Demotivation in learning English has always been challenging for teachers, parents and researchers and they sought ways to discover its roots and solve it. One important source of solutions to learners’ demotivation is their own perceptions. However, such a rich resource of information on demotivation has received little attention. Therefore, inspired by such a gap, the present study investigated Iranian high school EFL students’ perceptions of demotivation in learning English. Following quantitative survey research, a questionnaire was designed both inspired by demotivation questionnaires of Sakai and Kikuchi (2009) and Falout and Maruyama (2004) and teachers’ focus group on attitudes. It was created based on the Likert Scale and composed of three phases including 54 statements about teachers, textbooks and classroom conditions. The questionnaire was sent to 300 volunteer high school students selected from a random list of public and private high schools across the country. After completion, the questionnaire data were controlled and entered into SPSS. Then, descriptive statistics were computed and Pearson correlation and Runs Test were carried out. However, analysis of the learners’ perceptions revealed that students attributed their demotivation to teachers, classroom conditions, and textbooks respectively. It was found that in Iran, teachers were deemed not qualified enough to motivate students. Apart from that, the classroom conditions and English textbooks were in poor conditions and did not manage to attract and motivate learners.
英语学习中的动机缺失一直是困扰教师、家长和研究者的难题，他们一直在寻找其根源和解决方法。解决学习者动机丧失的一个重要来源是他们自己的看法。然而，如此丰富的关于丧失积极性的信息资源却很少受到重视。因此，受这种差距的启发，本研究调查了伊朗高中英语学生对英语学习动机丧失的看法。在定量调查研究的基础上，受Sakai and Kikuchi(2009)和Falout and Maruyama(2004)的动机失动力问卷和教师态度焦点小组的启发，设计了问卷。该量表以李克特量表为基础，由三个阶段组成，包括54个关于教师、教科书和教室条件的陈述。调查问卷是随机从全国公立和私立高中中选出的300名志愿高中生发放的。完成后，对问卷数据进行控制，并录入SPSS。然后进行描述性统计，并进行Pearson相关和run检验。然而，对学习者感知的分析显示，学生将他们的动机下降分别归因于教师、课堂条件和教科书。调查发现，在伊朗，教师被认为没有足够的资格来激励学生。除此之外，教室条件和英语教材条件都很差，无法吸引和激励学习者。
{"title":"Iranian EFL Learners’ Perceptions towards Demotivation in Learning English","authors":"Abbas Paziresh, Nilofar Hessamodini, Zohre Jafari","doi":"10.22452/jml.vol32no1.6","DOIUrl":"https://doi.org/10.22452/jml.vol32no1.6","url":null,"abstract":"Demotivation in learning English has always been challenging for teachers, parents and researchers and they sought ways to discover its roots and solve it. One important source of solutions to learners’ demotivation is their own perceptions. However, such a rich resource of information on demotivation has received little attention. Therefore, inspired by such a gap, the present study investigated Iranian high school EFL students’ perceptions of demotivation in learning English. Following quantitative survey research, a questionnaire was designed both inspired by demotivation questionnaires of Sakai and Kikuchi (2009) and Falout and Maruyama (2004) and teachers’ focus group on attitudes. It was created based on the Likert Scale and composed of three phases including 54 statements about teachers, textbooks and classroom conditions. The questionnaire was sent to 300 volunteer high school students selected from a random list of public and private high schools across the country. After completion, the questionnaire data were controlled and entered into SPSS. Then, descriptive statistics were computed and Pearson correlation and Runs Test were carried out. However, analysis of the learners’ perceptions revealed that students attributed their demotivation to teachers, classroom conditions, and textbooks respectively. It was found that in Iran, teachers were deemed not qualified enough to motivate students. Apart from that, the classroom conditions and English textbooks were in poor conditions and did not manage to attract and motivate learners.","PeriodicalId":53718,"journal":{"name":"Jordan Journal of Modern Languages & Literature","volume":"104 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72919634","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 purpose of the present study was to evaluate the effectiveness of the current curriculum for M.A. English translation in Iranian universities regarding the students’ perspectives to find its deficiencies and to propose some recommendations to make the curriculum compatible with students’ needs. The study was done based on a quantitative research design using a researcher-made questionnaire. The questionnaire was administrated to 341 M.A. and Ph.D. translation students in Iran. The data from the questionnaire were analyzed in descriptive statistics and an independent samples t-test. The results revealed that the current curriculum was moderately effective in providing the students with the necessary translation competencies. The results indicated some courses including Translation Workshop, and Theories of Translation were effective. Whereas, some courses such as Literary Criticism, and Philosophy of Education were not effective enough to improve students’ theoretical knowledge and practical translation competencies. Hence, modifications of the contents or curriculum are needed. To improve the curriculum, the top three practical courses should be added to the curriculum, and they include Translation of Technical Texts, Interpretation Workshop, and Bilingual Editing Skills. Additionally, the results of the independent samples t-test showed that M.A students agreed more than Ph.D. students that courses such as Persian Writing, English Writing, and Sight Translation should be added to the M.A. translation curriculum. Overall, the findings provide insights to the curriculum reform which is needed in the area of English translation.
