Introduction: The rapid evolution of technology and the increasing use of e-learning in educational settings make mobile affordances an important consideration. However, some individuals may experience technophobia, fear, or anxiety towards technology, while others may feel technophilia, a positive attraction and enthusiasm towards it. The present research attempted to investigate the interrelationship between the Iranian EFL learners’ mobile affordances and their sense of technophobia and technophilia. Besides, it was aimed to determine any significant difference between Iranian EFL learners’ sense of technophobia and technophilia regarding their gender. Methodology: The study utilized a quantitative correlational research design. A total of 200 EFL learners participated in the study using the convenience sampling method. The data were collected using technophobia and technophilia questionnaire and mobile affordances inventory. A Pearson correlation test and two independent samples t-tests were performed to analyze the data collected. Results: The results of the Pearson correlation coefficient indicated an inverse and negative correlation between EFL learners’ mobile affordances and their sense of technophobia, while a relatively positive correlation between Iranian EFL learners’ mobile affordances perceptions and their sense of technophilia was found. Moreover, the findings revealed that gender was not a significant factor in explaining differences in technophilia and technophobia among EFL learners. Conclusion: The results indicated an inverse and negative correlation between EFL learners’ mobile affordances and their sense of technophobia. This suggests that as learners perceive more mobile affordances, their technophobia decreases. Additionally, this implies that as learners perceive more mobile affordances, their technophilia increases. The findings suggest that mobile affordances play a significant role in reducing technophobia and increasing technophilia among EFL learners. This highlights the importance of incorporating mobile technology in educational settings to promote positive attitudes toward technology.
{"title":"EFL Learners’ Mobile Affordances: A Focus on Technophobia and Technophilia","authors":"Aynaz Samir, Mona Tabatabaee-Yazdi","doi":"10.58803/jclr.v2i3.73","DOIUrl":"https://doi.org/10.58803/jclr.v2i3.73","url":null,"abstract":"Introduction: The rapid evolution of technology and the increasing use of e-learning in educational settings make mobile affordances an important consideration. However, some individuals may experience technophobia, fear, or anxiety towards technology, while others may feel technophilia, a positive attraction and enthusiasm towards it. The present research attempted to investigate the interrelationship between the Iranian EFL learners’ mobile affordances and their sense of technophobia and technophilia. Besides, it was aimed to determine any significant difference between Iranian EFL learners’ sense of technophobia and technophilia regarding their gender. Methodology: The study utilized a quantitative correlational research design. A total of 200 EFL learners participated in the study using the convenience sampling method. The data were collected using technophobia and technophilia questionnaire and mobile affordances inventory. A Pearson correlation test and two independent samples t-tests were performed to analyze the data collected. Results: The results of the Pearson correlation coefficient indicated an inverse and negative correlation between EFL learners’ mobile affordances and their sense of technophobia, while a relatively positive correlation between Iranian EFL learners’ mobile affordances perceptions and their sense of technophilia was found. Moreover, the findings revealed that gender was not a significant factor in explaining differences in technophilia and technophobia among EFL learners. Conclusion: The results indicated an inverse and negative correlation between EFL learners’ mobile affordances and their sense of technophobia. This suggests that as learners perceive more mobile affordances, their technophobia decreases. Additionally, this implies that as learners perceive more mobile affordances, their technophilia increases. The findings suggest that mobile affordances play a significant role in reducing technophobia and increasing technophilia among EFL learners. This highlights the importance of incorporating mobile technology in educational settings to promote positive attitudes toward technology.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"59 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":"135865063","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: Technology can revolutionize how members of cooperative groups interact and work with others. Since digital literacy and cooperative skills are necessary for teachers’ success and students’ achievement, the current research aimed to find the relationship between EFL learners’ digital literacy and their attitude towards cooperative learning in online classes. Methodology: The present research followed a quantitative study using a correlational research design to investigate the relationship between Iranian EFL learners’ digital literacy and their attitudes toward cooperative learning in online classrooms. In this study, 210 participants, who were all Iranian EFL students in different fields of study and from different cities, were invited to participate. They were from both genders and of different ages. For data collection, the researcher used a Google form link sent via social media and students were asked to complete the questionnaires online. The responses from participants were collected and analyzed using SPSS. Mean, standard deviation, multiple linear regression, and independent sample t-tests were run to analyze the obtained data and check whether the results were significant. Results: The findings of the study indicated a significant relationship between the two variables, meaning that learners could learn and collaborate better with technology. Besides, the study results showed that the second component of digital literacy (technical dimension), as the best predictor, significantly predicts a 34% variance in learners’ attitudes toward cooperative learning. Moreover, there was no significant difference between men and women in digital literacy and their attitudes toward cooperative learning. Conclusion: The results of this study indicated that the participants had a favorable view of using digital literacy in their attitude toward cooperative learning. Therefore, there is a need to change the English classroom curriculum and employ a proper syllabus to integrate digital literacy.
