CLIL (Content and Language Integrated learning) stands for teaching a non-language school subject in a foreign language where the foreign language and school subject (content) have equal value (Coyle et al., 2010). Since 1990, CLIL has gained priority from all others approaches, and its influence escalated in 2005 with the proposal of the European Parliament that CLIL should be adopted as a method from all the European Union (EC, 2005). CLIL represents the ultimate dream of communicative language teaching (Dalton-Puffer, 2007:3) and is considered to be the ultimate communicative method (Graddol, 2006, p.86). However, Greece is one of the six European countries that have not adopted the CLIL method as an official teaching method yet (Eurydice, 2008). CLIL is currently taught experimentally only at the 3rd Primary Experimental School of Evosmos since 2011. This paper discusses the results of our study, which investigated the impact of CLIL method on the general linguistic proficiency of Greek Primary learners studying English as a foreign language during the academic year 2012-2013. The participants of this study were the students attending the last two grades of Primary School (fifth and sixth grade) of the 3rd Experimental School of Evosmos. At the beginning of the academic year, they took the Flyers Cambridge Young Learners Language test and according to their scores, they were classified to three levels of proficiency in English based on their performance. The conducted study was a quasi-experimental design having as its primary objective to investigate whether there was a linguistic advantage for the experimental group over the control group. In the course of the study, the experimental group participated both in the CLIL program and the courses of a typical EFL lesson while the other group attended only a typical EFL lesson. To compare the linguistic performance of both groups from 5 th and 6 th grade, we compared the results of language tests designed by the school teachers and administered to both groups of each grade as a pre-test prior to the implementation of the treatment and as a post-test at the end of the academic year after the treatment was implemented. The results of the study revealed that CLIL had shown a positive impact and a potential to the experimental groups of both grades, although the trends are not statistically significant for neither of the two grades. However, the findings indicated that the 5 th graders who followed the CLIL program achieved to maintain their level of linguistic proficiency and the 6 th graders achieved even to improve it. Consequently, based on the findings as mentioned earlier, CLIL seems to have a strong potential for foreign language teaching in a formal context.
CLIL (Content and Language Integrated learning，内容与语言整合学习)指的是用外语教授非语言学校的学科，其中外语与学校的学科(内容)具有同等的价值(Coyle et al.， 2010)。自1990年以来，CLIL在所有其他方法中获得优先地位，2005年，随着欧洲议会提议将CLIL作为整个欧盟采用的一种方法，其影响进一步扩大(欧共体，2005年)。CLIL代表了交际语言教学的终极梦想(Dalton-Puffer, 2007:3)，被认为是终极交际方法(Graddol, 2006, p.86)。然而，希腊是尚未将CLIL教学法作为官方教学方法的六个欧洲国家之一(Eurydice, 2008)。自2011年起，CLIL目前仅在Evosmos第三小学实验学校进行实验教学。本文讨论了我们的研究结果，该研究调查了CLIL方法对2012-2013学年希腊小学学生学习英语作为外语的总体语言能力的影响。本研究的研究对象为怡宇第三实验学校小学后两年级(五年级和六年级)的学生。在学年开始的时候，他们参加了Flyers剑桥青年学习者语言测试，根据他们的成绩，他们的英语熟练程度被分为三个等级。所进行的研究是一种准实验设计，其主要目的是调查实验组是否比对照组有语言优势。在研究过程中，实验组既参加了CLIL项目，又参加了典型的英语课程，而另一组只参加了典型的英语课程。为了比较五年级和六年级两组学生的语言表现，我们比较了由学校教师设计的语言测试的结果，这些测试在实施治疗前作为前测，在实施治疗后作为后测，在学年结束时进行。研究结果显示，CLIL对两个年级的实验组都有积极的影响和潜力，尽管这一趋势在两个年级都没有统计学意义。然而，研究结果表明，五年级学生的语言能力水平保持不变，六年级学生的语言能力水平甚至有所提高。因此，基于前面提到的研究结果，CLIL似乎在正式语境下的外语教学中具有强大的潜力。
{"title":"The Implementation of CLIL Method in the Greek Educational System: The Case of its Impact on the Linguistic Competence of 5th and 6th Graders.","authors":"Tosounidou Chrysoula, Theoharidou Kalliopi","doi":"10.30845/ijll.v6n3p11","DOIUrl":"https://doi.org/10.30845/ijll.v6n3p11","url":null,"abstract":"CLIL (Content and Language Integrated learning) stands for teaching a non-language school subject in a foreign language where the foreign language and school subject (content) have equal value (Coyle et al., 2010). Since 1990, CLIL has gained priority from all others approaches, and its influence escalated in 2005 with the proposal of the European Parliament that CLIL should be adopted as a method from all the European Union (EC, 2005). CLIL represents the ultimate dream of communicative language teaching (Dalton-Puffer, 2007:3) and is considered to be the ultimate communicative method (Graddol, 2006, p.86). However, Greece is one of the six European countries that have not adopted the CLIL method as an official teaching method yet (Eurydice, 2008). CLIL is currently taught experimentally only at the 3rd Primary Experimental School of Evosmos since 2011. This paper discusses the results of our study, which investigated