Pub Date : 2024-05-14DOI: 10.32996/ijllt.2024.7.5.3
Saeyd Kamal Manawi, Khairuddin Aslamyar, Muhammad Yaqoob Seraj
Two prominent languages of the Indo-Iranian branch, Pashto and Persian, have different passive voice formulations that reflect their own grammatical structures and cultural backgrounds. This article analyzes the passive structure of the Pashto language. The Pashto language has a passive structure that shares many structural similarities with the Persian language. This study aimed to educate EFL learners, teachers, and interpreters in Afghanistan on how to effectively use English, Pashto, and Persian in learning and teaching. A qualitative study was undertaken to analyze the passive voice structures in Persian and Pashto languages. The study utilized library-based techniques. Various structures of passive within tenses were analyzed in detail. The results showed that both Farsi and Pashto use almost the same pattern in changing an active into a passive one. The study found that passive voice is not only limited to some verb identifiers and past participle forms, but also involves transitivity alternation in both Farsi and Pashto languages.
{"title":"A Comparative Analysis of Passive Voice in Farsi and Pashto Languages","authors":"Saeyd Kamal Manawi, Khairuddin Aslamyar, Muhammad Yaqoob Seraj","doi":"10.32996/ijllt.2024.7.5.3","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.5.3","url":null,"abstract":"Two prominent languages of the Indo-Iranian branch, Pashto and Persian, have different passive voice formulations that reflect their own grammatical structures and cultural backgrounds. This article analyzes the passive structure of the Pashto language. The Pashto language has a passive structure that shares many structural similarities with the Persian language. This study aimed to educate EFL learners, teachers, and interpreters in Afghanistan on how to effectively use English, Pashto, and Persian in learning and teaching. A qualitative study was undertaken to analyze the passive voice structures in Persian and Pashto languages. The study utilized library-based techniques. Various structures of passive within tenses were analyzed in detail. The results showed that both Farsi and Pashto use almost the same pattern in changing an active into a passive one. The study found that passive voice is not only limited to some verb identifiers and past participle forms, but also involves transitivity alternation in both Farsi and Pashto languages.","PeriodicalId":492462,"journal":{"name":"International journal of linguistics, literature and translation","volume":"31 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140980435","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 : 2024-05-13DOI: 10.32996/ijllt.2024.7.5.2
Muhannad Hadi Altalqani
Simultaneous interpreting represents a challenge for interpreters working between typologically distinct languages, like the English-Arabic language pair. The present study is conducted to explore transfers in passive voice verbs between English as the source language and Arabic as the target language in a corpus of an interpreted English speech and its corresponding Arabic counterpart. A mixed qualitative and quantitative approach is adopted in the present study to identify recurrences of passive voice verbs and to explore the ways of rendering them into Arabic. Translation shifts are identified according to Catford’s (1965) approach. The findings of the present study reveal that nearly half of the passive voice verbs found in the source text are rendered using active voice verbs in the target text. The findings also reveal that there are four other ways of rendering passive voice verbs, including using a noun phrase, omitting a part of a sentence or a sentence as a whole, using a noun, or maintaining the passive voice form of the source verb in the target sentence. The present study contributes to promoting practices that enrich the field of English-Arabic simultaneous interpreting. It also contributes to enriching the research domain with its findings that hold special significance as the passive voice verbs constitute a divergence point between the two languages.
