Tatiyana Lagutcheva-Nogina, N. Arupova, Natalya Mekeko, S. Fomina
Introduction: The term "culture of learning" frequently appears in research on educational development and reform, yet defining it precisely remains challenging. Given its varied interpretations across scientific fields, it is crucial to review how authors use "culture of learning" in the context of modern educational environments. Purpose: The purpose of this study is to comprehensively examine and map the existing literature on the concept of "culture of learning" within educational environments. Method: The research strategy for this scoping review was structured around the "problem, concept, and context (PCC)" framework to ensure a comprehensive and logical exploration of the literature. This approach facilitated the systematic identification and selection of relevant materials that provide a rationale for each chosen criterion. A detailed research protocol was established prior to initiating the study, outlining the objectives, inclusion criteria, and methodological approach. The reporting of this systematic scoping review adheres to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines, ensuring transparency, rigor, and reproducibility in the review process. This methodology was selected to provide a clear and structured pathway for mapping the existing literature on the culture of learning, highlighting key themes, trends, and gaps within the field. Results: Upon reviewing 74 articles, we identified and clustered the most frequently occurring terms in the titles, resulting in the formation of five distinct area clusters. These clusters encompass: the effectiveness of teaching and learning processes (and their components); teaching/learning trends; learning styles and processes (and their components); learning model components; and the emphasis on academic literacy as an integral part of the learning culture. Additionally, components of the architecture of the culture of learning were identified: learning environments, learning groups, learning subcultures, learning approaches and methods, and learning values and traditions. This comprehensive analysis allowed to define and structure the components of the learning culture. Conclusion: This scoping review contributes to the ongoing efforts to understand the concept of the "culture of learning" by providing comprehensive definitions and analyzing its possible components. The results offer educators and policymakers a clearer understanding of what constitutes a culture of learning, enabling them to design and implement more effective educational strategies and policies. These findings can guide the development of curricula that better integrate various learning cultures, thereby enhancing the educational experience for students. By identifying key trends and components of the culture of learning, this review provides a foundation for further research that can explore new methodologies and approaches in education, ultima
{"title":"Examining the Evolution and Components of the Culture of Learning in University Education: A Systematic Scoping Review","authors":"Tatiyana Lagutcheva-Nogina, N. Arupova, Natalya Mekeko, S. Fomina","doi":"10.17323/jle.2024.21686","DOIUrl":"https://doi.org/10.17323/jle.2024.21686","url":null,"abstract":"Introduction: The term \"culture of learning\" frequently appears in research on educational development and reform, yet defining it precisely remains challenging. Given its varied interpretations across scientific fields, it is crucial to review how authors use \"culture of learning\" in the context of modern educational environments. \u0000Purpose: The purpose of this study is to comprehensively examine and map the existing literature on the concept of \"culture of learning\" within educational environments. \u0000Method: The research strategy for this scoping review was structured around the \"problem, concept, and context (PCC)\" framework to ensure a comprehensive and logical exploration of the literature. This approach facilitated the systematic identification and selection of relevant materials that provide a rationale for each chosen criterion. A detailed research protocol was established prior to initiating the study, outlining the objectives, inclusion criteria, and methodological approach. The reporting of this systematic scoping review adheres to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines, ensuring transparency, rigor, and reproducibility in the review process. This methodology was selected to provide a clear and structured pathway for mapping the existing literature on the culture of learning, highlighting key themes, trends, and gaps within the field. \u0000Results: Upon reviewing 74 articles, we identified and clustered the most frequently occurring terms in the titles, resulting in the formation of five distinct area clusters. These clusters encompass: the effectiveness of teaching and learning processes (and their components); teaching/learning trends; learning styles and processes (and their components); learning model components; and the emphasis on academic literacy as an integral part of the learning culture. Additionally, components of the architecture of the culture of learning were identified: learning environments, learning groups, learning subcultures, learning approaches and methods, and learning values and traditions. This comprehensive analysis allowed to define and structure the components of the learning culture. \u0000Conclusion: This scoping review contributes to the ongoing efforts to understand the concept of the \"culture of learning\" by providing comprehensive definitions and analyzing its possible components. The results offer educators and policymakers a clearer understanding of what constitutes a culture of learning, enabling them to design and implement more effective educational strategies and policies. These findings can guide the development of curricula that better integrate various learning cultures, thereby enhancing the educational experience for students. By identifying key trends and components of the culture of learning, this review provides a foundation for further research that can explore new methodologies and approaches in education, ultima","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141335368","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}
