Pub Date : 2024-03-19DOI: 10.33806/ijaes.v24i2.611
I. Raslan, Hanan Barakat Diwidar, Mariem Fathy Mohamed
In the twenty-first century, child maltreatment has broadened our perception of the relationship between child sexual abuse, survival and the healing process from psychological trauma. Trauma narratives are considered personalized responses to the awareness of the drastic effects of sexual assaults on children. Memoirs illustrate the effect of child sexual abuse on memory and identity. This research paper aims at applying Jennifer Freyd’s trauma theory that involves child maltreatment and emotional neglect to Jane Rowan’s The River of Forgetting (2010). It deals with the concept of betrayal trauma, its symptoms and some of the defensive surviving strategies such as dissociative amnesia and dissociative identity disorder (DID) as adaptive responses to childhood sexual abuse. Rowan’s memoir is considered a personal account of her psychological suffering due to her repressed memory of being sexually abused by her father during her early childhood. It examines how the protagonist struggles to survive among persistent traumatic memories that are repressed during forty years of her life. Finally, the textual analysis clarifies the process of recovery from psychological trauma by using psychotherapy, dance therapy, art therapy and scriptotherapy.
{"title":"Child Maltreatment and Survival in Jane Rowan’s The River of Forgetting: A Memoir of Healing from Sexual Abuse","authors":"I. Raslan, Hanan Barakat Diwidar, Mariem Fathy Mohamed","doi":"10.33806/ijaes.v24i2.611","DOIUrl":"https://doi.org/10.33806/ijaes.v24i2.611","url":null,"abstract":"In the twenty-first century, child maltreatment has broadened our perception of the relationship between child sexual abuse, survival and the healing process from psychological trauma. Trauma narratives are considered personalized responses to the awareness of the drastic effects of sexual assaults on children. Memoirs illustrate the effect of child sexual abuse on memory and identity. This research paper aims at applying Jennifer Freyd’s trauma theory that involves child maltreatment and emotional neglect to Jane Rowan’s The River of Forgetting (2010). It deals with the concept of betrayal trauma, its symptoms and some of the defensive surviving strategies such as dissociative amnesia and dissociative identity disorder (DID) as adaptive responses to childhood sexual abuse. Rowan’s memoir is considered a personal account of her psychological suffering due to her repressed memory of being sexually abused by her father during her early childhood. It examines how the protagonist struggles to survive among persistent traumatic memories that are repressed during forty years of her life. Finally, the textual analysis clarifies the process of recovery from psychological trauma by using psychotherapy, dance therapy, art therapy and scriptotherapy.","PeriodicalId":37677,"journal":{"name":"International Journal of Arabic-English Studies","volume":"18 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140229679","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 : 2024-02-21DOI: 10.33806/ijaes.v24i2.510
Rukayah Alhedayani
Arabic sentences exhibit both SVO and VSO word orders, and these word orders show different agreement patterns between the subject and the verb. This agreement asymmetry has been the subject of research for a long time. This paper adds to the body of literature regarding this topic by presenting a Sign-Based Construction Grammar account of the phenomenon. It differs from previous research in that it accounts for all sentence types in Arabic and not the ones that include a verb. To achieve this goal, a sentence type view is adopted instead of a word order view. This paper shows that adopting a sentence type view instead of a word order view allows for a better understanding of Arabic sentences and paves the way to accounts of other languages exhibiting the same phenomenon
阿拉伯语句子既有 SVO 词序，也有 VSO 词序，这些词序在主语和动词之间显示出不同的一致模式。这种协议不对称现象一直是研究的主题。本文通过对这一现象进行基于符号的构式语法解释，为有关这一主题的文献库增添了新的内容。它与以往研究的不同之处在于，它解释了阿拉伯语中的所有句型，而不是包含动词的句型。为了实现这一目标，本文采用了句子类型观点而非词序观点。本文表明，采用句子类型观点而非词序观点可以更好地理解阿拉伯语句子，并为解释表现出相同现象的其他语言铺平道路。
