ethanporcaro/eric-fulltext-meta huggingface dataset:
Literature, Society and the Writer in Tripartite Unity
Author: Anaso, George Nworah
Date: 2014-08-00
Type: Journal Articles
Subjects: Literature,Community,Authors,Correlation,Thematic Approach,Literary Styles,Literary Devices,Risk,Didacticism

The proactive unity of purpose between Literature, society and the writer is the main focus of this paper. Writers use Literature to address various important themes or the goings on in the society, with the purpose of edifying its virtues and condemning the vices so as to adulate the good deeds or correct the society where it goes wrong. However, this role often exposes the writer to danger and risks from vested interests. The paper nevertheless recommends both local and international actions that could be explored to enhance Literature, society and the writer's works. It concludes with the submission that with proper political education, the society would be better placed to choose more responsible leaders so that the lots of the society would be better enhanced. In this way the tripartite unity and the full potentials of Literature and writers in society would be realized.
Reflection of Learning Theories in Iranian ELT Textbooks
Author: Neghad, Hossein Hashem
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Theories,Textbooks,English (Second Language),High School Seniors,Constructivism (Learning),Epistemology,Behaviorism,Textbook Evaluation,Incidence,Statistical Analysis,Secondary School Curriculum

This study was undertaken to evaluate Iranian ELT English textbooks (Senior High school and Pre-University) in the light of three learning theories i.e., behaviourism, cognitivism, and constructivism. Each of these learning theories embedding an array of instructional strategies and techniques acted as evaluation checklist. That is, Iranian ELT English textbooks were evaluated in terms of instructional strategies and techniques cited in the related literature for each learning theory. The analysis of data in this descriptive study through frequency count and relative frequency revealed that the major principle of organization in Senior High school is the learning theory of behaviourism. Although Constructivism was observed to be the prominent learning theory in Pre-University English textbooks, combination of other learning theories were indicated. It was also indicated that cognitivism was rated as the second most important learning theory across all educational level. Analysis of the data through Chi-Square showed that reflection of learning theories in Iranian ELT textbooks is not by chance and the differences are significant with behaviourism on the one side, cognitivism in between and constructivism on the other side of continuum.
A Survey of Kurdish Students' Sound Segment &amp; Syllabic Pattern Errors in the Course of Learning EFL
Author: Mohammadi, Jahangir
Date: 2014-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Pronunciation,Error Patterns,Native Language,Syllables,Indo European Languages,Phonology,Articulation (Speech),Secondary School Students,Foreign Countries,Oral Language,Language Tests,Oral Reading,Comparative Analysis

This paper is devoted to finding adequate answers to the following queries: (A) what are the segmental and syllabic pattern errors made by Kurdish students in their pronunciation? (B) Can the problematic areas in pronunciation be predicted by a systematic comparison of the sound systems of both native and target languages? (C) Can there be any consistency between the predictions and the results of the error analysis experiments in the same field? To reach the goals of the study the following steps were taken; 1.The sound systems and syllabic patterns of both languages Kurdish and English were clearly described on the basis of place and manner of articulation and the combinatory power of clusters. 2. To carry out a contrastive analysis, the sound segments (vowels, consonants and diphthongs) and the syllabic patterns of both languages were compared in order to surface the similarities and differences. 3. The syllabic patterns and sound segments in English that had no counterparts in Kurdish were detected and considered as problematic areas in pronunciation. 4. To countercheck the acquired predictions, an experiment was carried out with 50 male and female pre-university students. Subjects were given some passages to read. The readability index of these passages ranged from 8.775 to 10.432 which are quite suitable in comparison to the readability index of pre-university texts ranging from 8.675 to 10.475. All samples of bound production were transcribed in IPA and the syllabic patterns were shown by symbols &quot;V&quot; and &quot;C&quot; indicating vowels and consonants respectively. An error analysis of the acquired data proved that English sound segments and syllabic patterns with no counterparts in Kurdish resulted in pronunciation errors.
Syntactic Survey of Determiners in Mo/Deg Language
Author: Anto, Sylvester Kwabena
Date: 2014-08-00
Type: Journal Articles
Subjects: Form Classes (Languages),Syntax,African Languages,Nouns,Native Speakers,Surveys,English (Second Language),Translation,Sentences,Foreign Countries,Language Minorities,Grammar

