This study investigates the use of negation markers in the Qassimi Arabic (QA), a variety of Najdi Arabic, spoken in central-north Saudi Arabia. Employing a qualitative approach, we observed the speech patterns of 28 Qassimi speakers (14 male, 14 female; ages 28–34). The local negators Muhub/Mub were used by 39% of males but only 12.4% of females. Conversely, the supralocal negator Mu was used by all females (35.6%) and a smaller portion of males (12.9%). These findings highlight gender differences in negation marker preference within the Qassim dialect. The study aims to improve communication between genders and encourage broader understanding of linguistic variation in Najdi Arabic.
{"title":"Gender Differences in the Use of Negation Markers in Qassimi Arabic: A Sociolinguistic Analysis","authors":"Noorah A. Almohaimeed","doi":"10.5539/ijel.v14n4p117","DOIUrl":"https://doi.org/10.5539/ijel.v14n4p117","url":null,"abstract":"This study investigates the use of negation markers in the Qassimi Arabic (QA), a variety of Najdi Arabic, spoken in central-north Saudi Arabia. Employing a qualitative approach, we observed the speech patterns of 28 Qassimi speakers (14 male, 14 female; ages 28–34). The local negators Muhub/Mub were used by 39% of males but only 12.4% of females. Conversely, the supralocal negator Mu was used by all females (35.6%) and a smaller portion of males (12.9%). These findings highlight gender differences in negation marker preference within the Qassim dialect. The study aims to improve communication between genders and encourage broader understanding of linguistic variation in Najdi Arabic.","PeriodicalId":91092,"journal":{"name":"International journal of English linguistics","volume":"63 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141809154","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 concept of rhetoric and its pedagogical outcomes have been widely discussed in the field of EFL teaching and learning. However, on a pedagogical level, a few researchers have attempted to examine how EFL teachers can help their students develop their reading skills through rhetorical consciousness-raising. In particular, the notion of implementing rhetorical consciousness-raising in EFL classes to develop students’ reading and writing competences is still under-examined in many EFL contexts, including in Saudi Arabia. To fill such a void, this paper attempts to re-envision some pedagogical tasks that are aimed at raising EFL students’ rhetorical awareness in reading skills as a way of constructing knowledge.
{"title":"Pedagogical Tasks for Rhetorical Consciousness-Raising in College EFL Reading Classrooms","authors":"Mustafa Hersi","doi":"10.5539/ijel.v14n4p69","DOIUrl":"https://doi.org/10.5539/ijel.v14n4p69","url":null,"abstract":"The concept of rhetoric and its pedagogical outcomes have been widely discussed in the field of EFL teaching and learning. However, on a pedagogical level, a few researchers have attempted to examine how EFL teachers can help their students develop their reading skills through rhetorical consciousness-raising. In particular, the notion of implementing rhetorical consciousness-raising in EFL classes to develop students’ reading and writing competences is still under-examined in many EFL contexts, including in Saudi Arabia. To fill such a void, this paper attempts to re-envision some pedagogical tasks that are aimed at raising EFL students’ rhetorical awareness in reading skills as a way of constructing knowledge.","PeriodicalId":91092,"journal":{"name":"International journal of English linguistics","volume":"74 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141643229","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}
Lexical collocations are essential in academic English and present considerable challenges for L2 learners. This study compiled three text corpora: one from academic written texts published in top international linguistics journals, and the others from MA theses and doctoral dissertations of Chinese college students majoring in Foreign Linguistics and Applied Linguistics. An Academic Collocation List (ACL) was initially created from the journal articles and then the collocation lists of the top 200 verbs were compared across the three corpora. The study identified potential collocates for over 2,400 content words in the ICAE (International Corpus of Academic English) journal articles, resulting in 375 potential combinations. Among these, noun combinations (adj+n, n+n) accounted for nearly 70% of the total entries, followed by verb+noun/adj combinations, adv+adj combinations, and verb+adv combinations. Statistical analysis revealed significant differences between Chinese EFL learners and international scholars, with a larger discrepancy observed between MA theses and journal articles than between doctoral dissertations and journal articles. Chinese EFL learners tended to overuse a limited set of collocations that, while grammatically correct, often sounded unnatural to native speakers. Additionally, the verb+noun combinations used by Chinese EFL learners were frequently physically and semantically different from those employed by international scholars. These findings underscore the need for targeted pedagogical interventions to improve the collocational competence of Chinese EFL learners.