{"title":"Does Digital Literacy Provide Evidence for Iranian EFL Learners’ Cooperative Learning in Online Classrooms","authors":"Zeinab Abedi, Mona Tabatabaee-Yazdi","doi":"10.58803/jclr.v2i3.74","DOIUrl":"https://doi.org/10.58803/jclr.v2i3.74","url":null,"abstract":"Introduction: Technology can revolutionize how members of cooperative groups interact and work with others. Since digital literacy and cooperative skills are necessary for teachers’ success and students’ achievement, the current research aimed to find the relationship between EFL learners’ digital literacy and their attitude towards cooperative learning in online classes. Methodology: The present research followed a quantitative study using a correlational research design to investigate the relationship between Iranian EFL learners’ digital literacy and their attitudes toward cooperative learning in online classrooms. In this study, 210 participants, who were all Iranian EFL students in different fields of study and from different cities, were invited to participate. They were from both genders and of different ages. For data collection, the researcher used a Google form link sent via social media and students were asked to complete the questionnaires online. The responses from participants were collected and analyzed using SPSS. Mean, standard deviation, multiple linear regression, and independent sample t-tests were run to analyze the obtained data and check whether the results were significant. Results: The findings of the study indicated a significant relationship between the two variables, meaning that learners could learn and collaborate better with technology. Besides, the study results showed that the second component of digital literacy (technical dimension), as the best predictor, significantly predicts a 34% variance in learners’ attitudes toward cooperative learning. Moreover, there was no significant difference between men and women in digital literacy and their attitudes toward cooperative learning. Conclusion: The results of this study indicated that the participants had a favorable view of using digital literacy in their attitude toward cooperative learning. Therefore, there is a need to change the English classroom curriculum and employ a proper syllabus to integrate digital literacy.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"21 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":"135865067","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: Investigating patterns of dialogic engagement in newspaper articles can help inform novice writers of effective writing strategies that can increase their readers’ engagement and interest. The study aimed to identify the linguistic features used to engage and sustain readers’ interest in sports newspaper articles and explore related research within a systemic functional linguistics framework. Methodology: A corpus of 9,000 words from 14 different sports newspaper articles was analyzed using the UAM Corpus Tool software following Appraisal Theory proposed by Martin and White (2005). Results: The study revealed that writers of sports news employed various linguistic and discourse strategies, including evaluative language, to create engagement. The findings suggest that heteroglossic instances were more common, compared to monoglossic ones. Moreover, the writers preferred to use contract resources more frequently than expand resources. Disclaim resources had a higher frequency than proclaim resources, while attribute and entertainment resources were almost equally used. Conclusion: According to the findings, sports news writers use a range of grammatical structures and vocabulary choices to create a sense of immediacy and establish the relevance of the reported events.
