Pub Date : 2023-06-24DOI: 10.36348/gajll.2023.v05i03.002
Shey Mary
The acknowledgement section of a thesis is a genre within the academic discourse community. It gives the graduate student an opportunity to express their gratitude toward a number of addressees after the completion of a rather tedious research process. This genre has attracted a lot of interest in research in academic writing in English in the Outer Circle. Some of these studies have focused on their generic structure (Al-Ali, 2010, Hyland 2004), their expressions of gratitude (Hyland and Tse 2004) or their semantic structures (Cheng 2012). These features have, however, been conspicuously neglected in the literature in Cameroon English. Given that genre is the study of language use in a given sociocultural or academic context, this study examines 200 dissertation acknowledgements (herein after DAs) collected from six major disciplines in three renowned state universities in Cameroon. Our objective here was to do an in-depth analysis of all the thanking acts of the various texts that constituted our corpus in order to bring out the dominant semantic features that were used in expressing thanks. As far as semantic categories are concerned, our data revealed about 1494 thanking acts with seven categories of thanking, 1308 of which were explicit and 186 of which were implicit. These thanking strategies, however, varied greatly from one discipline to another. For the purpose of this study, the strategies were simply identified as strategy 1 to strategy 7 according to how they were semantically structured and strategy 8 comprises implicit thanking acts. The different semantic strategies were classified following Cheng’s 2010 coding scheme though with modifications depending on what our analysis revealed.
论文致谢部分是学术话语界的一种体裁。它给了研究生一个机会，在完成一个相当乏味的研究过程后，向一些收件人表达他们的感激之情。这种文体引起了外圈英语学术写作研究的极大兴趣。其中一些研究侧重于它们的一般结构(Al-Ali, 2010, Hyland 2004)，它们的感激表达(Hyland and Tse 2004)或它们的语义结构(Cheng 2012)。然而，这些特点在喀麦隆英语文献中却明显被忽视了。鉴于体裁是在给定的社会文化或学术背景下的语言使用的研究，本研究考察了200篇论文致谢(在此后DAs)收集自喀麦隆三所著名州立大学的六个主要学科。我们的目标是对构成我们语料库的各种文本的所有感谢行为进行深入分析，以找出表达感谢时使用的主要语义特征。在语义范畴方面，我们的数据揭示了1494个感谢行为，包括7个类别的感谢，其中1308个是显性的，186个是隐性的。然而，这些感谢策略在不同学科之间差别很大。为了本研究的目的，根据策略的语义结构，这些策略被简单地确定为策略1到策略7，策略8包括隐性感谢行为。不同的语义策略按照Cheng 2010年的编码方案进行分类，尽管根据我们的分析结果进行了修改。
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Pub Date : 2023-04-29DOI: 10.36348/gajll.2023.v05i02.003
Eunice Ndem Ndi
This article is conceived to state what is enclosed in a name in the Oku language. It analyses Oku names, their origins and meanings with intent to illustrate how the lexical choices of the Oku people determine their role relationships and suggest their patterns of life. It also examines the implications that follow and may follow from such a system of naming. Lyons (1977: 207) posits: Every utterance occurs in a culturally determined context-of-situation, and the meaning of the utterance is the totality of its contributions to the maintenance of (…) the patterns of life in the society in which the speaker lives and to the affirmation of the speaker’s role and personality within the society. The meaning of a word is greatly determined by the context-of-situation. The participants involved in communication, their intentions of communication as well as their environment matter a lot for words and expressions to be meaningful and to achieve the goals of interlocutors. The same message, said in different contexts, will or may produce different effects. This is evident in the literal translation of words from Oku to English. Findings show that Oku people are a peculiar people with a peculiar language that was created by their founding ancestors to serve immediate and specific purposes and this language has kept on evolving with the evolution of time so as to meet contemporary needs. In the course of evolution, neologisms have been coined and integrated into the language system, and words and expressions have been borrowed from neighbouring languages and even from the English language to handle new realities. A critical exploration of the names in Oku shows that the culture of the Oku people is embedded in their system of naming.