{"title":"A Comparative Study on the Lexical Collocations in Academic Discourse by International Scholars and Chinese EFL Learners","authors":"Nan Wang","doi":"10.5539/ijel.v14n4p90","DOIUrl":"https://doi.org/10.5539/ijel.v14n4p90","url":null,"abstract":"Lexical collocations are essential in academic English and present considerable challenges for L2 learners. This study compiled three text corpora: one from academic written texts published in top international linguistics journals, and the others from MA theses and doctoral dissertations of Chinese college students majoring in Foreign Linguistics and Applied Linguistics. An Academic Collocation List (ACL) was initially created from the journal articles and then the collocation lists of the top 200 verbs were compared across the three corpora. The study identified potential collocates for over 2,400 content words in the ICAE (International Corpus of Academic English) journal articles, resulting in 375 potential combinations. Among these, noun combinations (adj+n, n+n) accounted for nearly 70% of the total entries, followed by verb+noun/adj combinations, adv+adj combinations, and verb+adv combinations. Statistical analysis revealed significant differences between Chinese EFL learners and international scholars, with a larger discrepancy observed between MA theses and journal articles than between doctoral dissertations and journal articles. Chinese EFL learners tended to overuse a limited set of collocations that, while grammatically correct, often sounded unnatural to native speakers. Additionally, the verb+noun combinations used by Chinese EFL learners were frequently physically and semantically different from those employed by international scholars. These findings underscore the need for targeted pedagogical interventions to improve the collocational competence of Chinese EFL learners.","PeriodicalId":91092,"journal":{"name":"International journal of English linguistics","volume":"46 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141643775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This exploratory study examines the strategies used by commenters in the YouTube comment section to facilitate intercultural communication through identity construction in the digital space. Based on critical discourse analysis and the framework of identity regarding indexicality and othering, the study has analyzed 8 extracts selected from 7, 000 comments under one YouTube video talking about political stuff. The findings suggest that individuals could employ explicit ethnicity labeling, rhetorical questioning, othering processes, and humor as key strategies to showcase their cultural identity in intercultural arena. The purpose is to seek support or challenge viewpoints through personal experiences, with the aim of achieving acceptance. The study highlights the challenges posed by digital spaces in intercultural communication and emphasizes the need for further research to address the potential misunderstandings arising from cultural differences.
{"title":"Exploring Intercultural Communication Through Identity Construction: A Case of YouTube Comments","authors":"Peng Li","doi":"10.5539/ijel.v14n4p79","DOIUrl":"https://doi.org/10.5539/ijel.v14n4p79","url":null,"abstract":"This exploratory study examines the strategies used by commenters in the YouTube comment section to facilitate intercultural communication through identity construction in the digital space. Based on critical discourse analysis and the framework of identity regarding indexicality and othering, the study has analyzed 8 extracts selected from 7, 000 comments under one YouTube video talking about political stuff. The findings suggest that individuals could employ explicit ethnicity labeling, rhetorical questioning, othering processes, and humor as key strategies to showcase their cultural identity in intercultural arena. The purpose is to seek support or challenge viewpoints through personal experiences, with the aim of achieving acceptance. The study highlights the challenges posed by digital spaces in intercultural communication and emphasizes the need for further research to address the potential misunderstandings arising from cultural differences.","PeriodicalId":91092,"journal":{"name":"International journal of English linguistics","volume":"3 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141640334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In-service training (IST), deemed vital for faculty growth, primarily aims to aid instructors in enhancing their teaching skills, with the expectation that their participation will subsequently enhance classroom performance, resulting in improved educational outcomes for students. This study investigates the impact of service training on the beliefs and attitudes of English teachers. To achieve this objective, semi-structured interviews were conducted via Zoom to explore the instructors’ perspectives regarding the perceived service training and its effects on the teaching and learning process. The study delves into the experiences and perceptions of the instructors regarding the service training they received. Through in-depth interviews, participants shared insights into the effects of such training on their instructional methodologies, classroom practices, and overall professional development. Additionally, their perspectives on the perceived benefits, challenges, and effectiveness of the service training were examined. The findings shed light on the multifaceted impact of service training on English teachers, offering valuable insights into its influence on the teaching and learning process. This research contributes to a deeper understanding of the dynamics between professional development initiatives and educators’ beliefs and attitudes, providing implications for the design and implementation of future training programs aimed at enhancing EFL instruction. Findings emphasize the importance of aligning IST with teachers’ needs and fostering participatory involvement in its design.
