Pub Date : 2023-05-15DOI: 10.22364/bjellc.13.2023.09
Ömer Şekerci
Impoliteness has recently been of interest to scholars as a linguistic study in the field of pragmatics. It has emerged as the opposite orientation to politeness strategy, theory and studies. This paper explores how the impoliteness strategies mapped out by Jonathan Culpeper (1996) are employed in dramatic texts. It examines Culpeper’s impoliteness strategies designed to investigate face in the dramatic text. This paper tests the strategies through Neil Simon’s Biloxi Blues (1985). This dramatic comedy is used for three reasons: (1) as a drama, it is a mirror of life and real-life speech events; (2) impoliteness strategies provide a resource to analyse impolite interactions between the characters in dialogic discourse; (3) dramatic texts provide a rich context to interpret and analyse verbal and non-verbal impoliteness strategies. Impoliteness strategies can cause disharmony and conflict between characters in a dramatic text. The interactions exchanged by the characters in Biloxi Blues are analysed according to Culpeper’s five impoliteness strategies: bald on record impoliteness, positive impoliteness, negative impoliteness, sarcasm or mock politeness, and withhold politeness. This study employs a descriptive qualitative method to determine how face-threatening acts are incorporated into the play in line with Culpeper’s impoliteness strategies propounded in his article entitled Towards an Anatomy of Impoliteness (1996). The paper also examines how the characters react to face-threatening acts. In the twelve selected dramatic extracts, seventeen cases of positive impoliteness, ten cases of bald on record impoliteness, eight cases of sarcasm or mock politeness, and four cases of negative impoliteness have been observed. Moreover, it has also been observed that the characters use taboo words and abusive and strong language. The bald on record impolite acts are aggravated mainly by abuses, sexual insults and name-calling strategies. Racial slurs have also been identified as a part of positive impoliteness.
{"title":"Culpeper’s Impoliteness Strategies in Neil Simon’s ‘Biloxi Blues’","authors":"Ömer Şekerci","doi":"10.22364/bjellc.13.2023.09","DOIUrl":"https://doi.org/10.22364/bjellc.13.2023.09","url":null,"abstract":"Impoliteness has recently been of interest to scholars as a linguistic study in the field of pragmatics. It has emerged as the opposite orientation to politeness strategy, theory and studies. This paper explores how the impoliteness strategies mapped out by Jonathan Culpeper (1996) are employed in dramatic texts. It examines Culpeper’s impoliteness strategies designed to investigate face in the dramatic text. This paper tests the strategies through Neil Simon’s Biloxi Blues (1985). This dramatic comedy is used for three reasons: (1) as a drama, it is a mirror of life and real-life speech events; (2) impoliteness strategies provide a resource to analyse impolite interactions between the characters in dialogic discourse; (3) dramatic texts provide a rich context to interpret and analyse verbal and non-verbal impoliteness strategies. Impoliteness strategies can cause disharmony and conflict between characters in a dramatic text. The interactions exchanged by the characters in Biloxi Blues are analysed according to Culpeper’s five impoliteness strategies: bald on record impoliteness, positive impoliteness, negative impoliteness, sarcasm or mock politeness, and withhold politeness. This study employs a descriptive qualitative method to determine how face-threatening acts are incorporated into the play in line with Culpeper’s impoliteness strategies propounded in his article entitled Towards an Anatomy of Impoliteness (1996). The paper also examines how the characters react to face-threatening acts. In the twelve selected dramatic extracts, seventeen cases of positive impoliteness, ten cases of bald on record impoliteness, eight cases of sarcasm or mock politeness, and four cases of negative impoliteness have been observed. Moreover, it has also been observed that the characters use taboo words and abusive and strong language. The bald on record impolite acts are aggravated mainly by abuses, sexual insults and name-calling strategies. Racial slurs have also been identified as a part of positive impoliteness.","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88012572","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 : 2023-05-15DOI: 10.22364/bjellc.13.2023.08
A. Ropa, Ludmila Malahova
The restrictions imposed to limit the spread of COVID-19 resulted in the switch from in-person to online teaching, including the teaching of foreign languages in 2020-2022. This study uses the feedback of students who have studied English for Specific Purposes (ESP) in virtual and classroom settings. The aim is to investigate the benefits and limitations of each approach for language acquisition in ESP for sport and health sciences. A questionnaire to ascertain students’ experiences was distributed to 60 students in sport and health sciences who studied ESP at the Latvian Academy of Sport Education. It was found that online and face-to-face studies of ESP in sport and health sciences tended to facilitate the acquisition of different language skills. In the questionnaire, students reported consistent progress in the study of vocabulary and reading the texts related to their area of study during both online and face-to-face studies, but less improvement was reported in the areas of grammar and speaking skills. Overall, synchronous online live classes would facilitate the steady and continuous development of all language skills if supplemented by continuous support from the teaching personnel, regular offline meetings or classes, and access to specially designed online resources.