{"title":"Evaluating the Curriculum for M.A. English Translation in Iran: Is the Curriculum Effective for Students?","authors":"Aynaz Samir","doi":"10.22452/jml.vol32no1.4","DOIUrl":"https://doi.org/10.22452/jml.vol32no1.4","url":null,"abstract":"The purpose of the present study was to evaluate the effectiveness of the current curriculum for M.A. English translation in Iranian universities regarding the students’ perspectives to find its deficiencies and to propose some recommendations to make the curriculum compatible with students’ needs. The study was done based on a quantitative research design using a researcher-made questionnaire. The questionnaire was administrated to 341 M.A. and Ph.D. translation students in Iran. The data from the questionnaire were analyzed in descriptive statistics and an independent samples t-test. The results revealed that the current curriculum was moderately effective in providing the students with the necessary translation competencies. The results indicated some courses including Translation Workshop, and Theories of Translation were effective. Whereas, some courses such as Literary Criticism, and Philosophy of Education were not effective enough to improve students’ theoretical knowledge and practical translation competencies. Hence, modifications of the contents or curriculum are needed. To improve the curriculum, the top three practical courses should be added to the curriculum, and they include Translation of Technical Texts, Interpretation Workshop, and Bilingual Editing Skills. Additionally, the results of the independent samples t-test showed that M.A students agreed more than Ph.D. students that courses such as Persian Writing, English Writing, and Sight Translation should be added to the M.A. translation curriculum. Overall, the findings provide insights to the curriculum reform which is needed in the area of English translation.","PeriodicalId":53718,"journal":{"name":"Jordan Journal of Modern Languages & Literature","volume":"28 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89381446","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}
A. Ali, Krishnavanie Shunmugam, Abdulmajid Obaid Hasan Saleh
With the growth of Islamic banking and new research into Islamic economy, the need to investigate related Islamic terms in these fields has become very important for concerned bodies. To date, there has not been adequate research to shed light on bilingual dictionaries on Islamic finance and economy. Two bilingual dictionaries (Arabic –English) that have a substantial number of entries on Islamic finance and economy terms (IFETs) are Mu'jam Lughat Al Fuqahā' (‘Dictionary of Islamic Legal Terminology’) (1988) and ISRA Compendium for Islamic Finance Terms (2010). The current paper aims to provide a brief comparative analysis of some salient aspects with regard to the introductory matter, main content and appendixes of these two specialized, bilingual dictionaries. It also attempts to investigate whether a certain set of randomly selected IFETs are included in the two selected dictionaries to generally gauge the extent of the semantic content of these dictionaries. For those involved in work related to Islamic finance and economy like translators, researchers, students and other professionals in the field, the analysis here will bring to awareness the extent of the usefulness of these two dictionaries by highlighting their merits and demerits. The study concludes by making recommendations for improvements that can be made to future bilingual dictionary publications dealing with IFETs.
