This article explored preparatory year program (PYP) teachers’ emotional labor and dissonance in an English as a Foreign Language (EFL) setting and this relates to institutional power. It also addressed issues related to the conflict between their professional training, knowledge, and beliefs and the institutional requirements. The final evaluation test of the PYP was used as an example of top-down institutional policies that may conflict with English language teachers’ training and/or pedagogical preferences, thereby producing emotional labor. To illustrate these concepts, the data were analyzed from interviews with 22 EFL teachers at a Saudi university regarding their emotions toward preparing the students for the final evaluation test and the requirements of the institutional power. The results were discussed in light of the following themes: (a) orienting to feeling rules, and (b) adapting to institutional policies, teachers’ preferences, and other beliefs. The findings suggested that teachers exhibited high levels of deep acting and naturally-felt emotions, which could be explained by the idea that teachers internalized their roles. In addition, they showed that teachers may resist the feeling rules of their institution’s policies. This article ends with pedagogical implications and recommendations for further research on emotional labor as a tool of teacher engagement. The researcher's personal reflections and emotion(al) labor were incorporated with engagement with the participants’ accounts.
{"title":"How Are You Feeling Now? Exploring EFL Teachers’ Emotional Labor, Institutional Power, and Dissonance","authors":"Tahani M. Alshahrani","doi":"10.17507/jltr.1406.24","DOIUrl":"https://doi.org/10.17507/jltr.1406.24","url":null,"abstract":"This article explored preparatory year program (PYP) teachers’ emotional labor and dissonance in an English as a Foreign Language (EFL) setting and this relates to institutional power. It also addressed issues related to the conflict between their professional training, knowledge, and beliefs and the institutional requirements. The final evaluation test of the PYP was used as an example of top-down institutional policies that may conflict with English language teachers’ training and/or pedagogical preferences, thereby producing emotional labor. To illustrate these concepts, the data were analyzed from interviews with 22 EFL teachers at a Saudi university regarding their emotions toward preparing the students for the final evaluation test and the requirements of the institutional power. The results were discussed in light of the following themes: (a) orienting to feeling rules, and (b) adapting to institutional policies, teachers’ preferences, and other beliefs. The findings suggested that teachers exhibited high levels of deep acting and naturally-felt emotions, which could be explained by the idea that teachers internalized their roles. In addition, they showed that teachers may resist the feeling rules of their institution’s policies. This article ends with pedagogical implications and recommendations for further research on emotional labor as a tool of teacher engagement. The researcher's personal reflections and emotion(al) labor were incorporated with engagement with the participants’ accounts.","PeriodicalId":31813,"journal":{"name":"International Journal of Foreign Language Teaching and Research","volume":"35 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135271763","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}
Aurika Shavtikova, Anna Zakharova, Oxana Chernova, Aleksandr Litvinov, Anastasiia Kordik, Alibi Shapauov, Yekaterina Turovskaya, Gulbaira Otelbay, Saleh Khodjaliev, Rima Kamaeva, Ulyana Ivanova
At present, there is an active search for ways to improve and modernize the process of teaching Russian as a foreign language. Teachers need to study and implement in their practice the most efficient methods and modern innovative technology, combine traditional and innovative teaching methods, and creatively develop the accumulated theoretical and practical experience in education. The choice of teaching methods is a vital and urgent task in the contemporary methodology of teaching Russian as a foreign language. The article reports research findings on the efficiency of the main prerequisites for the introduction of the shadowing technique in teaching Russian as a foreign language. In addition, the study involves a qualitative analysis of the efficiency of teaching by means of shadowing compared to traditional teaching methodology. The paper discusses various shadowing techniques, describes the basics of the technique, and offers practical recommendations on how it could be utilized in the classroom. The study proposes and experimentally tests a shadowing technique in teaching students from Kyrgyzstan. The findings reveal a positive dynamic in performance in listening among students taught Russian as a foreign language with shadowing.