{"title":"Changes in the Syntactic Structure in English-Arabic Simultaneous Interpreting","authors":"Muhannad Hadi Altalqani","doi":"10.32996/ijllt.2024.7.5.2","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.5.2","url":null,"abstract":"Simultaneous interpreting represents a challenge for interpreters working between typologically distinct languages, like the English-Arabic language pair. The present study is conducted to explore transfers in passive voice verbs between English as the source language and Arabic as the target language in a corpus of an interpreted English speech and its corresponding Arabic counterpart. A mixed qualitative and quantitative approach is adopted in the present study to identify recurrences of passive voice verbs and to explore the ways of rendering them into Arabic. Translation shifts are identified according to Catford’s (1965) approach. The findings of the present study reveal that nearly half of the passive voice verbs found in the source text are rendered using active voice verbs in the target text. The findings also reveal that there are four other ways of rendering passive voice verbs, including using a noun phrase, omitting a part of a sentence or a sentence as a whole, using a noun, or maintaining the passive voice form of the source verb in the target sentence. The present study contributes to promoting practices that enrich the field of English-Arabic simultaneous interpreting. It also contributes to enriching the research domain with its findings that hold special significance as the passive voice verbs constitute a divergence point between the two languages.","PeriodicalId":492462,"journal":{"name":"International journal of linguistics, literature and translation","volume":"93 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140984449","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 : 2024-05-09DOI: 10.32996/ijllt.2024.7.5.1
Siyu Long
At the end of the 20th century, scholars represented by Forceville dived into the construction and representation of metaphors using various modalities, leading the shift of metaphor studies towards multimodality, which consequently put the study of multimodal metaphors in the spotlight. English textbooks, as a combination of visual and linguistic modes of expression, contain a large number of metaphors. From the perspective of conceptual blending theory, the paper explores the construction and meaning of multimodal metaphors of Chinese culture in three compulsory high school English textbooks of Beijing Normal University Press. It is found that these three compulsory high school English textbooks of Beijing Normal University Press (BNUP) contain many multimodal metaphors of Chinese culture, and these multimodal metaphors can activate student’s cultural background knowledge and convey the communicative intention of the pictures, thus arousing students’ interest in Chinese culture and fostering cultural confidence.
{"title":"A Study on Chinese Culture in High School English Textbooks of BNUP from the Perspective of Conceptual Blending Theory for Multimodal Metaphors","authors":"Siyu Long","doi":"10.32996/ijllt.2024.7.5.1","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.5.1","url":null,"abstract":"At the end of the 20th century, scholars represented by Forceville dived into the construction and representation of metaphors using various modalities, leading the shift of metaphor studies towards multimodality, which consequently put the study of multimodal metaphors in the spotlight. English textbooks, as a combination of visual and linguistic modes of expression, contain a large number of metaphors. From the perspective of conceptual blending theory, the paper explores the construction and meaning of multimodal metaphors of Chinese culture in three compulsory high school English textbooks of Beijing Normal University Press. It is found that these three compulsory high school English textbooks of Beijing Normal University Press (BNUP) contain many multimodal metaphors of Chinese culture, and these multimodal metaphors can activate student’s cultural background knowledge and convey the communicative intention of the pictures, thus arousing students’ interest in Chinese culture and fostering cultural confidence.","PeriodicalId":492462,"journal":{"name":"International journal of linguistics, literature and translation","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140994859","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 : 2024-05-05DOI: 10.32996/ijllt.2024.7.4.19
Nasser Sayed Gomaa Abdelrasheed, Muhammad Amir Saeed
The current study aimed to investigate the impact of Mindfulness-based cognitive therapy counseling program in enhancing the psychological resilience of basic education teachers in the Dhofar Region, south of the Sultanate of Oman. The experimental study sample consisted of (60) male teachers in cycle two of basic education in Dhofar Governorate with low psychological resilience scores. This sample was randomly divided into two equivalence groups: one experimental group and the other control group. Each group consisted of (30) male teachers. The counseling program was applied for the male teachers in the experimental group rather than the control group to develop psychological resilience with them. The researchers have used the psychological resilience scale (prepared by the researchers) and a counseling program based on mindfulness-based cognitive therapy (prepared by the researchers). The results of the study indicated that there were statistically significant differences at level (0.01) between the mean scores of the experimental and the control group in the post-test on the psychological resilience scale in favor of the experimental group. There are also statistically significant differences at the level of (0.01) between the mean scores of the experimental group in both the pre-test and post-test on the psychological resilience scale in favor of the post-test. This revealed the effectiveness of mindfulness-based cognitive therapy in increasing the level of psychological resilience among male teachers as the scores of teachers rose significantly on the pre-test. In addition, the study has also concluded with finding non-statistically significant differences at the level of (0.05) between the mean scores of the experimental group in both pre-test and follow-up tests on the psychological resilience scale. The results emphasise continuing mindfulness-based cognitive therapy's effectiveness in increasing psychological resilience among male teachers. In the light of the results, it can be recommended by: Organizing workshops and open discussion forums between teachers, as this approach will significantly motivate social relations, reinforce confidence among teachers, and enhance occupational performance.
