Pub Date : 2023-09-30DOI: 10.36777/ijollt2022.6.2.074
YIHAN FANG, ALLA KHAN, MALINI GANAPATHY
{"title":"Communicative Language Teaching in Rural Schools in China: Teachers’ Perspectives","authors":"YIHAN FANG, ALLA KHAN, MALINI GANAPATHY","doi":"10.36777/ijollt2022.6.2.074","DOIUrl":"https://doi.org/10.36777/ijollt2022.6.2.074","url":null,"abstract":"","PeriodicalId":487362,"journal":{"name":"International Journal of Language, Literacy and Translation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136279706","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 : 2023-09-30DOI: 10.36777/ijollt2023.6.2.082
XIA KUN PENG, ALLA KHAN, MALINI GANAPATHY
This research is aimed at exploring unsustainable development in education in China’s underdeveloped regions from the micro perspective of the current state of EFL writing pedagogies in a Normal College in North-eastern China (namely Manchuria). It studies the current state of the teaching of EFL writing from the methodological, practice, and achievement aspects (students’ test performance). This paper also examined the existence of educational unsustainable development in this representative university in Manchuria from the micro perspective of the teaching of EFL writing. To fulfil the research objectives, quantitative analysis approaches were employed through an eight-question questionnaire. A total of 626 valid responses were collected with a response rate of 95.28%. Results indicated that unsustainable development in education does exists in this university in terms of EFL writing pedagogies covering both theoretical and practical aspects. The below-average teacher competence in this underdeveloped area and the educational inequality in terms of human resources were among the responses collected. The educational inequity and inequality in terms of educational environment and educational climate were also pointed out. Minimal and insignificant achievement of teaching was also evidenced in students’ low performance in CET4 Writing and Translation. Recommendations for further research were given.
{"title":"Educational Challenges In Underdeveloped Regions Of China: A Microscopic Analysis Of Current EFL Writing Pedagogies In A Chinese Normal College","authors":"XIA KUN PENG, ALLA KHAN, MALINI GANAPATHY","doi":"10.36777/ijollt2023.6.2.082","DOIUrl":"https://doi.org/10.36777/ijollt2023.6.2.082","url":null,"abstract":"This research is aimed at exploring unsustainable development in education in China’s underdeveloped regions from the micro perspective of the current state of EFL writing pedagogies in a Normal College in North-eastern China (namely Manchuria). It studies the current state of the teaching of EFL writing from the methodological, practice, and achievement aspects (students’ test performance). This paper also examined the existence of educational unsustainable development in this representative university in Manchuria from the micro perspective of the teaching of EFL writing. To fulfil the research objectives, quantitative analysis approaches were employed through an eight-question questionnaire. A total of 626 valid responses were collected with a response rate of 95.28%. Results indicated that unsustainable development in education does exists in this university in terms of EFL writing pedagogies covering both theoretical and practical aspects. The below-average teacher competence in this underdeveloped area and the educational inequality in terms of human resources were among the responses collected. The educational inequity and inequality in terms of educational environment and educational climate were also pointed out. Minimal and insignificant achievement of teaching was also evidenced in students’ low performance in CET4 Writing and Translation. Recommendations for further research were given.","PeriodicalId":487362,"journal":{"name":"International Journal of Language, Literacy and Translation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136280146","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 : 2023-09-30DOI: 10.36777/ijollt2023.6.2.074
YIHAN FANG, ALLA KHAN, MALINI GANAPATHY
The approach to teaching second and foreign languages that emphasises interaction as both the means and the ultimate aim in the process of learning a language is known as communicative language teaching. By introducing communicative methodologies into their national curricula, many nations, notably China, have started teaching English as a foreign language (EFL). Since 2001, the CLT technique has been encouraged at the elementary school level, and young learners' communication skills are prioritised at the primary level. However, CLT is mostly employed at secondary and tertiary levels of education in almost every education system globally. It is rarely associated with primary school teachers, whose experiences might be different from those at higher levels. To address this gap, the present study was conducted. To this end, a survey was administered to thirty primary school teachers to learn more about their perspectives and the challenges they faced when attempting CLT in China, specifically rural China. Rural settings and rural teachers’ perspectives and impressions may differ from those of urban settings. The quantitative result of the study indicated teachers' misunderstandings of CLT. Many of them claimed that CLT is a teacher-centred approach when it is a student-centred one. In addition, several obstacles were also found to inhibit the implementation of CLT, which include the teachers themselves, the students, the educational system of China, and CLT itself. Policymakers and teachers in China are mainly expected to benefit from the findings of this study. Other education systems beyond China are expected to benefit from the findings too.