{"title":"The Benefits and Limitations of Teaching English for Specific Purposes Online and Face-To-Face: Sport and Health Sciences Students’ Perspectives","authors":"A. Ropa, Ludmila Malahova","doi":"10.22364/bjellc.13.2023.08","DOIUrl":"https://doi.org/10.22364/bjellc.13.2023.08","url":null,"abstract":"The restrictions imposed to limit the spread of COVID-19 resulted in the switch from in-person to online teaching, including the teaching of foreign languages in 2020-2022. This study uses the feedback of students who have studied English for Specific Purposes (ESP) in virtual and classroom settings. The aim is to investigate the benefits and limitations of each approach for language acquisition in ESP for sport and health sciences. A questionnaire to ascertain students’ experiences was distributed to 60 students in sport and health sciences who studied ESP at the Latvian Academy of Sport Education. It was found that online and face-to-face studies of ESP in sport and health sciences tended to facilitate the acquisition of different language skills. In the questionnaire, students reported consistent progress in the study of vocabulary and reading the texts related to their area of study during both online and face-to-face studies, but less improvement was reported in the areas of grammar and speaking skills. Overall, synchronous online live classes would facilitate the steady and continuous development of all language skills if supplemented by continuous support from the teaching personnel, regular offline meetings or classes, and access to specially designed online resources.","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84242954","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 : 2023-05-15DOI: 10.22364/bjellc.13.2023.02
O. Bohovyk, Andrii Bezrukov, Victoriia Yashkina
The article re-actualises genderlect as one of the key points of male-female differentiation and a relevant object in the humanities, not merely from the perspective of gender studies but linguistic and literary ones. Self-stereotypes in the speech of one or another gender may be considered the result of the complex interaction of collective identity and the subconscious. The excerpts from the selected novels by Salman Rushdie, Jennifer Crusie, Lisa Kleypas, Aleksandar Hemon, Zadie Smith and Candace Bushnell have provided a wide range of patterns of expressing self-stereotypes in the dimension of ‘women about women’. To emphasise the multicultural nature of genderlect self-stereotypes, the writers of different ethnic affiliations are represented. The article also classifies the criteria of self-stereotype polarisation in characters’ speech to explicate the strategies of women’s verbal behaviour. These criteria include marital status, maternal experience, professional activity, ageism and harassment. The impact of gender on verbal behaviour, observed in real life and adapted to fiction through literary representation, is manifested in communication stereotypes. This serves to illuminate the most representative speech self-stereotypes, which make certain images or ideas easier to interpret. The application of an interdisciplinary approach with a set of appropriate methods to theorising and practising genderlect reveals its role as a significant tool for reconstructing a linguistic worldview and contextualises both positive and negative self-stereotypes for the expressive evaluation of speech in fictional discourse.