{"title":"Subject-Verb Agreement in Arabic from a Sign-Based Construction Grammar Perspective: A Sentence Types View","authors":"Rukayah Alhedayani","doi":"10.33806/ijaes.v24i2.510","DOIUrl":"https://doi.org/10.33806/ijaes.v24i2.510","url":null,"abstract":"Arabic sentences exhibit both SVO and VSO word orders, and these word orders show different agreement patterns between the subject and the verb. This agreement asymmetry has been the subject of research for a long time. This paper adds to the body of literature regarding this topic by presenting a Sign-Based Construction Grammar account of the phenomenon. It differs from previous research in that it accounts for all sentence types in Arabic and not the ones that include a verb. To achieve this goal, a sentence type view is adopted instead of a word order view. This paper shows that adopting a sentence type view instead of a word order view allows for a better understanding of Arabic sentences and paves the way to accounts of other languages exhibiting the same phenomenon","PeriodicalId":37677,"journal":{"name":"International Journal of Arabic-English Studies","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140445087","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 : 2024-02-21DOI: 10.33806/ijaes.v24i2.513
Asma Hussein
The present paper examines the limits of the postcolonial theory as a critical and historical approach to the Caribbean: its history, its literary and cultural products. To contextualize this examination, the paper starts by comparing the approaches of two contemporary historians to the region’s history, namely, B. W. Higman and Carrie Gibson who traversed and chronicled the region’s checkered past. The comparison aims to isolate the exclusivist-inclusivist dynamics at work in Higman’s linear approach in A Concise History of the Caribbean and Gibson’s episodic approach in Empire’s Crossroads: A History of the Caribbean from Columbus to the Present Day. The paper, then, addresses the analogous manifestations of these dynamics in literary criticism. Concretely, the dynamics are traced in the postcolonial critical approach to Caribbean literature via conducting a close reading of Derek Walcott’s “Nearing Forty” and a critical assessment of John Lennard’s ‘postcolonial’ reading thereof as a case study. The paper concludes with a call for similar reevaluations of the corpora of Caribbean writers and a critical (re)assessment of the attendant postcolonial readings that framed them for long. Being mainly library-based, this paper relies on books, articles, reviews, and interviews.
本文件探讨了后殖民理论作为一种批判和历史方法对加勒比地区（其历史、文学和文 化产品）的局限性。为了确定这一研究的背景，本文首先比较了两位当代历史学家研究该地区历史的方法，即 B. W. Higman 和 Carrie Gibson。比较的目的是区分希格曼在《简明加勒比史》中采用的线性方法和吉布森在《帝国的十字路口》中采用的插叙方法中的排他-包容动态：从哥伦布到今天的加勒比史》中的情节性方法。本文将讨论这些动态在文学批评中的类似表现。具体而言，通过对德里克-沃尔科特（Derek Walcott）的《年近四十》进行细读，以及对约翰-伦纳德（John Lennard）的 "后殖民 "解读进行批判性评估，对加勒比文学的后殖民批评方法中的动态进行了追踪。最后，本文呼吁对加勒比作家的作品集进行类似的重新评估，并对长期以来对这些作品进行后殖民解读的做法进行批判性（重新）评估。本文主要以图书馆为基础，参考了书籍、文章、评论和访谈。
{"title":"The Limits of the Postcolonial Theory in the Caribbean Context: “Nearing Forty” as a Case Study","authors":"Asma Hussein","doi":"10.33806/ijaes.v24i2.513","DOIUrl":"https://doi.org/10.33806/ijaes.v24i2.513","url":null,"abstract":"The present paper examines the limits of the postcolonial theory as a critical and historical approach to the Caribbean: its history, its literary and cultural products. To contextualize this examination, the paper starts by comparing the approaches of two contemporary historians to the region’s history, namely, B. W. Higman and Carrie Gibson who traversed and chronicled the region’s checkered past. The comparison aims to isolate the exclusivist-inclusivist dynamics at work in Higman’s linear approach in A Concise History of the Caribbean and Gibson’s episodic approach in Empire’s Crossroads: A History of the Caribbean from Columbus to the Present Day. The paper, then, addresses the analogous manifestations of these dynamics in literary criticism. Concretely, the dynamics are traced in the postcolonial critical approach to Caribbean literature via conducting a close reading of Derek Walcott’s “Nearing Forty” and a critical assessment of John Lennard’s ‘postcolonial’ reading thereof as a case study. The paper concludes with a call for similar reevaluations of the corpora of Caribbean writers and a critical (re)assessment of the attendant postcolonial readings that framed them for long. Being mainly library-based, this paper relies on books, articles, reviews, and interviews.","PeriodicalId":37677,"journal":{"name":"International Journal of Arabic-English Studies","volume":"32 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140444399","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 : 2024-01-21DOI: 10.33806/ijaes.v24i2.664
Anas Hashem Alsariera, Mohammad Yousef Alsaraireh
