Pub Date : 2023-04-04DOI: 10.36892/ijlls.v5i1.1286
Adel Awadh Alharthi
The study aims to explore similarities and difference between English versions and Arabic versions/translations of the United Nations resolutions in relation to some standardized categories. It also investigates whether or not these similarities and differences are systematic. The study seeks to answer the following research questions: 1) What are the similarities and differences between English and Arabic versions/translations of the UN resolutions in relation to format and style and 2) Do these similarities and differences seem random or systematic. The research draws on the UN editorial Manual 1983 which include the basic guidelines of writing/translating the UN documents, including UN resolutions. The research used a qualitative approach which involves comparing and contrasting different English versions and Arabic versions/translations of the UN resolutions using a comparative model. The findings of the study showed that English versions and Arabic versions/translations shared some institutionally standardized features that are related to format (titles, headings and subheadings, and paragraphs and subparagraphs) and style ((abbreviations, acronyms, capitalization, italics, bold print, numbering, punctuation, and order and structure of elements). The versions also differed from each other in the use of some these features due to the huge linguistic gap between English and Arabic. This work contributes to existing knowledge of UN production/translation of documents by providing a deeper insight into the structure of these documents across two different languages. This issue is an intriguing one which could be usefully explored in further research, especially across the other official languages of the UN.
{"title":"Comparative Analysis of Standardized Categories of the UN Resolution","authors":"Adel Awadh Alharthi","doi":"10.36892/ijlls.v5i1.1286","DOIUrl":"https://doi.org/10.36892/ijlls.v5i1.1286","url":null,"abstract":"The study aims to explore similarities and difference between English versions and Arabic versions/translations of the United Nations resolutions in relation to some standardized categories. It also investigates whether or not these similarities and differences are systematic. The study seeks to answer the following research questions: 1) What are the similarities and differences between English and Arabic versions/translations of the UN resolutions in relation to format and style and 2) Do these similarities and differences seem random or systematic. The research draws on the UN editorial Manual 1983 which include the basic guidelines of writing/translating the UN documents, including UN resolutions. The research used a qualitative approach which involves comparing and contrasting different English versions and Arabic versions/translations of the UN resolutions using a comparative model. The findings of the study showed that English versions and Arabic versions/translations shared some institutionally standardized features that are related to format (titles, headings and subheadings, and paragraphs and subparagraphs) and style ((abbreviations, acronyms, capitalization, italics, bold print, numbering, punctuation, and order and structure of elements). The versions also differed from each other in the use of some these features due to the huge linguistic gap between English and Arabic. This work contributes to existing knowledge of UN production/translation of documents by providing a deeper insight into the structure of these documents across two different languages. This issue is an intriguing one which could be usefully explored in further research, especially across the other official languages of the UN.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41278187","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 : 2023-04-03DOI: 10.36892/ijlls.v5i1.1243
Nagendra Kottacheruvu
This study seeks to determine the efficacy and utility of teaching writing skills through short stories to third-semester postgraduate students whose native language and language of instruction is Urdu at Maulana Azad National Urdu University in Hyderabad, India. This article investigates primarily the extent to which selected English short stories are useful and effective for teaching English writing skills. Due to their Urdu-influenced origins, it is a fact that the majority of our students struggle to speak and write in English. Due to their socio-cultural, fiscal, and pedagogical circumstances, as well as the way they are taught, they rarely interact with the target language. They are always hesitant to speak and write in the target language due to fear, hesitancy, and lack of experience, despite their passion for learning English. Mastering writing is regarded as one of the most transferable skills because it requires an extensive vocabulary and correct grammar. In addition, it requires constant effort, practise, reading, and exposure to language use. Students from both Madarasa and Urdu backgrounds with little exposure and practise find mastering writing to be the most challenging endeavour. The findings of this study indicate that reading English short stories improves writing skills.
