Introduction: As scholarly interest in metaphorical gestures has burgeoned in recent years, the exploration of these non-verbal communicative cues has primarily centered on domains, such as speeches, advertisements, and movies. Surprisingly, there exists a notable dearth of research specifically delving into the nuanced role of metaphorical gestures within the realm of English teaching, especially in middle school settings. This study sought to address this gap by strategically selecting two nationally recognized English courses taught in middle school English classrooms. The study aimed to explore the role of multimodal metaphor in gestures and provide some inspiration for middle school English teachers. Methodology: In this research, two videos from National Excellent Courses were selected for analysis using a multimodal annotation tool, namely EUDICO Linguistic Annotator (ELAN). The course selected was the middle school English teaching design course, and the students involved were from Beijing Normal University, China. All gestures analyzed were classified into three types of metaphors, namely ontological, structural, and orientational. Results: The findings indicated that ontological metaphors occurred most frequently, followed by orientational metaphors, with structural metaphors being the least frequent This research demonstrated the cognitive process of conceptual metaphor in classroom gestures with concrete examples. Conclusion: In contemporary middle school English classrooms, relying solely on textual material is insufficient for fully supporting the teaching process. This study substantiates that employing multimodal metaphors in gestures can enhance teachers’ ability to motivate students effectively and facilitate improved interaction and semantic communication. The study provides English teachers with valuable guidance on implementing multimodal teaching strategies utilizing metaphorical gestures.
{"title":"Exploring the Role of Multimodal Metaphor through Gestures in Middle School English Education","authors":"Xuanhui Deng, Xinxin Wu","doi":"10.58803/jclr.v3i1.94","DOIUrl":"https://doi.org/10.58803/jclr.v3i1.94","url":null,"abstract":"Introduction: As scholarly interest in metaphorical gestures has burgeoned in recent years, the exploration of these non-verbal communicative cues has primarily centered on domains, such as speeches, advertisements, and movies. Surprisingly, there exists a notable dearth of research specifically delving into the nuanced role of metaphorical gestures within the realm of English teaching, especially in middle school settings. This study sought to address this gap by strategically selecting two nationally recognized English courses taught in middle school English classrooms. The study aimed to explore the role of multimodal metaphor in gestures and provide some inspiration for middle school English teachers.\u0000Methodology: In this research, two videos from National Excellent Courses were selected for analysis using a multimodal annotation tool, namely EUDICO Linguistic Annotator (ELAN). The course selected was the middle school English teaching design course, and the students involved were from Beijing Normal University, China. All gestures analyzed were classified into three types of metaphors, namely ontological, structural, and orientational.\u0000Results: The findings indicated that ontological metaphors occurred most frequently, followed by orientational metaphors, with structural metaphors being the least frequent This research demonstrated the cognitive process of conceptual metaphor in classroom gestures with concrete examples.\u0000Conclusion: In contemporary middle school English classrooms, relying solely on textual material is insufficient for fully supporting the teaching process. This study substantiates that employing multimodal metaphors in gestures can enhance teachers’ ability to motivate students effectively and facilitate improved interaction and semantic communication. The study provides English teachers with valuable guidance on implementing multimodal teaching strategies utilizing metaphorical gestures.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"4 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140382086","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}
In the face of the rapid erosion of both tangible and intangible cultural heritage globally, the urgency for effective, wide-ranging preservation methods has never been greater. Traditional approaches in cultural preservation often focus narrowly on specific niches, overlooking the broader cultural tapestry, particularly the preservation of everyday cultural elements. This article addresses this critical gap by advocating for a comprehensive, scalable model for cultural preservation that leverages machine learning and big data analytics. This model aims to document and archive a diverse range of cultural artifacts, encompassing both extraordinary and mundane aspects of heritage. A central issue highlighted in the article is the dominance of English, especially in popular culture, and its role in reshaping cognitive patterns, leading to the loss of traditional languages and cultures. This trend, favoring orality over literacy, amplifies the need for the preservation actions proposed. The article underscores the importance of establishing a more meaningful and comprehensive lingua franca as the first step in this endeavor. This approach is not just about safeguarding languages but also about preserving the nuanced ways in which different linguistic paradigms shape our understanding of the world. The paper explores how language evolution, translation nuances, and the unique perspectives inherent in various linguistic paradigms contribute to a rich cultural diversity. It also examines the impact of technology and social media on traditional cultural norms and the critical need for deliberate efforts to reinforce endangered languages and practices. The proposed model aims to bridge the gap between past and present cultural expressions, using technology to reinforce mother-tongue contexts and enhance the appreciation of diverse human identities and worldviews. Through this, the article presents a compelling case for a more inclusive and holistic approach to preserving the global tapestry of cultural heritage.
