Pub Date : 2022-12-01DOI: 10.2478/jolace-2022-0017
Guy Redmer
Abstract Individualism is a hallmark descriptor of American culture. Frederick Jackson Turner’s seminal Frontier Thesis argued that such individualism has its roots in the frontier. While some have questioned this, subsequent studies have found empirical support for the cultural significance of the frontier experience. It is therefore worth revisiting relevant literature to explore depictions of individualism and all of its nuances. This paper examines individualism in Louis L’Amour’s Dark Canyon. L’Amour’s work, spanning more than fifty years, have embodied the quintessential Western novel. This paper’s analysis is guided by a proposed framework of individualism coming from inherent traits of the American frontier. These include the following: selective migration, rugged conditions, and opportunity for advancement through hard work. The author posits that this picture of individualism is reflected and expressed in Dark Canyon.
个人主义是美国文化的一个标志性特征。弗雷德里克·杰克逊·特纳(Frederick Jackson Turner)开创性的《边疆论文》(Frontier Thesis)认为，这种个人主义植根于边疆。虽然有些人对此提出质疑，但随后的研究发现了边疆经历的文化意义的实证支持。因此，值得重温相关文献，探索个人主义的描述及其所有细微差别。本文考察了路易斯·爱尔的《黑暗峡谷》中的个人主义。爱的作品跨越了五十多年，体现了西方小说的精髓。本文的分析以美国边疆固有特征所提出的个人主义框架为指导。这些条件包括:选择性迁移、艰苦的工作条件和通过努力工作获得晋升的机会。作者认为，这种个人主义的形象在《黑暗峡谷》中得到了体现和表达。
{"title":"The Desire for a Home: Individualism in Louis L’Amour’s Dark Canyon","authors":"Guy Redmer","doi":"10.2478/jolace-2022-0017","DOIUrl":"https://doi.org/10.2478/jolace-2022-0017","url":null,"abstract":"Abstract Individualism is a hallmark descriptor of American culture. Frederick Jackson Turner’s seminal Frontier Thesis argued that such individualism has its roots in the frontier. While some have questioned this, subsequent studies have found empirical support for the cultural significance of the frontier experience. It is therefore worth revisiting relevant literature to explore depictions of individualism and all of its nuances. This paper examines individualism in Louis L’Amour’s Dark Canyon. L’Amour’s work, spanning more than fifty years, have embodied the quintessential Western novel. This paper’s analysis is guided by a proposed framework of individualism coming from inherent traits of the American frontier. These include the following: selective migration, rugged conditions, and opportunity for advancement through hard work. The author posits that this picture of individualism is reflected and expressed in Dark Canyon.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"10 1","pages":"54 - 62"},"PeriodicalIF":0.1,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46448084","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 : 2022-12-01DOI: 10.2478/jolace-2022-0013
Mohammed Hafizur Rahman, D. Alqahtani
Abstract Kinesics is a paralinguistic feature that helps convey a message quickly, especially in a TESOL environment. Kinesics is one of the main features of paralinguistics, which comprises various nonverbal fundamental elements. In this study, researchers collected the data regarding the effectiveness of kinesics for ESOL learners using a questionnaire with a sample of 385 instructors and learners from Saudi Arabian universities. Two hypotheses were tested: integrated kinesics significantly impacts learner-oriented proximity, and integrated kinesics features have a substantial effect on instructor-oriented proximity. SPSS was used to scrutinize the collected data. Regression analysis and descriptive statistic methods were used to check the frequency and reliability of the data and the variation of the results. The study’s findings indicate a significant impact of integrated kinesics features on learner-oriented proximity and instructororiented proximity. Using kinesics features in TESOL is very effective. It is concluded that kinesics is an inseparable part of the lecture room’s learning and teaching process. It is an integral part of teaching ESOL that should not be neglected.