{"title":"The Impact of Mindfulness-based Cognitive Therapy in enhancing Psychological Resilience among basic education teachers in Oman: Longitudinal Study","authors":"Nasser Sayed Gomaa Abdelrasheed, Muhammad Amir Saeed","doi":"10.32996/ijllt.2024.7.4.19","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.4.19","url":null,"abstract":"The current study aimed to investigate the impact of Mindfulness-based cognitive therapy counseling program in enhancing the psychological resilience of basic education teachers in the Dhofar Region, south of the Sultanate of Oman. The experimental study sample consisted of (60) male teachers in cycle two of basic education in Dhofar Governorate with low psychological resilience scores. This sample was randomly divided into two equivalence groups: one experimental group and the other control group. Each group consisted of (30) male teachers. The counseling program was applied for the male teachers in the experimental group rather than the control group to develop psychological resilience with them. The researchers have used the psychological resilience scale (prepared by the researchers) and a counseling program based on mindfulness-based cognitive therapy (prepared by the researchers). The results of the study indicated that there were statistically significant differences at level (0.01) between the mean scores of the experimental and the control group in the post-test on the psychological resilience scale in favor of the experimental group. There are also statistically significant differences at the level of (0.01) between the mean scores of the experimental group in both the pre-test and post-test on the psychological resilience scale in favor of the post-test. This revealed the effectiveness of mindfulness-based cognitive therapy in increasing the level of psychological resilience among male teachers as the scores of teachers rose significantly on the pre-test. In addition, the study has also concluded with finding non-statistically significant differences at the level of (0.05) between the mean scores of the experimental group in both pre-test and follow-up tests on the psychological resilience scale. The results emphasise continuing mindfulness-based cognitive therapy's effectiveness in increasing psychological resilience among male teachers. In the light of the results, it can be recommended by: Organizing workshops and open discussion forums between teachers, as this approach will significantly motivate social relations, reinforce confidence among teachers, and enhance occupational performance.","PeriodicalId":492462,"journal":{"name":"International journal of linguistics, literature and translation","volume":"7 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141011852","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 : 2024-04-24DOI: 10.32996/ijllt.2024.7.4.15
Duygu Gülçiçeği, Akbar Alişah
Test anxiety has become a grueling burden, especially for students in the competitive world. As a result, contextualization of anxiety in education has been retaining the attention and demands of educators and psychologists so far. A student’s GPA in academic life is one of the crucial and numerical indicators of academic achievement. This present study endeavors to investigate the potential distinctions between the level of cognitive test anxiety of students in English Language Teaching (ELT) and English Language Literature (ELL) departments and their cumulative GPA (out of 4,00). Also, the second goal of this investigation is to delve into the possible significant differences marked between gender and students’ cognitive test anxiety levels. This investigation presents some sources to explicate test anxiety and students’ GPAs before presenting the main data results from a variety of studies. Finally, the Cognitive Test Anxiety Scale was employed by the researchers, so 60 English Language Teaching students and 46 English Language and Literature students showed their participation (N= 106) on Cognitive Test Anxiety Scale items. Following this part, this research is finalized with the conclusion, which includes an analysis of data results and an examination of relevant research findings. In the conclusion part, it can be seen that Cognitive Test Anxiety scores and students’ departments showed salient differences; however, Cognitive Test Anxiety and participants’ genders have similar points to each other. Moreover, there was no correlation detected between their GPAs and their levels of Cognitive Test Anxiety. However, both students’ GPAs scores and their departments and their GPAs’ and genders show some differences.
