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<?xml version="1.0" encoding="utf-8"?> <rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns="http://purl.org/rss/1.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:prism="http://prismstandard.org/namespaces/1.2/basic/" xmlns:cc="http://web.resource.org/cc/"> <channel rdf:about="https://www.ijlls.org/index.php/ijlls"> <title>International Journal of Language and Literary Studies</title> <link>https://www.ijlls.org/index.php/ijlls</link> <description>International Journal of Language and Literary Studies is an open access, double blind peer reviewed journal that publishes original and high-quality research papers in all areas of linguistics, literature and TESL. As an important academic exchange platform, scientists and researchers can know the most up-to-date academic trends and seek valuable primary sources for reference. All articles published in LLSJ are initially peer-reviewed by experts in the same field.</description> <dc:publisher>Tawasul International Centre for publishing, Research and Dialogue</dc:publisher> <dc:language>en-US</dc:language> <prism:publicationName>International Journal of Language and Literary Studies</prism:publicationName> <prism:issn>2704-5528</prism:issn> <items> <rdf:Seq> <rdf:li rdf:resource="https://www.ijlls.org/index.php/ijlls/article/view/1873"/> <rdf:li rdf:resource="https://www.ijlls.org/index.php/ijlls/article/view/1884"/> <rdf:li rdf:resource="https://www.ijlls.org/index.php/ijlls/article/view/1839"/> <rdf:li rdf:resource="https://www.ijlls.org/index.php/ijlls/article/view/1896"/> <rdf:li rdf:resource="https://www.ijlls.org/index.php/ijlls/article/view/1867"/> <rdf:li rdf:resource="https://www.ijlls.org/index.php/ijlls/article/view/1879"/> <rdf:li rdf:resource="https://www.ijlls.org/index.php/ijlls/article/view/1895"/> <rdf:li rdf:resource="https://www.ijlls.org/index.php/ijlls/article/view/1888"/> <rdf:li rdf:resource="https://www.ijlls.org/index.php/ijlls/article/view/1901"/> <rdf:li rdf:resource="https://www.ijlls.org/index.php/ijlls/article/view/1902"/> <rdf:li rdf:resource="https://www.ijlls.org/index.php/ijlls/article/view/1911"/> <rdf:li rdf:resource="https://www.ijlls.org/index.php/ijlls/article/view/1875"/> <rdf:li rdf:resource="https://www.ijlls.org/index.php/ijlls/article/view/1906"/> <rdf:li rdf:resource="https://www.ijlls.org/index.php/ijlls/article/view/1915"/> <rdf:li rdf:resource="https://www.ijlls.org/index.php/ijlls/article/view/1864"/> <rdf:li rdf:resource="https://www.ijlls.org/index.php/ijlls/article/view/1898"/> <rdf:li rdf:resource="https://www.ijlls.org/index.php/ijlls/article/view/1905"/> <rdf:li rdf:resource="https://www.ijlls.org/index.php/ijlls/article/view/1877"/> <rdf:li rdf:resource="https://www.ijlls.org/index.php/ijlls/article/view/1940"/> <rdf:li rdf:resource="https://www.ijlls.org/index.php/ijlls/article/view/1930"/> <rdf:li rdf:resource="https://www.ijlls.org/index.php/ijlls/article/view/1863"/> </rdf:Seq> </items> </channel> <item rdf:about="https://www.ijlls.org/index.php/ijlls/article/view/1873"> <title>The War Theme in the European Literature</title> <link>https://www.ijlls.org/index.php/ijlls/article/view/1873</link> <description>This research paper investigates the profound impact of war on European literary traditions, focusing on key events for example World War I, World War II, and the Spanish Civil War. Through a qualitative analysis of sensational novels and poems, the paper explores the representation of war’s brutality, trauma, and societal effusions. The study portrait into All Quiet on the Western Front by Erich Maria Remarque, In Flanders Fields by John McCrae, and The Waste Land by T.S. Eliot discusses the portrayal of World War One. For World War Two, works such as The Diary of a Young Girl by Anne Frank and Do Not Go Gentle into That Good Night by Dylan Thomas are analyzed, while For Whom the Bell Tolls by Ernest Hemingway is explored within the context of the Spanish Civil War. These works explore key themes such as disillusionment, loss, resilience, and patriotism, and critically examining of political and social structures. The paper emphasizes how literature serves as a mirror for the emotional and psychological toll war takes on both individuals and society, shaping our collective memory of war's aftermath. The study concludes that war literature not only captures the human experience during conflict but also provides enduring perspectives on the wider social and political changes that war brings.