Introduction: The research in this paper was adapted to provide insight into the expectations, prejudices, and openness of higher education students of the University of Prishtina to the inclusion of literary material in the teaching/learning of English and French as a second foreign language (FL2). Simultaneously, as the modern and technologically developed world requires, the paper deals with the opinion on the contribution of appealing teaching material and technology aids in the acceptance of literary works (LWs) in foreign language learning (FLL). Purpose: Apart from some excerpts in the course books, LW inclusion in foreign language learning (FLL) is almost non-existent in the Kosovo education system. Through this study, we concurrently aim to raise the awareness of the students of the advantages that literary works can bring into the foreign language classroom incurring learner-centred teaching/learning, progression of critical thinking and judgment skills as well as sharing experiences and opinions through non-linear and more spontaneous manner. Method: In this study, 69 respondents are freshmen at the University of Prishtina (UP), Faculty of Philology who are mainly future teachers of foreign languages and elected English and French language as their FL2. The method used in this paper consists of quantitative and qualitative approaches aiming for a more thorough analysis through the SPSS statistical computer program and descriptive statistics. Conclusion: The findings revealed that the students have a positive approach to the merge of LWs and foreign language learning, less through printed LWs and more through digitized literature. Hence, applying the merging of literature with language, in the new pedagogical practices and English/French language curricula can be optimistic expectations. Significance: The significance of the study lies in the fact that this under-investigated issue can help in creating insight into the current condition in FL classrooms and help FL curriculum changes in the Kosovo middle and upper high schools as well as higher education FL course curriculum. This study raises hope for merging language and literature in FL classrooms.
{"title":"Literary Works and Technology Aids Inclusion in Foreign Language Learning: Case of Kosovo Students’ Approach","authors":"Seniha Krasniqi, Lendita Gjikolli","doi":"10.17323/jle.2024.17856","DOIUrl":"https://doi.org/10.17323/jle.2024.17856","url":null,"abstract":"Introduction: The research in this paper was adapted to provide insight into the expectations, prejudices, and openness of higher education students of the University of Prishtina to the inclusion of literary material in the teaching/learning of English and French as a second foreign language (FL2). Simultaneously, as the modern and technologically developed world requires, the paper deals with the opinion on the contribution of appealing teaching material and technology aids in the acceptance of literary works (LWs) in foreign language learning (FLL). \u0000Purpose: Apart from some excerpts in the course books, LW inclusion in foreign language learning (FLL) is almost non-existent in the Kosovo education system. Through this study, we concurrently aim to raise the awareness of the students of the advantages that literary works can bring into the foreign language classroom incurring learner-centred teaching/learning, progression of critical thinking and judgment skills as well as sharing experiences and opinions through non-linear and more spontaneous manner. \u0000Method: In this study, 69 respondents are freshmen at the University of Prishtina (UP), Faculty of Philology who are mainly future teachers of foreign languages and elected English and French language as their FL2. The method used in this paper consists of quantitative and qualitative approaches aiming for a more thorough analysis through the SPSS statistical computer program and descriptive statistics. \u0000Conclusion: The findings revealed that the students have a positive approach to the merge of LWs and foreign language learning, less through printed LWs and more through digitized literature. Hence, applying the merging of literature with language, in the new pedagogical practices and English/French language curricula can be optimistic expectations. \u0000Significance: The significance of the study lies in the fact that this under-investigated issue can help in creating insight into the current condition in FL classrooms and help FL curriculum changes in the Kosovo middle and upper high schools as well as higher education FL course curriculum. This study raises hope for merging language and literature in FL classrooms.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141335801","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}
Background: Second language (L2) learning is complex, multifaceted, and greatly influenced by various factors, of which individual factors like anxiety and motivation are important ones. Though anxiety and motivation have been shown to be strongly correlated with each other and interact with other variables to collaboratively affect L2 learning, mixed findings have been revealed, demonstrating the complexity of the interrelationship between L2 anxiety and motivation and their interactive effects on L2 learning. Purpose: Guided by the self-determination theory, this study aimed to explore the levels of and the relationship between English classroom anxiety and motivation as well as their predictive effects on Chinese undergraduate EFL (English as a foreign language) learners’ English achievement. Method: The participants were 571 Chinese university students who answered an 8-item English Classroom Anxiety Scale, a 35-item English Learning Motivation Scale, and a 5-item Demographic Information Questionnaire. They also reported their scores in tests that they had recently taken and self-rated their overall English proficiency as indicators of their English achievement. Results: The study revealed the following major findings: (a) the participants had a small to moderate level of English classroom anxiety, and a medium level of intrinsic motivation, extrinsic motivation, personal goals and expectancy/control in English learning, (b) English classroom anxiety was significantly negatively correlated with all motivation scales, (c) English classroom anxiety was not only significantly negatively related to but negatively predicted the students’ English achievement, and (d) significantly positive correlations existed between English learning motivation and English achievement. Of different motivation dimensions, intrinsic and extrinsic motivation positively predicted the latter. Conclusion: The findings of this study further demonstrate the importance of anxiety and motivation in L2 learning and the need to explore anxiety-reduction strategies, increase students’ intrinsic and extrinsic motivation, and strengthen their expectancy in L2 teaching and learning, thus contributing to the understanding of foreign language anxiety and L2 motivation and enriching the current literature on the two issues.