Considering the critical role of writing in EFL contexts, this study sets out to examine the writing skills of Jordanian EFL students, addressing both the challenges they encounter and the potential strategies for enhancing their capabilities. To achieve this, the researchers implemented two distinct methods of data collection: a survey and semi-structured interviews. The survey data were analysed utilizing basic descriptive statistics, while the interview data were examined based on Braun and Clarke’s (2006) thematic analysis framework. The participants in this study included 150 Jordanian EFL students majoring in English language across three public universities, alongside eight experienced EFL writing instructors. The results revealed a set of writing challenges confronted by the students, such as the struggle to compose grammatically accurate and coherent text. These difficulties originated from a variety of factors, notably a deficiency in linguistic knowledge and a lack of motivation. Moreover, the study emphasized the crucial influence of the teaching process, which holds the potential to impact the students' writing proficiency either positively or adversely. To address the challenges in EFL writing, this study has outlined potential strategies, encompassing effective instruction, the enrichment of students' linguistic knowledge, the integration of advanced technologies such as Artificial Intelligence (AI), and the encouragement of student motivation. Notably, the integration of AI tools emerges as a novel strategy with the potential to revolutionize teaching practices by offering personalized feedback and enhancing the learning experience. This research substantially contributes to the existing body of literature on EFL writing, revealing the specific challenges among Jordanian EFL students, and providing a comprehensive set of practical and innovative solutions for EFL writing instructors.
{"title":"Advancing EFL Writing Proficiency in Jordan: Addressing Challenges and Embedding Progressive Strategies","authors":"Anas Hashem Alsariera, Mohammad Yousef Alsaraireh","doi":"10.33806/ijaes.v24i2.664","DOIUrl":"https://doi.org/10.33806/ijaes.v24i2.664","url":null,"abstract":"Considering the critical role of writing in EFL contexts, this study sets out to examine the writing skills of Jordanian EFL students, addressing both the challenges they encounter and the potential strategies for enhancing their capabilities. To achieve this, the researchers implemented two distinct methods of data collection: a survey and semi-structured interviews. The survey data were analysed utilizing basic descriptive statistics, while the interview data were examined based on Braun and Clarke’s (2006) thematic analysis framework. The participants in this study included 150 Jordanian EFL students majoring in English language across three public universities, alongside eight experienced EFL writing instructors. The results revealed a set of writing challenges confronted by the students, such as the struggle to compose grammatically accurate and coherent text. These difficulties originated from a variety of factors, notably a deficiency in linguistic knowledge and a lack of motivation. Moreover, the study emphasized the crucial influence of the teaching process, which holds the potential to impact the students' writing proficiency either positively or adversely. To address the challenges in EFL writing, this study has outlined potential strategies, encompassing effective instruction, the enrichment of students' linguistic knowledge, the integration of advanced technologies such as Artificial Intelligence (AI), and the encouragement of student motivation. Notably, the integration of AI tools emerges as a novel strategy with the potential to revolutionize teaching practices by offering personalized feedback and enhancing the learning experience. This research substantially contributes to the existing body of literature on EFL writing, revealing the specific challenges among Jordanian EFL students, and providing a comprehensive set of practical and innovative solutions for EFL writing instructors.","PeriodicalId":37677,"journal":{"name":"International Journal of Arabic-English Studies","volume":"4 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139610092","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 : 2024-01-21DOI: 10.33806/ijaes.v24i2.661
Nesreen Saud Alahmadi