{"title":"Using the Shadowing Technique in Teaching Russian as a Foreign Language","authors":"Aurika Shavtikova, Anna Zakharova, Oxana Chernova, Aleksandr Litvinov, Anastasiia Kordik, Alibi Shapauov, Yekaterina Turovskaya, Gulbaira Otelbay, Saleh Khodjaliev, Rima Kamaeva, Ulyana Ivanova","doi":"10.17507/jltr.1406.05","DOIUrl":"https://doi.org/10.17507/jltr.1406.05","url":null,"abstract":"At present, there is an active search for ways to improve and modernize the process of teaching Russian as a foreign language. Teachers need to study and implement in their practice the most efficient methods and modern innovative technology, combine traditional and innovative teaching methods, and creatively develop the accumulated theoretical and practical experience in education. The choice of teaching methods is a vital and urgent task in the contemporary methodology of teaching Russian as a foreign language. The article reports research findings on the efficiency of the main prerequisites for the introduction of the shadowing technique in teaching Russian as a foreign language. In addition, the study involves a qualitative analysis of the efficiency of teaching by means of shadowing compared to traditional teaching methodology. The paper discusses various shadowing techniques, describes the basics of the technique, and offers practical recommendations on how it could be utilized in the classroom. The study proposes and experimentally tests a shadowing technique in teaching students from Kyrgyzstan. The findings reveal a positive dynamic in performance in listening among students taught Russian as a foreign language with shadowing.","PeriodicalId":31813,"journal":{"name":"International Journal of Foreign Language Teaching and Research","volume":"38 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135271940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this research was to investigate the factors affecting the improvement of speaking skills among Jordanian students of English as a foreign language. This objective was reached by concentrating on educational tools, instructional strategies, and the mistakes made by students that have an impact on their skill to speak English from the perspective of students at Irbid National University and Jadara University. 316 students took part in this research project as part of the sample. In this study, a quantitative research design was used, and the participants were each given a customized version of the questionnaire that was used to collect data for the study. According to the findings, educational tools are used extensively in university settings. In addition, the findings demonstrated that the instructional strategies and the mistakes made by the students had a moderate impact on the students' skills to speak English.
{"title":"Factors Affecting the Improvement of Speaking Skills Among Jordanian EFL Learners","authors":"Mohamad Ahmad Saleem Khasawneh","doi":"10.17507/jltr.1406.14","DOIUrl":"https://doi.org/10.17507/jltr.1406.14","url":null,"abstract":"The purpose of this research was to investigate the factors affecting the improvement of speaking skills among Jordanian students of English as a foreign language. This objective was reached by concentrating on educational tools, instructional strategies, and the mistakes made by students that have an impact on their skill to speak English from the perspective of students at Irbid National University and Jadara University. 316 students took part in this research project as part of the sample. In this study, a quantitative research design was used, and the participants were each given a customized version of the questionnaire that was used to collect data for the study. According to the findings, educational tools are used extensively in university settings. In addition, the findings demonstrated that the instructional strategies and the mistakes made by the students had a moderate impact on the students' skills to speak English.","PeriodicalId":31813,"journal":{"name":"International Journal of Foreign Language Teaching and Research","volume":"7 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135272104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research examines the approaches employed by the L2 instructors at King Khalid University in Saudi Arabia to help undergraduate learners improve their writing skills. The study focuses on why writing tasks are complex for most L2 learners despite providing them with the necessary input and motivation. A survey and focus group interviews were used as the study methodologies, and two campuses were chosen for the data collection. According to the study, many teachers rely on techniques that need to include the steps necessary for helping learners practice writing. It also indicates that learners rarely show creativity in their writing tasks, and their writing proficiency heavily depends on rote memorization from pre-written materials. Viewing writing as solely a product and expecting to see only the finished product, teachers ignore learners’ developmental stages in writing activities, eventually affecting the learners' capacity for creative writing. The study implies that integrating interaction into the product approach is necessary for successful writing classes.
