This research discusses The Use of Figurative Languages on the Students’ Poetry Semester V at FKIP Universitas HKBP Nommensen. The problems of this research are (1) what types of figurative language used on the students’ poetry semester V at FKIP Universitas HKBP Nommensen Medan? (2) what figurative language is dominantly used on the students’ poetry semester V at FKIP Universitas HKBP Nommensen Medan? The objectives of this research are to find out types of figurative language used on the students’ poetry semester V at FKIP Universitas HKBP Nommensen Medan and to figure out and analyze what figurative language is dominantly used on the students’ poetry semester V at FKIP Universitas HKBP Nommensen Medan?To find out the answer of the problem in this research, the writer uses the related theories; they are Quinn (1982), McDonough and Shaw (1993), Gluckberg (2001), Alm-Arvius (2003), Lazar (2003), Ratumanan and Laurens (2003), Brown (2004), Harmer (2004), Heller (2006), Picken (2007), Keraf (2009), Creswell (2009), Arikunto (2010), Arnold and Von Hollander (2011), Dalman (2012), Dancygier and Sweetser (2014). This research is conducted with descriptive qualitative research where the subject and object is taken from the students’ poetry. The writer gets the data by observation and documenting. After the data had been collected, the writer finds out three types of figurative language on the students’ poetry: symbol, metaphors and personifications. In teaching poetry, every teacher needs to call upon a number of techniques and methods. If teachers of poetry disagree on the methods of teaching a certain poet, they must agree on goals: To put their students in touch with the mind of that poet. No doubt, it is known for every one that good poetry lessons occur in classrooms where young people are guided by responsive teachers who implement as well as they plan.Keywords: Figurative language, poetry, language
本研究旨在探讨比喻语言在香港协和大学第五学期学生诗歌课上的运用。本研究的问题是:(1)在香港协和大学第五学期的学生诗歌课上，比喻语言使用了哪些类型?(2)在香港协和大学第五学期的学生诗歌课上，主要使用什么比喻语言?本研究的目的是找出FKIP Universitas HKBP Nommensen Medan学生诗歌第五学期使用的比喻语言类型，并找出和分析FKIP Universitas HKBP Nommensen Medan学生诗歌第五学期使用的主要是什么比喻语言。为了在本研究中找到问题的答案，笔者运用了相关的理论;他们分别是Quinn(1982)、McDonough and Shaw(1993)、Gluckberg(2001)、Alm-Arvius(2003)、Lazar(2003)、Ratumanan and Laurens(2003)、Brown(2004)、Harmer(2004)、Heller(2006)、Picken(2007)、Keraf(2009)、Creswell(2009)、Arikunto(2010)、Arnold and Von Hollander(2011)、Dalman(2012)、Dancygier and Sweetser(2014)。本研究采用描述性质的研究方法，主客体均取自学生诗歌。作者通过观察和记录得到数据。在收集数据后，笔者发现学生诗歌中的比喻语言有三种类型:象征语言、隐喻语言和拟人语言。在诗歌教学中，每个教师都需要运用许多技巧和方法。如果诗歌教师在教授某位诗人的方法上有分歧，他们必须在目标上达成一致:让学生接触那位诗人的心灵。毫无疑问，每个人都知道，好的诗歌课发生在课堂上，在那里，年轻人由负责任的老师指导，他们的实施和计划一样好。关键词:比喻语言，诗歌，语言
{"title":"The Use of Figurative Languages on the Students' Poetry Semester V at FKIP Universitas HKBP Nommensen","authors":"B. Hutauruk","doi":"10.30813/JELC.V9I2.1690","DOIUrl":"https://doi.org/10.30813/JELC.V9I2.1690","url":null,"abstract":"This research discusses The Use of Figurative Languages on the Students’ Poetry Semester V at FKIP Universitas HKBP Nommensen. The problems of this research are (1) what types of figurative language used on the students’ poetry semester V at FKIP Universitas HKBP Nommensen Medan? (2) what figurative language is dominantly used on the students’ poetry semester V at FKIP Universitas HKBP Nommensen Medan? The objectives of this research are to find out types of figurative language used on the students’ poetry semester V at FKIP Universitas HKBP Nommensen Medan and to figure out and analyze what figurative language is dominantly used on the students’ poetry semester V at FKIP Universitas HKBP Nommensen Medan?To find out the answer of the problem in this research, the writer uses the related theories; they are Quinn (1982), McDonough and Shaw (1993), Gluckberg (2001), Alm-Arvius (2003), Lazar (2003), Ratumanan and Laurens (2003), Brown (2004), Harmer (2004), Heller (2006), Picken (2007), Keraf (2009), Creswell (2009), Arikunto (2010), Arnold and Von Hollander (2011), Dalman (2012), Dancygier and Sweetser (2014). This research is conducted with descriptive qualitative research where the subject and object is taken from the students’ poetry. The writer gets the data by observation and documenting. After the data had been collected, the writer finds out three types of figurative language on the students’ poetry: symbol, metaphors and personifications. In teaching poetry, every teacher needs to call upon a number of techniques and methods. If teachers of poetry disagree on the methods of teaching a certain poet, they must agree on goals: To put their students in touch with the mind of that poet. No doubt, it is known for every one that good poetry lessons occur in classrooms where young people are guided by responsive teachers who implement as well as they plan.Keywords: Figurative language, poetry, language","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":"2 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74138774","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}
