Pub Date : 2021-01-01DOI: 10.22364/bjellc.11.2021.09
A. Veisbergs
The first decade of the 20th century was a period of huge advances and expansion in the Latvian translation scene. New, contemporary authors’ works became available to Latvian readers. The Latvian readership was consciously being integrated into general European literary trends. It was also a heyday of periodicals that published numerous translations, including numerous novels. There are countless parallel translations even reaching double digits. Translations included various genres and the traditional Latvian interest in plays was obvious. German was gradually losing its dominant positions as both a source and intermediate language, Russian was advancing. This period also saw a change of generations among translators, and with the new generation women became visible in translation scene. Practically all Latvian writers were also active translators. The translation method changed from localisation to a fidelity mode with a tendency towards foreignisation. Frequently translations now had prefaces and explanations by the translators. Translated literature now ranged from serious classical works to modern ones and from pulp literature to high quality creations. The quality of translations was also very varied. The expansion of translation and the cultivation of new domains went hand in hand with the development of the Latvian language itself.
{"title":"The Latvian Translation Scene at the Beginning of the 20th Century","authors":"A. Veisbergs","doi":"10.22364/bjellc.11.2021.09","DOIUrl":"https://doi.org/10.22364/bjellc.11.2021.09","url":null,"abstract":"The first decade of the 20th century was a period of huge advances and expansion in the Latvian translation scene. New, contemporary authors’ works became available to Latvian readers. The Latvian readership was consciously being integrated into general European literary trends. It was also a heyday of periodicals that published numerous translations, including numerous novels. There are countless parallel translations even reaching double digits. Translations included various genres and the traditional Latvian interest in plays was obvious. German was gradually losing its dominant positions as both a source and intermediate language, Russian was advancing. This period also saw a change of generations among translators, and with the new generation women became visible in translation scene. Practically all Latvian writers were also active translators. The translation method changed from localisation to a fidelity mode with a tendency towards foreignisation. Frequently translations now had prefaces and explanations by the translators. Translated literature now ranged from serious classical works to modern ones and from pulp literature to high quality creations. The quality of translations was also very varied. The expansion of translation and the cultivation of new domains went hand in hand with the development of the Latvian language itself.","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":"261 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89191093","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 : 2021-01-01DOI: 10.22364/bjellc.11.2021.01
Vineta Apse, Monta Farneste
Distance learning introduced in almost all educational establishments in spring 2020 has raised interest among researchers how to deal with it in a more productive way. Thus, the goal of the research was to find out undergraduates’ views on distance learning of English grammar and the use of online revision materials in developing students’ independent study skills at a tertiary institution in Latvia. the research tool was a questionnaire consisting of open-ended and closed questions. Twenty-three students answered the survey questions. the research results indicate that studying by distance is preferred because it allows the students to choose the study time and place, to develop their timemanagement, independent study skills, as well as improve their motivation. the main drawbacks of studying by distance, according to the students, are insufficient feedback, inability to ask questions directly and receive immediate answers and problems with their own time management and independent study skills.
