Pub Date : 2024-01-20DOI: 10.32996/ijllt.2024.7.1.12
Adnan Bataineh, Halima Al Badi, Ebrahim Douzandeh, Kashif Ali Sabiri
This study aims to perform a quantitative analysis of the portrayal of gender in the nursing textbook used at the University of Buraimi in Oman. The study sought to examine gender-related categories, such as images, names, pronouns, words of address, and jobs, through the use of quantitative content analysis. The study findings suggest that, to some extent the nursing textbook exhibits a state of gender equilibrium and parity. The textbook displayed females as more visible than males in images and job categories. In contrast, males were more prominent in domains related to names, pronouns, and forms of address. In general, the school textbook exhibited a fair and impartial representation of both genders to a certain degree. The findings of this current research article are anticipated to assist authors in developing instructional materials that demonstrate a more balanced portrayal of genders within the curriculum.
{"title":"A Gender-Based Quantitative Content Analysis of an ESP Nursing Textbook","authors":"Adnan Bataineh, Halima Al Badi, Ebrahim Douzandeh, Kashif Ali Sabiri","doi":"10.32996/ijllt.2024.7.1.12","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.1.12","url":null,"abstract":"This study aims to perform a quantitative analysis of the portrayal of gender in the nursing textbook used at the University of Buraimi in Oman. The study sought to examine gender-related categories, such as images, names, pronouns, words of address, and jobs, through the use of quantitative content analysis. The study findings suggest that, to some extent the nursing textbook exhibits a state of gender equilibrium and parity. The textbook displayed females as more visible than males in images and job categories. In contrast, males were more prominent in domains related to names, pronouns, and forms of address. In general, the school textbook exhibited a fair and impartial representation of both genders to a certain degree. The findings of this current research article are anticipated to assist authors in developing instructional materials that demonstrate a more balanced portrayal of genders within the curriculum.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"22 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139524715","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 : 2024-01-18DOI: 10.32996/ijllt.2024.7.1.11x
Samia Moustaghfir, Hind Brigui
In the digital era characterized by the pervasive influence of technology, the intersection of critical thinking (CT) and artificial intelligence (AI) has become a topic of paramount importance. This informative article delves into the evolving relationship between these two realms, probing whether AI tools have the potential to either enhance or hinder students' critical thinking capacities. As we navigate the intricate terrain of critical thinking and technology, compelling questions surface. First, how does the amalgamation of AI and digital platforms influence the acquisition of essential critical thinking skills among learners? Delving deeper, the inquiry extends to whether AI-driven tools can offer valuable support in dissecting complex information while preserving the depth and nuance intrinsic to critical thinking. Furthermore, the examination probes into the challenges that emerge when individuals heavily rely on AI-curated information and the potential repercussions on the quality of critical analysis. In addressing the symbiosis of education and technology, educators find themselves at a crossroads. This article contemplates how educators can adapt their strategies to nurture robust critical thinking skills within technology-rich learning environments. A pivotal aspect of this involves empowering students to question, validate, and critically scrutinize information generated by AI, fostering a sense of discernment and independence in their intellectual pursuits. Beyond the pedagogical realm, the discourse extends to ethical considerations. The centrality of technology in shaping cognitive processes brings forth ethical dilemmas that warrant examination. This exploration aims to unravel the intricacies of these ethical considerations when technology becomes a pivotal influencer of our cognitive landscape, emphasizing the importance of ethical awareness in the integration of AI into educational frameworks. Ultimately, this study holds significance in shaping educational practices, fostering societal resilience in the face of information abundance, and promoting ethical considerations in the integration of digital tools. It contributes to a comprehensive understanding of critical thinking in the digital era, ultimately empowering individuals to navigate the intellectual landscape with acumen and ethical responsibility.
