Iqra Kiran, Farah Kiran, Ayesha Kiran, Dr. Muhammad Arfan Lodhi
This study investigated Bruce Banner’s alter ego, The Hulk, represents the conflict between human nature’s conscious and unconscious sides. It explores the Hulk’s inner life, concentrating on how his unconscious thinking manifests in his conscious reality. The first goal is to comprehend the psychological notion of individual identification. The second goal is to observe the universe through the eyes of hulk, and the third goal is to investigate ego, id and super ego in both the mortal and immortal (post human) worlds. The qualitative method is chosen to acquire secondary information from associated domains in order to fulfill these goals. The first step in this research is to read the character closely to understand the direction of humanity. The analysis of terminologies involved in human personality and their connections to inner and outer world is the second step. The study of final phase is to write findings, which include a review of the interpretation. This research yielded three conclusions. To begin with, the interactions between the Hulk and other characters, including allies and foes, in his conscious universe are covered in this essay. Secondly, it examines the ways in which these encounters reveal the Hulk’s inner conflicts and offer light on his psychological condition.
{"title":"The Hulk’s Unconscious in His Conscious World: A Psychoanalytic Critique","authors":"Iqra Kiran, Farah Kiran, Ayesha Kiran, Dr. Muhammad Arfan Lodhi","doi":"10.22158/elsr.v5n1p1","DOIUrl":"https://doi.org/10.22158/elsr.v5n1p1","url":null,"abstract":"This study investigated Bruce Banner’s alter ego, The Hulk, represents the conflict between human nature’s conscious and unconscious sides. It explores the Hulk’s inner life, concentrating on how his unconscious thinking manifests in his conscious reality. The first goal is to comprehend the psychological notion of individual identification. The second goal is to observe the universe through the eyes of hulk, and the third goal is to investigate ego, id and super ego in both the mortal and immortal (post human) worlds. The qualitative method is chosen to acquire secondary information from associated domains in order to fulfill these goals. The first step in this research is to read the character closely to understand the direction of humanity. The analysis of terminologies involved in human personality and their connections to inner and outer world is the second step. The study of final phase is to write findings, which include a review of the interpretation. This research yielded three conclusions. To begin with, the interactions between the Hulk and other characters, including allies and foes, in his conscious universe are covered in this essay. Secondly, it examines the ways in which these encounters reveal the Hulk’s inner conflicts and offer light on his psychological condition.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"181 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139240469","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}
Dropping out from school is a serious problem affecting education systems. This study aims to examine the importance of preserving Ethiopian culture among Israeli high school students of Ethiopian origin and the relationship between preserving this culture and perseverance in formal schooling. Keeping ethnic tradition was examined using two indices: keeping the language and preserving tradition. Although hidden dropout is very common, the related literature is insufficient. Moreover, there are hardly any studies examining dropout among immigrant students in general, and among Israeli immigrants of Ethiopian origin in particular. This study is a pioneering investigation, in both the phenomenon being studied and the target population—the relationship between preserving culture of origin and hidden dropout and actual dropout among adolescent immigrants and children of immigrants of Ethiopian origin in Israel. The current study follows qualitative interviews with members of three research groups: learners, hidden dropouts, and disengaged. The analysis revealed a relationship between the importance assigned to preserving tradition and hidden dropout. In the measures of assigned importance to preserving tradition and language of origin, both hidden dropouts and learners assigned high importance to these variables, as opposed to the disengaged group that assigned less importance to preserving ethnic tradition.
{"title":"Hidden Dropout, Actual Dropout, and Preserving Tradition and Language among Israeli Youth of Ethiopian Origin","authors":"Wovite Worko Mangasto","doi":"10.22158/elsr.v4n5p20","DOIUrl":"https://doi.org/10.22158/elsr.v4n5p20","url":null,"abstract":"Dropping out from school is a serious problem affecting education systems. This study aims to examine the importance of preserving Ethiopian culture among Israeli high school students of Ethiopian origin and the relationship between preserving this culture and perseverance in formal schooling. Keeping ethnic tradition was examined using two indices: keeping the language and preserving tradition. Although hidden dropout is very common, the related literature is insufficient. Moreover, there are hardly any studies examining dropout among immigrant students in general, and among Israeli immigrants of Ethiopian origin in particular. This study is a pioneering investigation, in both the phenomenon being studied and the target population—the relationship between preserving culture of origin and hidden dropout and actual dropout among adolescent immigrants and children of immigrants of Ethiopian origin in Israel. The current study follows qualitative interviews with members of three research groups: learners, hidden dropouts, and disengaged. The analysis revealed a relationship between the importance assigned to preserving tradition and hidden dropout. In the measures of assigned importance to preserving tradition and language of origin, both hidden dropouts and learners assigned high importance to these variables, as opposed to the disengaged group that assigned less importance to preserving ethnic tradition.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139245259","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 article introduces a corpus-based critical discourse analysis to explore how this linguistically-oriented approach can be a helpful complement to the studies of news discourse and beyond. It demonstrates how to use this approach to examine how China Daily constructs the image of delivery workers between pre-2020 and post-2020. It is achieved by analysis of keywords and collocational network of delivery as well as some of its concordances. Findings show that the image of delivery workers in China Daily has a shift during the two periods, mainly turning the negative into the positive, which helps the public have a better understanding of this occupation and promote their social integration.
