Rehena. Sk, Santha kumari. K, Mani Bacchu, Afsha Jamal, Nidhi Mishra, Hari kumar. B, R. A.
Ayn Rand’s philosophy of Objectivism sparked a lot of interest and inclination among her readers, and even inspired them to form the Atlas Society in the United States. Her bestselling books The Fountainhead, We the Living, and Atlas Shrugged made history under the banner of American literature and enjoyed tremendous economic success as well. This study analyzes her autobiography We the Living, where she describes the hardships that aristocrats and business people endured and the brutality of communists. She implied that those in positions of leadership ought to have compassion while using their authority. Otherwise, no law can bring equal rights or peace to the people. Ayn Rand claimed that the narrative edifices the dramatic characters and the conflict between the individual and the state. This article recounts the tale of We the Living and the author's own impressions.
{"title":"Ayn Rand’s Edifice of Dramatic Characters in We the Living","authors":"Rehena. Sk, Santha kumari. K, Mani Bacchu, Afsha Jamal, Nidhi Mishra, Hari kumar. B, R. A.","doi":"10.17507/tpls.1407.04","DOIUrl":"https://doi.org/10.17507/tpls.1407.04","url":null,"abstract":"Ayn Rand’s philosophy of Objectivism sparked a lot of interest and inclination among her readers, and even inspired them to form the Atlas Society in the United States. Her bestselling books The Fountainhead, We the Living, and Atlas Shrugged made history under the banner of American literature and enjoyed tremendous economic success as well. This study analyzes her autobiography We the Living, where she describes the hardships that aristocrats and business people endured and the brutality of communists. She implied that those in positions of leadership ought to have compassion while using their authority. Otherwise, no law can bring equal rights or peace to the people. Ayn Rand claimed that the narrative edifices the dramatic characters and the conflict between the individual and the state. This article recounts the tale of We the Living and the author's own impressions.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":"116 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141828877","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}
Zahraa Abdullah Mohan, Ida Baizura Bahar, Diana Abu Ujum, Hasyimah Mohd. Amin
This study focuses on the issue of female psychopathy and the portrayal of an emotionally and mentally disturbed female character in East of Eden (1952) by the contemporary American author, John Steinbeck. Although female characters are like male characters regarding their psychological complexity, the issues of antisocial personality disorders and psychopathy have only been examined in previous studies concerning male characters. Hence, this study focuses on the issue of psychopathy as an antisocial personality disorder explored through the leading female character based on the Psychopathy Checklist-Revised (PCL-R) by the American psychiatrist, Robert Hare (1991). A prominent view on the mentally disturbed female characters is that they are not analysed with equal attention as male characters; thus, this presumption that women are disqualified from psychological conductions on account of their gender is a predicament by itself. Accordingly, this study examines the non-traditional la femme fatale personified through the female character, Cathy Trask, and investigates the author’s portrayal of a female character with antisocial personality disorder tendencies. The findings show that, from a young age, Cathy reveals her lethal inclinations, harnessing her beauty and intelligence not only to her advantage but also to exploit those around her. Cathy also embodies the two “Personality Traits” and “Antisocial” factors and experiences many short-term marital relationships based on Hare’s (PCL-R).