{"title":"Navigating Critical Thinking in the Digital Era: An Informative Exploration","authors":"Samia Moustaghfir, Hind Brigui","doi":"10.32996/ijllt.2024.7.1.11x","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.1.11x","url":null,"abstract":"In the digital era characterized by the pervasive influence of technology, the intersection of critical thinking (CT) and artificial intelligence (AI) has become a topic of paramount importance. This informative article delves into the evolving relationship between these two realms, probing whether AI tools have the potential to either enhance or hinder students' critical thinking capacities. As we navigate the intricate terrain of critical thinking and technology, compelling questions surface. First, how does the amalgamation of AI and digital platforms influence the acquisition of essential critical thinking skills among learners? Delving deeper, the inquiry extends to whether AI-driven tools can offer valuable support in dissecting complex information while preserving the depth and nuance intrinsic to critical thinking. Furthermore, the examination probes into the challenges that emerge when individuals heavily rely on AI-curated information and the potential repercussions on the quality of critical analysis. In addressing the symbiosis of education and technology, educators find themselves at a crossroads. This article contemplates how educators can adapt their strategies to nurture robust critical thinking skills within technology-rich learning environments. A pivotal aspect of this involves empowering students to question, validate, and critically scrutinize information generated by AI, fostering a sense of discernment and independence in their intellectual pursuits. Beyond the pedagogical realm, the discourse extends to ethical considerations. The centrality of technology in shaping cognitive processes brings forth ethical dilemmas that warrant examination. This exploration aims to unravel the intricacies of these ethical considerations when technology becomes a pivotal influencer of our cognitive landscape, emphasizing the importance of ethical awareness in the integration of AI into educational frameworks. Ultimately, this study holds significance in shaping educational practices, fostering societal resilience in the face of information abundance, and promoting ethical considerations in the integration of digital tools. It contributes to a comprehensive understanding of critical thinking in the digital era, ultimately empowering individuals to navigate the intellectual landscape with acumen and ethical responsibility.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"123 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139613682","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 : 2024-01-16DOI: 10.32996/ijllt.2024.7.1.10
Mubarak Al-Awd, Yamina El Kirat El Allame
The translation of religious texts, particularly the Holy Qur’an, is one of the most challenging tasks. Despite the experts’ efforts to come out with insightful theories and strategies, the translation of the meanings of the Holy Qur’an is still a difficult task. The present research aimed to reveal the importance of training future translators and experts in the field by offering a 20-hour training program to familiarize a target group with the specificities of Qur’anic Texts and the challenges its translation involves. The study attempted to answer three main research questions related to (i) the specificities of the Qur’anic Text and the main challenges its translation poses; (ii) the quality and value of the training program and its efficiency and (iii) the trainees’ views and evaluations of the training program. The study opted for a mixed approach using a questionnaire and an interview to elicit the trainees’ views about the efficiency of the training program. Eighty participants from three Master’s programs in Islamic studies and translation were involved. The findings revealed that the training was an added value for the trainees who realized that awareness of Arabic rhetoric and Islamic exegetical works is crucial for a faithful translation of the meanings of the Holy Qur’an. Some recommendations were formulated for Master Programs in Islamic studies and translation.