{"title":"Discursive Construction of Delivery Workers in China Daily","authors":"Lei Shu","doi":"10.22158/elsr.v4n4p19","DOIUrl":"https://doi.org/10.22158/elsr.v4n4p19","url":null,"abstract":"This article introduces a corpus-based critical discourse analysis to explore how this linguistically-oriented approach can be a helpful complement to the studies of news discourse and beyond. It demonstrates how to use this approach to examine how China Daily constructs the image of delivery workers between pre-2020 and post-2020. It is achieved by analysis of keywords and collocational network of delivery as well as some of its concordances. Findings show that the image of delivery workers in China Daily has a shift during the two periods, mainly turning the negative into the positive, which helps the public have a better understanding of this occupation and promote their social integration.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132652423","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 explores the nature of interlanguage with a focus on its lexical structure in relation to second language acquisition. The lexical structure of any language is assumed to be ‘abstract’ in that the mental lexicon contains ‘lemmas’, which are pieces of information about individual lexemes at three abstract levels: lexical-conceptual structure, predicate-argument structure, and morphological realization patterns. The abstract lexical structure of IL is assumed to be ‘composite’ in that during the process of second language acquisition several linguistic systems are in contact, each of which contributes different amounts to interlanguage (i.e., the developing linguistic system). This study claims that lemmas are language-specific and the bilingual mental lexicon contains cross-linguistic lemmas at each of these abstract levels. It further claims that bilingual lemmas are in contact in interlanguage production, and it is cross-lemma variations in the composite abstract lexical structure of interlanguage which induce learner errors. Naturally occurring interlanguage production data for the study include several first and second language pairs. Based on the research findings, this study concludes that interlanguage variations are driven by an incompletely acquired abstract lexical structure of a target language and offers some implications for second language acquisition.
{"title":"The Composite Abstract Lexical Structure of Interlanguage and Its Implications for Second Language Acquisition","authors":"Longxing Wei","doi":"10.22158/elsr.v4n4p1","DOIUrl":"https://doi.org/10.22158/elsr.v4n4p1","url":null,"abstract":"This paper explores the nature of interlanguage with a focus on its lexical structure in relation to second language acquisition. The lexical structure of any language is assumed to be ‘abstract’ in that the mental lexicon contains ‘lemmas’, which are pieces of information about individual lexemes at three abstract levels: lexical-conceptual structure, predicate-argument structure, and morphological realization patterns. The abstract lexical structure of IL is assumed to be ‘composite’ in that during the process of second language acquisition several linguistic systems are in contact, each of which contributes different amounts to interlanguage (i.e., the developing linguistic system). This study claims that lemmas are language-specific and the bilingual mental lexicon contains cross-linguistic lemmas at each of these abstract levels. It further claims that bilingual lemmas are in contact in interlanguage production, and it is cross-lemma variations in the composite abstract lexical structure of interlanguage which induce learner errors. Naturally occurring interlanguage production data for the study include several first and second language pairs. Based on the research findings, this study concludes that interlanguage variations are driven by an incompletely acquired abstract lexical structure of a target language and offers some implications for second language acquisition. ","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132975374","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 aims to explore how artificial intelligence technology plays a role in the field of international Chinese language education and its impact on Chinese teaching and learning. Taking ChatGPT as an example, this paper introduces its principle, function and advantages, analyzes its application scenarios and effects in Chinese education, discusses its possible challenges and problems, as well as its future development direction and suggestions. This paper argues that ChatGPT is a natural language generation technology based on deep learning, which can generate smooth, logical and emotional Chinese conversations based on user input. ChatGPT can provide diversified, personalized and interactive learning resources and teaching aids in international Chinese education, which is helpful to improve the quality and efficiency of Chinese teaching, stimulate learners’ learning motivation and interest, and promote cross-cultural communication and understanding. At the same time, ChatGPT also has some technical limitations and hidden dangers in social ethics. It is necessary to arouse the attention and vigilance of teachers and learners, reasonably regulate and use the technology, and ensure the healthy development of data security and man-machine relationship. This paper hopes to provide some reference and inspiration for the application of artificial intelligence technology in international Chinese education.