{"title":"Teaching Writing Skills to EFL Learners: Issues and Concerns","authors":"Sharmin Siddiqui, Md. Mostaq Ahamed, Gaus Chowdhury, Anjum Mishu, Sirajum Monira","doi":"10.17507/jltr.1406.12","DOIUrl":"https://doi.org/10.17507/jltr.1406.12","url":null,"abstract":"The research examines the approaches employed by the L2 instructors at King Khalid University in Saudi Arabia to help undergraduate learners improve their writing skills. The study focuses on why writing tasks are complex for most L2 learners despite providing them with the necessary input and motivation. A survey and focus group interviews were used as the study methodologies, and two campuses were chosen for the data collection. According to the study, many teachers rely on techniques that need to include the steps necessary for helping learners practice writing. It also indicates that learners rarely show creativity in their writing tasks, and their writing proficiency heavily depends on rote memorization from pre-written materials. Viewing writing as solely a product and expecting to see only the finished product, teachers ignore learners’ developmental stages in writing activities, eventually affecting the learners' capacity for creative writing. The study implies that integrating interaction into the product approach is necessary for successful writing classes.","PeriodicalId":31813,"journal":{"name":"International Journal of Foreign Language Teaching and Research","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135272105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examines two influential novels of the 18th century, Eliza Haywood's Anti-Pamela and John Cleland's Fanny Hill: or, the Memoirs of a Woman of Pleasure, to offer insights into the social norms, gender roles, and erotic attitudes of the time. Through a comparative analysis of the two works, this paper highlights their distinct literary traditions, concerns, and perspectives on the issues of eroticism, virtue, and gender relations. The study finds that while Haywood's Anti-Pamela critiques the excesses of the materialistic and libertine culture of the time, Cleland's Fanny Hill challenges the concept of virtue and decorum by emphasizing the complexities of human erotic desire. The paper argues that the two works offer unique and valuable perspectives on the social and cultural landscape of 18th century England, contributing to the ongoing debates on gender, social inequality, and erotic exploitation. This study provides a better understanding of the literary and cultural history of the 18th century and its relevance to contemporary discussions on the issues of gender and eroticism.
{"title":"Gender Dynamics, Social Norms, and Erotic Attitudes in Eighteenth-Century England: A Comparative Study of Anti-Pamela and Fanny Hill","authors":"Muhammad K. Alatrash","doi":"10.17507/jltr.1406.18","DOIUrl":"https://doi.org/10.17507/jltr.1406.18","url":null,"abstract":"This paper examines two influential novels of the 18th century, Eliza Haywood's Anti-Pamela and John Cleland's Fanny Hill: or, the Memoirs of a Woman of Pleasure, to offer insights into the social norms, gender roles, and erotic attitudes of the time. Through a comparative analysis of the two works, this paper highlights their distinct literary traditions, concerns, and perspectives on the issues of eroticism, virtue, and gender relations. The study finds that while Haywood's Anti-Pamela critiques the excesses of the materialistic and libertine culture of the time, Cleland's Fanny Hill challenges the concept of virtue and decorum by emphasizing the complexities of human erotic desire. The paper argues that the two works offer unique and valuable perspectives on the social and cultural landscape of 18th century England, contributing to the ongoing debates on gender, social inequality, and erotic exploitation. This study provides a better understanding of the literary and cultural history of the 18th century and its relevance to contemporary discussions on the issues of gender and eroticism.","PeriodicalId":31813,"journal":{"name":"International Journal of Foreign Language Teaching and Research","volume":"6 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135272106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study aimed to compare the perspectives of English Foreign Language (EFL) students and English instructors in Jordan on the characteristics of effective English instructors. The researcher selected (250) students and 25 English instructors randomly from different English departments at Al-Balqa Applied University. The researcher designed a questionnaire of 57 questions according to the Likert Scale and distributed it to the participants of the study to know their responses. The data were analyzed to determine differences between the students' and the teachers' responses toward the characteristics of a good teacher. In general, the results of the study indicated that the students and teachers placed a high level of importance on four categories of the questionnaire included in the survey. The students gave the highest ranking to ethics and personality, class management and discipline followed by academic quality and English proficiency, and pedagogical knowledge and planning. This contrasted with the teachers, who ranked academic quality, English proficiency, class management and discipline the highest followed by pedagogical knowledge and planning and ethics and personality. There were significant differences between the responses of teacher participants and student participants on many items of the survey. The study provided several implications for future research for example adopting the qualities of effective EFL teachers mentioned in the study in the process of teaching and learning English and other languages.