English is one of compulsory subjects in vocational high schools. It is a required school subject as students of vocational school graduates are prepared to work based on their major and skills. In addition, in the workplace context, English is the common foreign language used in and among divisions in the workplace. To help the students use the language appropriately, schools need to prepare them with adequate learning materials. Thus, reliable sources of learning, one of which is English coursebooks, should incorporate appropriate language input for the students specifically devised for vocational school students. Unfortunately, most of the coursebooks contain materials which do not meet target and learning needs of the students who study in vocational schools. Therefore, this study aimed at examining their target and learning needs of English, particularly for those taking secretarial program. In order to achieve the objective of the study, a questionnaire consisting of target and learning needs items was distributed to the subjects of the research. The findings of this research revealed that the target needs of the students who majored in the secretarial program are to be able to communicate in English both in oral and written texts, vocabulary enhancement related to the workplace, and to pass the national exam. As for the learning needs, most of the students are keen on learning English from authentic materials integrated in all language skills.Keywords: materials development, target and learning needs, ESP
{"title":"English for Secretarial Program: Target and Learning Needs of 'Cinta Kasih Tzu Chi' Vocational School Students","authors":"Junita Junita, N. Nurdiana","doi":"10.30813/JELC.V9I2.1692","DOIUrl":"https://doi.org/10.30813/JELC.V9I2.1692","url":null,"abstract":"English is one of compulsory subjects in vocational high schools. It is a required school subject as students of vocational school graduates are prepared to work based on their major and skills. In addition, in the workplace context, English is the common foreign language used in and among divisions in the workplace. To help the students use the language appropriately, schools need to prepare them with adequate learning materials. Thus, reliable sources of learning, one of which is English coursebooks, should incorporate appropriate language input for the students specifically devised for vocational school students. Unfortunately, most of the coursebooks contain materials which do not meet target and learning needs of the students who study in vocational schools. Therefore, this study aimed at examining their target and learning needs of English, particularly for those taking secretarial program. In order to achieve the objective of the study, a questionnaire consisting of target and learning needs items was distributed to the subjects of the research. The findings of this research revealed that the target needs of the students who majored in the secretarial program are to be able to communicate in English both in oral and written texts, vocabulary enhancement related to the workplace, and to pass the national exam. As for the learning needs, most of the students are keen on learning English from authentic materials integrated in all language skills.Keywords: materials development, target and learning needs, ESP","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":"25 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82742196","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}
Words have many different meanings and this can cause problems for nonnative speakers of English. Because words can mean many different things depending on the sentence that they appear in, Indonesian learners of English often have trouble telling the different meanings apart, especially when the words are synonyms or from specific group of words like intensifiers. From this, the writer would like to do a research on the topic of the comparison between American and British English. The research is limited to comparing the intensifiers quite, ratherand pretty. The data is taken from COCA for the American English and BNC for the British English. The result shows that in general, the three intensifiers are more or less similar in meaning, with only slight differences. The usages of these three intensifiers by Americans and British people are also not too different.Keywords: intensifier, American and British people, corpus