{"title":"Effectiveness of Kinesics among Saudi undergraduate EFL Students: How do Paralinguistics Impact the Pedagogical Practices in an ESOL Classroom?","authors":"Mohammed Hafizur Rahman, D. Alqahtani","doi":"10.2478/jolace-2022-0013","DOIUrl":"https://doi.org/10.2478/jolace-2022-0013","url":null,"abstract":"Abstract Kinesics is a paralinguistic feature that helps convey a message quickly, especially in a TESOL environment. Kinesics is one of the main features of paralinguistics, which comprises various nonverbal fundamental elements. In this study, researchers collected the data regarding the effectiveness of kinesics for ESOL learners using a questionnaire with a sample of 385 instructors and learners from Saudi Arabian universities. Two hypotheses were tested: integrated kinesics significantly impacts learner-oriented proximity, and integrated kinesics features have a substantial effect on instructor-oriented proximity. SPSS was used to scrutinize the collected data. Regression analysis and descriptive statistic methods were used to check the frequency and reliability of the data and the variation of the results. The study’s findings indicate a significant impact of integrated kinesics features on learner-oriented proximity and instructororiented proximity. Using kinesics features in TESOL is very effective. It is concluded that kinesics is an inseparable part of the lecture room’s learning and teaching process. It is an integral part of teaching ESOL that should not be neglected.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"10 1","pages":"1 - 13"},"PeriodicalIF":0.1,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49504131","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 : 2022-12-01DOI: 10.2478/jolace-2022-0018
Gabriela Magalová, Roman Gajdoš, Štefania Vyskočová
Abstract In the paper, the authors analyse to what extent university students – future teachers – can evaluate a book for children as a symbiosis of a text and a picture, and their ability to present these features to readers in preschool, and primary education. Comparing the international PISA results, the level of reading literacy in Slovakia is not sufficient. The authors of the paper look for possible reasons and analyse the current level of professional university students’ preparation for work with the book for children. Furthermore, they suggest the procedures, and criteria that can be applied in evaluating the books’ textual and illustrative quality, concerning their usage in the particular activities of the educational process.
{"title":"A Book for Children as Symbiosis of a Text and a Picture: Can Future Teachers Evaluate Literary and Illustrative Value of Books for Children?","authors":"Gabriela Magalová, Roman Gajdoš, Štefania Vyskočová","doi":"10.2478/jolace-2022-0018","DOIUrl":"https://doi.org/10.2478/jolace-2022-0018","url":null,"abstract":"Abstract In the paper, the authors analyse to what extent university students – future teachers – can evaluate a book for children as a symbiosis of a text and a picture, and their ability to present these features to readers in preschool, and primary education. Comparing the international PISA results, the level of reading literacy in Slovakia is not sufficient. The authors of the paper look for possible reasons and analyse the current level of professional university students’ preparation for work with the book for children. Furthermore, they suggest the procedures, and criteria that can be applied in evaluating the books’ textual and illustrative quality, concerning their usage in the particular activities of the educational process.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"10 1","pages":"63 - 78"},"PeriodicalIF":0.1,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43759010","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 : 2022-12-01DOI: 10.2478/jolace-2022-0015
B. Gajdošová, O. Orosová, M. Bacikova-Sleskova
Abstract The aim of the study was to explore the developmental changes in the components of cognitive autonomy of adolescents in the period between 11th and 13th year of age. The research was carried out in 63 primary schools in one 6th grade class in each school. The pupils in 31 classes underwent the Unplugged program. The data were collected at five measurement points and 497 pupils participated in all of them (40.5% boys, T1: M age = 11.52, SD = 0.61). Statistical analysis was conducted in IBM SPSS 21. The basic descriptive statistics was computed for all factors of cognitive autonomy and for every measurement point for boys and girls and for the participants with and without the Unplugged program. To address changes over time a longitudinal approach was applied and linear mixed modelling was used, which uses multilevel hierarchical modelling. The first level addressed the within-subject change in measured variables over time. The second level addressed changes in measured variables between subjects. Through linear mixed modelling we have found that voicing opinions improve in the explored age group regardless of gender and participation in the program. Comparative validation was found to be higher among girls. Furthermore, it was found that a higher level of all factors of cognitive autonomy indicated a lower increase in these factors over time. Significant differences in the level of changes in individuals were found in all, except for decisionmaking in which an increase was observed in most of the respondents.