: Few studies have considered the use of digital reading tools for improving the fluency and proficiency of Saudi learners of English as a second language (ESL). Hence, in this study, the researcher investigated the impact of Microsoft’s Digital Reading Progress tool on 30 Saudi ESL learners’ reading performance and proficiency. The participants were all at the B1 intermediate English language level in academic ESL, according to the Common European Framework of Reference for Languages (CEFR) English language proficiency test. The students were given one reading passage per week, and the researcher examined their performance in reading aloud over a period of four weeks using the Digital Reading Progress tool. The researcher employed a quantitative analysis, including post-assessments, to measure five aspects of participants’ reading performance: mispronunciation of words, self-corrections, omissions, repetitions, and correct words per minute. The findings revealed significant improvements in participants’ reading performance, fluency, and accuracy, as evidenced by increased accuracy after engaging with the Digital Reading Progress tool, increased scores across the five rated categories, and reduced pronunciation and word omission errors. This study contributes to the growing body of research on technology-enhanced language learning by demonstrating the positive impact of the Digital Reading Progress tool on L2 learners’ reading performance and proficiency. The findings have practical implications for ESL instructors in integrating digital tools as valuable pedagogical resources for enhancing L2 reading learning and performance.
{"title":"Examining the Impact of a Digital Reading Progress Tool on Saudi L2 Learners’ Reading Aloud Performance and Proficiency","authors":"Nesreen Saud Alahmadi","doi":"10.33806/ijaes.v24i2.661","DOIUrl":"https://doi.org/10.33806/ijaes.v24i2.661","url":null,"abstract":": Few studies have considered the use of digital reading tools for improving the fluency and proficiency of Saudi learners of English as a second language (ESL). Hence, in this study, the researcher investigated the impact of Microsoft’s Digital Reading Progress tool on 30 Saudi ESL learners’ reading performance and proficiency. The participants were all at the B1 intermediate English language level in academic ESL, according to the Common European Framework of Reference for Languages (CEFR) English language proficiency test. The students were given one reading passage per week, and the researcher examined their performance in reading aloud over a period of four weeks using the Digital Reading Progress tool. The researcher employed a quantitative analysis, including post-assessments, to measure five aspects of participants’ reading performance: mispronunciation of words, self-corrections, omissions, repetitions, and correct words per minute. The findings revealed significant improvements in participants’ reading performance, fluency, and accuracy, as evidenced by increased accuracy after engaging with the Digital Reading Progress tool, increased scores across the five rated categories, and reduced pronunciation and word omission errors. This study contributes to the growing body of research on technology-enhanced language learning by demonstrating the positive impact of the Digital Reading Progress tool on L2 learners’ reading performance and proficiency. The findings have practical implications for ESL instructors in integrating digital tools as valuable pedagogical resources for enhancing L2 reading learning and performance.","PeriodicalId":37677,"journal":{"name":"International Journal of Arabic-English Studies","volume":"31 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140501447","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 : 2024-01-21DOI: 10.33806/ijaes.v24i2.660
Ahmad Gholi, Issa Alsulami
England in 1933 was a claustrophobic, desolate, and enervating country generating a generation of discontents like Robert Byron. Unsatisfied with the received ideas of Western aestheticism, he aligned himself with Islamic aestheticism and departed for Oxiana to study Islamic architecture resulting in his The Road to Oxiana, a masterpiece in travel writing. This study contends that Byron is an iconoclast who undermines the rhetoric of colonialism and imperialism in his travel book. To elaborate its analysis, the study employs Holland’s and Huggan’s idea of countertravel writing along with psychoanalysis. It argues that Byron’s countertravel writing in his narrative manifests in two ways. Firstly, when he critiques the reductive picture of Islamic architecture by exalting and appreciating its beauty, especially its Kufic inscriptions. Secondly, when he extols Gohar Shad, a renowned patroness of architecture by acquitting her of the orientalist charge and acknowledging her contributions to Islamic architecture. In doing so, he reveals that she is his ‘anima’ and archetypal mother.
