Pub Date : 2024-08-10DOI: 10.32996/ijllt.2024.7.8.16
Rachid Benhakkoum
The objective of this paper is to shed light on the main elements of Lawrence Venuti's invaluable book: The Translator's Invisibility and foregrounds the importance of his premise. The study traces Venuti’s research project that describes the work nature of the translator of the English language through contrasting the main components of the book and highlighting its relevance. The author's ultimate goal is to change the marginalized status of the act of translation in the perspective of Anglo-American culture. His discourse is addressed to the translators and readership, both beginners and experts, and he advocates a shift in perspective toward the reading and writing of the translation process. The author’s journey to reverse the unjust situation of the field redefines concepts like; ‘domestication’ and ‘foreignization’, revisits the purpose of the act of translation and highlights the importance of the translator's role and identity. Venuti investigates the marginalized situation of the translator, in Anglo-American culture, through reconsidering notions like: Invisibility, Canon, Nation, Dissidence, Margin, Simpatico and concludes with a call to action. Actually, The Translator's Invisibility aims at creating new alternatives in the reality of the field, however, this ambitious aspiration is faced with the arrogant dogma of how the translator is seen by the commissioners which affects the translator's self-value per se. A fact that necessitates more research, investigation and collaboration of efforts, of prominent authors and institutions of the field, in order to adjust the work conditions of the translators and achieve the paradigm shift that an inspirational book like this one forestalls.
{"title":"A Review of 'The Translator's Invisibility' Book by Lawrence Venuti","authors":"Rachid Benhakkoum","doi":"10.32996/ijllt.2024.7.8.16","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.8.16","url":null,"abstract":" \u0000The objective of this paper is to shed light on the main elements of Lawrence Venuti's invaluable book: The Translator's Invisibility and foregrounds the importance of his premise. The study traces Venuti’s research project that describes the work nature of the translator of the English language through contrasting the main components of the book and highlighting its relevance. The author's ultimate goal is to change the marginalized status of the act of translation in the perspective of Anglo-American culture. His discourse is addressed to the translators and readership, both beginners and experts, and he advocates a shift in perspective toward the reading and writing of the translation process. The author’s journey to reverse the unjust situation of the field redefines concepts like; ‘domestication’ and ‘foreignization’, revisits the purpose of the act of translation and highlights the importance of the translator's role and identity. Venuti investigates the marginalized situation of the translator, in Anglo-American culture, through reconsidering notions like: Invisibility, Canon, Nation, Dissidence, Margin, Simpatico and concludes with a call to action. Actually, The Translator's Invisibility aims at creating new alternatives in the reality of the field, however, this ambitious aspiration is faced with the arrogant dogma of how the translator is seen by the commissioners which affects the translator's self-value per se. A fact that necessitates more research, investigation and collaboration of efforts, of prominent authors and institutions of the field, in order to adjust the work conditions of the translators and achieve the paradigm shift that an inspirational book like this one forestalls.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"8 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141920182","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 : 2024-07-27DOI: 10.32996/ijllt.2024.7.7.12
Haya Alotaibi
Thisudy examines the relationship between language and identity in Kuwait, focusing on the implications of diglossia amongst generations X and Z (those born between 1960-1980 and 1997-2012). The use of Modern Standard Arabic (MSA) and Kuwaiti Arabic in different settings is a prevalent feature of Kuwait’s linguistic landscape. Some voices call for the standardization of Arabic dialects to obtain national independent identities, disassociating from Arabs and the Arabic language. This research explores whether this linguistic duality creates an identity dilemma for Kuwaitis within the aforementioned generations. An anonymous survey was conducted to gather data on attitudes, perceptions, stereotypes, and emotional responses. The findings suggest that diglossia in Kuwait is not creating an identity crisis or disconnect for either generation. Despite the generational differences, both groups exhibited more similarities than anticipated across the four studied themes. The study aims to contribute to understanding language and identity in a diglossic context.