This study is descriptive, and it is set out to primarily investigate the use and order of determiners in the Mo/Deg language. The study finds answers to the questions, &quot;What determiner types are there in the Mo/Deg language, and in what order do they collocate with the head of the noun phrase?&quot; Using purposive sampling, the study gathered data from forty (40) literate native speakers of the Mo/Deg language who were also very proficient in English. Short simple English sentences containing noun phrases with pre-determiners of all kind, central determiners of all types, and post-determiners of all kind were designed and given to the respondents to rewrite in Mo/Deg. This was to observe the order of determiners in the language. Also, some of these sentences were given to some staff of the Mo/Deg project of the Ghana Institute of Linguistics, Literacy and Bible Translation (GILLBT) to translate into Mo/Deg since they are deemed to have deeper knowledge of the language. This was to ensure further correctness of the use and order of determiners in the language. The translations comprised the data which was analysed using the Systemic Grammar principles of the NG structure. The results showed that the Mo/Deg language has pre-determiner items and that these pre-determiners are not followed by any other words like adjectives. It further showed that it is permissible for some members of the same pre-determiner class to co-occur. The study further found out that the Mo/Deg language has three types of post-head determiners: the post-head post-determiners, the posthead central determiners, and the post-head pre-determiners. It therefore concluded that the Mo/Deg language has a very complex determiner structure.
Textual Transformations in Contemporary Black Writing in Britain
Author: Dhouib, Jawhar Ahmed
Date: 2014-04-00
Type: Journal Articles
Subjects: Blacks,Immigrants,Latin Americans,Novels,Cultural Pluralism,Foreign Countries,Race,Fiction,Authors

While the first wave of Caribbean immigrant writers brilliantly explored race-related issues, black Britons like Andrea Levy, Zadie Smith and Caryl Phillips, among others, have sought to depart from earlier fiction, motivated in their project by the changing white face of Britain. In this article, I would like to argue that cultural change in Britain has deeply influenced literary production and has, consequently, laid the ground for a series of textual transformations. To capture instances of creative excess in contemporary black writing in Britain, I will bring under examination Caryl Phillips's (2009) novel &quot;In the Falling Snow.&quot; My intention is to show to what extent Phillips's work surpasses the &quot;noose of race&quot; and already-familiar representations of multicultural Britain to celebrate a &quot;post-racial&quot; society.
Interactional Markers in English Medical Research Articles Written by Iranian and Native Authors: A Contrastive Metadiscourse Analysis of Method Section
Author: Ghadyani, Fariba
Date: 2014-08-00
Type: Journal Articles
Subjects: Discourse Analysis,Meta Analysis,Medical Research,Journal Articles,English,Native Speakers,English (Second Language),Foreign Countries,Taxonomy,Statistical Analysis,Qualitative Research,Connected Discourse,Differences,Rhetoric

To determine the issue of whether there were any significant differences between the groups including Iran ISI, Iran non- ISI, and native authors in binary comparisons as for employing interactional markers, the present study was conducted. To collect the data, 90 &quot;method sections&quot; of English medical research articles within Iranian ISI, Iranian non-ISI, and native ISI journals written by Iranian and native authors published between 2005 and 2010, were examined. As the model of analysis, Hyland's (2005) taxonomy of metadiscourse markers was used. After performing quantitative and qualitative analyses of the interactional markers, Chi- Square tests were run. The results of the study at p= 0.05 revealed significant differences in binary comparisons made up of native / Iran ISI, native / Iran non- ISI, and Iran ISI/ Iran non-ISI as for employing self-mentions. The findings also demonstrated a significant difference between Native and Iran ISI groups for using boosters. These differences may be influenced by the writers' mother tongue, culture and also by their lack or limited awareness of the rhetorical conventions of English medical academic research writing which are needed to be taken into consideration.
Is Peer Review Training Effective in Iranian EFL Students' Revision?
Author: Esmaeeli, Hadiseh
Date: 2014-08-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Evaluation,Revision (Written Composition),English (Second Language),Second Language Learning,Writing Instruction,Training,Comparative Analysis,Instructional Effectiveness,Graduate Students,Advanced Courses

This study aims to investigate the effect of peer review training on the Iranian EFL students' subsequent revision in an advanced writing class in Larestan Islamic Azad University. After 12 weeks class demonstration, teacher-reviewer conferences with 20 male and female students, the students' first drafts, revisions, and reviewers' comments were collected and compared the comments before and after peer review training. The findings revealed that the students incorporated significantly more comments into subsequent revisions after peer review training. Therefore, peer review training had a positive effect on the students' subsequent revisions.
The Framework of Racism in Toni Morrison's &quot;The Bluest Eye&quot;: A Psychosocial Interpretation
Author: Khan, Md. Reza Hassan
Date: 2014-04-00
Type: Journal Articles
Subjects: African American Literature,Twentieth Century Literature,Racial Discrimination,Ideology,Social Systems,Postmodernism,Resistance (Psychology),Aesthetics,Self Concept,African American Community

