Pub Date : 2024-03-23DOI: 10.32996/ijllt.2024.7.3.18
Hajar Skifa, Khadija Sekkal
The study explores pragmatic adaptation in translating foreign TV news, focusing on Moroccan National TV practices. Translation connects cultures, necessitating an understanding of pragmatics for effective communication. Investigating this complex process is crucial to ensure that translated discourse resonates with the target audience. Foreign news, following Baker's multifunctional approach, seeks to influence audiences, demanding meticulous adaptation of linguistic nuances by translators. The study examines three axes: TV news linguistic style, translation techniques, and their efficacy. Data from translated foreign news aired on Moroccan National TV in Arabic will be analyzed, focusing on language style and register. Pragmatic adaptations in TV news translation will be scrutinized, evaluating effectiveness in fidelity to the source. A qualitative approach will be used, aligning with the study's focus on pragmatic adaptation techniques. Primary sources include culturally rich English news broadcasts translated into Arabic by Moroccan National TV translators, supplemented by al-Oula TV news topics. Through this investigation, the study aims to deepen understanding of translating foreign TV news dynamics and illuminate pragmatic adaptations in the Moroccan context.
{"title":"Exploring Pragmatic Adaptation in Television News Translation: A Case Study of Moroccan National TV","authors":"Hajar Skifa, Khadija Sekkal","doi":"10.32996/ijllt.2024.7.3.18","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.3.18","url":null,"abstract":"The study explores pragmatic adaptation in translating foreign TV news, focusing on Moroccan National TV practices. Translation connects cultures, necessitating an understanding of pragmatics for effective communication. Investigating this complex process is crucial to ensure that translated discourse resonates with the target audience. Foreign news, following Baker's multifunctional approach, seeks to influence audiences, demanding meticulous adaptation of linguistic nuances by translators. The study examines three axes: TV news linguistic style, translation techniques, and their efficacy. Data from translated foreign news aired on Moroccan National TV in Arabic will be analyzed, focusing on language style and register. Pragmatic adaptations in TV news translation will be scrutinized, evaluating effectiveness in fidelity to the source. A qualitative approach will be used, aligning with the study's focus on pragmatic adaptation techniques. Primary sources include culturally rich English news broadcasts translated into Arabic by Moroccan National TV translators, supplemented by al-Oula TV news topics. Through this investigation, the study aims to deepen understanding of translating foreign TV news dynamics and illuminate pragmatic adaptations in the Moroccan context.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":" 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140211191","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 : 2024-03-21DOI: 10.32996/ijllt.2024.7.3.15
Abdullah Wisam Othman AL-HURMUZI, And Lina Taysir Alzouabi
Literature has always been linked to psychoanalysis by literary critics and literary theorists in the academic field of literary criticism or theory. The Freudian psychoanalytic approach focuses primarily on exploring and analyzing an individual’s inner world. This study examines Horace Walpole’s The Castle of Otranto from the viewpoint of the psychoanalysis theory founded on Freud’s interpretations of the behaviours of human beings and discusses the novel from that perspective. These behaviours result from the subconscious part of humans and in which they are connected to internal and external conflicts. Freud believes the unconscious mind is the root of all strange behaviours and mental illnesses and points out that the social context is a significant factor in these afflictions. The study aims to apply psychoanalytic theory to analyze in-depth the self-conflict, repetition of language, and taboos that appear in The Castle of Otranto to present examples of internal or external conflicts that are held in the subconscious as being part of human beings’ essence, and eventually as the primary source of disturbance of human behaviour.
