Pub Date : 2021-10-16DOI: 10.32996/ijls.2021.1.2.4
Alia Syed, M. Junaid, Muhammad Usman Haider, Rabia Hashim, M. K̲h̲ān
This paper is based on the Critical Discourse Analysis approach to explore Pakistani Foreign Minister Shah Mehmood Qureshi’s speech at the UN in 2021 in a sociopolitical context. The researchers, by applying Fairclough’s 3D model, investigate Arab Israel community reflection through textual or stylistic strategies in speech and explore the level of Islamic ideology reflected in Shah Mehmood Qureshi speech through linguistic choices. The study further explores the representation of stylistic features in a speech that depicts the political and socio-cultural relationship between Palestine and the Israeli community. Findings of the study suggest that Foreign Minister Shah Mehmood Qureshi used different devices like textual and stylistic to give his ideology more explicatively. The sophisticated manners of ideology are propagated through the speech with all its prerequisites. It was syntactically well organized and produces a thematic message that was based on religious sociocultural and political discrimination and biased as well as inequality in cohesion. The expressive speaker values and relational indications were ordered according to the situation.
{"title":"Critical Discourse Analysis of Pakistani Foreign Minister Qureshi’s Speech at UN in 2021: A Sociopolitical Perspective","authors":"Alia Syed, M. Junaid, Muhammad Usman Haider, Rabia Hashim, M. K̲h̲ān","doi":"10.32996/ijls.2021.1.2.4","DOIUrl":"https://doi.org/10.32996/ijls.2021.1.2.4","url":null,"abstract":"This paper is based on the Critical Discourse Analysis approach to explore Pakistani Foreign Minister Shah Mehmood Qureshi’s speech at the UN in 2021 in a sociopolitical context. The researchers, by applying Fairclough’s 3D model, investigate Arab Israel community reflection through textual or stylistic strategies in speech and explore the level of Islamic ideology reflected in Shah Mehmood Qureshi speech through linguistic choices. The study further explores the representation of stylistic features in a speech that depicts the political and socio-cultural relationship between Palestine and the Israeli community. Findings of the study suggest that Foreign Minister Shah Mehmood Qureshi used different devices like textual and stylistic to give his ideology more explicatively. The sophisticated manners of ideology are propagated through the speech with all its prerequisites. It was syntactically well organized and produces a thematic message that was based on religious sociocultural and political discrimination and biased as well as inequality in cohesion. The expressive speaker values and relational indications were ordered according to the situation.","PeriodicalId":188874,"journal":{"name":"International Journal of Linguistics Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131320514","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 : 2021-10-06DOI: 10.32996/ijls.2021.1.2.3
Cuong Le Khac
Through proud historical development, the Vietnamese language has overcome all obstacles to become a rich and beautiful language, with a unique identity and full of potential. In the international arena, in all fields of activities, Vietnamese has equal status with all other languages. The process of integration and development will inevitably entail contact and mutual influence between cultures, including languages. On the positive side, it has contributed to enriching the lexicology of the national language, especially new terminologies in the fields of science and technology, make more diverse forms of communication, and in some ways, it shortens the gaps to more developed cultures and civilizations. However, in terms of culture, it can also cause negative effects, that is, chaos, tension in Vietnamese disguise. This paper reports the current status of the Vietnamese language in the midst of Western trends in Vietnam. Data were collected from historical documents and daily news from popular sites of Vietnamese mass media.