{"title":"Predictive Effects of English Classroom Anxiety and Motivation on Chinese Undergraduate EFL Learners’ English Achievement","authors":"Meihua Liu, Tianhao Li","doi":"10.17323/jle.2024.16906","DOIUrl":"https://doi.org/10.17323/jle.2024.16906","url":null,"abstract":"Background: Second language (L2) learning is complex, multifaceted, and greatly influenced by various factors, of which individual factors like anxiety and motivation are important ones. Though anxiety and motivation have been shown to be strongly correlated with each other and interact with other variables to collaboratively affect L2 learning, mixed findings have been revealed, demonstrating the complexity of the interrelationship between L2 anxiety and motivation and their interactive effects on L2 learning. \u0000Purpose: Guided by the self-determination theory, this study aimed to explore the levels of and the relationship between English classroom anxiety and motivation as well as their predictive effects on Chinese undergraduate EFL (English as a foreign language) learners’ English achievement. \u0000Method: The participants were 571 Chinese university students who answered an 8-item English Classroom Anxiety Scale, a 35-item English Learning Motivation Scale, and a 5-item Demographic Information Questionnaire. They also reported their scores in tests that they had recently taken and self-rated their overall English proficiency as indicators of their English achievement. \u0000Results: The study revealed the following major findings: (a) the participants had a small to moderate level of English classroom anxiety, and a medium level of intrinsic motivation, extrinsic motivation, personal goals and expectancy/control in English learning, (b) English classroom anxiety was significantly negatively correlated with all motivation scales, (c) English classroom anxiety was not only significantly negatively related to but negatively predicted the students’ English achievement, and (d) significantly positive correlations existed between English learning motivation and English achievement. Of different motivation dimensions, intrinsic and extrinsic motivation positively predicted the latter. \u0000Conclusion: The findings of this study further demonstrate the importance of anxiety and motivation in L2 learning and the need to explore anxiety-reduction strategies, increase students’ intrinsic and extrinsic motivation, and strengthen their expectancy in L2 teaching and learning, thus contributing to the understanding of foreign language anxiety and L2 motivation and enriching the current literature on the two issues.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141335571","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}
Background: Intrinsic motivation (IM) is not far from a new research topic in English teaching. However, the relationship between this learning construct and the 5Ts framework, proposed by Renandya (2014) as a teacher-induced motivational agent, has not been explored. Purpose: This work scrutinised the relationship between IM and perceptions towards five components of the 5Ts framework in an attempt to provide a simple means for effective teaching Method: 110 English majors responded to a self-questionnaire containing two scales measuring IM and perceptions towards the 5Ts as a motivational agent. Besides descriptive statistics and Cronbach’s alpha, the present study employed other necessary techniques, such as Pearson’s correlation and regression, to analyse the obtained data to draw results which had pedagogical implications. Results: The research questionnaire reached acceptable reliability, and the students expressed positive levels of IM and perceptions of the 5Ts framework. The results also revealed a positive relationship between these two variables, and students’ perceptions of the 5Ts components predicted their IM. Conclusion: The findings support the hypothesis that the 5Ts framework enhances motivation. In addition, the teacher might need an added approach to enhance the learning motivation in the students with low levels, parallel with the 5Ts implementation for the entire class.