随着伊斯兰银行的发展和对伊斯兰经济的新研究，研究这些领域的相关伊斯兰术语对相关机构来说变得非常重要。迄今为止，还没有足够的研究来阐明关于伊斯兰金融和经济的双语词典。两本双语词典(阿拉伯语-英语)有大量关于伊斯兰金融和经济术语(IFETs)的条目，分别是Mu'jam Lughat Al fuqahha '(伊斯兰法律术语词典)(1988)和ISRA伊斯兰金融术语汇编(2010)。本文旨在对这两部专业双语词典的导言、主要内容和附录等方面的一些突出方面进行简要的比较分析。它还试图调查是否有一组随机选择的ifet被包含在两个选定的字典中，以总体衡量这些字典的语义内容的范围。对于那些从事与伊斯兰金融和经济相关工作的人，如翻译、研究人员、学生和该领域的其他专业人士，这里的分析将通过突出这两本词典的优点和缺点，使人们意识到这两本词典的有用程度。该研究最后提出了改进建议，以便未来出版的双语词典能够处理IFETs问题。
{"title":"A Brief Comparative Analysis of Two Bilingual Dictionaries of Islamic Finance and Economy","authors":"A. Ali, Krishnavanie Shunmugam, Abdulmajid Obaid Hasan Saleh","doi":"10.22452/jml.vol31no2.5","DOIUrl":"https://doi.org/10.22452/jml.vol31no2.5","url":null,"abstract":"With the growth of Islamic banking and new research into Islamic economy, the need to investigate related Islamic terms in these fields has become very important for concerned bodies. To date, there has not been adequate research to shed light on bilingual dictionaries on Islamic finance and economy. Two bilingual dictionaries (Arabic –English) that have a substantial number of entries on Islamic finance and economy terms (IFETs) are Mu'jam Lughat Al Fuqahā' (‘Dictionary of Islamic Legal Terminology’) (1988) and ISRA Compendium for Islamic Finance Terms (2010). The current paper aims to provide a brief comparative analysis of some salient aspects with regard to the introductory matter, main content and appendixes of these two specialized, bilingual dictionaries. It also attempts to investigate whether a certain set of randomly selected IFETs are included in the two selected dictionaries to generally gauge the extent of the semantic content of these dictionaries. For those involved in work related to Islamic finance and economy like translators, researchers, students and other professionals in the field, the analysis here will bring to awareness the extent of the usefulness of these two dictionaries by highlighting their merits and demerits. The study concludes by making recommendations for improvements that can be made to future bilingual dictionary publications dealing with IFETs.","PeriodicalId":53718,"journal":{"name":"Jordan Journal of Modern Languages & Literature","volume":"56 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78825236","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}
Iran has been at the centre of international controversies since 1979 when the Islamic Republic of Iran was established. The controversial issues that Iran is associated with include its involvement in nuclear programme and the violation of human rights in Iran. Iranian politicians are often criticised for the Iranian government’s non-conformity with Human Rights Council and International Atomic Energy Agency (IAEA). In this study we examine what strategies or non-replies Iranian politicians employ to respond to interviewers’ face-threatening questions. The data consist of thirty political interviews conducted from 2001 to 2015 with a total of twelve hours of talk involving journalists working for western broadcasting companies and Iranian politicians collected from YouTube packaged for public consumption. It was explored that Iranian politicians employed eight kinds of superordinate non-replies to avoid answering the interviewers’ face-threatening questions to save, protect or enhance their face. The findings of this study can shed light on the avoidance strategies of Iranian politicians.