{"title":"A Comparative Analysis of the Intensifiers Quite, Rather, and Pretty Used by Americans and British People: A Corpus Study","authors":"Rex Stardy","doi":"10.30813/JELC.V9I2.1693","DOIUrl":"https://doi.org/10.30813/JELC.V9I2.1693","url":null,"abstract":"Words have many different meanings and this can cause problems for nonnative speakers of English. Because words can mean many different things depending on the sentence that they appear in, Indonesian learners of English often have trouble telling the different meanings apart, especially when the words are synonyms or from specific group of words like intensifiers. From this, the writer would like to do a research on the topic of the comparison between American and British English. The research is limited to comparing the intensifiers quite, ratherand pretty. The data is taken from COCA for the American English and BNC for the British English. The result shows that in general, the three intensifiers are more or less similar in meaning, with only slight differences. The usages of these three intensifiers by Americans and British people are also not too different.Keywords: intensifier, American and British people, corpus","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":"11 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74415141","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 use of metadiscourse in academic writing has become a topic of interest in recent years. It can be defined as the words and phrases that writers use in their writing to express their ideas and thoughts to make it easier for readers to process the information presented. It is especially crucial in academic writing since writers are expected to present their arguments in an appropriate and acceptable manner. It has also been said that culture plays a role influencing how arguments and ideas are expressed, especially in academic writing. Although metadiscourse plays an integral role in academic writing, studies have shown how EFL learners often make mistakes in employing this linguistic device. From this, the writer would like to explore the metadiscourse produced by Indonesian EFL learners and compare it with how native speakers of English employ metadiscourse in their writing. In other words, this study is basically an attempt to find out whether the metadiscourse produced by the two groups with different cultural backgrounds are different or similar. The source of data for the current study is the metadiscourse markers from the thesis abstracts of students of the English Language and Culture Department at Bunda Mulia University and American students from a university in the U.S. In order to analyze the metadiscourse markers found in the thesis abstracts of the Indonesian and American students, the writer will make use of the AntConc software version 3.5.6 by Anthony (2018). The result of the study reveals that there are some differences and similarities in the way both group of students employed these markers.Keywords: metadiscourse, thesis abstracts, Indonesian and American students
{"title":"Exploring Metadiscourse Use in Thesis Abstracts: A Cross-Cultural Study","authors":"Ardi Nugroho","doi":"10.30813/JELC.V9I2.1689","DOIUrl":"https://doi.org/10.30813/JELC.V9I2.1689","url":null,"abstract":"The use of metadiscourse in academic writing has become a topic of interest in recent years. It can be defined as the words and phrases that writers use in their writing to express their ideas and thoughts to make it easier for readers to process the information presented. It is especially crucial in academic writing since writers are expected to present their arguments in an appropriate and acceptable manner. It has also been said that culture plays a role influencing how arguments and ideas are expressed, especially in academic writing. Although metadiscourse plays an integral role in academic writing, studies have shown how EFL learners often make mistakes in employing this linguistic device. From this, the writer would like to explore the metadiscourse produced by Indonesian EFL learners and compare it with how native speakers of English employ metadiscourse in their writing. In other words, this study is basically an attempt to find out whether the metadiscourse produced by the two groups with different cultural backgrounds are different or similar. The source of data for the current study is the metadiscourse markers from the thesis abstracts of students of the English Language and Culture Department at Bunda Mulia University and American students from a university in the U.S. In order to analyze the metadiscourse markers found in the thesis abstracts of the Indonesian and American students, the writer will make use of the AntConc software version 3.5.6 by Anthony (2018). The result of the study reveals that there are some differences and similarities in the way both group of students employed these markers.Keywords: metadiscourse, thesis abstracts, Indonesian and American students","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":"58 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84789357","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}