the impact of CLIL method on the general linguistic proficiency of Greek Primary learners studying English as a foreign language during the academic year 2012-2013. The participants of this study were the students attending the last two grades of Primary School (fifth and sixth grade) of the 3rd Experimental School of Evosmos. At the beginning of the academic year, they took the Flyers Cambridge Young Learners Language test and according to their scores, they were classified to three levels of proficiency in English based on their performance. The conducted study was a quasi-experimental design having as its primary objective to investigate whether there was a linguistic advantage for the experimental group over the control group. In the course of the study, the experimental group participated both in the CLIL program and the courses of a typical EFL lesson while the other group attended only a typical EFL lesson. To compare the linguistic performance of both groups from 5 th and 6 th grade, we compared the results of language tests designed by the school teachers and administered to both groups of each grade as a pre-test prior to the implementation of the treatment and as a post-test at the end of the academic year after the treatment was implemented. The results of the study revealed that CLIL had shown a positive impact and a potential to the experimental groups of both grades, although the trends are not statistically significant for neither of the two grades. However, the findings indicated that the 5 th graders who followed the CLIL program achieved to maintain their level of linguistic proficiency and the 6 th graders achieved even to improve it. Consequently, based on the findings as mentioned earlier, CLIL seems to have a strong potential for foreign language teaching in a formal context.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124622016","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}
English grammar obligates usage of plural nouns after numerical adjectives and quantifiers, whereas languages like Persian and Turkish require that bare nouns be used in that case. This study investigated sixty EFL learners who were Turkish or Persian native speakers to find out whether or not there was a negative transfer in their interlanguage in terms of using bare nouns instead of plural nouns. Two tests of oral and written form were conducted to collect the data. The results revealed that there is almost no negative transfer in written sentences of the both experimental groups. However their oral test utterances were affected by their related L1 structure and bare nouns were used after numbers or quantifiers.
{"title":"A Cross-Linguistic Transfer Study of Plural Nouns after Numerical Adjectives and Quantifiers in English by Turkish and Persian EFL learners","authors":"Hamideh Hamdi Khosroshahi","doi":"10.30845/ijll.v6n3p6","DOIUrl":"https://doi.org/10.30845/ijll.v6n3p6","url":null,"abstract":"English grammar obligates usage of plural nouns after numerical adjectives and quantifiers, whereas languages like Persian and Turkish require that bare nouns be used in that case. This study investigated sixty EFL learners who were Turkish or Persian native speakers to find out whether or not there was a negative transfer in their interlanguage in terms of using bare nouns instead of plural nouns. Two tests of oral and written form were conducted to collect the data. The results revealed that there is almost no negative transfer in written sentences of the both experimental groups. However their oral test utterances were affected by their related L1 structure and bare nouns were used after numbers or quantifiers.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130996900","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 study was conducted to investigateand identify the most effectiveoral outside classroom opportunities for practicing English and their effecton EFL learners’ oral fluency. An investigative questionnaire consisted of 10 questions was used to collect the related data. A random sample of 89 students from King Abdulaziz University responded to this questionnaire. One important finding of this study wasmost students preferred the oral opportunities in which they interacted with native speakersandbelieved these opportunitiesaffected their fluencythe most.Another significant finding was studentsfavoured virtual opportunities more than authentic ones. A third finding was the activitiesin which students wereobliged to use English had a noticeable effect on their oral fluency more than opportunities where they used their mother tongue. Interpretations for these findings were discussed and recommendations were suggested to encourage students to engagein effectiveoral opportunities to improve their English fluency.
