This paper reveals the results of a small-scale pilot study of the effects of a flipped classroom (FC) model, applied in higher education, with Year IV students of English Language and Literature at the Faculty of Philology of the University of Banja Luka. Students’ perceptions of their engagement, motivation and satisfaction with a flipped approach to learning in one of their major subjects, English Language Teaching Methods 2, were explored. Four, out of twelve, lectures were flipped as an experiment, in the winter semester of the 2015/2016 academic year, and the students were later surveyed to hear their perceptions of flipped versus traditional lectures, after the term had finished and they had passed the final exam of the subject in question. Students’ comments from the post-semester survey, consisting of a 5-point Likert scale and interview questions, were examined critically and compared with personal, after-class teacher notes. The results show that these students were open and very positive towards the new approach to the organization of lectures. Although the students expressed some skepticism towards a total replacement of the lecture format with the FC model, they acknowledged a higher level of satisfaction, engagement, collaboration, motivation and autonomy than they experienced in traditional lectures. Therefore, they recommend its implementation in a tertiary education context. Our conclusions suggest the future elaboration of the FC approach, its more frequent application in higher education and identifies avenues for further research.
{"title":"STUDENTS’ PERCEPTIONS OF THE FLIPPED CLASSROOM APPROACH IN TERTIARY EFL EDUCATION: A CASE STUDY FROM BANJA LUKA","authors":"Sanja Josifović-Elezović","doi":"10.31902/fll.40.2022.18","DOIUrl":"https://doi.org/10.31902/fll.40.2022.18","url":null,"abstract":"This paper reveals the results of a small-scale pilot study of the effects of a flipped classroom (FC) model, applied in higher education, with Year IV students of English Language and Literature at the Faculty of Philology of the University of Banja Luka. Students’ perceptions of their engagement, motivation and satisfaction with a flipped approach to learning in one of their major subjects, English Language Teaching Methods 2, were explored. Four, out of twelve, lectures were flipped as an experiment, in the winter semester of the 2015/2016 academic year, and the students were later surveyed to hear their perceptions of flipped versus traditional lectures, after the term had finished and they had passed the final exam of the subject in question. Students’ comments from the post-semester survey, consisting of a 5-point Likert scale and interview questions, were examined critically and compared with personal, after-class teacher notes. The results show that these students were open and very positive towards the new approach to the organization of lectures. Although the students expressed some skepticism towards a total replacement of the lecture format with the FC model, they acknowledged a higher level of satisfaction, engagement, collaboration, motivation and autonomy than they experienced in traditional lectures. Therefore, they recommend its implementation in a tertiary education context. Our conclusions suggest the future elaboration of the FC approach, its more frequent application in higher education and identifies avenues for further research.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44524912","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}
This paper examines the speech of Albanian students who are highly exposed to English. They are educated in international schools at the primary and secondary level, with English as their medium of instruction. However, they reside in an otherwise monolingual society with the majority of the population speaking Albanian. Among other bilingual phenomena, code-switching is examined in terms of whether and how much it occurs in their naturalistic speech. The initial hypothesis expressed at the outset was that code-switching is a prevalent linguistic behavior among Albanian bilingual students observed in informal environments within international schools. Furthermore, while Albanian remains their primary language, English insertions within an Albanian syntactic frame are common. The data gathered from the students through participant systematic observation reveal that the Albanian language is influenced by English. Students are noticed to switch back and forth between English and Albanian. But this varies among different age groups under investigation as proven by quantitative analysis. Furthermore, in terms of structure, Albanian set the morpho-syntactic frame of the mixed clause, while English is the embedded language inserted within an Albanian clause.
