Pub Date : 2023-04-03DOI: 10.32996/ijels.2023.5.2.3
M. N. Castro, Airis Kim Codiñera, Elvie Toquero
English is the medium of instruction in the Philippines. Although Filipinos are focused on acquiring American English, they are undoubtedly exposed to other types. However, little research has investigated this distinctiveness within the Philippine context. Hence, this case study explored the perceptions of Filipino students toward the varieties of English. Five students in the College of Arts and Sciences (CAS) department who took the Bachelor of Arts in the English Language course were chosen as participants. A semi-structured interview allowed the researchers to understand the topic necessary for relevant and meaningful data. To provide better analysis, the authors utilized thematic synthesis. Five (5) themes emerged, namely: (1) English varieties’ perceptions and importance; (2) integration of English varieties in the curriculum; (3) English varieties in the teaching-learning process; (4) the edge of knowing and applying English varieties; and (5) challenges and realizations. The study concluded that Filipino students value their exposure to various English varieties. Moreover, the features (e.g., word usage, pronunciation, accents) attributed to each variety were the most significant challenge. This paper recommends that students have more exposure and supplementary materials to address such difficulties.
{"title":"English Varieties: A Case Study on the Exploration of Filipino Students’ Perceptions","authors":"M. N. Castro, Airis Kim Codiñera, Elvie Toquero","doi":"10.32996/ijels.2023.5.2.3","DOIUrl":"https://doi.org/10.32996/ijels.2023.5.2.3","url":null,"abstract":"English is the medium of instruction in the Philippines. Although Filipinos are focused on acquiring American English, they are undoubtedly exposed to other types. However, little research has investigated this distinctiveness within the Philippine context. Hence, this case study explored the perceptions of Filipino students toward the varieties of English. Five students in the College of Arts and Sciences (CAS) department who took the Bachelor of Arts in the English Language course were chosen as participants. A semi-structured interview allowed the researchers to understand the topic necessary for relevant and meaningful data. To provide better analysis, the authors utilized thematic synthesis. Five (5) themes emerged, namely: (1) English varieties’ perceptions and importance; (2) integration of English varieties in the curriculum; (3) English varieties in the teaching-learning process; (4) the edge of knowing and applying English varieties; and (5) challenges and realizations. The study concluded that Filipino students value their exposure to various English varieties. Moreover, the features (e.g., word usage, pronunciation, accents) attributed to each variety were the most significant challenge. This paper recommends that students have more exposure and supplementary materials to address such difficulties.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83206930","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 : 2023-03-31DOI: 10.32996/ijels.2023.5.2.1
Jin Yuan
This paper studied deixis in cognitive linguistics, and mainly introduced three types of deixis: spatio-temporal; knowledge-related; empathy. On the basis, the literature on this topic in recent years was reviewed relying on China National Knowledge Infrastructure (CNKI) and Web of Science. The findings are: the deixis represented by "这" and "那" and "this" and "that" are related to the distance of psychological space rather than only physical space; the emerging study like children's deixis and the combination of deixis with sign language has been developing gradually. More cross-field or other empirical studies will attract more researchers to conduct in the future.
本文对认知语言学中的指示语进行了研究，主要介绍了三种指示语:时空指示语;知识相关;同理心。在此基础上，依托中国知网(CNKI)和Web of Science对近年来关于该主题的文献进行了综述。研究发现:“某某”、“某某”和“这个”、“那个”所代表的指示语不仅与物理空间的距离有关，而且与心理空间的距离有关;儿童指示语以及指示语与手语的结合等新兴研究也在逐步发展。更多的跨领域或其他实证研究将在未来吸引更多的研究者进行。
{"title":"The Interpretation of Deixis in Cognitive Linguistics: A Literature Review","authors":"Jin Yuan","doi":"10.32996/ijels.2023.5.2.1","DOIUrl":"https://doi.org/10.32996/ijels.2023.5.2.1","url":null,"abstract":"This paper studied deixis in cognitive linguistics, and mainly introduced three types of deixis: spatio-temporal; knowledge-related; empathy. On the basis, the literature on this topic in recent years was reviewed relying on China National Knowledge Infrastructure (CNKI) and Web of Science. The findings are: the deixis represented by \"这\" and \"那\" and \"this\" and \"that\" are related to the distance of psychological space rather than only physical space; the emerging study like children's deixis and the combination of deixis with sign language has been developing gradually. More cross-field or other empirical studies will attract more researchers to conduct in the future.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90014760","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 : 2023-03-31DOI: 10.32996/ijels.2023.5.2.2
Using a qualitative-descriptive design in analyzing morphological processes and structures, the present study examines the ecological neologisms used in the Philippines. Ecological, environmental, or green neologisms are newly added lexicons used in daily ecological discourses. To appraise the study's aims to identify, define, analyze, and differentiate ecological neologisms from other neologisms as used in the Philippines, the study extracted its data from the Press Release Section website of the Department of Environment and Natural Resources from January 2022 to December 2022. A total of two hundred twenty-nine (229) articles were examined for this paper. Results reveal the presence of fourteen (14) ecological neologisms in the articles: ecological integrity, urban park, climate finance, green job, green city, ecoexpert, ecofrontliner, ecodefender, climate agenda, green assessment, ecoyouth, river ranger, ecohero, and ecoinspector. Further, these neologisms are borrowed from the English vocabulary and are all classified as nouns, and are mainly used to name individuals who engage in environmental initiatives in the Philippines. Moreover, these ecological neologisms are formed through compounding and blending, following the general rule of structuring words in Standard English.