{"title":"Changes in cognitive autonomy during early adolescence","authors":"B. Gajdošová, O. Orosová, M. Bacikova-Sleskova","doi":"10.2478/jolace-2022-0015","DOIUrl":"https://doi.org/10.2478/jolace-2022-0015","url":null,"abstract":"Abstract The aim of the study was to explore the developmental changes in the components of cognitive autonomy of adolescents in the period between 11th and 13th year of age. The research was carried out in 63 primary schools in one 6th grade class in each school. The pupils in 31 classes underwent the Unplugged program. The data were collected at five measurement points and 497 pupils participated in all of them (40.5% boys, T1: M age = 11.52, SD = 0.61). Statistical analysis was conducted in IBM SPSS 21. The basic descriptive statistics was computed for all factors of cognitive autonomy and for every measurement point for boys and girls and for the participants with and without the Unplugged program. To address changes over time a longitudinal approach was applied and linear mixed modelling was used, which uses multilevel hierarchical modelling. The first level addressed the within-subject change in measured variables over time. The second level addressed changes in measured variables between subjects. Through linear mixed modelling we have found that voicing opinions improve in the explored age group regardless of gender and participation in the program. Comparative validation was found to be higher among girls. Furthermore, it was found that a higher level of all factors of cognitive autonomy indicated a lower increase in these factors over time. Significant differences in the level of changes in individuals were found in all, except for decisionmaking in which an increase was observed in most of the respondents.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"10 1","pages":"32 - 42"},"PeriodicalIF":0.1,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44337703","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 : 2022-12-01DOI: 10.2478/jolace-2022-0016
Waleed Abd Elwahab Abd Elmajid Osman
Abstract Using recent technology in education has great effects on stimulating learners to study English Language and improving their academic competence. With the increasing demands for information and bits of knowledge in various fields of learning and science, we have such huge numbers of chances accessible to drive that connection between learners, content, and technology. The key objective of this research paper is to support the perception of the utilization of technology in education, which boosts the function of learning, along with the fact that utilizing it in classrooms improves the ways of creativity in the instructive practice, as it is a facilitator for expanding and effectively obliging learners to the educational programs. A short while ago, excessive sympathy has been given to the utilization of technology in education, which reflects conclusively on the educational progression, and hand out the enhancement procedure that every instructive affiliation search for.
{"title":"Utilizing Modern Technology to Motivate University Students to Study English Language","authors":"Waleed Abd Elwahab Abd Elmajid Osman","doi":"10.2478/jolace-2022-0016","DOIUrl":"https://doi.org/10.2478/jolace-2022-0016","url":null,"abstract":"Abstract Using recent technology in education has great effects on stimulating learners to study English Language and improving their academic competence. With the increasing demands for information and bits of knowledge in various fields of learning and science, we have such huge numbers of chances accessible to drive that connection between learners, content, and technology. The key objective of this research paper is to support the perception of the utilization of technology in education, which boosts the function of learning, along with the fact that utilizing it in classrooms improves the ways of creativity in the instructive practice, as it is a facilitator for expanding and effectively obliging learners to the educational programs. A short while ago, excessive sympathy has been given to the utilization of technology in education, which reflects conclusively on the educational progression, and hand out the enhancement procedure that every instructive affiliation search for.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"10 1","pages":"43 - 53"},"PeriodicalIF":0.1,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47773364","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 : 2022-12-01DOI: 10.2478/jolace-2022-0014
Adebileje O. Adebola, Babatunde A. Samuel
Abstract This paper investigates how pragmatics can be deployed to interpret non-standard usages in the context of the English language users. There are two important linguistics keys to interpreting meanings in English: pragmatics and grammatical competence. For effective communication, a decoder must be competent at the two levels. Many researchers in Nigeria have agreed that, Nigerian English has come to stay, therefore, we need to look beyond the grammatical rules and deploy a method of interpreting non-standard usages in the messages of these people. Decoding a message does not rely only on the linguistics or signs, there are extra linguistic properties that help the addressee to infer meanings from the message of the speakers which can be drawn from pragmatics. Pragmatics and grammar work hand in hand to provide meanings during an interaction.