{"title":"CODE-SWITCHING IN THE INTERNATIONAL SCHOOLS OF PRISHTINA: A STUDY OF ALBANIAN/ENGLISH BILINGUALISM","authors":"Festa Shabani, Shkumbin Munishi, Milote Sadiku","doi":"10.31902/fll.40.2022.20","DOIUrl":"https://doi.org/10.31902/fll.40.2022.20","url":null,"abstract":"This paper examines the speech of Albanian students who are highly exposed to English. They are educated in international schools at the primary and secondary level, with English as their medium of instruction. However, they reside in an otherwise monolingual society with the majority of the population speaking Albanian. Among other bilingual phenomena, code-switching is examined in terms of whether and how much it occurs in their naturalistic speech. The initial hypothesis expressed at the outset was that code-switching is a prevalent linguistic behavior among Albanian bilingual students observed in informal environments within international schools. Furthermore, while Albanian remains their primary language, English insertions within an Albanian syntactic frame are common. The data gathered from the students through participant systematic observation reveal that the Albanian language is influenced by English. Students are noticed to switch back and forth between English and Albanian. But this varies among different age groups under investigation as proven by quantitative analysis. Furthermore, in terms of structure, Albanian set the morpho-syntactic frame of the mixed clause, while English is the embedded language inserted within an Albanian clause.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45116890","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}
The aim of this study was to investigate the application of the 5E Learning Model (Engage-Explore-Explain-Elaborate-Evaluate) among university teachers, to understand how teachers deliver each ‘E’ phase at the Faculty of Education, and to evaluate whether they pay similar attention to all phases. The sample of the study consisted of 139 university students who responded to a standardized online questionnaire regarding the 5E Learning Model. The results revealed that all phases of the 5E Model were covered while teaching the tertiary level students; however, the initial phase, the engagement phase, was paid less attention compared to the other ‘E’ phases. The students also considered that most activities were performed in the exploration and explanation phase, reasoning that they are hands-on phases. Although all phases of the 5E Model were demonstrated while teaching, the conclusion is that not all are similarly distributed. The study recommends that the same attention should be paid to all phases of the 5E Learning Model. The practice and implementation of each phase while teaching and learning helps develop life-long learning and teaching skills. Thus, it should be thoroughly introduced, explained and revised for the purpose of its further appropriate and easy application by the students at the Faculty of Education in their future teaching.
{"title":"ENHANCING THE 5E LEARNING MODEL (ENGAGEEXPLORE-EXPLAIN-ELABORATE-EVALUATE) AMONG UNIVERSITY STUDENTS IN KOSOVO","authors":"Edita Bekteshi, Eliza Avdiu, Brikena Xhaferi","doi":"10.31902/fll.40.2022.17","DOIUrl":"https://doi.org/10.31902/fll.40.2022.17","url":null,"abstract":"The aim of this study was to investigate the application of the 5E Learning Model (Engage-Explore-Explain-Elaborate-Evaluate) among university teachers, to understand how teachers deliver each ‘E’ phase at the Faculty of Education, and to evaluate whether they pay similar attention to all phases. The sample of the study consisted of 139 university students who responded to a standardized online questionnaire regarding the 5E Learning Model. The results revealed that all phases of the 5E Model were covered while teaching the tertiary level students; however, the initial phase, the engagement phase, was paid less attention compared to the other ‘E’ phases. The students also considered that most activities were performed in the exploration and explanation phase, reasoning that they are hands-on phases. Although all phases of the 5E Model were demonstrated while teaching, the conclusion is that not all are similarly distributed. The study recommends that the same attention should be paid to all phases of the 5E Learning Model. The practice and implementation of each phase while teaching and learning helps develop life-long learning and teaching skills. Thus, it should be thoroughly introduced, explained and revised for the purpose of its further appropriate and easy application by the students at the Faculty of Education in their future teaching.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47138448","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}
This paper presents a diachronic account of the use of selected Romance loanwords (from A to K) in the Pomjan local speech of the Šavrini dialect. The Romance loanwords, which are an integral part of the Istrian dialects of Slavic origin, are the result of the centuries-long life of Istrians with Slavic and Romance roots. They are reflected as simple borrowings, hybrid borrowings, Romance phrases, calques, and so on. The loanwords collected by the Slovenian dialectologist Tine Logar in 1957 in Pomjan (Slovenian Istria) were compared with those we hear from today's dialect speakers. In 29 etymological articles we find out whether the Romance loanwords used by the villagers more than sixty years ago are still known and used by the locals today. At the same time, we show the spread of the lexemes in other parts of Slovenian Istria and connect them to their first origin, which is mainly Istrian-Venetian – the existence of the lexeme is also proved 1) in the Triestine dialect, 2) in Venetian and 3) in Standard Italian. The etymological articles conclude with a reference to the final source of the word.