{"title":"Women about Women: Genderlect Manifestations through Positive and Negative Self-Stereotypes in Contemporary Fiction","authors":"O. Bohovyk, Andrii Bezrukov, Victoriia Yashkina","doi":"10.22364/bjellc.13.2023.02","DOIUrl":"https://doi.org/10.22364/bjellc.13.2023.02","url":null,"abstract":"The article re-actualises genderlect as one of the key points of male-female differentiation and a relevant object in the humanities, not merely from the perspective of gender studies but linguistic and literary ones. Self-stereotypes in the speech of one or another gender may be considered the result of the complex interaction of collective identity and the subconscious. The excerpts from the selected novels by Salman Rushdie, Jennifer Crusie, Lisa Kleypas, Aleksandar Hemon, Zadie Smith and Candace Bushnell have provided a wide range of patterns of expressing self-stereotypes in the dimension of ‘women about women’. To emphasise the multicultural nature of genderlect self-stereotypes, the writers of different ethnic affiliations are represented. The article also classifies the criteria of self-stereotype polarisation in characters’ speech to explicate the strategies of women’s verbal behaviour. These criteria include marital status, maternal experience, professional activity, ageism and harassment. The impact of gender on verbal behaviour, observed in real life and adapted to fiction through literary representation, is manifested in communication stereotypes. This serves to illuminate the most representative speech self-stereotypes, which make certain images or ideas easier to interpret. The application of an interdisciplinary approach with a set of appropriate methods to theorising and practising genderlect reveals its role as a significant tool for reconstructing a linguistic worldview and contextualises both positive and negative self-stereotypes for the expressive evaluation of speech in fictional discourse.","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90699513","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 : 2023-05-15DOI: 10.22364/bjellc.13.2023.06
Donjetë Latifaj, Brikena Xhaferi
Project-based learning (PBL) is a contemporary educational approach in which students engage in authentic tasks and scenarios while working on various projects. Throughout the process, students are encouraged to participate actively in their learning. Since this methodology is not commonly used in Kosovo, the current study aimed to assess the extent to which information and communication technology (ICT) is utilized during the implementation of PBL in lower secondary English classes in Kosovo. Furthermore, the study aimed to investigate the effectiveness of PBL in enhancing students’ ability to acquire English as a foreign language. The study focused on analyzing teachers’ perspectives on the use of ICT when implementing PBL in English classes. The findings from an online survey show that teachers use ICT to a certain degree when implementing PBL and that a considerable number of teachers are interested in receiving specialized training to enhance their use of technology in future classes. Generally, teachers prefer project-based methods, but PBL is not widely utilized in the Kosovar education system. Finally, teachers and students with a positive attitude towards ICT and PBL are willing to implement them in their school settings.
{"title":"Implementing Project-Based Learning in English Language Classes – a Case of Kosovar Lower Secondary Schools","authors":"Donjetë Latifaj, Brikena Xhaferi","doi":"10.22364/bjellc.13.2023.06","DOIUrl":"https://doi.org/10.22364/bjellc.13.2023.06","url":null,"abstract":"Project-based learning (PBL) is a contemporary educational approach in which students engage in authentic tasks and scenarios while working on various projects. Throughout the process, students are encouraged to participate actively in their learning. Since this methodology is not commonly used in Kosovo, the current study aimed to assess the extent to which information and communication technology (ICT) is utilized during the implementation of PBL in lower secondary English classes in Kosovo. Furthermore, the study aimed to investigate the effectiveness of PBL in enhancing students’ ability to acquire English as a foreign language. The study focused on analyzing teachers’ perspectives on the use of ICT when implementing PBL in English classes. The findings from an online survey show that teachers use ICT to a certain degree when implementing PBL and that a considerable number of teachers are interested in receiving specialized training to enhance their use of technology in future classes. Generally, teachers prefer project-based methods, but PBL is not widely utilized in the Kosovar education system. Finally, teachers and students with a positive attitude towards ICT and PBL are willing to implement them in their school settings.","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85252761","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 : 2023-05-15DOI: 10.22364/bjellc.13.2023.05
Evelīna Ķiršakmene
False friends are the result of language interference on a lexical level. They have been studied in various language combinations and from various aspects, often resulting in different classifications and subtypes. The paper highlights the issues related to false friends from English and French into Latvian in the interpreting scene and considers the current lexical and semantic processes in the Latvian language. Research shows that the number of deceptive loans in Latvian has increased considerably during this century. The diachronic change of false friends may reflect the need for updated lexicographic resources on false friends, since they are an important tool for distinguishing them. However, false friends also exist on an idiomatic level. The discourse on false friends has been assessed through an analysis of a survey that was delivered to Latvian interpreters working in European Union institutions and in the Latvian local market. The study and conclusions may be of interest to linguists, interpreters and translators as well as language teachers and learners.