{"title":"An Investigation of Engagement Resources in the World Cup 2022 Newspaper Articles in the Arab World Media","authors":"H. Alwohaibi, H. Alyousef","doi":"10.58803/jclr.v2i2.27","DOIUrl":"https://doi.org/10.58803/jclr.v2i2.27","url":null,"abstract":"Introduction: Investigating patterns of dialogic engagement in newspaper articles can help inform novice writers of effective writing strategies that can increase their readers’ engagement and interest. The study aimed to identify the linguistic features used to engage and sustain readers’ interest in sports newspaper articles and explore related research within a systemic functional linguistics framework.\u0000Methodology: A corpus of 9,000 words from 14 different sports newspaper articles was analyzed using the UAM Corpus Tool software following Appraisal Theory proposed by Martin and White (2005).\u0000Results: The study revealed that writers of sports news employed various linguistic and discourse strategies, including evaluative language, to create engagement. The findings suggest that heteroglossic instances were more common, compared to monoglossic ones. Moreover, the writers preferred to use contract resources more frequently than expand resources. Disclaim resources had a higher frequency than proclaim resources, while attribute and entertainment resources were almost equally used.\u0000Conclusion: According to the findings, sports news writers use a range of grammatical structures and vocabulary choices to create a sense of immediacy and establish the relevance of the reported events.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131334975","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: Due to the current situation (coronavirus pandemic) as well as time and place restrictions, the replacement of traditional classes with online courses is prevailing, and instructors and learners rarely attend in a classroom. Thus, an unexpected immersion in virtual learning revealed the advantages and disadvantages of virtual education. The present study aimed to explore the merits and the demerits of the virtual master’s program of the English department of universities regarding students' perspectives on motivation and self-efficacy. Methodology: The researchers developed and validated an instrument that measured online students' self-efficacy and motivation toward the virtual programs. Relying on the semi-structured interviews and open-ended questions, the researchers developed a 21-item scale on a 5-point Likert scale. The designed scale distributed among 151 students from four universities in Mashhad, Iran. Exploratory factor analysis and confirmatory factor analysis as well as correlational analysis were performed to answer the research questions. The SEM model was used to explore the interrelationships among attitudes toward virtual programs, self-efficacy, and motivation Results: The obtained results indicate an acceptable level of reliability for the scale (0.82). The findings indicated that the independent variable of the virtual program of the university positively had a direct relationship with the dependent variables of the study, which were motivation and self-efficacy. Conclusion: Based on the findings, it can be concluded that virtual education still needs new expertise and more developed skills from educational designers and programmers to students and instructors.
{"title":"Examining Merits and Demerits of Master's Virtual Programs of English from Students’ Perspectives in light of Motivation and Self-Efficacy","authors":"Zahra Fakour Rashid, B. Ghonsooly, A. Ghanizadeh","doi":"10.58803/jclr.v2i2.25","DOIUrl":"https://doi.org/10.58803/jclr.v2i2.25","url":null,"abstract":"Introduction: Due to the current situation (coronavirus pandemic) as well as time and place restrictions, the replacement of traditional classes with online courses is prevailing, and instructors and learners rarely attend in a classroom. Thus, an unexpected immersion in virtual learning revealed the advantages and disadvantages of virtual education. The present study aimed to explore the merits and the demerits of the virtual master’s program of the English department of universities regarding students' perspectives on motivation and self-efficacy.\u0000Methodology: The researchers developed and validated an instrument that measured online students' self-efficacy and motivation toward the virtual programs. Relying on the semi-structured interviews and open-ended questions, the researchers developed a 21-item scale on a 5-point Likert scale. The designed scale distributed among 151 students from four universities in Mashhad, Iran. Exploratory factor analysis and confirmatory factor analysis as well as correlational analysis were performed to answer the research questions. The SEM model was used to explore the interrelationships among attitudes toward virtual programs, self-efficacy, and motivation\u0000Results: The obtained results indicate an acceptable level of reliability for the scale (0.82). The findings indicated that the independent variable of the virtual program of the university positively had a direct relationship with the dependent variables of the study, which were motivation and self-efficacy.\u0000Conclusion: Based on the findings, it can be concluded that virtual education still needs new expertise and more developed skills from educational designers and programmers to students and instructors.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"305 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116270211","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 current digital age, it is crucial for education to evolve to meet the changing demands of students. English language education is one such field that has been impacted by the growing expectation among students that their teachers use technology to facilitate learning. The objective of the present study was to assess the expectations of English as a Foreign Language (EFL) students regarding the proficiency of their English teachers in using technology for instructional purposes, using the Technological, Pedagogical, and Content Knowledge (TPACK) framework. Methodology: This study utilized a quantitative approach, and data was collected through a 22-item e-questionnaire aimed at measuring the students’ expectations on their English teachers’ TPACK competence. The sample consisted of 363 EFL students from two different universities in the Mekong Delta of Vietnam. Results: The results showed that pedagogical knowledge was the most expected component by students, while technological knowledge was the least expected. To put it differently, the students desired their English teachers to excel in structuring lessons, managing the classroom, evaluating and assessing their progress, and being able to provide various learning experiences that catered to the unique requirements and preferences of individual learners. However, the students were not particularly concerned about their teachers’ proficiency in using various digital tools, hardware, software, and technological resources. Conclusion: The findings of this study highlighted the importance of improving English teachers’ TPACK competence through TPACK-centered professional development programs. This study provides practical strategies for the same and opens up avenues for future research in this field.