{"title":"An Analysis into the Outside Classroom Opportunities for Practicing Oral English and Their Effect on EFL Learners’ Fluency","authors":"Mamoon M. Alaraj","doi":"10.30845/ijll.v6n4p17","DOIUrl":"https://doi.org/10.30845/ijll.v6n4p17","url":null,"abstract":"This study was conducted to investigateand identify the most effectiveoral outside classroom opportunities for practicing English and their effecton EFL learners’ oral fluency. An investigative questionnaire consisted of 10 questions was used to collect the related data. A random sample of 89 students from King Abdulaziz University responded to this questionnaire. One important finding of this study wasmost students preferred the oral opportunities in which they interacted with native speakersandbelieved these opportunitiesaffected their fluencythe most.Another significant finding was studentsfavoured virtual opportunities more than authentic ones. A third finding was the activitiesin which students wereobliged to use English had a noticeable effect on their oral fluency more than opportunities where they used their mother tongue. Interpretations for these findings were discussed and recommendations were suggested to encourage students to engagein effectiveoral opportunities to improve their English fluency.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123745655","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 study is a discursive psychology interpretation of inmates’ wellbeing during prison counselling sessions in the Olokuta Medium Security Prisons (MSP), Akure, Ondo State. To achieve this, the study investigates phonosyntactic elements in prison counselling discourse, and addresses interpretation of codes under utterance forms as a strategy that enhances inmates’ overall wellbeing during PCI. The Prison Counsellor and/or Clinical Psychologist (PC/CP) employ interactive devices such as elicitation in talk, punishment distancing and encouragement/motivation; the inmate clients construct scripts like self-revelation, offence confession and behavioural change. These interactive responses were drawn from such counselling issues as relating, understanding and changing. Social, physical, psychological, spiritual, and emotional wellbeing, as well as life satisfaction are wellbeing components mined from PCI. This study emphasized some counselling issues with psychological insinuations which PCs, CPs and ICs construct in the discourse of prison counselling, their linguistic interactive responses and phonosyntactic implication on wellbeing This study examines psychologically-based linguistic indices emanating from counselling interlocutors and the interactive responses ensuing from such interactions in the Olokuta Medium Security Prison, Akure, Ondo State. It looks at prison counselling interaction as a means of creating social bonding between two socially unequal hierarchies (prison officials functioning as either prison counsellors or counselling psychologists and prison inmates functioning as inmate clients), enhancing wellbeing components, eliminating stress-induced factors in a prison setting, and establishing peace in the prison society which may extend to the world outside the prison walls. Prison counselling
{"title":"Discursive Psychology Interpretation of Inmates’ Wellbeing in Olokuta Prison Counselling Interactions, Akure","authors":"Adaku Chinenye Amaechi","doi":"10.30845/ijll.v7n2p10","DOIUrl":"https://doi.org/10.30845/ijll.v7n2p10","url":null,"abstract":"This study is a discursive psychology interpretation of inmates’ wellbeing during prison counselling sessions in the Olokuta Medium Security Prisons (MSP), Akure, Ondo State. To achieve this, the study investigates phonosyntactic elements in prison counselling discourse, and addresses interpretation of codes under utterance forms as a strategy that enhances inmates’ overall wellbeing during PCI. The Prison Counsellor and/or Clinical Psychologist (PC/CP) employ interactive devices such as elicitation in talk, punishment distancing and encouragement/motivation; the inmate clients construct scripts like self-revelation, offence confession and behavioural change. These interactive responses were drawn from such counselling issues as relating, understanding and changing. Social, physical, psychological, spiritual, and emotional wellbeing, as well as life satisfaction are wellbeing components mined from PCI. This study emphasized some counselling issues with psychological insinuations which PCs, CPs and ICs construct in the discourse of prison counselling, their linguistic interactive responses and phonosyntactic implication on wellbeing This study examines psychologically-based linguistic indices emanating from counselling interlocutors and the interactive responses ensuing from such interactions in the Olokuta Medium Security Prison, Akure, Ondo State. It looks at prison counselling interaction as a means of creating social bonding between two socially unequal hierarchies (prison officials functioning as either prison counsellors or counselling psychologists and prison inmates functioning as inmate clients), enhancing wellbeing components, eliminating stress-induced factors in a prison setting, and establishing peace in the prison society which may extend to the world outside the prison walls. Prison counselling","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121554076","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 present study attempts to apply the rules of the generative phonological theory to the rules of the phonological system of the Qur'anic phonology(science of Tajweed).It focuses on the behavior of the Noon Sakinah and Tanween in the light of generative phonological theory. To do so the paper attempts to generate generative phonological rules for the Qur'anic phonological rules of the Noon Sakinah as a written letter or as a Tanween on the final position of a word. Chomsky's and Halle's generative rules were followed to formulate the rules. Since the paper is related to the phonological rules of the Holy Quran, the data were examples quoted from the Holy Quran .The paper concluded that the generative phonological rules apply to the Quranic phonological rules, but in the case of concealment it is applied partially due to the nature of this rule, its neither assimilation nor complete change and easier than clear pronouncing