{"title":"DIACHRONIC REPRESENTATION OF SELECTED ROMANCE LOANWORDS IN THE LOCAL SPEECH OF POMJAN","authors":"Suzana Todorović","doi":"10.31902/fll.40.2022.13","DOIUrl":"https://doi.org/10.31902/fll.40.2022.13","url":null,"abstract":"This paper presents a diachronic account of the use of selected Romance loanwords (from A to K) in the Pomjan local speech of the Šavrini dialect. The Romance loanwords, which are an integral part of the Istrian dialects of Slavic origin, are the result of the centuries-long life of Istrians with Slavic and Romance roots. They are reflected as simple borrowings, hybrid borrowings, Romance phrases, calques, and so on. The loanwords collected by the Slovenian dialectologist Tine Logar in 1957 in Pomjan (Slovenian Istria) were compared with those we hear from today's dialect speakers. In 29 etymological articles we find out whether the Romance loanwords used by the villagers more than sixty years ago are still known and used by the locals today. At the same time, we show the spread of the lexemes in other parts of Slovenian Istria and connect them to their first origin, which is mainly Istrian-Venetian – the existence of the lexeme is also proved 1) in the Triestine dialect, 2) in Venetian and 3) in Standard Italian. The etymological articles conclude with a reference to the final source of the word.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48073873","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}
The struggle for domination clearly persists in The Homecoming as it does in almost all of Pinter’s works. Because of the vague atmosphere, enigmatic characters, and dark, tragicomic dialogue and action, a single decisive meaning for the play cannot be identified. Many character analyses have been carried out on the play, frequently focusing on Ruth and her decision at the end. Moreover, critics have sought to read the play in the light of psychoanalysis, centering on the characters’ past and complexes. By adding a sociopolitical dimension to purely realistic or symbolic readings, this article attempts to analyze the relationships of domination and servitude between characters at the micro-level of the family structure through Marx’s notions of fetishism in relations between individuals, and commodity fetishism as expounded by Slavoj Žižek. With the help of Žižek’s ideas on ideology, a new layer of sociopolitical signification to the relationships held between characters is added, particularly that between Ruth and the men, which is seen as a parallel to the macro-level fetishized relationships in pre-capitalist societies and commodity fetishism in a capitalist one.