In &quot;The Bluest Eye,&quot; Toni Morrison presents a community in which a racist ideology is internalized. The sufferers of racial abuse in this community both endure and resist in a complex inverse interrelationship between the two actions. This contradiction of the internalization and the insurrection of racial abuse is one of the crucial characteristics of this community which is best comprehended if looked at from both a Marxist and a psychoanalytic point of view. The objective of the paper is to have a look at the politics of postmodern consumer culture of capitalism in a racist community. At the same time, the paper aims at tracing the sadomasochist attitude of the characters in this framework of internalized racism in the African-American community of &quot;The Bluest Eye.&quot;
Contrast and Critique of Two Approaches to Discourse Analysis: Conversation Analysis and Speech Act Theory
Author: Han, Nguyen Van
Date: 2014-08-00
Type: Journal Articles
Subjects: Speech Acts,Discourse Analysis,Pragmatics,Linguistic Theory,Finance Occupations,Vietnamese People,Foreign Countries,Criticism,Comparative Analysis,College Faculty,Clubs,English (Second Language),Second Language Learning,Second Language Instruction,College Students,Teacher Student Relationship

Discourse analysis, as Murcia and Olshtain (2000) assume, is a vast study of language in use that extends beyond sentence level, and it involves a more cognitive and social perspective on language use and communication exchanges. Holding a wide range of phenomena about language with society, culture and thought, discourse analysis contains various approaches: &quot;speech act&quot;, &quot;pragmatics&quot;, &quot;conversation analysis&quot;, &quot;variation analysis&quot;, and &quot;critical discourse analysis&quot;. Each approach works in its different domain to discourse. For one dimension, it shares the same assumptions or general problems in discourse analysis with the other approaches: for instance, the explanation on how we organize language into units beyond sentence boundaries, or how language is used to convey information about the world, ourselves and human relationships (Schiffrin 1994: viii). For other dimensions, each approach holds its distinctive characteristics contributing to the vastness of discourse analysis. This paper will mainly discuss two approaches to discourse analysis--&quot;conversation analysis&quot; and &quot;speech act theory&quot;-- and will attempt to point out some similarities as well as contrasting features between the two approaches, followed by a short reflection on their strengths and weaknesses in the essence of each approach. The organizational and discourse features in the exchanges among three teachers at the College of Finance and Customs in Vietnam will be analysed in terms of conversation analysis and speech act theory.
OUTSELVES Linked: Cultural Alienation in Literary Performance
Author: Gewaily, M.
Date: 2014-04-00
Type: Journal Articles
Subjects: Alienation,Correlation,Self Concept,Authors,Moral Values,Literature,Blacks,North Americans,Foreign Countries

This article is a study of the relationship between the self and its others. It aims to reconsider the two major principles of relevance and context to present a human relationship between the art of communicative performance and the art of cognitive competence throughout some mental representations in literary performances. The article here draws attention to the three main criteria of the discourse of a work of art: &quot;Make, Intend and Agree&quot;. This set of three key terms is to be compared with the liberal art of writing in a random selection from the oeuvre of four different authors. The main question is: Is there unity in the writings of different writers? There will be reference to the selective works of a group of well-known writers: such as J. Swift, N. Mahfouz, N. Gordimer and L. Hughes. The article attempts to present how these four writers stress that the cultural alienation (betrayal) is generated by the mechanical execution of legislation, and then contrasts it with the contact (moral belonging) established in the intuitive understanding of right and wrong.
Pre-Service Teachers' Uses of and Barriers from Adopting Computer-Assisted Language Learning (CALL) Programs
Author: Samani, Ebrahim
Date: 2014-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Use Studies,Computer Assisted Instruction,Second Language Instruction,English (Second Language),Foreign Countries,Knowledge Level,Barriers,Program Implementation,Semi Structured Interviews,Data Analysis,Student Teacher Attitudes,Satisfaction,Administrative Organization,Computer Uses in Education,Educational Resources,Training,Workshops,Information Technology,Qualitative Research,Case Studies,Technology Integration