{"title":"Reading Horace Walpole’s The Castle of Otranto from the Perspective of Freudian psychoanalysis","authors":"Abdullah Wisam Othman AL-HURMUZI, And Lina Taysir Alzouabi","doi":"10.32996/ijllt.2024.7.3.15","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.3.15","url":null,"abstract":"Literature has always been linked to psychoanalysis by literary critics and literary theorists in the academic field of literary criticism or theory. The Freudian psychoanalytic approach focuses primarily on exploring and analyzing an individual’s inner world. This study examines Horace Walpole’s The Castle of Otranto from the viewpoint of the psychoanalysis theory founded on Freud’s interpretations of the behaviours of human beings and discusses the novel from that perspective. These behaviours result from the subconscious part of humans and in which they are connected to internal and external conflicts. Freud believes the unconscious mind is the root of all strange behaviours and mental illnesses and points out that the social context is a significant factor in these afflictions. The study aims to apply psychoanalytic theory to analyze in-depth the self-conflict, repetition of language, and taboos that appear in The Castle of Otranto to present examples of internal or external conflicts that are held in the subconscious as being part of human beings’ essence, and eventually as the primary source of disturbance of human behaviour.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"17 S2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140222463","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 : 2024-03-21DOI: 10.32996/ijllt.2024.7.3.14
Sunita Swar Suri
The paper focuses on English teachers' teaching strategies in secondary-level classes to enhance students' deeper learning skills. This paper is the outcome of a qualitative study, a narrative inquiry with three secondary-level English teachers. With the help of in-depth interviews and class observation, the study figured out how the different teaching strategies allow teachers to adopt, integrate and ensure deeper learning skills in existing curricular content. The research primarily collected data through interviews and supplemented it with classroom observations. They subsequently analysed the data under three major themes. The first gives theoretical reasoning; in contrast, the second and third themes widely discuss the practical aspects and examples from actual classroom practices aligning with the researcher's observation track record that revolves around the theme. The study concludes that any strategies the teacher introduces must be reinforced by fostering an autonomous environment for learners, creating a school environment supportive of deeper learning, and ensuring the appropriate assessment of deep learning skills.
{"title":"Teachers' Strategies to Enhance Deeper Learning Skills in English Language Classes","authors":"Sunita Swar Suri","doi":"10.32996/ijllt.2024.7.3.14","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.3.14","url":null,"abstract":"The paper focuses on English teachers' teaching strategies in secondary-level classes to enhance students' deeper learning skills. This paper is the outcome of a qualitative study, a narrative inquiry with three secondary-level English teachers. With the help of in-depth interviews and class observation, the study figured out how the different teaching strategies allow teachers to adopt, integrate and ensure deeper learning skills in existing curricular content. The research primarily collected data through interviews and supplemented it with classroom observations. They subsequently analysed the data under three major themes. The first gives theoretical reasoning; in contrast, the second and third themes widely discuss the practical aspects and examples from actual classroom practices aligning with the researcher's observation track record that revolves around the theme. The study concludes that any strategies the teacher introduces must be reinforced by fostering an autonomous environment for learners, creating a school environment supportive of deeper learning, and ensuring the appropriate assessment of deep learning skills.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"4 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140222545","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 : 2024-03-15DOI: 10.32996/ijllt.2024.7.3.11
Letizia Leonardi
This article is the revised version of the paper that I presented at the 5th APTIS (Association of Programmes in Translation and Interpreting Studies) 2023 conference (“The teaching and learning that matter today”), whose proceedings were never published. As a result of globalisation, the number of books requiring translation considerably increased. Nevertheless, readers do not always acknowledge translations as such, and literary translators do not generally obtain the recognition they deserve. Academia may be partly responsible for that: on the one side, indeed, literary translation is not as discussed as other topics within the broader field of Translation Studies; on the other, whilst teaching texts in translation is becoming increasingly common, translated literature is not generally considered as an academic discipline on its own. To promote a wider circulation and appreciation of translated literature in and beyond academia, translated literary texts could be systematically introduced into the curricula of courses in literature and literary translation. This could be achieved through the compilation and use of parallel corpora, namely collections of source texts and respective translations. In this light, this paper has two main objectives: explaining how courses in literature and literary translation could be taught using parallel corpora; showcasing the pedagogical advantages that such an approach may have on different levels. As for courses in literature it would provide students with an understanding of the mechanisms behind the production of literary translations and their relevance within the broader literary system. On what concerns courses in literary translation, it may represent a compromise between theory and practice, and between the research-orientated environment of academic settings and the commercially-orientated publishing industry. The study was conducted through the review of pedagogical practices and contexts where literary texts are taught in translation. The paper concludes with the observation that this corpus-based teaching approach may have some positive repercussions outside academia: it would not only contribute to a broader appreciation of translated literary texts among the general public but also foster a broader recognition of the role of the literary translator in shaping and constructing foreign literature.