{"title":"DOMINATION, SERVITUDE AND COMMODITY FETISHISM IN HAROLD PINTER’S THE HOMECOMING","authors":"Ali Salami, Reza Dadafarid","doi":"10.31902/fll.40.2022.7","DOIUrl":"https://doi.org/10.31902/fll.40.2022.7","url":null,"abstract":"The struggle for domination clearly persists in The Homecoming as it does in almost all of Pinter’s works. Because of the vague atmosphere, enigmatic characters, and dark, tragicomic dialogue and action, a single decisive meaning for the play cannot be identified. Many character analyses have been carried out on the play, frequently focusing on Ruth and her decision at the end. Moreover, critics have sought to read the play in the light of psychoanalysis, centering on the characters’ past and complexes. By adding a sociopolitical dimension to purely realistic or symbolic readings, this article attempts to analyze the relationships of domination and servitude between characters at the micro-level of the family structure through Marx’s notions of fetishism in relations between individuals, and commodity fetishism as expounded by Slavoj Žižek. With the help of Žižek’s ideas on ideology, a new layer of sociopolitical signification to the relationships held between characters is added, particularly that between Ruth and the men, which is seen as a parallel to the macro-level fetishized relationships in pre-capitalist societies and commodity fetishism in a capitalist one.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44757224","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}
The aim of our paper is to present the general reception of the creative life and literary works of Danilo Kiš in Slovakia against the background of Serbian postmodernity. We want to do this in connection with the milestone year 1989 (the date of the fall of the Berlin Wall and the Velvet Revolution in Slovakia, but also the year of the author's death), which unfortunately did not live in a dream of democracy in Central or Southeastern Europe. Finally, it is symbolic that D. Kiš's works were relatively well-known and well received in the territory of the former Czechoslovakia, and were translated both before and after 1989, while professional general reflection on his works is increasing, especially since the 1990s, when several literary theoreticians and critics have returned to his life and creative messages with sympathy. However, we will go in medias res and present all the registered responses to the topic. The approach chosen will not be chronological, the order of these considerations will be involuntary, but in the end we will also offer a bibliographical list of all translated works from Serbian postmodern literature in the Slovak language from 1989 to 2019 in alphabetical order. It is a list of translated novels, collections of short stories, poetry selections and dramas by contemporary Serbian writers, which have been adapted by several Slovak translators. The corpus of these translated works from Serbian literature into Slovak after 1989 is therefore not only welcome, but perhaps also fully accepted.
{"title":"“POETICS AT THE CROSSROADS”: SERBIAN POSTMODERN LITERATURE BEFORE AND AFTER 1989 IN SLOVAKIA: THE SPECIAL CASE OF DANILO KIŠ (1935 - 1989)","authors":"Z. Taneski","doi":"10.31902/fll.40.2022.9","DOIUrl":"https://doi.org/10.31902/fll.40.2022.9","url":null,"abstract":"The aim of our paper is to present the general reception of the creative life and literary works of Danilo Kiš in Slovakia against the background of Serbian postmodernity. We want to do this in connection with the milestone year 1989 (the date of the fall of the Berlin Wall and the Velvet Revolution in Slovakia, but also the year of the author's death), which unfortunately did not live in a dream of democracy in Central or Southeastern Europe. Finally, it is symbolic that D. Kiš's works were relatively well-known and well received in the territory of the former Czechoslovakia, and were translated both before and after 1989, while professional general reflection on his works is increasing, especially since the 1990s, when several literary theoreticians and critics have returned to his life and creative messages with sympathy. However, we will go in medias res and present all the registered responses to the topic. The approach chosen will not be chronological, the order of these considerations will be involuntary, but in the end we will also offer a bibliographical list of all translated works from Serbian postmodern literature in the Slovak language from 1989 to 2019 in alphabetical order. It is a list of translated novels, collections of short stories, poetry selections and dramas by contemporary Serbian writers, which have been adapted by several Slovak translators. The corpus of these translated works from Serbian literature into Slovak after 1989 is therefore not only welcome, but perhaps also fully accepted.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42736421","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}
The main goal of this research is the quantitative and qualitative analysis of lexical errors in spoken discourse in English language teaching of pupils in the 9th grade of primary schools in the northern, central and southern parts of Montenegro. The analysis was carried out between 2013 and 2018. The corpus of this paper consists of audio-recording of 30 English classes, each lasting 45 minutes. This provided relevant data that enabled the identification of errors and the conclusions that are presented in this paper. Comparative analysis was used to check whether there were significant differences in the number and type of errors among the pupils from the three regions. The quantitative analysis showed that the total number of errors is 1,311. The results show that (1) the largest number of errors in the central part of Montenegro relate to the incorrect use of verbs in translating sentences; (2) in the southern and northern parts the largest number of errors relate to the incorrect use of prepositions; (3) the fewest errors cause by interference appear in the northern part; and (4) the incorrect use of words (in terms of their meaning) was not identified in any of the regions. These results may be interesting for the educational authorities, helping them create adequate curricula and develop appropriate classroom activities in the English language classroom.