</description> <dc:creator>Sahariar Alam Shawon</dc:creator> <dc:rights> Copyright (c) 2024 Sahariar Alam Shawon https://creativecommons.org/licenses/by/4.0 </dc:rights> <cc:license rdf:resource="https://creativecommons.org/licenses/by/4.0" /> <dc:date>2024-11-02</dc:date> <prism:publicationDate>2024-11-02</prism:publicationDate> <prism:volume>6</prism:volume> <prism:number>4</prism:number> <prism:startingPage>1</prism:startingPage> <prism:endingPage>15</prism:endingPage> <prism:doi>10.36892/ijlls.v6i4.1873</prism:doi> </item> <item rdf:about="https://www.ijlls.org/index.php/ijlls/article/view/1884"> <title>Structural Classification of Surigaonon, Cebuano, and Tagalog Languages: A Comparative Morpho-Lexical Analysis</title> <link>https://www.ijlls.org/index.php/ijlls/article/view/1884</link> <description>This study compares the morphological affixation and lexical analysis of the Tagalog, Cebuano, and Surigaonon languages. Using a descriptive-analytical methodology, the researcher combines morphemes and scrutinizes the lexical words employed in the context to compare and contrast the three languages. Based on the study's findings, it was found that, despite having similar spelling in all three languages, some words have different meanings or registers when identifying and analyzing them. Even if each of them can cover the majority of a language's words and the method or system of affixation is nearly the same, the language still has a relationship with Surigaonon, Cebuano, and Tagalog in exposing meanings in a context, despite variations caused by geography. Regarding identification, it has been shown that the Surigaonon, Cebuano, and Tagalog languages share similarities in employing a morpheme's suffix. However, they differ in terms of the suffix used for a word. We should continue to promote and uplift the Filipino people by implementing various initiatives to foster and stimulate both our national language and the indigenous languages of the Philippines.</description> <dc:creator>DENZEL MARK CIRUELA</dc:creator> <dc:rights> Copyright (c) 2024 DENZEL MARK CIRUELA https://creativecommons.org/licenses/by/4.0 </dc:rights> <cc:license rdf:resource="https://creativecommons.org/licenses/by/4.0" /> <dc:date>2024-11-02</dc:date> <prism:publicationDate>2024-11-02</prism:publicationDate> <prism:volume>6</prism:volume> <prism:number>4</prism:number> <prism:startingPage>16</prism:startingPage> <prism:endingPage>37</prism:endingPage> <prism:doi>10.36892/ijlls.v6i4.1884</prism:doi> </item> <item rdf:about="https://www.ijlls.org/index.php/ijlls/article/view/1839"> <title>Passions and Pain: Lucy’s Punitive Death in Dracula</title> <link>https://www.ijlls.org/index.php/ijlls/article/view/1839</link> <description>This paper argues that the portrayal of a woman’s body in pain can be seen as an intense form of passion that transcends conventional boundaries. This ineffable passion may encompass not only the physical experience of pain but also the release of repressed desires. In Gothic texts, such as Dracula, the depiction of female suffering often serves to highlight the liberation of female eroticism from societal constraints. Lucy’s transformation into a vampire, and the subsequent pain she endures, can be interpreted as a metaphor for the liberation of her suppressed desires. Her suffering thus becomes a space where her passions, previously constrained by Victorian norms, are expressed and made manifest. Dracula exemplifies how Gothic literature can intertwine themes of passion, pain, and punishment to address larger social and cultural issues. The novel’s portrayal of Lucy’s suffering serves both as a dramatic narrative device and as a commentary on the persistent challenges of patriarchal control and female subjugation. The ongoing relevance of these themes underscores the enduring struggle for gender equality and the need to critically engage with representations of female suffering in literature.</description> <dc:creator>Chiung-Ying Huang</dc:creator> <dc:rights> Copyright (c) 2024 Chiung-Ying Huang https://creativecommons.org/licenses/by/4.0 </dc:rights> <cc:license rdf:resource="https://creativecommons.org/licenses/by/4.0" /> <dc:date>2024-11-02</dc:date> <prism:publicationDate>2024-11-02</prism:publicationDate> <prism:volume>6</prism:volume> <prism:number>4</prism:number> <prism:startingPage>38</prism:startingPage> <prism:endingPage>45</prism:endingPage> <prism:doi>10.36892/ijlls.v6i4.1839</prism:doi> </item> <item rdf:about="https://www.ijlls.org/index.php/ijlls/article/view/1896"> <title>A Critical Textual Analysis of Immigration Echoes in Moroccan Football Ultras Discourse</title> <link>https://www.ijlls.org/index.php/ijlls/article/view/1896</link> <description>This study seeks to critically analyze the discursive construction of immigration issue within Moroccan football ultras discourse. Through a critical textual analysis as adopted by Norman Fairclough in his three-dimensional approach, the study