{"title":"Robert Byron: An Iconoclast on the Road to Appreciation of Islamic Architecture","authors":"Ahmad Gholi, Issa Alsulami","doi":"10.33806/ijaes.v24i2.660","DOIUrl":"https://doi.org/10.33806/ijaes.v24i2.660","url":null,"abstract":"England in 1933 was a claustrophobic, desolate, and enervating country generating a generation of discontents like Robert Byron. Unsatisfied with the received ideas of Western aestheticism, he aligned himself with Islamic aestheticism and departed for Oxiana to study Islamic architecture resulting in his The Road to Oxiana, a masterpiece in travel writing. This study contends that Byron is an iconoclast who undermines the rhetoric of colonialism and imperialism in his travel book. To elaborate its analysis, the study employs Holland’s and Huggan’s idea of countertravel writing along with psychoanalysis. It argues that Byron’s countertravel writing in his narrative manifests in two ways. Firstly, when he critiques the reductive picture of Islamic architecture by exalting and appreciating its beauty, especially its Kufic inscriptions. Secondly, when he extols Gohar Shad, a renowned patroness of architecture by acquitting her of the orientalist charge and acknowledging her contributions to Islamic architecture. In doing so, he reveals that she is his ‘anima’ and archetypal mother.","PeriodicalId":37677,"journal":{"name":"International Journal of Arabic-English Studies","volume":"8 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139609729","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 : 2024-01-21DOI: 10.33806/ijaes.v24i2.668
Gadah Sulaiman Almuarik, M. Alangari
This study explores the perceptions of Preparatory Year (PY) students and teachers at Imam Abdulrahman bin Faisal University regarding synchronous hybrid teaching. It also highlights the effectiveness of teaching English as a foreign language (EFL) within the two modes of the hybrid system (i.e., face-to-face and online). The study employed a triangulation of instruments, including a survey, an interview and three focus groups (FGs). The findings show that each mode has its characteristics. While the students viewed hybrid teaching positively in terms of its logistics, finding it convenient and time-saving. However, they believed high-quality education could be better achieved in person as they understood and enjoyed face-to-face classes more than online learning. They also preferred the online mode for receptive skills and face-to-face interaction for productive skills. On the other hand, teachers found hybrid teaching challenging regarding technical issues and managing two groups (remote and in class) simultaneously. They expressed various views regarding the preferred mode of teaching English skills; some wished to abandon hybrid classes and teach all the skills in face-to-face mode. During the pandemic, hybrid teaching may have been the best option to continue teaching English effectively. However, after the pandemic, this method should be retained as a backup plan to reach students with disabilities and enrich advanced learners of English.