{"title":"When Women Terrorise: The Psychopathic La Femme Fatale in East of Eden by John Steinbeck","authors":"Zahraa Abdullah Mohan, Ida Baizura Bahar, Diana Abu Ujum, Hasyimah Mohd. Amin","doi":"10.17507/tpls.1407.31","DOIUrl":"https://doi.org/10.17507/tpls.1407.31","url":null,"abstract":"This study focuses on the issue of female psychopathy and the portrayal of an emotionally and mentally disturbed female character in East of Eden (1952) by the contemporary American author, John Steinbeck. Although female characters are like male characters regarding their psychological complexity, the issues of antisocial personality disorders and psychopathy have only been examined in previous studies concerning male characters. Hence, this study focuses on the issue of psychopathy as an antisocial personality disorder explored through the leading female character based on the Psychopathy Checklist-Revised (PCL-R) by the American psychiatrist, Robert Hare (1991). A prominent view on the mentally disturbed female characters is that they are not analysed with equal attention as male characters; thus, this presumption that women are disqualified from psychological conductions on account of their gender is a predicament by itself. Accordingly, this study examines the non-traditional la femme fatale personified through the female character, Cathy Trask, and investigates the author’s portrayal of a female character with antisocial personality disorder tendencies. The findings show that, from a young age, Cathy reveals her lethal inclinations, harnessing her beauty and intelligence not only to her advantage but also to exploit those around her. Cathy also embodies the two “Personality Traits” and “Antisocial” factors and experiences many short-term marital relationships based on Hare’s (PCL-R).","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":" 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141829002","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}
Despite the increasing demand for learning foreign languages such as Arabic, approaches to teaching this language remain under-explored. The increasing complexity of classrooms renders the task of ensuring that learners with diverse backgrounds and experiences attain the stated objectives, challenging. To address this challenge, this study proposes the 3Cs approach, which combines communicative language teaching, collaborative learning and social constructivist theory, to improve the teaching and learning of Arabic. This approach integrates communicative techniques based on social constructivist theory and is implemented through the acquisition of shared knowledge of the environment. The 3Cs-based approach, which promotes students' active involvement, has the potential to facilitate comprehensive learning and real-world applications, offering new opportunities for both teachers and students to improve outcomes and address classroom difficulties.
{"title":"A Conceptual Framework for Teaching Arabic as a Second Language","authors":"Sultan A. Almelhes, Hussain E. Alsaiari","doi":"10.17507/tpls.1407.18","DOIUrl":"https://doi.org/10.17507/tpls.1407.18","url":null,"abstract":"Despite the increasing demand for learning foreign languages such as Arabic, approaches to teaching this language remain under-explored. The increasing complexity of classrooms renders the task of ensuring that learners with diverse backgrounds and experiences attain the stated objectives, challenging. To address this challenge, this study proposes the 3Cs approach, which combines communicative language teaching, collaborative learning and social constructivist theory, to improve the teaching and learning of Arabic. This approach integrates communicative techniques based on social constructivist theory and is implemented through the acquisition of shared knowledge of the environment. The 3Cs-based approach, which promotes students' active involvement, has the potential to facilitate comprehensive learning and real-world applications, offering new opportunities for both teachers and students to improve outcomes and address classroom difficulties.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141829139","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}
Whilst a plethora of research has taken into account the exertion of website homepages as a conduit for effectively conveying information, it is acknowledged that the matter of ideological values and how these ideals are manifested through such digital communication media has been somewhat overlooked. Thus, the research at hand attempts to go over how the university advertises its ideological construal on its homepages by way of the adoption of multiple modes, involving both linguistic and aesthetic dimensions, and video. In this investigation, multimodal approaches encapsulated by Kress (2010) and Pauwels (2012) were employed to address the ideological values through visual components on the university homepages. Drawing from the attainable data, the university's homepage is crafted utilizing two fundamental categories of semiotic methods such as a combination of visual and textual elements, as well as video to reinforce the aesthetic, nevertheless, it neglects to incorporate any semiotic resource that places particular emphasis on visual components. The strategic utilization of diverse multiple modalities of communication on the homepage has effectively promoted an array of constructive ideological ideals that hold significant worth for stakeholders and the public, considering the pivotal role that universities play in shaping societal beliefs and perspectives.