本研究探讨了科威特语言与身份之间的关系，重点是 X 代和 Z 代（1960-1980 年和 1997-2012 年之间出生的人）中的 "失语 "现象的影响。在不同场合使用现代标准阿拉伯语（MSA）和科威特阿拉伯语是科威特语言景观的一个普遍特征。一些人呼吁将阿拉伯语方言标准化，以获得独立的民族身份，脱离阿拉伯人和阿拉伯语。本研究探讨了这种语言上的双重性是否给上述几代科威特人造成了身份认同上的困境。通过匿名调查收集了有关态度、看法、成见和情绪反应的数据。调查结果表明，科威特的双重语言并没有给两代人造成身份认同危机或脱节。尽管存在代际差异，但在所研究的四个主题中，两个群体表现出的相似性比预期的要多。本研究旨在帮助人们理解在失语背景下的语言和身份认同。
{"title":"Language and Identity in Kuwait: Examining Arabic Diglossia amongst Generation X and Generation Z","authors":"Haya Alotaibi","doi":"10.32996/ijllt.2024.7.7.12","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.7.12","url":null,"abstract":"Thisudy examines the relationship between language and identity in Kuwait, focusing on the implications of diglossia amongst generations X and Z (those born between 1960-1980 and 1997-2012). The use of Modern Standard Arabic (MSA) and Kuwaiti Arabic in different settings is a prevalent feature of Kuwait’s linguistic landscape. Some voices call for the standardization of Arabic dialects to obtain national independent identities, disassociating from Arabs and the Arabic language. This research explores whether this linguistic duality creates an identity dilemma for Kuwaitis within the aforementioned generations. An anonymous survey was conducted to gather data on attitudes, perceptions, stereotypes, and emotional responses. The findings suggest that diglossia in Kuwait is not creating an identity crisis or disconnect for either generation. Despite the generational differences, both groups exhibited more similarities than anticipated across the four studied themes. The study aims to contribute to understanding language and identity in a diglossic context.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"5 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797643","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 the realm of Senior High School (SHS) education, mastering syntactical structure competence in academic writing plays a pivotal role in fostering effective communication and intellectual growth. This study investigates the level of syntactical structure competence of Grade 11 students from STEM and HUMSS strands across three private schools in Santiago City, Philippines. The research adopts a descriptive-correlational design to describe syntactical characteristics and explore potential correlations among variables. The methodology involved administering a teacher-made test to assess syntactical knowledge in areas such as transitional devices, subject-verb agreement and verb tenses. Data collection included a stratified random sample of 258 students, ensuring representation across various strata. Results indicate varying levels of syntactical competence among students, with significant challenges observed in specific grammatical rules. Statistical analysis revealed correlations between syntactical competence and demographic factors, highlighting areas for targeted instructional interventions. Findings underscore the importance of tailored educational materials to address syntactical deficiencies effectively. In conclusion, this study contributes to understanding the nuances of syntactical structure competence in academic writing among SHS students. By identifying areas of weakness and strengths, educators can develop contextualized instructional materials that enhance syntactical skills, thereby improving students’ mastery of syntactical structure, academic writing proficiency and overall communication abilities.
{"title":"Syntactical Structure Competence in Academic Writing of Senior High School Students: Designing a Contextualized Instructional Material","authors":"Mariz Baptista, Jennelyn Lacar-Raymundo, Mariz Reforsado","doi":"10.32996/ijllt.2024.7.7.10","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.7.10","url":null,"abstract":"In the realm of Senior High School (SHS) education, mastering syntactical structure competence in academic writing plays a pivotal role in fostering effective communication and intellectual growth. This study investigates the level of syntactical structure competence of Grade 11 students from STEM and HUMSS strands across three private schools in Santiago City, Philippines. The research adopts a descriptive-correlational design to describe syntactical characteristics and explore potential correlations among variables. The methodology involved administering a teacher-made test to assess syntactical knowledge in areas such as transitional devices, subject-verb agreement and verb tenses. Data collection included a stratified random sample of 258 students, ensuring representation across various strata. Results indicate varying levels of syntactical competence among students, with significant challenges observed in specific grammatical rules. Statistical analysis revealed correlations between syntactical competence and demographic factors, highlighting areas for targeted instructional interventions. Findings underscore the importance of tailored educational materials to address syntactical deficiencies effectively. In conclusion, this study contributes to understanding the nuances of syntactical structure competence in academic writing among SHS students. By identifying areas of weakness and strengths, educators can develop contextualized instructional materials that enhance syntactical skills, thereby improving students’ mastery of syntactical structure, academic writing proficiency and overall communication abilities.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"66 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141798301","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 : 2024-07-27DOI: 10.32996/ijllt.2024.7.7.11
Jemerson Eugenio, Jennelyn L. Raymundo
Communicative competence is one of the primary aims of English language education, and it highlights the proper use of language functions in specific situations. This study aimed to determine the language functions used in ESL classrooms by Junior High School students. The identified underrepresented language functions became the point of departure in designing an enhancement program to improve the conversational English skills of the students. This study used qualitative research design as it employed audio recordings, classroom observations, and field notes as instruments to gather data from the six (6) ESL classrooms. This study used the model of Michael Halliday’s Language Functions as a framework for the conversation analysis of verbatim transcriptions. The study found that the participants mostly used representational, heuristic, personal, and instrumental language functions during their conversational English sessions. However, imaginative, regulatory, and interactional language functions were recognized as underrepresented. A Conversational English Enhancement Program (CEEP) Framework and Modules focused on the identified underrepresented language functions were designed for the language learners. The study's concerns, such as the sparse use of imaginative language function in discussion, ineffective ways of employing regulatory function in communication, and maintaining dialogues, were specifically and contextually targeted by the modules. Thus, students in ESL classrooms should be given avenues to exercise their conversational English skills by giving them exposure to authentic situations where they can maximize language functions appropriately.