{"title":"Non-Replies in Interviews with Iranian Politicians","authors":"Masoumeh Bahman, Veronica Lowe","doi":"10.22452/jml.vol31no2.4","DOIUrl":"https://doi.org/10.22452/jml.vol31no2.4","url":null,"abstract":"Iran has been at the centre of international controversies since 1979 when the Islamic Republic of Iran was established. The controversial issues that Iran is associated with include its involvement in nuclear programme and the violation of human rights in Iran. Iranian politicians are often criticised for the Iranian government’s non-conformity with Human Rights Council and International Atomic Energy Agency (IAEA). In this study we examine what strategies or non-replies Iranian politicians employ to respond to interviewers’ face-threatening questions. The data consist of thirty political interviews conducted from 2001 to 2015 with a total of twelve hours of talk involving journalists working for western broadcasting companies and Iranian politicians collected from YouTube packaged for public consumption. It was explored that Iranian politicians employed eight kinds of superordinate non-replies to avoid answering the interviewers’ face-threatening questions to save, protect or enhance their face. The findings of this study can shed light on the avoidance strategies of Iranian politicians.","PeriodicalId":53718,"journal":{"name":"Jordan Journal of Modern Languages & Literature","volume":"1 4 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87658270","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}
Many teachers seem interested in their classes being more student-centered. Students making more choices about their own learning forms a key aspect of student-centered learning, as well as life-long learning. This article offers ideas for ways to provide students with more choices in their learning and suggests ways to encourage students to make choices when given opportunities to do so. These ideas for increasing student choice include extensive reading, cooperative learning, multiple intelligences, service learning, thinking questions, and use of the internet and other IT affordances. Student choice fits with an overall paradigm shift toward democratizing society, and it also fits with greater choice for teachers. Theoretical underpinnings of student choice include social cognitivism, social constructivism, humanistic psychology, self-directed learning, and social interdependence theory.
{"title":"Expanding Students’ Choices in Language Education","authors":"G. Jacobs, W. Renandya","doi":"10.22452/jml.vol31no2.1","DOIUrl":"https://doi.org/10.22452/jml.vol31no2.1","url":null,"abstract":"Many teachers seem interested in their classes being more student-centered. Students making more choices about their own learning forms a key aspect of student-centered learning, as well as life-long learning. This article offers ideas for ways to provide students with more choices in their learning and suggests ways to encourage students to make choices when given opportunities to do so. These ideas for increasing student choice include extensive reading, cooperative learning, multiple intelligences, service learning, thinking questions, and use of the internet and other IT affordances. Student choice fits with an overall paradigm shift toward democratizing society, and it also fits with greater choice for teachers. Theoretical underpinnings of student choice include social cognitivism, social constructivism, humanistic psychology, self-directed learning, and social interdependence theory.","PeriodicalId":53718,"journal":{"name":"Jordan Journal of Modern Languages & Literature","volume":"21 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83551279","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}
Within the ambit of Optimality Theory, this paper examined the phonological distribution of nasalized consonants and nasalized vowels in the Mbaise dialect of Igbo (spoken in Nigeria) with a view to identifying the relevant constraint hierarchies controlling their surface realization. Using the West African Linguistic Society Questionnaire and a researcher-designed wordlist, the data were obtained via structured oral interview from two competent native speakers of the dialect, and were analyzed using a descriptive approach grounded on the chosen theoretical framework. Arising from the analysis were the following findings: Mbaise operates two systems of nasal specification ‒ the contrastive type affecting consonants and the context-induced type affecting vowels; nasalized consonants are phonemic while nasalized vowels are allophonic; the nasalized consonants are largely restricted to intervocalic position while the nasalized vowels appear after tautosyllabic nasal(ized) consonants. It was argued that the surface realization of the nasalized consonants is controlled by IDENT-CONS/NAS whereas that of the nasalized vowels is controlled by *NV[-nasal]. Despite the difference in their phonological distribution and functional status, Mbaise nasalized consonants and nasalized vowels have a structural relationship within the syllable in which they occur. Therefore, it was concluded that their well-formedness is governed by a single hierarchy: IDENT-CONS/NAS, *NV[-nasal] >> *FRIC/NAS, *LIQ/NAS >> *CONS/NAS, *V/NAS >> IDENT-IO(nasal).