{"title":"Challenges and Opportunities of English Grammar Acquisition by Distance at the Tertiary Level","authors":"Vineta Apse, Monta Farneste","doi":"10.22364/bjellc.11.2021.01","DOIUrl":"https://doi.org/10.22364/bjellc.11.2021.01","url":null,"abstract":"Distance learning introduced in almost all educational establishments in spring 2020 has raised interest among researchers how to deal with it in a more productive way. Thus, the goal of the research was to find out undergraduates’ views on distance learning of English grammar and the use of online revision materials in developing students’ independent study skills at a tertiary institution in Latvia. the research tool was a questionnaire consisting of open-ended and closed questions. Twenty-three students answered the survey questions. the research results indicate that studying by distance is preferred because it allows the students to choose the study time and place, to develop their timemanagement, independent study skills, as well as improve their motivation. the main drawbacks of studying by distance, according to the students, are insufficient feedback, inability to ask questions directly and receive immediate answers and problems with their own time management and independent study skills.","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":"10 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74351284","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 : 2020-12-22DOI: 10.11648/J.ELLC.20200504.16
Zhu Qing, Lin Yueming
Filmic texts embody the discussion of issues like identity and self-determination. Many films of Jackie Chan who is a well-known international film star, set the story in Hong Kong, thus inevitably presenting various cultural aspects of the city. Being an especially important historical event, the return of Hong Kong to China affects every aspect of people’s lives, which are consciously or unconsciously recorded in filmic texts. Seeking recourse to Stuart Hall’s concept of cultural identity and Wang Yuechuan’s theory of identity recognition, this paper analyzes Jackie Chan’s three filmic texts from the Police Story series, hoping to probe into the conflicts and changes of Hong Kong’s transforming cultural identity at three time periods before and after the establishment of the Hong Kong Special Administrative Region upon the reunification with China, so as to prove both the complexity and importance of the identity issues. The paper will approach the three filmic texts from the following aspects: changed names of the main characters and their symbolic meanings, differences in plot and dialogue designs, and cultural meaning of urban space and architecture. Finally, the paper also invites the readers to reflect on the issues of representation on differences and identity recognition in general.
{"title":"The Transforming Cultural Identity of Hong Kong as Reflected in Jackie Chan’s Police Story Series","authors":"Zhu Qing, Lin Yueming","doi":"10.11648/J.ELLC.20200504.16","DOIUrl":"https://doi.org/10.11648/J.ELLC.20200504.16","url":null,"abstract":"Filmic texts embody the discussion of issues like identity and self-determination. Many films of Jackie Chan who is a well-known international film star, set the story in Hong Kong, thus inevitably presenting various cultural aspects of the city. Being an especially important historical event, the return of Hong Kong to China affects every aspect of people’s lives, which are consciously or unconsciously recorded in filmic texts. Seeking recourse to Stuart Hall’s concept of cultural identity and Wang Yuechuan’s theory of identity recognition, this paper analyzes Jackie Chan’s three filmic texts from the Police Story series, hoping to probe into the conflicts and changes of Hong Kong’s transforming cultural identity at three time periods before and after the establishment of the Hong Kong Special Administrative Region upon the reunification with China, so as to prove both the complexity and importance of the identity issues. The paper will approach the three filmic texts from the following aspects: changed names of the main characters and their symbolic meanings, differences in plot and dialogue designs, and cultural meaning of urban space and architecture. Finally, the paper also invites the readers to reflect on the issues of representation on differences and identity recognition in general.","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":"32 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86674239","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 : 2020-12-22DOI: 10.11648/J.ELLC.20200504.15
Tian Tian
The paper adopts think-aloud method to record the thinking process of Chinese college students of different levels when they are reading English materials. The think-aloud protocols are transcribed, and the L1 thinking in their reading process is analyzed. The results are as follows: Readers at different levels apply L1 thinking in their L2 reading process to deal with vocabulary and sentence in different ways. Readers in low-level and intermediate-level group rely heavily on L1 to deal with word meaning because of the limitation of their vocabulary yet readers in advanced-level group tend to use more L1 to associate semantic meaning in the process of L2 reading. Participants in advanced-level group usually read several of sentences and skim or scan information which is regard as not useful and import while participants in low-level and intermediate-level group usually read almost all the sentences and try to comprehend all of them regardless of their importance. In light of the findings generated by the study, teachers may have different perspectives while dealing with students’ reading activities. Since L1 thinking generally exists in the process of L2 reading, we should pay more attention to how to guide students to utilize L1 facilitating reading according to different students.
