Pub Date : 2022-08-10DOI: 10.3126/eltp.v7i1-2.47406
Yog Raj Lamichhane
The paper explores the efforts of Benazir Bhutto in politicizing her individual distress for cultural trauma in her autobiography The Daughter of the East. It mainly examines how her multiple efforts of transferring personal trauma into social trauma turn out to be Sisyphean attempts. Generally, a never-ending futile endeavour that never gets completed is understood as the Sisyphean attempt. Hence, the paper illustrates the same endless and futile side of Bhutto’s exertions in developing cultural trauma through her life writing. Actually, her father Zulfiqar Ali Bhutto, the former Pakistani Prime Minister, was assassinated by the military regime in 1979. On the foundation of the assassination, she became Prime Minister of Pakistan twice. Moreover, that tragic event also provided the major content for the writing of this autobiography. In this context, in this qualitative study of the autobiography, the major insights on the social process of cultural trauma as initiated by Jeffrey C. Alexander are used as the theoretical framework to evaluate the relevant textual evidence. Moreover, the concepts of Sidonie Smith and Julia Watson concerning the culture of writing autobiographies are also borrowed to support the argument. Ultimately, the textual analysis mainly signals that censored media, extreme judiciary and forceful martial law including the government-endorsed faith of Pakistan seem to hinder the social process of cultural trauma.
本文探讨了贝娜齐尔·布托在她的自传《东方的女儿》中把她个人因文化创伤而遭受的痛苦政治化的努力。主要考察她将个人创伤转化为社会创伤的多重努力是如何变成西西弗斯式的尝试的。一般来说，一个永无止境的徒劳的努力，永远不会完成被理解为西西弗斯的尝试。因此，本文阐述了布托通过她的生活写作来发展文化创伤的同样无休止和徒劳的一面。实际上，她的父亲，前巴基斯坦总理佐勒菲卡尔·阿里·布托，在1979年被军事政权暗杀。在暗杀的基础上，她两次成为巴基斯坦总理。此外，这一悲剧事件也为这本自传的写作提供了主要内容。在此背景下，本文将以亚历山大(Jeffrey C. Alexander)提出的关于文化创伤社会过程的主要见解为理论框架，对相关文本证据进行评价。此外，还借用了西多尼·史密斯和朱莉娅·沃森关于自传写作文化的概念来支持这一论点。最终，文本分析主要表明，审查的媒体、极端的司法和强有力的戒严法，包括巴基斯坦政府支持的信仰，似乎阻碍了文化创伤的社会进程。
{"title":"Daughter of the East: A Sisyphean Attempt of Benazir Bhutto in Politicizing Individual Distress for Collective Trauma","authors":"Yog Raj Lamichhane","doi":"10.3126/eltp.v7i1-2.47406","DOIUrl":"https://doi.org/10.3126/eltp.v7i1-2.47406","url":null,"abstract":"The paper explores the efforts of Benazir Bhutto in politicizing her individual distress for cultural trauma in her autobiography The Daughter of the East. It mainly examines how her multiple efforts of transferring personal trauma into social trauma turn out to be Sisyphean attempts. Generally, a never-ending futile endeavour that never gets completed is understood as the Sisyphean attempt. Hence, the paper illustrates the same endless and futile side of Bhutto’s exertions in developing cultural trauma through her life writing. Actually, her father Zulfiqar Ali Bhutto, the former Pakistani Prime Minister, was assassinated by the military regime in 1979. On the foundation of the assassination, she became Prime Minister of Pakistan twice. Moreover, that tragic event also provided the major content for the writing of this autobiography. In this context, in this qualitative study of the autobiography, the major insights on the social process of cultural trauma as initiated by Jeffrey C. Alexander are used as the theoretical framework to evaluate the relevant textual evidence. Moreover, the concepts of Sidonie Smith and Julia Watson concerning the culture of writing autobiographies are also borrowed to support the argument. Ultimately, the textual analysis mainly signals that censored media, extreme judiciary and forceful martial law including the government-endorsed faith of Pakistan seem to hinder the social process of cultural trauma.","PeriodicalId":286163,"journal":{"name":"English Language Teaching Perspectives","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129963780","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 : 2022-08-10DOI: 10.3126/eltp.v7i1-2.47400
Bal Ram Adhikari, Shyam Lal Magarati
Translation as writing across languages and cultures is characterized by its own linguistic features. Translation researchers have discerned certain linguistic features of translated texts that render the translated language distinct from non-translated one. In this context, the present paper examines the language of Abstract Thought: An Onion, the English translation of Shankar Lamichhane's Nepali essay 'Yābstyrakṭ Chintan: Pyāj' rendered by Govinda Raj Bhattarai. The data were collected and analyzed through qualitative document analysis and the findings are discussed under three thematic headings like lexical borrowing, lexical explicitation and syntactic parallelism. The findings show obligatory and strategic lexical borrowings, explicitation, and syntactic parallelism as the key linguistic features of this Nepali essay in English translation, signaling the translator's fidelity to the source text and his concern for the intelligibility of the translated text. Finally, the study points out the implication of these findings for translation teaching and training.