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Pub Date : 2023-04-29DOI: 10.36348/gajll.2023.v05i02.002
Flora N. Manjo
This research work investigates through Mbuh Tennu Mbuh’s In the Shadow of My country the different natural and social factors that influence human consciousness and identity. These factors include the elements of the physical world such as trees, mountains, and lakes, and politics, custom, tradition, and crime and punishment for the social factors. After a close reading of the novel, one gathers the impression that Mbuh’s characters are interconnected with their environment to the point that their bahaviour and actions are determined by their immediate surrounding. Thus, the way characters perceive and treat their environment and what becomes of them after is one of the focuses of this write up. The research endeavour also analyses the political, cultural and traditional influences on the characters as well as the changes that take place in characters when they change their environment to say that nature and society are vital in the development of a character and human beings in general. To this effect, the theories chosen for the analysis are New Historicism and Ecocriticism.
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Pub Date : 2023-03-16DOI: 10.36348/gajll.2023.v05i02.001
Ezéchiel Nyassiri
This article aims at making it easier to understand the functioning of tradi-orality in African civilizations through the study of the relationship between « Sameness » and « Ipseity » as perceived within the Kéra community of Cameroon, in the light of a sample of 56 tales. We seek to analyse, beyond the ethnic and cultural diversity that characterizes this country, the perception of the world according to the Kéra and the axiological strategic choices of which this corpus avails itself in their design of construction of the policies of living together. Only, are the stakes of such an interaction, between identity and alterity, able to draw, effectively, the contours of salutary actions in terms of living together, a guarantee of sustainable development of people? The epistemological approach is carried out alternately through the prism of historical, formalist then symbological or even axiological-ideological determinations, and engages in a metatheoretical corridor comprising mainly, as a tool of literary analyses, the oral literary aesthetics of Samuel-Martin ENO-BELINGA. The work is subdivided into three parts: “General presentation of the Kéra cultural domain”; “Textualization of the identity and otherness play”; “Symbological, axiological and ideological assessments”.
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Pub Date : 2023-01-20DOI: 10.36348/gajll.2023.v05i01.002
Dr. Lok Raj Sharma, Sandesh Bidari, Dinesh Bidari, Sushil Neupane, Rambabu Sapkota
A mixed methods research design, which is a complex approach, combines both quantitative and qualitative data in a single study or succession of studies. This design can be particularly functional for exploring complex research questions that cannot be fully answered by using a single research design. Moreover, a mixed methods design is necessary to examine the relationships between different variables because examining the relationships between diverse variables is not viable just through a single research design. This design is required to complement and cater to the increasingly multifarious requirements of contemporary researchers. This article, which explores and discusses types, purposes, strengths, challenges and criticisms of the mixed methods research design as its objectives, stems from an analysis of some notable works in the field. It is grounded on the secondary qualitative data accumulated in the forms of words from journal articles and books related to the research designs. It assists the novices in the field of research in particular and other researchers in general by providing them with an overview of mixed methods design along with its types, such as convergent parallel, explanatory sequential, exploratory sequential, embedded, transformative and multi-phage designs.
{"title":"Exploring the Mixed Methods Research Design: Types, Purposes, Strengths, Challenges, and Criticisms","authors":"Dr. Lok Raj Sharma, Sandesh Bidari, Dinesh Bidari, Sushil Neupane, Rambabu Sapkota","doi":"10.36348/gajll.2023.v05i01.002","DOIUrl":"https://doi.org/10.36348/gajll.2023.v05i01.002","url":null,"abstract":"A mixed methods research design, which is a complex approach, combines both quantitative and qualitative data in a single study or succession of studies. This design can be particularly functional for exploring complex research questions that cannot be fully answered by using a single research design. Moreover, a mixed methods design is necessary to examine the relationships between different variables because examining the relationships between diverse variables is not viable just through a single research design. This design is required to complement and cater to the increasingly multifarious requirements of contemporary researchers. This article, which explores and discusses types, purposes, strengths, challenges and criticisms of the mixed methods research design as its objectives, stems from an analysis of some notable works in the field. It is grounded on the secondary qualitative data accumulated in the forms of words from journal articles and books related to the research designs. It assists the novices in the field of research in particular and other researchers in general by providing them with an overview of mixed methods design along with its types, such as convergent parallel, explanatory sequential, exploratory sequential, embedded, transformative and multi-phage designs.","PeriodicalId":384812,"journal":{"name":"Global Academic Journal of Linguistics and Literature","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132630364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-19DOI: 10.36348/gajll.2023.v05i01.001
S. Chirume
This poem is deemed suitable for mathematics students and teachers, lecturers and teacher educators of either college or university undergraduate levels. The poem is intended to encourage teaching and learning of mathematics (e.g., number theory and proofs) and this could be achieved more effectively through humour (which ‘warms’ the classroom environment and reduces fear and anxiety), historical anecdotes, research (to discover new knowledge and verify given points as true or false), innovation, and application. The poem can be recited, acted or dramatised or transformed into a video to be shared amongst the learners. Modern learning theories advocate for learning mathematics in a variety of ways and integrating it with other subjects, and through this poem, student motivation, self assessment and a thorough grasp of the subject matter are envisaged more through action (researching, performing and recitation) rather than only through listening. Thus, the poem contributes to the body of knowledge on constructivist and integrated learning.