{"title":"Students’ and Lecturers’ Perspectives on the Qualities of an Effective English Language Teacher at Al-Balqa Applied University in Jordan: A Comparative Study","authors":"Mohammad Akram Alzu’bi","doi":"10.17507/jltr.1406.19","DOIUrl":"https://doi.org/10.17507/jltr.1406.19","url":null,"abstract":"The study aimed to compare the perspectives of English Foreign Language (EFL) students and English instructors in Jordan on the characteristics of effective English instructors. The researcher selected (250) students and 25 English instructors randomly from different English departments at Al-Balqa Applied University. The researcher designed a questionnaire of 57 questions according to the Likert Scale and distributed it to the participants of the study to know their responses. The data were analyzed to determine differences between the students' and the teachers' responses toward the characteristics of a good teacher. In general, the results of the study indicated that the students and teachers placed a high level of importance on four categories of the questionnaire included in the survey. The students gave the highest ranking to ethics and personality, class management and discipline followed by academic quality and English proficiency, and pedagogical knowledge and planning. This contrasted with the teachers, who ranked academic quality, English proficiency, class management and discipline the highest followed by pedagogical knowledge and planning and ethics and personality. There were significant differences between the responses of teacher participants and student participants on many items of the survey. The study provided several implications for future research for example adopting the qualities of effective EFL teachers mentioned in the study in the process of teaching and learning English and other languages.","PeriodicalId":31813,"journal":{"name":"International Journal of Foreign Language Teaching and Research","volume":"10 1-2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135272269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study aims to explore the EFL Saudi teachers’ perceptions of awareness of emotional intelligence (EI) and self-efficacy. It aims to explore the EFL teachers’ awareness of EI and self-efficacy that might influence their performances in EFL classrooms. Moreover, the study examines EI and self-efficacy strategies used by EFL teachers to aid them in their classrooms. The study uses a qualitative paradigm by collecting data using two tools: a workshop and follow-up semi-structured interviews. The data were collected at a Saudi university’s English Language institute. The sample consisted of six Saudi EFL teachers. The findings reveal that teachers have positive perceptions of the awareness of EI and self-efficacy. In addition, teachers utilized their social surroundings in attempting to understand their students’ needs to facilitate the learning process. Despite being unfamiliar with technical terms, teachers’ responses were aligned with the cornerstones of EI and self-efficacy. Teachers emphasized the role of gaining knowledge through their experiences which thus helps them in their pedagogical practices. Based on the findings of the study, pedagogical implications and future research recommendations were suggested.
{"title":"The Effect of Emotional Intelligence and Self-Efficacy Awareness on EFL Teachers’ Pedagogical Practices: A Qualitative Study in the Saudi EFL Context","authors":"Sarah Muidh Al-Otaibi, Abdullah Alshaikhai","doi":"10.17507/jltr.1406.16","DOIUrl":"https://doi.org/10.17507/jltr.1406.16","url":null,"abstract":"The study aims to explore the EFL Saudi teachers’ perceptions of awareness of emotional intelligence (EI) and self-efficacy. It aims to explore the EFL teachers’ awareness of EI and self-efficacy that might influence their performances in EFL classrooms. Moreover, the study examines EI and self-efficacy strategies used by EFL teachers to aid them in their classrooms. The study uses a qualitative paradigm by collecting data using two tools: a workshop and follow-up semi-structured interviews. The data were collected at a Saudi university’s English Language institute. The sample consisted of six Saudi EFL teachers. The findings reveal that teachers have positive perceptions of the awareness of EI and self-efficacy. In addition, teachers utilized their social surroundings in attempting to understand their students’ needs to facilitate the learning process. Despite being unfamiliar with technical terms, teachers’ responses were aligned with the cornerstones of EI and self-efficacy. Teachers emphasized the role of gaining knowledge through their experiences which thus helps them in their pedagogical practices. Based on the findings of the study, pedagogical implications and future research recommendations were suggested.","PeriodicalId":31813,"journal":{"name":"International Journal of Foreign Language Teaching and Research","volume":"9 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135272271","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}
Over the last decades, the integration of interdisciplinary theories and methodologies in the study of foreign language learning has gained significant attention. In contrast to the cognitive approach, an innovative psychological perspective is adopted to understand the influence of emotions in the learning process. Inspired by such a new turn, this paper investigated the relationship between learners’ Trait Emotional Intelligence (Trait EI) and their Willingness to Communicate (WTC) in foreign language classes. 181 first-year Chinese students majoring in English participated in the study. By using quantitative methods, it was found that participants’ Trait EI and its four sub-items all significantly correlated with their L2 WTC level. Moreover, the regression analysis indicated that Trait EI can have a predictive effect on L2 WTC. In terms of the four facets of Trait EI, only welling-being and sociability could predict participants’ L2 WTC.