{"title":"Language of Translated Version of ‘Abstract Thought: An Onion'","authors":"Bal Ram Adhikari, Shyam Lal Magarati","doi":"10.3126/eltp.v7i1-2.47400","DOIUrl":"https://doi.org/10.3126/eltp.v7i1-2.47400","url":null,"abstract":"Translation as writing across languages and cultures is characterized by its own linguistic features. Translation researchers have discerned certain linguistic features of translated texts that render the translated language distinct from non-translated one. In this context, the present paper examines the language of Abstract Thought: An Onion, the English translation of Shankar Lamichhane's Nepali essay 'Yābstyrakṭ Chintan: Pyāj' rendered by Govinda Raj Bhattarai. The data were collected and analyzed through qualitative document analysis and the findings are discussed under three thematic headings like lexical borrowing, lexical explicitation and syntactic parallelism. The findings show obligatory and strategic lexical borrowings, explicitation, and syntactic parallelism as the key linguistic features of this Nepali essay in English translation, signaling the translator's fidelity to the source text and his concern for the intelligibility of the translated text. Finally, the study points out the implication of these findings for translation teaching and training.","PeriodicalId":286163,"journal":{"name":"English Language Teaching Perspectives","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133781991","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 : 2022-08-10DOI: 10.3126/eltp.v7i1-2.47409
Bishwo Raj Parajuli
This article explores some textual and contextual evidences on how Shreedhar Lohani’s ‘Gaia’, G.M. Hopkin’s ‘God’s Grandeur’, and V.S. Rai’s ‘Corona Says’ reveal figures of speech and their underlying suggestions with current environmental crisis, specially focusing on the topics of contemporary environmental discourse related to environmental apocalypticism or catastrophic changes. Relevant environmental, ecological and mythical perspectives have been incorporated to substantiate the argument. The discussion integrates ideas from theoretical insights, textual evidences, contextual cases and views of the inhabitants of affected areas. The discussion critically reads the texts with regards to the claim and key theoretical concepts like Gaia as Earth mother, the arcadias in nature, degraded landscapes like Brownfields, environmental as well as mythical apocalypticism, nature as instrument to gratify human needs and desires and other relevant outlooks. Based on the findings of analysis, the conclusion of the discussion cogently establishes the argument rather than forming certitudes on the poems. The selected texts suggest that the anthropocentric rational framework and a serious self-destructive denial of ecological limits is leading us to eco-catastrophic ends. So, it’s high time we give up our chauvinism and live in harmony with nature and fellow creatures. The conclusion is expected to open avenues for further discussion as well as contestation on the same or similar discourses.
{"title":"The Apocalyptic Visions in the Poems of SP Lohani, GM Hopkins and VS Rai","authors":"Bishwo Raj Parajuli","doi":"10.3126/eltp.v7i1-2.47409","DOIUrl":"https://doi.org/10.3126/eltp.v7i1-2.47409","url":null,"abstract":"This article explores some textual and contextual evidences on how Shreedhar Lohani’s ‘Gaia’, G.M. Hopkin’s ‘God’s Grandeur’, and V.S. Rai’s ‘Corona Says’ reveal figures of speech and their underlying suggestions with current environmental crisis, specially focusing on the topics of contemporary environmental discourse related to environmental apocalypticism or catastrophic changes. Relevant environmental, ecological and mythical perspectives have been incorporated to substantiate the argument. The discussion integrates ideas from theoretical insights, textual evidences, contextual cases and views of the inhabitants of affected areas. The discussion critically reads the texts with regards to the claim and key theoretical concepts like Gaia as Earth mother, the arcadias in nature, degraded landscapes like Brownfields, environmental as well as mythical apocalypticism, nature as instrument to gratify human needs and desires and other relevant outlooks. Based on the findings of analysis, the conclusion of the discussion cogently establishes the argument rather than forming certitudes on the poems. The selected texts suggest that the anthropocentric rational framework and a serious self-destructive denial of ecological limits is leading us to eco-catastrophic ends. So, it’s high time we give up our chauvinism and live in harmony with nature and fellow creatures. The conclusion is expected to open avenues for further discussion as well as contestation on the same or similar discourses.","PeriodicalId":286163,"journal":{"name":"English Language Teaching Perspectives","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128686404","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 : 2022-08-10DOI: 10.3126/eltp.v7i1-2.47412