{"title":"Communicative Language Teaching In Rural Schools In China: Teachers’ Perspectives","authors":"YIHAN FANG, ALLA KHAN, MALINI GANAPATHY","doi":"10.36777/ijollt2023.6.2.074","DOIUrl":"https://doi.org/10.36777/ijollt2023.6.2.074","url":null,"abstract":"The approach to teaching second and foreign languages that emphasises interaction as both the means and the ultimate aim in the process of learning a language is known as communicative language teaching. By introducing communicative methodologies into their national curricula, many nations, notably China, have started teaching English as a foreign language (EFL). Since 2001, the CLT technique has been encouraged at the elementary school level, and young learners' communication skills are prioritised at the primary level. However, CLT is mostly employed at secondary and tertiary levels of education in almost every education system globally. It is rarely associated with primary school teachers, whose experiences might be different from those at higher levels. To address this gap, the present study was conducted. To this end, a survey was administered to thirty primary school teachers to learn more about their perspectives and the challenges they faced when attempting CLT in China, specifically rural China. Rural settings and rural teachers’ perspectives and impressions may differ from those of urban settings. The quantitative result of the study indicated teachers' misunderstandings of CLT. Many of them claimed that CLT is a teacher-centred approach when it is a student-centred one. In addition, several obstacles were also found to inhibit the implementation of CLT, which include the teachers themselves, the students, the educational system of China, and CLT itself. Policymakers and teachers in China are mainly expected to benefit from the findings of this study. Other education systems beyond China are expected to benefit from the findings too.","PeriodicalId":487362,"journal":{"name":"International Journal of Language, Literacy and Translation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136342624","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 : 2023-09-30DOI: 10.36777/ijollt2023.6.2.084
SAMAH YASLAM BAAGBAH, PARAMASWARI JAGANATHAN
English lexical stress is a crucial feature in controlling English speech comprehension. However, EFL learners frequently experience difficulties attaining the correct placement of the primary stress in English pronunciation. Literature has consistently shown that Arab EFL learners encounter these difficulties due to the tendency to place primary stress based on Arabic stress rules. However, some scholars indicated that the interference of word length and language proficiency in producing English stress patterns affects pronunciation. Yet, no reliable evidence examines the effect of word length and proficiency. The current study aimed to determine how word length and proficiency level affect the production of English lexical stress. Data was collected by recording each participant individually to examine the production of 84 words that vary in length for disyllabic and trisyllabic words. Three samples, including English native American speakers and intermediate and advanced EFL undergraduates, participated in the study. PRAAT software was used to measure the differences between the stressed and the unstressed syllables using phonetic cues ratio, namely, vowel duration, intensity, and fundamental frequency (F0). The results of the study revealed that Yemeni EFL students performed better when determining the stressed syllables in disyllabic words compared to the trisyllabic ones. Results also indicated that for the advanced level output, the lexical stress phonetic cues became much more similar to those of an American speaker than the intermediate level. This study is theoretically and pedagogically significant to enhance the teachers’ and learners’ understanding of the pronunciation difficulties of the English lexical stress among Arab EFL learners.
