This paper examined the representation of culture in Russian as a foreign language (RFL) textbooks to understand the problem of creating a theory of intercultural textbooks, with Italy as a case study. The four most popular RFL textbooks used by first-year students in Italian universities were studied: Poyekhali, Molodets, Mir tesen, and Davayte. A comparative content analysis of the chosen sample was performed to test how Russian culture is represented in RFL textbooks. The results reveal that such textbooks reflect only a partial and sometimes stereotypical image of Russian culture, with a strong correlation between ideologies and bias derived from RFL theories and textbook creation. In other words, these textbooks convey essentialist and/or reductionist views of the culture of Russia (e.g., poor attention paid to the Russophone dimension, stereotypes, and lack of opportunities for intercultural dialogue). The cultural topics contained in the textbooks evaluated do not quite contribute but rather hinder the formation of students’ intercultural communicative competence. Therefore, it is argued that the content of an RFL textbook should help students create complex, multilayered notions of Russian and Russophone cultures for themselves.
{"title":"Culture in Russian as a foreign language (RFL) textbooks in Italian universities: Critically analyzing concepts of culture and intercultural competence","authors":"Linda Torresin","doi":"10.59400/fls.v5i2.1759","DOIUrl":"https://doi.org/10.59400/fls.v5i2.1759","url":null,"abstract":"This paper examined the representation of culture in Russian as a foreign language (RFL) textbooks to understand the problem of creating a theory of intercultural textbooks, with Italy as a case study. The four most popular RFL textbooks used by first-year students in Italian universities were studied: Poyekhali, Molodets, Mir tesen, and Davayte. A comparative content analysis of the chosen sample was performed to test how Russian culture is represented in RFL textbooks. The results reveal that such textbooks reflect only a partial and sometimes stereotypical image of Russian culture, with a strong correlation between ideologies and bias derived from RFL theories and textbook creation. In other words, these textbooks convey essentialist and/or reductionist views of the culture of Russia (e.g., poor attention paid to the Russophone dimension, stereotypes, and lack of opportunities for intercultural dialogue). The cultural topics contained in the textbooks evaluated do not quite contribute but rather hinder the formation of students’ intercultural communicative competence. Therefore, it is argued that the content of an RFL textbook should help students create complex, multilayered notions of Russian and Russophone cultures for themselves.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135537212","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 issues of performativity of the English educational discourse (EED) are considered. Under the educational discourse, the authors understand the educator’s statements to the educatees in order to make an educational impact on them. The aim of the study is to define the types and characteristics of performative verbs in the English educational discourse. The authors suggest that performativity can become one of the important characteristics of educational discourse. The data for this study were collected from the English-language fiction of the 19th–21st centuries, devoted to the problems of education and upbringing. Attention is paid to performative verbs as the basis of EED. The classifications of Austin, Searle and Apresyan are taken as starting points. The results of the analysis show that performative verbs are typical of the EED, but their activity and frequency vary. The performativity of a verb depends on its position in the sentence. In some positions in the sentence, they may lose their illocutionary power and the ability to carry out an action; in this case, they are used in the phatic function. The analysis shows that the EED has a high degree of performativity, which can be considered a characteristic feature of the discourse under study.