G. Poudel
Students should be cared for with tender love and kindness in the basic level classes. However, we experience the use of punishment. A teacher’s punishment can create multiple effects on the students’ learning. Considering this, the present article aims to find out the forms of punishment and their effects on students’ learning of English. It has been developed out of the research work on the issue of punishment in English language teaching. The study followed a phenomenological research design using the qualitative interpretative method. The data were elicited by using participant observation, focus group discussion and exit interviews. A basic level school in the Gorkha district was selected and the ten different classes of English teachers were observed. A Focus group discussion was held with the students and finally, an exit interview was taken with the teacher. The findings of the study depict that teachers exercised punishment on the students in the forms of scolding, slapping, disguising, threatening, and advising. The students’ experienced that their teacher was not friendly to them as he exercised punishment to control their behaviours. However, the teacher shared his compulsion to use punishment due to the students’ insincerity. Both the students and the teachers realized the formative and destructive role of the punishment tools according to the situation. The results enabled us to conclude that although teachers and educators prefer learner-centred pedagogy in basic level classes, still they are using punishment as a strategy to take control over the class and to discourage the students’ misbehaviours.
{"title":"Punishment in English Language Classroom: Forms and Effects","authors":"G. Poudel","doi":"10.3126/eltp.v7i1-2.47412","DOIUrl":"https://doi.org/10.3126/eltp.v7i1-2.47412","url":null,"abstract":"Students should be cared for with tender love and kindness in the basic level classes. However, we experience the use of punishment. A teacher’s punishment can create multiple effects on the students’ learning. Considering this, the present article aims to find out the forms of punishment and their effects on students’ learning of English. It has been developed out of the research work on the issue of punishment in English language teaching. The study followed a phenomenological research design using the qualitative interpretative method. The data were elicited by using participant observation, focus group discussion and exit interviews. A basic level school in the Gorkha district was selected and the ten different classes of English teachers were observed. A Focus group discussion was held with the students and finally, an exit interview was taken with the teacher. The findings of the study depict that teachers exercised punishment on the students in the forms of scolding, slapping, disguising, threatening, and advising. The students’ experienced that their teacher was not friendly to them as he exercised punishment to control their behaviours. However, the teacher shared his compulsion to use punishment due to the students’ insincerity. Both the students and the teachers realized the formative and destructive role of the punishment tools according to the situation. The results enabled us to conclude that although teachers and educators prefer learner-centred pedagogy in basic level classes, still they are using punishment as a strategy to take control over the class and to discourage the students’ misbehaviours.","PeriodicalId":286163,"journal":{"name":"English Language Teaching Perspectives","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117310247","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 : 2022-08-10DOI: 10.3126/eltp.v7i1-2.47411
Y. Adhikari
Letter writing is one of the most important aspect of teaching and learning activities. When the students become competent in letter writing, they can communicate with different firms and institutions. This study proves that the task of letter writing for basic school students in English is a challenging task. The study employed descriptive survey research design. It explores how basic school students perform their level of proficiency in writing letter of apology studying in four schools of Pokhara valley. This study found out that the students of basic school are not instructed well to follow the standard pattern of letters writing during teaching and learning process. The average mark of the sampled schools’ students was 10.48 which showed that the proficiency level of the basic school students’ was not found better. The majority of the students scored below average marks in this study which reveals that both students and teachers need to be trained well to develop the letter writing proficiency of basic school students.