Due to a narrative that speeches may assist with understanding gender identity indexical(s) in politics, this study aims to discover such meanings underneath the text production of Hillary Clinton’s concession speech post-defeat in the latest US presidential election. Through Critical Discourse Analysis – Text as A Critical Object (CDA – TACO), it seems evident in Hillary Clinton’s speech that there are patriotic lexical choices, parallelism, alliteration, anthropomorphization, and repetition for emphasis, personal pronoun “I” and “my”, suggesting a certain degree of assertiveness, which are generally specific to male politicians (Reyes, 2015). There is a marked use of collective pronoun “we”, “our”, connoting a level of intimacy between the speaker and audience, interestingly however, evidenced not only on Clinton’s speech but male politicians as wel, thus rendering it gender-neutral. Evidences of backgrounding, thus distancing self, when the politician utters disappointments are noticeable. Findings partially prove that gender-driven lexical choice by Hillary Clinton noticeably conforms to those of male orators in politics, although most of her expressions suggest commonality of political speeches. Limitations of the study are put forth.Keywords: gender; politics; identity indexical(s); CDA
{"title":"Uncovering \"Hidden Messages\" in Hillary Clinton's Concession Speech Post-Presidential Defeat: A Critical Discourse Analysis","authors":"Dery Rovino","doi":"10.30813/JELC.V9I2.1691","DOIUrl":"https://doi.org/10.30813/JELC.V9I2.1691","url":null,"abstract":"Due to a narrative that speeches may assist with understanding gender identity indexical(s) in politics, this study aims to discover such meanings underneath the text production of Hillary Clinton’s concession speech post-defeat in the latest US presidential election. Through Critical Discourse Analysis – Text as A Critical Object (CDA – TACO), it seems evident in Hillary Clinton’s speech that there are patriotic lexical choices, parallelism, alliteration, anthropomorphization, and repetition for emphasis, personal pronoun “I” and “my”, suggesting a certain degree of assertiveness, which are generally specific to male politicians (Reyes, 2015). There is a marked use of collective pronoun “we”, “our”, connoting a level of intimacy between the speaker and audience, interestingly however, evidenced not only on Clinton’s speech but male politicians as wel, thus rendering it gender-neutral. Evidences of backgrounding, thus distancing self, when the politician utters disappointments are noticeable. Findings partially prove that gender-driven lexical choice by Hillary Clinton noticeably conforms to those of male orators in politics, although most of her expressions suggest commonality of political speeches. Limitations of the study are put forth.Keywords: gender; politics; identity indexical(s); CDA","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":"42 4 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81237081","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 practice of post-editing has become so common these days with to the introduction of Machine Translation (MT). Because of that, the author believes post-editing should be included in all types of translation activities. Subsequently, in the teaching of translation, post editing should be considered as one of the course to be taught. In translation teaching, however, especially in Indonesia, post-editing has not yet been discussed specifically. Most post-editing activities in the classroom in Indonesia is not taught specifically as one of the courses as a part of a minor. Rather, they are integrated as a sub-course of a particular course, such as literary translation. In this research, I would like to propose several inputs which can be considered when teaching post- editing as a part of a bigger course. This research is conducted by reflecting on the actual process of post-editing conducted by the researcher when translating a text. It is expected that the result of the research is to be used by translation trainers, teachers, and practitioners in training their students.