{"title":"Training Translators for a Better Translation of the Meaning of the Qur’anic Text","authors":"Mubarak Al-Awd, Yamina El Kirat El Allame","doi":"10.32996/ijllt.2024.7.1.10","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.1.10","url":null,"abstract":"The translation of religious texts, particularly the Holy Qur’an, is one of the most challenging tasks. Despite the experts’ efforts to come out with insightful theories and strategies, the translation of the meanings of the Holy Qur’an is still a difficult task. The present research aimed to reveal the importance of training future translators and experts in the field by offering a 20-hour training program to familiarize a target group with the specificities of Qur’anic Texts and the challenges its translation involves. The study attempted to answer three main research questions related to (i) the specificities of the Qur’anic Text and the main challenges its translation poses; (ii) the quality and value of the training program and its efficiency and (iii) the trainees’ views and evaluations of the training program. The study opted for a mixed approach using a questionnaire and an interview to elicit the trainees’ views about the efficiency of the training program. Eighty participants from three Master’s programs in Islamic studies and translation were involved. The findings revealed that the training was an added value for the trainees who realized that awareness of Arabic rhetoric and Islamic exegetical works is crucial for a faithful translation of the meanings of the Holy Qur’an. Some recommendations were formulated for Master Programs in Islamic studies and translation.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"48 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139528134","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 : 2024-01-12DOI: 10.32996/ijllt.2024.7.1.11
Bilal Ed-deraouy, Sakale Sana
This research delves into the pragmatic competencies in interlanguage of Moroccan EFL learners, focusing on the speech acts of requests, apologies, and compliment responses. Utilizing Discourse Completion Tasks (DCT) as the cornerstone of data collection, the study scrutinizes 16 diverse situations involving advanced-level EFL learners in Morocco. The study not only reinforces existing theories about the role of social and relational factors in shaping linguistic behavior but also uncovers the nuanced interplay of variables such as power dynamics, relational distance, and imposition in influencing these speech acts. Significantly, the research reveals that Moroccan EFL learners are not mere passive recipients of established linguistic norms; they actively adapt their language choices in response to a complex array of sociocultural and sociolinguistic variables. The study concludes with a call for more explicit and targeted instruction in interlanguage pragmatics within the Moroccan EFL educational setting to better prepare students for authentic interactions. These insights have far-reaching pedagogical implications, particularly for the crafting of EFL curricula that are attuned to the nuanced sociolinguistic variables that influence language use.
{"title":"Examining Pragmatic Knowledge in Speech Acts of Request, Compliment Response, and Apology among Moroccan EFL Students","authors":"Bilal Ed-deraouy, Sakale Sana","doi":"10.32996/ijllt.2024.7.1.11","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.1.11","url":null,"abstract":"This research delves into the pragmatic competencies in interlanguage of Moroccan EFL learners, focusing on the speech acts of requests, apologies, and compliment responses. Utilizing Discourse Completion Tasks (DCT) as the cornerstone of data collection, the study scrutinizes 16 diverse situations involving advanced-level EFL learners in Morocco. The study not only reinforces existing theories about the role of social and relational factors in shaping linguistic behavior but also uncovers the nuanced interplay of variables such as power dynamics, relational distance, and imposition in influencing these speech acts. Significantly, the research reveals that Moroccan EFL learners are not mere passive recipients of established linguistic norms; they actively adapt their language choices in response to a complex array of sociocultural and sociolinguistic variables. The study concludes with a call for more explicit and targeted instruction in interlanguage pragmatics within the Moroccan EFL educational setting to better prepare students for authentic interactions. These insights have far-reaching pedagogical implications, particularly for the crafting of EFL curricula that are attuned to the nuanced sociolinguistic variables that influence language use.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"50 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139532978","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 : 2024-01-11DOI: 10.32996/ijllt.2024.7.1.9
Aymane Edouihri
The success of a particular political discourse is largely determined by the effective persuasive devices the speaker/writer makes use of. The study of the power of language in politics is further taken under scrutiny by scholars in the fields of Discourse Analysis and Critical Discourse Analysis, opening wide horizons not only to the examination of the persuasive power of language but also to its ability to establish control, inequality and dominance. Essentially, Critical Discourse analysts have paved the path to unveiling the latent underlying power of language to spread ideologies, establish discrimination and manipulate people´s needs and desires. Therefore, within this scope, this paper aims to analyze Moroccan King Mohamed VI´s speeches and persuasive strategies and explore their particularities. It also seeks to examine how the discourse of the monarchy has helped in bringing stability to the country.