{"title":"Preserving Linguistic Diversity in the Digital Age: A Scalable Model for Cultural Heritage Continuity","authors":"J. Hutson, Pace Ellsworth, Matt Ellsworth","doi":"10.58803/jclr.v3i1.96","DOIUrl":"https://doi.org/10.58803/jclr.v3i1.96","url":null,"abstract":"In the face of the rapid erosion of both tangible and intangible cultural heritage globally, the urgency for effective, wide-ranging preservation methods has never been greater. Traditional approaches in cultural preservation often focus narrowly on specific niches, overlooking the broader cultural tapestry, particularly the preservation of everyday cultural elements. This article addresses this critical gap by advocating for a comprehensive, scalable model for cultural preservation that leverages machine learning and big data analytics. This model aims to document and archive a diverse range of cultural artifacts, encompassing both extraordinary and mundane aspects of heritage. A central issue highlighted in the article is the dominance of English, especially in popular culture, and its role in reshaping cognitive patterns, leading to the loss of traditional languages and cultures. This trend, favoring orality over literacy, amplifies the need for the preservation actions proposed. The article underscores the importance of establishing a more meaningful and comprehensive lingua franca as the first step in this endeavor. This approach is not just about safeguarding languages but also about preserving the nuanced ways in which different linguistic paradigms shape our understanding of the world. The paper explores how language evolution, translation nuances, and the unique perspectives inherent in various linguistic paradigms contribute to a rich cultural diversity. It also examines the impact of technology and social media on traditional cultural norms and the critical need for deliberate efforts to reinforce endangered languages and practices. The proposed model aims to bridge the gap between past and present cultural expressions, using technology to reinforce mother-tongue contexts and enhance the appreciation of diverse human identities and worldviews. Through this, the article presents a compelling case for a more inclusive and holistic approach to preserving the global tapestry of cultural heritage.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":" 361","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140383585","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}
Introduction: The present quantitative study aimed to compare the translanguaging pedagogies (TP) used by native and non-native EFL teachers in their academic writing classes in a Türkish university context. Translanguaging pedagogies included strategies such as switching between and speaking multiple languages, comparing languages and cultures, and making use of translation. Methodology: A native EFL teacher, a non-native EFL teacher, and their students (N=32) were purposefully selected from the English pre-sessional program of a Türkish university. The native teacher is British, and the non-native teacher and the students are of Türkish nationality. Data was collected from two audio recordings of teachers’ academic writing classes. Data were analyzed through descriptive statistics such as the frequency of TP and English and Türkish words of the participants by using CLAN (Computerized Language ANalysis) Program. Results: The findings revealed differences between the teachers’ classes. In the non-native teacher’s class, language integration (students’ L1 and target language) was more intensive, compared to the session with the native teacher. The frequency of Türkish words was high and close to the frequency of English words in the non-native teacher’s classroom, while English was dominating Türkish in the native teacher’s session at a significant level. Similarly, the switches between languages were much more in the classroom of the non-native teacher. Another finding indicated that the non-native teacher made much more use of TP than her native counterpart. Apart from code-switching, the non-native teacher compared English and Türkish grammar and translated vocabulary, sentences, and her questions to the students very often. On the other hand, the native EFL teacher only compared American and British cultures. Conclusion: Native and non-native EFL teachers may approach translanguaging differently in the classroom, and this also affects the translanguaging behavior of their students accordingly. Further research is suggested with qualitative and longitudinal studies on native vs. non-native EFL teachers’ translanguaging. Implications were recommended at the end of the study.
