Shyla Thomas, Krishnavanie Shunmugam, R. K. Shangeetha
Chemmeen (1956), a Malayalam novel by Thakazhi, narrates a love story set in a fishing village. Its first English translation was done by Menon in 1962. This translation became the source text for a French translation in 1965. The French translation, being an indirect translation from Malayalam through English, mirrors largely the English version. This study focusses on studying how the various terms of address employed in the original Malayalam text have been translated into English and if they have influenced the French version. Newmark’s (1988) typology of translation procedures is employed to identify the procedures adopted in translating the terms of address into the mediating translation. Koller’s type of equivalences is applied to study what sort of equivalence has been achieved and the extent the mediating translation has influenced the French translation. The findings show that the English translation has, for the most part, communicated the address forms by providing descriptive and functional equivalents that do little to capture the original essence of the terms, resulting in their cultural significance not adequately portrayed. The French version, based on the English translation, has been clearly influenced by the mediating translation and hence does not convey the fishermen’s socio-cultural dimension effectively.
{"title":"INFLUENCE OF A MEDIATING TRANSLATION IN TRANSLATING ADDRESS FORMS IN THE MALAYALAM NOVEL, CHEMMEEN INTO FRENCH","authors":"Shyla Thomas, Krishnavanie Shunmugam, R. K. Shangeetha","doi":"10.33736/ils.5555.2023","DOIUrl":"https://doi.org/10.33736/ils.5555.2023","url":null,"abstract":"Chemmeen (1956), a Malayalam novel by Thakazhi, narrates a love story set in a fishing village. Its first English translation was done by Menon in 1962. This translation became the source text for a French translation in 1965. The French translation, being an indirect translation from Malayalam through English, mirrors largely the English version. This study focusses on studying how the various terms of address employed in the original Malayalam text have been translated into English and if they have influenced the French version. Newmark’s (1988) typology of translation procedures is employed to identify the procedures adopted in translating the terms of address into the mediating translation. Koller’s type of equivalences is applied to study what sort of equivalence has been achieved and the extent the mediating translation has influenced the French translation. The findings show that the English translation has, for the most part, communicated the address forms by providing descriptive and functional equivalents that do little to capture the original essence of the terms, resulting in their cultural significance not adequately portrayed. The French version, based on the English translation, has been clearly influenced by the mediating translation and hence does not convey the fishermen’s socio-cultural dimension effectively.","PeriodicalId":36177,"journal":{"name":"Issues in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138953986","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}
Masyarakat Melayu di Riam Panjang adalah sebuah komuniti Melayu di hulu Sungai Kapuas, Kalimantan Barat, Indonesia. Makalah ini membincangkan salah satu aspek sosiolinguistik masyarakat “pedalaman jauh”, iaitu Jantuh Bebasa atau kesantunan berbahasa. Jantuh Bebasa di Riam Panjang diungkapkan melalui penggunaan bahasa verbal dan bukan verbal. Ungkapan melalui bahasa verbal melibatkan pemilihan kata yang menunjukkan tahap kesopanan, manakala bebasa melalui bahasa bukan verbal pula terkait dengan sikap, lakuan gaya atau budi pekerti seseorang dalam interaksi sosial. Dari segi skop, Jantuh Bebasa masyarakat Riam Panjang dihuraikan dari segi pemilihan sesuatu sistem kata panggilan berdasarkan status sosial dan strata institusi kekeluargaan. Keupayaan mereka memanipulasi kata tertentu menjadi kata ganda yang mencerminkan kehalusan dan kesantunan berbicara juga dibincangkan (iaitu Jantuh Ingka’). Kajian yang dilaksanakan melalui kaedah wawancara dan pengalaman ini mendapati bahawa konsep Jantuh Bebasa di Riam Panjang berkait erat dengan aspek etnografi dan kepercayaan masyarakat. Pelanggaran Jantuh Bebasa selain dikecam oleh masyarakat, turut dikaitkan dengan pantang larang, iaitu seseorang akan ditimpa musibah, iaitu busung. Tambahan lagi, masyarakat juga akan dihukum dengan hukum adat kesupan jika melanggar Jantuh Bebasa. Sehubungan itu, generasi tua di Riam Panjang amat menekankan pewarisan budaya bebahasa dalam kalangan genarasi muda, agar nilai budaya pekerti tinggi ini dapat dipertahankan.
