ethanporcaro/eric-fulltext-meta huggingface dataset:
A Systemic Functional Grammar Approach to the Study of Emphatic Constructions in English and Arabic Scientific Texts
Author: Mohammed, Ruaa Jassim
Date: 2022-06-00
Type: Journal Articles
Subjects: Arabic,Scientific Research,Written Language,Phrase Structure,Periodicals,English,Grammar,Language Research,Syntax,Discourse Analysis,Space Sciences,Contrastive Linguistics

The study deals with emphatic constructions in English and Arabic scientific texts. To the researcher's best knowledge, this topic received little attention from linguistic researchers, exceptionally in functional grammar analysis. The importance of this study arises from the fact that some syntactic forms are effective linguistic choices for conveying the meaning of emphasis to the readers. The study aims to identify and analyze different types of linguistic constructions in English and Arabic scientific texts and show the similarities and differences between the two types of scientific texts under investigation. The study intends to analyze the structure of complex clauses by adopting Halliday and Matthiessen's (2004) modal of 'Systemic Functional Grammar' of syntax and Prince's (1978) modal of 'Given-New' information of discourse analysis. These models analyze-samples of English 'Spaceport' magazine and pieces of Arabic 'Sadeem Bulletin' magazine. Moreover, the study depends on a qualitative approach to answer the research questions and confirm its hypothesis. The results show that both languages use some syntactic forms, but Arabic is rich in its constructions. This difference is due to the nature and flexibility of both languages. The findings will be helpful for researchers concerned with syntax and scientific issues because it provides a rigorous analysis of complex clauses into simple parts and shows the focus of information in its suitable.
Language Learning Strategy Instruction in Saudi Arabia: A Systematic Review
Author: Alnufaie, Mohammad R.
Date: 2022-06-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Learning Strategies,Spelling,Vocabulary Development,Teaching Methods,Foreign Countries,Research Reports,Electronic Libraries,Reading Strategies,Intervention,Research Needs

Strategy instruction is essential in the literature of language learning/learner strategies. This paper employs a literature review to determine how much strategy instruction is addressed in language learning research in Saudi Arabia, how many instruments have been used and what kind of strategies are taught. A search was conducted on articles from 1950 to 2020 through the Saudi Digital Library. From an initial 297 records, 17 (5.7%) studies met the review criteria. This small number reflects the shortage of language learning strategy instruction in Saudi Arabia. The reviewed studies also targeted different variables in their strategy instructions, which shows that they were developed based on personal discretion. The most taught strategies are reading strategies and then vocabulary/spelling strategies. The least taught strategies, however, are social and motivational strategies. Only one of the studies utilized a standardized measure for one of its dependent variables after instruction. Thus, it was difficult to make comparisons across the studies. It is recommended that Saudi strategy researchers include strategy instruction in their investigation of language learning strategies and calculate the duration of their instruction in hours for clarity. They should also explain in detail what intervention is used, why and how they conducted the instruction. In addition, strategy instruction is a demanding task that requires a multi-method data collection approach.
An Exploration of Voice in the Writing of Arab Learners of English as a Second Language
Author: Alshehri, Asmaa
Date: 2022-06-00
Type: Journal Articles
Subjects: Arabs,English (Second Language),Second Language Learning,Second Language Instruction,Writing Instruction,Teaching Methods,Arabic,Native Language,Cultural Influences,Discourse Analysis,Writing Skills,Cultural Differences,Self Concept,Classification,Undergraduate Students,Student Attitudes,Foreign Countries,Writing Evaluation,Language Usage,Error Analysis (Language),Instructional Effectiveness,Interference (Language)

Developing a writer's voice is a challenging task for second-language writers who are new not only to the culture but also to the values associated with the target language. This study aims at exploring the writer's voice of Arabic-speaking learners who study English as a Second Language. The study mainly discusses the following question: Do L2 learners who learn to write in both first and second language have an individual, collective, or depersonalized voice? Investigating the impact of culture and society on language and identity will facilitate the discovery of voice in second language writing. Methodologically, the study employs a qualitative research design in which data are collected via a discourse analysis of written texts. The analysis of the data adopted the holistic and dynamic perspective (Zhang &amp; Zhan, 2020) by examining the various factors affecting Arabic-speaking learners of ESL including cultural factors, linguistic resources, and educational/academic pedagogy. Moreover, the study followed the analysis of the writer's voice proposed by Lehman (2018) and used further Lehman and Anderson's study of voice in academic writing (Lehman &amp; Anderson, 2021). Lehman proposed three main topics to classify the writer's voice: (a) individual, (b) collective, and (c) depersonalized. The findings of this research showed that approximately 55.96% of the voice of Arab learners of ESL fell in the individual category, 29.97% fell in the collective category, and 14.07% fell in the depersonalized category.
An Affective Approach to Teaching Literature: I Feel Therefore I Am
Author: Moustafa, Allami
Date: 2022-06-00
Type: Journal Articles
Subjects: Literature Appreciation,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Emotional Response,Student Attitudes,Majors (Students),English Literature,Undergraduate Students,Foreign Countries,Educational Change