{"title":"Comparison of Translanguaging pedagogies used by Native and Non-native Teachers in EFL Writing Classes","authors":"Emel Kucukali, Kubra Er","doi":"10.58803/jclr.v2i4.90","DOIUrl":"https://doi.org/10.58803/jclr.v2i4.90","url":null,"abstract":"Introduction: The present quantitative study aimed to compare the translanguaging pedagogies (TP) used by native and non-native EFL teachers in their academic writing classes in a Türkish university context. Translanguaging pedagogies included strategies such as switching between and speaking multiple languages, comparing languages and cultures, and making use of translation. Methodology: A native EFL teacher, a non-native EFL teacher, and their students (N=32) were purposefully selected from the English pre-sessional program of a Türkish university. The native teacher is British, and the non-native teacher and the students are of Türkish nationality. Data was collected from two audio recordings of teachers’ academic writing classes. Data were analyzed through descriptive statistics such as the frequency of TP and English and Türkish words of the participants by using CLAN (Computerized Language ANalysis) Program. Results: The findings revealed differences between the teachers’ classes. In the non-native teacher’s class, language integration (students’ L1 and target language) was more intensive, compared to the session with the native teacher. The frequency of Türkish words was high and close to the frequency of English words in the non-native teacher’s classroom, while English was dominating Türkish in the native teacher’s session at a significant level. Similarly, the switches between languages were much more in the classroom of the non-native teacher. Another finding indicated that the non-native teacher made much more use of TP than her native counterpart. Apart from code-switching, the non-native teacher compared English and Türkish grammar and translated vocabulary, sentences, and her questions to the students very often. On the other hand, the native EFL teacher only compared American and British cultures. Conclusion: Native and non-native EFL teachers may approach translanguaging differently in the classroom, and this also affects the translanguaging behavior of their students accordingly. Further research is suggested with qualitative and longitudinal studies on native vs. non-native EFL teachers’ translanguaging. Implications were recommended at the end of the study.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139159296","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}
Introduction: The acquisition of a second language has consistently emerged as a fundamental concern among students globally, paralleled by the enduring significance of motivation for second language learning. The primary objective of this study was to examine the intricate interplay between the motivational dimensions of the L2 self-system, encompassing the ideal L2 self, ought-to L2 self, and L2 learning experience, and their potential impact on the attainment test scores of Iranian pre-intermediates and intermediate EFL learners. By exploring the correlation between these specific motivational factors and the learners' test performance, the study shed light on the nuanced dynamics and significance of these motivational constructs within Iran's distinct cultural and educational context. Methodology: A descriptive correlational study was explicitly devised to ascertain the correlation between the L2 motivational self-system and the attainment test scores of Iranian pre-intermediates and intermediate EFL learners. A total of 150 students, encompassing both males and females, aged between 18 and 29 years, representing various academic disciplines, participated in this study conducted at the IAU East Tehran Branch in Iran. Ryan's (2009) Motivational Factors Questionnaire (MFQ) was given to the participants. The study involved the analysis of 21 items pertaining to ought-to L2 self, ideal L2 self, and L2 learning experience. Results: Adopting multiple regression analysis, the researchers discovered that the ideal L2 self and L2 learning experience were noteworthy predictors significantly impacting the attainment test scores. However, ought-to L2 self could not significantly predict the attainment test scores. Conclusion: By virtue of the valuable implications engendered by the findings of this study, they confer upon L2 pedagogy a distinctive advantage, empowering instructors with the capacity to promote the students' ideal L2 self-concept, thereby optimizing their learning experience.