analyses the seven chosen chants of Moroccan ultras by analyzing the two meta-functions which are posited by Halliday in his SFL which are integrated by Fairclough in the first stage of his model. This study adopts a qualitative approach, concentrating on the experiential, relational, and expressive values of the lexico-grammatical features present in ultras discourse related to immigration. The findings proved that Moroccan football ultras employ a diverse and ideologically charged lexicon. They employ linguistic techniques such as rewording, over-wording, synonymy, hyponymy, and antonymy to articulate immigration complexities. The use of euphemism, dysphemism, and varying formalities enhances emotional engagement. Their deliberate grammatical choices, following Halliday’s transitivity system, convey agency and immigration experiences while avoiding nominalization and negative sentences. Instead, they use direct constructs and positive framing to highlight immigration drivers. Also, the ultras’ discourse reflects multifaceted relational values and asserts their agency within power relations, aligning with Fairclough’s notion of expressive values to engage emotionally and advocate for change in Morocco. The significance of this study resides in its potential to inform policymakers about the critical need to understand the concerns and preoccupations of Moroccan youth, particularly regarding immigration. Thus, policymakers can work more effectively to address and mitigate the underlying causes of this complex phenomenon.</description> <dc:creator>Mohammed EL Hadifi</dc:creator> <dc:rights> Copyright (c) 2024 Mohammed EL Hadifi https://creativecommons.org/licenses/by/4.0 </dc:rights> <cc:license rdf:resource="https://creativecommons.org/licenses/by/4.0" /> <dc:date>2024-11-02</dc:date> <prism:publicationDate>2024-11-02</prism:publicationDate> <prism:volume>6</prism:volume> <prism:number>4</prism:number> <prism:startingPage>46</prism:startingPage> <prism:endingPage>59</prism:endingPage> <prism:doi>10.36892/ijlls.v6i4.1896</prism:doi> </item> <item rdf:about="https://www.ijlls.org/index.php/ijlls/article/view/1867"> <title>Apology Strategies in English: A Pragmatic Analysis of Moroccan Undergraduate EFL Learners and British Native Speakers</title> <link>https://www.ijlls.org/index.php/ijlls/article/view/1867</link> <description>The current interlanguage study investigates the realization of apologies by Moroccan EFL undergraduate students from two educational levels: semester one (S1) and semester five (S5). Their production is compared and contrasted against the apologies performed by British English native speakers. To this end, a total of 120 participants, including 40 Moroccan EFL S1 students, 40 Moroccan EFL S5 students, and 40 English native speakers, completed a written discourse completion task consisting of eight hypothetical scenarios. Adopting the mixed-method approach, data was analyzed quantitatively and qualitatively using Blum-Kulka and Olshtain's (1984) taxonomy. The findings revealed some cross-cultural differences between the British and the Moroccan EFL respondents. In addition, the qualitative and statistical tests indicated that S5 students displayed less significant differences with English native speakers compared to S1 students in their use of apology strategies. However, only minimal progress towards native-like norms was observed.</description> <dc:creator>Fatima Zahrae Khabar</dc:creator> <dc:creator>Adil Azhar</dc:creator> <dc:creator>Hicham Latif </dc:creator> <dc:rights> Copyright (c) 2024 Fatima Zahrae Khabar, Dr, Dr https://creativecommons.org/licenses/by/4.0 </dc:rights> <cc:license rdf:resource="https://creativecommons.org/licenses/by/4.0" /> <dc:date>2024-11-02</dc:date> <prism:publicationDate>2024-11-02</prism:publicationDate> <prism:volume>6</prism:volume> <prism:number>4</prism:number> <prism:startingPage>60</prism:startingPage> <prism:endingPage>82</prism:endingPage> <prism:doi>10.36892/ijlls.v6i4.1867</prism:doi> </item> <item rdf:about="https://www.ijlls.org/index.php/ijlls/article/view/1879"> <title>Pragmatic, Semantic and Sociopolitical Facets in TV News Subtitling</title> <link>https://www.ijlls.org/index.php/ijlls/article/view/1879</link> <description>Audiovisual translation has gained substantial attention over the past decade. Subtitling has played dynamic roles for all multimedia outlets, connecting narratives to a diverse global audience and allowing worldwide people to enjoy the same audiovisual experience. The current study focuses on a comprehensive scrutiny of pragmatic, semantic, and sociopolitical facets of televisual news interviews in ‘The Real News Network’ (2011-2012). The first underscores the political rift within the