{"title":"Scrutinizing the Relationship between Vietnamese English Majors’ Intrinsic Motivation and Perceptions Towards Five Components of the 5Ts Framework","authors":"Diem-Ha Nguyen Thi","doi":"10.17323/jle.2024.12603","DOIUrl":"https://doi.org/10.17323/jle.2024.12603","url":null,"abstract":"Background: Intrinsic motivation (IM) is not far from a new research topic in English teaching. However, the relationship between this learning construct and the 5Ts framework, proposed by Renandya (2014) as a teacher-induced motivational agent, has not been explored. \u0000Purpose: This work scrutinised the relationship between IM and perceptions towards five components of the 5Ts framework in an attempt to provide a simple means for effective teaching \u0000Method: 110 English majors responded to a self-questionnaire containing two scales measuring IM and perceptions towards the 5Ts as a motivational agent. Besides descriptive statistics and Cronbach’s alpha, the present study employed other necessary techniques, such as Pearson’s correlation and regression, to analyse the obtained data to draw results which had pedagogical implications. \u0000Results: The research questionnaire reached acceptable reliability, and the students expressed positive levels of IM and perceptions of the 5Ts framework. The results also revealed a positive relationship between these two variables, and students’ perceptions of the 5Ts components predicted their IM. \u0000Conclusion: The findings support the hypothesis that the 5Ts framework enhances motivation. In addition, the teacher might need an added approach to enhance the learning motivation in the students with low levels, parallel with the 5Ts implementation for the entire class.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141334995","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}
Academic writing skills are crucial to the enterprise of higher education. Written academic communication is closely related to the English language. As a rule, foreign language learners face different problems with vocabulary misuse, grammatical errors, spelling, capitalization, punctuation and some others when write academic texts. The present study researches the influence of digital support on students’ knowledge of academic writing punctuation in English. Due to the modern time challenges and the demand for distance and e-learning, traditional types of academic writing instruction in the classroom need to be supported by digital resources. The research combines two issues of teaching academic writing in English: punctuation learning as an element of writing skills and digital support in training process. The paper summarizes the results of an empirical study: training of punctuation in academic writing in two groups. The third-year students who studied the same subject, Academic English, with the same teacher at the same time in Peoples’ Friendship University of Russia took part in the experiment. The control group (consisting of 12 people) was applied a face-to-face and a textbook based methodology. The experimental group (consisting of 12 people) was trained not only with a basic text-book but also with digital support. The punctuation training course lasted 10 weeks. The level of knowledge and abilities in punctuation and personal perception of the course were measured with three final tests and students’ questionnaires. The results obtained indicate that digital support has considerable didactic potential as it influenced positively on experimental group students. Thus, digital practice should be applied permanently in university training process.
{"title":"The Rhetorical Structure of Students' Academic Presentation: Setting the Right Tone","authors":"Marina Ivanova, N. Mekeko, N. Arupova","doi":"10.17323/jle.2023.18490","DOIUrl":"https://doi.org/10.17323/jle.2023.18490","url":null,"abstract":"Academic writing skills are crucial to the enterprise of higher education. Written academic communication is closely related to the English language. As a rule, foreign language learners face different problems with vocabulary misuse, grammatical errors, spelling, capitalization, punctuation and some others when write academic texts. The present study researches the influence of digital support on students’ knowledge of academic writing punctuation in English. Due to the modern time challenges and the demand for distance and e-learning, traditional types of academic writing instruction in the classroom need to be supported by digital resources. The research combines two issues of teaching academic writing in English: punctuation learning as an element of writing skills and digital support in training process. The paper summarizes the results of an empirical study: training of punctuation in academic writing in two groups. The third-year students who studied the same subject, Academic English, with the same teacher at the same time in Peoples’ Friendship University of Russia took part in the experiment. The control group (consisting of 12 people) was applied a face-to-face and a textbook based methodology. The experimental group (consisting of 12 people) was trained not only with a basic text-book but also with digital support. The punctuation training course lasted 10 weeks. The level of knowledge and abilities in punctuation and personal perception of the course were measured with three final tests and students’ questionnaires. The results obtained indicate that digital support has considerable didactic potential as it influenced positively on experimental group students. Thus, digital practice should be applied permanently in university training process.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139140980","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}
Background: The concept of academic culture lacks a standardised definition, and the factors defining it have not been clearly outlined or universally agreed upon. To analyse this phenomenon accurately, a precise definition of academic culture is necessary. This scoping review aims to synthesise literature on academic culture, delineate its epidemiological characteristics, and extract empirical descriptions of factors that contribute to the formation and structure of academic culture. Method: A search was conducted in the bibliographic database Scopus on August 2nd, 2023. Additionally, a search for related grey literature was carried out on August 3rd, 2023. We included studies published in English post-2018 that discuss academic culture. Titles and abstracts from the retrieved records were screened for relevance. Demographic characteristics related to academic culture were extracted from all search records. We then extracted statements from empirical and review studies describing empirically derived factors influencing the formation and defining the architecture of academic culture. These factors were categorised and thematically grouped, and the identified structural components were ranked according to the internal hierarchy of academic culture. Results: The search yielded 961 records, out of which 94 met our inclusion criteria. The majority of these records were journal articles, book chapters or reviews (78.44%), with only 23 records being empirical studies, reviews and book chapters that reported definitions and academic culture structure. Conclusion: This study pinpointed key structural components of the architecture of academic culture, categorised existing definitions of academic culture into subgroups. Additionally, it outlined the principal research directions for studying the academic culture of researchers. The limitations of this work include its focus solely on English language articles and the lack of assessment regarding the methodological quality of the articles included in our data extraction.