{"title":"From Motivation to Mastery: Unveiling the Impact of L2 Motivational Self-system on Attainment Scores among Iranian EFL Learners","authors":"Soghra Ahangari, Azizeh Chalak","doi":"10.58803/jclr.v2i4.82","DOIUrl":"https://doi.org/10.58803/jclr.v2i4.82","url":null,"abstract":"Introduction: The acquisition of a second language has consistently emerged as a fundamental concern among students globally, paralleled by the enduring significance of motivation for second language learning. The primary objective of this study was to examine the intricate interplay between the motivational dimensions of the L2 self-system, encompassing the ideal L2 self, ought-to L2 self, and L2 learning experience, and their potential impact on the attainment test scores of Iranian pre-intermediates and intermediate EFL learners. By exploring the correlation between these specific motivational factors and the learners' test performance, the study shed light on the nuanced dynamics and significance of these motivational constructs within Iran's distinct cultural and educational context. Methodology: A descriptive correlational study was explicitly devised to ascertain the correlation between the L2 motivational self-system and the attainment test scores of Iranian pre-intermediates and intermediate EFL learners. A total of 150 students, encompassing both males and females, aged between 18 and 29 years, representing various academic disciplines, participated in this study conducted at the IAU East Tehran Branch in Iran. Ryan's (2009) Motivational Factors Questionnaire (MFQ) was given to the participants. The study involved the analysis of 21 items pertaining to ought-to L2 self, ideal L2 self, and L2 learning experience. Results: Adopting multiple regression analysis, the researchers discovered that the ideal L2 self and L2 learning experience were noteworthy predictors significantly impacting the attainment test scores. However, ought-to L2 self could not significantly predict the attainment test scores. Conclusion: By virtue of the valuable implications engendered by the findings of this study, they confer upon L2 pedagogy a distinctive advantage, empowering instructors with the capacity to promote the students' ideal L2 self-concept, thereby optimizing their learning experience.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139159658","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}
Introduction: The COVID-19 pandemic is one of the major public health events of the 21st century and has attracted global attention from the press since its outbreak. This research focused on the analysis of news coverage on the China-related epidemic by American media, aiming at revealing the features of evidentiality in the discourse and elucidating the underlying ideologies. This study can help news readers develop an objective and comprehensive understanding of China. Methodology: This study selected 40 China-related epidemic news reports from The New York Times and The Washington Post during the pandemic. The quantitative and qualitative analyses of the selected news were conducted through AntConc4.2.2 in light of Fairclough's (1992) three-dimensional model. Results: The results of this study indicated the pervasive use of evidentiality in the coverage of the China-related epidemic by U.S. media, wherein distinct evidential markers demonstrated varying frequencies and served different functions. In terms of news sources, American media predominantly relied on hearsay evidentials to attribute information, thereby bolstering the credibility of the reports while subtly conveying a skeptical stance toward China. In terms of reporting modes, the reporting mostly used indirect discourse and employed deduction and induction evidentials to express negative attitudes toward China. All the results were highly related to the social context. Conclusion: Generally, the research underscores the widespread incorporation of evidentials in news discourse, employed to specify or obscure sources of information. Furthermore, evidentials embed certain ideologies and attitudes, which may mislead readers.
{"title":"Evidentiality in American Media's Coverage of China-related Epidemics from the Perspective of Critical Discourse Analysis","authors":"Hanyue Zhang","doi":"10.58803/jclr.v2i4.83","DOIUrl":"https://doi.org/10.58803/jclr.v2i4.83","url":null,"abstract":"Introduction: The COVID-19 pandemic is one of the major public health events of the 21st century and has attracted global attention from the press since its outbreak. This research focused on the analysis of news coverage on the China-related epidemic by American media, aiming at revealing the features of evidentiality in the discourse and elucidating the underlying ideologies. This study can help news readers develop an objective and comprehensive understanding of China. Methodology: This study selected 40 China-related epidemic news reports from The New York Times and The Washington Post during the pandemic. The quantitative and qualitative analyses of the selected news were conducted through AntConc4.2.2 in light of Fairclough's (1992) three-dimensional model. Results: The results of this study indicated the pervasive use of evidentiality in the coverage of the China-related epidemic by U.S. media, wherein distinct evidential markers demonstrated varying frequencies and served different functions. In terms of news sources, American media predominantly relied on hearsay evidentials to attribute information, thereby bolstering the credibility of the reports while subtly conveying a skeptical stance toward China. In terms of reporting modes, the reporting mostly used indirect discourse and employed deduction and induction evidentials to express negative attitudes toward China. All the results were highly related to the social context. Conclusion: Generally, the research underscores the widespread incorporation of evidentials in news discourse, employed to specify or obscure sources of information. Furthermore, evidentials embed certain ideologies and attitudes, which may mislead readers.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"32 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139157688","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}
Aakash Kumar, William Rupley, Debra McKeown, Hassan Seyed, David Paige
Introduction: Dynamic assessment has demonstrated effectiveness in enhancing writing skills among ESL learners and may be especially useful in the improvement of writing mechanics by enabling individualized mediation and adaptive instruction. The major objectives of the current study were to examine the effectiveness of dynamic assessment in reducing writing mechanics errors among Pakistani learners in their essay drafts. The study also explored how experimental group students perceive the mediational intervention and dynamic assessment as an alternative approach to static assessment in improving writing mechanics. Methodology: To perform the study, a sequential explanatory design was used to explore the effect of dynamic assessment instruction on Pakistani ESL learners’ writing mechanics. The sequential explanatory design allowed us to understand the phenomenon under study more comprehensively by collecting both quantitative and qualitative data in sequence. The quantitative part of the study used an interventionist model, with a pretest-treatment-posttest design, while the qualitative part used semi-structured interviews. Following a quantitative test of the efficacy of treatment, the researchers interviewed the participants of the experimental group to investigate their perceptions of the mediation approach. The interviews were recorded, transcribed, and analyzed for recurring themes and sub-themes. Results: The quantitative findings of this study confirmed the significant impact of dynamic assessment and were consistent with previous research reporting it as an effective approach to improving writing skills. Regarding the qualitative findings, dynamic assessment positively affected students’ writing mechanics. Students reported that dynamic assessment could reduce writing anxiety, enhance self-efficacy, and provide ample opportunities to learn from their errors. Conclusion: The findings of the current study showed that the interaction between teachers and students during mediation significantly contributed to their writing development and helped them work toward self-regulation.