{"title":"Comprehending Non-Standard Grammatical Comments on Facebook through Pragmatics: A Pragma-syntactic Analysis of Users in Nigeria","authors":"Adebileje O. Adebola, Babatunde A. Samuel","doi":"10.2478/jolace-2022-0014","DOIUrl":"https://doi.org/10.2478/jolace-2022-0014","url":null,"abstract":"Abstract This paper investigates how pragmatics can be deployed to interpret non-standard usages in the context of the English language users. There are two important linguistics keys to interpreting meanings in English: pragmatics and grammatical competence. For effective communication, a decoder must be competent at the two levels. Many researchers in Nigeria have agreed that, Nigerian English has come to stay, therefore, we need to look beyond the grammatical rules and deploy a method of interpreting non-standard usages in the messages of these people. Decoding a message does not rely only on the linguistics or signs, there are extra linguistic properties that help the addressee to infer meanings from the message of the speakers which can be drawn from pragmatics. Pragmatics and grammar work hand in hand to provide meanings during an interaction.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"10 1","pages":"14 - 31"},"PeriodicalIF":0.1,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43405430","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 : 2022-07-01DOI: 10.2478/jolace-2022-0010
Jozef Pecina
Abstract When the war started in Europe in 1914, the United States military was desperately undermanned and underequipped. Prior to the country’s entry into the conflict, there was a pervading fear of a German invasion of the United States. The paranoia was further fed by what is now called “invasion literature.” Between 1914 and 1917, dozens of works appeared that raised the spectre of a German invasion. In these long-forgotten novels, millions of German soldiers are storming the beaches of the Atlantic coast and capturing New York, Boston, and Washington. This paper examines invasion literature and brings to light such examples of the genre as John Bernard Walker’s America Fallen! (1915), Cleveland Moffett’s The Conquest of America (1916), and Thomas Dixon’s The Fall of a Nation (1916).
{"title":"America Under Fire: Imagined Invasions of the United States during World War I","authors":"Jozef Pecina","doi":"10.2478/jolace-2022-0010","DOIUrl":"https://doi.org/10.2478/jolace-2022-0010","url":null,"abstract":"Abstract When the war started in Europe in 1914, the United States military was desperately undermanned and underequipped. Prior to the country’s entry into the conflict, there was a pervading fear of a German invasion of the United States. The paranoia was further fed by what is now called “invasion literature.” Between 1914 and 1917, dozens of works appeared that raised the spectre of a German invasion. In these long-forgotten novels, millions of German soldiers are storming the beaches of the Atlantic coast and capturing New York, Boston, and Washington. This paper examines invasion literature and brings to light such examples of the genre as John Bernard Walker’s America Fallen! (1915), Cleveland Moffett’s The Conquest of America (1916), and Thomas Dixon’s The Fall of a Nation (1916).","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"10 1","pages":"56 - 62"},"PeriodicalIF":0.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44149407","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 : 2022-07-01DOI: 10.2478/jolace-2022-0008
Zuzana Sándorová, Norbert Beták
Abstract Design thinking (DT) and Peer Instruction (PI) are two different and seemingly distant methods. However, both rely on students’ active participation, cooperation and communication with each other. Due to these features, therefore, they have the potential to foster foreign language competences successfully. Nevertheless, what if they were employed in a purely online learning environment? Could they still bring the praised learning outcomes, such as better conceptual understanding, more effective problem-solving, communication and teamwork skills, and increased student engagement and creativity? The present study aims to answer the given question by giving insight into implementing the methods in English for Specific Purposes courses at Constantine, the Philosopher University in Nitra (Slovakia). The action research findings were juxtaposed to the interview and questionnaire results revealing 101 tourism undergraduates’ views. Despite some technical issues and the students’ mixed-language communication, both DT and PI proved to be almost as effective in a purely online environment as in the case of a traditional classroom in terms of developing foreign language competences and problem-solving skills, creative or critical thinking, as well as enhancing teamwork and motivation.