在职培训（IST）被认为对教师的成长至关重要，其主要目的是帮助教师提高教学技能，期望他们的参与能提高课堂表现，从而改善学生的教育成果。本研究调查了服务培训对英语教师的信念和态度的影响。为实现这一目标，我们通过 Zoom 进行了半结构式访谈，以探讨教师对服务培训的看法及其对教学过程的影响。本研究深入探讨了指导教师对所接受的服务培训的体验和看法。通过深入访谈，学员们分享了服务培训对其教学方法、课堂实践和整体专业发展的影响。此外，还考察了他们对服务培训的好处、挑战和效果的看法。研究结果揭示了服务培训对英语教师的多方面影响，为了解服务培训对教学过程的影响提供了宝贵的见解。这项研究有助于加深对专业发展举措与教育工作者的信念和态度之间的动态关系的理解，为今后设计和实施旨在提高 EFL 教学水平的培训项目提供启示。研究结果强调了使 IST 与教师的需求相一致并促进教师参与其设计的重要性。
{"title":"The Effect of Service Training on English Teachers’ Beliefs and Attitudes","authors":"M. Almohammadi, A. Almuhammadi","doi":"10.5539/ijel.v14n4p104","DOIUrl":"https://doi.org/10.5539/ijel.v14n4p104","url":null,"abstract":"In-service training (IST), deemed vital for faculty growth, primarily aims to aid instructors in enhancing their teaching skills, with the expectation that their participation will subsequently enhance classroom performance, resulting in improved educational outcomes for students. This study investigates the impact of service training on the beliefs and attitudes of English teachers. To achieve this objective, semi-structured interviews were conducted via Zoom to explore the instructors’ perspectives regarding the perceived service training and its effects on the teaching and learning process. The study delves into the experiences and perceptions of the instructors regarding the service training they received. Through in-depth interviews, participants shared insights into the effects of such training on their instructional methodologies, classroom practices, and overall professional development. Additionally, their perspectives on the perceived benefits, challenges, and effectiveness of the service training were examined. The findings shed light on the multifaceted impact of service training on English teachers, offering valuable insights into its influence on the teaching and learning process. This research contributes to a deeper understanding of the dynamics between professional development initiatives and educators’ beliefs and attitudes, providing implications for the design and implementation of future training programs aimed at enhancing EFL instruction. Findings emphasize the importance of aligning IST with teachers’ needs and fostering participatory involvement in its design.","PeriodicalId":91092,"journal":{"name":"International journal of English linguistics","volume":"2 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141641268","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 significance of technology integration including artificial intelligence (AI)-mediated tools has established a notable presence in the academic spectrum. Despite the abundance of studies available on AI-mediated technology integration in writing instructions in diverse settings, there remains an apparent gap in exploring teachers’ insights, particularly within the context of Arab universities. Therefore, the current study explores the employment of AI-driven tools in student-centered writing instructions from English as a Foreign Language (EFL) teachers’ perspectives. Using a qualitative research methodology, this study collected data through semi-structured interviews with a sample of (N = 16) teachers from four different universities. The content analysis indicates that teachers strongly perceive a positive impact of AI writing assistants on both student involvement and the role of teachers. Additionally, they underscore the significance of professional development and the role of AI in facilitating student-centered approach for effective writing instructions. While acknowledging the efficiency, customization, and time-saving aspects of AI tools, they also expressed reservations about potential issues such as overreliance, bias, digital divide, and concerns regarding accuracy. Furthermore, the participants observed the ways to address issues and concerns associated with the integration of AI-mediated tools include, but not limited to, clear communication, ethical considerations, academic integrity, teacher roles, ongoing and latest AI updates, student-centered learning, and professional development. Finally, the study offers limitations and recommendations for future research.