{"title":"Post Editing: Suggestions for Translation Courses Sub-Content","authors":"Alvin Taufik","doi":"10.30813/JELC.V9I2.1688","DOIUrl":"https://doi.org/10.30813/JELC.V9I2.1688","url":null,"abstract":"<div class=\"page\" title=\"Page 1\"><div class=\"layoutArea\"><div class=\"column\"><p><span>The practice of post-editing has become so common these days with to the introduction of Machine Translation (MT). Because of that, the author believes post-editing should be included in all types of translation activities. Subsequently, in the teaching of translation, post editing should be considered as one of the course to be taught. In translation teaching, however, especially in Indonesia, post-editing has not yet been discussed specifically. Most post-editing activities in the classroom in Indonesia is not taught specifically as one of the courses as a part of a minor. Rather, they are integrated as a sub-course of a particular course, such as literary translation. In this research, I would like to propose several inputs which can be considered when teaching post- editing as a part of a bigger course. This research is conducted by reflecting on the actual process of post-editing conducted by the researcher when translating a text. It is expected that the result of the research is to be used by translation trainers, teachers, and practitioners in training their students.</span></p><p><span><br /></span><span>Keywords: </span><span>Post-editing, translation course, sub-course</span></p></div></div></div>","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":"1 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78019143","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 : 2019-07-23DOI: 10.11648/J.ELLC.20190403.11
C. Adjoe
When narratives are mentioned, the first thing that springs to mind is plot. Plot is important because of its reference to development and process, which make possible the outlining and enacting of the forms of life that shape up around a particular time and structure. Meaning-making in a narrative is generally dependent on this arrangement and the forms of life it creates from it. Nonetheless, in producing meaning, plot is not the only way of designing a narrative. One other significant way of structuring or designing narratives and creating meaning in narratives is through a pattern: juxtapositioning, parallelism and contrasts. In these meaning making processes of either plot or pattern, time is significant. Plot depends upon a linear sequential process implicating process and development and therefore a beginning, a middle and an end, or time in progression, whereas pattern depends upon time that is held static in a paradigmatic structure of an eternal present, conflating past, present and future. Pattern can occur at the level of words, but also at the level of phrases and sentences (stylistics), or at the level of scenes, chapters, and in parts or divisions. The most essential thing to recognize about all this, however, is that the pursuit and crucial aspect of a narrative is that it seeks to create its own world through the process of packaging what it is creating through a design. The underlying principle of this packaging is ‘tying together’. Hence narratives tie together people, objects and facts. And they tie them together in a manner that is stylistically and grammatically acceptable. By tying together objects and facts, and tying people together, and by doing so through stylistic and grammatical means, the argument of the narrative is conveyed at a more implicit level than through an explicit level such as for plot; that is, through the very textual organization of accounts. Using R. E. Obeng’s Eighteenpence as example, this paper investigates the significance and effectiveness of creating consequence and meaning through the design patterns of juxtapositioning, parallelism and contrast for narratives which foreground the textual and structural organization of accounts to convey their meaning and arguments. Obeng’s Eighteenpence is the first full-length Ghanaian novel (1967), preceding Ayi Kwei Armah’s The Beautiful Ones Are Not Yet Born (1968).
{"title":"Exploring the Paradigmatic Thinking and Representation in R. E. Obeng’s Eighteenpence: Beyond Plot","authors":"C. Adjoe","doi":"10.11648/J.ELLC.20190403.11","DOIUrl":"https://doi.org/10.11648/J.ELLC.20190403.11","url":null,"abstract":"When narratives are mentioned, the first thing that springs to mind is plot. Plot is important because of its reference to development and process, which make possible the outlining and enacting of the forms of life that shape up around a particular time and structure. Meaning-making in a narrative is generally dependent on this arrangement and the forms of life it creates from it. Nonetheless, in producing meaning, plot is not the only way of designing a narrative. One other significant way of structuring or designing narratives and creating meaning in narratives is through a pattern: juxtapositioning, parallelism and contrasts. In these meaning making processes of either plot or pattern, time is significant. Plot depends upon a linear sequential process implicating process and development and therefore a beginning, a middle and an end, or time in progression, whereas pattern depends upon time that is held static in a paradigmatic structure of an eternal present, conflating past, present and future. Pattern can occur at the level of words, but also at the level of phrases and sentences (stylistics), or at the level of scenes, chapters, and in parts or divisions. The most essential thing to recognize about all this, however, is that the pursuit and crucial aspect of a narrative is that it seeks to create its own world through the process of packaging what it is creating through a design. The underlying principle of this packaging is ‘tying together’. Hence narratives tie together people, objects and facts. And they tie them together in a manner that