{"title":"Implementing Design Thinking and Peer Instruction in an Online Environment to Develop Tourism Undergraduates’ English Language Skills","authors":"Zuzana Sándorová, Norbert Beták","doi":"10.2478/jolace-2022-0008","DOIUrl":"https://doi.org/10.2478/jolace-2022-0008","url":null,"abstract":"Abstract Design thinking (DT) and Peer Instruction (PI) are two different and seemingly distant methods. However, both rely on students’ active participation, cooperation and communication with each other. Due to these features, therefore, they have the potential to foster foreign language competences successfully. Nevertheless, what if they were employed in a purely online learning environment? Could they still bring the praised learning outcomes, such as better conceptual understanding, more effective problem-solving, communication and teamwork skills, and increased student engagement and creativity? The present study aims to answer the given question by giving insight into implementing the methods in English for Specific Purposes courses at Constantine, the Philosopher University in Nitra (Slovakia). The action research findings were juxtaposed to the interview and questionnaire results revealing 101 tourism undergraduates’ views. Despite some technical issues and the students’ mixed-language communication, both DT and PI proved to be almost as effective in a purely online environment as in the case of a traditional classroom in terms of developing foreign language competences and problem-solving skills, creative or critical thinking, as well as enhancing teamwork and motivation.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"10 1","pages":"20 - 41"},"PeriodicalIF":0.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46944399","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 : 2022-07-01DOI: 10.2478/jolace-2022-0011
S. Ghosh, Sibansu Mukherjee
Abstract Cultural legacy, according to UNESCO, includes not only monuments and collections of artefacts, but also traditions and living expressions inherited from our forefathers and passed down to our successors. Folk literature, in the form of poems, lines, and melodies, is a part of cultural legacy, and its preservation for future generations appears to be crucial. The advent of technology in the post-covid era gave rise to a new perspective on the educational system. Folk education, which has never been regarded as a separate discipline in the sphere of primary education, is now in jeopardy as it is losing its cultural heritage in this digital age. It can only be preserved if it can be linked to newly developed technologies. The current research proposes the Socio-Digital Knowledge System, or SDKS, in light of this. This model deals with the detour of transition from the ‘as is’ to the ‘as ought to be’ reality, which can be considered the main grounds of folk education. The status ‘as it is’ of folk society represents the remaining varieties, not yet to be accounted for by any other educational developmental agencies. There may not be such instances of ‘remaining varieties’ in real. On the other hand, the ‘as ought to be’ educational system remains under development determined by surrounding political and socio-cultural parameters. This effort focuses on the nature of the psychology of the monolingual speakers’ collective self when they are obliged to maintain a tumultuous social environment with two poles, ‘as it is’ and ‘as it ought to be.’ In Indian communities, our model focuses on the ambiguous interpretation of social mobilization and hierarchy principles, as well as the imprecise term ‘class.’ To comprehend the mentioned bipolar possibility in terms of educational growth, we employ semiotic devices as a methodology.