{"title":"L1 Thinking in Reading Process of Chinese College Students at Different Levels of English Proficiency","authors":"Tian Tian","doi":"10.11648/J.ELLC.20200504.15","DOIUrl":"https://doi.org/10.11648/J.ELLC.20200504.15","url":null,"abstract":"The paper adopts think-aloud method to record the thinking process of Chinese college students of different levels when they are reading English materials. The think-aloud protocols are transcribed, and the L1 thinking in their reading process is analyzed. The results are as follows: Readers at different levels apply L1 thinking in their L2 reading process to deal with vocabulary and sentence in different ways. Readers in low-level and intermediate-level group rely heavily on L1 to deal with word meaning because of the limitation of their vocabulary yet readers in advanced-level group tend to use more L1 to associate semantic meaning in the process of L2 reading. Participants in advanced-level group usually read several of sentences and skim or scan information which is regard as not useful and import while participants in low-level and intermediate-level group usually read almost all the sentences and try to comprehend all of them regardless of their importance. In light of the findings generated by the study, teachers may have different perspectives while dealing with students’ reading activities. Since L1 thinking generally exists in the process of L2 reading, we should pay more attention to how to guide students to utilize L1 facilitating reading according to different students.","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":"7 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85509247","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 : 2020-12-11DOI: 10.11648/J.ELLC.20200504.13
Ding Xiaoyu
The yearning to return to an idyllic ideal or a paradise of a long-lost past seems to be inherent in all men regardless of time and situation, and the poets have been the spokesmen for this dream. Garden poetry is variously reflected in the works of Hesiod, Homer, Virgil, Ovid, Ariosto, Tasso, Petrarch, Dante. The emblematic meaning of garden poetry during the European Renaissance and the prevalence of real garden at the time enormously inspires the imagination of the English poet to invent an ideal “England garden.” In addition, the progression of the spirit of nationalism that results from Reformation enables the court poet with political ideal ardently anticipates the coming of Elizabeth an empire garden. The Renaissance English poets metaphorically take a state or a “body politic” as a garden, which could be evidenced in the tradition of literature, politics, culture and religion at the time. Sir Philip Sidney, a courtier-poet-warrior of the sixteenth century England, zealously wrote his ideal of Elizabethan England into his pastoral romance, New Arcadia. This paper, while centering on the courtly culture, literary tradition and political ideal, attempts to present Sidney’s imagination of Elizabethan empire as a garden that is literally constructed in New Arcadia and hopefully reflects the humanistic ideal of the intellectuals of English Renaissance---the construction of a harmonious Elizabethan garden.
{"title":"The Construction of Empire-Garden in Sir Philip Sidney’s New Arcadia","authors":"Ding Xiaoyu","doi":"10.11648/J.ELLC.20200504.13","DOIUrl":"https://doi.org/10.11648/J.ELLC.20200504.13","url":null,"abstract":"The yearning to return to an idyllic ideal or a paradise of a long-lost past seems to be inherent in all men regardless of time and situation, and the poets have been the spokesmen for this dream. Garden poetry is variously reflected in the works of Hesiod, Homer, Virgil, Ovid, Ariosto, Tasso, Petrarch, Dante. The emblematic meaning of garden poetry during the European Renaissance and the prevalence of real garden at the time enormously inspires the imagination of the English poet to invent an ideal “England garden.” In addition, the progression of the spirit of nationalism that results from Reformation enables the court poet with political ideal ardently anticipates the coming of Elizabeth an empire garden. The Renaissance English poets metaphorically take a state or a “body politic” as a garden, which could be evidenced in the tradition of literature, politics, culture and religion at the time. Sir Philip Sidney, a courtier-poet-warrior of the sixteenth century England, zealously wrote his ideal of Elizabethan England into his pastoral romance, New Arcadia. This paper, while centering on the courtly culture, literary tradition and political ideal, attempts to present Sidney’s imagination of Elizabethan empire as a garden that is literally constructed in New Arcadia and hopefully reflects the humanistic ideal of the intellectuals of English Renaissance---the construction of a harmonious Elizabethan garden.","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":"46 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2020-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90604580","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 : 2020-12-08DOI: 10.11648/J.ELLC.20200504.12
Didachos Mbeng Afuh
This paper argues that J.M. Synge’s [1] The Shadow of the Glen can be used to sharpen our understanding of the relationships between regionalism, universality and the authentic in dramatic literature. My suggestion is that the key component in that tension is Synge’s presentation of what was to be considered authentic, since literature in Ireland was real exercise in fostering national consciousness. I argue that Synge’s representation of the regional drifts from issues of “authenticity” not because it is not a factual account of real events, but because it is not so heavily and so self-consciously authenticated. As shall be argued below, The Shadow of the Glen is concerned with the local, presented with a universal interest. Synge universalizes the characters’ experiences as he revisits the golden past of the Gaelic culture. This is not to suggest that the playwright was not authentic, but instead that his play shows the author’s self-awareness about how literary constructions of the authentic function. He understood that the representation of the regional to a metropolitan audience will always require a negotiation of the relationship between reality and audience’s expectation. Synge managed that tension not by asserting the authenticity of his narrative but by insisting on the authenticity of his own outlook as an artist. This self-consciousness in the presentation and reconstruction of the clash between the regional and the global is an example of how we can think of Synge as a modernist writer.