{"title":"The Behavior of Noon Saakinah and Tanween in Qur'anic Recitation: In the Light of Generative Phonology","authors":"Hamid Ibrahim Al-Shishtawi","doi":"10.30845/ijll.v6n1p9","DOIUrl":"https://doi.org/10.30845/ijll.v6n1p9","url":null,"abstract":"The present study attempts to apply the rules of the generative phonological theory to the rules of the phonological system of the Qur'anic phonology(science of Tajweed).It focuses on the behavior of the Noon Sakinah and Tanween in the light of generative phonological theory. To do so the paper attempts to generate generative phonological rules for the Qur'anic phonological rules of the Noon Sakinah as a written letter or as a Tanween on the final position of a word. Chomsky's and Halle's generative rules were followed to formulate the rules. Since the paper is related to the phonological rules of the Holy Quran, the data were examples quoted from the Holy Quran .The paper concluded that the generative phonological rules apply to the Quranic phonological rules, but in the case of concealment it is applied partially due to the nature of this rule, its neither assimilation nor complete change and easier than clear pronouncing","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129358816","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 study investigates underwear ritual discourse in Nairaland, focusing on social semiotic approach. It particularly explores how language and attitude interact explicitly to communicate attitudinal meaning in this discussion board. Findings show that explicit linguistic realisations such as amplifiers, interrogatives, and symbolism are significant to explicating revolutionary, expository, sarcastic, indifferent, condemnatory and justificatory attitudes.From these attitudes, not many of the commenters are against crime, but very many of them seem to suggest that the solution to the subject of criminality is not in the hands of individuals; it lies in the hands of government. The study therefore concludes that online environment has provided a semiotic space for people to register their involvement in the sociopolitical and economic events of the country.
{"title":"A Social Semiotic Study of Online Comments on Underwear Ritual Discourse in Nairaland","authors":"Bankole Idowu Akinwande","doi":"10.30845/IJLL.V6N2P5","DOIUrl":"https://doi.org/10.30845/IJLL.V6N2P5","url":null,"abstract":"This study investigates underwear ritual discourse in Nairaland, focusing on social semiotic approach. It particularly explores how language and attitude interact explicitly to communicate attitudinal meaning in this discussion board. Findings show that explicit linguistic realisations such as amplifiers, interrogatives, and symbolism are significant to explicating revolutionary, expository, sarcastic, indifferent, condemnatory and justificatory attitudes.From these attitudes, not many of the commenters are against crime, but very many of them seem to suggest that the solution to the subject of criminality is not in the hands of individuals; it lies in the hands of government. The study therefore concludes that online environment has provided a semiotic space for people to register their involvement in the sociopolitical and economic events of the country.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128295805","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}
Grammatical gender is arguably the most puzzling and fascinating of all grammatical categories that is central and pervasive in some languages and totally absent in others. The aim of this article is to investigate the similarities and differences in grammatical gender between Moroccan Arabic, one of the west Semitic languages, and Hawrami, one of the new northwestern and endangered Iranian languages, belonging to two different language families, i.e. Semitic and Indo-European, within the framework of contrastive analysis. To this end, the written sources in this connection have been used. Moreover, the author is the native speaker of Hawrami and has used his linguistic intuition where necessary. Data contrast indicates that in both languages: there are two grammatical genders (masculine and feminine); all nouns are either masculine or feminine; the unmarked grammatical gender is masculine; the grammatical gender of the noun is determined by its final phone (and stress position in Hawrami); adjectives, verbs, and personal pronouns agree with nouns in grammatical gender. Consequently, the grammatical gender assignment system of both languages is formal, i.e. phonological and therefore overt. There are also some differences between the two languages. The most important one is that only singular nouns have grammatical gender distinction in Hawrami, whereas both singular and plural nouns have this distinction in Moroccan Arabic. The results of the research can be used in language learning and comparative and historical linguistics.