{"title":"Cognitive Test Anxiety and Academic Performance of Undergraduate Students in Istanbul","authors":"Duygu Gülçiçeği, Akbar Alişah","doi":"10.32996/ijllt.2024.7.4.15","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.4.15","url":null,"abstract":"Test anxiety has become a grueling burden, especially for students in the competitive world. As a result, contextualization of anxiety in education has been retaining the attention and demands of educators and psychologists so far. A student’s GPA in academic life is one of the crucial and numerical indicators of academic achievement. This present study endeavors to investigate the potential distinctions between the level of cognitive test anxiety of students in English Language Teaching (ELT) and English Language Literature (ELL) departments and their cumulative GPA (out of 4,00). Also, the second goal of this investigation is to delve into the possible significant differences marked between gender and students’ cognitive test anxiety levels. This investigation presents some sources to explicate test anxiety and students’ GPAs before presenting the main data results from a variety of studies. Finally, the Cognitive Test Anxiety Scale was employed by the researchers, so 60 English Language Teaching students and 46 English Language and Literature students showed their participation (N= 106) on Cognitive Test Anxiety Scale items. Following this part, this research is finalized with the conclusion, which includes an analysis of data results and an examination of relevant research findings. In the conclusion part, it can be seen that Cognitive Test Anxiety scores and students’ departments showed salient differences; however, Cognitive Test Anxiety and participants’ genders have similar points to each other. Moreover, there was no correlation detected between their GPAs and their levels of Cognitive Test Anxiety. However, both students’ GPAs scores and their departments and their GPAs’ and genders show some differences.","PeriodicalId":492462,"journal":{"name":"International journal of linguistics, literature and translation","volume":"50 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140661399","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 : 2024-04-21DOI: 10.32996/ijllt.2024.7.4.14
Niña Danica Dainty Angon, John Cabansag
The paper delves into the pragma-crafting communication acts of the academic interactions on Messenger—utilizing a qualitative lens focused on selected ISU English major students and their instructors. It seeks to present communicative strategies, structures, and meaning-making by exploring the features that explore even the inexplicable messages. Through the pragma-crafting method, the researcher scrutinizes linguistic acts, extra-linguistic acts, and psychological acts inherent in these exchanges. Moreover, the research analyzes the group interviews conducted on Zoom to further explain the acts. The findings delineate the diverse language contexts present in the application, which serves as an alternative online classroom for academic instruction and interactions. This further emphasizes the importance of considering each learner's language proficiency amidst the dynamics and complexities of social media apps.
{"title":"Messaging Beyond the Lines: A Pragma-Crafting Analysis on the Academic Interactions Using a Social Media App in the New Normal","authors":"Niña Danica Dainty Angon, John Cabansag","doi":"10.32996/ijllt.2024.7.4.14","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.4.14","url":null,"abstract":"The paper delves into the pragma-crafting communication acts of the academic interactions on Messenger—utilizing a qualitative lens focused on selected ISU English major students and their instructors. It seeks to present communicative strategies, structures, and meaning-making by exploring the features that explore even the inexplicable messages. Through the pragma-crafting method, the researcher scrutinizes linguistic acts, extra-linguistic acts, and psychological acts inherent in these exchanges. Moreover, the research analyzes the group interviews conducted on Zoom to further explain the acts. The findings delineate the diverse language contexts present in the application, which serves as an alternative online classroom for academic instruction and interactions. This further emphasizes the importance of considering each learner's language proficiency amidst the dynamics and complexities of social media apps.","PeriodicalId":492462,"journal":{"name":"International journal of linguistics, literature and translation","volume":"111 33","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140678200","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 : 2024-04-18DOI: 10.32996/ijllt.2024.7.4.9
Meiling Ai
With the development of multimedia and the Internet, meanings are expressed in diverse forms. A movie poster is a multimodal discourse that integrates text, image, color, composition, and other elements, which not only gives the audience visual aesthetic enjoyment but also conveys the theme of the movie in a highly concise and effective way. Based on the theory of Visual Grammar, this study taking the poster of the recent popular movie Octagonal as the research object, conducted a multimodal discourse analysis on the poster in a qualitative way. It studied the expression of the meaning of the poster from three dimensions, namely representational meaning, interactive meaning and compositional meaning, and explored the role of the design of the poster in conveying the theme of the movie.