{"title":"Developing Writing Skills through English Short Stories: A Case Study in the Classroom","authors":"Nagendra Kottacheruvu","doi":"10.36892/ijlls.v5i1.1243","DOIUrl":"https://doi.org/10.36892/ijlls.v5i1.1243","url":null,"abstract":"This study seeks to determine the efficacy and utility of teaching writing skills through short stories to third-semester postgraduate students whose native language and language of instruction is Urdu at Maulana Azad National Urdu University in Hyderabad, India. This article investigates primarily the extent to which selected English short stories are useful and effective for teaching English writing skills. Due to their Urdu-influenced origins, it is a fact that the majority of our students struggle to speak and write in English. Due to their socio-cultural, fiscal, and pedagogical circumstances, as well as the way they are taught, they rarely interact with the target language. They are always hesitant to speak and write in the target language due to fear, hesitancy, and lack of experience, despite their passion for learning English. Mastering writing is regarded as one of the most transferable skills because it requires an extensive vocabulary and correct grammar. In addition, it requires constant effort, practise, reading, and exposure to language use. Students from both Madarasa and Urdu backgrounds with little exposure and practise find mastering writing to be the most challenging endeavour. The findings of this study indicate that reading English short stories improves writing skills.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46250159","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 : 2023-04-02DOI: 10.36892/ijlls.v5i1.1262
Mukhtar Ghalib, F. Almuslimi
This study was conducted to investigate the effect of debate strategy on developing learners' speaking proficiency at Ibb University and their attitudes towards it. Due to the nature of the study, the researcher used a quasi-experimental research. Through a mixture of qualitative and quantitative methods used in the study, an oral speaking test, a checklist observation and questionnaire were conducted on 32 learners at level one, English Department, Ibb University in the second semester of the year 2022. To analyze the data, the researcher used means, standard deviations and a t test. The participants went through ten debate sessions lasted for two months and fifteen days and sat for a test before and after using the debate strategy. Using checklist observation, the participants' performance in the tests were evaluated. To reveal their attitudes towards the effect of debate strategy on their speaking proficiency, the participants were asked to respond to the questionnaires that were analyzed later. The findings revealed that participants' level of speaking proficiency greatly developed and that there was a significant difference in the participants' scores before and after using the debate strategy, which suggested that the effect of debate strategy on the learners' speaking proficiency was very high. The participants' attitudes they held towards the debate strategy were highly positive. That means the debate strategy, was very successful in developing learners' speaking proficiency at Ibb University, and, therefore, it was recommended for teachers, specialists, etc. to teach English, mainly the speaking skill, through debate strategy.
{"title":"Effect of debate strategy on EFL learners, speaking proficiency at Ibb University and their attitudes towards it.","authors":"Mukhtar Ghalib, F. Almuslimi","doi":"10.36892/ijlls.v5i1.1262","DOIUrl":"https://doi.org/10.36892/ijlls.v5i1.1262","url":null,"abstract":"This study was conducted to investigate the effect of debate strategy on developing learners' speaking proficiency at Ibb University and their attitudes towards it. Due to the nature of the study, the researcher used a quasi-experimental research. Through a mixture of qualitative and quantitative methods used in the study, an oral speaking test, a checklist observation and questionnaire were conducted on 32 learners at level one, English Department, Ibb University in the second semester of the year 2022. To analyze the data, the researcher used means, standard deviations and a t test. The participants went through ten debate sessions lasted for two months and fifteen days and sat for a test before and after using the debate strategy. Using checklist observation, the participants' performance in the tests were evaluated. To reveal their attitudes towards the effect of debate strategy on their speaking proficiency, the participants were asked to respond to the questionnaires that were analyzed later. The findings revealed that participants' level of speaking proficiency greatly developed and that there was a significant difference in the participants' scores before and after using the debate strategy, which suggested that the effect of debate strategy on the learners' speaking proficiency was very high. The participants' attitudes they held towards the debate strategy were highly positive. That means the debate strategy, was very successful in developing learners' speaking proficiency at Ibb University, and, therefore, it was recommended for teachers, specialists, etc. to teach English, mainly the speaking skill, through debate strategy. \u0000 ","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43160280","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 : 2023-03-14DOI: 10.36892/ijlls.v5i1.1249
Jihad Jaafar
This research explores the use of magical realism in this novel as a reflection of the political climate. The aims of the study are to analyze how magical realism functions as a narrative technique, to examine its role in depicting the political landscape, and to understand the implications of this literary style on the reader's perception of reality. The methodology employed is primarily qualitative. The novel is analyzed through a literary lens, focusing on the narrative techniques and the elements of magical realism. The discussion section delves into the ways in which magical realism serves as a reflection of the political climate. The analysis reveals that the author utilizes magical elements to metaphorically represent the complex and turbulent political events occurring in Latin America during the time period. The results of the research highlight the profound impact of magical realism in conveying political themes and creating a unique narrative experience. The study demonstrates how magical realism offers a lens through which readers can critically engage with the political climate of the era. In conclusion the author crafts a narrative that not only captures the historical context but also explores the human experience within a tumultuous political landscape.