{"title":"Trait Emotional Intelligence and Willingness to Communicate in Foreign Language Learning","authors":"Junchao Zhang, Weiyi Zhang","doi":"10.17507/jltr.1406.11","DOIUrl":"https://doi.org/10.17507/jltr.1406.11","url":null,"abstract":"Over the last decades, the integration of interdisciplinary theories and methodologies in the study of foreign language learning has gained significant attention. In contrast to the cognitive approach, an innovative psychological perspective is adopted to understand the influence of emotions in the learning process. Inspired by such a new turn, this paper investigated the relationship between learners’ Trait Emotional Intelligence (Trait EI) and their Willingness to Communicate (WTC) in foreign language classes. 181 first-year Chinese students majoring in English participated in the study. By using quantitative methods, it was found that participants’ Trait EI and its four sub-items all significantly correlated with their L2 WTC level. Moreover, the regression analysis indicated that Trait EI can have a predictive effect on L2 WTC. In terms of the four facets of Trait EI, only welling-being and sociability could predict participants’ L2 WTC.","PeriodicalId":31813,"journal":{"name":"International Journal of Foreign Language Teaching and Research","volume":"33 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135272857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objectives of this study were to explore the linguistic changes, to discover the value of Pali (PL) and Sanskrit (SKT) loanwords in an old and important epic work entitled “Thao Hung or Cheuang”, and to describe the society depicted in this work and its beliefs. The conceptual framework of this study consists of (1) usage of PL-SKT words through sound change theories (2) values of the PL-SKT loanwords applied in Thao Hung or Cheuang and (3) reflections on the society and beliefs of the people in this epic. A qualitative method was employed and the data were collected from volumes 1-4 of the Dictionary of the Vocabulary in the Northeastern Thai Literary Work Thao Hung or Thao Cheuang published by the Royal Society of Thailand. The findings revealed that there are 679 PL-SKT loanwords in the work. The vowel and consonant sound changes were made for the sake melodiousness of the poetry of the work. The values of PL-SKT words can be categorized into five dimensions, namely, 1) language usage 2) word usage 3) sound usage 4) semantic usage and 5) aesthetic usage. The work also reflects the society it depicts, namely: urban society on a plateau which is class-based and agricultural, in which there is gender inequality between men and women and marriage between relatives of the ruling class, and in which there are multiple cultural influences. The following two types of beliefs were found in the society, namely: old beliefs and Brahman and Buddhist beliefs.