{"title":"Exploring EFL Teachers’ Insights Regarding Artificial Intelligence Driven Tools in Student-Centered Writing Instructions","authors":"Mohd Nazim","doi":"10.5539/ijel.v14n3p93","DOIUrl":"https://doi.org/10.5539/ijel.v14n3p93","url":null,"abstract":"The significance of technology integration including artificial intelligence (AI)-mediated tools has established a notable presence in the academic spectrum. Despite the abundance of studies available on AI-mediated technology integration in writing instructions in diverse settings, there remains an apparent gap in exploring teachers’ insights, particularly within the context of Arab universities. Therefore, the current study explores the employment of AI-driven tools in student-centered writing instructions from English as a Foreign Language (EFL) teachers’ perspectives. Using a qualitative research methodology, this study collected data through semi-structured interviews with a sample of (N = 16) teachers from four different universities. The content analysis indicates that teachers strongly perceive a positive impact of AI writing assistants on both student involvement and the role of teachers. Additionally, they underscore the significance of professional development and the role of AI in facilitating student-centered approach for effective writing instructions. While acknowledging the efficiency, customization, and time-saving aspects of AI tools, they also expressed reservations about potential issues such as overreliance, bias, digital divide, and concerns regarding accuracy. Furthermore, the participants observed the ways to address issues and concerns associated with the integration of AI-mediated tools include, but not limited to, clear communication, ethical considerations, academic integrity, teacher roles, ongoing and latest AI updates, student-centered learning, and professional development. Finally, the study offers limitations and recommendations for future research.","PeriodicalId":91092,"journal":{"name":"International journal of English linguistics","volume":"82 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141123113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This mixed-methods case study explores the effectiveness of Google Docs’ voice typing feature in enhancing the English oral skills of nine university students at the intermediate level. These university students were selected to utilize voice typing for their end-of-term oral presentations, engaging in two practice sessions each week for six weeks period. Training was provided to ensure proficiency in the use of voice typing. To gauge progress, a qualitative analysis of the data was performed, focusing on any advancements in speaking capabilities, with the students’ final speaking project scores serving as the primary metric for evaluation. Evaluation of the final speaking project was conducted by two teachers, and to validate the assessment process, inter-rater reliability tests were implemented. In addition to the quantitative assessment, qualitative data were gathered through interviews, wherein students conveyed their initial challenges with the voice typing feature, particularly concerning speech recognition inaccuracies. Despite these initial hurdles, participants reported a smoother experience as they became more accustomed to the tool. The study underscores the educational benefits of voice typing and advocates for continued investigation into this promising field, particularly given the rise of Artificial Intelligence technologies adept at accommodating diverse accents and proficiency levels.
{"title":"Voice Typing to Enhance English Intermediate Level Learners’ Speaking Proficiency: A Case Study","authors":"Alaa Alnajashi","doi":"10.5539/ijel.v14n3p67","DOIUrl":"https://doi.org/10.5539/ijel.v14n3p67","url":null,"abstract":"This mixed-methods case study explores the effectiveness of Google Docs’ voice typing feature in enhancing the English oral skills of nine university students at the intermediate level. These university students were selected to utilize voice typing for their end-of-term oral presentations, engaging in two practice sessions each week for six weeks period. Training was provided to ensure proficiency in the use of voice typing. To gauge progress, a qualitative analysis of the data was performed, focusing on any advancements in speaking capabilities, with the students’ final speaking project scores serving as the primary metric for evaluation. Evaluation of the final speaking project was conducted by two teachers, and to validate the assessment process, inter-rater reliability tests were implemented. In addition to the quantitative assessment, qualitative data were gathered through interviews, wherein students conveyed their initial challenges with the voice typing feature, particularly concerning speech recognition inaccuracies. Despite these initial hurdles, participants reported a smoother experience as they became more accustomed to the tool. The study underscores the educational benefits of voice typing and advocates for continued investigation into this promising field, particularly given the rise of Artificial Intelligence technologies adept at accommodating diverse accents and proficiency levels.","PeriodicalId":91092,"journal":{"name":"International journal of English linguistics","volume":"3 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141119720","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}
Oral communication is one of the most important skills of communication among individuals with each other. It refers to communication between the students and their teachers through the spoken language, which includes a group of distinctive words, phrases, and sentences which are associated with specific meanings. However, there are many barriers that affect this communication. Therefore, this study addresses some of the barriers of anxiety when communicating using the English language in which it constitutes a major problem for EFL students and hinders their goals in learning the English language. This study aims to investigate the EFL students’ perceptions towards the effect of anxiety on their oral communication in various Saudi universities. Moreover, it explores some strategies that may help EFL students to overcome this problem. The research instrument used in this study was a questionnaire that was modified for the purposes of the study. The questionnaire consisted of 20 items divided into two parts. Furthermore, 102 EFL students participated in this study. The results showed that EFL students suffer from anxiety while speaking English, whether in a discussion class with the teacher or when presenting a presentation. The participants also agreed with most of the strategies stated in the survey. Based on the findings, recommendations and suggestions for further research are provided.