Democratic Party as well as between the Democrats and the Republicans while the second accentuates the presumed war on Iran trying to build a nuclear facility. The study aims to identify the effect of conversational implicature, cohesion, coherence, deixis, ambiguity, and figurative interpretation on the conveyance of connotative meaning in context, seeking to investigate the fluently elusive nature of news statements wherein ideologically bound microscopic language is operative. Part of the analysis equally aims to control the intricate hindrances encountered in the subtitling process. The study investigates the way cognitive, social, and ideological dimensions function in the process of subtitling TV news, adopting a critical discourse analysis method (Van Dijk, 1998). The data of the study which comprise a corpus of the interviews’ script and 379 subtitles were analysed to unveil the power of the devices implemented to accurately convey the intended beliefs. The findings which showed noteworthy discrepancies between the source and intended utterances can be valuable for audiovisual translators at large and for news subtitling specialists in particular. &nbsp;</description> <dc:creator>Merzouk Farahi</dc:creator> <dc:rights> Copyright (c) 2024 Merzouk Farahi https://creativecommons.org/licenses/by/4.0 </dc:rights> <cc:license rdf:resource="https://creativecommons.org/licenses/by/4.0" /> <dc:date>2024-11-02</dc:date> <prism:publicationDate>2024-11-02</prism:publicationDate> <prism:volume>6</prism:volume> <prism:number>4</prism:number> <prism:startingPage>83</prism:startingPage> <prism:endingPage>104</prism:endingPage> <prism:doi>10.36892/ijlls.v6i4.1879</prism:doi> </item> <item rdf:about="https://www.ijlls.org/index.php/ijlls/article/view/1895"> <title>Shakespearean Tragedies: Delving into the Sublime</title> <link>https://www.ijlls.org/index.php/ijlls/article/view/1895</link> <description>Many who have experienced the good old days lament what to them is the seeming readiness of literature to sing its swan song. Literature indeed is a bitter pill to swallow specifically Shakespeare. Why even the college majors of English and Literature are almost ignorant of this playwright who has touched every age (Garber, 2005). Literature has fed the imaginations and souls of many for thousands of years with stories of people handed down through ages. Today, in the curriculum, it is only used as springboard to teach grammar and other topics. It is deemed irrelevant nowadays since it is the indirect opposition of science and technology. Today’s generation are highly anchored to solid facts taught in school and presented in media, that it is futile to teach literature (Drucker, 2017). This study then explored the sources of the sublime in three Shakespearean tragedies (Julius Caesar, Macbeth, and King Lear), the factors contributing to the waning appreciation of literature, and the potential avenues for its revival using the qualitative descriptive method. Findings revealed that the Shakesperean plays contained sources of the sublime, as enumerated by Longinus: grandeur of thoughts, vehement passion, embellished language, noble diction, and elevated composition. The tragic sublime as posited by Burke and Kant was exemplified by Shakespeare’s tragic heroes. These results recommend that classical dramas, specifically Shakespeare’s, be taught in the senior high school and college levels across all disciplines. Cooperative learning, communicative language teaching, visualization technique, and flipped classroom model were recommended as helpful learning strategies to teach classical literature specifically the Shakesperean plays.</description> <dc:creator>Christian Oliver Magallon</dc:creator> <dc:rights> Copyright (c) 2024 Christian Oliver Magallon https://creativecommons.org/licenses/by/4.0 </dc:rights> <cc:license rdf:resource="https://creativecommons.org/licenses/by/4.0" /> <dc:date>2024-11-02</dc:date> <prism:publicationDate>2024-11-02</prism:publicationDate> <prism:volume>6</prism:volume> <prism:number>4</prism:number> <prism:startingPage>105</prism:startingPage> <prism:endingPage>129</prism:endingPage> <prism:doi>10.36892/ijlls.v6i4.1895</prism:doi> </item> <item rdf:about="https://www.ijlls.org/index.php/ijlls/article/view/1888"> <title>Impact of Christianity as an Ideological Instrument in the Way of Colonization: A Postcolonial Insight to Chinua Achebe's Arrow of God </title> <link>https://www.ijlls.org/index.php/ijlls/article/view/1888</link> <description>This article investigates the manner in which Christianity and colonialism are linked in Chinua Achebe's book Arrow of God. Furthermore, by employing a postcolonial viewpoint this paper attempts to show how European missionaries