is stylistically and grammatically acceptable. By tying together objects and facts, and tying people together, and by doing so through stylistic and grammatical means, the argument of the narrative is conveyed at a more implicit level than through an explicit level such as for plot; that is, through the very textual organization of accounts. Using R. E. Obeng’s Eighteenpence as example, this paper investigates the significance and effectiveness of creating consequence and meaning through the design patterns of juxtapositioning, parallelism and contrast for narratives which foreground the textual and structural organization of accounts to convey their meaning and arguments. Obeng’s Eighteenpence is the first full-length Ghanaian novel (1967), preceding Ayi Kwei Armah’s The Beautiful Ones Are Not Yet Born (1968).","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":"42 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87792364","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 : 2019-07-01DOI: 10.11648/J.ELLC.20190402.13
Lubomira Stefanova
Notwithstanding the difference in historical periods of creativity, in the treatises of some of the most famous thinkers both in Islamic culture and in the Christian world, ideas and understandings of the image are found as a notion that does not exhaust the perception of God, but is relevant to the pursuit of God's knowledge. The brief historical distance between the emergence of the Pseudo-Dionysian treatises and those of Islamic philosophy allows us to make a comparison between the two religious worldviews. The two monotheistic concepts of the manifestations of God in the visible world have common foundations in the Geek philosophy and the views of the Neoplatonists. The rich and tangled language in the Pseudo-Dionysian treatises reveals the two-sided process of the interrelation between the divine and human realities. In the texts of the Muslim thinker Muhammad al- Ghazālī, the image of the contemplative man's ascension to the Almighty and indescribable God is also revealed. This article attempts to compare the patterns of thought through which these two philosophers, with different religious beliefs, express their understanding of the image of God and the path of contemplative rising to Him. The image of the One, from where the entire immanent world originates, occupies the first place for both wise men. But while for the Muslim philosopher the manifestations of God in the world are a direct realization of His gentle mind, the Christian thinker focuses on the image of the incarnation of God in the person of Christ.
{"title":"The Notion of the Image in the Teachings of Christian and Muslim Thinkers","authors":"Lubomira Stefanova","doi":"10.11648/J.ELLC.20190402.13","DOIUrl":"https://doi.org/10.11648/J.ELLC.20190402.13","url":null,"abstract":"Notwithstanding the difference in historical periods of creativity, in the treatises of some of the most famous thinkers both in Islamic culture and in the Christian world, ideas and understandings of the image are found as a notion that does not exhaust the perception of God, but is relevant to the pursuit of God's knowledge. The brief historical distance between the emergence of the Pseudo-Dionysian treatises and those of Islamic philosophy allows us to make a comparison between the two religious worldviews. The two monotheistic concepts of the manifestations of God in the visible world have common foundations in the Geek philosophy and the views of the Neoplatonists. The rich and tangled language in the Pseudo-Dionysian treatises reveals the two-sided process of the interrelation between the divine and human realities. In the texts of the Muslim thinker Muhammad al- Ghazālī, the image of the contemplative man's ascension to the Almighty and indescribable God is also revealed. This article attempts to compare the patterns of thought through which these two philosophers, with different religious beliefs, express their understanding of the image of God and the path of contemplative rising to Him. The image of the One, from where the entire immanent world originates, occupies the first place for both wise men. But while for the Muslim philosopher the manifestations of God in the world are a direct realization of His gentle mind, the Christian thinker focuses on the image of the incarnation of God in the person of Christ.","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":"15 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75868469","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 : 2019-06-24DOI: 10.11648/J.ELLC.20190402.12
Yanxia Li, Zhuo Chen
This study explored the effectiveness of Task-Based Language Teaching (TBLT) and Content-Based Language Teaching (CBLT) on the reading ability of military English learners. 120 sophomore learners of military English were pretested and then homogenized and evenly assigned to four classes, with two belonging to the control group and the other two the experimental group. The control group received reading instruction based on CBLT, while the experimental group received reading instruction based on TBLT, both two sessions a week for 10 weeks. After the intervention, they were posttested. Then, their pretest scores and posttest scores were analyzed on SPSS 19.0 using paired samples t-test and independent samples t-test. A follow-up interview was also carried out to collect students’ feedback on the teaching method used. The results show that both the TBLT group and the CBLT group improved significantly regarding their reading ability from the pretest to the posttest, with the TBLT group outperformed the CBLT group in the posttest. It can be concluded that both TBLT and CBLT methods are effective in teaching reading comprehension to learners of military English, with TBLT method being more effective. A follow-up interview was carried out to explore the underlying reasons and some pedagogical implications are listed accordingly.