{"title":"The Application and Impact of Artificial Intelligence in International Chinese Language Education: A Case Study of ChatGPT","authors":"L. Wang","doi":"10.22158/elsr.v4n3p137","DOIUrl":"https://doi.org/10.22158/elsr.v4n3p137","url":null,"abstract":"This paper aims to explore how artificial intelligence technology plays a role in the field of international Chinese language education and its impact on Chinese teaching and learning. Taking ChatGPT as an example, this paper introduces its principle, function and advantages, analyzes its application scenarios and effects in Chinese education, discusses its possible challenges and problems, as well as its future development direction and suggestions. This paper argues that ChatGPT is a natural language generation technology based on deep learning, which can generate smooth, logical and emotional Chinese conversations based on user input. ChatGPT can provide diversified, personalized and interactive learning resources and teaching aids in international Chinese education, which is helpful to improve the quality and efficiency of Chinese teaching, stimulate learners’ learning motivation and interest, and promote cross-cultural communication and understanding. At the same time, ChatGPT also has some technical limitations and hidden dangers in social ethics. It is necessary to arouse the attention and vigilance of teachers and learners, reasonably regulate and use the technology, and ensure the healthy development of data security and man-machine relationship. This paper hopes to provide some reference and inspiration for the application of artificial intelligence technology in international Chinese education.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"134 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134162073","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}
Translation process is conceived as a cognitive activity and has been received less attention in early research due to the difficulty of lacking direct access to translators’ thinking process. But researchers still made attempts to describe this process. And hence this article reviews the previous research on cognitive translation process, in particular the research model. The article concludes that a descriptive approach to the investigation of the translation process should be adopted rather than a prescriptive approach.
{"title":"Research on Cognitive Translation Process: An Overview","authors":"Yuemeng Xu, Yongjie Liu","doi":"10.22158/elsr.v4n3p132","DOIUrl":"https://doi.org/10.22158/elsr.v4n3p132","url":null,"abstract":"Translation process is conceived as a cognitive activity and has been received less attention in early research due to the difficulty of lacking direct access to translators’ thinking process. But researchers still made attempts to describe this process. And hence this article reviews the previous research on cognitive translation process, in particular the research model. The article concludes that a descriptive approach to the investigation of the translation process should be adopted rather than a prescriptive approach.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132367707","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}
Chinese “V1OV2de” construction has its special syntactic features. The traditional grammar of formal linguistics finds it difficult to analyse this atypical and marginal construction, but the theory of baseline/elaboration in Cognitive Grammar can provide a solution for it. The paper studies the constructional meaning of “V1OV2de” construction based on the theory of baseline/elaboration model. It draws a conclusion that “V1OV2de” construction has two constructional meanings: “cause-effect relationship” and “non-cause-effect relationship”. In addition, it also discusses the reasons why the verb appears for the second time in “V1OV2de” construction. The constructional meanings of “V1OV2de” construction are generated because of the two same verbs.
