-solving (PS) skills. The chief concern of this article is to find out to what extent problem-solving skills, including analysis, evaluation, explanation, and deduction, among university students can be expedited through writing tasks aimed at addressing and tackling problems and obstacles facing students on campus. 196 students from the College of Applied Studies at Al-Kharj (CASK) in Saudi Arabia are the subjects of this study. The subjects were split at random into two groups: control group (n=98) and intervention group (n = 98). The research method used was both quantitative and qualitative. Students in the two groups took a pre-test and a post-test. The researchers assessed the PS skills against the Facione and Facione (1994) scoring parameters. The findings show that there is a strong connection between writing tasks on topics of problems and obstacles and PS skills. The statistics showed a significant improvement in PS skills among the intervention group as opposed to the control group in analysis, evaluation, explanation and deduction. This study recommends that more research be conducted on the correlation between writing tasks aimed at addressing problems/dilemmas and other higher-order thinking skills.
{"title":"Probing the Role of Writing Tasks in Furthering Self-directed, Self-Corrective Problem-Solving Skills among Undergraduate Students","authors":"T. Sharadgah, R. Sa'di, Maha S. Yaseen","doi":"10.32996/ijls.2023.3.2.4","DOIUrl":"https://doi.org/10.32996/ijls.2023.3.2.4","url":null,"abstract":"Problem-solving skills are of paramount importance in university education, and they are used as some of the salient parameters to gauge learning outcomes. In this vein, this quasi-experimental study seeks to assess and evaluate the relationship between the writing tasks that college students perform in class and their higher-order thinking skills such as critical thinking and problem-solving (PS) skills. The chief concern of this article is to find out to what extent problem-solving skills, including analysis, evaluation, explanation, and deduction, among university students can be expedited through writing tasks aimed at addressing and tackling problems and obstacles facing students on campus. 196 students from the College of Applied Studies at Al-Kharj (CASK) in Saudi Arabia are the subjects of this study. The subjects were split at random into two groups: control group (n=98) and intervention group (n = 98). The research method used was both quantitative and qualitative. Students in the two groups took a pre-test and a post-test. The researchers assessed the PS skills against the Facione and Facione (1994) scoring parameters. The findings show that there is a strong connection between writing tasks on topics of problems and obstacles and PS skills. The statistics showed a significant improvement in PS skills among the intervention group as opposed to the control group in analysis, evaluation, explanation and deduction. This study recommends that more research be conducted on the correlation between writing tasks aimed at addressing problems/dilemmas and other higher-order thinking skills.","PeriodicalId":188874,"journal":{"name":"International Journal of Linguistics Studies","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133376105","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}
Pub Date : 2023-04-26DOI: 10.32996/ijls.2023.3.2.3
M. Manar, R. Dewanti
This transitivity study aims to delineate the ‘verbs’ employed in the introduction sections of students’ English-major theses (IST) in reference to those of the introduction sections of research articles (ISRA) published by TESOL journal. To obtain this purpose, ten introduction sections from ISRA were analysed as the parameter, and 10 from its IST counterparts were evaluated. Both data sets were initially scrutinized for their categorization of process types. Then the analysis was followed by the categorization of specific processes in each process type. All data analysis was executed by employing the tables of analysis adapted from the transitivity framework of Halliday and Matthiessen. The transitivity analysis reveals that compared with the data of TESOL journal, the meaning making in the IST is inclined to be represented by less investigative processes of material, verbal, and mental clauses. Some less investigative processes are reflected from the verbs ‘use’, ’want’, ‘say’, etc., while the knowledge building processes in the ISRA are shown by more investigative processes such as ‘investigate’, ‘find’, ‘question’, etc. Overall, in reference to the clauses in the research articles (RA) of TESOL journal, the ones in the introduction sections of students’ undergraduate theses still lack processes for supporting the basis of knowledge building. It is expected that the findings of this study contribute to the field of academic writing, that is, to give insight to student thesis writers into how to make meaning of their introduction functionally.
{"title":"‘Verbs’ in Thesis and Journal-Article Introductions: A Comparative Functional Approach","authors":"M. Manar, R. Dewanti","doi":"10.32996/ijls.2023.3.2.3","DOIUrl":"https://doi.org/10.32996/ijls.2023.3.2.3","url":null,"abstract":"This transitivity study aims to delineate the ‘verbs’ employed in the introduction sections of students’ English-major theses (IST) in reference to those of the introduction sections of research articles (ISRA) published by TESOL journal. To obtain this purpose, ten introduction sections from ISRA were analysed as the parameter, and 10 from its IST counterparts were evaluated. Both data sets were initially scrutinized for their categorization of process types. Then the analysis was followed by the categorization of specific processes in each process type. All data analysis was executed by employing the tables of analysis adapted from the transitivity framework of Halliday and Matthiessen. The transitivity analysis reveals that compared with the data of TESOL journal, the meaning making in the IST is inclined to be represented by less investigative processes of material, verbal, and mental clauses. Some less investigative processes are reflected from the verbs ‘use’, ’want’, ‘say’, etc., while the knowledge building processes in the ISRA are shown by more investigative processes such as ‘investigate’, ‘find’, ‘question’, etc. Overall, in reference to the clauses in the research articles (RA) of TESOL journal, the ones in the introduction sections of students’ undergraduate theses still lack processes for supporting the basis of knowledge building. It is expected that the findings of this study contribute to the field of academic writing, that is, to give insight to student thesis writers into how to make meaning of their introduction functionally.","PeriodicalId":188874,"journal":{"name":"International Journal of Linguistics Studies","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129751969","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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