{"title":"The role of performative verbs in the English educational discourse in British and American fiction","authors":"Natalia Srebryanskaya, Valentina Gurchenko, Irina Bakhmetieva","doi":"10.59400/fls.v5i3.1656","DOIUrl":"https://doi.org/10.59400/fls.v5i3.1656","url":null,"abstract":"The issues of performativity of the English educational discourse (EED) are considered. Under the educational discourse, the authors understand the educator’s statements to the educatees in order to make an educational impact on them. The aim of the study is to define the types and characteristics of performative verbs in the English educational discourse. The authors suggest that performativity can become one of the important characteristics of educational discourse. The data for this study were collected from the English-language fiction of the 19th–21st centuries, devoted to the problems of education and upbringing. Attention is paid to performative verbs as the basis of EED. The classifications of Austin, Searle and Apresyan are taken as starting points. The results of the analysis show that performative verbs are typical of the EED, but their activity and frequency vary. The performativity of a verb depends on its position in the sentence. In some positions in the sentence, they may lose their illocutionary power and the ability to carry out an action; in this case, they are used in the phatic function. The analysis shows that the EED has a high degree of performativity, which can be considered a characteristic feature of the discourse under study.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135536814","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 of translanguaging in education has drawn increasing attention from scholars, particularly in the past decade. The present research conducted a comprehensive scientometric analysis using the CiteSpace application to investigate the multifaceted phenomenon of translanguaging in the context of education. It addresses the pressing need for quantitative review efforts in the domain of translanguaging in education by employing visualization as an innovative means of presenting bibliometric data. This paper analyzes 680 relevant journal articles published between 2010 and 2022, identifies three phases in the development of translanguaging research, and highlights topics such as bilingual education, higher education, and language-in-education policy. The primary findings, presented through statistical analyses and succinct commentaries, are organized into four sections to address the research questions including 1) general situation, 2) leading geographical locations, 3) co-citation analysis, and 4) keywords co-occurrence analysis. The findings reveal the importance of exploiting students’ linguistic repertoires and home languages in education to enhance learning and promote a sense of belonging. This review offers valuable resources for subsequent research in the domain of translanguaging in education that is founded on a better understanding of multilingualism and its significance in contemporary educational landscapes.
{"title":"Knowledge mapping of translanguaging in education: A scientometric analysis using CiteSpace","authors":"Liu Liu, Fan Fang","doi":"10.59400/fls.v5i2.1898","DOIUrl":"https://doi.org/10.59400/fls.v5i2.1898","url":null,"abstract":"The study of translanguaging in education has drawn increasing attention from scholars, particularly in the past decade. The present research conducted a comprehensive scientometric analysis using the CiteSpace application to investigate the multifaceted phenomenon of translanguaging in the context of education. It addresses the pressing need for quantitative review efforts in the domain of translanguaging in education by employing visualization as an innovative means of presenting bibliometric data. This paper analyzes 680 relevant journal articles published between 2010 and 2022, identifies three phases in the development of translanguaging research, and highlights topics such as bilingual education, higher education, and language-in-education policy. The primary findings, presented through statistical analyses and succinct commentaries, are organized into four sections to address the research questions including 1) general situation, 2) leading geographical locations, 3) co-citation analysis, and 4) keywords co-occurrence analysis. The findings reveal the importance of exploiting students’ linguistic repertoires and home languages in education to enhance learning and promote a sense of belonging. This review offers valuable resources for subsequent research in the domain of translanguaging in education that is founded on a better understanding of multilingualism and its significance in contemporary educational landscapes.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136060603","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}
Eyo Mensah, Beatrice Oreoluwa, Offiong Ebong, Benjamin Nyong, God’sgift Uwen
This article investigates emblematic language use and the negotiation of meaning with particular emphasis on generative mechanisms like jargon and slang in two Nigerian Army barracks in Calabar municipality, Cross River State, south-eastern Nigeria. The study is anchored in a linguistic ideology framework which is grounded in beliefs and values people have towards explicit and implicit language use in a particular communicative context. Drawing on qualitative ethnographic data sourced through participant observation and semi-structured interviews with 30 participants who were purposively sampled, the authors argue that jargon and slang are indexical linguistic resources that enable military personnel to create diverse new meanings in the informal linguistic ecology of the army. We conclude that beyond helping to create a new linguistic convention in the barracks, jargon and slang also facilitate the construction of professional identity, enact inclusion/exclusion and sustain dominant values and professional ethos. The study focuses on ways of interpreting the specificity of the military world and the reality of dominance through the prism of these linguistic specimens. Jargon and slang, therefore, offer a firmer lens to appreciate the army’s social universe and subjectivities, and more broadly to enhance an understanding of contextually embedded social practices in the military.