{"title":"Literature in and through Translation: Literary Translation as a Pedagogical Resource","authors":"Letizia Leonardi","doi":"10.32996/ijllt.2024.7.3.11","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.3.11","url":null,"abstract":"This article is the revised version of the paper that I presented at the 5th APTIS (Association of Programmes in Translation and Interpreting Studies) 2023 conference (“The teaching and learning that matter today”), whose proceedings were never published. As a result of globalisation, the number of books requiring translation considerably increased. Nevertheless, readers do not always acknowledge translations as such, and literary translators do not generally obtain the recognition they deserve. Academia may be partly responsible for that: on the one side, indeed, literary translation is not as discussed as other topics within the broader field of Translation Studies; on the other, whilst teaching texts in translation is becoming increasingly common, translated literature is not generally considered as an academic discipline on its own. To promote a wider circulation and appreciation of translated literature in and beyond academia, translated literary texts could be systematically introduced into the curricula of courses in literature and literary translation. This could be achieved through the compilation and use of parallel corpora, namely collections of source texts and respective translations. In this light, this paper has two main objectives: explaining how courses in literature and literary translation could be taught using parallel corpora; showcasing the pedagogical advantages that such an approach may have on different levels. As for courses in literature it would provide students with an understanding of the mechanisms behind the production of literary translations and their relevance within the broader literary system. On what concerns courses in literary translation, it may represent a compromise between theory and practice, and between the research-orientated environment of academic settings and the commercially-orientated publishing industry. The study was conducted through the review of pedagogical practices and contexts where literary texts are taught in translation. The paper concludes with the observation that this corpus-based teaching approach may have some positive repercussions outside academia: it would not only contribute to a broader appreciation of translated literary texts among the general public but also foster a broader recognition of the role of the literary translator in shaping and constructing foreign literature.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"88 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140239546","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 : 2024-03-15DOI: 10.32996/ijllt.2024.7.3.12
Mahmood K. Ibrahim, Muhammed F. Abdulrazaq, Khalid Jassim Muhammad
In this study, the impact of prosodic features (PFs) on the listening skills of IELTS test takers has been investigated. In total, 95 male and female students from Kirkuk/Iraq Institute participated in the study. The sample was split evenly across three experimental groups and a control group. The experimental groups were told to identify PFs. The control group was taught listening skills in general without any form of PF from the researcher. Because of the difference in instruction, the experimental groups' mean scores were significantly higher than those of the control group.
{"title":"The Effect of Identifying Prosodic Features (PFs) in Improving IELTS Students’ Listening Skills","authors":"Mahmood K. Ibrahim, Muhammed F. Abdulrazaq, Khalid Jassim Muhammad","doi":"10.32996/ijllt.2024.7.3.12","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.3.12","url":null,"abstract":"In this study, the impact of prosodic features (PFs) on the listening skills of IELTS test takers has been investigated. In total, 95 male and female students from Kirkuk/Iraq Institute participated in the study. The sample was split evenly across three experimental groups and a control group. The experimental groups were told to identify PFs. The control group was taught listening skills in general without any form of PF from the researcher. Because of the difference in instruction, the experimental groups' mean scores were significantly higher than those of the control group.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140237498","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 : 2024-03-15DOI: 10.32996/ijllt.2024.7.3.13
M. Al-Natour, Ayman Bni Bakkar
This study aims to investigate the misunderstanding of Jordanian requests by non-Arab students at the northern universities of Jordan. The misunderstanding among the students at these universities restricts building strong relationships among the students which could expand the problem of making successful communications among them. Brown and Levinson's (1987) politeness theory is adopted to analyze the data together with Austin's (1975) and Searle's (1975) speech act theories. A mixed method is used to collect the data. For the quantitative data, the Discourse Completion Test (DCT) will be used, and for the qualitative data, a semi-structured interview will be conducted. The results are expected to achieve the objectives of this study.
本研究旨在调查约旦北部大学的非阿拉伯学生对约旦要求的误解。这些大学的学生之间的误解限制了学生之间建立牢固的关系，这可能会扩大他们之间成功沟通的问题。研究采用了 Brown 和 Levinson（1987 年）的礼貌理论以及 Austin（1975 年）和 Searle（1975 年）的言语行为理论来分析数据。研究采用混合方法收集数据。在定量数据方面，将使用 "话语完成度测试"（DCT）；在定性数据方面，将进行半结构式访谈。研究结果有望实现本研究的目标。
{"title":"The Misunderstanding of Jordanian Requests by the Non-Arab Students at the Northern Private Universities of Jordan: A Conceptual Paper","authors":"M. Al-Natour, Ayman Bni Bakkar","doi":"10.32996/ijllt.2024.7.3.13","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.3.13","url":null,"abstract":"This study aims to investigate the misunderstanding of Jordanian requests by non-Arab students at the northern universities of Jordan. The misunderstanding among the students at these universities restricts building strong relationships among the students which could expand the problem of making successful communications among them. Brown and Levinson's (1987) politeness theory is adopted to analyze the data together with Austin's (1975) and Searle's (1975) speech act theories. A mixed method is used to collect the data. For the quantitative data, the Discourse Completion Test (DCT) will be used, and for the qualitative data, a semi-structured interview will be conducted. The results are expected to achieve the objectives of this study.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"89 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140238257","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 : 2024-03-11DOI: 10.32996/ijllt.2024.7.3.10