Riam Panjang 马来社区是印度尼西亚西加里曼丹卡普阿斯河上游的一个马来社区。本文将讨论 "遥远内陆 "社区的社会语言之一，即 Jantuh Bebasa 或语言礼貌。Riam Panjang 的 Jantuh Bebasa 通过使用口头和非口头语言表达。通过口头语言表达的方式包括选择能显示礼貌程度的词语，而通过非口头语言表达的bebasa 也与一个人在社会交往中的态度、风格或性格有关。就范围而言，Riam Panjang 社区的 Jantuh Bebasa 是根据社会地位和家庭机构阶层来选择绰号系统的。此外，还讨论了他们将某些单词转换为双关语的能力（即 "Jantuh Ingka"），这种能力反映了说话的微妙性和礼貌性。通过访谈和体验方法进行的研究发现，Riam Panjang 的 Jantuh Bebasa 概念与人种学方面和社区信仰密切相关。违反 Jantuh Bebasa 除了会受到社区的批评外，还与 pantang larang 有关，即某人会遭受灾难，即 busung。此外，如果社区违反了 Jantuh Bebasa，也会受到习惯法 kesupan 的惩罚。因此，Riam Panjang 的老一辈人非常重视年轻一代对语言文化的继承，以保持这种高度的文化价值。
{"title":"JANTUH BEBASA MASYARAKAT MELAYU DI PEDALAMAN KAPUAS HULU, KALIMANTAN BARAT","authors":"Yusriadi Yusriadi, Shin Chong, Dilah Tuah","doi":"10.33736/ils.5075.2023","DOIUrl":"https://doi.org/10.33736/ils.5075.2023","url":null,"abstract":"Masyarakat Melayu di Riam Panjang adalah sebuah komuniti Melayu di hulu Sungai Kapuas, Kalimantan Barat, Indonesia. Makalah ini membincangkan salah satu aspek sosiolinguistik masyarakat “pedalaman jauh”, iaitu Jantuh Bebasa atau kesantunan berbahasa. Jantuh Bebasa di Riam Panjang diungkapkan melalui penggunaan bahasa verbal dan bukan verbal. Ungkapan melalui bahasa verbal melibatkan pemilihan kata yang menunjukkan tahap kesopanan, manakala bebasa melalui bahasa bukan verbal pula terkait dengan sikap, lakuan gaya atau budi pekerti seseorang dalam interaksi sosial. Dari segi skop, Jantuh Bebasa masyarakat Riam Panjang dihuraikan dari segi pemilihan sesuatu sistem kata panggilan berdasarkan status sosial dan strata institusi kekeluargaan. Keupayaan mereka memanipulasi kata tertentu menjadi kata ganda yang mencerminkan kehalusan dan kesantunan berbicara juga dibincangkan (iaitu Jantuh Ingka’). Kajian yang dilaksanakan melalui kaedah wawancara dan pengalaman ini mendapati bahawa konsep Jantuh Bebasa di Riam Panjang berkait erat dengan aspek etnografi dan kepercayaan masyarakat. Pelanggaran Jantuh Bebasa selain dikecam oleh masyarakat, turut dikaitkan dengan pantang larang, iaitu seseorang akan ditimpa musibah, iaitu busung. Tambahan lagi, masyarakat juga akan dihukum dengan hukum adat kesupan jika melanggar Jantuh Bebasa. Sehubungan itu, generasi tua di Riam Panjang amat menekankan pewarisan budaya bebahasa dalam kalangan genarasi muda, agar nilai budaya pekerti tinggi ini dapat dipertahankan.","PeriodicalId":36177,"journal":{"name":"Issues in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138954806","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}
Muhammad Farris Imadi Fuze, Sharifah Raihan SYED JAAFAR
The maN- and paN- are some affixes in Banjarese language that manifest the occurrence of homorganic nasal assimilation when forming allomorphs. But in some allomorphs, such as ma- and pa-, the nasal segment was completely deleted from the affixes. This study aims to provide a rational explanation for the deletion of the nasal segment in both allomorphs. A set of base words was retrieved from a dictionary, and respondents were chosen to recite each word as well as the derived word after it received the affixes. The ma- and pa- were formed as a result of each prefix being followed by a sonorant segment, both consonant and vowel. This is different from the Malay language, which only allows nasal segments to be deleted when a sonorant consonant follows them. This study is hoped to add some value to the previous studies as well as become a pioneer for upcoming studies.