{"title":"LEXICAL ERROR ANALYSIS IN THE ELEMENTARY SCHOOL EFL CLASSROOM","authors":"Julija Jaramaz, I. Lakić","doi":"10.31902/fll.40.2022.16","DOIUrl":"https://doi.org/10.31902/fll.40.2022.16","url":null,"abstract":"The main goal of this research is the quantitative and qualitative analysis of lexical errors in spoken discourse in English language teaching of pupils in the 9th grade of primary schools in the northern, central and southern parts of Montenegro. The analysis was carried out between 2013 and 2018. The corpus of this paper consists of audio-recording of 30 English classes, each lasting 45 minutes. This provided relevant data that enabled the identification of errors and the conclusions that are presented in this paper. Comparative analysis was used to check whether there were significant differences in the number and type of errors among the pupils from the three regions. The quantitative analysis showed that the total number of errors is 1,311. The results show that (1) the largest number of errors in the central part of Montenegro relate to the incorrect use of verbs in translating sentences; (2) in the southern and northern parts the largest number of errors relate to the incorrect use of prepositions; (3) the fewest errors cause by interference appear in the northern part; and (4) the incorrect use of words (in terms of their meaning) was not identified in any of the regions. These results may be interesting for the educational authorities, helping them create adequate curricula and develop appropriate classroom activities in the English language classroom.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44443686","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}
The paper presents an approach to the literature based on an analysis of three factors: the historical reader, the historical author, and the informed reader. By applying synchronic and diachronic methods of reading, an acceptable critical reading of a literary work is proposed. The paper aims to explain the functioning of all three factors through the interpretation of Jonathan Swift’s Gulliver’s Travels. The result of the interpretation is the discovery of the truth about the true nature of colonialism, which is still relevant today. At the same time, the paper shows the importance of applying the appropriate methodology in the study of literature as a way of achieving and preserving its autonomy in relation to the other humanities.
{"title":"HIDDEN TRUTHS IN JONATHAN SWIFT’S GULLIVER’S TRAVELS","authors":"Kornelije Kvas","doi":"10.31902/fll.40.2022.3","DOIUrl":"https://doi.org/10.31902/fll.40.2022.3","url":null,"abstract":"The paper presents an approach to the literature based on an analysis of three factors: the historical reader, the historical author, and the informed reader. By applying synchronic and diachronic methods of reading, an acceptable critical reading of a literary work is proposed. The paper aims to explain the functioning of all three factors through the interpretation of Jonathan Swift’s Gulliver’s Travels. The result of the interpretation is the discovery of the truth about the true nature of colonialism, which is still relevant today. At the same time, the paper shows the importance of applying the appropriate methodology in the study of literature as a way of achieving and preserving its autonomy in relation to the other humanities.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42576936","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}
The article is an interpretation of Olga Tokarczuk’s novel Drive Your Plow Over the Bones of the Dead from the perspective of affective ecocriticism. The first section concentrates on the socio-political circumstances surrounding the novel’s release. This part of the article also considers Tokarczuk’s understanding of literature as an opportunity to experience sadness, frustration and anger in a cathartic way, and, in doing so, examine and better understand those emotions. It is argued that Drive Your Plow concentrates on two emotions in particular – sorrow and anger – doing so in the context of a wider debate on moral outrage and ecological activism. The article devotes considerable attention to anger, as experienced by the main protagonist of the novel, Janina Duszejko. It is shown that the notion of anger as retribution permeates Duszejko’s conviction that one has the moral obligation to oppose injustice. Nevertheless, Duszejko’s violent actions problematize her stance on anger, emphasizing her inability to control this emotion.