{"title":"Morphological Analysis of Philippine Ecological Neologisms","authors":"","doi":"10.32996/ijels.2023.5.2.2","DOIUrl":"https://doi.org/10.32996/ijels.2023.5.2.2","url":null,"abstract":"Using a qualitative-descriptive design in analyzing morphological processes and structures, the present study examines the ecological neologisms used in the Philippines. Ecological, environmental, or green neologisms are newly added lexicons used in daily ecological discourses. To appraise the study's aims to identify, define, analyze, and differentiate ecological neologisms from other neologisms as used in the Philippines, the study extracted its data from the Press Release Section website of the Department of Environment and Natural Resources from January 2022 to December 2022. A total of two hundred twenty-nine (229) articles were examined for this paper. Results reveal the presence of fourteen (14) ecological neologisms in the articles: ecological integrity, urban park, climate finance, green job, green city, ecoexpert, ecofrontliner, ecodefender, climate agenda, green assessment, ecoyouth, river ranger, ecohero, and ecoinspector. Further, these neologisms are borrowed from the English vocabulary and are all classified as nouns, and are mainly used to name individuals who engage in environmental initiatives in the Philippines. Moreover, these ecological neologisms are formed through compounding and blending, following the general rule of structuring words in Standard English.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"97 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81693867","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 : 2023-03-26DOI: 10.32996/ijels.2023.5.1.11
A. Mohammed
Several techniques and strategies are used in translating a source language (SL) into the target language (TL). The purpose of these techniques is to produce a successful translation. Compensation is one type of these strategies. This study aimed at investigating the use of compensation strategies by Saudi EFL students in translating Arabic texts into the English language. Specifically, it attempted to reveal the types of compensation strategies used in the students’ target texts (TTs) and the most common types of compensation. Adopting content analysis, the study analysed six TTs produced by six students enrolled in a translation course in the summer term for the academic year 2021 in a Saudi public university. Results showed that the TTs contained all types of compensation. Results also revealed that compensation by splitting was the most common type. In second place appeared compensation in kind, compensation by merging, and compensation in place. The study recommended that translation instructors need to train their students extensively on compensation strategies to assist them in producing successful TTs.
{"title":"Compensation Strategies Use in EFL Students’ Translation from Arabic into English","authors":"A. Mohammed","doi":"10.32996/ijels.2023.5.1.11","DOIUrl":"https://doi.org/10.32996/ijels.2023.5.1.11","url":null,"abstract":"Several techniques and strategies are used in translating a source language (SL) into the target language (TL). The purpose of these techniques is to produce a successful translation. Compensation is one type of these strategies. This study aimed at investigating the use of compensation strategies by Saudi EFL students in translating Arabic texts into the English language. Specifically, it attempted to reveal the types of compensation strategies used in the students’ target texts (TTs) and the most common types of compensation. Adopting content analysis, the study analysed six TTs produced by six students enrolled in a translation course in the summer term for the academic year 2021 in a Saudi public university. Results showed that the TTs contained all types of compensation. Results also revealed that compensation by splitting was the most common type. In second place appeared compensation in kind, compensation by merging, and compensation in place. The study recommended that translation instructors need to train their students extensively on compensation strategies to assist them in producing successful TTs.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"78 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74355888","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}
The present study aimed to provide a contrastive analysis of two English translations of the famous Arabic poem known in English as “Let days do what they will” by Mohammad ibn Idris al-Shafi’i. The two English translations were produced by two different translation scholars in the language pair Arabic and English. The analysis focused on how the translators dealt with the most important features of poetry when translating the Arabic poem into English. Such features included form, meaning, sound and imagery. The findings revealed some similarities and differences in both translations with reference to the above-mentioned features. It is recommended that more research be conducted on either Arabic-English translation of poetry or English-Arabic translation of poetry as this kind of research seems to be relatively scarce.