{"title":"False Friends in Interpreting: the case of English, French and Latvian","authors":"Evelīna Ķiršakmene","doi":"10.22364/bjellc.13.2023.05","DOIUrl":"https://doi.org/10.22364/bjellc.13.2023.05","url":null,"abstract":"False friends are the result of language interference on a lexical level. They have been studied in various language combinations and from various aspects, often resulting in different classifications and subtypes. The paper highlights the issues related to false friends from English and French into Latvian in the interpreting scene and considers the current lexical and semantic processes in the Latvian language. Research shows that the number of deceptive loans in Latvian has increased considerably during this century. The diachronic change of false friends may reflect the need for updated lexicographic resources on false friends, since they are an important tool for distinguishing them. However, false friends also exist on an idiomatic level. The discourse on false friends has been assessed through an analysis of a survey that was delivered to Latvian interpreters working in European Union institutions and in the Latvian local market. The study and conclusions may be of interest to linguists, interpreters and translators as well as language teachers and learners.","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81886800","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 : 2023-05-15DOI: 10.22364/bjellc.13.2023.07
Antra Leine
While the first utopias manifested aspirations for a better socio-political system, dystopias typically reflect societal fears and concerns that are intensified by the twentieth century’s political and social crises that, besides other significant turns, have caused a rethinking of the role of the elderly in the society. While, typically, the protagonists of dystopias are very young or middle-aged, they often must interact with the previous generations to achieve their goals, thus providing an exciting field for analysis of how these elderlies are depicted in dystopian novels. The methodology for comparing the treatment of the elderly in Utopia with the treatment of the elderly in Lois Lowry’s The Giver involves literary analysis and a comparison of the specific ways in which the elderly in both works are depicted. Special attention is paid to the specific ways in which they are treated and the roles they are assigned in their respective societies, as well as the level of respect and care they are shown especially at the end of their lives. The characteristic attitude towards the elderly suggested by More in Utopia is masterfully rendered in Lowry’s twentieth-century dystopia, The Giver. The study reveals that the treatment of the elderly has often been discriminatory in More’s work Utopia and is deliberately portrayed as such in Lowry’s novel.
{"title":"Representation of the Elderly in Thomas More’s ‘Utopia’ and Lois Lowry’s ‘The Giver’","authors":"Antra Leine","doi":"10.22364/bjellc.13.2023.07","DOIUrl":"https://doi.org/10.22364/bjellc.13.2023.07","url":null,"abstract":"While the first utopias manifested aspirations for a better socio-political system, dystopias typically reflect societal fears and concerns that are intensified by the twentieth century’s political and social crises that, besides other significant turns, have caused a rethinking of the role of the elderly in the society. While, typically, the protagonists of dystopias are very young or middle-aged, they often must interact with the previous generations to achieve their goals, thus providing an exciting field for analysis of how these elderlies are depicted in dystopian novels. The methodology for comparing the treatment of the elderly in Utopia with the treatment of the elderly in Lois Lowry’s The Giver involves literary analysis and a comparison of the specific ways in which the elderly in both works are depicted. Special attention is paid to the specific ways in which they are treated and the roles they are assigned in their respective societies, as well as the level of respect and care they are shown especially at the end of their lives. The characteristic attitude towards the elderly suggested by More in Utopia is masterfully rendered in Lowry’s twentieth-century dystopia, The Giver. The study reveals that the treatment of the elderly has often been discriminatory in More’s work Utopia and is deliberately portrayed as such in Lowry’s novel.","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76452797","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 : 2022-11-10DOI: 10.22364/bjellc.06.2016.01
C. Chaplier
English as a lingua franca (ELF) has emerged as a way of referring to communication in English between speakers with different first languages. That is the reason why ELF is the language used in science. Yet language is not limited to communication; it is also tied to the creation of concepts. As English is developed and transformed by its non-native users into an international scientific communication language, there is a risk of developing an impoverished form of English. The use of English as a lingua franca, devoid of culture, and used in scientific discourse may affect the transmission and the production of scientific knowledge. We can wonder about the consequences of the development of English in the scientific academic community and scientific teaching and learning contexts as all French university curricula have integrated English. Thus, this paper examines the different representations of science and the English language used in science. In conclusion, we propose the development of research in English for science, teacher training, teaching English for science and science in English (Content and Language Integrated Learning; henceforth CLIL) to students in the language teaching sector for non-linguists (LANSAD in French).