The present research paper seeks to ascertain whether students respond emotionally to literature-- as it is argued that the emotions experienced during reading help interpret literary texts. To that end, the study departs from an investigation of students' personal responses only to determine whether emotion-based responses exist in the EFL context, thus answering the central question that guides this work: do affective responses to literature exist? The stakeholders involved in this study are master-one, EFL students who specialize in literature and civilization at the University of Oran 2, in Algeria. These students were asked to answer a mixed-methods questionnaire. Of the 61 students concerned with the study, thirty-one have answered. The analysis of the ensuing data showed that affective responses to literature are quasi-nonexistent, thus the urgent need to reassess the current literature teaching approaches.
An Analytic Study of the Evaluative Resources Used in American and Iraqi Opinion Columns
Author: Alsandeli, Ishraq Abdulredha
Date: 2022-06-00
Type: Journal Articles
Subjects: North Americans,Arabs,Newspapers,Opinions,Discourse Analysis,Ideology,Critical Thinking,Media Literacy,Journalism,Democracy,Theories,Evaluation Methods,Authors,Decision Making,Comparative Analysis,Political Attitudes,Foreign Countries,Cross Cultural Studies

This study investigates how American and Iraqi writers utilize the evaluative resources in newspaper opinion articles (henceforth, op-eds) from a critical discourse analysis perspective. It explores how American and Iraqi writers of op-ed pieces draw on the evaluative resources to establish their attitudes, create rhetorical effects, and serve their ideologies in influencing readers' and addressees' feelings and attitudes towards certain subject matters. This study hopes to enhance the critical thinking of readers of an increasingly important journalistic genre in democratic societies. The main questions this study raises are: On which categories of attitude markers do American and Iraqi op-ed writers base their evaluation? Which types of referencing external voices are the most recurrent? And why? The researcher adopts Martin and White's (2005) appraisal theory and Van Dijk's (2006) ideology perspective to achieve the study's goals. After applying qualitative and quantitative analysis methods, the study finds that the significant ideological strategy of positive-self presentation and negative other-presentation significantly motivates the evaluative resources used by American and Iraqi op-ed writers. Both American and Iraqi op-ed writers use similar evaluative techniques in terms of distribution. The analysis also finds that there are variations concerning the overall frequencies and the frequencies of the sub-types of evaluative resources under examination across the corpus.
Code-Switching versus Target-Language-Only for Saudi EFL Students
Author: Al Tale, Mazeegha A.
Date: 2022-06-00
Type: Journal Articles
Subjects: Code Switching (Language),Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Reading Comprehension,Preferences,Females,Undergraduate Students,Student Attitudes,Linguistic Input,Foreign Countries,Native Language,Arabic,Language Usage

Selecting the medium of instruction to teach the target language in EFL classrooms has been controversial for several years. This study explores the impact of code-switching versus targetlanguage-only teaching strategies on beginner students' learning and affective sustenance of EFL reading comprehension based on their perceptions. It also explores whether there are significant differences between the participants' perceptions of these two teaching strategies' possible impact on their learning and affective sustenance. Moreover, it examines whether they prefer their teachers to use code-switching or target-language-only instruction in the classroom and the reasons for their preferences. A questionnaire and follow-up interviews were used to collect the data from 52 female Saudi college participants. The results indicate that the participants had positive perceptions about the impact of CS on their learning and affective sustenance in the EFL reading classes as opposed to negative perceptions about TL-only instruction. The results also show significant differences between their perceptions of TL-only instruction and code-switching, indicating that they prefer code-switching to TL-only instruction in their EFL reading classes. The study recommends that code-switching is used as a facilitating instructional strategy for EFL beginners to give them affective support and make the input more comprehensible.
Chinese-to-English Translation of Political Discourse: A Feature-Oriented Analysis
Author: Aina, Sun
Date: 2022-06-00
Type: Journal Articles
Subjects: Translation,Chinese,English (Second Language),Second Language Learning,Second Language Instruction,Language Processing,Language Usage,Political Attitudes,Discourse Analysis,Public Policy,Accuracy,Cultural Awareness,Bibliometrics,Audience Awareness,Foreign Countries