{"title":"Uncovering the Expectations of English as a Foreign Language Students: Key to Improving Teacher Expertise and Technological Pedagogical Content Knowledge Mastery","authors":"T. Le, Trut-Thuy Pham","doi":"10.58803/jclr.v2i2.70","DOIUrl":"https://doi.org/10.58803/jclr.v2i2.70","url":null,"abstract":"Introduction: In the current digital age, it is crucial for education to evolve to meet the changing demands of students. English language education is one such field that has been impacted by the growing expectation among students that their teachers use technology to facilitate learning. The objective of the present study was to assess the expectations of English as a Foreign Language (EFL) students regarding the proficiency of their English teachers in using technology for instructional purposes, using the Technological, Pedagogical, and Content Knowledge (TPACK) framework. \u0000Methodology: This study utilized a quantitative approach, and data was collected through a 22-item e-questionnaire aimed at measuring the students’ expectations on their English teachers’ TPACK competence. The sample consisted of 363 EFL students from two different universities in the Mekong Delta of Vietnam. \u0000Results: The results showed that pedagogical knowledge was the most expected component by students, while technological knowledge was the least expected. To put it differently, the students desired their English teachers to excel in structuring lessons, managing the classroom, evaluating and assessing their progress, and being able to provide various learning experiences that catered to the unique requirements and preferences of individual learners. However, the students were not particularly concerned about their teachers’ proficiency in using various digital tools, hardware, software, and technological resources. \u0000Conclusion: The findings of this study highlighted the importance of improving English teachers’ TPACK competence through TPACK-centered professional development programs. This study provides practical strategies for the same and opens up avenues for future research in this field.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122143845","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: Over the past decades, enhancing learners’ speaking ability has been a major challenge for teachers and educators of English as a foreign language (EFL). Therefore, the current study aimed to see if reading and listening can boost students’ speaking ability in the process of skills transfer. Methodology: To explore the impact of reading and listening skills transfer on enhancing speaking accuracy, fluency, and complexity, two groups of EFL learners underwent a four-month intervention in which the effects of reading and listening skills on speaking ability were evaluated. One group was exposed to text, and the other group received audio input. Both groups gave summaries after working on different textual and audio tasks. After four months of treatment, both classes took a posttest. Results: The results showed that reading and listening, as a medium of input, boosted the speaking ability of learners. However, the class receiving listening input enjoyed a higher mean value in accuracy, fluency, and complexity and outperformed the class exposed to reading input. Conclusion: This study highlights the role of skills transfer theory while providing evidence for educators and practitioners to incorporate integrated skills practice when designing EFL courses.
{"title":"Impact of Listening and Reading Skills Transfer on Speaking Accuracy, Fluency and Complexity of Iranian EFL Learners","authors":"Hadi Sobhanifar, F. Ranjbaran","doi":"10.58803/jclr.v2i2.67","DOIUrl":"https://doi.org/10.58803/jclr.v2i2.67","url":null,"abstract":"Introduction: Over the past decades, enhancing learners’ speaking ability has been a major challenge for teachers and educators of English as a foreign language (EFL). Therefore, the current study aimed to see if reading and listening can boost students’ speaking ability in the process of skills transfer.\u0000Methodology: To explore the impact of reading and listening skills transfer on enhancing speaking accuracy, fluency, and complexity, two groups of EFL learners underwent a four-month intervention in which the effects of reading and listening skills on speaking ability were evaluated. One group was exposed to text, and the other group received audio input. Both groups gave summaries after working on different textual and audio tasks. After four months of treatment, both classes took a posttest.\u0000Results: The results showed that reading and listening, as a medium of input, boosted the speaking ability of learners. However, the class receiving listening input enjoyed a higher mean value in accuracy, fluency, and complexity and outperformed the class exposed to reading input.\u0000Conclusion: This study highlights the role of skills transfer theory while providing evidence for educators and practitioners to incorporate integrated skills practice when designing EFL courses. ","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130386292","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: Previous inquiries in FL vocabulary knowledge targeted profoundly on the vocabulary pedagogical outcomes and writing improvement, however scant research has been done on the learners’ lexical competence in the writing process. In this spirit, the study endeavored to investigate the relationship between vocabulary size (VS) and vocabulary use, content, and organization in writing besides VS’s predictability in writing performance. Methodology: To this end, 30 intermediate EFL learners’ (15 males, 15 females) were administered on vocabulary size test (Nation, 2012) and Preliminary English Test (PET) of writing. The scores were analyzed and the results indicated significant positive relationships between VS and writing scores, and VS and vocabulary use scores. To investigate the predictability of VS in writing elements scores, regression analysis was applied. Results: The Linear regression revealed that VS variable accounts for 88.9% of vocabulary use in writing scores. The results proved the significant relationship between VS and writing on the one hand and VS and vocabulary used on the other hand. Conclusion: Based on the results, The study offers evidence that VS is a significant predictor in vocabulary use knowledge, which is vital for the and mastery of the required knowledge to be an effective writer.