deliberately utilized Christianity to colonize the indigenous peoples of Africa. In the eyes of the majority of Europeans, colonialism advances and helps the colonized African societies, chiefly via the use of Christianity as one of its instruments. The majority of missionaries claim that this religion has nothing to do with worldly pursuits like a thirst for natural riches or colonialism, but in reality, it plays a significant cultural role in aiding the European conquest of the local Africans they have colonized. In Western discourse, Christianity was seen as a tool to liberate African people from their barbarous traditional beliefs and way of life during the colonial era. African Indigenous who have been colonized are educated and trained to lead more contemporary, civilized lives. Nonetheless, some African writers occasionally present an alternative viewpoint on Christianity. Christianity was a tool used by the colonists to further their ideological objectives. This paper explores how Christianity has been used as a tool for colonizing the Africans in Arrow of God. Renowned African novelist Chinua Achebe, a writer of postcolonial literature, contributed significantly—though controversially—to the fight against colonialism and his nation's efforts to restore its African identity. The paper is based on textual analysis. The original text Arrow of God has been used as the primary source of data and different journals, websites, online materials, and book chapters have been used as secondary sources of data.</description> <dc:creator>Jony Miah</dc:creator> <dc:creator>Dr. Md. Abdul Halim</dc:creator> <dc:rights> Copyright (c) 2024 Jony Miah, Dr. Md. Abdul Halim https://creativecommons.org/licenses/by/4.0 </dc:rights> <cc:license rdf:resource="https://creativecommons.org/licenses/by/4.0" /> <dc:date>2024-11-02</dc:date> <prism:publicationDate>2024-11-02</prism:publicationDate> <prism:volume>6</prism:volume> <prism:number>4</prism:number> <prism:startingPage>130</prism:startingPage> <prism:endingPage>139</prism:endingPage> <prism:doi>10.36892/ijlls.v6i4.1888</prism:doi> </item> <item rdf:about="https://www.ijlls.org/index.php/ijlls/article/view/1901"> <title>The Significance of Symbolic Devices in Thomas Stearns Eliot's Murder in the Cathedral</title> <link>https://www.ijlls.org/index.php/ijlls/article/view/1901</link> <description>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Thomas Stearns Eliot (1888-1965) was born in St. Louis, Missouri. His family on both sides originally descended from the New England settlers of the seventeenth century. He studied at Harvard University in Massachusetts. He went to Europe in 1910 after he had finished his education. In 1915, he settled in England and earned his living as a schoolmaster and then as a banker in Lloyd's bank in London. He got the British citizenship in 1927. He got a big reputation when he was awarded the Nobel Prize for literature in 1948. He was one of the most important figures in the 20th century literature. He was a poet, a dramatist, and a professional critic. He was classic in literature, catholic in religion and royalist in politics. He was a man that respected traditions, rules and values. Eliot was traditional and conservative. Murder in the Cathedral speaks about the great martyrdom which is always the design of God to the loyal men in order to lead them to the ways of God. It is never the design of Man who has lost his will in the will of God. That is why, Thomas a Becket tries to do his best to wear the crown of martyrdom in order to be a saint in heaven through his personal will but not through God's will. This is the main problem in the play for which T. S. Eliot wants to find a solution by depriving Thomas his human qualities and presenting him as a creature with saintly virtues. The action of the play is only restricted to Thomas' last days.</description> <dc:creator>Adnan Taher Rahmah</dc:creator> <dc:creator>Salman Hayder Jasim</dc:creator> <dc:rights> Copyright (c) 2024 Adnan Taher Rahmah https://creativecommons.org/licenses/by/4.0 </dc:rights> <cc:license rdf:resource="https://creativecommons.org/licenses/by/4.0" /> <dc:date>2024-11-02</dc:date> <prism:publicationDate>2024-11-02</prism:publicationDate> <prism:volume>6</prism:volume> <prism:number>4</prism:number> <prism:startingPage>140</prism:startingPage> <prism:endingPage>147</prism:endingPage> <prism:doi>10.36892/ijlls.v6i4.1901</prism:doi> </item> <item rdf:about="https://www.ijlls.org/index.php/ijlls/article/view/1902"> <title> Rhetorical and Content Devices for Inviting Collective Applause in Benjamin Netanyahu's Congress Speeches</title> <link>https://www.ijlls.org/index.php/ijlls/article/view/1902</link> <description>This study focuses on the rhetorical and content devices used to elicit collective applause in political discourse of conflict, specifically in two speeches delivered by Israeli Prime Minister Benjamin Netanyahu to the Congress in 2015 and 2024. The study aims to recognise the employed devices, the aims of the speaker for employing the devices, and to find the difference in applause durations among the used devices. 