{"title":"Use of English in the Scientific Community in France: Obstacles and Stakes","authors":"C. Chaplier","doi":"10.22364/bjellc.06.2016.01","DOIUrl":"https://doi.org/10.22364/bjellc.06.2016.01","url":null,"abstract":"English as a lingua franca (ELF) has emerged as a way of referring to communication in English between speakers with different first languages. That is the reason why ELF is the language used in science. Yet language is not limited to communication; it is also tied to the creation of concepts. As English is developed and transformed by its non-native users into an international scientific communication language, there is a risk of developing an impoverished form of English. The use of English as a lingua franca, devoid of culture, and used in scientific discourse may affect the transmission and the production of scientific knowledge. We can wonder about the consequences of the development of English in the scientific academic community and scientific teaching and learning contexts as all French university curricula have integrated English. Thus, this paper examines the different representations of science and the English language used in science. In conclusion, we propose the development of research in English for science, teacher training, teaching English for science and science in English (Content and Language Integrated Learning; henceforth CLIL) to students in the language teaching sector for non-linguists (LANSAD in French).","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85542498","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 : 2022-11-08DOI: 10.30813/jelc.v13i1.3652
Junita Junita, Joseph Bryant T. Pasaribu T. Pasaribu, Angela Novianita Vidiastya
Klein (1985) believes that appropriate gender-unbiased material mostly gives students the chance to accommodate more compliant mindsets towards gender roles. This study was conducted to observe the way genders are represented in local elementary textbooks in Indonesia, especially the textbook entitled "I Love Jakarta." The method applied in this study was qualitative research that used content analysis. The approach was used to describe the content of the textbook, by using the checklist adapted from Shallaita, et al. (2021), which includes all the texts, illustrations, vocabularies, and exercises, in every chapter of the book. The writers assessed the gender representation in the first grade of an elementary school textbook according to five categories adopted from Amini and Birjandi (2012); Visibility, Firstness, Feminine/Masculine Generic Construction, Activity, Occupation on every text and pictures in the book from unit one until sixteen. The results showed that (1) in terms of visibility, male (54%) was represented more than female (46%), (2) in terms of firstness, male (around nine mentions) in the majority of the cases was mentioned first than female (around five mentions), (3) in the category of feminine/masculine generic construction, there was no case found, (4) regarding the activities portrayed in the book, both male and female characters shared their parts of doing some of the general activities; however, there were cases where some activities were portrayed of being intended mainly for males, such as doing pencak silat and lifting heavy objects. On the other hand, there were portrayals of some of the activities which were mostly intended for females because of their less-aggressive nature, such as dancing and reading a book, (5) in terms of occupations depicted in the book, some of them were represented equally by both male and female characters; however, there were occupations which were considered more manly, such as fisherman and pedicab driver, therefore portrayed by male characters. To sum up, both genders were not represented equally in terms of the five categories.
