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This article aims to examine the different ways in which the content of the Bible used to be transmitted in the Middle Ages and to provide an overview of the most common biblical topoi used in the medieval culture. We also aim to analyse the books of the Old and New Testaments from which the best-known medieval biblical topoi come and to cite some concrete examples from the medieval Romanian literature.
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In a communication situation, the person can freely express his/her ideas, but to be able to understand the intention of somebody, it is first necessary that the situation of enunciation is understood and that the context is observed. That is why pragmatics takes into account the utterance not only from the speaker's point of view, but also from the way the utterance is received and transmitted. Similarly, the relationship that this statement maintains with its interlocutor, the conditions of production and/or reception of this statement are the subject of particular attention. This article follows this logic. Using the theory of speech acts developed by J. L. Austin, it pursues the objective of showing that J. P. Bazié performs speech acts in his poems. Perlocutionary acts in particular indicate that the speaker positions himself in the struggle of peoples for their future. Therefore, by analyzing the speech acts performed by the speaker and by the shift from the speaker to the author, the study has come to the conclusion that J. P. Bazié is a committed writer.
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The landscape of German language learning has undergone a transformative shift propelled by technological advancements and innovative methodologies. Mobile learning (MLearning) through purpose-built applications and software has emerged as a powerful tool, significantly enhancing students' language proficiency. Among these innovative approaches, the integration of gamification elements has proven to be interactive and practical in language education. Framed within a development research paradigm, this research focuses on infusing gamification elements into German language learning using the applicationbased platform "BRIX". The research methodology encompasses various phases, including needs analysis, design of the BRIX platform, development, limited trials, evaluation, and the launch of the BRIX application model. The findings indicate a positive impact on the German language learning process for senior high school students in the Malang Region. Furthermore, recommendations are made for future enhancements, emphasising the involvement of multiplayer elements to foster a social and supportive learning environment. This entrepreneurial initiative revitalises language education and explores avenues for collaborative and innovative learning experiences.
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Discourse studies on the methods section of research articles have been mainly conducted on the macrostructure (i.e. moves and steps) of the section, while none have researched further how authors justify the research methods/design. This is crucial because if the method is not convincing, readers may not accept the research findings and will not use them in their own studies. The purpose of this research is to know what research method is often used by the expert authors in English language education articles published in high-impact journals, what elements of research methods are often presented in the methods part of these journal articles and how authors justify the choice of their research method in the methods section of their journal articles. Sixty articles published in six different reputable international journals were chosen to be included in this study. The results show that qualitative design is the most frequently used by the authors, while quantitative and mixed methods are used equally frequently. The most frequent elements presented in the methods section of the articles are participants, data analysis procedures, data collection procedures, and research instruments. Finally, the majority of the authors do not explicitly justify the choice of their research method although some of them do by citing a research methodology book. It can be concluded that the features of the methods section in the journal articles vary widely between journals and from one method/design to the other.
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Previous studies showed that as a result of intense competition to succeed in academic pursuits such as publishing research papers and securing grants, promotional language known as hypes are pervasive in academic texts. This paper investigates hypes in a corpus of undergraduate thesis abstracts written by Indonesian English learners in a span of ten years, from 2011 to 2020. Taking a corpus-based approach, it examines the extent to which hypes are used in the thesis abstracts, including their linguistic manifestations, frequencies over the years, and the values they promote. We found hypes in all five moves of thesis abstracts, but they were most frequent in the introduction, in which they emphasized the importance and novelty of the research and stress the urgency of the research problems. In the span of the ten years, the frequencies of hypes generally increase, indicating the students’ awareness of the need to convince thesis supervisors, board of examiners, and their colleagues and the efforts to stand out in a competitive academic landscape. Important, investigate, and reveal were the most frequent hype words over the years and their instances suggest a growing emphasis on significance, a stronger commitment to evidence-based research, and desire to contribute new and concrete findings.