{"title":"Vietnamese Language in Westernization: Integration or Disguise?","authors":"Cuong Le Khac","doi":"10.32996/ijls.2021.1.2.3","DOIUrl":"https://doi.org/10.32996/ijls.2021.1.2.3","url":null,"abstract":"Through proud historical development, the Vietnamese language has overcome all obstacles to become a rich and beautiful language, with a unique identity and full of potential. In the international arena, in all fields of activities, Vietnamese has equal status with all other languages. The process of integration and development will inevitably entail contact and mutual influence between cultures, including languages. On the positive side, it has contributed to enriching the lexicology of the national language, especially new terminologies in the fields of science and technology, make more diverse forms of communication, and in some ways, it shortens the gaps to more developed cultures and civilizations. However, in terms of culture, it can also cause negative effects, that is, chaos, tension in Vietnamese disguise. This paper reports the current status of the Vietnamese language in the midst of Western trends in Vietnam. Data were collected from historical documents and daily news from popular sites of Vietnamese mass media.","PeriodicalId":188874,"journal":{"name":"International Journal of Linguistics Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130141908","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 : 2021-10-03DOI: 10.32996/ijls.2021.1.2.2
Alia Syed, S. Naz, R. Yousaf, Muhammad Ali Shahid, Shahnawaz Shahid
Language considers a form of social practice in Critical Discourse Analysis, and it is frequently used in political discourse written, verbal and visual including public speeches. This paper examines the Prime Minister of Canada's press conference speech, held at the House of Commerce on June 8, 2021 (https://www.rev.com/blog, 2021), in the aftermath of a Muslim family's murder in Ontario's London. The Three-Dimensional Model of Fairclough has been used to investigate the implicit/explicit power displayed in PM Justin's speech, as well as the display of power at the textual, discursive, and societal levels, in the context of the speech's two key themes: anti-Muslim hatred and Islamophobia. The study examines speech using a qualitative approach and addresses power within the discourse as well as the power behind the discourse. The findings show how language reflects political leaders' ideologies and how social behaviors can shape and be shaped by speech. The Prime Minister skillfully employed language to convey the ideological divides between Muslim communities and the western communities. After drawing the line of demarcation, he urged world leaders to take steps to resolve their differences to achieve global harmony and peace. This study enables the general public to comprehend Justin Trudeau's position on prevalent intolerance and the ideology of Islamophobia, as well as its effects.
{"title":"Analyzing Canadian PM Justin Trudeau’s Speech about Terrorist Attack on a Muslim Family in Ontario’s London: A Critical Perspective","authors":"Alia Syed, S. Naz, R. Yousaf, Muhammad Ali Shahid, Shahnawaz Shahid","doi":"10.32996/ijls.2021.1.2.2","DOIUrl":"https://doi.org/10.32996/ijls.2021.1.2.2","url":null,"abstract":"Language considers a form of social practice in Critical Discourse Analysis, and it is frequently used in political discourse written, verbal and visual including public speeches. This paper examines the Prime Minister of Canada's press conference speech, held at the House of Commerce on June 8, 2021 (https://www.rev.com/blog, 2021), in the aftermath of a Muslim family's murder in Ontario's London. The Three-Dimensional Model of Fairclough has been used to investigate the implicit/explicit power displayed in PM Justin's speech, as well as the display of power at the textual, discursive, and societal levels, in the context of the speech's two key themes: anti-Muslim hatred and Islamophobia. The study examines speech using a qualitative approach and addresses power within the discourse as well as the power behind the discourse. The findings show how language reflects political leaders' ideologies and how social behaviors can shape and be shaped by speech. The Prime Minister skillfully employed language to convey the ideological divides between Muslim communities and the western communities. After drawing the line of demarcation, he urged world leaders to take steps to resolve their differences to achieve global harmony and peace. This study enables the general public to comprehend Justin Trudeau's position on prevalent intolerance and the ideology of Islamophobia, as well as its effects.","PeriodicalId":188874,"journal":{"name":"International Journal of Linguistics Studies","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126156694","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 : 2021-10-02DOI: 10.32996/ijls.2021.1.2.1
Noorsyarzielah Saleh, Siti Fatimah Murtaza, Nurshila Umar Baki
Studies have revealed that first language has significant impacts on learners’ second language development. Utilizing L1 in the writing processes such as translation method and direct writing is a conventional strategy used by low proficiency level L2 learners. However, there is a lack of studies that determine the quality of writing influenced by L1 transfer. This study aims to provide a comparative analysis on the use of cohesive markers as a result of the use of Malay in English written text via translation and direct composition. The writing quality in terms of content, organisation and writing style of a group of students with low, intermediate and advanced proficiency levels from a secondary school in the district of Tangkak, Johor was scrutinised. Data were collected via two different topics of writing tasks using direct composition and translation writing process. The first topic involved English direct composition while the second topic employed direct Malay composition which was then translated into English. The results of the study indicated that English essays of direct writing showed less variety of cohesive markers as compared to Malay essays due to the lack of L2 writing skills. The learners apparently generated more ideas in their native language as well as utilized their L1 cohesive markers into L2 composition via the translation writing process. Nevertheless, the similarities and differences of cohesive markers in Malay and English help teachers to understand learners' organisation of Malay and English essays.