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Pub Date : 2022-12-30DOI: 10.36348/gajll.2022.v04i06.004
Hagbe Edwige Damaris, Mforteh Stephen Ambe
This paper addresses language use in Alobwed’epie’s the Death Certificate from a postmodernist perspective. It seeks to show that the author of the selected novel, like many postcolonial African writers, attempts to assert his culture through some sort of indigenisation and intentional flouting of old canons of literature. Given that the present paper is anchored on postmodernism, the postmodernist theory the author’s is used to explain Alobwed’Epie’s perception of life and literature to assert his cultural identity through some sort of linguistic revolution. As a matter of fact, language is used in a very carefree and innovative way in order to escape the idealistic dictum of literary norms. Indigenisation is then regarded as a postmodernist technique, which aims at valorising the African identity and rejecting all the metanarratives of how a work of art should be produced. Obviously, in the present article postmodernism are both a theoretical framework and an object of study. The use of local languages and other languages like Pidgin in the novel under study has demonstrated that the then marginalised languages have moved from the margin towards the Centre and become established languages of African literature. The paper briefly discusses the emergence of postmodernism and shows how the traditional conventions have been deconstructed and substituted for new ideologies that have revolutionised the African literary landscape. It equally reviews selected previous works on language in African novels as well as on postmodernism that came up in the late 1950s as revolutionary responses to preceding movements. The paper ends with an account of the linguistic features of postmodernism used in the novel.
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Pub Date : 2022-12-23DOI: 10.36348/gajll.2022.v04i06.003
A. Khatatneh
This paper discusses the syntax and the nature of the wh-clause in specificational and predicational pseudocleft constructions. These two types differ in their syntactic properties. I argue that these differences are related to the nature of the wh-clause and the counterweight in these constructions. The wh-clause in MSA specificational pseudocleft shows interrogative-like properties, such as allowing wh-else forms and disallowing wh- ever forms, multiplicity, and wh-pied-piping. Predicational pseudocleft shows FRs properties, such as allowing WH- ever forms and not permitting sluicing and pied piping. Regarding their syntax, this paper shows that the wh-clause occupies the structural subject position (i.e., Spec-TP) in predicational pseudocleft constructions, and topic position (i.e., Spec-Top) in specificational pseudoclefts.
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Pub Date : 2022-12-06DOI: 10.36348/gajll.2022.v04i06.002
A. A
This study describes the performance of pupils in the First School Leaving Certificate (FSLC) examination English language composition paper in Kumba and neighbouring localities. It was reported by previous researchers that the performance of students in the GCE English paper was falling steadily. However, it was unfortunate that no research has checked what obtains at the level of the FSLC, which is the concern of the present study. To effectively tackle any problem it must begin from the roots. So, this study set out to analyze the grammatical features in the written production of Class Six pupils in the FSLC English language paper in Meme Division in the Southwest Region of Cameroon. This study was conducted to answer the question “what specific grammar features are observed in the written production?” The study had as main objective to identify specific grammar features in the writings of pupils in the basic schools around Meme Division. A descriptive survey design was adopted for this study, and it was carried out within the theoretical framework of error analysis propounded by S.P Corder (1974). The material for this study is the past FSLC English language composition scripts for the 2014, 2015, and 2016 academic year. A total of 168 scripts were collected for this study, that is, 56 scripts for each of the three academic year were collected. Errors were identified and classified under morphemic and word errors. The findings for the study revealed that, word error recorded 70.7% of 942 cases identified, while morphemic error recorded 29.2% of 942 errors identified. The researcher recommended that the government should ensure all teaching materials are available at the beginning of each academic year and to make sure that pedagogic inspectors do their job as they should.