{"title":"An Optimality-Theoretic Study of Nasalization in Mbaise","authors":"M. Oyinloye, Chinedu Nwadinobi Anyanwu","doi":"10.22452/jml.vol31no2.6","DOIUrl":"https://doi.org/10.22452/jml.vol31no2.6","url":null,"abstract":"Within the ambit of Optimality Theory, this paper examined the phonological distribution of nasalized consonants and nasalized vowels in the Mbaise dialect of Igbo (spoken in Nigeria) with a view to identifying the relevant constraint hierarchies controlling their surface realization. Using the West African Linguistic Society Questionnaire and a researcher-designed wordlist, the data were obtained via structured oral interview from two competent native speakers of the dialect, and were analyzed using a descriptive approach grounded on the chosen theoretical framework. Arising from the analysis were the following findings: Mbaise operates two systems of nasal specification ‒ the contrastive type affecting consonants and the context-induced type affecting vowels; nasalized consonants are phonemic while nasalized vowels are allophonic; the nasalized consonants are largely restricted to intervocalic position while the nasalized vowels appear after tautosyllabic nasal(ized) consonants. It was argued that the surface realization of the nasalized consonants is controlled by IDENT-CONS/NAS whereas that of the nasalized vowels is controlled by *NV[-nasal]. Despite the difference in their phonological distribution and functional status, Mbaise nasalized consonants and nasalized vowels have a structural relationship within the syllable in which they occur. Therefore, it was concluded that their well-formedness is governed by a single hierarchy: IDENT-CONS/NAS, *NV[-nasal] >> *FRIC/NAS, *LIQ/NAS >> *CONS/NAS, *V/NAS >> IDENT-IO(nasal).","PeriodicalId":53718,"journal":{"name":"Jordan Journal of Modern Languages & Literature","volume":"39 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84673228","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}
This paper aims to document the impact of task-based teacher training on the classroom teaching of two native-speaker English Teaching Assistants (ETAs). The data are drawn from a 30-hour teacher training course offered to the ETAs who taught in two different government schools in Hyderabad, India, as part of the United States India Education Foundation’s Fulbright Fellowship Programme. The training offered to the ETAs consisted of eight modules: teaching vocabulary and grammar, developing listening, speaking, reading and writing and classroom management and lesson planning. Training was offered through tasks, responses to prompts, and case studies. It also included analysis of critical moments that emerged from the everyday teaching of the ETAs. Constructs such as teacher decision-making (Borg, 2006), critical reflection (East, 2014) and pre-service teacher mentoring (Gardiner 2017) have been used to build the theoretical support for the study. A Challenge-Input-Implementation (CII) model is developed to interpret and analyze the data. The data are gathered from three tools: a) reflective journals of ETAs which recorded pertinent issues that emerged from their everyday teaching and possible solutions to these; b) trainer’s field notes that identified critical areas from lesson observation and post-observation conferences; and c) cognitive information sheet which documents ETAs perceptions of how their learning from the training impacted their teaching and what they would like to explore further in their future teaching careers. Findings revealed areas where trainees needed more support (e.g., class control), as well as the strengths that they have developed in instruction delivery (e.g., the ability to make the class interactive).