{"title":"The Baseline/Elaboration Model for the Constructional Meaning of Chinese “V1OV2de” Construction","authors":"Zhang Xin","doi":"10.22158/elsr.v4n3p127","DOIUrl":"https://doi.org/10.22158/elsr.v4n3p127","url":null,"abstract":"Chinese “V1OV2de” construction has its special syntactic features. The traditional grammar of formal linguistics finds it difficult to analyse this atypical and marginal construction, but the theory of baseline/elaboration in Cognitive Grammar can provide a solution for it. The paper studies the constructional meaning of “V1OV2de” construction based on the theory of baseline/elaboration model. It draws a conclusion that “V1OV2de” construction has two constructional meanings: “cause-effect relationship” and “non-cause-effect relationship”. In addition, it also discusses the reasons why the verb appears for the second time in “V1OV2de” construction. The constructional meanings of “V1OV2de” construction are generated because of the two same verbs.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127978719","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 game based teaching method is specifically aimed at assisting English teaching, communicating in English, and widely used in English classrooms or extracurricular activities. Compared with Chinese, primary school students lack a certain language environment for English learning and do not have a true understanding of English learning. Therefore, English teachers should use games to mobilize students’ enthusiasm for learning, and follow the basic principle of “happy teaching” to adapt to students’ development. However, there are still many problems with game teaching methods in English teaching. This thesis wants to explore the current situation of the application of games in English teaching and research its countermeasures, so that more front-line teachers can benefit from it.This study is based on Piaget’s cognitive development theory and happiness education theory. By using the methods of questionnaire survey and interview, this paper delves into the current application status, existing problems, and cause analysis of game teaching methods in primary school English classrooms. And the study summarized the shortcomings of current primary school English teachers in the application of classroom game teaching methods.It is found that the main problems are: in ordinary classes, the use of game-based teaching methods is still relatively limited; students’ game goals are unclear and cannot be applied to practice; the class is chaotic; and all students cannot participate in the game.The study suggests that the teacher enrich the theoretical knowledge of game teaching methods and strengthen their application. Schools can provide training for teachers at appropriate times, or regularly order publications or books related to games. Teachers can also learn more from successful game application cases to improve the application ability of game teaching methods. For the student group, research suggests that students clarify the purpose of games and enable them to understand the true intention of the teacher in using games in the classroom. Secondly, it is necessary to strengthen students’ classroom discipline.Through in-depth exploration of the practice of game teaching methods in primary school English classrooms, it has reference value for primary school English teachers to correctly and effectively implement game teaching methods, and has profound significance for better implementing game teaching methods in primary school English classrooms.
{"title":"A Survey on the Application of Game Teaching Method in English Teaching of Primary School: A Case Study of a Primary School in Our Local City","authors":"Wang Ruisi","doi":"10.22158/elsr.v4n3p104","DOIUrl":"https://doi.org/10.22158/elsr.v4n3p104","url":null,"abstract":"The game based teaching method is specifically aimed at assisting English teaching, communicating in English, and widely used in English classrooms or extracurricular activities. Compared with Chinese, primary school students lack a certain language environment for English learning and do not have a true understanding of English learning. Therefore, English teachers should use games to mobilize students’ enthusiasm for learning, and follow the basic principle of “happy teaching” to adapt to students’ development. However, there are still many problems with game teaching methods in English teaching. This thesis wants to explore the current situation of the application of games in English teaching and research its countermeasures, so that more front-line teachers can benefit from it.This study is based on Piaget’s cognitive development theory and happiness education theory. By using the methods of questionnaire survey and interview, this paper delves into the current application status, existing problems, and cause analysis of game teaching methods in primary school English classrooms. And the study summarized the shortcomings of current primary school English teachers in the application of classroom game teaching methods.It is found that the main problems are: in ordinary classes, the use of game-based teaching methods is still relatively limited; students’ game goals are unclear and cannot be applied to practice; the class is chaotic; and all students cannot participate in the game.The study suggests that the teacher enrich the theoretical knowledge of game teaching methods and strengthen their application. Schools can provide training for teachers at appropriate times, or regularly order publications or books related to games. Teachers can also learn more from successful game application cases to improve the application ability of game teaching methods. For the student group, research suggests that students clarify the purpose of games and enable them to understand the true intention of the teacher in using games in the classroom. Secondly, it is necessary to strengthen students’ classroom discipline.Through in-depth exploration of the practice of game teaching methods in primary school English classrooms, it has reference value for primary school English teachers to correctly and effectively implement game teaching methods, and has profound significance for better implementing game teaching methods in primary school English classrooms.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115631830","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 study investigated the influence of level of motivation and job satisfaction on the level of turnover intention of academic staff in private universities in Southwestern Nigeria. The descriptive design method was employed and multi-stage sampling technique was adopted for the study. One thousand four hundred and seventy three academic staff participated in the study. The participants were drawn from 8 private universities randomly selected from 4 states which were randomly sampled from 6 states in Southwestern geo-political zone. Research questions were analysed using frequency counts, percentages, mean and standard deviation and multiple regression was used to analyse the hypothesis. The results revealed low level of motivation and job satisfaction as well as high level of turnover intention of academic staff in private universities in Southwestern Nigeria. Results also indicated a significant influence of the level of motivation and job satisfaction on the level of turnover intention of academic staff in private universities in Southwestern Nigeria. This means that 12% of the total variance in turnover intention of academic staff in private universities in Southwestern Nigeria is attributed to the influence of the level of motivation and job satisfaction. This indicates that the independent variables (motivation level and job satisfaction level) and the dependent variable (turnover intention level) have linear and significant relationship.