{"title":"Magical Realism in Garcia's \"One Hundred Years of Solitude \" as a Reflection of the Political Climate","authors":"Jihad Jaafar","doi":"10.36892/ijlls.v5i1.1249","DOIUrl":"https://doi.org/10.36892/ijlls.v5i1.1249","url":null,"abstract":"This research explores the use of magical realism in this novel as a reflection of the political climate. The aims of the study are to analyze how magical realism functions as a narrative technique, to examine its role in depicting the political landscape, and to understand the implications of this literary style on the reader's perception of reality. The methodology employed is primarily qualitative. The novel is analyzed through a literary lens, focusing on the narrative techniques and the elements of magical realism. The discussion section delves into the ways in which magical realism serves as a reflection of the political climate. The analysis reveals that the author utilizes magical elements to metaphorically represent the complex and turbulent political events occurring in Latin America during the time period. The results of the research highlight the profound impact of magical realism in conveying political themes and creating a unique narrative experience. The study demonstrates how magical realism offers a lens through which readers can critically engage with the political climate of the era. In conclusion the author crafts a narrative that not only captures the historical context but also explores the human experience within a tumultuous political landscape.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49371856","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 : 2023-03-14DOI: 10.36892/ijlls.v5i1.1161
Thi Thuy Oanh Tran
Affective factors have been shown to play a crucial role in second language acquisition. However, they seem to be overlooked by most English as a foreign language teachers during classroom practices. Teachers’ oral English is an essential input for EFL students because they are rarely able to use and practice English outside classrooms. Compared with majors, non-English major students can have lower levels of motivation, which may lead to their lack of interest during lessons. Hence, the enhancement of English teaching efficiency in non-major EFL classes seems to be harder. This qualitative study investigates how affective factors are perceived to influence oral English communication in EFL classes where English is taught as a non-major subject at two public colleges in Vietnam. Data were collected via individual interviews with lecturers and focus group interviews with students. Findings reveal that symmetrical relationship, strong sense of belonging, and deep concern and understanding are the three affective factors that support EFL learning. Among these factors, concern and understanding about students influence both lecturers’ pedagogical decisions and students’ learning motivation. Therefore, EFL teachers are suggested to nurture a strongly emotional classroom culture to lower students’ English anxiety and enhance their learning.
{"title":"THE AFFECTIVE FACTORS THAT INFLUENCE ORAL ENGLISH COMMUNICATION IN NON-MAJOR EFL CLASSROOMS","authors":"Thi Thuy Oanh Tran","doi":"10.36892/ijlls.v5i1.1161","DOIUrl":"https://doi.org/10.36892/ijlls.v5i1.1161","url":null,"abstract":"Affective factors have been shown to play a crucial role in second language acquisition. However, they seem to be overlooked by most English as a foreign language teachers during classroom practices. Teachers’ oral English is an essential input for EFL students because they are rarely able to use and practice English outside classrooms. Compared with majors, non-English major students can have lower levels of motivation, which may lead to their lack of interest during lessons. Hence, the enhancement of English teaching efficiency in non-major EFL classes seems to be harder. This qualitative study investigates how affective factors are perceived to influence oral English communication in EFL classes where English is taught as a non-major subject at two public colleges in Vietnam. Data were collected via individual interviews with lecturers and focus group interviews with students. Findings reveal that symmetrical relationship, strong sense of belonging, and deep concern and understanding are the three affective factors that support EFL learning. Among these factors, concern and understanding about students influence both lecturers’ pedagogical decisions and students’ learning motivation. Therefore, EFL teachers are suggested to nurture a strongly emotional classroom culture to lower students’ English anxiety and enhance their learning.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44241361","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 : 2023-03-13DOI: 10.36892/ijlls.v5i1.1208
Jinpei Zhang
Qualitative Systematic Review (QSR) is the second-generation literature review that aims to synthesize primary qualitative studies. Its use is growing rather rapidly in medicine, nursing, education and other fields, but it remains underutilized in applied linguistics. In order to invite more qualitative systematic reviews in applied linguistics, this paper first provides the definition of QSR, outlines the key steps for its conduct, elaborates on the core procedure, i.e., synthesis methods, then illustrates with published examples of qualitative systematic reviews in applied linguistics, and finally explores the future directions.