{"title":"Beyond the Red Pen: Using Dynamic Assessment to Mediate Writing Mechanics Issues among ESL Learners","authors":"Aakash Kumar, William Rupley, Debra McKeown, Hassan Seyed, David Paige","doi":"10.58803/jclr.v2i4.89","DOIUrl":"https://doi.org/10.58803/jclr.v2i4.89","url":null,"abstract":"Introduction: Dynamic assessment has demonstrated effectiveness in enhancing writing skills among ESL learners and may be especially useful in the improvement of writing mechanics by enabling individualized mediation and adaptive instruction. The major objectives of the current study were to examine the effectiveness of dynamic assessment in reducing writing mechanics errors among Pakistani learners in their essay drafts. The study also explored how experimental group students perceive the mediational intervention and dynamic assessment as an alternative approach to static assessment in improving writing mechanics. Methodology: To perform the study, a sequential explanatory design was used to explore the effect of dynamic assessment instruction on Pakistani ESL learners’ writing mechanics. The sequential explanatory design allowed us to understand the phenomenon under study more comprehensively by collecting both quantitative and qualitative data in sequence. The quantitative part of the study used an interventionist model, with a pretest-treatment-posttest design, while the qualitative part used semi-structured interviews. Following a quantitative test of the efficacy of treatment, the researchers interviewed the participants of the experimental group to investigate their perceptions of the mediation approach. The interviews were recorded, transcribed, and analyzed for recurring themes and sub-themes. Results: The quantitative findings of this study confirmed the significant impact of dynamic assessment and were consistent with previous research reporting it as an effective approach to improving writing skills. Regarding the qualitative findings, dynamic assessment positively affected students’ writing mechanics. Students reported that dynamic assessment could reduce writing anxiety, enhance self-efficacy, and provide ample opportunities to learn from their errors. Conclusion: The findings of the current study showed that the interaction between teachers and students during mediation significantly contributed to their writing development and helped them work toward self-regulation.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"23 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139158802","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}
Introduction: As China has increasingly ushered in the era of mass tourism, ancient city or town tourism has gained popularity across the country, and a significant number of new scenic spots in ancient towns have been constructed. However, these lovely spots typically rely on conventional tourist and catering. Many tourists focus more on the issue of how to study old cities’ cultural ambiance and internal features on a deeper level, as well as the depth of its connotations. This paper examined the language landscape creation of the Yizhou Ancient City in Linyi, China, to delve into the language landscape building of newly built ancient town tourist attractions. Methodology: The data collection stage was mainly completed through field investigation, using digital cameras to shoot various language signs in the scenic spot. The data statistics stage mainly included random interviews, research objective determination, and data statistical analysis. Results: The results showed that the language signs in the scenic spot were mainly monolingual, supplemented by bilingual signs. There were two languages, Chinese and English, in which Chinese was the priority code, while English was a marginalized code in the language landscape of the scenic spot. The management department of scenic spots played a decisive role in constructing language landscapes. However, the managers of scenic spots and shop operators had not yet realized the economic value of language landscapes. The language landscape of Yizhou ancient City has the following problems: insufficient construction of a diversified language landscape, weak design sense of language landscape, lack of cultural connotation of language landscape, lack of innovation of language landscape construction and so on. Conclusion: It is suggested that the scenic spot management department should pay attention to different aspects in the future. They should pay attention to the potential value of language landscape construction, the unique linguistic landscape brand of the scenic spot should be constructed, and the multi-language needs of tourists.