{"title":"Word Length And Proficiency Level Effect On English Lexical Stress Production By Arab EFL Learners","authors":"SAMAH YASLAM BAAGBAH, PARAMASWARI JAGANATHAN","doi":"10.36777/ijollt2023.6.2.084","DOIUrl":"https://doi.org/10.36777/ijollt2023.6.2.084","url":null,"abstract":"English lexical stress is a crucial feature in controlling English speech comprehension. However, EFL learners frequently experience difficulties attaining the correct placement of the primary stress in English pronunciation. Literature has consistently shown that Arab EFL learners encounter these difficulties due to the tendency to place primary stress based on Arabic stress rules. However, some scholars indicated that the interference of word length and language proficiency in producing English stress patterns affects pronunciation. Yet, no reliable evidence examines the effect of word length and proficiency. The current study aimed to determine how word length and proficiency level affect the production of English lexical stress. Data was collected by recording each participant individually to examine the production of 84 words that vary in length for disyllabic and trisyllabic words. Three samples, including English native American speakers and intermediate and advanced EFL undergraduates, participated in the study. PRAAT software was used to measure the differences between the stressed and the unstressed syllables using phonetic cues ratio, namely, vowel duration, intensity, and fundamental frequency (F0). The results of the study revealed that Yemeni EFL students performed better when determining the stressed syllables in disyllabic words compared to the trisyllabic ones. Results also indicated that for the advanced level output, the lexical stress phonetic cues became much more similar to those of an American speaker than the intermediate level. This study is theoretically and pedagogically significant to enhance the teachers’ and learners’ understanding of the pronunciation difficulties of the English lexical stress among Arab EFL learners.","PeriodicalId":487362,"journal":{"name":"International Journal of Language, Literacy and Translation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136279784","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 : 2023-09-30DOI: 10.36777/ijollt2023.6.2.073
CHEN MINGLUN, SALASIAH CHE LAH, MALINI GANAPATHY
Myths reflect the wisdom of ancient people. In the mid-20th century, Northrop Frye proposed archetypal criticism (myth criticism) and claimed that literature is displaced mythology; in other words, literary works are imitations of myths. The forest plays a significant role in mythology and is an essential imagery for archetypal criticism. As the primitive home of humankind, the forest is more than a vegetation world in literature; it is endowed with profound cultural implications, providing the motifs for literature. The forest imagery in The Scarlet Letter by Nathaniel Hawthorne, a well-known American Romantic novelist, and The Wilderness (Yüan-yeh) by Cao Yu (Ts’ao Yü), a prominent Chinese playwright, displaces mythological archetypes. However, due to the diverse cultures of the authors and the different themes they intended to convey, the mythological archetypes of the forest in the two works have similarities and differences. According to the holy scriptures and tales from Greek mythology, by using myth and archetypal criticism and qualitative research methods such as comparative method, biographical approach, and textual analysis, this paper attempts to analyze the similarities and differences between the mythological archetypes of the forest in The Scarlet Letter and The Wilderness to reveal the resemblance and diversity of human culture, psychology, and literary creation, as well as the significance of myth to literature. Findings show that the forest imagery in both works primarily displaces the archetypes of the Bible and Greek mythology and that the displacement focuses on the themes of atonement and redemption, expressing both authors’ ideals of goodness and self-redemption.
{"title":"Comparative Study On The Mythological Archetypes Of The Forest In The Scarlet Letter And The Wilderness","authors":"CHEN MINGLUN, SALASIAH CHE LAH, MALINI GANAPATHY","doi":"10.36777/ijollt2023.6.2.073","DOIUrl":"https://doi.org/10.36777/ijollt2023.6.2.073","url":null,"abstract":"Myths reflect the wisdom of ancient people. In the mid-20th century, Northrop Frye proposed archetypal criticism (myth criticism) and claimed that literature is displaced mythology; in other words, literary works are imitations of myths. The forest plays a significant role in mythology and is an essential imagery for archetypal criticism. As the primitive home of humankind, the forest is more than a vegetation world in literature; it is endowed with profound cultural implications, providing the motifs for literature. The forest imagery in The Scarlet Letter by Nathaniel Hawthorne, a well-known American Romantic novelist, and The Wilderness (Yüan-yeh) by Cao Yu (Ts’ao Yü), a prominent Chinese playwright, displaces mythological archetypes. However, due to the diverse cultures of the authors and the different themes they intended to convey, the mythological archetypes of the forest in the two works have similarities and differences. According to the holy scriptures and tales from Greek mythology, by using myth and archetypal criticism and qualitative research methods such as comparative method, biographical approach, and textual analysis, this paper attempts to analyze the similarities and differences between the mythological archetypes of the forest in The Scarlet Letter and The Wilderness to reveal the resemblance and diversity of human culture, psychology, and literary creation, as well as the significance of myth to literature. Findings show that the forest imagery in both works primarily displaces the archetypes of the Bible and Greek mythology and that the displacement focuses on the themes of atonement and redemption, expressing both authors’ ideals of goodness and self-redemption.","PeriodicalId":487362,"journal":{"name":"International Journal of Language, Literacy and Translation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136341967","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 : 2023-09-30DOI: 10.36777/ijollt2023.6.2.087