{"title":"Multimodal Discourse Analysis of the Poster of the Movie Octagonal","authors":"Meiling Ai","doi":"10.32996/ijllt.2024.7.4.9","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.4.9","url":null,"abstract":"With the development of multimedia and the Internet, meanings are expressed in diverse forms. A movie poster is a multimodal discourse that integrates text, image, color, composition, and other elements, which not only gives the audience visual aesthetic enjoyment but also conveys the theme of the movie in a highly concise and effective way. Based on the theory of Visual Grammar, this study taking the poster of the recent popular movie Octagonal as the research object, conducted a multimodal discourse analysis on the poster in a qualitative way. It studied the expression of the meaning of the poster from three dimensions, namely representational meaning, interactive meaning and compositional meaning, and explored the role of the design of the poster in conveying the theme of the movie.","PeriodicalId":492462,"journal":{"name":"International journal of linguistics, literature and translation","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140686781","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 : 2024-04-18DOI: 10.32996/ijllt.2024.7.4.10
Ahmed Boukranaa, Kebir Sandy
The use of translation as a method for teaching English for Specific Purposes has recently gained attention. Historically speaking, the use of translation has been regarded as a constraint to learning a second language, especially considering the negative reputation of the Grammar-Translation school. However, current research has shown that translation could be used as an effective teaching method in ESP classes at the university level. This research aims to scrutinise published research about translation employment in ESP classrooms. The paper scrutinises 25 Articles using inductive thematic analysis. The articles under scrutiny resulted from a systematic literature search of Google Scholar, Web of Science, and Ebsco. The inductive thematic analysis led to the discovery of themes linked to the learner and translation activities and teaching practices, including defining learners’ level, course specifications and designing, academic and administrative instruction, translation as a communication tool, enhancing speaking accuracy, consolidating the learners' lexical repertoire and strengthening comprehension skills. Implementing translation activities in ESP classrooms is prominent in consolidating the four skills. The results of this paper suggest that the application of Translation in ESP classrooms as an aiding tool is a pivotal issue that English language teaching practitioners should consider.
{"title":"A Translation Turn in ESP Classrooms: The Use of the Source Language to Teach the Target Language","authors":"Ahmed Boukranaa, Kebir Sandy","doi":"10.32996/ijllt.2024.7.4.10","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.4.10","url":null,"abstract":"The use of translation as a method for teaching English for Specific Purposes has recently gained attention. Historically speaking, the use of translation has been regarded as a constraint to learning a second language, especially considering the negative reputation of the Grammar-Translation school. However, current research has shown that translation could be used as an effective teaching method in ESP classes at the university level. This research aims to scrutinise published research about translation employment in ESP classrooms. The paper scrutinises 25 Articles using inductive thematic analysis. The articles under scrutiny resulted from a systematic literature search of Google Scholar, Web of Science, and Ebsco. The inductive thematic analysis led to the discovery of themes linked to the learner and translation activities and teaching practices, including defining learners’ level, course specifications and designing, academic and administrative instruction, translation as a communication tool, enhancing speaking accuracy, consolidating the learners' lexical repertoire and strengthening comprehension skills. Implementing translation activities in ESP classrooms is prominent in consolidating the four skills. The results of this paper suggest that the application of Translation in ESP classrooms as an aiding tool is a pivotal issue that English language teaching practitioners should consider.","PeriodicalId":492462,"journal":{"name":"International journal of linguistics, literature and translation","volume":" 31","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140689220","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 : 2024-04-18DOI: 10.32996/ijllt.2024.7.4.13
Jumana Mohammed Saad
Quintilian defined the standard view of sarcasm, or verbal irony, as speech in which we comprehend something that is the complete opposite of what is said. However, This study aimed to investigate the pragmatic features of politically sensitive communication devoted to the events and issues surrounding the present-day Iraqi TV program disputes, which consist mostly of speech acts of offense and insult, frequently taking the form of sarcasm and irony. Also, it aimed to examine the roles of sarcasm and irony in politicians' and Iraqi party representatives' politicized communication. Furthermore, this study investigated why the speakers chose sarcasm to convey their thoughts, as well as why this method of communication was more effective than others. To achieve these aims, the data obtained from Balharf Alwahed, a TV show, by watching multiple episodes on YouTube that include journalists and their interviewees, was used to find out the function of sarcasm in political speeches and the role sarcasm plays in Iraqi TV shows. The findings revealed that sarcasm is an important method of criticism in television interviews. The interviewer deliberately used irony as a weapon to strike his guests with a smooth criticism that the guests would accept without any problems. Additionally, humor is one of the implicit means of provocation used by broadcasters to trace the emotions of the guest, which may lead to knowing the truth. Thus, humor is used by broadcasters with cunning and savvy, where the dialogue is knotted with an intelligence that is not very provocative to the guest but rather works to stir his feelings a little to reveal his political past.