{"title":"Exploring Academic Culture: Unpacking its Definition and Structure (A Systematic Scoping Review)","authors":"E. Tikhonova, M. Kosycheva, Petr Kasatkin","doi":"10.17323/jle.2023.18491","DOIUrl":"https://doi.org/10.17323/jle.2023.18491","url":null,"abstract":"Background: The concept of academic culture lacks a standardised definition, and the factors defining it have not been clearly outlined or universally agreed upon. To analyse this phenomenon accurately, a precise definition of academic culture is necessary. This scoping review aims to synthesise literature on academic culture, delineate its epidemiological characteristics, and extract empirical descriptions of factors that contribute to the formation and structure of academic culture. Method: A search was conducted in the bibliographic database Scopus on August 2nd, 2023. Additionally, a search for related grey literature was carried out on August 3rd, 2023. We included studies published in English post-2018 that discuss academic culture. Titles and abstracts from the retrieved records were screened for relevance. Demographic characteristics related to academic culture were extracted from all search records. We then extracted statements from empirical and review studies describing empirically derived factors influencing the formation and defining the architecture of academic culture. These factors were categorised and thematically grouped, and the identified structural components were ranked according to the internal hierarchy of academic culture. Results: The search yielded 961 records, out of which 94 met our inclusion criteria. The majority of these records were journal articles, book chapters or reviews (78.44%), with only 23 records being empirical studies, reviews and book chapters that reported definitions and academic culture structure. Conclusion: This study pinpointed key structural components of the architecture of academic culture, categorised existing definitions of academic culture into subgroups. Additionally, it outlined the principal research directions for studying the academic culture of researchers. The limitations of this work include its focus solely on English language articles and the lack of assessment regarding the methodological quality of the articles included in our data extraction.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139141070","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}
Background: This study explores and analyses occasionalisms that were created by social network users during the COVID-19 pandemic. The theoretical framework of this research is based on observing the concepts of occasionalism, neologism and nonce word. Purpose: To indicate occasionalisms in the Russian and English languages and compare them in terms of word-formation, frequencies, part of speech and meanings, thus making a contribution to the understanding of how occasionalisms emerge in these languages. Method: A qualitative and quantitative content analyses are used for data collection. The sample is obtained from different social networks (‘Facebook[1]’, ‘Twitter[2]’, ‘Reddit’ and ‘VK’). Results: Occasionalisms are created mostly through blending, compounding, and affixation. Mixed word-formation methods are also used. The most used parts of speech appear to be nouns and adjectives. The most Russian occasionalisms are ironic, expressive and attract attention, while English occasionalisms are not that expressive as they refer to medical or political concepts. Borrowings from English in the Russian occasionalisms are also indicated. The glossary of 106 occasionalisms in the Russian and English languages is introduced at the end of the study. Conclusion: The results might expand the knowledge of new vocabulary items in the field of lexicology and stylistics, and have practical implications in language teaching and translations, as occasionalisms may frequently create obstacles for foreign language students and translators. They also may serve as a basis for further studies on neologisms, occasionalisms and nonce words generated during the pandemic and cover the gap in comparative studies of the Russian and English occasionalisms. In addition, the obtained results might be beneficial for future research in sociolinguistics and sociocultural linguistics providing greater awareness of the linguistic and sociocultural factors that impact the adoption and use of occasionalisms in both languages.