{"title":"Errors in the Use of English: A Case of Primary School Pupils in Meme Division, with Focus on Morpheme and Word","authors":"A. A","doi":"10.36348/gajll.2022.v04i06.002","DOIUrl":"https://doi.org/10.36348/gajll.2022.v04i06.002","url":null,"abstract":"This study describes the performance of pupils in the First School Leaving Certificate (FSLC) examination English language composition paper in Kumba and neighbouring localities. It was reported by previous researchers that the performance of students in the GCE English paper was falling steadily. However, it was unfortunate that no research has checked what obtains at the level of the FSLC, which is the concern of the present study. To effectively tackle any problem it must begin from the roots. So, this study set out to analyze the grammatical features in the written production of Class Six pupils in the FSLC English language paper in Meme Division in the Southwest Region of Cameroon. This study was conducted to answer the question “what specific grammar features are observed in the written production?” The study had as main objective to identify specific grammar features in the writings of pupils in the basic schools around Meme Division. A descriptive survey design was adopted for this study, and it was carried out within the theoretical framework of error analysis propounded by S.P Corder (1974). The material for this study is the past FSLC English language composition scripts for the 2014, 2015, and 2016 academic year. A total of 168 scripts were collected for this study, that is, 56 scripts for each of the three academic year were collected. Errors were identified and classified under morphemic and word errors. The findings for the study revealed that, word error recorded 70.7% of 942 cases identified, while morphemic error recorded 29.2% of 942 errors identified. The researcher recommended that the government should ensure all teaching materials are available at the beginning of each academic year and to make sure that pedagogic inspectors do their job as they should.","PeriodicalId":384812,"journal":{"name":"Global Academic Journal of Linguistics and Literature","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116481942","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 : 2022-10-29DOI: 10.36348/gajll.2022.v04i05.006
Judith Nkongho Ayuk
This article considers the government’s strategy to densify young learners’ education in their Second Language (L2) through a Special Bilingual Education Program (SBEP) as a pace-setter for harmonizing the Anglo-saxon and the French subsystems of education. This article is guided by Foucault’s (1997) theoretical perspective of Governmentality which according to Dean (1999), identifies an approach towards thinking about the state and different mentalities of government. Three hundred and eighty (316) informants from the SBEP centres provided data for this study through Questionnaires, Interviews and Observations. The results revealed that: there is a SBEP where learners are partially immersed in their L2 with a shift in teaching approach from the Skill-Based Approach (SBA) to the Competency-Based Approach (CBA); learners, teachers and parents have a positive attitude towards the program; parents from Francophone homes had already taken the lead in fully immersing their children in the Anglo-saxon subsystem of education; and teachers and learners have made proposals to ameliorate and maintain the program. This article recommends that rather than stick to the Arts Series, the program should consider including learners from both the Arts and Science Series in the Second Cycle.
{"title":"The Special Bilingual Education Program: Pace-Setter for a Harmonized Educational System in Cameroon","authors":"Judith Nkongho Ayuk","doi":"10.36348/gajll.2022.v04i05.006","DOIUrl":"https://doi.org/10.36348/gajll.2022.v04i05.006","url":null,"abstract":"This article considers the government’s strategy to densify young learners’ education in their Second Language (L2) through a Special Bilingual Education Program (SBEP) as a pace-setter for harmonizing the Anglo-saxon and the French subsystems of education. This article is guided by Foucault’s (1997) theoretical perspective of Governmentality which according to Dean (1999), identifies an approach towards thinking about the state and different mentalities of government. Three hundred and eighty (316) informants from the SBEP centres provided data for this study through Questionnaires, Interviews and Observations. The results revealed that: there is a SBEP where learners are partially immersed in their L2 with a shift in teaching approach from the Skill-Based Approach (SBA) to the Competency-Based Approach (CBA); learners, teachers and parents have a positive attitude towards the program; parents from Francophone homes had already taken the lead in fully immersing their children in the Anglo-saxon subsystem of education; and teachers and learners have made proposals to ameliorate and maintain the program. This article recommends that rather than stick to the Arts Series, the program should consider including learners from both the Arts and Science Series in the Second Cycle.","PeriodicalId":384812,"journal":{"name":"Global Academic Journal of Linguistics and Literature","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129678177","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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