{"title":"The Discursive Power of Persuasion in Political Discourse: A Critical Discourse Analysis of King Mohamed VI’s Speeches","authors":"Aymane Edouihri","doi":"10.32996/ijllt.2024.7.1.9","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.1.9","url":null,"abstract":"The success of a particular political discourse is largely determined by the effective persuasive devices the speaker/writer makes use of. The study of the power of language in politics is further taken under scrutiny by scholars in the fields of Discourse Analysis and Critical Discourse Analysis, opening wide horizons not only to the examination of the persuasive power of language but also to its ability to establish control, inequality and dominance. Essentially, Critical Discourse analysts have paved the path to unveiling the latent underlying power of language to spread ideologies, establish discrimination and manipulate people´s needs and desires. Therefore, within this scope, this paper aims to analyze Moroccan King Mohamed VI´s speeches and persuasive strategies and explore their particularities. It also seeks to examine how the discourse of the monarchy has helped in bringing stability to the country.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"27 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139534354","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 : 2024-01-01DOI: 10.32996/ijllt.2024.7.1.1
Rahmat Akbar, Tatang Iskarna, Yoseph Yapi Taum
This study aims to analyse and find a description of the subject of melancholia in the novel Bumi Manusia by Pramoedya Ananta Toer. This study is conducted with a cursive approach by using the perspective of Jacques Lacan's psychoanalytic study that looks for a small lost object. This research is a qualitative study using the literature study method. The main data source for this research is the novel Bumi Manusia by Pramoedya Ananta Toer. The results of this study found three types of melancholia subjects, namely generational melancholia, cultural melancholia, and alienation melancholia. Nyai Ontosoroh as the main character in the novel Bumi Manusia by Pramoedya Ananta Toer, is a melancholia subject who experiences all three types of melancholia, namely generational melancholia, cultural melancholia, and alienation melancholia. Furthermore, the character Minke experiences two types of melancholia, namely cultural melancholia and alienation melancholia. Nyai Ontosoroh as the main character in the novel Bumi Manusia by Pramoedya Ananta Toer, is a melancholia subject who experiences all three types of melancholia, namely generational melancholia, cultural melancholia, and alienation melancholia. Furthermore, the character Minke experiences two types of melancholia, namely cultural melancholia and alienation melancholia. Nyai Ontosoroh and Minke are subjects that represent the author's view that wants to criticize two social systems, namely feudal society (colonized) and modern capitalist society (colonizer). These two social systems bring profound changes to the clash of generations in the world of the colonized. The subject's reaction to the changing values of society made them face a clash of cultures and eventually feel a tremendous alienation in their lives.
{"title":"The Subject of Melancholia in Toer’s Bumi Manusia: Lacan’s Psychoanalytic Study","authors":"Rahmat Akbar, Tatang Iskarna, Yoseph Yapi Taum","doi":"10.32996/ijllt.2024.7.1.1","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.1.1","url":null,"abstract":"This study aims to analyse and find a description of the subject of melancholia in the novel Bumi Manusia by Pramoedya Ananta Toer. This study is conducted with a cursive approach by using the perspective of Jacques Lacan's psychoanalytic study that looks for a small lost object. This research is a qualitative study using the literature study method. The main data source for this research is the novel Bumi Manusia by Pramoedya Ananta Toer. The results of this study found three types of melancholia subjects, namely generational melancholia, cultural melancholia, and alienation melancholia. Nyai Ontosoroh as the main character in the novel Bumi Manusia by Pramoedya Ananta Toer, is a melancholia subject who experiences all three types of melancholia, namely generational melancholia, cultural melancholia, and alienation melancholia. Furthermore, the character Minke experiences two types of melancholia, namely cultural melancholia and alienation melancholia. Nyai Ontosoroh as the main character in the novel Bumi Manusia by Pramoedya Ananta Toer, is a melancholia subject who experiences all three types of melancholia, namely generational melancholia, cultural melancholia, and alienation melancholia. Furthermore, the character Minke experiences two types of melancholia, namely cultural melancholia and alienation melancholia. Nyai Ontosoroh and Minke are subjects that represent the author's view that wants to criticize two social systems, namely feudal society (colonized) and modern capitalist society (colonizer). These two social systems bring profound changes to the clash of generations in the world of the colonized. The subject's reaction to the changing values of society made them face a clash of cultures and eventually feel a tremendous alienation in their lives.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"79 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139128788","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 : 2024-01-01DOI: 10.32996/ijllt.2024.7.1.2
Afrah Asiri
The current study seeks to investigate how Crossing the River (1993) by Caryl Phillips and Small Island (2004) by Andrea Levy engage with what is known today as postcolonial counter-discourse to show how colonialism, slavery and racism shape the collective memory of African and Afro-Caribbean diaspora. It is also significant to understand how such a process allows both writers to use tangible or intangible forms of collective memory as tools in representing, reassessing and documenting the diaspora history from the perspective of the oppressed other. Moreover, a chance will be given to understand how they abrogate/dismantle essentialist hegemonic Western assumptions through collective forms of remembrance in multicultural contexts. In that sense, the analysis will draw on the concept of collective memory as defined by Maurice Halbuach, Aleida Assmann and Linda Shortt's description of memory as a powerful agent of change and Pierre Nora's sites of memory to explore how the diaspora characters remember or deal with their colonial past and its aftermath beyond their national borders. The study concludes that the process of memory recovery and transmission from one diasporic generation to the other, as representative subjects of multiple movements and dwellings, resulted in acquiring problematic senses of belonging due, in large part, to the pervasiveness of ethnic and racial oppression in the new world. At this stage, each diasporic member would consider such traumatic social environments as their premise to define and select what should be remembered or forgotten from a past marked with constant transformations. This selectivity is triggered by their impossible return to a place once called home in their collective diasporic consciousness.