{"title":"A Comparative Analysis on Cohesive Markers in Essay Composition of First Language and Second Language: Direct Writing Versus Translation","authors":"Noorsyarzielah Saleh, Siti Fatimah Murtaza, Nurshila Umar Baki","doi":"10.32996/ijls.2021.1.2.1","DOIUrl":"https://doi.org/10.32996/ijls.2021.1.2.1","url":null,"abstract":"Studies have revealed that first language has significant impacts on learners’ second language development. Utilizing L1 in the writing processes such as translation method and direct writing is a conventional strategy used by low proficiency level L2 learners. However, there is a lack of studies that determine the quality of writing influenced by L1 transfer. This study aims to provide a comparative analysis on the use of cohesive markers as a result of the use of Malay in English written text via translation and direct composition. The writing quality in terms of content, organisation and writing style of a group of students with low, intermediate and advanced proficiency levels from a secondary school in the district of Tangkak, Johor was scrutinised. Data were collected via two different topics of writing tasks using direct composition and translation writing process. The first topic involved English direct composition while the second topic employed direct Malay composition which was then translated into English. The results of the study indicated that English essays of direct writing showed less variety of cohesive markers as compared to Malay essays due to the lack of L2 writing skills. The learners apparently generated more ideas in their native language as well as utilized their L1 cohesive markers into L2 composition via the translation writing process. Nevertheless, the similarities and differences of cohesive markers in Malay and English help teachers to understand learners' organisation of Malay and English essays.","PeriodicalId":188874,"journal":{"name":"International Journal of Linguistics Studies","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126740102","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 : 2021-08-24DOI: 10.32996/ijls.2021.1.1.6
M. K̲h̲ān, Alia Syed, M. Junaid, Sajid mehmood Shakir, Shahnawaz Shahid
Critical Discourse Analysis considers language use to be a form of social practice, and it is frequently used in political discourse, including written, verbal and visual public speeches. The last sermon of the Holy Prophet Muhammad (PBUH) is presented in this article as a Critical Discourse Analysis (CDA) in the perspective of social discrimination, inequity and racism. The study explores how the sermon brings about the true picture of Islam. The Prophet Muhammad’s view has been reflected through textual and stylistic discussion in the study. This study also focuses the ideology of Prophet Muhammad PBUH that is revealed through the linguistic choices in the sermon and how the relationship between Muslim and Non-Muslim in the broader socio-cultural and political sense is represented. To achieve the goals of the study Fairclaugh’s 3D Model was opted. The Prophet (PBUH) teaches his followers how to live-in peace with others, connect with them, and communicate with them without jeopardizing their own identities or the Muslims' sense of self. The findings of the study are that the Prophet's Farewell Sermon is seen as a road map for humankind, ensuring happiness, well-being, and prosperity for all people regardless of race, color, language, or other factors. The Prophet’s expert use of the available media at the time added to the sermon's effectiveness. Teaching His disciples how to communicate and disseminate the sermon's teachings throughout the world. Furthermore, the study found that the Prophet's tremendous rhetorical and linguistic eloquence in placing words, phrases, sentences, and other elements in their right contexts played a crucial part in expressing His intended meanings to His audience. The study has some limitations as researchers could not analyse each element at the textual level, although they had given a little detail in the quantitative analysis of the text. The researchers suggest that future researchers go for complete analysis at the textual level and explore other potential areas.