{"title":"Contrastive Analysis of Two English Translations of an Old Arabic Poem","authors":"Omar Osman Jabak","doi":"10.48185/jtls.v4i1.565","DOIUrl":"https://doi.org/10.48185/jtls.v4i1.565","url":null,"abstract":"The present study aimed to provide a contrastive analysis of two English translations of the famous Arabic poem known in English as “Let days do what they will” by Mohammad ibn Idris al-Shafi’i. The two English translations were produced by two different translation scholars in the language pair Arabic and English. The analysis focused on how the translators dealt with the most important features of poetry when translating the Arabic poem into English. Such features included form, meaning, sound and imagery. The findings revealed some similarities and differences in both translations with reference to the above-mentioned features. It is recommended that more research be conducted on either Arabic-English translation of poetry or English-Arabic translation of poetry as this kind of research seems to be relatively scarce. ","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88800237","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}
Despite the importance of the flipped classroom approach, few studies have investigated its implementations in Tunisia. This study attempts to fill this gap by exploring the different applications of flipped classroom approach, its spread, and its applicability in Tunisia. This study aims to study the Flipped classroom approach’s practices in the English department within the Faculty of Arts and Humanities Kairouan (FLSHK). It also focuses on the English professors’ perceptions regarding this approach. Two research methods were used to collect data; observation of five English classes and interviews with nine FLSHK English professors. This research is of great value in understanding Tunisian professors’ perceptions of the flipped classroom and its applications within Tunisian English classrooms to seek better learning experiences. The findings have significant implications on teaching, teachers, and learners’ experiences.
{"title":"Teachers’ Practices and Perceptions of the Flipped Classroom Approach","authors":"M. Melliti","doi":"10.48185/jtls.v4i1.686","DOIUrl":"https://doi.org/10.48185/jtls.v4i1.686","url":null,"abstract":"Despite the importance of the flipped classroom approach, few studies have investigated its implementations in Tunisia. This study attempts to fill this gap by exploring the different applications of flipped classroom approach, its spread, and its applicability in Tunisia. This study aims to study the Flipped classroom approach’s practices in the English department within the Faculty of Arts and Humanities Kairouan (FLSHK). It also focuses on the English professors’ perceptions regarding this approach. Two research methods were used to collect data; observation of five English classes and interviews with nine FLSHK English professors. This research is of great value in understanding Tunisian professors’ perceptions of the flipped classroom and its applications within Tunisian English classrooms to seek better learning experiences. The findings have significant implications on teaching, teachers, and learners’ experiences.\u0000 ","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"107 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77428219","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}
Concerning analysis-synthesis translation mode, this paper discusses the translator’s responsibilities and roles as the subject in the translation practice based on the mistranslations of Ge Gongzhen's History of Chinese Journalism. Missionary J. S. Roberts believed that translation was the logical combination of two processes—— analysis and synthesis. The analysis process is characterized by understanding. It emphasizes translators’ accurate understanding and professional analysis of the source text, while the synthesis process focuses on the transformation of language and culture. The two processes are dependent, forming the whole process of translation altogether. As the indisputable subject of translation, the translator should assume his own responsibilities in the two processes and conform to the certain principles to produce accurate and professional translation texts. The translator should be responsible for the facts and professional academics in the analysis process, and language and culture and translation itself in the synthesis process, playing the role of a reviewer, communicator and translator to realize the value of himself and the translation practice.