{"title":"Staging the Authentic and the Theatre of Universality in J.M. Synge’s The Shadow of the Glen","authors":"Didachos Mbeng Afuh","doi":"10.11648/J.ELLC.20200504.12","DOIUrl":"https://doi.org/10.11648/J.ELLC.20200504.12","url":null,"abstract":"This paper argues that J.M. Synge’s [1] The Shadow of the Glen can be used to sharpen our understanding of the relationships between regionalism, universality and the authentic in dramatic literature. My suggestion is that the key component in that tension is Synge’s presentation of what was to be considered authentic, since literature in Ireland was real exercise in fostering national consciousness. I argue that Synge’s representation of the regional drifts from issues of “authenticity” not because it is not a factual account of real events, but because it is not so heavily and so self-consciously authenticated. As shall be argued below, The Shadow of the Glen is concerned with the local, presented with a universal interest. Synge universalizes the characters’ experiences as he revisits the golden past of the Gaelic culture. This is not to suggest that the playwright was not authentic, but instead that his play shows the author’s self-awareness about how literary constructions of the authentic function. He understood that the representation of the regional to a metropolitan audience will always require a negotiation of the relationship between reality and audience’s expectation. Synge managed that tension not by asserting the authenticity of his narrative but by insisting on the authenticity of his own outlook as an artist. This self-consciousness in the presentation and reconstruction of the clash between the regional and the global is an example of how we can think of Synge as a modernist writer.","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":"29 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81576190","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 : 2019-12-31DOI: 10.30813/jelc.v10i1.1903
Bloner Sinurat, H. Herman
This article is regarded as a descriptive qualitative research dealing with the first year students’ skill in pronouncing the English voiceless plosive consonants. The subjects of the research are all considered homogenous consisting of 35 students who factually use Toba Batak language and Indonesian as their native languages. Based on the data analysis it was found out that those who had more phonological awareness could pronounce the English voiceless consonants better than those who had less. These speech sounds could be pronounced well when they particularly occurred either at medial or final position, but they were sometimes not properly pronounced or aspirated when they occurred in initial position and followed by stressed vowel. Phonetic errors or faulty pronunciations were more frequently done when these consonants occurred in initial position or uttered in connection with other words in a sentence.Keywords: English, pronunciation, typology, voiceless plosive consonant
{"title":"The Typology of the First Year Students’ Pronunciations At FKIP-Universitas HKBP Nommensen Pematangsiantar On English Voiceless Plosive Consonants","authors":"Bloner Sinurat, H. Herman","doi":"10.30813/jelc.v10i1.1903","DOIUrl":"https://doi.org/10.30813/jelc.v10i1.1903","url":null,"abstract":"This article is regarded as a descriptive qualitative research dealing with the first year students’ skill in pronouncing the English voiceless plosive consonants. The subjects of the research are all considered homogenous consisting of 35 students who factually use Toba Batak language and Indonesian as their native languages. Based on the data analysis it was found out that those who had more phonological awareness could pronounce the English voiceless consonants better than those who had less. These speech sounds could be pronounced well when they particularly occurred either at medial or final position, but they were sometimes not properly pronounced or aspirated when they occurred in initial position and followed by stressed vowel. Phonetic errors or faulty pronunciations were more frequently done when these consonants occurred in initial position or uttered in connection with other words in a sentence.Keywords: English, pronunciation, typology, voiceless plosive consonant","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":"1 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85433731","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 : 2019-12-31DOI: 10.30813/jelc.v10i1.1908
Theresia Arianti, Dery Rovino
