ABSTRACT Poetry as a genre came from the ancient people of any language of the world when they were in their nascent state. It expressed the live voice of memory, and the culture of the people. In the era of globalization multiple theories are being explored in enhancing ELT. Recent studies have already shown the intimate relationship between language and culture. English as a foreign or second language creates a barrier in the cognitive process of L2 learners. My paper attempts to highlight how poetry can be explored as a culture and cognitive base in language teaching without effacing the creative process. In postmodern time there is fragmentation of experiences with the import of ELT theories and exotic culture. Poetry functions as a cognitive base and a dialogue with the instincts. Its essence is pluralism and brings un-fragmented experience. Hence poetry needs to be redefined and to be created as a huge magnifying glass not only as a means of learning syntax and structure, but the structure of the world, which is otherwise a common culture.
{"title":"Poetry as Cultural and Cognitive base for ELT in Post Modern Scenario","authors":"Prakash Bhadury","doi":"10.2139/ssrn.3919514","DOIUrl":"https://doi.org/10.2139/ssrn.3919514","url":null,"abstract":"ABSTRACT Poetry as a genre came from the ancient people of any language of the world when they were in their nascent state. It expressed the live voice of memory, and the culture of the people. In the era of globalization multiple theories are being explored in enhancing ELT. Recent studies have already shown the intimate relationship between language and culture. English as a foreign or second language creates a barrier in the cognitive process of L2 learners. My paper attempts to highlight how poetry can be explored as a culture and cognitive base in language teaching without effacing the creative process. In postmodern time there is fragmentation of experiences with the import of ELT theories and exotic culture. Poetry functions as a cognitive base and a dialogue with the instincts. Its essence is pluralism and brings un-fragmented experience. Hence poetry needs to be redefined and to be created as a huge magnifying glass not only as a means of learning syntax and structure, but the structure of the world, which is otherwise a common culture.","PeriodicalId":325888,"journal":{"name":"AARN: Applied Linguistic Anthropology (Topic)","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124719080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims at analyzing the English as a foreign language (EFL) learners’ and teachers’ perception toward the use of online videos in EFL classes. The current study used a mixed method to answer the question of the study which is: What is the perception of EFL learners and teachers toward the use of online videos in EFL classes? It includes both quantitative and qualitative techniques, namely a questionnaire and an interview. To get the required data and to answer the question of the study, the researcher collected information by distributing a relevant questionnaire among 120 EFL Saudi female students who are studying English in their preparatory year “Unified Scientific Track” at Taibah University. Their ages range between 18 to 21 years old. The questionnaire of the study consists of 10 items. For the first nine items, Likert Scale is used to let the respondents range the statements on a five- point scale. The tenth item asks the respondents to rate the usefulness of the online video regarding language skills and other aspects. The researcher also conducted an interview with six EFL teachers who teach English language skills in the English Language Centre (ELC) at Taibah University. The responses of the participants showed that the use of online videos is an effective technique and has a positive influence in EFL classes.
{"title":"EFL Learners’ and Teachers’ Perception toward the Use of Online Videos in EFL Classes","authors":"Doniazad Sultan Alshraideh","doi":"10.2139/ssrn.3826542","DOIUrl":"https://doi.org/10.2139/ssrn.3826542","url":null,"abstract":"This study aims at analyzing the English as a foreign language (EFL) learners’ and teachers’ perception toward the use of online videos in EFL classes. The current study used a mixed method to answer the question of the study which is: What is the perception of EFL learners and teachers toward the use of online videos in EFL classes? It includes both quantitative and qualitative techniques, namely a questionnaire and an interview. To get the required data and to answer the question of the study, the researcher collected information by distributing a relevant questionnaire among 120 EFL Saudi female students who are studying English in their preparatory year “Unified Scientific Track” at Taibah University. Their ages range between 18 to 21 years old. The questionnaire of the study consists of 10 items. For the first nine items, Likert Scale is used to let the respondents range the statements on a five- point scale. The tenth item asks the respondents to rate the usefulness of the online video regarding language skills and other aspects. The researcher also conducted an interview with six EFL teachers who teach English language skills in the English Language Centre (ELC) at Taibah University. The responses of the participants showed that the use of online videos is an effective technique and has a positive influence in EFL classes.","PeriodicalId":325888,"journal":{"name":"AARN: Applied Linguistic Anthropology (Topic)","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114652932","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}
Parallel corpora can be defined as collections of aligned, translated texts of two or more languages. They play a major role in translation and contrastive studies, and are also becoming popular in translation training and language teaching, with the advent of the data-driven learning (DDL) approach. Despite their significance, however, Arabic seems to lack a satisfactory general-use parallel corpus resource. The literature describes few Arabic–English parallel corpora, and these few are usually inaccurate and/or expensive. Some are small in size, while others are restricted in terms of genre, failing to meet the requirements of many academics and researchers. This paper describes an ongoing project at the College of Languages and Translation, King Saud University, to compile a 10-million-word Arabic–English parallel corpus to be used as a resource for translation training and language teaching. The bidirectional corpus can be used to compare translated and source language and identify differences. The corpus has been manually verified at different stages, including translation, text segmentation, alignment, and file preparation; it is available as full-text in XML format and through a user-friendly web interface that provides a concordancer to support bilingual search queries and several filtering options.