{"title":"Qualitative Systematic Review in Applied Linguistics: A Synthesis","authors":"Jinpei Zhang","doi":"10.36892/ijlls.v5i1.1208","DOIUrl":"https://doi.org/10.36892/ijlls.v5i1.1208","url":null,"abstract":"Qualitative Systematic Review (QSR) is the second-generation literature review that aims to synthesize primary qualitative studies. Its use is growing rather rapidly in medicine, nursing, education and other fields, but it remains underutilized in applied linguistics. In order to invite more qualitative systematic reviews in applied linguistics, this paper first provides the definition of QSR, outlines the key steps for its conduct, elaborates on the core procedure, i.e., synthesis methods, then illustrates with published examples of qualitative systematic reviews in applied linguistics, and finally explores the future directions.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41873534","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 : 2023-03-07DOI: 10.36892/ijlls.v5i1.1206
O. Adeoti
Language is a pivotal instrument in the hand of journalists; they manipulate language at their disposal for accomplishing numerous goals. Thus, this study explores a pragmatic investigation of how meanings are interpreted in the selected newspapers’ coverage of the Coronavirus Pandemic in Nigeria. Mey’s (2001) Pragmatic Acts Theory was used to analyze ten (10) data selected purposively from The Punch and The Vanguard Newspapers between February 2020 and June 2020. The study found out that the pragmatic relevance of the COVID-19 newspapers’ coverage is embedded in its media functions as it serves as an indicator to interpret the messages inherent in the coronavirus newspapers’ coverage and a pract of warning to the citizens of Nigeria to stay safe. The study also revealed that the practs used depend on context, situation and existing shared-knowledge of both the speaker and the reader. It was observed that journalists use the news headlines to perform several acts of warning, sensitising, informing, exposing, etc. to achieve different goals and pass numerous meanings to their listeners/readers during the COVID-19 Pandemic in Nigeria. Results indicated that the Nigerian media performed well in terms of covering the pandemic, which in turn created awareness. However, the coverage was not in-depth as most of the reported stories were short and were predominantly straight news. This paper concludes that journalists use contextual language to enhance social relations among the readers.
{"title":"A Pragmatic Analysis of Selected Newspapers' Coverage of the Covid-19 Pandemic in Nigeria","authors":"O. Adeoti","doi":"10.36892/ijlls.v5i1.1206","DOIUrl":"https://doi.org/10.36892/ijlls.v5i1.1206","url":null,"abstract":"Language is a pivotal instrument in the hand of journalists; they manipulate language at their disposal for accomplishing numerous goals. Thus, this study explores a pragmatic investigation of how meanings are interpreted in the selected newspapers’ coverage of the Coronavirus Pandemic in Nigeria. Mey’s (2001) Pragmatic Acts Theory was used to analyze ten (10) data selected purposively from The Punch and The Vanguard Newspapers between February 2020 and June 2020. The study found out that the pragmatic relevance of the COVID-19 newspapers’ coverage is embedded in its media functions as it serves as an indicator to interpret the messages inherent in the coronavirus newspapers’ coverage and a pract of warning to the citizens of Nigeria to stay safe. The study also revealed that the practs used depend on context, situation and existing shared-knowledge of both the speaker and the reader. It was observed that journalists use the news headlines to perform several acts of warning, sensitising, informing, exposing, etc. to achieve different goals and pass numerous meanings to their listeners/readers during the COVID-19 Pandemic in Nigeria. Results indicated that the Nigerian media performed well in terms of covering the pandemic, which in turn created awareness. However, the coverage was not in-depth as most of the reported stories were short and were predominantly straight news. This paper concludes that journalists use contextual language to enhance social relations among the readers.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48314063","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 : 2023-03-04DOI: 10.36892/ijlls.v5i1.1183
Asma Alzahrani, Ghazi Algethami
The current study explored the relationship between phonological awareness and word reading fluency among young Saudi English as a Foreign Language (EFL)learners. Two tests were completed by thirty young Saudi EFL learners. The first test comprised 25 questions related to phonological awareness. In the second test, the learners were asked to read a list of English words in one minute, and each student was given a score based on how many words they read per minute. The students scored relatively low on both tests, indicatinga deficiency in phonological awareness and difficulty in word reading. The scores in both tests were significantly correlated, however, a regression analysis showed that only phonological awareness at the phonemic level was a significant predictor of the students’ performance in the word reading fluency test. The results clearly indicate that Saudi EFL learners could benefit from phonemic awareness training, and future studies should empirically examine its potentialfor improving Saudi EFL learners’ reading fluency.