{"title":"A Multimodal Discourse Analysis of Ideological Identity Endorsed on the University's Homepages","authors":"Pirman Ginting, Sri M. Murni, Anni H. Pulungan","doi":"10.17507/tpls.1407.29","DOIUrl":"https://doi.org/10.17507/tpls.1407.29","url":null,"abstract":"Whilst a plethora of research has taken into account the exertion of website homepages as a conduit for effectively conveying information, it is acknowledged that the matter of ideological values and how these ideals are manifested through such digital communication media has been somewhat overlooked. Thus, the research at hand attempts to go over how the university advertises its ideological construal on its homepages by way of the adoption of multiple modes, involving both linguistic and aesthetic dimensions, and video. In this investigation, multimodal approaches encapsulated by Kress (2010) and Pauwels (2012) were employed to address the ideological values through visual components on the university homepages. Drawing from the attainable data, the university's homepage is crafted utilizing two fundamental categories of semiotic methods such as a combination of visual and textual elements, as well as video to reinforce the aesthetic, nevertheless, it neglects to incorporate any semiotic resource that places particular emphasis on visual components. The strategic utilization of diverse multiple modalities of communication on the homepage has effectively promoted an array of constructive ideological ideals that hold significant worth for stakeholders and the public, considering the pivotal role that universities play in shaping societal beliefs and perspectives.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":" 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141830289","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 issue of language anxiety in the EFL classroom from the perspective of EFL teachers, aiming to understand their views, experiences, and strategies for addressing anxiety while offering practical recommendations. It takes a comprehensive approach by exploring the creation of supportive environments, the use of communicative activities, the provision of explicit strategy instruction, and the implementation of relaxation techniques. The study integrates relevant research with teacher input to identify gaps in the literature and emphasize individualized support. Ultimately, focusing on teachers’ viewpoints and endorsing a multilayered approach across professional learning, classroom practices, and student services, the study contributes unique insights and recommends establishing an anxiety-reducing learning environment through communication, collaboration, coping strategies, and a holistic framework coordinated across levels of the education system.
{"title":"Addressing Language Anxiety in the EFL Classroom: EFL Teachers’ Perspective","authors":"Ibtesam AbdulAziz Bajri, Omer Elsheikh Hago Elmahdi","doi":"10.17507/tpls.1407.30","DOIUrl":"https://doi.org/10.17507/tpls.1407.30","url":null,"abstract":"This study examines the issue of language anxiety in the EFL classroom from the perspective of EFL teachers, aiming to understand their views, experiences, and strategies for addressing anxiety while offering practical recommendations. It takes a comprehensive approach by exploring the creation of supportive environments, the use of communicative activities, the provision of explicit strategy instruction, and the implementation of relaxation techniques. The study integrates relevant research with teacher input to identify gaps in the literature and emphasize individualized support. Ultimately, focusing on teachers’ viewpoints and endorsing a multilayered approach across professional learning, classroom practices, and student services, the study contributes unique insights and recommends establishing an anxiety-reducing learning environment through communication, collaboration, coping strategies, and a holistic framework coordinated across levels of the education system.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141830995","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 explores the dynamic nature of lexical innovation and the impact of agricultural technology developments that occur in agriculture in the Bekasi Regency. The influx of modern agricultural equipment has shifted the traditional farming system. The linguistic landscape of Bekasi Regency has also been adjusted to the occurrence of lexical innovations in the rice field agricultural sector. This study used an ethnolinguistic approach. Data are obtained through observation and interviews and then presented descriptively based on field conditions and relevant lexical innovation theories. The results obtained in this study are that the use of modern agricultural technology contributes to lexical innovation in agriculture in the Bekasi Regency. The lexical innovations found are not only internal but also external. The lexicon which is a category of internal innovation undergoes a process of forming new words, namely: affixation, blending, and onomatopoeia. External innovation occurs by borrowing, as well as the expansion of meaning. The next finding is that lexical innovation due to the development of agricultural technology in the Bekasi Regency turned out to be threatened by the loss of several words in agriculture. They are lexicons related to traditional agricultural equipment and processes.