{"title":"FORMATION OF MA- AND PA- ALLOMORPH: THE CASE OF SONORANT SEGMENTS’ CLUSTERING","authors":"Muhammad Farris Imadi Fuze, Sharifah Raihan SYED JAAFAR","doi":"10.33736/ils.5509.2023","DOIUrl":"https://doi.org/10.33736/ils.5509.2023","url":null,"abstract":"The maN- and paN- are some affixes in Banjarese language that manifest the occurrence of homorganic nasal assimilation when forming allomorphs. But in some allomorphs, such as ma- and pa-, the nasal segment was completely deleted from the affixes. This study aims to provide a rational explanation for the deletion of the nasal segment in both allomorphs. A set of base words was retrieved from a dictionary, and respondents were chosen to recite each word as well as the derived word after it received the affixes. The ma- and pa- were formed as a result of each prefix being followed by a sonorant segment, both consonant and vowel. This is different from the Malay language, which only allows nasal segments to be deleted when a sonorant consonant follows them. This study is hoped to add some value to the previous studies as well as become a pioneer for upcoming studies.","PeriodicalId":36177,"journal":{"name":"Issues in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138957291","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}
R. Herda, M. Margana, Nur Hidayanto Pancoro Setyo Putro
The transition of learning mode from online to offline in this post-pandemic era affects the EFL struggling students’ achievement in the reading context. This quasi-experimental study with a One-Group Pretest-Posttest design was intended to know the significant difference between the mean scores of the pretest and the posttest in reading obtained using Collaborative Strategic Reading (CSR) and reveal students’ reflections on using CSR in the reading classroom. Sixty-eight students in a senior high school in Indonesia were involved as participants. Data were collected through pretest-posttest and a questionnaire. The pretest and posttest results indicated that using CSR as a reading strategy significantly improved students’ reading skills in collaborative nuance. The students' perspectives on using CSR were positive since they felt highly motivated to practice reading collaboratively, where each reading phase has a relevant strategy, namely, Preview, Click and Clunk, Get the Gist, and Wrap up. Integrating CSR into reading may have positive pedagogical impacts for EFL teachers who want to try CSR in teaching reading in this post-pandemic nuance since it eliminates students' anxiety in the transition of learning mode after the COVID-19 outbreak.
{"title":"ROLE OF COLLABORATIVE STRATEGIC READING IN POST-PANDEMIC EFL READING CLASS: A QUASI-EXPERIMENTAL STUDY","authors":"R. Herda, M. Margana, Nur Hidayanto Pancoro Setyo Putro","doi":"10.33736/ils.5491.2023","DOIUrl":"https://doi.org/10.33736/ils.5491.2023","url":null,"abstract":"The transition of learning mode from online to offline in this post-pandemic era affects the EFL struggling students’ achievement in the reading context. This quasi-experimental study with a One-Group Pretest-Posttest design was intended to know the significant difference between the mean scores of the pretest and the posttest in reading obtained using Collaborative Strategic Reading (CSR) and reveal students’ reflections on using CSR in the reading classroom. Sixty-eight students in a senior high school in Indonesia were involved as participants. Data were collected through pretest-posttest and a questionnaire. The pretest and posttest results indicated that using CSR as a reading strategy significantly improved students’ reading skills in collaborative nuance. The students' perspectives on using CSR were positive since they felt highly motivated to practice reading collaboratively, where each reading phase has a relevant strategy, namely, Preview, Click and Clunk, Get the Gist, and Wrap up. Integrating CSR into reading may have positive pedagogical impacts for EFL teachers who want to try CSR in teaching reading in this post-pandemic nuance since it eliminates students' anxiety in the transition of learning mode after the COVID-19 outbreak.","PeriodicalId":36177,"journal":{"name":"Issues in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139169712","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}
Yin Sheun Chong, Khazriyati Salehuddin, Normalis Amzah, Bahiyah Abdul Hamid
Classroom interaction in the second language (L2) is an important source of language input for students. Yet, code-switching from the target language to another language is commonplace in many L2 classrooms. Psycholinguistic studies have shown codeswitching happens through top-down and bottom-up processes during bilingual speech production. Triggering is a bottom-up process where code-switching is caused by words that are shared between different languages. To investigate if triggered code-switching takes place among secondary school ESL teachers in Malaysia, a study on teachers’ language use in class was conducted. A total of 111 minutes of interaction from two English lessons was audio recorded and 225 instances of teacher code-switching in the recordings were analysed. The analysis reveals that lexical transfers between English and Malay and selected discourse markers triggered instances of code-switching among the teachers. The findings suggest that teacher code-switching in L2 classrooms should be considered from both top-down and bottom-up perspectives. Based on these findings, suggestions for future studies on code-switching among L2 teachers were provided.