{"title":"The Effectiveness of Content-Based Language Teaching and Task-Based Language Teaching in Teaching Reading to Learners of Military English","authors":"Yanxia Li, Zhuo Chen","doi":"10.11648/J.ELLC.20190402.12","DOIUrl":"https://doi.org/10.11648/J.ELLC.20190402.12","url":null,"abstract":"This study explored the effectiveness of Task-Based Language Teaching (TBLT) and Content-Based Language Teaching (CBLT) on the reading ability of military English learners. 120 sophomore learners of military English were pretested and then homogenized and evenly assigned to four classes, with two belonging to the control group and the other two the experimental group. The control group received reading instruction based on CBLT, while the experimental group received reading instruction based on TBLT, both two sessions a week for 10 weeks. After the intervention, they were posttested. Then, their pretest scores and posttest scores were analyzed on SPSS 19.0 using paired samples t-test and independent samples t-test. A follow-up interview was also carried out to collect students’ feedback on the teaching method used. The results show that both the TBLT group and the CBLT group improved significantly regarding their reading ability from the pretest to the posttest, with the TBLT group outperformed the CBLT group in the posttest. It can be concluded that both TBLT and CBLT methods are effective in teaching reading comprehension to learners of military English, with TBLT method being more effective. A follow-up interview was carried out to explore the underlying reasons and some pedagogical implications are listed accordingly.","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":"241 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77272561","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 : 2019-06-03DOI: 10.11648/J.ELLC.20190402.11
Y. Sisay
The present study investigated the level of preparatory school learners' critical thinking proficiency and its relation with their academic achievement. To the researchers' best knowledge, there is hardly any documented study exploring the relationship between these constructs among preparatory learners. To attain the purpose of the study, 108 grade 12 preparatory school learners from two sections (53 social science and 55 natural science majors: 56 male and 52 female students) were selected using a simple random sampling technique from Woldia Preparatory School. Data was collected through a critical thinking proficiency test adapted from “Cornell Class-Reasoning Test, Form X” (CCTT) and learners’ previous semester cumulative average. The data was analyzed statistically, employing Descriptive Statistics, Independent-Samples T Test, Pearson product-moment correlation, and linear regression. The results from the descriptive analysis showed that the critical thinking proficiency of preparatory school learners was weak, namely, most students lack critical thinking proficiency at this level. Moreover, the level of critical thinking didn’t vary significantly across majors and gender according to the independent-samples t test analysis. However, results from Pearson product-moment correlation indicated a fairly strong and positive correlation between critical thinking proficiency and academic achievement. The linear regression results also revealed that critical thinking proficiency act as the best predictor of academic achievement. The discussion and implications of the research are further presented with reference to the finding.
{"title":"Preparatory School Learners’ Level of Critical Thinking Proficiency and Its Correlation with Their Academic Achievement in Ethiopia: The Missing Ingredient","authors":"Y. Sisay","doi":"10.11648/J.ELLC.20190402.11","DOIUrl":"https://doi.org/10.11648/J.ELLC.20190402.11","url":null,"abstract":"The present study investigated the level of preparatory school learners' critical thinking proficiency and its relation with their academic achievement. To the researchers' best knowledge, there is hardly any documented study exploring the relationship between these constructs among preparatory learners. To attain the purpose of the study, 108 grade 12 preparatory school learners from two sections (53 social science and 55 natural science majors: 56 male and 52 female students) were selected using a simple random sampling technique from Woldia Preparatory School. Data was collected through a critical thinking proficiency test adapted from “Cornell Class-Reasoning Test, Form X” (CCTT) and learners’ previous semester cumulative average. The data was analyzed statistically, employing Descriptive Statistics, Independent-Samples T Test, Pearson product-moment correlation, and linear regression. The results from the descriptive analysis showed that the critical thinking proficiency of preparatory school learners was weak, namely, most students lack critical thinking proficiency at this level. Moreover, the level of critical thinking didn’t vary significantly across majors and gender according to the independent-samples t test analysis. However, results from Pearson product-moment correlation indicated a fairly strong and positive correlation between critical thinking proficiency and academic achievement. The linear regression results also revealed that critical thinking proficiency act as the best predictor of academic achievement. The discussion and implications of the research are further presented with reference to the finding.","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":"61 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72743545","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：