{"title":"Motivation, Job Satisfaction and Turnover Intention Level of Academic Staff in Private Universities in Southwestern Nigeria","authors":"Olayemi Jumoke Abiodun-Oyebanji, Olatunji Mukaila Iyiola","doi":"10.22158/elsr.v4n3p60","DOIUrl":"https://doi.org/10.22158/elsr.v4n3p60","url":null,"abstract":"The study investigated the influence of level of motivation and job satisfaction on the level of turnover intention of academic staff in private universities in Southwestern Nigeria. The descriptive design method was employed and multi-stage sampling technique was adopted for the study. One thousand four hundred and seventy three academic staff participated in the study. The participants were drawn from 8 private universities randomly selected from 4 states which were randomly sampled from 6 states in Southwestern geo-political zone. Research questions were analysed using frequency counts, percentages, mean and standard deviation and multiple regression was used to analyse the hypothesis. The results revealed low level of motivation and job satisfaction as well as high level of turnover intention of academic staff in private universities in Southwestern Nigeria. Results also indicated a significant influence of the level of motivation and job satisfaction on the level of turnover intention of academic staff in private universities in Southwestern Nigeria. This means that 12% of the total variance in turnover intention of academic staff in private universities in Southwestern Nigeria is attributed to the influence of the level of motivation and job satisfaction. This indicates that the independent variables (motivation level and job satisfaction level) and the dependent variable (turnover intention level) have linear and significant relationship.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126436982","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}
Plosives are integral components of English consonants. In phonetics, English plosives are classified into voiceless plosives /p, t, k/ and /b, d, g/. VOT (voice onset time) was defined as “the time interval between the burst that marks release of the stop closure and the onset of quasi-periodicity that reflects laryngeal vibration”. VOT is a significant acoustic feature and analytic parameter of plosives. Referring to Labov’s experimental model of linguistic variation analysis, this study investigates the influences of societal factors have on the VOT of English plosives.In this study, 15 English words with word-initial voiceless plosives /p, t, k/ and 15 word-initial voiced plosives /b, d, g/ were selected as reading material; meanwhile, 30 subjects were randomly recruited to read, and audio samples were collected. It is found that the two social factors (gender and regional dialect) selected in this experiment have influences in different degrees on the English plosive VOT of the subjects. The specific results are as follows.For gender, no significant difference exists between males and females, but the mean VOT of females is longer than that of males, which is basically consistent with previous research results. The underlying reasons of the gender VOT differences inferred by this paper can be physiological and sociophonetical. For regional dialects, the VOT of the subjects were primarily influenced by Southwest Mandarin and Min Dialect, in which the mean value of voiceless plosives was higher and the difference was greater for speakers of Southwest Mandarin, and the mean value of voiced plosives was higher and the difference was greater for speakers of Min Dialect. The results of this empirical study theoretically provide some reference for acoustic researches, and pedagogically, provide some implications for optimizations of English curriculums in university.
{"title":"An Experimental Study on Societal Factors Affecting VOT of English Plosives","authors":"Lin Xiaoyan","doi":"10.22158/elsr.v4n3p78","DOIUrl":"https://doi.org/10.22158/elsr.v4n3p78","url":null,"abstract":"Plosives are integral components of English consonants. In phonetics, English plosives are classified into voiceless plosives /p, t, k/ and /b, d, g/. VOT (voice onset time) was defined as “the time interval between the burst that marks release of the stop closure and the onset of quasi-periodicity that reflects laryngeal vibration”. VOT is a significant acoustic feature and analytic parameter of plosives. Referring to Labov’s experimental model of linguistic variation analysis, this study investigates the influences of societal factors have on the VOT of English plosives.In this study, 15 English words with word-initial voiceless plosives /p, t, k/ and 15 word-initial voiced plosives /b, d, g/ were selected as reading material; meanwhile, 30 subjects were randomly recruited to read, and audio samples were collected. It is found that the two social factors (gender and regional dialect) selected in this experiment have influences in different degrees on the English plosive VOT of the subjects. The specific results are as follows.For gender, no significant difference exists between males and females, but the mean VOT of females is longer than that of males, which is basically consistent with previous research results. The underlying reasons of the gender VOT differences inferred by this paper can be physiological and sociophonetical. For regional dialects, the VOT of the subjects were primarily influenced by Southwest Mandarin and Min Dialect, in which the mean value of voiceless plosives was higher and the difference was greater for speakers of Southwest Mandarin, and the mean value of voiced plosives was higher and the difference was greater for speakers of Min Dialect. The results of this empirical study theoretically provide some reference for acoustic researches, and pedagogically, provide some implications for optimizations of English curriculums in university.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124973292","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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