{"title":"Phonological Awareness and Word Reading Fluency Among Young Saudi Learners of English","authors":"Asma Alzahrani, Ghazi Algethami","doi":"10.36892/ijlls.v5i1.1183","DOIUrl":"https://doi.org/10.36892/ijlls.v5i1.1183","url":null,"abstract":"The current study explored the relationship between phonological awareness and word reading fluency among young Saudi English as a Foreign Language (EFL)learners. Two tests were completed by thirty young Saudi EFL learners. The first test comprised 25 questions related to phonological awareness. In the second test, the learners were asked to read a list of English words in one minute, and each student was given a score based on how many words they read per minute. The students scored relatively low on both tests, indicatinga deficiency in phonological awareness and difficulty in word reading. The scores in both tests were significantly correlated, however, a regression analysis showed that only phonological awareness at the phonemic level was a significant predictor of the students’ performance in the word reading fluency test. The results clearly indicate that Saudi EFL learners could benefit from phonemic awareness training, and future studies should empirically examine its potentialfor improving Saudi EFL learners’ reading fluency.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46020455","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 : 2023-03-04DOI: 10.36892/ijlls.v5i1.1175
Huda B. Al-Matrafi
In several literary works, the images of Muslim/Arab women have increased since the second half of the twentieth century, particularly in art. While exploring the front covers of literary books, one can observe that the ‘Saving Muslim Women’ motif is extremely common. An analysis is made of how popular fiction and non-fiction front covers show Muslim/Arab women's bodies hidden behind veils, most of which focus on a common theme – the social identity of these women. This paper introduces how the representation of these covered women in veils has become a common trend that is used as stigmatization tools to present what is assumed to be the true image of Muslim/Arab women. In fact, that image continues to be stagnated or stereotyped in both Arab and Western literature. A broad range of sources has been examined to critically explore the images of these women on the front covers of literary works and to understand how stereotyped images have been used to represent them.
{"title":"Image of Muslim/Arab Women on the Front Covers of Literary Works","authors":"Huda B. Al-Matrafi","doi":"10.36892/ijlls.v5i1.1175","DOIUrl":"https://doi.org/10.36892/ijlls.v5i1.1175","url":null,"abstract":"In several literary works, the images of Muslim/Arab women have increased since the second half of the twentieth century, particularly in art. While exploring the front covers of literary books, one can observe that the ‘Saving Muslim Women’ motif is extremely common. An analysis is made of how popular fiction and non-fiction front covers show Muslim/Arab women's bodies hidden behind veils, most of which focus on a common theme – the social identity of these women. This paper introduces how the representation of these covered women in veils has become a common trend that is used as stigmatization tools to present what is assumed to be the true image of Muslim/Arab women. In fact, that image continues to be stagnated or stereotyped in both Arab and Western literature. A broad range of sources has been examined to critically explore the images of these women on the front covers of literary works and to understand how stereotyped images have been used to represent them.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42672534","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 : 2023-03-04DOI: 10.36892/ijlls.v5i1.1168
Jennifer Tan de Ramos
In the field of language learning, language acquisition is an issue that is interesting to investigate since there are a number of theories that explain how language is acquired at an early age. Among early bilinguals, it is important to study the factors that affect their vocabulary. This study explores the word list among Filipino- English bilingual children outside the school setting. The goal was to determine which language, whether Filipino or English, was used predominantly. A second goal was to identify the category the predominant word list belonged to. Two groups of participants were selected randomly and were asked to identify familiar words. The findings revealed that the early bilingual children belonging to the lower-income strata prefer nouns over other English word categories. The findings support the theories of noun bias, stereotyping, and Social Interaction. The results of the study may further improve procedures being done in support of data-driven language learning theory.
{"title":"Study on the Vocabulary of Filipino- English Bilingual Children Outside the School Setting","authors":"Jennifer Tan de Ramos","doi":"10.36892/ijlls.v5i1.1168","DOIUrl":"https://doi.org/10.36892/ijlls.v5i1.1168","url":null,"abstract":"In the field of language learning, language acquisition is an issue that is interesting to investigate since there are a number of theories that explain how language is acquired at an early age. Among early bilinguals, it is important to study the factors that affect their vocabulary. This study explores the word list among Filipino- English bilingual children outside the school setting. The goal was to determine which language, whether Filipino or English, was used predominantly. A second goal was to identify the category the predominant word list belonged to. Two groups of participants were selected randomly and were asked to identify familiar words. The findings revealed that the early bilingual children belonging to the lower-income strata prefer nouns over other English word categories. The findings support the theories of noun bias, stereotyping, and Social Interaction. The results of the study may further improve procedures being done in support of data-driven language learning theory. \u0000 ","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47520344","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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