{"title":"The Perceptions of Saudi EFL Students Toward the Effect of Anxiety on Their Oral Communication","authors":"Bashayer Mohsen Alshiabani, F. N. Algraini","doi":"10.5539/ijel.v14n3p33","DOIUrl":"https://doi.org/10.5539/ijel.v14n3p33","url":null,"abstract":"Oral communication is one of the most important skills of communication among individuals with each other. It refers to communication between the students and their teachers through the spoken language, which includes a group of distinctive words, phrases, and sentences which are associated with specific meanings. However, there are many barriers that affect this communication. Therefore, this study addresses some of the barriers of anxiety when communicating using the English language in which it constitutes a major problem for EFL students and hinders their goals in learning the English language. This study aims to investigate the EFL students’ perceptions towards the effect of anxiety on their oral communication in various Saudi universities. Moreover, it explores some strategies that may help EFL students to overcome this problem. The research instrument used in this study was a questionnaire that was modified for the purposes of the study. The questionnaire consisted of 20 items divided into two parts. Furthermore, 102 EFL students participated in this study. The results showed that EFL students suffer from anxiety while speaking English, whether in a discussion class with the teacher or when presenting a presentation. The participants also agreed with most of the strategies stated in the survey. Based on the findings, recommendations and suggestions for further research are provided.","PeriodicalId":91092,"journal":{"name":"International journal of English linguistics","volume":"3 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141120179","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}
As the 27th Conference of the Parties to the United Nations Framework Convention on Climate Change (COP27) convened, the climate issue remained a focal point of coverage in both Chinese and American mainstream media. This paper seeks to explore the linguistic features of news discourse of climate change in China and the United States and the discursive strategy applied to strengthen national ideologies. Taking the reports on climate change in China Daily and Los Angeles Times within 2 months after COP27 as the research corpus, this paper examines the language features, the discursive processes of the text and possible social factors through a combination of corpus linguistics(CL) and critical discourse analysis(CDA) under the framework of Fairclough’s Three-Dimensional Model of Discourse. The finding suggests that both countries enhance national ideologies by constructing a responsible national image through objective climate reporting. Chinese media tends to focus on national efforts to improve ecological environment and global cooperation, while US newspaper attaches importance to climate security and pursues a leading position in global ecological governance.