The translation of political discourse differs from the translation of texts in non-political contexts in which political discourse is highly profiled in terms of political sensitivity and policy orientation. It may potentially influence global peace and security. Understanding the features of translating China's political discourse from Chinese to English is of great help to political translators and researchers in studying the problems and strategies of political translation for attaining the above expectation. It is expected to help the international community understand clearer and better the stance, response, and policies adopted by the government in national and international affairs. Therefore, the translation of China's political discourse should deliver the intended information accurately and adequately the national characteristics of the source text and conduct flexible adjustments to conform to the language habits and ways of thinking of the target audience while mainlining the correct political position. This article aims to review and identify the essential characteristics of translating China's political discourse from Chinese to English. It is apparent in understanding the desired political translation effect and some relevant translation problems. The bibliometric research method concludes that the Chinese-to-English translation of China's political discourse has four distinctive features: accuracy, international-audience-centeredness, national characteristics, and political rightness. It is recommended that the translator pay great attention to these features while selecting translation strategies and methods and raise the acceptability of the translated text among the global recipients for promoting an authentic national image of the country.
Content and Language Integrated Learning (CLIL) in ELT as a Link between Language Learning and Content Development
Author: Hussain, Syed Sarwar
Date: 2022-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Content and Language Integrated Learning,Teaching Methods,Teaching Experience,Correlation,On the Job Training,Teacher Attitudes,Teacher Effectiveness,Grammar,Translation,Audiolingual Methods,Communicative Competence (Languages),Task Analysis,Direct Instruction,Role Playing,Student Centered Learning,Teacher Education Programs

Content and Language Integrated Learning signifies studying a core subject (Mathematics, Physics, Chemistry, Engineering and so on) while simultaneously studying a language. It means integrating the two, with each serving the purpose of the other. Content and Language Integrated Learning (CLIL) is increasingly being used worldwide as it centers not only on content but on content and language both at the same time. There is no language without content and there is no content without language. This quantitative study discusses the use of CLIL in English language teaching (ELT). It dissects how teachers' training and experience affect content development. A t-test analysis was conducted to analyze the effect of teachers' training and teaching experiences on the use and impact of Content and Language Integrated Learning. The t-test analysis carried out for this study revealed that there was no significant relationship between teachers' training programme and the use of CLIL (P&lt;0.05), and teacher's experience and the impact of CLIL (P&lt;0.05). But the results achieved in this study invariably show that a majority of teachers have found that on-the-job, in-service CLIL teachers training program had hugely and positively affected their teaching performance and the language accomplishments of their English language students. And this was the central goal or purpose for which the present study was conducted. Therefore, this study recommends on-the-job, in-service CLIL training for teachers which will ensure that they remain in touch with the global trends of CLIL in ELT.
Creative Teaching Methods in the Formation of Language and Speech Competencies: Experience Working with Arab Students
Author: Tieliezhkina, ?lesia O.
Date: 2022-06-00
Type: Journal Articles
Subjects: Creative Teaching,Teaching Methods,Ukrainian,Second Language Learning,Second Language Instruction,Arabs,Cultural Differences,Cultural Traits,Higher Education,Instructional Effectiveness,Language Usage,Speech Communication,Language Skills,Student Characteristics,Foreign Students,College Students,Foreign Countries

The article raises the topical issue of teaching Ukrainian as a foreign language to Arab students. Representatives of the Arab world have specific features in behavior, attitude to the organization of the educational process associated with cultural traditions, and upbringing. The Ukrainian system of higher education offers high-quality training. Among scientists, teachers, and methodologists, discussions are underway to choose the most effective methods of teaching international students the Ukrainian language. The study of creative methods of teaching Arabic students Ukrainian as a foreign language is very important, as it has not yet been the subject of a separate scientific study, and has not been covered in a separate article. The goal of our article is to outline the most effective methods of forming language and speech competencies for Arab students. The goal involves completing tasks: 1) to define language and speech competence; 2) to identify the effective use of language learning creative methods (classroom and distance education); 3) to check the effectiveness of the use of creative teaching methods in the formation of language and speech competencies of Arab students in listening, reading, speaking and writing. According to the authors of the article, creative methods are methods that meet the psychological, age, and mental characteristics of Arab students. We concluded that the active use of creative methods in the educational process gives positive results informed language and speech competencies, due to which international students have the opportunity to study and communicate in Ukrainian-speaking environment. We consider such results to prove.
Corpus-Based Studies of Metaphor: An Overview
Author: Abdul Malik, Norasyikin
Date: 2022-06-00
Type: Journal Articles
Subjects: Computational Linguistics,Figurative Language,COVID-19,Pandemics,Research Reports,Language Usage,Discourse Analysis