WENDY NG LI WEN, ROSLI MUHAMMAD NAIM
Vocabulary is a crucial aspect of language acquisition and plays a vital role in dictating learners’ proficiency level at different ages. A key aspect of second language acquisition (SLA) is the development of a broad vocabulary. This review looks at how learners approach vocabulary learning, different categories of vocabulary, and the main objectives of vocabulary acquisition. The paper additionally explores Vocabulary Learning Strategies and how they affect vocabulary development in SLA. Cognitive tactics, including memorising techniques or metacognitive strategies, which entail learners reflecting on their learning process and tracking their progress, may be used to approach vocabulary acquisition. Working with peers or teachers to acquire vocabulary is another efficient approach to using social learning tactics. Learners must have word knowledge, which encompasses academic, domain-specific, colloquial, technical, and idiomatic vocabulary, in addition to expressive and productive vocabulary, to improve their vocabulary acquisition. Additionally, grammatical complexity greatly influences word acquisition, and modern learning tools like social media apps, subtitles, and short tales provide new approaches to enhancing vocabulary learning. In summary, effective Vocabulary Learning Strategies (VLS) are crucial in SLA, and learners should use various strategies to pick up a wide variety of vocabulary. When creating language teaching programmes, language teachers should also consider each learner’s requirements and motivations. Utilising fresh learning resources and media may provide learners with more options for enhancing their vocabulary learning and enhancing their overall language skills.
{"title":"Vocabulary Learning Strategies (VLS) In Second Language Acquisition (SLA): A Review Of Literature","authors":"WENDY NG LI WEN, ROSLI MUHAMMAD NAIM","doi":"10.36777/ijollt2023.6.2.087","DOIUrl":"https://doi.org/10.36777/ijollt2023.6.2.087","url":null,"abstract":"Vocabulary is a crucial aspect of language acquisition and plays a vital role in dictating learners’ proficiency level at different ages. A key aspect of second language acquisition (SLA) is the development of a broad vocabulary. This review looks at how learners approach vocabulary learning, different categories of vocabulary, and the main objectives of vocabulary acquisition. The paper additionally explores Vocabulary Learning Strategies and how they affect vocabulary development in SLA. Cognitive tactics, including memorising techniques or metacognitive strategies, which entail learners reflecting on their learning process and tracking their progress, may be used to approach vocabulary acquisition. Working with peers or teachers to acquire vocabulary is another efficient approach to using social learning tactics. Learners must have word knowledge, which encompasses academic, domain-specific, colloquial, technical, and idiomatic vocabulary, in addition to expressive and productive vocabulary, to improve their vocabulary acquisition. Additionally, grammatical complexity greatly influences word acquisition, and modern learning tools like social media apps, subtitles, and short tales provide new approaches to enhancing vocabulary learning. In summary, effective Vocabulary Learning Strategies (VLS) are crucial in SLA, and learners should use various strategies to pick up a wide variety of vocabulary. When creating language teaching programmes, language teachers should also consider each learner’s requirements and motivations. Utilising fresh learning resources and media may provide learners with more options for enhancing their vocabulary learning and enhancing their overall language skills.","PeriodicalId":487362,"journal":{"name":"International Journal of Language, Literacy and Translation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136342359","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 : 2023-09-30DOI: 10.36777/ijollt2023.6.2.089
MARTHA KHOSA
Background: As shown by the Progress in International Reading Study (PIRLS) findings over four successive cycles (2006, 2011, 2016, and 2021), South African Grade 4 learners’ performance in reading literacy is low, irrespective of the language in which reading is assessed. Xitsonga home language (HL) learners are assessed in Grade 4, but very little research on early reading development in this language has been undertaken. Objectives: This article aims to examine whether Xitsonga HL reading develops differently when it is used as the language of instruction compared to being used as the second language (L2). Method: The quantitative case study was conducted in five schools in the Mopani district of Limpopo Province. The early grade reading assessment (EGRA) instrument was adapted to Xitsonga, and 75 Grade 1s were selected in this study simply because Grade 1 is an important reading milestone children have to go through to help them cope with more advanced reading skills in higher grades. Results: The findings showed significant differences between Xitsonga HL and L2 in favour of L2. It was unexpected for Xitsonga HL learners to be outscored by learners who were taught Xitsonga as an L2, given that HL learners often use the language at home. Conclusion: Based on the findings, it is evident that teachers need to consider the orthographic nature of African languages when teaching reading in the Foundation Phase (Grades 1-3) classroom. Moreover, teaching reading requires an expert reading teacher who is familiar with the cultural, linguistic, and educational backgrounds of their learners. Thus, this requires teachers to be constantly professionally developed through suitable, accurate, and updated materials to help them improve their teaching of reading.