{"title":"Implementing task-based teacher training: Narratives from language classrooms","authors":"K. Shankar","doi":"10.22452/jml.vol31no2.2","DOIUrl":"https://doi.org/10.22452/jml.vol31no2.2","url":null,"abstract":"This paper aims to document the impact of task-based teacher training on the classroom teaching of two native-speaker English Teaching Assistants (ETAs). The data are drawn from a 30-hour teacher training course offered to the ETAs who taught in two different government schools in Hyderabad, India, as part of the United States India Education Foundation’s Fulbright Fellowship Programme. The training offered to the ETAs consisted of eight modules: teaching vocabulary and grammar, developing listening, speaking, reading and writing and classroom management and lesson planning. Training was offered through tasks, responses to prompts, and case studies. It also included analysis of critical moments that emerged from the everyday teaching of the ETAs. Constructs such as teacher decision-making (Borg, 2006), critical reflection (East, 2014) and pre-service teacher mentoring (Gardiner 2017) have been used to build the theoretical support for the study. A Challenge-Input-Implementation (CII) model is developed to interpret and analyze the data. The data are gathered from three tools: a) reflective journals of ETAs which recorded pertinent issues that emerged from their everyday teaching and possible solutions to these; b) trainer’s field notes that identified critical areas from lesson observation and post-observation conferences; and c) cognitive information sheet which documents ETAs perceptions of how their learning from the training impacted their teaching and what they would like to explore further in their future teaching careers. Findings revealed areas where trainees needed more support (e.g., class control), as well as the strengths that they have developed in instruction delivery (e.g., the ability to make the class interactive).","PeriodicalId":53718,"journal":{"name":"Jordan Journal of Modern Languages & Literature","volume":"39 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87023767","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}
Tourism is one of the most significant sectors affected by the covid-19 pandemic. It has lost billions of dollars due to hotels, restaurants, and visit cancellation. The Indonesian Ministry of Tourism and Creative Economy uses social media to arouse people’s optimism to visit Indonesia in the post-pandemic era. One of the media used to promote tourism is through Instagram, which includes both visual and linguistic features in its uploads. By taking the data during October-November 2020 from Indonesia.travel Instagram account, this paper utilized Kress & Leeuwen’s multimodal discourse analysis model, particularly the interactive meanings of pictures through contact, distance, and point of view. This paper also analyzed the mood structures and transitivity patterns in the captions, including the phrase like “post-pandemic trip” to strengthen the analysis. It figured out that Instagram posts comprise Indonesian nature, cultural heritage, and traditional villages in declarative mood functioning as “offer”. This paper concluded that visual features are as pivotal as linguistic features to promote Indonesian tourism in the post-pandemic era.
{"title":"Post-Pandemic Indonesian Tourism Promotion in Instagram: Multimodal Discourse Analysis","authors":"Arina Isti'anah, S. Rahmasari, Stefanny Lauwren","doi":"10.22452/jml.vol31no2.3","DOIUrl":"https://doi.org/10.22452/jml.vol31no2.3","url":null,"abstract":"Tourism is one of the most significant sectors affected by the covid-19 pandemic. It has lost billions of dollars due to hotels, restaurants, and visit cancellation. The Indonesian Ministry of Tourism and Creative Economy uses social media to arouse people’s optimism to visit Indonesia in the post-pandemic era. One of the media used to promote tourism is through Instagram, which includes both visual and linguistic features in its uploads. By taking the data during October-November 2020 from Indonesia.travel Instagram account, this paper utilized Kress & Leeuwen’s multimodal discourse analysis model, particularly the interactive meanings of pictures through contact, distance, and point of view. This paper also analyzed the mood structures and transitivity patterns in the captions, including the phrase like “post-pandemic trip” to strengthen the analysis. It figured out that Instagram posts comprise Indonesian nature, cultural heritage, and traditional villages in declarative mood functioning as “offer”. This paper concluded that visual features are as pivotal as linguistic features to promote Indonesian tourism in the post-pandemic era.","PeriodicalId":53718,"journal":{"name":"Jordan Journal of Modern Languages & Literature","volume":"8 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84243221","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}
Contextualized within corruption issues in Jordan, the Arab Spring uprisings as well as outsiders’ padded relations and interests in the Arab region, this study explores how marriage and family metaphors construct the political reality of the partners involved. The integrative principles of the conceptual metaphor theory and critical metaphor analysis along with the concept of ‘metaphor scenario’ were applied to the data gathered from online Jordanian editorials published by Ahmad Al-Zu’bi (2010-2015). These metaphors were found in 97 out of 1000 editorials used in a larger study of different metaphors. Findings suggest the political relationships of the Arab rulers with the citizens and the outsiders are akin to marriage of convenience that violate the sociocultural traditions. Gender roles also appear to be tailored to the notion of masculine authority over femininity in so far as husbands’ stubbornness or tenacity contributes to wives’ zero-tolerance, hence the collapse of marriage and family system which is reflected on the ailing situation of the Jordanian sociopolitics. The key emotion of shaming permeates in 7 metaphorical scenarios: A stepmother scenario, illegitimate pregnancy, marriage proposal, dysfunctional family, parentless children, engagement, and married partners scenarios. Rhetorically, these scenarios serve as a call for principled relations between partners and emancipation of the passive Arabs from oppressing politics.