{"title":"Analyzing The Farewell Sermon of the Prophet Muhammad (pbuh) A Critical Perspective","authors":"M. K̲h̲ān, Alia Syed, M. Junaid, Sajid mehmood Shakir, Shahnawaz Shahid","doi":"10.32996/ijls.2021.1.1.6","DOIUrl":"https://doi.org/10.32996/ijls.2021.1.1.6","url":null,"abstract":"Critical Discourse Analysis considers language use to be a form of social practice, and it is frequently used in political discourse, including written, verbal and visual public speeches. The last sermon of the Holy Prophet Muhammad (PBUH) is presented in this article as a Critical Discourse Analysis (CDA) in the perspective of social discrimination, inequity and racism. The study explores how the sermon brings about the true picture of Islam. The Prophet Muhammad’s view has been reflected through textual and stylistic discussion in the study. This study also focuses the ideology of Prophet Muhammad PBUH that is revealed through the linguistic choices in the sermon and how the relationship between Muslim and Non-Muslim in the broader socio-cultural and political sense is represented. To achieve the goals of the study Fairclaugh’s 3D Model was opted. The Prophet (PBUH) teaches his followers how to live-in peace with others, connect with them, and communicate with them without jeopardizing their own identities or the Muslims' sense of self. The findings of the study are that the Prophet's Farewell Sermon is seen as a road map for humankind, ensuring happiness, well-being, and prosperity for all people regardless of race, color, language, or other factors. The Prophet’s expert use of the available media at the time added to the sermon's effectiveness. Teaching His disciples how to communicate and disseminate the sermon's teachings throughout the world. Furthermore, the study found that the Prophet's tremendous rhetorical and linguistic eloquence in placing words, phrases, sentences, and other elements in their right contexts played a crucial part in expressing His intended meanings to His audience. The study has some limitations as researchers could not analyse each element at the textual level, although they had given a little detail in the quantitative analysis of the text. The researchers suggest that future researchers go for complete analysis at the textual level and explore other potential areas.","PeriodicalId":188874,"journal":{"name":"International Journal of Linguistics Studies","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132087725","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 : 2021-08-01DOI: 10.32996/ijls.2021.1.1.5
Ahmed S. Jawad, Asmaa Mansour
This paper aims to investigate the significance of using YouTube in the EFL classroom to enhance students' listening skills in Libyan universities. In effect, YouTube is one of the important applications of information and communication technologies nowadays, which plays an essential role in creating a comfortable educational atmosphere that suits the learners' needs. To achieve the goal of this study, the authors relied on a descriptive method focusing on the quantitative framework. To this end, the authors were administered a questionnaire as a data collection tool for students. The questionnaire was designed for a sample of 60 students of second and third-year English language students at the Faculty of Arts and Science Kufrah, who were randomly selected. Through the questionnaire, data were collected, organized, and analyzed using statistical techniques like percentages. Based on the results of the paper, it can be concluded that students are very interested in improving their listening skills using YouTube videos. In turn, it promotes two significant factors: motivation and participation in the EFL classroom. At the end of the study, the authors stated a number of recommendations.