{"title":"TRIGGERED CODE-SWITCHING: A BOTTOM-UP APPROACH TO CODE-SWITCHING AMONG L2 TEACHERS","authors":"Yin Sheun Chong, Khazriyati Salehuddin, Normalis Amzah, Bahiyah Abdul Hamid","doi":"10.33736/ils.5522.2023","DOIUrl":"https://doi.org/10.33736/ils.5522.2023","url":null,"abstract":"Classroom interaction in the second language (L2) is an important source of language \u0000input for students. Yet, code-switching from the target language to another language is \u0000commonplace in many L2 classrooms. Psycholinguistic studies have shown codeswitching \u0000happens through top-down and bottom-up processes during bilingual speech \u0000production. Triggering is a bottom-up process where code-switching is caused by words \u0000that are shared between different languages. To investigate if triggered code-switching \u0000takes place among secondary school ESL teachers in Malaysia, a study on teachers’ \u0000language use in class was conducted. A total of 111 minutes of interaction from two \u0000English lessons was audio recorded and 225 instances of teacher code-switching in the \u0000recordings were analysed. The analysis reveals that lexical transfers between English and \u0000Malay and selected discourse markers triggered instances of code-switching among the \u0000teachers. The findings suggest that teacher code-switching in L2 classrooms should be \u0000considered from both top-down and bottom-up perspectives. Based on these findings, \u0000suggestions for future studies on code-switching among L2 teachers were provided.","PeriodicalId":36177,"journal":{"name":"Issues in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138955622","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}
Desi Surlitasari Dewi, Rudi Hartono, Mursid SALEH, Sri Wahyuni
In a globalised world where cross-cultural communication is becoming increasingly important, the ability to communicate effectively in various contexts through spoken language is crucial. Multiliteracy enables individuals to communicate effectively and confidently in a variety of contexts, both within their own culture and across cultures. Digital storytelling utilises diverse modes of communication, promotes creativity and global communication, and integrates technology in the learning process, making it a valuable tool for multiliteracy pedagogy. Thus, the study aims to show how multiliteracy pedagogy elements are incorporated into English as a Foreign Language speaking class through digital storytelling. This is a pilot study in which thematic analysis is used to find the themes within four knowledge processes of multiliteracy pedagogy in digital storytelling activity. The findings show that through experience, the students can practise speaking in an authentic context, develop their language skills through conceptualising and analysing their stories, and receive feedback from peers and teachers. Therefore, digital storytelling achieves the purpose of representing all four elements of multiliteracy pedagogy, namely, situated practice, overt instruction, critical framing, and transformed practice which facilitate the growth of speaking proficiency.
{"title":"INCORPORATING MULTILITERACY PEDAGOGY ELEMENTS INTO EFL SPEAKING CLASS THROUGH DIGITAL STORYTELLING","authors":"Desi Surlitasari Dewi, Rudi Hartono, Mursid SALEH, Sri Wahyuni","doi":"10.33736/ils.5545.2023","DOIUrl":"https://doi.org/10.33736/ils.5545.2023","url":null,"abstract":"In a globalised world where cross-cultural communication is becoming increasingly \u0000important, the ability to communicate effectively in various contexts through spoken \u0000language is crucial. Multiliteracy enables individuals to communicate effectively and \u0000confidently in a variety of contexts, both within their own culture and across cultures. \u0000Digital storytelling utilises diverse modes of communication, promotes creativity and \u0000global communication, and integrates technology in the learning process, making it a \u0000valuable tool for multiliteracy pedagogy. Thus, the study aims to show how multiliteracy \u0000pedagogy elements are incorporated into English as a Foreign Language speaking class \u0000through digital storytelling. This is a pilot study in which thematic analysis is used to find \u0000the themes within four knowledge processes of multiliteracy pedagogy in digital \u0000storytelling activity. The findings show that through experience, the students can practise \u0000speaking in an authentic context, develop their language skills through conceptualising \u0000and analysing their stories, and receive feedback from peers and teachers. Therefore, \u0000digital storytelling achieves the purpose of representing all four elements of multiliteracy \u0000pedagogy, namely, situated practice, overt instruction, critical framing, and transformed \u0000practice which facilitate the growth of speaking proficiency.","PeriodicalId":36177,"journal":{"name":"Issues in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138956689","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}
ABSTRACT Translated text (TT) is characteristically simpler than non-translated (NTT) authentic text in terms of its lexicon, syntax, and style. It is still not clear what causes this phenomenon, and scholars continue to debate the issue. The traditional lexical metrics that are implemented in the simplification literature are often criticised as unreliable and lacking cognitive grounding. Moreover, being predominantly product-oriented, they cannot tell us how (or why) simplification happens. This paper addresses this limitation in the literature and proposes a paradigm that uses complexity-based measures adopted from Phonology and Cognitive Psychology. Calculations are run on a corpus of 100 translated and non-translated article abstracts drawn from five academic disciplines. Statistical analyses reveal significant differences between TTs and NTTs. The paper discusses the implications of these results and concludes that a cognition-informed approach is a key to demystifying simplification. Keywords: linguistic complexity; simplification; phonological complexity; neighbourhood density, phonotactic probability