{"title":"It’s better to die before dishonour: Linguistic creativity and the negotiation of meaning in the Nigerian Army community of practice","authors":"Eyo Mensah, Beatrice Oreoluwa, Offiong Ebong, Benjamin Nyong, God’sgift Uwen","doi":"10.59400/fls.v5i2.1610","DOIUrl":"https://doi.org/10.59400/fls.v5i2.1610","url":null,"abstract":"This article investigates emblematic language use and the negotiation of meaning with particular emphasis on generative mechanisms like jargon and slang in two Nigerian Army barracks in Calabar municipality, Cross River State, south-eastern Nigeria. The study is anchored in a linguistic ideology framework which is grounded in beliefs and values people have towards explicit and implicit language use in a particular communicative context. Drawing on qualitative ethnographic data sourced through participant observation and semi-structured interviews with 30 participants who were purposively sampled, the authors argue that jargon and slang are indexical linguistic resources that enable military personnel to create diverse new meanings in the informal linguistic ecology of the army. We conclude that beyond helping to create a new linguistic convention in the barracks, jargon and slang also facilitate the construction of professional identity, enact inclusion/exclusion and sustain dominant values and professional ethos. The study focuses on ways of interpreting the specificity of the military world and the reality of dominance through the prism of these linguistic specimens. Jargon and slang, therefore, offer a firmer lens to appreciate the army’s social universe and subjectivities, and more broadly to enhance an understanding of contextually embedded social practices in the military.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136060738","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}
Ni Ketut Ratna Erawati, I. Wayan Mulyawan, I. Ketut Ngurah Sulibra
Public space is one of the most accessible areas to the public eye. Placing any sign in a public space within a given territory creates a linguistic landscape environment. One of the essential functions of a linguistic landscape is representing a certain given territory’s symbolic meaning. This symbolic meaning may represent local ideology or identity and local/national authority’s power. This phenomenon occurs in Kuta village, Badung Regency, Bali Province, Indonesia. Due to a lack of local identity, all public sign in Bali is oblique to put Balinese scripts transliteration above all Latin scripts as mandated by Bali’s Governor Regulation no. 80/2018. This authority’s power of language use over public space is one of Bali’s government’s efforts to gain its local identity in public space through public signs. This study aims to further analyse the transliteration of Latin script to Balinese script in public signs in Kuta village, as previous research indicates some mistakes and irregularity. This analysis is needed to identify, refine and regulate the transliteration procedure since Balinese script is a syllabic system different from Latin script. The finding showed that some issues must be maintained and regulated to have a good transliteration of Balinese script in public space as a landmark of Balinese identity in Bali’s public spaces.
{"title":"Balinese transliteration in public space: Error analysis in linguistics landscapes","authors":"Ni Ketut Ratna Erawati, I. Wayan Mulyawan, I. Ketut Ngurah Sulibra","doi":"10.59400/fls.v5i2.1788","DOIUrl":"https://doi.org/10.59400/fls.v5i2.1788","url":null,"abstract":"Public space is one of the most accessible areas to the public eye. Placing any sign in a public space within a given territory creates a linguistic landscape environment. One of the essential functions of a linguistic landscape is representing a certain given territory’s symbolic meaning. This symbolic meaning may represent local ideology or identity and local/national authority’s power. This phenomenon occurs in Kuta village, Badung Regency, Bali Province, Indonesia. Due to a lack of local identity, all public sign in Bali is oblique to put Balinese scripts transliteration above all Latin scripts as mandated by Bali’s Governor Regulation no. 80/2018. This authority’s power of language use over public space is one of Bali’s government’s efforts to gain its local identity in public space through public signs. This study aims to further analyse the transliteration of Latin script to Balinese script in public signs in Kuta village, as previous research indicates some mistakes and irregularity. This analysis is needed to identify, refine and regulate the transliteration procedure since Balinese script is a syllabic system different from Latin script. The finding showed that some issues must be maintained and regulated to have a good transliteration of Balinese script in public space as a landmark of Balinese identity in Bali’s public spaces.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135061346","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}
In recent years, the use of metaphor in white papers has proliferated as it plays a significant role in cognitive processing. In order to shed light on the intricate relationship between humans and the natural environment, this study focuses on the analysis of metaphor usage in a particular white paper titled “China’s Green Development in the New Era” within the field of ecopolitics. A combination of qualitative and quantitative methods, namely the utilization of a self-built corpus and case studies, is employed to categorize the translation strategies of metaphors. The findings of this study demonstrate that the metaphors utilized in the white paper effectively capture elements of social cognition and ideology. Moreover, with the assistance of part-of-speech tagging tools, it is observed that most translated metaphors strive to maintain the salient features of the source text, aiming to achieve equivalence in both form and meaning.