Success in implementation of computer-assisted language learning (CALL) programs depends on the teachers' understanding of the roles of CALL programs in education. Consequently, it is also important to understand the barriers teachers face in the use of computer-assisted language learning (CALL) programs. The current study was conducted on 14 purposely selected pre-service teachers of Teaching English as second Language (TESL). The study examined: (1) What are pre-service teachers' perceptions of the current use of CALL programs? (2) What are pre-service teachers' major inhibitors of the implementation of CALL programs? The data for this study was collected through semi-structured interviews. The interviews were transcribed, and the transcription scripts were analyzed using qualitative data analysis software, i.e., hyper research version 2.8.3. Analysis of the data indicated that pre-service teachers were unsatisfied with their use of CALL programs, and they were also unsatisfied with their instructors' use of CALL programs in their education. These pre-service teachers also believed that the bureaucracies regarding the use of CALL programs at their education institution are the main barrier to the successful implementation of CALL programs. In this regard, they also believed that these bureaucratic procedures in using CALL programs affected their instructors' attitudes, and thus acted as a compounding barrier from the successful use of CALL programs. Other most frequent barriers that immerged in the context of this study include resources, lack of training workshops, lack of literacy, time. Findings of these studies will provide sufficient and conclusive information on the barriers from adapting CALL and ICT programs.
Playing Safe: The Writer behind the Text of &quot;Wuthering Heights&quot;
Author: Dibavar, Sara Saei
Date: 2014-06-00
Type: Journal Articles
Subjects: Authors,English Literature,Nineteenth Century Literature,Figurative Language,Resistance (Psychology),Semiotics

In &quot;Wuthering Heights,&quot; Brontë provides us with the opportunity to meet two writing subjects; Emily Brontë herself and her character Catherine Earnshaw. Both these writers resist and challenge the authority of the patriarchal. Their different methods of interaction, though, cause one to fail and the other one to succeed. The objective of this paper is to have a look at the strategies that culminate in such a result from a Kristevan viewpoint. Findings indicate how Brontë can, unlike Catherine, play successfully with ideas in the text, sublimate her desires through her metaphors and finally achieve a sense of jouissance by playing at the borders without being entrapped in the forbidden realm of the abject. In addition, it is discussed that through metaphors, Brontë simultaneously establishes and demolishes the codes of an apparently accepted patriarchal world in the symbolic territory, destabilizes the text and deconstructs the fake reform of the ending of the story while constantly remaining on the safe side.
A Discourse-Analysis Based Critical Approach to Contextual Interpretation of Heteroglossic Situation in the Novel
Author: Fonseka, Edirisingha Arachchige Gamini
Date: 2014-08-00
Type: Journal Articles
Subjects: Novels,Discourse Analysis,Dialogs (Language),Speech,English Literature,Nineteenth Century Literature,Literary Devices

According to the theory of dialogism propounded by Mikhail Bakhtin, all discourse in the novel is a product of a process of dialogic imagination. Yet heteroglossic situation in the novel differs from general narration, as it involves interaction among two or more characters speaking in their respective voices to represent different aspects of reality in a form of dramatisation. Authors depict certain situations in the reported speech as they can be portrayed in terms of straightforward accounts and certain situations in dialogue as they need dramatization in order to enable readers to realize the actual conflicts or interactions they wish to simulate. Dialogue engendered through the participation of two or several characters is considered heteroglossic situation because of the heterogeneity of the language shades and voices in which they express themselves. While reading a novel for both language development and literary perception, the heteroglossic situations sometimes create problems for the readers as they need more pragmatic knowledge to understand the actual conversations and the messages conveyed through them. There a discourse analysis-based critical approach becomes crucial as it is required to deal with the identities and asymmetrical power relations the characters maintain throughout their conversations, other than the speech acts they carry out, the social atmospheres they help to engender, the messages they help to communicate, and the concepts they help to foreground in relation to their contexts. In regard to this, this paper attempts to develop a discourse analysis-based critical approach to the contextual interpretation of heteroglossic situation in the novel.
The Effect of Presentation Strategy on Reading Comprehension of Iranian Intermediate EFL Learners
Author: Khoshsima, Hooshang
Date: 2014-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Tests,Foreign Countries,Reading Comprehension,Reading Tests,Pretests Posttests,Reading Strategies,Reading Instruction,Teaching Methods,Control Groups,Experimental Groups

The present experimental study primarily aimed at examining the effect of presentation strategy on reading comprehension of Iranian intermediate EFL learners. To determine the effect of this strategy, 61 students who enrolled in English Language Center of Chabahar Maritime University were initially selected and then divided randomly into two classes one as an experimental group and the other one as the control group. The homogeneity of their proficiency level was established via the administration of a TOEFL (the PBT) proficiency test. A reading comprehension test as pre-test administered to the subjects of both groups one week before the initiation of the study. The experimental group used the strategy three sessions each week for ten weeks, while the control group was trained based on the ordinary approaches of teaching reading comprehension. Presentation strategy was worked for every two weeks during the experiment and then at the end of each two-week instruction, an immediate posttest was administered according to the strategy worked. At the end of the study, a post-test was administered to both groups. The statistical techniques being applied were Paired Sample t-test and Independent Sample t-test. The results of the study revealed that presentation strategy had significant effect on promoting reading comprehension of intermediate EFL learners.