{"title":"Collective Memory in the Diaspora as Represented in Crossing the River by Caryl Phillips and Small Island by Andrea Levy","authors":"Afrah Asiri","doi":"10.32996/ijllt.2024.7.1.2","DOIUrl":"https://doi.org/10.32996/ijllt.2024.7.1.2","url":null,"abstract":"The current study seeks to investigate how Crossing the River (1993) by Caryl Phillips and Small Island (2004) by Andrea Levy engage with what is known today as postcolonial counter-discourse to show how colonialism, slavery and racism shape the collective memory of African and Afro-Caribbean diaspora. It is also significant to understand how such a process allows both writers to use tangible or intangible forms of collective memory as tools in representing, reassessing and documenting the diaspora history from the perspective of the oppressed other. Moreover, a chance will be given to understand how they abrogate/dismantle essentialist hegemonic Western assumptions through collective forms of remembrance in multicultural contexts. In that sense, the analysis will draw on the concept of collective memory as defined by Maurice Halbuach, Aleida Assmann and Linda Shortt's description of memory as a powerful agent of change and Pierre Nora's sites of memory to explore how the diaspora characters remember or deal with their colonial past and its aftermath beyond their national borders. The study concludes that the process of memory recovery and transmission from one diasporic generation to the other, as representative subjects of multiple movements and dwellings, resulted in acquiring problematic senses of belonging due, in large part, to the pervasiveness of ethnic and racial oppression in the new world. At this stage, each diasporic member would consider such traumatic social environments as their premise to define and select what should be remembered or forgotten from a past marked with constant transformations. This selectivity is triggered by their impossible return to a place once called home in their collective diasporic consciousness.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"49 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139126595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-31DOI: 10.32996/ijllt.2023.6.12.23
Caixia Wu
Based on the different contents, topics, and characteristics of the history of the Communist Party of China (CPC), Xi Jinping’s important discourses on the history of the CPC integrate three narrative types: philosophical narrative, historical narrative, and literary narrative. The integration of the three typical narrative types enables the important discourses on the history of the CPC to contain profound philosophical speculation, heavy historical connotation, and aesthetic and literary conception. The value and significance of exploring the narrative types of Xi Jinping’s important discourses on the history of the CPC lie in continuously strengthening the study of Marxist classic works and promoting the Sinicization of Marxism, improving the Party history narrators’ theoretical attainment and excellent traditional Chinese cultural literacy, actively participating in various forms of social practice activities, accumulating socialized discourse materials through close contact with people from different social classes, and enriching the “corpus” of discourses of the history of the CPC, thus making the narratives deeper and more concrete.