{"title":"The Significance of Using YouTube as an Academic Tool to Improve Students’ Listening Skill in Libyan Universities","authors":"Ahmed S. Jawad, Asmaa Mansour","doi":"10.32996/ijls.2021.1.1.5","DOIUrl":"https://doi.org/10.32996/ijls.2021.1.1.5","url":null,"abstract":"This paper aims to investigate the significance of using YouTube in the EFL classroom to enhance students' listening skills in Libyan universities. In effect, YouTube is one of the important applications of information and communication technologies nowadays, which plays an essential role in creating a comfortable educational atmosphere that suits the learners' needs. To achieve the goal of this study, the authors relied on a descriptive method focusing on the quantitative framework. To this end, the authors were administered a questionnaire as a data collection tool for students. The questionnaire was designed for a sample of 60 students of second and third-year English language students at the Faculty of Arts and Science Kufrah, who were randomly selected. Through the questionnaire, data were collected, organized, and analyzed using statistical techniques like percentages. Based on the results of the paper, it can be concluded that students are very interested in improving their listening skills using YouTube videos. In turn, it promotes two significant factors: motivation and participation in the EFL classroom. At the end of the study, the authors stated a number of recommendations.","PeriodicalId":188874,"journal":{"name":"International Journal of Linguistics Studies","volume":"139 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127485539","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}
An educational system that aspires to be effective would constantly strive to bring about positive change into the society and the students it is meant to serve. Attending school would amount to a waste of time unless the experience manages to make a difference in the students’ lives regarding how they view themselves and the others around them.After all, education is not about stuffing students with knowledge; it is mostly about inspiring and empowering young learnerswith the knowledge that being different-with regards to gender, skin colour or social class - does not necessarily amount to being inferior. The aim of this reflective report is threefold. First, it tries to identify the relationship between knowledge and power.It will also elaborate on the concept of identity as a socio-cultural construct with deep implications for classroom practices,before closing with an investigation into how students and teachers' complex and diverse identities interact and shape the knowledge and power constructed in classroom practices, pedagogy, and curriculum. As implications, the paper concludes with the idea that there are yet a number of teacing and learning aspects to be explored before the classroom becomes a space where various identities are equally valued and recognized instead of a space where a sense of unequal distributon of power (and steriotypes unfairly associated with some identities) is maintained and perpetuated .
{"title":"Politics of Identity and Power Distribution in Practice, Pedagogy, and Curriculum: Personal Reflections of Teacher Supervisors in Morocco","authors":"Brahim Khartite, Elhabib Elhadari, Abderrahmane Babni","doi":"10.32996/ijls.2021.1.1.4","DOIUrl":"https://doi.org/10.32996/ijls.2021.1.1.4","url":null,"abstract":"An educational system that aspires to be effective would constantly strive to bring about positive change into the society and the students it is meant to serve. Attending school would amount to a waste of time unless the experience manages to make a difference in the students’ lives regarding how they view themselves and the others around them.After all, education is not about stuffing students with knowledge; it is mostly about inspiring and empowering young learnerswith the knowledge that being different-with regards to gender, skin colour or social class - does not necessarily amount to being inferior. The aim of this reflective report is threefold. First, it tries to identify the relationship between knowledge and power.It will also elaborate on the concept of identity as a socio-cultural construct with deep implications for classroom practices,before closing with an investigation into how students and teachers' complex and diverse identities interact and shape the knowledge and power constructed in classroom practices, pedagogy, and curriculum. As implications, the paper concludes with the idea that there are yet a number of teacing and learning aspects to be explored before the classroom becomes a space where various identities are equally valued and recognized instead of a space where a sense of unequal distributon of power (and steriotypes unfairly associated with some identities) is maintained and perpetuated .","PeriodicalId":188874,"journal":{"name":"International Journal of Linguistics Studies","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127546468","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 : 2021-07-15DOI: 10.32996/ijls.2021.1.1.3
Aslima M. Marohombsar
In March 2020, the coronavirus disease (COVID-19) pandemic forced schools in the Philippines to stop face-to-face learning activities and abruptly shift to modular approach. In practical sense, the modular approach situates Filipino students to learn in the comfort of their homes. Reading attitude is the feeling that results in the adoption or avoidance of positive reading habits. Along this line of thinking, the study was conducted to determine the effects of modular approach on the reading attitude and reading proficiency of Grade 3 learners in Mindanao State University- Integrated Laboratory School. The research employed a descriptive correlational research design. A standardized test questionnaire was used to gather data and distributed to 128 both learners and parents in Grade 3. Results divulged that majority of the respondents aged 10 years old. Majority of respondents’ parents’ educational attainment was high school graduate. Further the relationship between the learners’ profile and perceived effect of modular approach and their profile showed that the learners’ perceptions are not significantly related to their profile. However, the modular approach does not affect their reading attitude and reading proficiency. To address the modular approach problem encountered by the respondents, an Enhanced English Reading Module is hereby recommended.