The researchers performed this systematic review to offer insights into the trend of the corpus based approach in studying metaphor in recent years and investigate the potential gaps and underresearched areas in the past literature on the topic. Two research databases, namely Google Scholar and Academics, were explored to collect data. The analysis of metaphor-related research studies published between 2015 and 2020 revealed more than 78 studies dealing with the topic of investigation. After the screening process, 23 studies that met the research criteria were retained for analysis. The selected articles were further analyzed using the two-step analysis involving quantitative and qualitative approaches, i.e., descriptive statistics, and thematic analysis. The findings revealed that metaphor studies employing the corpus approach tend to use existing corpus like the Reference Corpus instead of a specialized corpus. In addition, metaphor studies in this review centered more on written discourse than spoken data. Furthermore, there is also a lack of information on the corpus tool employed in the examined studies. Meanwhile, the thematic analysis unearthed potential gaps and under-researched areas, such as limited studies on COVID-19 metaphor even though the outbreak had started at the end of 2019. Future studies on this research could include more specialized corpora, specifically in the under-researched topics, to fill in the gaps in this area of study.
Deception Strategies in the Discourse of American Think Tanks: An Argumentative-Pragmatic Analysis
Author: Al-juboori, Ali
Date: 2022-06-00
Type: Journal Articles
Subjects: Deception,Pragmatics,Persuasive Discourse,Political Attitudes,Self Concept,Discourse Analysis,Terrorism,Islam,Conflict,Foreign Policy,Foreign Countries,English for Special Purposes,Ideology,Political Influences,Policy Analysis,Text Structure,Research Reports,Organizations (Groups),Communication Strategies,Language Usage

Deception is a misrepresentation of reality that attracted many researchers examining it from various perspectives. However, no due attention has been given to the discursive deception strategies in the work of think tanks. This study aims at exposing the deception strategies deployed in the conservative American think tanks' discourse which concern itself with the (re)production of socio-political realities. The study holds the significance of the detection and explication of argumentative and pragmatic discursive deception strategies which impose ideological hegemony and socio-political polarization of the positively presented &quot;Self&quot; against the negatively presented &quot;Other.&quot; This study attempts to answer a twofold question: what are the discursive deception strategies involved in the work of think tanks, and why/how these strategies are applied? To this end, eight political texts from three think tanks were analyzed adopting an eclectic model based on van Dijk (2000) and Yule (1996). The analyzed data mainly focuses on four political themes namely (1) terrorism in Islam, (2) Russian role in the Middle East, (3) the Israeli-Palestinian conflict, (4) the U.S. policy in the Middle East. The results demonstrate the pervasiveness of discursive deception strategies in the think tanks' discourse which endeavor to communicate an ideological polarization of a positive presentation of the &quot;Self&quot; against a negative presentation of the &quot;Other&quot; and reinforce a hegemony of particular socio-political realities. Findings can be beneficial for students of (critical) discourse analysis, media, communications studies, and English for special purposes.
Development of Intercultural Communicative Competence in the Process of Teaching English to Future Interpreters
Author: Dvorianchykova, Svitlana
Date: 2022-06-00
Type: Journal Articles
Subjects: Intercultural Communication,Communicative Competence (Languages),Business English,Second Language Learning,Second Language Instruction,Program Improvement,Models,College Applicants,Translation,Undergraduate Students,Universities,Foreign Countries,English for Special Purposes,Diagnostic Tests,Linguistics,Educational Quality

The successful functioning of both the state and individual in the conditions of updated intercultural communication is impossible without adequate mastery of the universal language of international communication, which is currently the English language. The development of intercultural abilities of future interpreters in the field of business communication is aimed at continuous improvement of existing educational programs of institutions of higher education. The relevance of our research is due to the growing demand in modern business society for highly qualified interpreters with intercultural communication competencies. The purpose of the study is to develop and practically implement a model of intercultural communicative competence in the process of teaching business English. The mentioned educational program is for applicants for higher education in the field of translation who are studying in a bachelor's degree program at Kyiv National University of Technologies and Design. Changes in the development of intercultural communicative competencies of students were recorded experimentally using diagnostic techniques. The research results are reflected in the educational program &quot;The English language: translation in business communications&quot; and designed on the principles of developing the intercultural communicative competence of future interpreters. It is created to train highly qualified specialists who can analyze, organize and conduct interlingual and intercultural business communication, plan and carry out successful complex translation projects, and act as intermediaries in the process of interlingual and intercultural communication of business partners.