{"title":"Digitalizing Folk Education: A Semiotic Modeling Approach","authors":"S. Ghosh, Sibansu Mukherjee","doi":"10.2478/jolace-2022-0011","DOIUrl":"https://doi.org/10.2478/jolace-2022-0011","url":null,"abstract":"Abstract Cultural legacy, according to UNESCO, includes not only monuments and collections of artefacts, but also traditions and living expressions inherited from our forefathers and passed down to our successors. Folk literature, in the form of poems, lines, and melodies, is a part of cultural legacy, and its preservation for future generations appears to be crucial. The advent of technology in the post-covid era gave rise to a new perspective on the educational system. Folk education, which has never been regarded as a separate discipline in the sphere of primary education, is now in jeopardy as it is losing its cultural heritage in this digital age. It can only be preserved if it can be linked to newly developed technologies. The current research proposes the Socio-Digital Knowledge System, or SDKS, in light of this. This model deals with the detour of transition from the ‘as is’ to the ‘as ought to be’ reality, which can be considered the main grounds of folk education. The status ‘as it is’ of folk society represents the remaining varieties, not yet to be accounted for by any other educational developmental agencies. There may not be such instances of ‘remaining varieties’ in real. On the other hand, the ‘as ought to be’ educational system remains under development determined by surrounding political and socio-cultural parameters. This effort focuses on the nature of the psychology of the monolingual speakers’ collective self when they are obliged to maintain a tumultuous social environment with two poles, ‘as it is’ and ‘as it ought to be.’ In Indian communities, our model focuses on the ambiguous interpretation of social mobilization and hierarchy principles, as well as the imprecise term ‘class.’ To comprehend the mentioned bipolar possibility in terms of educational growth, we employ semiotic devices as a methodology.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"10 1","pages":"63 - 72"},"PeriodicalIF":0.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43921767","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 : 2022-07-01DOI: 10.2478/jolace-2022-0007
Ersen Vural, Eda Başak Hancı-Azizoglu
Abstract This linguistic case study research investigates the process stages of a language learner’s pronunciation errors through speech analysis detection techniques. The purpose of this study is to detect and analyze the pronunciation errors for internalizing the unique and individual pronunciation error patterns that vary from one individual to the next. A speech analysis technique, a method of applied linguistics, is used in combination with the case study method reveals a thorough evaluation map for the language learner’s pronunciation error characteristics. In this case study, the participant of the study is a native Chinese speaker. Within the scope of this research study, both the theoretical literature review and the data collection process uncover that pronunciation, unlike other domains of language teaching areas, requires specific and individualized attention for effective teaching and learning strategies. The data collected in this research study is analyzed in terms of phonetic linguistic features, and a personalized pronunciation improvement plan is proposed based on the linguistic features and characteristics of the research participant’s errors. A larger scale research study can be conducted for future research by verifying the findings of this research study with more language-specific research participants in order to develop individualized and learning-style focused pronunciation lesson plans for larger learning groups.
{"title":"A Linguistic Analysis Study for Teaching American-English Pronunciation: A Case Study Research","authors":"Ersen Vural, Eda Başak Hancı-Azizoglu","doi":"10.2478/jolace-2022-0007","DOIUrl":"https://doi.org/10.2478/jolace-2022-0007","url":null,"abstract":"Abstract This linguistic case study research investigates the process stages of a language learner’s pronunciation errors through speech analysis detection techniques. The purpose of this study is to detect and analyze the pronunciation errors for internalizing the unique and individual pronunciation error patterns that vary from one individual to the next. A speech analysis technique, a method of applied linguistics, is used in combination with the case study method reveals a thorough evaluation map for the language learner’s pronunciation error characteristics. In this case study, the participant of the study is a native Chinese speaker. Within the scope of this research study, both the theoretical literature review and the data collection process uncover that pronunciation, unlike other domains of language teaching areas, requires specific and individualized attention for effective teaching and learning strategies. The data collected in this research study is analyzed in terms of phonetic linguistic features, and a personalized pronunciation improvement plan is proposed based on the linguistic features and characteristics of the research participant’s errors. A larger scale research study can be conducted for future research by verifying the findings of this research study with more language-specific research participants in order to develop individualized and learning-style focused pronunciation lesson plans for larger learning groups.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"10 1","pages":"1 - 19"},"PeriodicalIF":0.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44940702","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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