{"title":"Occasionalisms in Social Networks During the Pandemic","authors":"Elena Gabrielova, Vitalia Lopatina","doi":"10.17323/jle.2023.15946","DOIUrl":"https://doi.org/10.17323/jle.2023.15946","url":null,"abstract":"Background: This study explores and analyses occasionalisms that were created by social network users during the COVID-19 pandemic. The theoretical framework of this research is based on observing the concepts of occasionalism, neologism and nonce word. Purpose: To indicate occasionalisms in the Russian and English languages and compare them in terms of word-formation, frequencies, part of speech and meanings, thus making a contribution to the understanding of how occasionalisms emerge in these languages. Method: A qualitative and quantitative content analyses are used for data collection. The sample is obtained from different social networks (‘Facebook[1]’, ‘Twitter[2]’, ‘Reddit’ and ‘VK’). Results: Occasionalisms are created mostly through blending, compounding, and affixation. Mixed word-formation methods are also used. The most used parts of speech appear to be nouns and adjectives. The most Russian occasionalisms are ironic, expressive and attract attention, while English occasionalisms are not that expressive as they refer to medical or political concepts. Borrowings from English in the Russian occasionalisms are also indicated. The glossary of 106 occasionalisms in the Russian and English languages is introduced at the end of the study. Conclusion: The results might expand the knowledge of new vocabulary items in the field of lexicology and stylistics, and have practical implications in language teaching and translations, as occasionalisms may frequently create obstacles for foreign language students and translators. They also may serve as a basis for further studies on neologisms, occasionalisms and nonce words generated during the pandemic and cover the gap in comparative studies of the Russian and English occasionalisms. In addition, the obtained results might be beneficial for future research in sociolinguistics and sociocultural linguistics providing greater awareness of the linguistic and sociocultural factors that impact the adoption and use of occasionalisms in both languages.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139139139","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}
Background: The reading of fiction texts requires intense effort to integrate mind, emotion, and intrinsic reading motivation, in order to discover real-life representations. There is limited research in this area. Purpose: This study employs the engaged reading strategy combined with discovery learning, in order to investigate improvements in students’ competence in prose appreciation. Method: This study used a mixed-method design. Thirty-two Indonesian Language Education students participated in the study. Data was collected using student worksheets, observation, and semi-structured interviews. Data analysis was conducted by identifying and interpreting the results of prose appreciation for each reading activity. Results: This study found that while explaining the theme and through description students were able to activate prior knowledge. The students' reading motivation mainly focused on the intrinsic element of stories. They clearly understood the plot, characterizations, and messages, but supporting details varied because of the differences in students’ knowledge, experience, and social background related to short stories. In the post-reading stage, students revealed new knowledge and mental imagery. Based on our findings, engaged reading combined with discovery learning can enrich students' experience and ability to elaborate information, as well as to discover new knowledge about real-life representation in prose. Conclusion: Based on the research findings, teachers and lecturers are able to utilize the engaged reading strategy combined with discovery learning to promote students’ ability to read literature. Further research should involve more diverse participants. Experimental research could also examine the advantages and disadvantages of engaged reading and discovery learning.