Research studies have shown that recasts are one of the types of corrective feedback frequently used by teachers in second language teaching. However, little is known about the effectiveness of recasts in second language teaching within Indonesian context since most Interactional Approach studies conducted with Indonesian context focus on corrective feedback in general, not particularly on recasts. Moreover, most of these studies do not include past forms as the language feature being studied. The current study investigated the use of recasts in yielding students’ uptake in past forms (Verb type II). 5 participants were involved in the study. Pairing with the examiner, each participant engaged in a jigsaw-task activity where they received recasts. The recast episodes produced by each participant were analyzed and coded into some categories, which were “repair”, “needs-repair : acknowledgement”, “needs-repair : modified”, “needs-repair : unmodified”, and “no uptake”. The result showed that the uptake which was mostly produced by participants was “needs-repair : acknowledgement”. This finding contradicts the one in the previous study which showed that the uptake that was most frequently produced by the participants was “repair”. The finding of this study is expected to trigger further studies to examine students’ perception towards recasts that leads to the ineffectiveness of it.Keywords: corrective feedback; recast; past forms; speaking skills
{"title":"Corrective Feedback Recast Uses in Students’ Uptake in Past Form Expressions","authors":"Theresia Arianti, Dery Rovino","doi":"10.30813/jelc.v10i1.1908","DOIUrl":"https://doi.org/10.30813/jelc.v10i1.1908","url":null,"abstract":"Research studies have shown that recasts are one of the types of corrective feedback frequently used by teachers in second language teaching. However, little is known about the effectiveness of recasts in second language teaching within Indonesian context since most Interactional Approach studies conducted with Indonesian context focus on corrective feedback in general, not particularly on recasts. Moreover, most of these studies do not include past forms as the language feature being studied. The current study investigated the use of recasts in yielding students’ uptake in past forms (Verb type II). 5 participants were involved in the study. Pairing with the examiner, each participant engaged in a jigsaw-task activity where they received recasts. The recast episodes produced by each participant were analyzed and coded into some categories, which were “repair”, “needs-repair : acknowledgement”, “needs-repair : modified”, “needs-repair : unmodified”, and “no uptake”. The result showed that the uptake which was mostly produced by participants was “needs-repair : acknowledgement”. This finding contradicts the one in the previous study which showed that the uptake that was most frequently produced by the participants was “repair”. The finding of this study is expected to trigger further studies to examine students’ perception towards recasts that leads to the ineffectiveness of it.Keywords: corrective feedback; recast; past forms; speaking skills","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":"29 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87665528","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 : 2019-09-25DOI: 10.11648/J.ELLC.20190403.13
Sukdeb Goswami
Proverbs are a very common linguistic tool that provides a mechanism for understanding the general in terms of the specific. Their usage reveals the state of mind and mutual cognitive environment of the discourse participants in a linguistic exchange. The interpretation of a proverb involves a mapping process leading the hearer to search for a correspondence between the literal statement and its meaning within a context (Gibbs 1994). My paper aims at studying how familiarity and unfamiliarity factor of a proverb acts as a variable in the cognition of proverbs. It will examine how familiar proverbs are understood in a non-literal fashion more quickly than unfamiliar proverbs. For example, ‘a rolling stone gathers no moss’ will use less processing effort than a comparatively less familiar proverb like ‘the used key is always bright’ andit will expose how ultimately greater cognitive benefits are achieved from its processing. Once the proverb is confirmed as a fixed conceptual frame, the literal and non-literal senses equally integrate into an emerging meaning structure. It will also observe how expressions of these underlying conceptual relationships in the form of verbal metaphors quickly become a part of the culture’s stock truismsand folk wisdom and how ‘conceptual integration’ and ‘frame shifting’ also depend on the familiarity and unfamiliarity of a proverb.