114 instances of collective applause were collected from authorised resources to be investigated. The study finds the content device 'advocacy for certain policy in the future' to be the most frequent in the 2015 speech, while the rhetorical device 'headline-punchline' is the most frequent in the 2024 speech. Moreover, the speaker uses each device to assert certain ideas and to attain a different main aim later, which can be located in advocating a certain policy in the future. The policies that the speaker advocated are mainly related to the sustainability of American support for Israel and to conflict resolution from Netanyahu's perspective. Further, in the 2015 speech, the highest instances had the greatest total applause; however, in the 2024 speech, the devices with the highest instances do not have the greatest total of applause duration, which signifies the impact of the device content and context in eliciting collective applause. </description> <dc:creator>Thaher Gharabeh</dc:creator> <dc:rights> Copyright (c) 2024 Thaher Gharabeh https://creativecommons.org/licenses/by/4.0 </dc:rights> <cc:license rdf:resource="https://creativecommons.org/licenses/by/4.0" /> <dc:date>2024-11-02</dc:date> <prism:publicationDate>2024-11-02</prism:publicationDate> <prism:volume>6</prism:volume> <prism:number>4</prism:number> <prism:startingPage>148</prism:startingPage> <prism:endingPage>164</prism:endingPage> <prism:doi>10.36892/ijlls.v6i4.1902</prism:doi> </item> <item rdf:about="https://www.ijlls.org/index.php/ijlls/article/view/1911"> <title>A Critical Discourse Analysis of Artificial Intelligence in Gates' Social Media Content</title> <link>https://www.ijlls.org/index.php/ijlls/article/view/1911</link> <description>Artificial intelligence (henceforth, AI) is one of the most remarkable topics on social media platforms. The current study aims to investigate the representation of AI in Bill Gates’ social media content to uncover the hidden ideology of one of the most influential figures in the field of AI technology. Furthermore, critical discourse analysis (henceforth, CDA) examines the relationship between language, ideology, and power in various social and cultural contexts. The study aims to answer the following questions: 1- What are the lexical devices that are used to represent Artificial Intelligence (henceforth, AI) in Gates' social media content to construct the "self "and the "other"? 2- How is intertextaulity utilized in social media in terms of ideology and the construction of "self" and "other"? The researcher forms an eclectic model of CDA using Fairclough’s (2001) three-dimensional model and Van Dijk’s (1995) ideological square model. Based on the findings, the study concludes that the examination of lexical devices reveals the way the "self" represents his AI technology and its benefits to the world. While the representation of "other" is illustrated in the environment that surrounds AI technology.</description> <dc:creator>Tabarek Alashtary</dc:creator> <dc:rights> Copyright (c) 2024 Tabarek Alashtary https://creativecommons.org/licenses/by/4.0 </dc:rights> <cc:license rdf:resource="https://creativecommons.org/licenses/by/4.0" /> <dc:date>2024-11-02</dc:date> <prism:publicationDate>2024-11-02</prism:publicationDate> <prism:volume>6</prism:volume> <prism:number>4</prism:number> <prism:startingPage>165</prism:startingPage> <prism:endingPage>177</prism:endingPage> <prism:doi>10.36892/ijlls.v6i4.1911</prism:doi> </item> <item rdf:about="https://www.ijlls.org/index.php/ijlls/article/view/1875"> <title>Mobile Assisted Language Learning in EFL Contexts: Maximizing Vocabulary Acquisition through Messenger Apps</title> <link>https://www.ijlls.org/index.php/ijlls/article/view/1875</link> <description>Mobile Assisted Language Learning (MALL) has drawn the attention of researchers worldwide and is gaining more popularity in various educational backgrounds. In this context, the present study is conducted to investigate the effectiveness of MALL in English as a Foreign Language (EFL) settings. The study comprised 90 Moroccan high school students, aged between 15 and 17 years old, divided equally into experimental (N = 45) and control (N = 45) groups. The two groups underwent two treatments, which lasted for two weeks. During the first week, the first experimental group was provided with two