{"title":"Construction of Language Landscape in Newly Built Ancient Cities: A Case of Yizhou Ancient City, China","authors":"Ying Guo, Tian He, Ping Nie, Ru Zhang","doi":"10.58803/jclr.v2i4.85","DOIUrl":"https://doi.org/10.58803/jclr.v2i4.85","url":null,"abstract":"Introduction: As China has increasingly ushered in the era of mass tourism, ancient city or town tourism has gained popularity across the country, and a significant number of new scenic spots in ancient towns have been constructed. However, these lovely spots typically rely on conventional tourist and catering. Many tourists focus more on the issue of how to study old cities’ cultural ambiance and internal features on a deeper level, as well as the depth of its connotations. This paper examined the language landscape creation of the Yizhou Ancient City in Linyi, China, to delve into the language landscape building of newly built ancient town tourist attractions. Methodology: The data collection stage was mainly completed through field investigation, using digital cameras to shoot various language signs in the scenic spot. The data statistics stage mainly included random interviews, research objective determination, and data statistical analysis. Results: The results showed that the language signs in the scenic spot were mainly monolingual, supplemented by bilingual signs. There were two languages, Chinese and English, in which Chinese was the priority code, while English was a marginalized code in the language landscape of the scenic spot. The management department of scenic spots played a decisive role in constructing language landscapes. However, the managers of scenic spots and shop operators had not yet realized the economic value of language landscapes. The language landscape of Yizhou ancient City has the following problems: insufficient construction of a diversified language landscape, weak design sense of language landscape, lack of cultural connotation of language landscape, lack of innovation of language landscape construction and so on. Conclusion: It is suggested that the scenic spot management department should pay attention to different aspects in the future. They should pay attention to the potential value of language landscape construction, the unique linguistic landscape brand of the scenic spot should be constructed, and the multi-language needs of tourists.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139158095","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}
Introduction: Effective communication often involves expressing disagreement while maintaining social harmony, which is influenced by cultural and linguistic norms. Native speakers of English typically employ various politeness strategies in their disagreement speech acts. However, Iraqi EFL learners may navigate these strategies differently due to variations in cultural norms and language proficiency. Therefore, the current study aimed to contrastively analyze the way Iraqi EFL learners and native English speakers perform the speech act of disagreement in light of politeness.
Methodology: In this regard, a discourse completion test (DCT) was administered to 66 participants, comprising 33 Iraqi EFL students studying English as a foreign language (TEFL) and 33 native English speakers. The DCT was made up of scenarios that mirrored real-life circumstances in order to provoke responses from people who disagreed with them. Brown and Levinson’s (1987) theory of politeness was employed to analyze participants’ utterances.
Results: The findings indicated that while expressing disagreement with people of higher, participants in both groups were more concerned with keeping their interlocutors’ positive faces. Furthermore, the study findings indicated that despite differences in the two groups of participants, Iraqi EFL learners utilized positive indirect politeness strategies more frequently than English native speakers. On the other hand, English native speakers applied direct and negative politeness strategies.
Conclusion: Generally, the findings indicated that both groups tended to use the most direct type of disagreement as the social distance and power relation decreased.
{"title":"A Contrastive Analysis of Disagreement Speech act Used by Native Speakers of English and Iraqi EFL Learners in light of Politeness Strategies","authors":"Zeinab Al Jaid, Mohammad Ghazanfari","doi":"10.58803/jclr.v2i3.79","DOIUrl":"https://doi.org/10.58803/jclr.v2i3.79","url":null,"abstract":"Introduction: Effective communication often involves expressing disagreement while maintaining social harmony, which is influenced by cultural and linguistic norms. Native speakers of English typically employ various politeness strategies in their disagreement speech acts. However, Iraqi EFL learners may navigate these strategies differently due to variations in cultural norms and language proficiency. Therefore, the current study aimed to contrastively analyze the way Iraqi EFL learners and native English speakers perform the speech act of disagreement in light of politeness.