Reima Al-Jarf
Product names in Saudi Arabia are mostly written in both Arabic and English, whether they are imported or locally produced. Numerous errors in using the Arabic definite article are currently very common. This study aims to examine a sample of Arabic product names consisting of single and multi-word names to find out the percentage of indefinite and definite product names, the types of compound product names with the highest frequency in faulty definite article attachment, and whether they faulty {al-} attachment is a result of transfer from their English equivalents which in most cases are printed on the product boxes or bottles. A sample of 187 product names (food, teas, coffee, herbs, spices, supplements, and beauty products) was collected from supermarkets, shops, and pharmacies. A sample of undergraduate student translators made judgments about the correctness of the definiteness and indefiniteness of all the product names in the sample. A product name was confirmed as definite or indefinite if it received the same response from 70% of the participants. Results showed that 60% of the product names are definite and 40% are indefinite. 49% were judged correct ((38% indefinite and 11% definite) as برجر بقري Beef burger; توت مشكل mixed berries & كبة دجاج chicken kibbeh. 51% were judged incorrect (49% definite and 2% indefinite) as (الزنك *the zinc). مربى المشمش apricot fruit spread; شيش طاووق الدجاج shish tawook). In some cases, definite and indefinite forms of the same product names are used due to differences in the manufacturer. Few faulty indefinite forms should be definite ( بهارات السمكfish spices instead of بهارات سمك ), and few definite forms were considered correct (توابل المشويات BBQ spices). The highest frequency of faulty {al-} occurred in two-word product names. It seems that manufacturers are unaware of the rules of making product names definite/indefinite, especially those with a generic and ubiquitous reference as opposed to those referring to specific and unique entities as in oil names. Analysis revealed no transfer of definiteness/indefiniteness from English, in which product names are usually indefinite. Recommendations for the correct labelling and translation of product names are given.
{"title":"Definite or Indefinite? The Case of Arabic Product Names as Judged by Student Translators","authors":"Reima Al-Jarf","doi":"10.32996/ijllt.2024.7.3.10","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.3.10","url":null,"abstract":"Product names in Saudi Arabia are mostly written in both Arabic and English, whether they are imported or locally produced. Numerous errors in using the Arabic definite article are currently very common. This study aims to examine a sample of Arabic product names consisting of single and multi-word names to find out the percentage of indefinite and definite product names, the types of compound product names with the highest frequency in faulty definite article attachment, and whether they faulty {al-} attachment is a result of transfer from their English equivalents which in most cases are printed on the product boxes or bottles. A sample of 187 product names (food, teas, coffee, herbs, spices, supplements, and beauty products) was collected from supermarkets, shops, and pharmacies. A sample of undergraduate student translators made judgments about the correctness of the definiteness and indefiniteness of all the product names in the sample. A product name was confirmed as definite or indefinite if it received the same response from 70% of the participants. Results showed that 60% of the product names are definite and 40% are indefinite. 49% were judged correct ((38% indefinite and 11% definite) as برجر بقري Beef burger; توت مشكل mixed berries & كبة دجاج chicken kibbeh. 51% were judged incorrect (49% definite and 2% indefinite) as (الزنك *the zinc). مربى المشمش apricot fruit spread; شيش طاووق الدجاج shish tawook). In some cases, definite and indefinite forms of the same product names are used due to differences in the manufacturer. Few faulty indefinite forms should be definite ( بهارات السمكfish spices instead of بهارات سمك ), and few definite forms were considered correct (توابل المشويات BBQ spices). The highest frequency of faulty {al-} occurred in two-word product names. It seems that manufacturers are unaware of the rules of making product names definite/indefinite, especially those with a generic and ubiquitous reference as opposed to those referring to specific and unique entities as in oil names. Analysis revealed no transfer of definiteness/indefiniteness from English, in which product names are usually indefinite. Recommendations for the correct labelling and translation of product names are given.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"6 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140253819","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 : 2024-03-07DOI: 10.32996/ijllt.2024.7.3.9
A. Alhaj
The current research paper aims to critically study translating Ayahs Aleudul العدول in the Quranic contexts from an interdisciplinary jurisprudential linguistic perspective. The findings of the study showed that Aleudul العدول in the Qur’anic context is a phenomenon that reoccurs in many ayahs. The researcher selected one of the many: the Quranic Arabic Aleudul العدول in Ayah 33 of Surat al-Ahzab to explain the phenomenon and discuss it in detail. The study also showed that the Quranic Arabic Aleudul العدول came in the Qur’anic context to reveal the importance of the meaning to be explained in the context to which it is assigned. The foremost of the problems encountered by translators of the Holy Quran was the dearth of most exegesis relating to this recurring phenomenon in the Holy Qur’an. This is because exegesis is founded on the segmentation of the ayahs rather than a single ayah to determine their denotations and memorize the rulings from them only once.