{"title":"Language Functions in ESL Classrooms: Basis for the Enhancement of English Conversational Skills of Junior High School Students","authors":"Jemerson Eugenio, Jennelyn L. Raymundo","doi":"10.32996/ijllt.2024.7.7.11","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.7.11","url":null,"abstract":"Communicative competence is one of the primary aims of English language education, and it highlights the proper use of language functions in specific situations. This study aimed to determine the language functions used in ESL classrooms by Junior High School students. The identified underrepresented language functions became the point of departure in designing an enhancement program to improve the conversational English skills of the students. This study used qualitative research design as it employed audio recordings, classroom observations, and field notes as instruments to gather data from the six (6) ESL classrooms. This study used the model of Michael Halliday’s Language Functions as a framework for the conversation analysis of verbatim transcriptions. The study found that the participants mostly used representational, heuristic, personal, and instrumental language functions during their conversational English sessions. However, imaginative, regulatory, and interactional language functions were recognized as underrepresented. A Conversational English Enhancement Program (CEEP) Framework and Modules focused on the identified underrepresented language functions were designed for the language learners. The study's concerns, such as the sparse use of imaginative language function in discussion, ineffective ways of employing regulatory function in communication, and maintaining dialogues, were specifically and contextually targeted by the modules. Thus, students in ESL classrooms should be given avenues to exercise their conversational English skills by giving them exposure to authentic situations where they can maximize language functions appropriately.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"5 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797600","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 : 2024-07-27DOI: 10.32996/ijllt.2024.7.7.8
Jasper Anthony, L. Rafanan, Jennelyn L. Raymundo
Fluency is one of the most essential micro skills in reading. Reading combines comprehension, accuracy, and speed. This offers a chance to broaden one's skill set and gain competence in the demanding world, especially considering the range of employment accessible in the country that mostly requires reading comprehension. The purpose of this study was to assess the learners' reading fluency in terms of comprehension and speed as well as any differences in reading fluency between the pre- and post-implementation periods of reading remediation and intervention. All junior high school students enrolled for the 2023–2024 academic year make up the target group for this study. The Philippine Informal Reading Inventory (Phil-IRI), an evaluation tool with features like comprehension score, speed reading rate, and leveled passages, was used by the researcher. The study's findings showed that students' reading comprehension was rated as frustrating, and their reading speed level fell into this category. As a result, learners' reading fluency was primarily evaluated in terms of irritation. Pre-test results showed a mean rating of 2.86, while post-test results showed a mean of 2.98 with a p-value of 0.00, indicating a higher level of reading fluency than before the reading project was implemented. Since reading programs were implemented in schools, students have made some progress and shown promising results. However, it is advised that educational institutions think about reexamining the implemented programs to improve the alarming status of the learners in terms of their reading skills.