{"title":"“Till we meet again!”: The Synchronous Hybrid Teaching of English in Saudi Arabia","authors":"Gadah Sulaiman Almuarik, M. Alangari","doi":"10.33806/ijaes.v24i2.668","DOIUrl":"https://doi.org/10.33806/ijaes.v24i2.668","url":null,"abstract":"This study explores the perceptions of Preparatory Year (PY) students and teachers at Imam Abdulrahman bin Faisal University regarding synchronous hybrid teaching. It also highlights the effectiveness of teaching English as a foreign language (EFL) within the two modes of the hybrid system (i.e., face-to-face and online). The study employed a triangulation of instruments, including a survey, an interview and three focus groups (FGs). The findings show that each mode has its characteristics. While the students viewed hybrid teaching positively in terms of its logistics, finding it convenient and time-saving. However, they believed high-quality education could be better achieved in person as they understood and enjoyed face-to-face classes more than online learning. They also preferred the online mode for receptive skills and face-to-face interaction for productive skills. On the other hand, teachers found hybrid teaching challenging regarding technical issues and managing two groups (remote and in class) simultaneously. They expressed various views regarding the preferred mode of teaching English skills; some wished to abandon hybrid classes and teach all the skills in face-to-face mode. During the pandemic, hybrid teaching may have been the best option to continue teaching English effectively. However, after the pandemic, this method should be retained as a backup plan to reach students with disabilities and enrich advanced learners of English. ","PeriodicalId":37677,"journal":{"name":"International Journal of Arabic-English Studies","volume":"4 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139609635","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 : 2024-01-21DOI: 10.33806/ijaes.v24i2.663
Nehal Ali Abdulghaffar M. Kuraiem
Trethewey's poetry is an intervention into a worldwide debate about defining and socially restricting mixed-race identities; therefore, this research addresses these issues. In Gulfport, Mississippi, Trethewey was raised by relatives whose mixed-race marriage was unlawful. Her poetry has several allusions to both her dad, a writer, academic, and Canadian immigrant, and her mom, a caseworker. Trethewey's poetry intertwines the tale of her personal mixed ancestors with the racial history of America, even while combining this story with lyricism. "I'm capable of getting closer to the inner reality of a poem when the poetry leans towards the poetic," Trethewey remarked in her address. She used a poem entitled "Incident" from her Pulitzer Prize-winning book Native Guard as an instance. Her grandma sponsored a voting registration campaign for disadvantaged African Americans in the 1960s, and the Ku Klux Klan burned a symbol in her family's yard as a result. Trethewey reconstructed an early form of the poem to encapsulate the complete tale of the occurrence in the first four lines. This allowed her to utilize the rest of the poem to emphasize additional psychological realities. Unraveling the Multifaceted Narratives of Mixed-Race Identity in Natasha Trethewey's Bellocq’s Ophelia and Thrall is the ground upon which this study stands.
{"title":"Unraveling the Multifaceted Narratives of Mixed-Race Identity in Natasha Trethewey's Bellocq’s Ophelia and Thrall","authors":"Nehal Ali Abdulghaffar M. Kuraiem","doi":"10.33806/ijaes.v24i2.663","DOIUrl":"https://doi.org/10.33806/ijaes.v24i2.663","url":null,"abstract":"Trethewey's poetry is an intervention into a worldwide debate about defining and socially restricting mixed-race identities; therefore, this research addresses these issues. In Gulfport, Mississippi, Trethewey was raised by relatives whose mixed-race marriage was unlawful. Her poetry has several allusions to both her dad, a writer, academic, and Canadian immigrant, and her mom, a caseworker. Trethewey's poetry intertwines the tale of her personal mixed ancestors with the racial history of America, even while combining this story with lyricism. \"I'm capable of getting closer to the inner reality of a poem when the poetry leans towards the poetic,\" Trethewey remarked in her address. She used a poem entitled \"Incident\" from her Pulitzer Prize-winning book Native Guard as an instance. Her grandma sponsored a voting registration campaign for disadvantaged African Americans in the 1960s, and the Ku Klux Klan burned a symbol in her family's yard as a result. Trethewey reconstructed an early form of the poem to encapsulate the complete tale of the occurrence in the first four lines. This allowed her to utilize the rest of the poem to emphasize additional psychological realities. Unraveling the Multifaceted Narratives of Mixed-Race Identity in Natasha Trethewey's Bellocq’s Ophelia and Thrall is the ground upon which this study stands.","PeriodicalId":37677,"journal":{"name":"International Journal of Arabic-English Studies","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139609658","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 : 2024-01-21DOI: 10.33806/ijaes.v24i2.662
Shanthi Tiruchittampalam, Alistair Ross
When teaching English for Academic Purposes (EAP) in an English as a Foreign Language (EFL) context, at times, dyslexic students may confound instructors at the lack of improvement in their English language ability. Such students may not have the specialist diagnostic assessment to access support services. A simple but inexpensive measure to screen for dyslexia would facilitate a more inclusive and equitable educational environment. This study examined whether an Arabic-translated version of a widely-used English L1 (first language) dyslexia checklist could identify Arabic L1 students who exhibited difficulties in English. Participants were 734 female EFL undergraduates studying EAP in one gulf university. The participants completed Arabic versions of the checklist. Using prescribed cut off scores, participants were divided into three groups: non-dyslexic, mildly dyslexic, and dyslexic. To validate the checklist, a subsample of 110 students were randomly selected for further assessment of dyslexia using the following indicators: word reading, pseudoword reading, spelling ability, phonological awareness, and rapid automatized naming skills. Results showed significant differences among the three groups for nearly all measures, suggesting that the Arabic translated checklist can be an easily administered, useful screening tool to identify Arabic L1 students who are at-risk of dyslexia in EFL.