{"title":"The Role of Iranian EFL Learners’ Vocabulary Size in Vocabulary Use, Content, and Organization of Their Writing","authors":"Mohadese Ramezani, Mitra Zeraatpishe, Farnaz Farrokh Alaee","doi":"10.58803/jclr.v2i2.71","DOIUrl":"https://doi.org/10.58803/jclr.v2i2.71","url":null,"abstract":"Introduction: Previous inquiries in FL vocabulary knowledge targeted profoundly on the vocabulary pedagogical outcomes and writing improvement, however scant research has been done on the learners’ lexical competence in the writing process. In this spirit, the study endeavored to investigate the relationship between vocabulary size (VS) and vocabulary use, content, and organization in writing besides VS’s predictability in writing performance. \u0000Methodology: To this end, 30 intermediate EFL learners’ (15 males, 15 females) were administered on vocabulary size test (Nation, 2012) and Preliminary English Test (PET) of writing. The scores were analyzed and the results indicated significant positive relationships between VS and writing scores, and VS and vocabulary use scores. To investigate the predictability of VS in writing elements scores, regression analysis was applied. \u0000Results: The Linear regression revealed that VS variable accounts for 88.9% of vocabulary use in writing scores. The results proved the significant relationship between VS and writing on the one hand and VS and vocabulary used on the other hand. \u0000Conclusion: Based on the results, The study offers evidence that VS is a significant predictor in vocabulary use knowledge, which is vital for the and mastery of the required knowledge to be an effective writer.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123767847","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: Authors’ self-mention is unavoidably used in research articles; however, there are still controversial views on their use. The current study aims to find out what types of self-mentions are employed by Chinese and non-Chinese writers to construct different authorial identities and what causes the similarities and differences. Methodology: A corpus-based comparative analysis was conducted on agricultural research abstracts written by Chinese and non-Chinese writers to compare three types of entities by using Chi-square and Antconc. Results: It was revealed that abstracts by Chinese writers and non-Chinese ones were significantly different in their use of first-person plural forms and their determiners, research-oriented nouns, and discoursal nouns. Further, it was shown that different authorial identities as a researcher, discourse constructor, and arguer were constructed by human entities and inanimate entities with some preferred main verbs in specific tenses and voices. Conclusion: The present study showed that Chinese writers differed significantly from international writers in using self-mentions and authorial identities due to different views on personal involvement, pragmatic considerations, cultural background, and writing environment. It was also found that personal involvement coexists with the impersonality of the abstract in using self-mentions in abstract writing. The current study can be conducive to abstract writing for novice writers and second language learners in choosing different self-mentions to construct different authorial identities.