{"title":"Impact of Customized Reading Remediation and Intervention in Reading Fluency of High School Students","authors":"Jasper Anthony, L. Rafanan, Jennelyn L. Raymundo","doi":"10.32996/ijllt.2024.7.7.8","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.7.8","url":null,"abstract":"Fluency is one of the most essential micro skills in reading. Reading combines comprehension, accuracy, and speed. This offers a chance to broaden one's skill set and gain competence in the demanding world, especially considering the range of employment accessible in the country that mostly requires reading comprehension. The purpose of this study was to assess the learners' reading fluency in terms of comprehension and speed as well as any differences in reading fluency between the pre- and post-implementation periods of reading remediation and intervention. All junior high school students enrolled for the 2023–2024 academic year make up the target group for this study. The Philippine Informal Reading Inventory (Phil-IRI), an evaluation tool with features like comprehension score, speed reading rate, and leveled passages, was used by the researcher. The study's findings showed that students' reading comprehension was rated as frustrating, and their reading speed level fell into this category. As a result, learners' reading fluency was primarily evaluated in terms of irritation. Pre-test results showed a mean rating of 2.86, while post-test results showed a mean of 2.98 with a p-value of 0.00, indicating a higher level of reading fluency than before the reading project was implemented. Since reading programs were implemented in schools, students have made some progress and shown promising results. However, it is advised that educational institutions think about reexamining the implemented programs to improve the alarming status of the learners in terms of their reading skills.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"79 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141798352","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 : 2024-07-27DOI: 10.32996/ijllt.2024.7.7.9
Leslyn Gamelo, Jennelyn L. Raymundo Roy
English language proficiency is a necessary part of the educational process. The Philippines is a culturally and linguistically diverse nation, making second language (L2) acquisition difficult. Essentially, the practice of teaching and studying in two or more languages alternately to facilitate learners' simple absorption of knowledge is known as code-switching. The research employed a descriptive-correlational survey to gather the code-switching practices of the 33 Junior High School teachers and 356 students in English as Second Language (ESL) classes. Additionally, the mean was used in determining the perception of the respondents. Moreover, Pearson’s r was employed to test the relationship between the perception of the respondents on the ESL classes' application of code-switching exercises and their particular code-switching exercises in various areas of language instruction (understanding lesson content, managing discipline, and classroom behavior, and building relationships and engaging learners). The data were collected during the school year 2023-2024. Slovin’s formula was applied in determining the sample size, and subsequently stratified random sampling was used since there were different schools as samples of this study. The instrument used to gather data was a questionnaire on the perceptions towards code-switching practice in English as a Second Language (ESL) classes and the classroom code-switching practices in key areas of language instruction. Frequency, percentage, mean, and Pearson’s r were used to arrive at the correct analysis and interpretation of data. Findings disclosed that teachers and learners with an overall agreement with the statements about code-switching practices in ESL classrooms perceive code-switching as beneficial and necessary in English as a Second Language (ESL) instruction. In terms of code-switching practices in different key areas of language instruction, most frequently, teachers employ language alternation in order to comprehend the lesson material, while students use it always for the same purpose; teachers use code-switching most of the time, and students use it always in managing discipline and classroom behavior; most often teachers and learners use language alternation to cultivate connections and interest students.
英语语言能力是教育过程的必要组成部分。菲律宾是一个文化和语言多元化的国家，因此学习第二语言（L2）十分困难。从本质上讲，用两种或两种以上语言交替进行教学和学习以促进学习者简单吸收知识的做法被称为语码转换。本研究采用描述性相关调查的方法，收集了 33 名初中教师和 356 名英语作为第二语言（ESL）班学生的语码转换实践。此外，平均值被用于确定受访者的看法。此外，还采用了皮尔逊 r 检验受访者对英语作为第二语言（ESL）班级应用代码转换练习的看法与他们在语言教学各领域（理解课程内容、管理纪律和课堂行为，以及建立关系和吸引学习者）的特定代码转换练习之间的关系。数据收集于 2023-2024 学年。在确定样本量时采用了斯洛文公式，随后又使用了分层随机抽样法，因为本研究的样本来自不同的学校。收集数据的工具是一份调查问卷，内容涉及对英语作为第二语言（ESL）课程中代码转换实践的看法，以及语言教学关键领域中的课堂代码转换实践。研究采用了频率、百分比、平均值和皮尔森 r 来正确分析和解释数据。研究结果表明，教师和学习者总体上同意有关 ESL 课堂语码转换实践的陈述，认为语码转换在英语作为第二语言（ESL）教学中是有益和必要的。就语言教学中不同关键领域的语码转换实践而言，最常见的是教师为了理解课程材料而使用语言交替，而学生总是为了同样的目的而使用语言交替；教师大多数时候使用语码转换，而学生总是在管理纪律和课堂行为时使用语码转换；最常见的是教师和学习者使用语言交替来培养学生的联系和兴趣。