{"title":"Fiction vs. Reality: How Students Discover Real-Life Representations in Prose Using Engaged Reading","authors":"Arti Sugiarti, Prihatini, Arti Prihatini","doi":"10.17323/jle.2023.13287","DOIUrl":"https://doi.org/10.17323/jle.2023.13287","url":null,"abstract":"Background: The reading of fiction texts requires intense effort to integrate mind, emotion, and intrinsic reading motivation, in order to discover real-life representations. There is limited research in this area. Purpose: This study employs the engaged reading strategy combined with discovery learning, in order to investigate improvements in students’ competence in prose appreciation. Method: This study used a mixed-method design. Thirty-two Indonesian Language Education students participated in the study. Data was collected using student worksheets, observation, and semi-structured interviews. Data analysis was conducted by identifying and interpreting the results of prose appreciation for each reading activity. Results: This study found that while explaining the theme and through description students were able to activate prior knowledge. The students' reading motivation mainly focused on the intrinsic element of stories. They clearly understood the plot, characterizations, and messages, but supporting details varied because of the differences in students’ knowledge, experience, and social background related to short stories. In the post-reading stage, students revealed new knowledge and mental imagery. Based on our findings, engaged reading combined with discovery learning can enrich students' experience and ability to elaborate information, as well as to discover new knowledge about real-life representation in prose. Conclusion: Based on the research findings, teachers and lecturers are able to utilize the engaged reading strategy combined with discovery learning to promote students’ ability to read literature. Further research should involve more diverse participants. Experimental research could also examine the advantages and disadvantages of engaged reading and discovery learning.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139141838","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}
{"title":"Teacher Development in Technology-Enhanced Language Teaching: Book Review","authors":"Neda Kianinezhad","doi":"10.17323/jle.2023.17676","DOIUrl":"https://doi.org/10.17323/jle.2023.17676","url":null,"abstract":"","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139137629","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}
Introduction: The influence of culture on translation has been a prominent feature of translation studies in recent decades. The place of cultural knowledge in the formation and development of a translator’s cultural competence, however, remains debatable. This paper argues that, in addition to general knowledge of a target culture (history, geography, literature, traditions, artefacts, etc.), it is crucial to be aware of the most important components of its deep culture, i.e., its social organization and worldview, which in turn have a major impact on identity. The study further develops the notion of I-culture vs We-culture and their respective identities. We suggest that an awareness of such cultural factors should form part of translators’ essential knowledge about language and their professional training. Purpose: The study aims to reveal linguistic and discursive manifestations of lingua-cultural identity in translating a Russian text into English. We explore nuances in the use of the pronouns we, our vs. I, my as well as some other markers of we-identity vs I-identity in the original Russian text of Vladimir Putin’s speech at the Valday discussion club meeting (2021), and how these were translated into English in the translation text. Method: Selection of a text containing sufficient examples; close reading to identify lexico-grammatical features; comparison of source text and translation; analysis of examples; drawing conclusions. The texts were subjected to contrastive lexico-grammatical, pragmatic, and discourse analysis. Sociolinguistic and cultural studies were used to interpret the results. Results: The findings suggest that a Russian text could express a more collective mindset than its English translation, which shows traces of what may appear a more personal/subjective focus. The study highlights the role of deep culture in discursive practices and demonstrates the relevance and effectiveness of an interdisciplinary approach to translation studies. Conclusion: The study confirms the fact that manifestation of lingua-cultural identity can be observed at all levels of language, as well as in communicative strategies, and discursive practices. The task of how to accurately render these nuances in translation is a taxing one that requires a comprehensive understanding of the role of deep culture in discursive practices.
{"title":"Lingua-Cultural Identity in Translation: 'We' vs 'I' Cultures","authors":"D. Ponton, V. Ozyumenko, T. Larina","doi":"10.17323/jle.2023.17832","DOIUrl":"https://doi.org/10.17323/jle.2023.17832","url":null,"abstract":"Introduction: The influence of culture on translation has been a prominent feature of translation studies in recent decades. The place of cultural knowledge in the formation and development of a translator’s cultural competence, however, remains debatable. This paper argues that, in addition to general knowledge of a target culture (history, geography, literature, traditions, artefacts, etc.), it is crucial to be aware of the most important components of its deep culture, i.e., its social organization and worldview, which in turn have a major impact on identity. The study further develops the notion of I-culture vs We-culture and their respective identities. We suggest that an awareness of such cultural factors should form part of translators’ essential knowledge about language and their professional training. Purpose: The study aims to reveal linguistic and discursive manifestations of lingua-cultural identity in translating a Russian text into English. We explore nuances in the use of the pronouns we, our vs. I, my as well as some other markers of we-identity vs I-identity in the original Russian text of Vladimir Putin’s speech at the Valday discussion club meeting (2021), and how these were translated into English in the translation text. Method: Selection of a text containing sufficient examples; close reading to identify lexico-grammatical features; comparison of source text and translation; analysis of examples; drawing conclusions. The texts were subjected to contrastive lexico-grammatical, pragmatic, and discourse analysis. Sociolinguistic and cultural studies were used to interpret the results. Results: The findings suggest that a Russian text could express a more collective mindset than its English translation, which shows traces of what may appear a more personal/subjective focus. The study highlights the role of deep culture in discursive practices and demonstrates the relevance and effectiveness of an interdisciplinary approach to translation studies. Conclusion: The study confirms the fact that manifestation of lingua-cultural identity can be observed at all levels of language, as well as in communicative strategies, and discursive practices. The task of how to accurately render these nuances in translation is a taxing one that requires a comprehensive understanding of the role of deep culture in discursive practices.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139138835","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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