{"title":"Comparing Reading Performance Between Xitsonga as The Language of Instruction and as the Second Language","authors":"MARTHA KHOSA","doi":"10.36777/ijollt2023.6.2.089","DOIUrl":"https://doi.org/10.36777/ijollt2023.6.2.089","url":null,"abstract":"Background: As shown by the Progress in International Reading Study (PIRLS) findings over four successive cycles (2006, 2011, 2016, and 2021), South African Grade 4 learners’ performance in reading literacy is low, irrespective of the language in which reading is assessed. Xitsonga home language (HL) learners are assessed in Grade 4, but very little research on early reading development in this language has been undertaken. Objectives: This article aims to examine whether Xitsonga HL reading develops differently when it is used as the language of instruction compared to being used as the second language (L2). Method: The quantitative case study was conducted in five schools in the Mopani district of Limpopo Province. The early grade reading assessment (EGRA) instrument was adapted to Xitsonga, and 75 Grade 1s were selected in this study simply because Grade 1 is an important reading milestone children have to go through to help them cope with more advanced reading skills in higher grades. Results: The findings showed significant differences between Xitsonga HL and L2 in favour of L2. It was unexpected for Xitsonga HL learners to be outscored by learners who were taught Xitsonga as an L2, given that HL learners often use the language at home. Conclusion: Based on the findings, it is evident that teachers need to consider the orthographic nature of African languages when teaching reading in the Foundation Phase (Grades 1-3) classroom. Moreover, teaching reading requires an expert reading teacher who is familiar with the cultural, linguistic, and educational backgrounds of their learners. Thus, this requires teachers to be constantly professionally developed through suitable, accurate, and updated materials to help them improve their teaching of reading.","PeriodicalId":487362,"journal":{"name":"International Journal of Language, Literacy and Translation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136342366","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 : 2023-09-30DOI: 10.36777/ijollt2023.6.2.083
JIAO YULING, SALASIAH CHE LAH
The utilization of languages spoken by minority groups is a frequently observed topic in the field of linguistic landscape research. Based on empirical data, this paper examines the linguistic landscapes of two historic towns, Dayan and Shuhe, in Lijiang's Old Town to delve into the language use situation, especially the status of ethnic minority languages in a multi-ethnic area in China. The two old towns constitute the major administrative area in the Old Town of Lijiang, a renowned World Heritage Cultural site and a 5A-level tourism spot in China. The research concentrates on the languages displayed in the public signs in the selected areas to unveil the languages used and their relative weights in top-down and bottom-up flows. A quantitative method was applied by collecting digital photos to calculate the proportions and percentages of the languages used, and observations were done to recognize the preferred language in bilingual and multilingual signs. It is found that Dayan Old Town exhibits a greater degree of multilingualism than that of Shuhe Old Town with a more extensive use of multiple languages. The analysis of the linguistic landscape shows that Chinese enjoy absolute visibility among all the languages used, and Dongba scripts function as a cultural icon for eye-catching by featuring it at the top of the order of appearance among other languages in bottom-up signs, albeit not as prominently as Chinese. Besides, the appearance of English as a global language is prevalent in regional linguistic environments as it is encouraged to be seen in the top-down multilinguist signs. The language use situation in the selected streets will shed light on future research on the linguistic landscape in multi-ethnic areas in rural China, especially the cities suspended by tourism avenues.