vocabulary items via WhatsApp messenger three times a day for seven consecutive days; however, the control group received a printed list of the 14 items at the beginning of the week. In the second week, the groups switched treatments with another set of 14 words. A pretest was used to measure participants' vocabulary knowledge of the target items. Additionally, two immediate posttests were administered at the end of each week to measure the subjects' vocabulary learning during the experiment, while a delayed test was used four weeks after the end of the experiment to assess their vocabulary retention. The pre-and delayed-test results were insignificant since they did not show any difference between the groups, while the immediate post-test scores revealed a significant difference, with the experimental groups outperforming the control groups. In short, this study contributes to the growing body of research on MALL and provides insights for language instructors willing to integrate technology for effective vocabulary learning.</description> <dc:creator>Mohamed Chakir</dc:creator> <dc:creator>Ahlam Lamjahdi</dc:creator> <dc:rights> Copyright (c) 2024 Mohamed Chakir, Ahlam Lamjahdi https://creativecommons.org/licenses/by/4.0 </dc:rights> <cc:license rdf:resource="https://creativecommons.org/licenses/by/4.0" /> <dc:date>2024-11-02</dc:date> <prism:publicationDate>2024-11-02</prism:publicationDate> <prism:volume>6</prism:volume> <prism:number>4</prism:number> <prism:startingPage>178</prism:startingPage> <prism:endingPage>192</prism:endingPage> <prism:doi>10.36892/ijlls.v6i4.1875</prism:doi> </item> <item rdf:about="https://www.ijlls.org/index.php/ijlls/article/view/1906"> <title>Globalization and the Borrowing of “Weekend” from English into Arabic</title> <link>https://www.ijlls.org/index.php/ijlls/article/view/1906</link> <description>This study was driven by the observed prevalence of the English word “weekend” among Arab speakers, whether in informal written or spoken communication. It aimed to examine the current status of this foreign word and determine if it is ready to be integrated into the Arabic lexicon. The study relied on a linguistic corpus including contexts containing the Arabized version of “weekend”- “?????” on the popular social media X-platform. This data was supplemented by a questionnaire distributed to 316 Arabs and a comprehensive survey of the status of English as the dominant language in the era of globalization. The analysis revealed an intriguing linguistic phenomenon. The data showed that the word “weekend” is linguistically prepared for integration into the Arabic vocabulary system. However, this integration is still being resisted, as most Arabs expressed their disagreement with the word officially joining their lexicon. While they acknowledged their widespread use of the word and its convenience compared to the native equivalent, they insist on maintaining the Arabic phrase "????? ????? ???????" /'ij?zat nih?yat al-'usb??/. The study concludes that the potential entry of “weekend” into Arabic depends on the conflict between globalization and the increasing acceptance of the word on the one hand, and the rejection by the majority to preserve the Arab identity. Any future societal trends towards accepting this word will pave the way for its integration, as it is already linguistically prepared.</description> <dc:creator>Fatmah Alqahtani</dc:creator> <dc:creator>Asma Abomalik</dc:creator> <dc:rights> Copyright (c) 2024 fatmah alqahtani, Asma Abomalik https://creativecommons.org/licenses/by/4.0 </dc:rights> <cc:license rdf:resource="https://creativecommons.org/licenses/by/4.0" /> <dc:date>2024-11-07</dc:date> <prism:publicationDate>2024-11-07</prism:publicationDate> <prism:volume>6</prism:volume> <prism:number>4</prism:number> <prism:startingPage>193</prism:startingPage> <prism:endingPage>205</prism:endingPage> <prism:doi>10.36892/ijlls.v6i4.1906</prism:doi> </item> <item rdf:about="https://www.ijlls.org/index.php/ijlls/article/view/1915"> <title>The Portrayals of the Other in Yemeni Postcolonial Fiction: A Critical Study on Ahmed Zein's Steamer Point</title> <link>https://www.ijlls.org/index.php/ijlls/article/view/1915</link> <description>This research paper investigates the portrayals of the other in Ahmed Zein’s Steamer Point (2015), with a special focus on the European colonizer. In addition to that, it examines the coexistence between the natives and Europeans as reflected in the story. The postcolonial theory has been used as a methodology to frame the discussions and analysis of the novel in this study. The paper has been constructed in five sections: Introduction, background of the study, theoretical framework, discussions and analysis, and finally