 Methodology: In this regard, a discourse completion test (DCT) was administered to 66 participants, comprising 33 Iraqi EFL students studying English as a foreign language (TEFL) and 33 native English speakers. The DCT was made up of scenarios that mirrored real-life circumstances in order to provoke responses from people who disagreed with them. Brown and Levinson’s (1987) theory of politeness was employed to analyze participants’ utterances. 
 Results: The findings indicated that while expressing disagreement with people of higher, participants in both groups were more concerned with keeping their interlocutors’ positive faces. Furthermore, the study findings indicated that despite differences in the two groups of participants, Iraqi EFL learners utilized positive indirect politeness strategies more frequently than English native speakers. On the other hand, English native speakers applied direct and negative politeness strategies.
 Conclusion: Generally, the findings indicated that both groups tended to use the most direct type of disagreement as the social distance and power relation decreased.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135863218","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}
{"title":"Research on the Syntax-Semantics Interface of Numerals by He Chuansheng, 2020, pages: ix-345, ISBN: 9787572005688","authors":"Na Ning","doi":"10.58803/jclr.v2i3.75","DOIUrl":"https://doi.org/10.58803/jclr.v2i3.75","url":null,"abstract":"","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135864782","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}
Introduction: In the face of global integration, the significance of mastering foreign languages for international communication has surged, especially for Vietnamese students and more specifically, for those majoring in English at Kien Giang University (KGU). Despite the importance, the challenges faced by these English-major students in honing their speaking skills and avenues to enhance their proficiency remain underexplored, especially within the KGU environment. The study primarily delved into the specific challenges that these students face in developing their speaking skills, and proposed strategies to overcome these challenges and bolster their speaking capabilities.
Methodology: This research employed a qualitative research design, utilizing a questionnaire and interviews as its primary data collection tools, and engaged 77 male and female English-major students from KGU.
Results: Analysis from the gathered data identified both intrinsic and extrinsic hurdles for the students, including limited vocabulary, apprehension about errors, and the lack of an immersive English-speaking milieu. Students shared common strategies for overcoming these challenges, which largely revolved around the use of technology, media, and interaction with proficient English speakers. The findings suggested that providing students with more opportunities to practice speaking, particularly with those proficient in the language, can be an effective way to improve their speaking challenges.
Conclusion: The study underscores the critical need for KGU students to master English amidst global integration. It highlights the intrinsic and extrinsic challenges KGU English majors face in speaking proficiency. Given the findings and recommendations, educators and students can collaboratively tackle these challenges, enabling KGU English students to excel in a globally integrated world.
{"title":"Exploring EFL English Major Students’ Speaking Challenges and Their Strategies for Improvement","authors":"Nguyen Van Thong, Le Hoai Thuong","doi":"10.58803/jclr.v2i3.78","DOIUrl":"https://doi.org/10.58803/jclr.v2i3.78","url":null,"abstract":"Introduction: In the face of global integration, the significance of mastering foreign languages for international communication has surged, especially for Vietnamese students and more specifically, for those majoring in English at Kien Giang University (KGU). Despite the importance, the challenges faced by these English-major students in honing their speaking skills and avenues to enhance their proficiency remain underexplored, especially within the KGU environment. The study primarily delved into the specific challenges that these students face in developing their speaking skills, and proposed strategies to overcome these challenges and bolster their speaking capabilities.
 Methodology: This research employed a qualitative research design, utilizing a questionnaire and interviews as its primary data collection tools, and engaged 77 male and female English-major students from KGU.
 Results: Analysis from the gathered data identified both intrinsic and extrinsic hurdles for the students, including limited vocabulary, apprehension about errors, and the lack of an immersive English-speaking milieu. Students shared common strategies for overcoming these challenges, which largely revolved around the use of technology, media, and interaction with proficient English speakers. The findings suggested that providing students with more opportunities to practice speaking, particularly with those proficient in the language, can be an effective way to improve their speaking challenges.
 Conclusion: The study underscores the critical need for KGU students to master English amidst global integration. It highlights the intrinsic and extrinsic challenges KGU English majors face in speaking proficiency. Given the findings and recommendations, educators and students can collaboratively tackle these challenges, enabling KGU English students to excel in a globally integrated world.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135864790","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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