{"title":"Arabic-English Parallel Corpus: A New Resource for Translation Training and Language Teaching","authors":"H. Alotaibi","doi":"10.2139/ssrn.3053572","DOIUrl":"https://doi.org/10.2139/ssrn.3053572","url":null,"abstract":"Parallel corpora can be defined as collections of aligned, translated texts of two or more languages. They play a major role in translation and contrastive studies, and are also becoming popular in translation training and language teaching, with the advent of the data-driven learning (DDL) approach. Despite their significance, however, Arabic seems to lack a satisfactory general-use parallel corpus resource. The literature describes few Arabic–English parallel corpora, and these few are usually inaccurate and/or expensive. Some are small in size, while others are restricted in terms of genre, failing to meet the requirements of many academics and researchers. This paper describes an ongoing project at the College of Languages and Translation, King Saud University, to compile a 10-million-word Arabic–English parallel corpus to be used as a resource for translation training and language teaching. The bidirectional corpus can be used to compare translated and source language and identify differences. The corpus has been manually verified at different stages, including translation, text segmentation, alignment, and file preparation; it is available as full-text in XML format and through a user-friendly web interface that provides a concordancer to support bilingual search queries and several filtering options.","PeriodicalId":325888,"journal":{"name":"AARN: Applied Linguistic Anthropology (Topic)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124930791","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 : 2016-09-01DOI: 10.17323/2411-7390-2016-2-3-14-21
Tatiana Bogrdanova, A. Usmanova
This paper focuses on Arthur Ransome’s and Dmitri Mitrokhin’ s collaboration in translating the Russian folktales. Old Peter’s Russian Tales (1916), Ransome’ s first serious (and sustained) success, was the translation product of his early sojourns in Russia, illustrated by Dmitri Mitrokhin. The aims of the research are threefold: (1) to explore the cooperation between the British translator and the Russian artist in translating Russian folktales as an insight into the intense British-Russian dialogues of the time; (2) to examine the interaction of the translated texts and the images in terms of the translation strategy employed, as well as the influences of the contemporaneous tastes and trends; (3) to gain a better understanding of the translator’s agency and human interaction in building an important link between the cultures and the countries. The research has required close reading of primary and secondary sources, including archival materials, as well as the textual analysis of the translated stories, the translator’s correspondence and other papers pertaining to his micro-history. These latter are used to explore the interplay of the translated text and the pictures against the background of personal, as well as wider British-Russian cultural interaction at the turn of the twentieth century. Ransome’s book of over three hundred pages was illustrated with Mitrokhin’s seven full-page coloured pictures and twenty nine black and white head-pieces and end-pieces, which the author found admirable and his publishers were pleased with, though later editions would be illustrated by the other artists as well. Ransome’s translation strategy in retelling the Russian tales to his young reader at home was largely domesticating; however, he was careful to convey their culturally specific character, which was enhanced by Mitrokhin’s effort to acquaint the foreign reader with the Russian peasant world. The main result achieved is that the examination of the interplay between the text and the picture shows the specific relevance of aesthetically and emotionally powerful images in rendering the culturally distinct character of folktales. This is, therefore, a case study of the intercultural dialogue between the translator and the artist which produced an interesting interpretation of Russian folklore for the international reader and made an important contribution to the cultural links between the countries.