{"title":"Sarcasm in Iraqi Political Interviews","authors":"Jumana Mohammed Saad","doi":"10.32996/ijllt.2024.7.4.13","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.4.13","url":null,"abstract":"Quintilian defined the standard view of sarcasm, or verbal irony, as speech in which we comprehend something that is the complete opposite of what is said. However, This study aimed to investigate the pragmatic features of politically sensitive communication devoted to the events and issues surrounding the present-day Iraqi TV program disputes, which consist mostly of speech acts of offense and insult, frequently taking the form of sarcasm and irony. Also, it aimed to examine the roles of sarcasm and irony in politicians' and Iraqi party representatives' politicized communication. Furthermore, this study investigated why the speakers chose sarcasm to convey their thoughts, as well as why this method of communication was more effective than others. To achieve these aims, the data obtained from Balharf Alwahed, a TV show, by watching multiple episodes on YouTube that include journalists and their interviewees, was used to find out the function of sarcasm in political speeches and the role sarcasm plays in Iraqi TV shows. The findings revealed that sarcasm is an important method of criticism in television interviews. The interviewer deliberately used irony as a weapon to strike his guests with a smooth criticism that the guests would accept without any problems. Additionally, humor is one of the implicit means of provocation used by broadcasters to trace the emotions of the guest, which may lead to knowing the truth. Thus, humor is used by broadcasters with cunning and savvy, where the dialogue is knotted with an intelligence that is not very provocative to the guest but rather works to stir his feelings a little to reveal his political past.","PeriodicalId":492462,"journal":{"name":"International journal of linguistics, literature and translation","volume":" 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140688875","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 : 2024-04-18DOI: 10.32996/ijllt.2024.7.4.12
Xianli Yu
This paper discusses and practices the application of the CBI model to college English reading course systems with media characteristics. The goal of CBI is to assist the core teaching of subject knowledge through language learning. The evaluation method is divided into two parts: language knowledge test and process evaluation. The data were collected and analyzed through in-class tests, unit summary composition, questionnaire survey, and semi-structured interviews. The results show that the content-based teaching model, which focuses on the professional knowledge of media science, integrates the professional knowledge of media science with English language teaching and emphasizes the students' initiative and participation in the teaching process. While improving students' basic English vocabulary, syntax and reading skills, it also significantly improves their professional knowledge. This teaching mode is suitable for the college English teaching and personnel training requirements of each specialty.
{"title":"A Study on the Application of CBI Teaching Mode in College English Reading Course for Media Majors: A Case Study of College English Reading Teaching for Students in Sichuan University of Media and Communications","authors":"Xianli Yu","doi":"10.32996/ijllt.2024.7.4.12","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.4.12","url":null,"abstract":"This paper discusses and practices the application of the CBI model to college English reading course systems with media characteristics. The goal of CBI is to assist the core teaching of subject knowledge through language learning. The evaluation method is divided into two parts: language knowledge test and process evaluation. The data were collected and analyzed through in-class tests, unit summary composition, questionnaire survey, and semi-structured interviews. The results show that the content-based teaching model, which focuses on the professional knowledge of media science, integrates the professional knowledge of media science with English language teaching and emphasizes the students' initiative and participation in the teaching process. While improving students' basic English vocabulary, syntax and reading skills, it also significantly improves their professional knowledge. This teaching mode is suitable for the college English teaching and personnel training requirements of each specialty.","PeriodicalId":492462,"journal":{"name":"International journal of linguistics, literature and translation","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140689557","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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