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Pub Date : 2024-01-21DOI: 10.33806/ijaes.v24i2.659
Maha SalahEldin Mohamed Hamed
: In response to Covid-19 pandemic, online humor proliferated across social media platforms as a vital coping mechanism in dealing with the unendurable pandemic-related restrictions through creating a sense of bonding in the face of this calamity regardless of geographical area, nationality, ethnicity, or socio-political affiliations. This research is a cross-lingual case study of internet screenshot memes on Covid-19 in both Arabic and English languages. It explores differences and/or similarities in establishing cognitive relevance and instigating humorous incongruity. The paper uses a three-dimensional theoretical framework that integrates Relevance Theory (RT), as a communication theory in the field of cognitive cyber-pragmatics, with the theories of Intertextuality and Incongruity in humor. Qualitative descriptive analysis revealed a consensus to regard the mass reaction to the pandemic as exaggerated, to use an interplay of intertextuality and incongruity to achieve the rhetorical purpose of critically satirizing such reactions by instigating laughter at one’s silliness. The analysis demonstrated that humorous incongruity springs from the opposing scripts between the content of IMs and the social context surrounding the pandemic as well as a marked similarity in the sources used for establishing cognitive relevance such as background knowledge and logical and lexical information reflecting RT principles.
{"title":"An Account of Humor in Covid-19 Internet Memes from the Perspective of Cognitive Relevance: A Contrastive Case Study","authors":"Maha SalahEldin Mohamed Hamed","doi":"10.33806/ijaes.v24i2.659","DOIUrl":"https://doi.org/10.33806/ijaes.v24i2.659","url":null,"abstract":": In response to Covid-19 pandemic, online humor proliferated across social media platforms as a vital coping mechanism in dealing with the unendurable pandemic-related restrictions through creating a sense of bonding in the face of this calamity regardless of geographical area, nationality, ethnicity, or socio-political affiliations. This research is a cross-lingual case study of internet screenshot memes on Covid-19 in both Arabic and English languages. It explores differences and/or similarities in establishing cognitive relevance and instigating humorous incongruity. The paper uses a three-dimensional theoretical framework that integrates Relevance Theory (RT), as a communication theory in the field of cognitive cyber-pragmatics, with the theories of Intertextuality and Incongruity in humor. Qualitative descriptive analysis revealed a consensus to regard the mass reaction to the pandemic as exaggerated, to use an interplay of intertextuality and incongruity to achieve the rhetorical purpose of critically satirizing such reactions by instigating laughter at one’s silliness. The analysis demonstrated that humorous incongruity springs from the opposing scripts between the content of IMs and the social context surrounding the pandemic as well as a marked similarity in the sources used for establishing cognitive relevance such as background knowledge and logical and lexical information reflecting RT principles.","PeriodicalId":37677,"journal":{"name":"International Journal of Arabic-English Studies","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139610289","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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