{"title":"Modular Approach: Its Effect on Learners’ Reading Attitude and Proficiency in the New Normal","authors":"Aslima M. Marohombsar","doi":"10.32996/ijls.2021.1.1.3","DOIUrl":"https://doi.org/10.32996/ijls.2021.1.1.3","url":null,"abstract":"In March 2020, the coronavirus disease (COVID-19) pandemic forced schools in the Philippines to stop face-to-face learning activities and abruptly shift to modular approach. In practical sense, the modular approach situates Filipino students to learn in the comfort of their homes. Reading attitude is the feeling that results in the adoption or avoidance of positive reading habits. Along this line of thinking, the study was conducted to determine the effects of modular approach on the reading attitude and reading proficiency of Grade 3 learners in Mindanao State University- Integrated Laboratory School. The research employed a descriptive correlational research design. A standardized test questionnaire was used to gather data and distributed to 128 both learners and parents in Grade 3. Results divulged that majority of the respondents aged 10 years old. Majority of respondents’ parents’ educational attainment was high school graduate. Further the relationship between the learners’ profile and perceived effect of modular approach and their profile showed that the learners’ perceptions are not significantly related to their profile. However, the modular approach does not affect their reading attitude and reading proficiency. To address the modular approach problem encountered by the respondents, an Enhanced English Reading Module is hereby recommended. ","PeriodicalId":188874,"journal":{"name":"International Journal of Linguistics Studies","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132763054","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 : 2021-07-14DOI: 10.32996/ijls.2021.1.1.2
R. Diba
Cameroon, a central African country, is one of the most linguistically diverse countries in Africa with about 280 living languages (Ethnologue 2020), for an estimated population of 26,727,521 people (Worldometer, 2020). Cameroon is second only to Papua New Guinea in terms of its multiplicity of languages for a relatively small population. Contrary to popular opinion, multilingualism exists even in rural communities; in fact, it is even more intense. In Lower Fungom, an incredibly linguistically diverse rural community in the Northwest region of Cameroon, high rates of individual multilingualism are the norm; it is common to find individuals who use more than seven distinct native languages to navigate through their daily lives. However, this multilingualism is usually neglected as a resource by foreign experts in the transmission of knowledge in linguistically diverse communities such as Lower Fungom. In their attempt to transmit knowledge in almost all ramifications including in the global pursuit of sustainable development, experts foreign to the target community typically focus only on the ‘understanding’ of their message, meanwhile ‘understanding’ could be totally inconsequential as far as the acceptance of a people is concerned. Sustainable development with trends away from the (socio-cultural and linguistic) norms of a community would be a complete farce. This paper aims at highlighting two key features indispensable for development to be extended to rural communities in Cameroon and for it to be sustainable. These aspects are the active collaboration with community members to obtain culturally appropriate interpretations and the use of all the languages existing in the community in transmitting knowledge. Data for this paper comprises recorded natural speeches, interviews, and observation notes due to prolonged stays in the area and resultant informal discussions with its indigenes. This study will not only add to the handful of studies on rural multilingualism. It will not also only promote multilingualism that has become an endangered practice, but it will also be a crucial addition to efforts of sustainable development in Cameroon.