{"title":"The Impact of the Use of Agricultural Technology on Lexical Innovation in Rice Field Agriculture","authors":"Novita Puspahaty, Dian Indira, Wahya, Susi Machdalena","doi":"10.17507/tpls.1407.17","DOIUrl":"https://doi.org/10.17507/tpls.1407.17","url":null,"abstract":"This study explores the dynamic nature of lexical innovation and the impact of agricultural technology developments that occur in agriculture in the Bekasi Regency. The influx of modern agricultural equipment has shifted the traditional farming system. The linguistic landscape of Bekasi Regency has also been adjusted to the occurrence of lexical innovations in the rice field agricultural sector. This study used an ethnolinguistic approach. Data are obtained through observation and interviews and then presented descriptively based on field conditions and relevant lexical innovation theories. The results obtained in this study are that the use of modern agricultural technology contributes to lexical innovation in agriculture in the Bekasi Regency. The lexical innovations found are not only internal but also external. The lexicon which is a category of internal innovation undergoes a process of forming new words, namely: affixation, blending, and onomatopoeia. External innovation occurs by borrowing, as well as the expansion of meaning. The next finding is that lexical innovation due to the development of agricultural technology in the Bekasi Regency turned out to be threatened by the loss of several words in agriculture. They are lexicons related to traditional agricultural equipment and processes.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":" 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141831366","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}
Samah A. F. Jarrad, Raihanah M. M., R. Vengadasamy
Until recently, Palestinian nonviolent resistance has historically been overshadowed by the narrative of armed and violent resistance. This article contends that the reality of Palestinian resistance is relatively nonviolent and explores alternative nonviolent approaches drawing on Sahar Khalifeh's novel Wild Thorns. Originally published in 1976 and translated into English in 1985, Khalifeh's novel serves as a blueprint for nonviolent resistance, emphasizing empathy. This research demonstrates how interethnic connections between antagonistic groups, particularly in workplace settings, can mitigate violence by humanizing the face of the perceived enemy. Through documenting the violence of imperial imposition and scrutinizing the means by which a nation can resist its occupier nonviolently, Khalifeh creates a readership that is ready to empathize by acknowledging the trauma experienced by the Other.
{"title":"Forging Alternative Resistance Through Empathy in Sahar Khalifeh's Wild Thorns","authors":"Samah A. F. Jarrad, Raihanah M. M., R. Vengadasamy","doi":"10.17507/tpls.1407.22","DOIUrl":"https://doi.org/10.17507/tpls.1407.22","url":null,"abstract":"Until recently, Palestinian nonviolent resistance has historically been overshadowed by the narrative of armed and violent resistance. This article contends that the reality of Palestinian resistance is relatively nonviolent and explores alternative nonviolent approaches drawing on Sahar Khalifeh's novel Wild Thorns. Originally published in 1976 and translated into English in 1985, Khalifeh's novel serves as a blueprint for nonviolent resistance, emphasizing empathy. This research demonstrates how interethnic connections between antagonistic groups, particularly in workplace settings, can mitigate violence by humanizing the face of the perceived enemy. Through documenting the violence of imperial imposition and scrutinizing the means by which a nation can resist its occupier nonviolently, Khalifeh creates a readership that is ready to empathize by acknowledging the trauma experienced by the Other.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141828019","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 paper investigates pre-service primary general teacher-students’ perceptions of how music can act as a stimulus for writing, through short story group writing activities. More specifically, we look at their attitudes regarding i) team collaboration, ii) the enhancement of their creativity, iii) classroom atmosphere, iv) the suitability of the activities for their implementation in primary school classes in the future and v) the advantages the use of music can have for language development. In our study, pre-service primary general teacher-students’ views were shaped by the experiences they gained from their participation in group activities which were implemented as part of an undergraduate elective course, entitled “Music Education”. The participants recorded their ideas on worksheets. Data were collected through observation, diaries and questionnaires with open and closed-ended questions. The results revealed that the pre-service primary general teacher-students had a positive attitude towards story inventing and story writing activities based on musical stimuli. Such activities boosted their creativity and gave them the opportunity to develop their teamwork skills as well as to participate in a pleasant and innovative classroom atmosphere. Finally, they were positive about the suitability of the activities for their future students and the advantages the use of music can have in language lessons for teachers, students and the educational process.
{"title":"Pre-Service Primary General Teacher-Students’ Attitudes Towards Written Language Activities Based on Musical Stimuli","authors":"Eirini Nikolaou, Alexandra Galani","doi":"10.17507/tpls.1407.01","DOIUrl":"https://doi.org/10.17507/tpls.1407.01","url":null,"abstract":"The paper investigates pre-service primary general teacher-students’ perceptions of how music can act as a stimulus for writing, through short story group writing activities. More specifically, we look at their attitudes regarding i) team collaboration, ii) the enhancement of their creativity, iii) classroom atmosphere, iv) the suitability of the activities for their implementation in primary school classes in the future and v) the advantages the use of music can have for language development. In our study, pre-service primary general teacher-students’ views were shaped by the experiences they gained from their participation in group activities which were implemented as part of an undergraduate elective course, entitled “Music Education”. The participants recorded their ideas on worksheets. Data were collected through observation, diaries and questionnaires with open and closed-ended questions. The results revealed that the pre-service primary general teacher-students had a positive attitude towards story inventing and story writing activities based on musical stimuli. Such activities boosted their creativity and gave them the opportunity to develop their teamwork skills as well as to participate in a pleasant and innovative classroom atmosphere. Finally, they were positive about the suitability of the activities for their future students and the advantages the use of music can have in language lessons for teachers, students and the educational process.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141828897","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 present paper investigates reflexives in Najdi Arabic (NA). We start by examining how the encoding of reflexivity in NA can be attained lexically, morphologically, and syntactically. We also investigate the argument structure of reflexive constructions in NA in accordance with Reinhart and Siloni’s (2005) bundling approach. Finally, possessive reflexives and their cross-linguistic distribution with definiteness marking are examined, providing empirical coverage to this area in NA.