{"title":"Code-Switching Practices of Junior High School Teachers and Learners in English as Second Language (ESL) Classes: Basis in Designing Intervention Program","authors":"Leslyn Gamelo, Jennelyn L. Raymundo Roy","doi":"10.32996/ijllt.2024.7.7.9","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.7.9","url":null,"abstract":"English language proficiency is a necessary part of the educational process. The Philippines is a culturally and linguistically diverse nation, making second language (L2) acquisition difficult. Essentially, the practice of teaching and studying in two or more languages alternately to facilitate learners' simple absorption of knowledge is known as code-switching. The research employed a descriptive-correlational survey to gather the code-switching practices of the 33 Junior High School teachers and 356 students in English as Second Language (ESL) classes. Additionally, the mean was used in determining the perception of the respondents. Moreover, Pearson’s r was employed to test the relationship between the perception of the respondents on the ESL classes' application of code-switching exercises and their particular code-switching exercises in various areas of language instruction (understanding lesson content, managing discipline, and classroom behavior, and building relationships and engaging learners). The data were collected during the school year 2023-2024. Slovin’s formula was applied in determining the sample size, and subsequently stratified random sampling was used since there were different schools as samples of this study. The instrument used to gather data was a questionnaire on the perceptions towards code-switching practice in English as a Second Language (ESL) classes and the classroom code-switching practices in key areas of language instruction. Frequency, percentage, mean, and Pearson’s r were used to arrive at the correct analysis and interpretation of data. Findings disclosed that teachers and learners with an overall agreement with the statements about code-switching practices in ESL classrooms perceive code-switching as beneficial and necessary in English as a Second Language (ESL) instruction. In terms of code-switching practices in different key areas of language instruction, most frequently, teachers employ language alternation in order to comprehend the lesson material, while students use it always for the same purpose; teachers use code-switching most of the time, and students use it always in managing discipline and classroom behavior; most often teachers and learners use language alternation to cultivate connections and interest students.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"67 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141798603","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 : 2024-07-26DOI: 10.32996/ijllt.2024.7.7.7
Precious Gallo, Jennelyn L. Raymundo
Many Filipinos have found employment in the English as a Foreign Language (EFL) online tutoring industry. The EFL online tutoring extends beyond the traditional academic mainstream, becoming a dynamic and personalized avenue for language learning. This paper aimed to fill the research gaps surfaced by the dearth of research in online learning, where there are limited known teaching and assessment strategies used to deliver EFL tutoring classes. It specifically sought to identify the effectiveness and adaptability of communicative language teaching strategies to cater to the language needs of EFL learners. The participants were tutors of Chinese, Japanese, and Vietnamese learners. Through a phenomenological qualitative inquiry, this study subsequently gathered data through a semi-structured interview with eight priori codes as a research instrument. On the other hand, tutoring class observations also corroborated the parallel validation of interview data. The data further analyzed using cool, warm, and thematic analyses. The directives of themes explicated in this study were delineated by the emerging Communicative Language Teaching (CLT) approach by Richards and Schmidt as conceptual framework, other prevalent strategies were also reiterated. In a nutshell, the participants’ perspectives highlighted the effective utilization of language activities in all instructional and evaluative aspects. These are the use of authentic materials as a push for authenticity, opinion sharing, role-playing, information gap activities, information transfer activities, mechanical practice in language familiarization, meaningful practice by giving prompt feedback, language task, and project work. Consequently, the constraints revolved around language barrier, technological barrier, short attention span, and validity of assessments involved. Also, essential suggestions for future researchers are accentuated in this study.
{"title":"Communicative Language Teaching and Assessment Strategies in Online English as Foreign Language (EFL) Tutoring Context","authors":"Precious Gallo, Jennelyn L. Raymundo","doi":"10.32996/ijllt.2024.7.7.7","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.7.7","url":null,"abstract":"Many Filipinos have found employment in the English as a Foreign Language (EFL) online tutoring industry. The EFL online tutoring extends beyond the traditional academic mainstream, becoming a dynamic and personalized avenue for language learning. This paper aimed to fill the research gaps surfaced by the dearth of research in online learning, where there are limited known teaching and assessment strategies used to deliver EFL tutoring classes. It specifically sought to identify the effectiveness and adaptability of communicative language teaching strategies to cater to the language needs of EFL learners. The participants were tutors of Chinese, Japanese, and Vietnamese learners. Through a phenomenological qualitative inquiry, this study subsequently gathered data through a semi-structured interview