{"title":"An Intercultural Comparison of Authors' Self-mention and Identity Construction in English Agricultural Abstracts by Chinese and International Writers","authors":"Penghua Zhang, Yi Pan","doi":"10.58803/jclr.v2i2.69","DOIUrl":"https://doi.org/10.58803/jclr.v2i2.69","url":null,"abstract":"Introduction: Authors’ self-mention is unavoidably used in research articles; however, there are still controversial views on their use. The current study aims to find out what types of self-mentions are employed by Chinese and non-Chinese writers to construct different authorial identities and what causes the similarities and differences. \u0000Methodology: A corpus-based comparative analysis was conducted on agricultural research abstracts written by Chinese and non-Chinese writers to compare three types of entities by using Chi-square and Antconc. \u0000Results: It was revealed that abstracts by Chinese writers and non-Chinese ones were significantly different in their use of first-person plural forms and their determiners, research-oriented nouns, and discoursal nouns. Further, it was shown that different authorial identities as a researcher, discourse constructor, and arguer were constructed by human entities and inanimate entities with some preferred main verbs in specific tenses and voices. \u0000Conclusion: The present study showed that Chinese writers differed significantly from international writers in using self-mentions and authorial identities due to different views on personal involvement, pragmatic considerations, cultural background, and writing environment. It was also found that personal involvement coexists with the impersonality of the abstract in using self-mentions in abstract writing. The current study can be conducive to abstract writing for novice writers and second language learners in choosing different self-mentions to construct different authorial identities.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132109803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-25DOI: 10.58803/jclr.2023.388135.1011
Hong Qiu Xing
Question and answer cold joke (QACJ) is a language phenomenon with particular formal, semantic, and pragmatic features. Its existing analytical mode remains relatively simple, and rarely involves its conceptual basis and implicature inferring. The current study aimed to dig out its inferential model based on its conceptual basis under a comprehensive perspective. The particular formal and semantic features of the QACJ have laid the foundation for its four conceptual bases (i.e., intersected question and answer form, indirectly correlated logic, garden-path inferring, cold but humorous effect). Gudied by an integrated analytical framework, its forward and backward inferring models based on its conceptual bases have been proposed. The garden-path relevance inferring mechanisms are the red-light and the crossroad mechanisms, both relating to the presupposition entailing, optimal-relevance verification, and context shifting, all aiming at a phase in cold humor effect.
{"title":"A Study of the Conceptual Basis and Inferential Model of the Question and Answer Cold Jokes","authors":"Hong Qiu Xing","doi":"10.58803/jclr.2023.388135.1011","DOIUrl":"https://doi.org/10.58803/jclr.2023.388135.1011","url":null,"abstract":"Question and answer cold joke (QACJ) is a language phenomenon with particular formal, semantic, and pragmatic features. Its existing analytical mode remains relatively simple, and rarely involves its conceptual basis and implicature inferring. The current study aimed to dig out its inferential model based on its conceptual basis under a comprehensive perspective. The particular formal and semantic features of the QACJ have laid the foundation for its four conceptual bases (i.e., intersected question and answer form, indirectly correlated logic, garden-path inferring, cold but humorous effect). Gudied by an integrated analytical framework, its forward and backward inferring models based on its conceptual bases have been proposed. The garden-path relevance inferring mechanisms are the red-light and the crossroad mechanisms, both relating to the presupposition entailing, optimal-relevance verification, and context shifting, all aiming at a phase in cold humor effect.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"14 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130222778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-25DOI: 10.58803/jclr.2023.168993
Ashour Farde Davaji, Behrooz Ghoorchaei
Introduction: Speaking is at the heart of second language learning. Nowadays, it is believed that pre-task planning, which is planning prior to performing a task, may enhance the speech production of learners. Therefore, the current study aimed to determine the effect of pre-task planning on the speaking accuracy of EFL intermediate learners. Methodology: The participants in this study were 90 male and female EFL learners studying English at language institutes in Iran. To investigate the effect of individual and group pre-task planning on learners’ accuracy in speaking, the participants were randomly divided into three equal-in-number groups. In this regard, 30 participants were in individual pre-task planning, group pre-task planning, and no-planning groups. The obtained results of the pretests and post-tests were compared. Results: The findings of the study revealed a positive meaningful relationship between pre-task planning time and speaking accuracy of Iranian EFL learners. It was found that individual pre-task planning was significantly more effective than group pre-task planning in terms of accuracy in Iranian EFL learners’ speaking. The findings indicated pre-tasking could improve learners’ speaking accuracy, compared to no-planning. Conclusion: The obtained results of the current study may help language teachers, particularly syllabus designers, design pedagogical activities that pay specific attention to accuracy in language production so that learners can develop these elements of language production in a good balance.
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