{"title":"A Study Of Language Usage In The Old Town Of Lijiang","authors":"JIAO YULING, SALASIAH CHE LAH","doi":"10.36777/ijollt2023.6.2.083","DOIUrl":"https://doi.org/10.36777/ijollt2023.6.2.083","url":null,"abstract":"The utilization of languages spoken by minority groups is a frequently observed topic in the field of linguistic landscape research. Based on empirical data, this paper examines the linguistic landscapes of two historic towns, Dayan and Shuhe, in Lijiang's Old Town to delve into the language use situation, especially the status of ethnic minority languages in a multi-ethnic area in China. The two old towns constitute the major administrative area in the Old Town of Lijiang, a renowned World Heritage Cultural site and a 5A-level tourism spot in China. The research concentrates on the languages displayed in the public signs in the selected areas to unveil the languages used and their relative weights in top-down and bottom-up flows. A quantitative method was applied by collecting digital photos to calculate the proportions and percentages of the languages used, and observations were done to recognize the preferred language in bilingual and multilingual signs. It is found that Dayan Old Town exhibits a greater degree of multilingualism than that of Shuhe Old Town with a more extensive use of multiple languages. The analysis of the linguistic landscape shows that Chinese enjoy absolute visibility among all the languages used, and Dongba scripts function as a cultural icon for eye-catching by featuring it at the top of the order of appearance among other languages in bottom-up signs, albeit not as prominently as Chinese. Besides, the appearance of English as a global language is prevalent in regional linguistic environments as it is encouraged to be seen in the top-down multilinguist signs. The language use situation in the selected streets will shed light on future research on the linguistic landscape in multi-ethnic areas in rural China, especially the cities suspended by tourism avenues.","PeriodicalId":487362,"journal":{"name":"International Journal of Language, Literacy and Translation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136279629","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}
{"title":"Post-Editing Of Neural Machine Translation Of The Novel “Murder Of The Bookseller” From Arabic Into English","authors":"ABDULFATTAH SALIM MOHAMMED, MOZHGAN GHASSEMIAZGHANDI, MARLINA JAMAL","doi":"10.36777/ijollt2023.6.2.080","DOIUrl":"https://doi.org/10.36777/ijollt2023.6.2.080","url":null,"abstract":"","PeriodicalId":487362,"journal":{"name":"International Journal of Language, Literacy and Translation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136279631","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 : 2023-09-30DOI: 10.36777/ijollt2023.6.2.090
WONG KA CHUN, MARLINA JAMAL
In media discourse, intertextuality is an important aspect which is concerned with how voices are represented and weaved into news articles. The study sets out to explore how the Orang Asli are intertextually represented in the selected Malaysian news media, namely The Star (mainstream news media) and Malaysiakini (alternative news media). The corpus of this study comprises 24 online news articles from The Star (n=12) and Malaysiakini (n=12), respectively. The analysis is grounded on Fairclough’s (1995b) Three-Dimensional Critical Discourse Analysis (CDA) Framework focusing on the intertextual aspect, notably the news articles' discourse representation. The results showed that the voices of the authorities were represented more frequently in The Star as compared to the Orang Asli, whereas both voices were represented fairly by Malaysiakini. Furthermore, the quotation patterns revealed that the authorities were directly quoted more frequently than the Orang Asli, especially in The Star. Although Malaysiakini quoted the Orang Asli, the quotations continue to perpetuate an inferior and stereotypical imagery of the community which revolves around vulnerable and dependent narratives. In general, the intertextual analysis reveals that the authorities’ voices continue to predominate the mainstream media in reinforcing existing perceptions of the Orang Asli community as well as speaking on behalf of the community, which in turn suppresses the Orang Asli’s voices.
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