{"title":"Translating Ayahs Aleudul in the Quranic Contexts: An Interdisciplinary Jurisprudential","authors":"A. Alhaj","doi":"10.32996/ijllt.2024.7.3.9","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.3.9","url":null,"abstract":"The current research paper aims to critically study translating Ayahs Aleudul العدول in the Quranic contexts from an interdisciplinary jurisprudential linguistic perspective. The findings of the study showed that Aleudul العدول in the Qur’anic context is a phenomenon that reoccurs in many ayahs. The researcher selected one of the many: the Quranic Arabic Aleudul العدول in Ayah 33 of Surat al-Ahzab to explain the phenomenon and discuss it in detail. The study also showed that the Quranic Arabic Aleudul العدول came in the Qur’anic context to reveal the importance of the meaning to be explained in the context to which it is assigned. The foremost of the problems encountered by translators of the Holy Quran was the dearth of most exegesis relating to this recurring phenomenon in the Holy Qur’an. This is because exegesis is founded on the segmentation of the ayahs rather than a single ayah to determine their denotations and memorize the rulings from them only once.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"7 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140258209","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 : 2024-03-07DOI: 10.32996/ijllt.2024.7.3.7
Hang Su
Since the teaching of French in primary schools is not yet on a large scale in China, there are few references. In addition, the teaching of French in primary school started very late in our country and there are not yet complete standards to be followed, so that in the practice of teaching French in primary school, inevitably there are still a lot of problems to be solved. By combining the status quo of teaching French in primary schools in China, the problems encountered in its practice, the psychological characteristics of children during the learning of foreign languages, this project therefore aims to analyze, to reflect on the teaching of French in primary schools in China, and to propose a viable reflection on its future pedagogical practices, while starting from the organization of the courses, the teaching methods, the selection of the didactic material and stimulation of the interest of schoolchildren.
{"title":"A Study of French Language Teaching in Primary Schools in China","authors":"Hang Su","doi":"10.32996/ijllt.2024.7.3.7","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.3.7","url":null,"abstract":"Since the teaching of French in primary schools is not yet on a large scale in China, there are few references. In addition, the teaching of French in primary school started very late in our country and there are not yet complete standards to be followed, so that in the practice of teaching French in primary school, inevitably there are still a lot of problems to be solved. By combining the status quo of teaching French in primary schools in China, the problems encountered in its practice, the psychological characteristics of children during the learning of foreign languages, this project therefore aims to analyze, to reflect on the teaching of French in primary schools in China, and to propose a viable reflection on its future pedagogical practices, while starting from the organization of the courses, the teaching methods, the selection of the didactic material and stimulation of the interest of schoolchildren.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"26 112","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140260028","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 : 2024-03-07DOI: 10.32996/ijllt.2024.7.3.8
Fatima Enmiri
This study aims to investigate Moroccan EFL teachers’ perceptions of the use of 21st-century skills in public school classes. Fifty-one Moroccan teachers from both middle school and high school participated in a survey to collect data. The results showed that Moroccan EFL teachers agreed that 21st-century skills are a positive plus in students’ competencies. The data analysis was done statistically using an online survey that was sent to them through emails and WhatsApp groups. Teachers’ responses showed the importance of 21st-century skills on students’ performance and autonomy, as well as learning and acquiring knowledge in a manner distinct from the conventional approach.
{"title":"Moroccan EFL Teachers’ Perception of 21st-Century Skills in Moroccan Public Schools","authors":"Fatima Enmiri","doi":"10.32996/ijllt.2024.7.3.8","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.3.8","url":null,"abstract":"This study aims to investigate Moroccan EFL teachers’ perceptions of the use of 21st-century skills in public school classes. Fifty-one Moroccan teachers from both middle school and high school participated in a survey to collect data. The results showed that Moroccan EFL teachers agreed that 21st-century skills are a positive plus in students’ competencies. The data analysis was done statistically using an online survey that was sent to them through emails and WhatsApp groups. Teachers’ responses showed the importance of 21st-century skills on students’ performance and autonomy, as well as learning and acquiring knowledge in a manner distinct from the conventional approach.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"53 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140258904","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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