{"title":"The Translator’s Responsibilities and Roles within the Analysis-Synthesis Translation Mode","authors":"Yihe Sun","doi":"10.48185/jtls.v4i1.586","DOIUrl":"https://doi.org/10.48185/jtls.v4i1.586","url":null,"abstract":"\u0000Concerning analysis-synthesis translation mode, this paper discusses the translator’s responsibilities and roles as the subject in the translation practice based on the mistranslations of Ge Gongzhen's History of Chinese Journalism. Missionary J. S. Roberts believed that translation was the logical combination of two processes—— analysis and synthesis. The analysis process is characterized by understanding. It emphasizes translators’ accurate understanding and professional analysis of the source text, while the synthesis process focuses on the transformation of language and culture. The two processes are dependent, forming the whole process of translation altogether. As the indisputable subject of translation, the translator should assume his own responsibilities in the two processes and conform to the certain principles to produce accurate and professional translation texts. The translator should be responsible for the facts and professional academics in the analysis process, and language and culture and translation itself in the synthesis process, playing the role of a reviewer, communicator and translator to realize the value of himself and the translation practice. \u0000","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73116609","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}
Regarding the challenges in translating slang expressions, This study aimed at describing the translation strategies of Korean slang expressions translation, particularly secondary slang according to Chapman’s (1998) theory, by two translators of English and Persian languages in the form of subtitles in a Korean variety show entitled Running Man. The researcher intended to first identify the most frequently used strategies by both English and Persian subtitlers to translate slang expressions, particularly secondary slang, and then compare them to find the differences that may exist between the translation strategies applied by translators for subtitling the slang in English and Persian languages. This research followed the descriptive quantitative method and the subtitling strategies used in this TV variety shows were classified. To analyze the data, Baker’s (1992) model was employed, the data was put in SPSS and a chi-square test was run to identify significant differences among the strategies used by Persian and English translators for subtitling the Korean slang expressions in the named TV show. The results indicated that there was a significant difference between the strategies used by Persian and English translators. Out of Baker’s (1992) eight micro-strategies, the English translator applied five of them and the Iranian translator used six of them. The most commonly used strategies by English subtitlers were Classification ‘B’ and ‘D’ of Baker’s (1992) model and the most frequent strategies applied by Persian subtitlers were Classification ‘B’ and ‘F’. The researchers concluded that the dominant strategy used by both the English and the Persian translators was Classification ‘B’ and none of them used Classification ‘H’. Finally, it is suggested that the findings and literature of this study can be used in the slang translation process, by instructors, translators, and subtitlers; moreover, it is beneficial for other researchers in this area.
{"title":"A Comparative Study on English and Persian Subtitles of Korean Slangs: A Case of Television Variety Show Running Man","authors":"Aynaz Samir, Tara Shahri","doi":"10.48185/jtls.v4i1.569","DOIUrl":"https://doi.org/10.48185/jtls.v4i1.569","url":null,"abstract":"Regarding the challenges in translating slang expressions, This study aimed at describing the translation strategies of Korean slang expressions translation, particularly secondary slang according to Chapman’s (1998) theory, by two translators of English and Persian languages in the form of subtitles in a Korean variety show entitled Running Man. The researcher intended to first identify the most frequently used strategies by both English and Persian subtitlers to translate slang expressions, particularly secondary slang, and then compare them to find the differences that may exist between the translation strategies applied by translators for subtitling the slang in English and Persian languages. This research followed the descriptive quantitative method and the subtitling strategies used in this TV variety shows were classified. To analyze the data, Baker’s (1992) model was employed, the data was put in SPSS and a chi-square test was run to identify significant differences among the strategies used by Persian and English translators for subtitling the Korean slang expressions in the named TV show. The results indicated that there was a significant difference between the strategies used by Persian and English translators. Out of Baker’s (1992) eight micro-strategies, the English translator applied five of them and the Iranian translator used six of them. The most commonly used strategies by English subtitlers were Classification ‘B’ and ‘D’ of Baker’s (1992) model and the most frequent strategies applied by Persian subtitlers were Classification ‘B’ and ‘F’. The researchers concluded that the dominant strategy used by both the English and the Persian translators was Classification ‘B’ and none of them used Classification ‘H’. Finally, it is suggested that the findings and literature of this study can be used in the slang translation process, by instructors, translators, and subtitlers; moreover, it is beneficial for other researchers in this area.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90877835","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}
Self-back-translation is an uncommon practice in which a bilingual author retranslates thealready translated text of their writing back into the original source language. A good example ofself-back-translation comes from one of the short stories by Haruki Murakami, a renowned Japanese author and translator, who back-translated the English translation of his short story “Rēdāhōzen [Lederhosen]” into Japanese and published it as a new version. This peculiar practise of self-backtranslation has led a handful of translation researchers to probe into some of the ongoing debates in translation studies from new perspectives—e.g., to examine the relationship between intralingual and interlingual translation, the originality and translation, the translator’s (in)visibility, and more. Asking questions such as these, this paper examines the nature and purpose of self-back-translation and the role of translation in general, particularly from a self-translator’s perspective, by comaparing Murakami’s self-back-translation with another example by a self-translator. The study has found that much could get lost while going through the filtration process of self-back-translation, but much could be gained. Whether it is interlingual or intralingual translation, the end-product of this process could be an improvement from the source text—i.e., the translation sometimes exceeds the original. This is why some writers self-(back)-translate.