{"title":"Basic Level School Students' Letter Writing Proficiency","authors":"Y. Adhikari","doi":"10.3126/eltp.v7i1-2.47411","DOIUrl":"https://doi.org/10.3126/eltp.v7i1-2.47411","url":null,"abstract":"Letter writing is one of the most important aspect of teaching and learning activities. When the students become competent in letter writing, they can communicate with different firms and institutions. This study proves that the task of letter writing for basic school students in English is a challenging task. The study employed descriptive survey research design. It explores how basic school students perform their level of proficiency in writing letter of apology studying in four schools of Pokhara valley. This study found out that the students of basic school are not instructed well to follow the standard pattern of letters writing during teaching and learning process. The average mark of the sampled schools’ students was 10.48 which showed that the proficiency level of the basic school students’ was not found better. The majority of the students scored below average marks in this study which reveals that both students and teachers need to be trained well to develop the letter writing proficiency of basic school students.","PeriodicalId":286163,"journal":{"name":"English Language Teaching Perspectives","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128807107","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 : 2022-08-10DOI: 10.3126/eltp.v7i1-2.47407
N. Sapkota
Post-method pedagogy is an attempt to go beyond the quest of the best method or method-based restrictions in language teaching. Pedagogy in these premises is not limited to classroom activities, teaching materials, curricular objectives, and evaluation procedures, but also covers traditionally overlooked areas such as historical, political and socio-cultural experience. It is a tripartite system with the three pedagogic parameters such as particularity, practicality, and possibility. This research was conducted to explore the opportunities and challenges of adopting post method pedagogy in the EFL context of Nepal. The research uses document analysis and auto ethnographic evidences as the source of data. The analysis of data results that the application of three pedagogic parameters of post method pedagogy is an opportunity to improve the EFL practices in Nepal. The research also indicates that there are diverse challenges to bring these pedagogies into practice. This research implies the urgency of post method pedagogy for improving EFL situation of Nepal is urgent.
{"title":"Post Method Pedagogy: Opportunities and Challenges in EFL Context of Nepal","authors":"N. Sapkota","doi":"10.3126/eltp.v7i1-2.47407","DOIUrl":"https://doi.org/10.3126/eltp.v7i1-2.47407","url":null,"abstract":" Post-method pedagogy is an attempt to go beyond the quest of the best method or method-based restrictions in language teaching. Pedagogy in these premises is not limited to classroom activities, teaching materials, curricular objectives, and evaluation procedures, but also covers traditionally overlooked areas such as historical, political and socio-cultural experience. It is a tripartite system with the three pedagogic parameters such as particularity, practicality, and possibility. This research was conducted to explore the opportunities and challenges of adopting post method pedagogy in the EFL context of Nepal. The research uses document analysis and auto ethnographic evidences as the source of data. The analysis of data results that the application of three pedagogic parameters of post method pedagogy is an opportunity to improve the EFL practices in Nepal. The research also indicates that there are diverse challenges to bring these pedagogies into practice. This research implies the urgency of post method pedagogy for improving EFL situation of Nepal is urgent.","PeriodicalId":286163,"journal":{"name":"English Language Teaching Perspectives","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132140939","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 : 2022-08-10DOI: 10.3126/eltp.v7i1-2.47405
Pitamber Gautam
English occupies an outstanding position both in academic and non- academic sectors of Nepal. Therefore, it is taught both as a compulsory and major subject from the basic to advanced level in the Nepalese academic institutions. Thus, this study finds out the attitudes of the students studying bachelor first year in a constituent campus, under Tribhuvan University, Nepal. To address this objective, this study has adopted the phenomenological design under the qualitative research approach. The required information was collected from six students studying major English under the faculty of education, Tribhuvan University, Nepal. The purposively selected informants were interviewed and three classes were observed to obtain information. The data were processed, analyzed, interpreted and presented in three distinct themes as reasons for studying the English language, instructional procedure and course contents and classroom environment and learning aids. The results explicated that the major English students in the faculty of education have positive attitudes and motivation to English language learning. They are satisfied with the English teachers' instructional approaches and classroom procedures. Yet, they recommend bringing improvements in syllabus designing, content arrangements, classroom environment and individualized instruction in the classroom.
{"title":"Major English Students' Perceptions on English Language Learning at University Level","authors":"Pitamber Gautam","doi":"10.3126/eltp.v7i1-2.47405","DOIUrl":"https://doi.org/10.3126/eltp.v7i1-2.47405","url":null,"abstract":"English occupies an outstanding position both in academic and non- academic sectors of Nepal. Therefore, it is taught both as a compulsory and major subject from the basic to advanced level in the Nepalese academic institutions. Thus, this study finds out the attitudes of the students studying bachelor first year in a constituent campus, under Tribhuvan University, Nepal. To address this objective, this study has adopted the phenomenological design under the qualitative research approach. The required information was collected from six students studying major English under the faculty of education, Tribhuvan University, Nepal. The purposively selected informants were interviewed and three classes were observed to obtain information. The data were processed, analyzed, interpreted and presented in three distinct themes as reasons for studying the English language, instructional procedure and course contents and classroom environment and learning aids. The results explicated that the major English students in the faculty of education have positive attitudes and motivation to English language learning. They are satisfied with the English teachers' instructional approaches and classroom procedures. Yet, they recommend bringing improvements in syllabus designing, content arrangements, classroom environment and individualized instruction in the classroom.","PeriodicalId":286163,"journal":{"name":"English Language Teaching Perspectives","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132374154","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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