本研究旨在探讨一部重要的古代史诗《Thao Hung or chang》中巴利语(PL)和梵语(SKT)外来词的语言变化，发现其价值，并描述该作品所描绘的社会及其信仰。本研究的概念框架包括:(1)通过音变理论对汉语- skt词的使用;(2)《thahung or cheang》中汉语- skt外来词的价值;(3)对这部史诗中人们的社会和信仰的反思。本研究采用定性方法，数据收集自泰国皇家学会出版的《泰国东北部文学作品thaao Hung or Thao cheang词汇词典》1-4卷。结果显示，该作品中有679个PL-SKT外来词。元音和辅音的变化是为了使作品的韵律优美。PL-SKT词的价值可分为五个维度，即1)语言使用2)词语使用3)声音使用4)语义使用和5)审美使用。作品也反映了它所描绘的社会，即:以阶级为基础的高原城市社会，农业社会，男女不平等，统治阶级亲属之间的婚姻，多重文化影响的社会。社会上存在着两种信仰，即旧信仰和婆罗门信仰和佛教信仰。
{"title":"Sound Change, Value of PL-SKT Loanwords and Reflections of Society and Beliefs in the Epic Thao Hung or Cheuang","authors":"Kowit Pimpuang","doi":"10.17507/jltr.1406.35","DOIUrl":"https://doi.org/10.17507/jltr.1406.35","url":null,"abstract":"The objectives of this study were to explore the linguistic changes, to discover the value of Pali (PL) and Sanskrit (SKT) loanwords in an old and important epic work entitled “Thao Hung or Cheuang”, and to describe the society depicted in this work and its beliefs. The conceptual framework of this study consists of (1) usage of PL-SKT words through sound change theories (2) values of the PL-SKT loanwords applied in Thao Hung or Cheuang and (3) reflections on the society and beliefs of the people in this epic. A qualitative method was employed and the data were collected from volumes 1-4 of the Dictionary of the Vocabulary in the Northeastern Thai Literary Work Thao Hung or Thao Cheuang published by the Royal Society of Thailand. The findings revealed that there are 679 PL-SKT loanwords in the work. The vowel and consonant sound changes were made for the sake melodiousness of the poetry of the work. The values of PL-SKT words can be categorized into five dimensions, namely, 1) language usage 2) word usage 3) sound usage 4) semantic usage and 5) aesthetic usage. The work also reflects the society it depicts, namely: urban society on a plateau which is class-based and agricultural, in which there is gender inequality between men and women and marriage between relatives of the ruling class, and in which there are multiple cultural influences. The following two types of beliefs were found in the society, namely: old beliefs and Brahman and Buddhist beliefs.","PeriodicalId":31813,"journal":{"name":"International Journal of Foreign Language Teaching and Research","volume":"323 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135320680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Beu Rodo scriptures are texts sung by boumo, a Zhuang ritual priest at rites. They reflect the primitive belief of the ancient forebears of the Zhuang group in China. As a scriptural heritage of the Zhuang minority nationality, the scriptures have become a significant cultural carrier in the English world through translations. Based on the published English translations, this paper analyzes the combined use of verbal and visual modes in translating the Baeu Rodo scriptures into English. David Holm’s Recalling Lost Souls is under examination as a case study. Theories of multimodal discourse analysis and intersemiotic translation give guidance for examination and discussion. First, the authors bring under examination how verbal and visual modes interacted to produce Recalling Lost Souls, an example of multimodal translation; then they move on to discuss how the translator managed to realize the representational, interactive, and compositional meanings in a multimodal whole. It is concluded that linguistic and non-linguistic modes can work together to produce a multimodal translation, a workable approach to Z-E translation of the Baeu Rodo scriptures leading to higher readability of their translated works in the English world.
{"title":"A Multimodal Approach to Zhuang-English Translation of the Baeu Rodo Scriptures","authors":"Lianzhi Lu, Rui Zhou","doi":"10.17507/jltr.1406.23","DOIUrl":"https://doi.org/10.17507/jltr.1406.23","url":null,"abstract":"The Beu Rodo scriptures are texts sung by boumo, a Zhuang ritual priest at rites. They reflect the primitive belief of the ancient forebears of the Zhuang group in China. As a scriptural heritage of the Zhuang minority nationality, the scriptures have become a significant cultural carrier in the English world through translations. Based on the published English translations, this paper analyzes the combined use of verbal and visual modes in translating the Baeu Rodo scriptures into English. David Holm’s Recalling Lost Souls is under examination as a case study. Theories of multimodal discourse analysis and intersemiotic translation give guidance for examination and discussion. First, the authors bring under examination how verbal and visual modes interacted to produce Recalling Lost Souls, an example of multimodal translation; then they move on to discuss how the translator managed to realize the representational, interactive, and compositional meanings in a multimodal whole. It is concluded that linguistic and non-linguistic modes can work together to produce a multimodal translation, a workable approach to Z-E translation of the Baeu Rodo scriptures leading to higher readability of their translated works in the English world.","PeriodicalId":31813,"journal":{"name":"International Journal of Foreign Language Teaching and Research","volume":"36 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135271755","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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