with eight priori codes as a research instrument. On the other hand, tutoring class observations also corroborated the parallel validation of interview data. The data further analyzed using cool, warm, and thematic analyses. The directives of themes explicated in this study were delineated by the emerging Communicative Language Teaching (CLT) approach by Richards and Schmidt as conceptual framework, other prevalent strategies were also reiterated. In a nutshell, the participants’ perspectives highlighted the effective utilization of language activities in all instructional and evaluative aspects. These are the use of authentic materials as a push for authenticity, opinion sharing, role-playing, information gap activities, information transfer activities, mechanical practice in language familiarization, meaningful practice by giving prompt feedback, language task, and project work. Consequently, the constraints revolved around language barrier, technological barrier, short attention span, and validity of assessments involved. Also, essential suggestions for future researchers are accentuated in this study.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"43 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141799058","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 : 2024-07-25DOI: 10.32996/ijllt.2024.7.7.6
Mahfuza Rahat Oishy, Mahbuba Sarker
History is a political tool. It is a tool of power either to the exploited or to the exploiters based on the narration of it. Nigerian writer Chinua Achebe’s Things Fall Apart witnesses the pre-colonial, under-colonial and post-colonial phases of Igbo society, a territory that represents colonized Africa or to some extent, all the colonized societies. This paper aims at illustrating the tools and the means incorporated to strengthen the base of imperialist interests marginalizing the historical narratives of the local “other” people. Therefore, this study explores the tools, like religion, education and administration, and the means, like the church, missionary and administrative system which are used by the colonial rulers to prevail hegemony in the novel. To this end, Edward Said’s Orientalist Discourse and French Marxist philosopher Louis Althusser’s article ‘‘Ideology and Ideological State Apparatuses’’ in which he has discussed discourse of State Apparatuses like Ideological State Apparatus and Repressive State Apparatus which will constitute the cornerstone of this study. Thus, this paper will contribute and enrich the existing African, Caribbean and postcolonial literatures and come up with a new approach – Things Fall Apart: Tracing the Tools and Means of Constructing Colonial Historiography.
历史是一种政治工具。根据对历史的叙述，它是被剥削者或剥削者的权力工具。尼日利亚作家奇努阿-阿契贝的《分崩离析》见证了伊格博社会的前殖民时期、殖民时期和后殖民时期。本文旨在说明帝国主义为加强其利益基础而采用的工具和手段，这些工具和手段将当地 "他者 "人民的历史叙事边缘化。因此，本研究探讨了殖民统治者在小说中用来推行霸权的宗教、教育和行政等工具，以及教会、传教士和行政系统等手段。为此，爱德华-萨义德的《东方学话语》和法国马克思主义哲学家路易斯-阿尔都塞的文章《意识形态和意识形态国家机器》中讨论了意识形态国家机器和镇压性国家机器等国家机器的话语，这将构成本研究的基石。因此，本文将有助于丰富现有的非洲、加勒比和后殖民文学，并提出一种新的方法--"分崩离析"（Things Fall Apart）：追溯构建殖民史学的工具和手段。
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Pub Date : 2024-07-24DOI: 10.32996/ijllt.2024.7.7.5
Ashwaq Habeeb Shanshool
This study aims at conducting a pragmatic analysis of speech acts expressing flattering in some selected literary texts (Hamlet). Flattering is used to express encouragement, which is false positive evaluation. Flattering assumes the effect of the listener’s feelings, actions and thoughts via the speech acts offlattering. Flattery is a social phenomenon that treads a fine line between acceptable and unacceptable social behavior and brings forward the strategic element of language use. Although flattery was studied in different areas but pragmatic literature has not addressed the phenomenon, despite its potential to inform the interpretive process participants engage in when evaluating politeness strategies in interactions. A pragmatic methodology was used to collect the data. The results of this study show how the characters judge an action to be flattery, what (verbal) acts count as flattery, and the functions of flattery in interactions.
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Pub Date : 2024-07-21DOI: 10.32996/ijllt.2024.7.7.4
Xiangmei Li, Yuhui Yang
As online brand transactions surge, trust crises are increasingly common, posing significant challenges to brand-consumer relationships. This study investigates the impact of affective repair strategies on brand trust mediated by positive emotions. Specifically, the research focuses on four common affective repair strategies: apology, denial, promise, and their combinations. Through empirical analysis, it was found that apology and promise combinations exhibit the strongest positive effect on brand trust, surpassing the impact of singular strategies. Conversely, reliance on denial alone weakens consumer trust in the brand over time. In addition, positive emotions emerge as a critical mediator in trust restoration, particularly evident in denial combined with promise strategies. Based on these findings, managerial recommendations advocate for prioritizing apology and promise combinations, caution against the exclusive use of denial, and highlight the importance of fostering positive emotions to rebuild brand trust. This study provides actionable insights for brands seeking to effectively navigate trust crises and restore consumer confidence in the digital marketplace.
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