本文研究了纳杰迪阿拉伯语（NA）中的反身语。我们首先研究了纳杰迪阿拉伯语中的反身性编码是如何在词法、词形和句法上实现的。我们还根据 Reinhart 和 Siloni（2005 年）的捆绑方法研究了 NA 中反身性结构的论证结构。最后，我们研究了占有性反身语及其与定义标记的跨语言分布，为 NA 中的这一领域提供了实证研究。
{"title":"Binding in Najdi Arabic: Types of Reflexives, the Argument Structure of Reflexive Constructions and Possessive Reflexives","authors":"Asma I. Alowayed, Yasser A. Albaty","doi":"10.17507/tpls.1407.27","DOIUrl":"https://doi.org/10.17507/tpls.1407.27","url":null,"abstract":"The present paper investigates reflexives in Najdi Arabic (NA). We start by examining how the encoding of reflexivity in NA can be attained lexically, morphologically, and syntactically. We also investigate the argument structure of reflexive constructions in NA in accordance with Reinhart and Siloni’s (2005) bundling approach. Finally, possessive reflexives and their cross-linguistic distribution with definiteness marking are examined, providing empirical coverage to this area in NA.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":" 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141829542","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 present study aimed to investigate secondary school students' lack of mastering the conversational norms of speech acts, and the ability to express themselves in a foreign language. The case study was in Gezira State-Al-Manaqil Locality- El-Kremiet Secondary schools. The research used a descriptive-analytical method; the tool for collecting data was a questionnaire consisting of 12 distinct items administered to 60 teaching members, encompassing both male and female participants. Results showed that participants overwhelmingly agreed on the significance of the lack of conversational norms both inside and outside the classroom, with an average agreement rate of 73.42%. Moreover, a substantial majority, totaling 91.77% of participants, strongly agreed on the influential role of disability among EFL learners in executing situational speech acts. Additionally, a significant consensus was reached, with 84.6% of participants strongly agreeing that weaknesses in pronunciation contribute to the non-productivity of EFL learners in the classroom. The findings of the study emphasized the necessity for EFL Learners to acquire the basis core of conversation to perform the various speech acts in different situations.
{"title":"Conversational Norms in Speech Acts: A Study of the Effect of Deficits on Communication","authors":"Elamin Ahmed Mohammed Ahmed","doi":"10.17507/tpls.1407.21","DOIUrl":"https://doi.org/10.17507/tpls.1407.21","url":null,"abstract":"The present study aimed to investigate secondary school students' lack of mastering the conversational norms of speech acts, and the ability to express themselves in a foreign language. The case study was in Gezira State-Al-Manaqil Locality- El-Kremiet Secondary schools. The research used a descriptive-analytical method; the tool for collecting data was a questionnaire consisting of 12 distinct items administered to 60 teaching members, encompassing both male and female participants. Results showed that participants overwhelmingly agreed on the significance of the lack of conversational norms both inside and outside the classroom, with an average agreement rate of 73.42%. Moreover, a substantial majority, totaling 91.77% of participants, strongly agreed on the influential role of disability among EFL learners in executing situational speech acts. Additionally, a significant consensus was reached, with 84.6% of participants strongly agreeing that weaknesses in pronunciation contribute to the non-productivity of EFL learners in the classroom. The findings of the study emphasized the necessity for EFL Learners to acquire the basis core of conversation to perform the various speech acts in different situations.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141830395","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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