{"title":"Multilingualism in Under-resourced Languages for Sustainable Development in Rural Communities","authors":"R. Diba","doi":"10.32996/ijls.2021.1.1.2","DOIUrl":"https://doi.org/10.32996/ijls.2021.1.1.2","url":null,"abstract":"Cameroon, a central African country, is one of the most linguistically diverse countries in Africa with about 280 living languages (Ethnologue 2020), for an estimated population of 26,727,521 people (Worldometer, 2020). Cameroon is second only to Papua New Guinea in terms of its multiplicity of languages for a relatively small population. Contrary to popular opinion, multilingualism exists even in rural communities; in fact, it is even more intense. In Lower Fungom, an incredibly linguistically diverse rural community in the Northwest region of Cameroon, high rates of individual multilingualism are the norm; it is common to find individuals who use more than seven distinct native languages to navigate through their daily lives. However, this multilingualism is usually neglected as a resource by foreign experts in the transmission of knowledge in linguistically diverse communities such as Lower Fungom. In their attempt to transmit knowledge in almost all ramifications including in the global pursuit of sustainable development, experts foreign to the target community typically focus only on the ‘understanding’ of their message, meanwhile ‘understanding’ could be totally inconsequential as far as the acceptance of a people is concerned. Sustainable development with trends away from the (socio-cultural and linguistic) norms of a community would be a complete farce. This paper aims at highlighting two key features indispensable for development to be extended to rural communities in Cameroon and for it to be sustainable. These aspects are the active collaboration with community members to obtain culturally appropriate interpretations and the use of all the languages existing in the community in transmitting knowledge. Data for this paper comprises recorded natural speeches, interviews, and observation notes due to prolonged stays in the area and resultant informal discussions with its indigenes. This study will not only add to the handful of studies on rural multilingualism. It will not also only promote multilingualism that has become an endangered practice, but it will also be a crucial addition to efforts of sustainable development in Cameroon.","PeriodicalId":188874,"journal":{"name":"International Journal of Linguistics Studies","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114265220","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 : 2021-07-07DOI: 10.32996/ijls.2021.1.1.1
K. Tarigan, Margaret Stevani
This study characterized the complex predicate and multiple events where the multi-verb single clause realises a single event in syntax and examined the complex sentences containing multiple verbal predicates. This study used the descriptive qualitative method. The data sources used were sentences containing karo sentence clauses and was classified based on the elements of complex Predicates in a tree diagram and the RRG account of nexus-juncture relations theory by Nolan, 2005 & Van Valin, 2005. The findings showed that event, argument, and semantic could be realized in syntactic meaning to reveal complex predicates. The tightest syntactic linkages embodied the closer semantic relations and it was signaled by word order. Most of the complex predicates in Karo language have an embedded object. The core in the nucleus could be appeared not only as one core but two or more complex predicates and it followed by an argument with the form V+V+N and in the form of V+V+N. One argument (Participant/Actor) that involved one core. It assumed that there might be one participant in two events, and there may be two participants in one event. All of Karo language sentences have at least one NP + one VP and they consisted of more than one complex predicates.
本研究以多动词单句实现单一事件的复杂谓语和多事件为句法特征，考察了包含多个动词谓语的复合句。本研究采用描述性定性方法。使用的数据源是包含karo句子句的句子，并基于树状图中复杂谓词的元素和Nolan, 2005 & Van Valin, 2005的关联-连接关系理论的RRG描述进行分类。结果表明，事件、论证和语义可以在句法意义上实现，从而揭示复杂谓词。句法联系越紧密，语义关系越密切，语序是语义联系的标志。在Karo语言中，大多数复杂的谓词都有一个嵌入对象。核心中的核心不仅可以表现为一个核心，还可以表现为两个或两个以上的复杂谓词它后面跟着一个论证，形式为V+V+N，形式为V+V+N。一个涉及一个核心的争论(参与者/演员)。它假设两个事件中可能有一个参与者，一个事件中可能有两个参与者。所有卡罗语句子都至少有一个NP +一个VP，并且它们由多个复杂谓词组成。
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