{"title":"Grammatical Gender in Arabic and Hawrami","authors":"M. Sadjadi","doi":"10.30845/IJLL.V6N2P12","DOIUrl":"https://doi.org/10.30845/IJLL.V6N2P12","url":null,"abstract":"Grammatical gender is arguably the most puzzling and fascinating of all grammatical categories that is central and pervasive in some languages and totally absent in others. The aim of this article is to investigate the similarities and differences in grammatical gender between Moroccan Arabic, one of the west Semitic languages, and Hawrami, one of the new northwestern and endangered Iranian languages, belonging to two different language families, i.e. Semitic and Indo-European, within the framework of contrastive analysis. To this end, the written sources in this connection have been used. Moreover, the author is the native speaker of Hawrami and has used his linguistic intuition where necessary. Data contrast indicates that in both languages: there are two grammatical genders (masculine and feminine); all nouns are either masculine or feminine; the unmarked grammatical gender is masculine; the grammatical gender of the noun is determined by its final phone (and stress position in Hawrami); adjectives, verbs, and personal pronouns agree with nouns in grammatical gender. Consequently, the grammatical gender assignment system of both languages is formal, i.e. phonological and therefore overt. There are also some differences between the two languages. The most important one is that only singular nouns have grammatical gender distinction in Hawrami, whereas both singular and plural nouns have this distinction in Moroccan Arabic. The results of the research can be used in language learning and comparative and historical linguistics.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128717256","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 new world of online communication is far beyond the classical coordinates upon which the semiotic community was founded: new forms of participation establish who is inside, who is outside the new orders of discourse, while the same "author function" changes, because it is no longer a matter of a single person, but it more and more often concerns the entire communities of speakers, writers, communicators. In the light of this new scenario that is both semiotic and anthropological, it is not possible to take an apocalyptic or integrated stance: we must keep up with our own times, something can also result in accepting a world that is entirely made up of simulacra, in which new tribal forms are insinuated, along with new forms of barbarism as well as of orality intertwined with new ways of writing. From Castells to Levy, Maffesoli, de Kerckhove, the new philosophy of language must question the limits and conditions of the new ways of contemporary online communication, perhaps in order to discover new collective forms of unconscious in the big data network.