{"title":"LINGUISTIC COMPLEXITY AND SIMPLIFICATION IN TRANSLATION: COGNITIVELY-GROUNDED PHONOLOGICAL METRICS","authors":"Mariam Almihmadi","doi":"10.33736/ils.5356.2023","DOIUrl":"https://doi.org/10.33736/ils.5356.2023","url":null,"abstract":"ABSTRACT Translated text (TT) is characteristically simpler than non-translated (NTT) authentic text in terms of its lexicon, syntax, and style. It is still not clear what causes this phenomenon, and scholars continue to debate the issue. The traditional lexical metrics that are implemented in the simplification literature are often criticised as unreliable and lacking cognitive grounding. Moreover, being predominantly product-oriented, they cannot tell us how (or why) simplification happens. This paper addresses this limitation in the literature and proposes a paradigm that uses complexity-based measures adopted from Phonology and Cognitive Psychology. Calculations are run on a corpus of 100 translated and non-translated article abstracts drawn from five academic disciplines. Statistical analyses reveal significant differences between TTs and NTTs. The paper discusses the implications of these results and concludes that a cognition-informed approach is a key to demystifying simplification. Keywords: linguistic complexity; simplification; phonological complexity; neighbourhood density, phonotactic probability","PeriodicalId":36177,"journal":{"name":"Issues in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139169789","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}
In academia, dictionaries have become a daily commodity beyond the common yet relevant uses of spelling and meaning checks. Relying on data collected from 107 EFL learners through an opinion poll in the Saudi context, this paper investigated how such learners utilize dictionaries in their English program during their university studies. Findings showed that learners use electronic and paper-based dictionaries for limited purposes beyond the spelling and meaning check. Besides surveying the dictionary type (online and paper-based), the study argues for some uses on a broader approach rather than spelling words and their meanings. It construed dictionaries as special tutors that help second language learners develop a multitude of skills, including spelling, vocabulary, grammatical usage, pronunciation, and semantic features of the target language, e.g., synonyms, antonyms, polysemy, collocations, and the like. The study theorizes the dictionary not as an add-on but as an essential language learning source of English language programs tailored to dictionary-based tasks across the curriculum to respond to sustainable language education.
{"title":"MULTIPLICATION OF DICTIONARY USES IN THE AGE OF DIGITAL TRANSFORMATION","authors":"Abdu AL-KADI, Jamal Kaid Mohammed Ali","doi":"10.33736/ils.5350.2023","DOIUrl":"https://doi.org/10.33736/ils.5350.2023","url":null,"abstract":"In academia, dictionaries have become a daily commodity beyond the common yet relevant uses of spelling and meaning checks. Relying on data collected from 107 EFL learners through an opinion poll in the Saudi context, this paper investigated how such learners utilize dictionaries in their English program during their university studies. Findings showed that learners use electronic and paper-based dictionaries for limited purposes beyond the spelling and meaning check. Besides surveying the dictionary type (online and paper-based), the study argues for some uses on a broader approach rather than spelling words and their meanings. It construed dictionaries as special tutors that help second language learners develop a multitude of skills, including spelling, vocabulary, grammatical usage, pronunciation, and semantic features of the target language, e.g., synonyms, antonyms, polysemy, collocations, and the like. The study theorizes the dictionary not as an add-on but as an essential language learning source of English language programs tailored to dictionary-based tasks across the curriculum to respond to sustainable language education.","PeriodicalId":36177,"journal":{"name":"Issues in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138955517","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}
Language aptitude tests, such as the LLAMA_ B3, developed by Meara and Rogers (2022), may play an important role in vocabulary learning research. Following Bokander & Bylund's (2019) advice, the construct validity of this test is examined here. Data collected from 314 participants were analyzed using Rasch analysis. All the eigenvalues fall below 2, supporting the assumption of uni-dimensionality. Q3 findings help us claim that the assumption of local independence has been met. This study found a .96 and a .84 reliability for the items and the participants, respectively. There was a convergent estimate of the results (Variance-Covariance Matrix: +2.002 and -2 log likelihood=+11.458.300). Accordingly, the test is valid for the present sample of students. As far as the analysis shows, the items represent a single underlying construct, meaning that the LLAMA_ B3 is fundamentally coherent. Psychometrically, a single trait seems to have been identified. It can be concluded that both the items and participants behaved predictably, indicating that the test is certainly worth further investigation and refinement.