{"title":"Analysis of the Characteristics of Narrative Types in Contemporary Chinese Political Discourses: Taking Xi Jinping’s Discourses on the History of the CPC as an Example","authors":"Caixia Wu","doi":"10.32996/ijllt.2023.6.12.23","DOIUrl":"https://doi.org/10.32996/ijllt.2023.6.12.23","url":null,"abstract":"Based on the different contents, topics, and characteristics of the history of the Communist Party of China (CPC), Xi Jinping’s important discourses on the history of the CPC integrate three narrative types: philosophical narrative, historical narrative, and literary narrative. The integration of the three typical narrative types enables the important discourses on the history of the CPC to contain profound philosophical speculation, heavy historical connotation, and aesthetic and literary conception. The value and significance of exploring the narrative types of Xi Jinping’s important discourses on the history of the CPC lie in continuously strengthening the study of Marxist classic works and promoting the Sinicization of Marxism, improving the Party history narrators’ theoretical attainment and excellent traditional Chinese cultural literacy, actively participating in various forms of social practice activities, accumulating socialized discourse materials through close contact with people from different social classes, and enriching the “corpus” of discourses of the history of the CPC, thus making the narratives deeper and more concrete.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"52 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139130802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-25DOI: 10.32996/ijllt.2023.6.12.22
Bashayer Jassim Al Bloushi, Lulwa Jassim Al-Bloushi
This study explains what Direct, Indirect, and Metalinguistic corrective feedback techniques are and how they differ. Furthermore, the research elaborates on the perception of the language instructors on the effects of the corrective techniques on L2 students. In this study, the researcher refers to her teaching context at Kuwait University, clarifying how the chosen corrective feedback affects the students and which corrective technique is suitable. The study exhibits the effects on the students receiving feedback papers and how the corrective technique helped them reduce errors. The researcher further explains how the students learn from their feedback and which works best for them as corrective feedback. It also explicitly explains and clarifies what other teachers with similar studies found out when providing different kinds of feedback to their students.
{"title":"Finding the Right Fit: Instructor Perspectives on Using Direct, Indirect, and Metalinguistic Corrective Feedback for L2 Writing Development in Kuwait University","authors":"Bashayer Jassim Al Bloushi, Lulwa Jassim Al-Bloushi","doi":"10.32996/ijllt.2023.6.12.22","DOIUrl":"https://doi.org/10.32996/ijllt.2023.6.12.22","url":null,"abstract":"This study explains what Direct, Indirect, and Metalinguistic corrective feedback techniques are and how they differ. Furthermore, the research elaborates on the perception of the language instructors on the effects of the corrective techniques on L2 students. In this study, the researcher refers to her teaching context at Kuwait University, clarifying how the chosen corrective feedback affects the students and which corrective technique is suitable. The study exhibits the effects on the students receiving feedback papers and how the corrective technique helped them reduce errors. The researcher further explains how the students learn from their feedback and which works best for them as corrective feedback. It also explicitly explains and clarifies what other teachers with similar studies found out when providing different kinds of feedback to their students.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"1 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139158955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.32996/ijllt.2023.6.12.3
Iqbaal Majeed Hameed
The study attempts to investigate recurrent grammatical errors that hinder Iraqi undergraduate EFL learners` mastery of English grammar. If male-female learners of English are not competent in the structural and semantic bases of tense, they can hardly produce acceptable sentences in the L2/FL. For this purpose, an elicitation test is used to sort out the typical errors of Iraqi male-female undergraduate students (1st, 3rd and 4th stage) of the Department of English Language and Literature in Mustansiriyah University / Iraq, with respect to specific recurrent tense errors reflecting the structure of their transitional competence or what S. Pit Corder (1976, p.15) labels idiosyncratic dialect. The justification behind this study is those adopted following Corder (1976, p1), who mentions that two justifications are essentially relevant for the study of learners' errors, one of which is the pedagogical justification, which implies that eliminating any error requires a good understanding of the nature of that error. The research follows a comprehensive analysis methodology. It combines quantitative and qualitative approaches to analyze samples from Iraqi male-female EFL learners. The study found that there are several cross-gender differences concerning the recurrent errors, which might be attributed to several factors, i.e. linguistic and sociolinguistic. The study takes these factors as the building blocks for suggesting pedagogical solutions. The study was originally an attempt to help EFL learners eliminate such recurrent L1L2 conflicting errors.
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