{"title":"“A TRAGIC STORY ABOUT HELPLESSNESS, ANGER AND CIVIL DISOBEDIENCE”: AN AFFECTIVE READING OF OLGA TOKARCZUK’S DRIVE YOUR PLOW OVER THE BONES OF THE DEAD","authors":"M. Pawlicki","doi":"10.31902/fll.40.2022.2","DOIUrl":"https://doi.org/10.31902/fll.40.2022.2","url":null,"abstract":"The article is an interpretation of Olga Tokarczuk’s novel Drive Your Plow Over the Bones of the Dead from the perspective of affective ecocriticism. The first section concentrates on the socio-political circumstances surrounding the novel’s release. This part of the article also considers Tokarczuk’s understanding of literature as an opportunity to experience sadness, frustration and anger in a cathartic way, and, in doing so, examine and better understand those emotions. It is argued that Drive Your Plow concentrates on two emotions in particular – sorrow and anger – doing so in the context of a wider debate\u0000on moral outrage and ecological activism. The article devotes considerable attention to\u0000anger, as experienced by the main protagonist of the novel, Janina Duszejko. It is shown\u0000that the notion of anger as retribution permeates Duszejko’s conviction that one has the\u0000moral obligation to oppose injustice. Nevertheless, Duszejko’s violent actions problematize her stance on anger, emphasizing her inability to control this emotion.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41811329","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}
Listening Skill of any language is the key to all effective communication (Amir & Kang, 2018a; Amir & Kang, 2018b). Listening means the ability to receive and interpret the spoken text accurately and this fact makes it the one communication skill that a language learner should master. Considering the importance of the English language in Pakistan’s educational system, and that of Listening comprehension in the communication system, this study critically evaluates listening competency making a comparison between various groups of Higher Secondary School students of the provincial capital Quetta. The purpose of the study is to identify problems and hurdles that students face while listening to the English language and recommend the remedial steps required to be taken by the subject specialists i.e. teachers of English. The study evaluated the performance of Higher Secondary Students in listening comprehension through the conduct of Listening Comprehension Test/Tests in the classrooms while Questionnaires were used to identify problems of listening comprehension, teaching strategies, listening habits, and other variables. The data collected was analyzed quantitatively to determine the significant differences and correlations between various groups and subgroups of students formed on the basis of sectors and gender. The study was expected to help the teachers and students in better academic performance and concluded with findings and subsequent recommendations for teachers and students to improve listening comprehension of English with respect to the Educational system prevailing in the province of Baluchistan.
{"title":"CRITICAL EVALUATION OF LISTENING COMPREHENSION COMPETENCY IN HIGHER SECONDARY SCHOOLS: EVIDENCE FROM QUETTA, BALUCHISTAN, PAKISTAN","authors":"Shamaila Amir, Ahmad Saeed, Muhammad Akhtar Kang","doi":"10.31902/fll.39.2022.19","DOIUrl":"https://doi.org/10.31902/fll.39.2022.19","url":null,"abstract":"Listening Skill of any language is the key to all effective communication (Amir & Kang, 2018a; Amir & Kang, 2018b). Listening means the ability to receive and interpret the spoken text accurately and this fact makes it the one communication skill that a language learner should master. Considering the importance of the English language in Pakistan’s educational system, and that of Listening comprehension in the communication system, this study critically evaluates listening competency making a comparison between various groups of Higher Secondary School students of the provincial capital Quetta. The purpose of the study is to identify problems and hurdles that students face while listening to the English language and recommend the remedial steps required to be taken by the subject specialists i.e. teachers of English. The study evaluated the performance of Higher Secondary Students in listening comprehension through the conduct of Listening Comprehension Test/Tests in the classrooms while Questionnaires were used to identify problems of listening comprehension, teaching strategies, listening habits, and other variables. The data collected was analyzed quantitatively to determine the significant differences and correlations between various groups and subgroups of students formed on the basis of sectors and gender. The study was expected to help the teachers and students in better academic performance and concluded with findings and subsequent recommendations for teachers and students to improve listening comprehension of English with respect to the Educational system prevailing in the province of Baluchistan.","PeriodicalId":40358,"journal":{"name":"Folia Linguistica et Litteraria","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42305940","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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