{"title":"A Corpus-Based Critical Discourse Analysis of Chinese and American News Coverage on Climate Change","authors":"Xinyuan Huang, Siqi Che","doi":"10.5539/ijel.v14n3p42","DOIUrl":"https://doi.org/10.5539/ijel.v14n3p42","url":null,"abstract":"As the 27th Conference of the Parties to the United Nations Framework Convention on Climate Change (COP27) convened, the climate issue remained a focal point of coverage in both Chinese and American mainstream media. This paper seeks to explore the linguistic features of news discourse of climate change in China and the United States and the discursive strategy applied to strengthen national ideologies. Taking the reports on climate change in China Daily and Los Angeles Times within 2 months after COP27 as the research corpus, this paper examines the language features, the discursive processes of the text and possible social factors through a combination of corpus linguistics(CL) and critical discourse analysis(CDA) under the framework of Fairclough’s Three-Dimensional Model of Discourse. The finding suggests that both countries enhance national ideologies by constructing a responsible national image through objective climate reporting. Chinese media tends to focus on national efforts to improve ecological environment and global cooperation, while US newspaper attaches importance to climate security and pursues a leading position in global ecological governance.","PeriodicalId":91092,"journal":{"name":"International journal of English linguistics","volume":"82 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141123027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper aims to foster debate about the language of racist hate speech in online English lexicography. For this purpose, it presents a study on the treatment of ethnophaulisms, or ethnic slurs, in “powered by Oxford Languages” Google’s English dictionary. The focus is indeed on the perspective of the general user of the Internet, in light of the connection between two facets of this digital age. The first one is the strong and growing tendency among Internet users to ‘google’ their language issues. The second one is the alarming increase in cases of hate speech online, most of which are based on ethnicity and nationality, according to reports by the United Nations. Consequently, the free and pervasive content of Google’s English dictionary represents a case in point to investigate whether and how online users are warned against the power of these hate words. A selected sample of 285 English ethnic slurs have been looked up in the dictionary and, if recorded, their entries have been scrutinised to identify lexicographic data regarding their semantic relevance and offensiveness. Findings show that the majority are included, they mostly present ethnicity-related senses, but less than half of the total are treated as ethnophaulisms. In this respect, the major dictionary markers indicating offensiveness are effect labels, predominantly alone or combined with definitions. Relative to their size, thus, ethnophaulisms in Google’s English dictionary are clearly described as offensive or derogatory expressions, thus making online users aware of their hurtful nature.
本文旨在促进对在线英语词典中种族主义仇恨言论语言的讨论。为此，本文研究了谷歌英语词典 "powered by Oxford Languages "中对种族诽谤（ethnophaulisms）的处理。鉴于这个数字时代的两个方面之间的联系，研究的重点实际上是互联网普通用户的视角。第一个方面是互联网用户 "谷歌 "他们的语言问题的强烈和日益增长的趋势。其次，根据联合国的报告，网上仇恨言论的数量惊人地增长，其中大部分是基于种族和国籍的。因此，谷歌英语词典的免费和无处不在的内容是一个很好的案例，可以用来调查是否以及如何提醒网络用户防范这些仇恨词汇的威力。我们在词典中选取了 285 个英语种族诽谤词样本进行查询，如果有记录，则对其条目进行仔细研究，以确定有关其语义相关性和冒犯性的词汇学数据。研究结果表明，大多数民族污言秽语都被收录，它们大多具有与民族相关的意义，但只有不到一半的民族污言秽语被视为民族污辱。在这方面，表明冒犯性的主要词典标记是效果标签，主要是单独或与定义相结合。因此，相对于其规模而言，谷歌英语词典中的ethnophaulisms被明确描述为冒犯性或贬损性表达，从而使在线用户意识到其伤害性。
{"title":"“View and Hide Definitions” of Racist Hate Speech: Ethnophaulisms in Google’s English Dictionary","authors":"Silvia Pettini","doi":"10.5539/ijel.v14n3p1","DOIUrl":"https://doi.org/10.5539/ijel.v14n3p1","url":null,"abstract":"This paper aims to foster debate about the language of racist hate speech in online English lexicography. For this purpose, it presents a study on the treatment of ethnophaulisms, or ethnic slurs, in “powered by Oxford Languages” Google’s English dictionary. The focus is indeed on the perspective of the general user of the Internet, in light of the connection between two facets of this digital age. The first one is the strong and growing tendency among Internet users to ‘google’ their language issues. The second one is the alarming increase in cases of hate speech online, most of which are based on ethnicity and nationality, according to reports by the United Nations. Consequently, the free and pervasive content of Google’s English dictionary represents a case in point to investigate whether and how online users are warned against the power of these hate words. A selected sample of 285 English ethnic slurs have been looked up in the dictionary and, if recorded, their entries have been scrutinised to identify lexicographic data regarding their semantic relevance and offensiveness. Findings show that the majority are included, they mostly present ethnicity-related senses, but less than half of the total are treated as ethnophaulisms. In this respect, the major dictionary markers indicating offensiveness are effect labels, predominantly alone or combined with definitions. Relative to their size, thus, ethnophaulisms in Google’s English dictionary are clearly described as offensive or derogatory expressions, thus making online users aware of their hurtful nature.","PeriodicalId":91092,"journal":{"name":"International journal of English linguistics","volume":"8 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141119697","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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