{"title":"Marriage and family metaphors in online Jordanian sociopolitical editorials","authors":"Mohammad Abedltif Albtoush, Pei Soo Ang","doi":"10.22452/jml.vol31no1.2","DOIUrl":"https://doi.org/10.22452/jml.vol31no1.2","url":null,"abstract":"Contextualized within corruption issues in Jordan, the Arab Spring uprisings as well as outsiders’ padded relations and interests in the Arab region, this study explores how marriage and family metaphors construct the political reality of the partners involved. The integrative principles of the conceptual metaphor theory and critical metaphor analysis along with the concept of ‘metaphor scenario’ were applied to the data gathered from online Jordanian editorials published by Ahmad Al-Zu’bi (2010-2015). These metaphors were found in 97 out of 1000 editorials used in a larger study of different metaphors. Findings suggest the political relationships of the Arab rulers with the citizens and the outsiders are akin to marriage of convenience that violate the sociocultural traditions. Gender roles also appear to be tailored to the notion of masculine authority over femininity in so far as husbands’ stubbornness or tenacity contributes to wives’ zero-tolerance, hence the collapse of marriage and family system which is reflected on the ailing situation of the Jordanian sociopolitics. The key emotion of shaming permeates in 7 metaphorical scenarios: A stepmother scenario, illegitimate pregnancy, marriage proposal, dysfunctional family, parentless children, engagement, and married partners scenarios. Rhetorically, these scenarios serve as a call for principled relations between partners and emancipation of the passive Arabs from oppressing politics.","PeriodicalId":53718,"journal":{"name":"Jordan Journal of Modern Languages & Literature","volume":"70 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76764476","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}
This study is based on the multimodal analysis of two children’s concrete poems from the poetry book, Splish Splash (1994) by Joan Bransfield Graham. It employs Kress and van Leeuwen’s (2006) Visual Grammar as the analytical tool to analyse the visuals in terms of compositional meaning. It investigates how visual elements (words and images) are represented in the poems. In addition, it focuses on the features of the images and how they cohere on a page. The findings suggest that the representations of images in the poems reproduce the dominant theme of water and its forms. Furthermore, the interrelated-systems of salience and framing are used extensively and they contribute to meaning-making. Words and images support each other and coexist to provide meanings in the poems. Therefore, the combination of words and images creates a meaningful whole and offers readers greater opportunities to create meanings.
{"title":"Visual elements in children’s concrete poems: A multimodal analysis of Rain and Ice Cubes","authors":"Thusha Devi Rajendra, Surinderpal Kaur","doi":"10.22452/jml.vol31no1.4","DOIUrl":"https://doi.org/10.22452/jml.vol31no1.4","url":null,"abstract":"This study is based on the multimodal analysis of two children’s concrete poems from the poetry book, Splish Splash (1994) by Joan Bransfield Graham. It employs Kress and van Leeuwen’s (2006) Visual Grammar as the analytical tool to analyse the visuals in terms of compositional meaning. It investigates how visual elements (words and images) are represented in the poems. In addition, it focuses on the features of the images and how they cohere on a page. The findings suggest that the representations of images in the poems reproduce the dominant theme of water and its forms. Furthermore, the interrelated-systems of salience and framing are used extensively and they contribute to meaning-making. Words and images support each other and coexist to provide meanings in the poems. Therefore, the combination of words and images creates a meaningful whole and offers readers greater opportunities to create meanings.","PeriodicalId":53718,"journal":{"name":"Jordan Journal of Modern Languages & Literature","volume":"3 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81617863","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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