{"title":"Metaphorical translation strategies of the white paper “China’s Green Development in the New Era”","authors":"Wenting Liu, Zhonggen Yu","doi":"10.59400/fls.v5i2.1858","DOIUrl":"https://doi.org/10.59400/fls.v5i2.1858","url":null,"abstract":"In recent years, the use of metaphor in white papers has proliferated as it plays a significant role in cognitive processing. In order to shed light on the intricate relationship between humans and the natural environment, this study focuses on the analysis of metaphor usage in a particular white paper titled “China’s Green Development in the New Era” within the field of ecopolitics. A combination of qualitative and quantitative methods, namely the utilization of a self-built corpus and case studies, is employed to categorize the translation strategies of metaphors. The findings of this study demonstrate that the metaphors utilized in the white paper effectively capture elements of social cognition and ideology. Moreover, with the assistance of part-of-speech tagging tools, it is observed that most translated metaphors strive to maintain the salient features of the source text, aiming to achieve equivalence in both form and meaning.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"191 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135011381","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 primary aim of this article is to examine the existing findings of flipped classroom (FC) pedagogy in higher education institutions (HEIs) for teaching English as a foreign language (EFL) context. Relevant studies have been scrutinised based on keywords, such as higher education, online learning, blended or hybrid teaching, flipped classrooms, and English language instruction in EFL environment. A total of 54 out of the selected 162 articles were analysed using the critical review process as the research methodology, and data were analysed using the content analysis technique. The findings revealed that flipped classroom (FC) had been applied in different parts of the world over many years. But, most of the studies are in science and engineering. Flipped classroom (FC) in the English as foreign language context has remained untapped. Most of the studies conclude that flipped classroom (FC) has more benefits compared to its drawbacks. This review makes several recommendations for further study.
{"title":"Flipped classroom pedagogy in higher education in EFL contexts: Findings and implications for further research","authors":"Mohammed Shamsul Hoque, Monjurul Islam, Saraswathy Thurairaj, MK Puteri Zarina, Tamanna Farahdina","doi":"10.18063/fls.v5i1.1534","DOIUrl":"https://doi.org/10.18063/fls.v5i1.1534","url":null,"abstract":"The primary aim of this article is to examine the existing findings of flipped classroom (FC) pedagogy in higher education institutions (HEIs) for teaching English as a foreign language (EFL) context. Relevant studies have been scrutinised based on keywords, such as higher education, online learning, blended or hybrid teaching, flipped classrooms, and English language instruction in EFL environment. A total of 54 out of the selected 162 articles were analysed using the critical review process as the research methodology, and data were analysed using the content analysis technique. The findings revealed that flipped classroom (FC) had been applied in different parts of the world over many years. But, most of the studies are in science and engineering. Flipped classroom (FC) in the English as foreign language context has remained untapped. Most of the studies conclude that flipped classroom (FC) has more benefits compared to its drawbacks. This review makes several recommendations for further study.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135641823","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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