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The study of research abstracts has gained significant scholarly attention as part of genre studies due to the communicative importance of abstracts in constructing academic knowledge. This study contributes to the discussion by examining the structural organization and lexico-grammatical features of ninety (90) postgraduate theses abstracts in the disciplines of English Language studies, Literature studies, and Linguistics studies (Ghanaian Languages). The abstracts were purposively sampled from the graduate theses of departments of the School of Languages, the University of Ghana. The data was analyzed using Hyland’s (2000) genre model of research abstracts. The findings reveal that abstracts of English Language studies and Linguistics studies (Ghanaian Languages) are often informative while Literature studies abstracts are more indicative and possess distinct structuring of the moves. The Purpose move (M2) remains obligatory and the Conclusion move (M5) is optional across the disciplines. Also, some lexico-grammatical features in the linguistic choices of scholars in the three disciplines point to evidential differences that mark informative abstracts as varying from indicative abstracts. The study concludes that identifying the discipline-specific function of the abstracts may be the best means to account for variations in abstracts of varying disciplines and calls for the deliberate enculturation of academics into discipline-oriented research writing skills to improve the presentation of research ideas in abstracts.
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Researchers and scientists are increasingly encouraged by their institutions, by external organizations and by societal demands to foster the global dissemination of their knowledge production. Such dissemination is nowadays very frequently carried out online through different digital practices and texts. The current Web 2.0 and Science 2.0 context requires complex discursive practices to recontextualise and communicate specialised knowledge in a way that is accessed, understood and accepted by multiple audiences. The use of explanatory strategies has been highlighted by previous research as playing a key role in the recontextualisation of scientific findings. Such strategies can be realised verbally and non-verbally through diverse semiotic modes and affordances of the digital medium. A taxonomy of verbal explanatory strategies (elaboration, explicitation, exemplification, enumeration and comparison) and non-verbal (visual representations and spatial organisation) is presented stemming from the data-driven analysis of a sub-corpus of web-hosted practices, which is part of the SciDis Database compiled by the InterGEDI research group at Universidad de Zaragoza. In particular, the sub-corpus consists of 30 texts: 10 author-generated digital texts – from the knowledge dissemination community The Conversation –, and writer-mediated digital texts – 10 feature articles and 10 research digests – on circular economy and sustainability. Results show that verbal explanatory strategies are more frequent than non-verbal ones and that within the latter exemplification and explicitation are most common across all three types of digital dissemination practices. Author-generated scientific digital texts present more non-verbal explanatory strategies than writer-mediated ones – feature articles, and especially than research digests. The findings on the strategies resorted to and their realisation can be used to design tools for researchers, scientists and scriptwriters, mediators of disciplinary knowledge, who need to communicate such knowledge through digital platforms to diversified audiences.
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This article aims to analyze the presence of musical elements as well as the importance ofthe use of music in the process of learning a foreign language with a focus on the teachingof Spanish as a foreign language. Music and language have numerous common characteristics that arerecognizable through rhythm, melody, intonation, dynamics and represent a form of continuous mutualcommunication. Music stimulates the activity of the right hemisphere of the brain, thus encouragingcreativity and imagination as key motivators in the learning process. Our research deals with the analysisof the presence of elements related to music in the textbooks used in the teaching of Spanish as a foreignlanguage at the Faculty of Philosophy, University of Novi Sad. A quantitative analysis of the corpus identified examples that represent musical content or refer to musical elements within the teaching. The aimof this research was to identify which musical content is present in the textbooks and at what level of learning Spanish as a foreign language (A1-B2) and which language competences and skills develop withthe help of the identified content. The hypothesis of this research was that musical content would be morepresent at lower levels of learning when the student is expected to memorize new words and grammaticalconstructions. The corpus analysis showed that music in foreign language teaching provides lexical andcultural input. The results of this research confirm that musical content can be used for the purpose ofpracticing and improving both receptive and productive language skills, and for the purpose of developingand enriching students’ lexical, grammatical and intercultural competence, especially at lower levels oflearning. With music, we can improve our pronunciation, practice intonation, expand our vocabulary,learn grammatical structures and understand the culture of the other
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This paper uses corpus data to analyse spoken expressions and discourse markers in Czech, applying these findings to corpus-based exercises for learners of Czech as a foreign language. The analytical section highlights the usefulness of parallel corpus in identifying suitable translation equivalents for prevalent Czech spoken vocabulary in English, French, and Polish as native languages from the learner’s perspective. The methodology outlines the process of finding appropriate translation equivalents in film subtitles, considering both meaning and spoken register. The pedagogical section introduces three corpus-based exercises designed to improve conversational skills, featuring authentic texts that familiarise learners with spoken vocabulary. This research builds on previous studies of the English language that did not use parallel corpora to identify translation equivalents in learners’ native languages — an essential factor for understanding a foreign language. In addition, tailor-made corpus-based exercises can be seamlessly integrated into everyday classroom activities to enhance language awareness among non-native speakers.