在线交流的新世界远远超出了符号学共同体建立的经典坐标:新的参与形式确定了谁在新的话语秩序中，谁在新的话语秩序之外，而同样的“作者功能”发生了变化，因为它不再是一个人的事情，而是越来越多地涉及到整个说话者、作家、传播者的社区。在这种符号学和人类学的新情况下，不可能采取一种世界末日或综合的立场:我们必须跟上我们自己的时代，也可能导致接受一个完全由拟像组成的世界，在这个世界里，新的部落形式被暗示，伴随着新的野蛮形式，以及与新的写作方式交织在一起的口头表达。从Castells到Levy, Maffesoli, de Kerckhove，新的语言哲学必须质疑当代在线交流新方式的限制和条件，也许是为了在大数据网络中发现无意识的新集体形式。
{"title":"On The Problem of Communication in a Transmedia Sense in Constant Reference to Its Online Determination","authors":"Filippo Silvestri","doi":"10.30845/ijll.v6n4p2","DOIUrl":"https://doi.org/10.30845/ijll.v6n4p2","url":null,"abstract":"The new world of online communication is far beyond the classical coordinates upon which the semiotic community was founded: new forms of participation establish who is inside, who is outside the new orders of discourse, while the same \"author function\" changes, because it is no longer a matter of a single person, but it more and more often concerns the entire communities of speakers, writers, communicators. In the light of this new scenario that is both semiotic and anthropological, it is not possible to take an apocalyptic or integrated stance: we must keep up with our own times, something can also result in accepting a world that is entirely made up of simulacra, in which new tribal forms are insinuated, along with new forms of barbarism as well as of orality intertwined with new ways of writing. From Castells to Levy, Maffesoli, de Kerckhove, the new philosophy of language must question the limits and conditions of the new ways of contemporary online communication, perhaps in order to discover new collective forms of unconscious in the big data network.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128917271","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}
Young people use social media not only as platforms forsocializing but alsoas mediation tools for learning, including English language learning. This study investigated Saudi English learners’ perceptions of using social media platforms in language learning and exploredthe relationship between these learners’ perceptions of social media platforms and their English language proficiency level. Twenty-four Saudi female participants took an online questionnaire and the Oxford Quick Placement Test. The results of the questionnaire indicatedthat the participants have positive perceptions of the use of social medial platformsand that Twitter is the most commonly used platform. The study further reveals that learners use social media platforms to enhance their speaking and writing skills. However, the statistical analysis shows no correlation between students’ perception of social media platforms and English language proficiency level. Therefore, the researchers call for social media-assisted classrooms to enhance language learning and engage students during instruction.
{"title":"The Relationship between EFL Learners’ Perception of Social Media Platforms and English Language Proficiency","authors":"Maryam S Alghamdi, Mona Sabir","doi":"10.30845/ijll.v6n3p4","DOIUrl":"https://doi.org/10.30845/ijll.v6n3p4","url":null,"abstract":"Young people use social media not only as platforms forsocializing but alsoas mediation tools for learning, including English language learning. This study investigated Saudi English learners’ perceptions of using social media platforms in language learning and exploredthe relationship between these learners’ perceptions of social media platforms and their English language proficiency level. Twenty-four Saudi female participants took an online questionnaire and the Oxford Quick Placement Test. The results of the questionnaire indicatedthat the participants have positive perceptions of the use of social medial platformsand that Twitter is the most commonly used platform. The study further reveals that learners use social media platforms to enhance their speaking and writing skills. However, the statistical analysis shows no correlation between students’ perception of social media platforms and English language proficiency level. Therefore, the researchers call for social media-assisted classrooms to enhance language learning and engage students during instruction.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116183214","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 is based on the experiential metafunction of Halliday’s systemic functional linguistics, including material process, mental process, relational process, verbal process, behavioural process and existential process. It is an aim to study the poem “Ru Meng Ling”written by Li Qingzhao and four English versions from the perspective of experiential metafunction in systemic functional linguistics. It starts with a brief introduction of experiential metafunction; then, it analyses the experiential metafunction in original poem. Next, it compares with the experiential metafunctionof these four English versions. Finally, it comes to a conclusion. At the same time, it aims to explore the feasibility of systemic functional linguistics in discourse analysis and translation by studying Chinese poetry, and try to provide a new way for the analysis of Chinese poetry translation.
{"title":"An Experiential Metafunctional Analysis of Poetry in Song Dynasty ---- Take Ru Meng Ling as an Example","authors":"Jiachun Wang","doi":"10.30845/ijll.v6n2p9","DOIUrl":"https://doi.org/10.30845/ijll.v6n2p9","url":null,"abstract":"This paper is based on the experiential metafunction of Halliday’s systemic functional linguistics, including material process, mental process, relational process, verbal process, behavioural process and existential process. It is an aim to study the poem “Ru Meng Ling”written by Li Qingzhao and four English versions from the perspective of experiential metafunction in systemic functional linguistics. It starts with a brief introduction of experiential metafunction; then, it analyses the experiential metafunction in original poem. Next, it compares with the experiential metafunctionof these four English versions. Finally, it comes to a conclusion. At the same time, it aims to explore the feasibility of systemic functional linguistics in discourse analysis and translation by studying Chinese poetry, and try to provide a new way for the analysis of Chinese poetry translation.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122252691","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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