{"title":"EVALUATING THE VALIDITY OF MEARA AND ROGERS’ VOCABULARY APTITUDE TEST: A RASCH MEASUREMENT MODEL ANALYSIS","authors":"Reza Nejati, Mohsen Jabbari","doi":"10.33736/ils.5290.2023","DOIUrl":"https://doi.org/10.33736/ils.5290.2023","url":null,"abstract":"Language aptitude tests, such as the LLAMA_ B3, developed by Meara and Rogers (2022), may play an important role in vocabulary learning research. Following Bokander & Bylund's (2019) advice, the construct validity of this test is examined here. Data collected from 314 participants were analyzed using Rasch analysis. All the eigenvalues fall below 2, supporting the assumption of uni-dimensionality. Q3 findings help us claim that the assumption of local independence has been met. This study found a .96 and a .84 reliability for the items and the participants, respectively. There was a convergent estimate of the results (Variance-Covariance Matrix: +2.002 and -2 log likelihood=+11.458.300). Accordingly, the test is valid for the present sample of students. As far as the analysis shows, the items represent a single underlying construct, meaning that the LLAMA_ B3 is fundamentally coherent. Psychometrically, a single trait seems to have been identified. It can be concluded that both the items and participants behaved predictably, indicating that the test is certainly worth further investigation and refinement.","PeriodicalId":36177,"journal":{"name":"Issues in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138955930","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}
Campus sexual assault has recently become a significant issue and has gained substantial global attention, including social media users in Indonesia. Prior research has not sufficiently examined the use of linguistic resources in campus sexual assault discourses. Drawing on critical discourse analysis, this study aims to explore the discursive constructive of sexual assault on Indonesian campuses through the evaluative resources employed by commentators on YouTube commentaries. The commentaries were created in 2021 in response to Daddy Corbuzier and Narasi Newsroom’s video on campus sexual assault. Findings revealed that sexual assault on Indonesian campuses was attributed to power dynamics, social structures, power imbalances, power abuse, and patriarchal culture. These factors left the victims feeling powerless, which led to normalisation. These results provide insight into the contribution of broader discourse on sexual assault prevention and response.
{"title":"DISCURSIVE CONSTRUCTION OF CAMPUS SEXUAL ASSAULT ON YOUTUBE COMMENTARIES","authors":"Laily Rahmatika, Markhamah, Atiqa Sabardila","doi":"10.33736/ils.5420.2023","DOIUrl":"https://doi.org/10.33736/ils.5420.2023","url":null,"abstract":"Campus sexual assault has recently become a significant issue and has gained substantial \u0000global attention, including social media users in Indonesia. Prior research has not \u0000sufficiently examined the use of linguistic resources in campus sexual assault discourses. \u0000Drawing on critical discourse analysis, this study aims to explore the discursive \u0000constructive of sexual assault on Indonesian campuses through the evaluative resources \u0000employed by commentators on YouTube commentaries. The commentaries were created \u0000in 2021 in response to Daddy Corbuzier and Narasi Newsroom’s video on campus sexual \u0000assault. Findings revealed that sexual assault on Indonesian campuses was attributed to \u0000power dynamics, social structures, power imbalances, power abuse, and patriarchal \u0000culture. These factors left the victims feeling powerless, which led to normalisation. These \u0000results provide insight into the contribution of broader discourse on sexual assault \u0000prevention and response.","PeriodicalId":36177,"journal":{"name":"Issues in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138994412","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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