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Review of: Tuğçe Yaşar (2022). Kurtarılmış Zamanlar. Sözcükler Yayınları, 77 sayfa.
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Technological developments affect human life more and more every day, and people's habits of using the internet and social media tools are constantly increasing. Considering that people spend most of their time on social media platforms today, these tendencies have caused them to start using social media tools for different purposes. One of these purposes is to learn a foreign language. In the research, language teaching portals, methods and effects on YouTube, one of the social media platforms used in teaching Turkish as a foreign language, were examined. In the study, data was obtained by document analysis method and designed as a case study within the framework of qualitative research method. Learning Turkish, speaking Turkish, Teaching Turkish as a Foreign Language and Turkish lessons were written as keywords on the YouTube search page. Although there are rarely portals that users can access for a fee, more than 50 YouTube pages, which were generally created by volunteers or non-profit organizations, were accessed. Among these, the 30 YouTube portals with the highest number of followers and published content were examined in terms of the language skills targeted to be developed, content, number of followers and likes, and also comments. As a result of the findings and evaluations obtained as a result of the research, it was concluded that YouTube, as a social media tool, has positive effects on the development of both listening and speaking skills and grammar and vocabulary teaching in teaching Turkish as a foreign language.
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The article is devoted to the development of language complexity in a relatively under-researched area of adolescent writing from the point of view of Complex Dynamic Systems Theory (CDST). It describes the second part of a panel study which aimed to examine the relationships among the average semester growth rates (ASGRs) of specific measures of syntactic and lexical complexity within and between these two subsystems in writing in English as a foreign language at the secondary school level. The study involved the analysis of The Written English Developmental Corpus of Polish Learners (WEDCPL). The corpus, which comprises over 1900 essays, was created on the basis of 21 repeated measurements conducted in a group of 100 secondary school learners during a period of three years. With respect to the specific measures of syntactic and lexical complexity, the study indicated that nominalization developed faster than subordination and coordination, and that lexical variation developed faster than lexical density and sophistication per semester. Moreover, the relationships between the ASGRs of both syntactic and lexical measures were more supportive within than between the subsystems. The main pedagogical implication for English language teachers refers to fostering more coordinated development of language complexity at secondary school in the EFL context.
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The study provides an overview and systematization of key theoretical approaches to the phenomenon of spirituality since second half of the 20th century and shows their implications for contemporary pedagogical research and discourse. For this purpose, the different approaches are differentiated based on their disciplinary origin. These are approaches rooted in 1) the psychology of religion and spirituality, focusing on the relationship between spirituality and human experience, thought, and behaviour; 2) the philosophy and theory of education, discussing educational goals, forms and methods; and 3) the “science of well-being,” which combines the perspective of subjective experience and standardized indicators of human flourishing. The study highlights the key ideas and concepts of each approach, opening the discussion on the possible direction of pedagogical research in this area.
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In Turkish society, feminism in themes of women’s emancipation and women’s rights began to develop more intensively in literary and artistic creativity in the second half of the 20th century and continues to varying degrees until today. In addition to literary works, sociological studies, and various forms of artistic creativity expressing feminist content, a unique example of a specific female expression appeared in a specialized dictionary of female jargon. The subject of this paper is the lexicographic and literary analysis of social contribution of the author Filiz Bingolče who devoted a significant part of her work to pointing out the position of Turkish women in a traditional society, which requires them to be humble and obedient wives and mothers, which represents a challenge for new generations of young women who are living in a time of accelerated scientific and technological developments while at the same time trying to find their place as respected individuals in society. Using the method of analyzing the selected corpus of the author’s significant work, which consists of the “Dictionary of Feminine Jargon” and “Threnody of Murdered Women”, our goal is to present to the scientific public the author’s feminist struggle and her contribution to the understanding of the intimate and hidden female being in a traditionally male environment. We can conclude that according to Turkish women, even in the modern era, the constraints of traditions cannot be easily unchained and that the battle for equal existence continues both on a wider social scale and in the individual context of women as individuals.