{"title":"Familiarity and Unfamiliarity Factor: A Variable in the Cognition of Proverbs","authors":"Sukdeb Goswami","doi":"10.11648/J.ELLC.20190403.13","DOIUrl":"https://doi.org/10.11648/J.ELLC.20190403.13","url":null,"abstract":"Proverbs are a very common linguistic tool that provides a mechanism for understanding the general in terms of the specific. Their usage reveals the state of mind and mutual cognitive environment of the discourse participants in a linguistic exchange. The interpretation of a proverb involves a mapping process leading the hearer to search for a correspondence between the literal statement and its meaning within a context (Gibbs 1994). My paper aims at studying how familiarity and unfamiliarity factor of a proverb acts as a variable in the cognition of proverbs. It will examine how familiar proverbs are understood in a non-literal fashion more quickly than unfamiliar proverbs. For example, ‘a rolling stone gathers no moss’ will use less processing effort than a comparatively less familiar proverb like ‘the used key is always bright’ andit will expose how ultimately greater cognitive benefits are achieved from its processing. Once the proverb is confirmed as a fixed conceptual frame, the literal and non-literal senses equally integrate into an emerging meaning structure. It will also observe how expressions of these underlying conceptual relationships in the form of verbal metaphors quickly become a part of the culture’s stock truismsand folk wisdom and how ‘conceptual integration’ and ‘frame shifting’ also depend on the familiarity and unfamiliarity of a proverb.","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":"57 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91120136","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 : 2019-09-21DOI: 10.11648/J.ELLC.20190403.12
Gregório Jorge Gonçalves
Several factors may affect the quality of the English language teaching and learning process and teacher training as well. This paper seeks to discuss eight factors which influence positive or negatively in the English language teacher training programme for primary schools in Zambezia province. Heyworth is the great scholar, who discusses issues around quality management in English language teaching as a foreign language. His views have inspired the researcher to think over issues, which can foster or undermine the quality of the English language teacher training programme for primary schools in Zambezia province. The researcher stresses that quality of the English language teacher depends mostly of the quality of the management process, through its positive elements and excellent performance of the teacher trainers, the existing teaching and learning materials, motivation by teacher trainees and teacher trainers, and positive attitudes which can be shown by strong professionalism. The qualitative approach was chosen for this study based on discussions and review of authors who have discussed about factors affecting teacher education with focus on English language teacher training. The current study concludes that training English language teachers in a context, where English is taught and learnt as a foreign language demands the disposition of knowledge, skills, competence, motivation, quality of school infrastructure, professionalism and teacher trainers competence which can impact positively in the English language teacher trainee, the future English language teacher.
{"title":"Exploring Factors Which Affect Quality of the English Language Teacher Training Programme for Primary Schools in Zambézia","authors":"Gregório Jorge Gonçalves","doi":"10.11648/J.ELLC.20190403.12","DOIUrl":"https://doi.org/10.11648/J.ELLC.20190403.12","url":null,"abstract":"Several factors may affect the quality of the English language teaching and learning process and teacher training as well. This paper seeks to discuss eight factors which influence positive or negatively in the English language teacher training programme for primary schools in Zambezia province. Heyworth is the great scholar, who discusses issues around quality management in English language teaching as a foreign language. His views have inspired the researcher to think over issues, which can foster or undermine the quality of the English language teacher training programme for primary schools in Zambezia province. The researcher stresses that quality of the English language teacher depends mostly of the quality of the management process, through its positive elements and excellent performance of the teacher trainers, the existing teaching and learning materials, motivation by teacher trainees and teacher trainers, and positive attitudes which can be shown by strong professionalism. The qualitative approach was chosen for this study based on discussions and review of authors who have discussed about factors affecting teacher education with focus on English language teacher training. The current study concludes that training English language teachers in a context, where English is taught and learnt as a foreign language demands the disposition of knowledge, skills, competence, motivation, quality of school infrastructure, professionalism and teacher trainers competence which can impact positively in the English language teacher trainee, the future English language teacher.","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":"16 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84346566","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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