{"title":"Self-translator’s [In]Visibility","authors":"Tomoko Takahashi","doi":"10.48185/jtls.v4i1.668","DOIUrl":"https://doi.org/10.48185/jtls.v4i1.668","url":null,"abstract":"Self-back-translation is an uncommon practice in which a bilingual author retranslates thealready translated text of their writing back into the original source language. A good example ofself-back-translation comes from one of the short stories by Haruki Murakami, a renowned Japanese author and translator, who back-translated the English translation of his short story “Rēdāhōzen [Lederhosen]” into Japanese and published it as a new version. This peculiar practise of self-backtranslation has led a handful of translation researchers to probe into some of the ongoing debates in translation studies from new perspectives—e.g., to examine the relationship between intralingual and interlingual translation, the originality and translation, the translator’s (in)visibility, and more. Asking questions such as these, this paper examines the nature and purpose of self-back-translation and the role of translation in general, particularly from a self-translator’s perspective, by comaparing Murakami’s self-back-translation with another example by a self-translator. The study has found that much could get lost while going through the filtration process of self-back-translation, but much could be gained. Whether it is interlingual or intralingual translation, the end-product of this process could be an improvement from the source text—i.e., the translation sometimes exceeds the original. This is why some writers self-(back)-translate.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85001531","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 2010, the Commission on Higher Education (CHED) institutionalized the offering of foreign languages in the curricular programs of higher education institutions to accord global acceptance of local graduates in the Philippines. In graduate school, Nihongo is one of the foreign languages commonly offered in the local university. Theoretically, the second language acquisition of adult learners (i.e., graduate students) is crucial and different from adolescent language learners. And there is a dearth of literature on Filipinos learning Nihongo; most of them involve college students and overseas Filipino workers (OFWs) and less among ESL teachers in graduate school. This study: (1) contributed to the limited evidence in Japanese language learning of Filipino students; showed qualitative evidence on the CPH of adult learning a third or fourth language. Results revealed that though most of the ESL teachers in graduate school were middle-aged, they partly considered their age crucial in learning Nihongo and declared that their age was not the only factor in recognizing their difficulties in learning a foreign language rather other learning limitations such as affective factors, learning environment, workload, etc.; (2) presented the ESL teachers’ difficulties in learning Nihongo language in the graduate school such as writing and translating sentences and phrases, vocabulary and pronunciation; and (3) showed their strategies in learning the Japanese language as an academic requirement were creating mental linkages, applying images and sounds, reviewing well, and employing actions. Thus, this study presented recommendations for the effective teaching of Japanese language among graduate students in the Philippines.
{"title":"Nihonggo No Benkyou: The Case of Filipino ESL Teachers in Graduate School","authors":"Bethany Marie Lumabi","doi":"10.48185/jtls.v4i1.678","DOIUrl":"https://doi.org/10.48185/jtls.v4i1.678","url":null,"abstract":"In 2010, the Commission on Higher Education (CHED) institutionalized the offering of foreign languages in the curricular programs of higher education institutions to accord global acceptance of local graduates in the Philippines. In graduate school, Nihongo is one of the foreign languages commonly offered in the local university. Theoretically, the second language acquisition of adult learners (i.e., graduate students) is crucial and different from adolescent language learners. And there is a dearth of literature on Filipinos learning Nihongo; most of them involve college students and overseas Filipino workers (OFWs) and less among ESL teachers in graduate school. This study: (1) contributed to the limited evidence in Japanese language learning of Filipino students; showed qualitative evidence on the CPH of adult learning a third or fourth language. Results revealed that though most of the ESL teachers in graduate school were middle-aged, they partly considered their age crucial in learning Nihongo and declared that their age was not the only factor in recognizing their difficulties in learning a foreign language rather other learning limitations such as affective factors, learning environment, workload, etc.; (2) presented the ESL teachers’ difficulties in learning Nihongo language in the graduate school such as writing and translating sentences and phrases, vocabulary and pronunciation; and (3) showed their strategies in learning the Japanese language as an academic requirement were creating mental linkages, applying images and sounds, reviewing well, and employing actions. Thus, this study presented recommendations for the effective teaching of Japanese language among graduate students in the Philippines.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"776 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81571387","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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