{"title":"Arthur Ransome and Dmitri Mitrokhin: Translating the Russian Folktale","authors":"Tatiana Bogrdanova, A. Usmanova","doi":"10.17323/2411-7390-2016-2-3-14-21","DOIUrl":"https://doi.org/10.17323/2411-7390-2016-2-3-14-21","url":null,"abstract":"This paper focuses on Arthur Ransome’s and Dmitri Mitrokhin’ s collaboration in translating the Russian folktales. Old Peter’s Russian Tales (1916), Ransome’ s first serious (and sustained) success, was the translation product of his early sojourns in Russia, illustrated by Dmitri Mitrokhin. The aims of the research are threefold: (1) to explore the cooperation between the British translator and the Russian artist in translating Russian folktales as an insight into the intense British-Russian dialogues of the time; (2) to examine the interaction of the translated texts and the images in terms of the translation strategy employed, as well as the influences of the contemporaneous tastes and trends; (3) to gain a better understanding of the translator’s agency and human interaction in building an important link between the cultures and the countries. The research has required close reading of primary and secondary sources, including archival materials, as well as the textual analysis of the translated stories, the translator’s correspondence and other papers pertaining to his micro-history. These latter are used to explore the interplay of the translated text and the pictures against the background of personal, as well as wider British-Russian cultural interaction at the turn of the twentieth century. Ransome’s book of over three hundred pages was illustrated with Mitrokhin’s seven full-page coloured pictures and twenty nine black and white head-pieces and end-pieces, which the author found admirable and his publishers were pleased with, though later editions would be illustrated by the other artists as well. Ransome’s translation strategy in retelling the Russian tales to his young reader at home was largely domesticating; however, he was careful to convey their culturally specific character, which was enhanced by Mitrokhin’s effort to acquaint the foreign reader with the Russian peasant world. The main result achieved is that the examination of the interplay between the text and the picture shows the specific relevance of aesthetically and emotionally powerful images in rendering the culturally distinct character of folktales. This is, therefore, a case study of the intercultural dialogue between the translator and the artist which produced an interesting interpretation of Russian folklore for the international reader and made an important contribution to the cultural links between the countries.","PeriodicalId":325888,"journal":{"name":"AARN: Applied Linguistic Anthropology (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131011587","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 presents theory and practice of Constructive Conversation Analysis, when applied into therapeutic settings—such as psychotherapeutic, counseling and assessment sessions, client-therapist interactions or even client’s written memoirs. In particular, through the individuation of the linguistic construction, it is possible to put in evidence the felicity conditions of the speech act and hence to facilitate the setting itself, e.g., obtaining conversations free from obstacles and misunderstandings. The results of the analysis performed by the linguist let the therapist to assess—or repair—the therapeutic alliance with the client in order to let emerge insights, ‘good hours’, restructurations, more quickly and precisely. Finally, if applied to more case studies, e.g., different clients, it can improve the therapist’s conversational style in the therapeutic interaction as well as the comprehension of clients’ memoirs.
{"title":"CoCAL -- Constructive Conversation Analysis: Applications to Therapeutic Settings (White Paper)","authors":"F. Gobbo","doi":"10.2139/ssrn.2229792","DOIUrl":"https://doi.org/10.2139/ssrn.2229792","url":null,"abstract":"This paper presents theory and practice of Constructive Conversation Analysis, when applied into therapeutic settings—such as psychotherapeutic, counseling and assessment sessions, client-therapist interactions or even client’s written memoirs. In particular, through the individuation of the linguistic construction, it is possible to put in evidence the felicity conditions of the speech act and hence to facilitate the setting itself, e.g., obtaining conversations free from obstacles and misunderstandings. The results of the analysis performed by the linguist let the therapist to assess—or repair—the therapeutic alliance with the client in order to let emerge insights, ‘good hours’, restructurations, more quickly and precisely. Finally, if applied to more case studies, e.g., different clients, it can improve the therapist’s conversational style in the therapeutic interaction as well as the comprehension of clients’ memoirs.","PeriodicalId":325888,"journal":{"name":"AARN: Applied Linguistic Anthropology (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128825119","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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