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The paper deals with the psychoanalytical approach to dreams and the unconscious in three short stories by the Turkish author Ahmet Hamdi Tanpınar. Insight into the nature of the human psyche and language as a medium of expression will be based on the works of Sigmund Freud and Jacques Lacan. The psychoanalytical literature that we will use in this research will represent the fundamental theoretical basis on which we will try to valorize the above-mentioned stories. As part of the reading of the short stories The Owner of The House, Summer Night and Train Journey by the Turkish author Ahmed Hamdi Tanpınar, the emphasis will be on elements such as time, the past, dreams, the unconscious, the other or the personal history of the characters about the world they build within themselves. The identity crises experienced by the protagonists of the analyzed stories have their roots in childhood traumas, and dreams represent the key to uncovering the unconscious. By applying Freud's psychoanalysis to the text, they tried to reveal the symptoms of the text and the unconscious mechanisms whose meaning is hidden in images, symbols, and metaphors. In his short stories, we find the story of the collapse of the inner world of the hero, of their escape from reality and continuous search, while the subject(s) of the text itself is constructed through its past, or more precisely, it is defined by a complex of events and people from the past.
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Drawing on Arabic authentic excerpts that feature key semiotic signs in English translation, this paper shows how challenging it is for translators to capture the communicative value of such signs. The discussion shows that signs have two important components: iconic and indexical. In a few cases in which a happy coincidence may exist in the language pair, the translator can relay both components and, optimally, capture the semiotics of the sign. However, in most contexts, he/she needs to search for other translation procedures. These may include formal equivalents that follow source language norms, functional equivalents that embrace target language iconicity, ideational equivalents that only capture the sign’s indexical import, or a combination of two procedures. In any case, the translator should pay utmost attention to the interpretant of the semiotic sign in its relevant context because the same sign may have to be rendered differently.
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The article highlights Roman Pollak’s contribution to the development of Polish studies in Italy. In 1923, the Polish Ministry of Education sent him, under an agreement with the Italian government, to hold the position of a professor of Polish language and literature at the Sapienza University of Rome and to serve as the Ministry’s delegate to Italy, which he did until 1939. In his lectures in Rome, Pollak emphasised the links between Polish and Italian literature in a comparative perspective and successfully attracted talented scholars to this subject, including Giovanni Maver, who succeed-ed him at the University of Rome in 1929, and Enrico Damiani who would give lectures on the Bulgarian and Polish languages in Naples. As the Minis-try’s delegate, Pollak held conferences in major Italian cities and promoted the foundation of the Attilio Begey Institute of Polish Culture at the Uni-versity of Turin, supporting Cristina and Clotilde Garosci in their transla-tions and Marina Bersano Begey, who became professor in 1935, in her re-search. If Italian studies of Polish are still considered to be among the best in Europe, it can undoubtedly be attributed to the work of Roman Pollak.
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This study investigates the potential of Virtual Reality as an instructional tool for improving English language skills in the Thai film industry. The research gauges the effectiveness of the "EngLab for Film" VR-based learning application, evaluating its impact on student engagement, motivation, and independent learning. As a result of the global shift to digital education due to COVID-19, this study investigates how immersive technologies like VR can support language development and workforce efficiency. Insights gathered and analysed from feedback provided by 100 participants revealing that VR can significantly boosts language proficiency, learner motivation, and workforce efficiency. Moreover, further improvements in technical and content design are necessary for optimal outcomes.
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Emotions deeply influence the learning process. Exploring emotional reactions to learning the target language can lead to improved teaching methodology, foster positive attitudes toward learning the target language, and increase learners’ motivation. This study examines the emotional responses of 123 English native speakers learning Czech as a second language during a semester-long program at a university in Prague. It focuses on the levels of foreign language anxiety (FLA) and foreign language enjoyment (FLE) that students experienced in Czech classes. Furthermore, it identifies the teaching methods and classroom activities that influenced these emotions. Participants completed online questionnaires at the end of the semester; the results showed a generally positive perception of Czech language teaching: high levels of language enjoyment were associated with a positive language classroom environment, especially with the teachers, and with interactive activities such as games, pair or group work, and excursions outside the language classroom. The findings highlight the role of FLE in the learning process and underscore the importance of a positive atmosphere in the classroom, a safe learning environment, and the inclusion of activities that elicit positive emotional responses.
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The article traces the dynamics of several linguistic processes related to: the use of diminutive forms in contemporary Bulgarian language as dynamics and as a challenge of mastering these forms in Bulgarian language as a native and as a foreign language; the development of the grammatical category of definitiveness of the names of institutions, placing the emphasis on the vacillations of the literary requirement by means of the article morpheme to clearly underscore that a single referent is what is meant and this singleness is grammaticaly unfolded by using article morphemes; the processes of derflexivization of verbs like "be afraid of", "be ashamed‘ of, "smile", among others.
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