{"title":"AN ANALYSIS OF GENDER REPRESENTATION IN I LOVE JAKARTA, AN ELEMENTARY TEXTBOOK","authors":"Junita Junita, Joseph Bryant T. Pasaribu T. Pasaribu, Angela Novianita Vidiastya","doi":"10.30813/jelc.v13i1.3652","DOIUrl":"https://doi.org/10.30813/jelc.v13i1.3652","url":null,"abstract":"Klein (1985) believes that appropriate gender-unbiased material mostly gives students the chance to accommodate more compliant mindsets towards gender roles. This study was conducted to observe the way genders are represented in local elementary textbooks in Indonesia, especially the textbook entitled \"I Love Jakarta.\" The method applied in this study was qualitative research that used content analysis. The approach was used to describe the content of the textbook, by using the checklist adapted from Shallaita, et al. (2021), which includes all the texts, illustrations, vocabularies, and exercises, in every chapter of the book. The writers assessed the gender representation in the first grade of an elementary school textbook according to five categories adopted from Amini and Birjandi (2012); Visibility, Firstness, Feminine/Masculine Generic Construction, Activity, Occupation on every text and pictures in the book from unit one until sixteen. The results showed that (1) in terms of visibility, male (54%) was represented more than female (46%), (2) in terms of firstness, male (around nine mentions) in the majority of the cases was mentioned first than female (around five mentions), (3) in the category of feminine/masculine generic construction, there was no case found, (4) regarding the activities portrayed in the book, both male and female characters shared their parts of doing some of the general activities; however, there were cases where some activities were portrayed of being intended mainly for males, such as doing pencak silat and lifting heavy objects. On the other hand, there were portrayals of some of the activities which were mostly intended for females because of their less-aggressive nature, such as dancing and reading a book, (5) in terms of occupations depicted in the book, some of them were represented equally by both male and female characters; however, there were occupations which were considered more manly, such as fisherman and pedicab driver, therefore portrayed by male characters. To sum up, both genders were not represented equally in terms of the five categories.","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79323220","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 : 2022-11-08DOI: 10.30813/jelc.v13i1.3657
B. Hutauruk
Borrowing is one the various techniques to utilize the word to keeping the source language’s original words and phrases or sentence in the target language’s version. The researcher focus to find the types borrowing and dominant of borrowing in the especially in learning English. The researcher used Molina and Albir theories about borrowing the divided into two types there is pure borrowing and naturalized borrowing. The data sheets used as secondary instruments that during time there is collecting, classifying, analyzing, discussing and result the data This study was conducted using a qualitative method. The aim of the resaarch found many borrowing words in two types borrowing pure and naturalized borrowing in the film. And from the result that the dominant types is naturalized borrowing in 61 data, 36 or 59,16% is naturalized and 25 or 40,99% the pure borrowing. Based on the dominant types borrowing founded in the redeeming love film.
{"title":"ENGLISH BORROWING TRANSLATION FROM ENGLISH INTO INDONESIAN SUBTITLE IN THE REDEEMING LOVE FILM","authors":"B. Hutauruk","doi":"10.30813/jelc.v13i1.3657","DOIUrl":"https://doi.org/10.30813/jelc.v13i1.3657","url":null,"abstract":"Borrowing is one the various techniques to utilize the word to keeping the source language’s original words and phrases or sentence in the target language’s version. The researcher focus to find the types borrowing and dominant of borrowing in the especially in learning English. The researcher used Molina and Albir theories about borrowing the divided into two types there is pure borrowing and naturalized borrowing. The data sheets used as secondary instruments that during time there is collecting, classifying, analyzing, discussing and result the data This study was conducted using a qualitative method. The aim of the resaarch found many borrowing words in two types borrowing pure and naturalized borrowing in the film. And from the result that the dominant types is naturalized borrowing in 61 data, 36 or 59,16% is naturalized and 25 or 40,99% the pure borrowing. Based on the dominant types borrowing founded in the redeeming love film.","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81589314","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 : 2022-11-08DOI: 10.30813/jelc.v13i1.3328
David Geba Abi Anandi
Mount Semeru had erupted three times in 2021. The last eruption caused many victims. The fact that there were many death toll and citizens affected by the eruption, many people started to blame the PVMBG, as the responsible government agency to the disaster since their duties are to monitor the volcano activities and to give prior warning to the citizens who lived near the volcano. A news article was written a few days after the mount erupted. This article contains many explanations and clarifications from the PVMBG. Therefore, this current study aims to review a news article entitled “Mount Semeru eruption warning issued on Dec 1, PVMBG claims”. There are two problems addressed in this study; 1) “What social wrong does Tempo’s text reveal in the Mount Semeru eruption warning article?”; and 2) “What ideology does Tempo’s text reflect in the Mount Semeru eruption warning article?”. In answering these problems, the writer employed critical discourse analysis. The method used in this study is Critical Discourse Analysis. Furthermore, Fairclough's four stages and three dimensions approach of CDA were used. The sentences which show the social wrong are chosen and analyzed by using the transitivity. The findings show that the social wrong is the PVMBG insists that they are not responsible for the numbers of victims caused by the eruption. The PVMBG needs the social wrong since they try to keep their good image and professionalism. The solutions to the problem are related to the involvement of the citizens in the group message and the improvement of the geological mitigation programs.
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