the conclusion. The study ended up with the conclusion that The relationship between the self and the other is one of the complicated issues in the postcolonial era. Each one of self and other seeks to abolish the boundaries between them. The other seeks to abolish the components of the self, which make the self feels the loss of his privacy and rights in his relationship with the other. Steamer Point dealt with the issue of colonization and the relationship between the colonizer and the colonized people. While the story seems to glorify the colonizers, it also showed their real face in the negative way they looked at the natives, as well as how badly they treated them. That hegemony and biasness against the local people led at the end of the story to independence.</description> <dc:creator>Nawal Ba-fadhel</dc:creator> <dc:creator>Riyad Manqoush</dc:creator> <dc:rights> Copyright (c) 2024 Nawal Omer Ba-fadhel, Riyad Abdurahman Manqoush, Ph.D. https://creativecommons.org/licenses/by/4.0 </dc:rights> <cc:license rdf:resource="https://creativecommons.org/licenses/by/4.0" /> <dc:date>2024-11-05</dc:date> <prism:publicationDate>2024-11-05</prism:publicationDate> <prism:volume>6</prism:volume> <prism:number>4</prism:number> <prism:startingPage>206</prism:startingPage> <prism:endingPage>215</prism:endingPage> <prism:doi>10.36892/ijlls.v6i4.1915</prism:doi> </item> <item rdf:about="https://www.ijlls.org/index.php/ijlls/article/view/1864"> <title>Crossing Borders, Shifting Identities: The Transnational Journey of Wafa Faith Hallam from Morocco to America</title> <link>https://www.ijlls.org/index.php/ijlls/article/view/1864</link> <description>Wafa Faith Hallam's memoir, The Road from Morocco, presents a profound narrative that spans the personal and cultural journeys of two Moroccan women, Wafa and her mother Saadia, against the backdrop of postcolonial shifts and Western influences. Born into a conservative Muslim society and later migrating to America, their stories intricately map the contours of identity, freedom, and resistance within and across the boundaries of tradition and modernity. Wafa's transition from a lifestyle characterized by personal freedom in Morocco to confronting the harsh realities of domestic violence in America, alongside Saadia's quest for autonomy and escape from patriarchal constraints at home, reveals a profound disillusionment. Both women anticipated that America would offer them romance and liberation, only to encounter even more intense patriarchal oppression. The idea conveyed in the narrative is that the West, contrary to its image as a bastion of gender equality and freedom, can exhibit even more severe forms of gender despotism than those found in traditional Oriental societies. The memoir presents a deconstructive counternarrative that critiques both the West and Western feminism. The Road from Morocco is not merely a recounting of personal history but a significant contribution to the discourse on postcolonial identity, gender dynamics, and the immigrant experience, inviting a reevaluation of simplistic paradigms of gender liberation and oppression.</description> <dc:creator>Tariq Bekkaoui</dc:creator> <dc:rights> Copyright (c) 2024 Tariq Bekkaoui https://creativecommons.org/licenses/by/4.0 </dc:rights> <cc:license rdf:resource="https://creativecommons.org/licenses/by/4.0" /> <dc:date>2024-11-08</dc:date> <prism:publicationDate>2024-11-08</prism:publicationDate> <prism:volume>6</prism:volume> <prism:number>4</prism:number> <prism:startingPage>216</prism:startingPage> <prism:endingPage>229</prism:endingPage> <prism:doi>10.36892/ijlls.v6i4.1864</prism:doi> </item> <item rdf:about="https://www.ijlls.org/index.php/ijlls/article/view/1898"> <title>Objectification of Women in Alhamad’s Novels: A Question of De-Humanization or Empowerment in a Post-Islamic Awakening Narrative</title> <link>https://www.ijlls.org/index.php/ijlls/article/view/1898</link> <description>This paper reviews the work of the Saudi novelist, Turki Alhamad, who published in a post-Islamic Awakening in Saudi Arabia. The paper contextualizes his writing by defining the concept of sexual objectification in various theorizations of the term including several texts that represent the discourse of the Islamic Awakening movement. His work can be perceived to be de-humanizing of women particularly during the time of its publication in the 1990s and early 2000s when the movement was popular. However, a close reading of his work suggests a multiplicity of discourses in his representation of women. His work can be empowering women taking into consideration Alhamad’s non-fictional writings that promote social change in Arab and Muslim countries. Branded as a challenge of social values at the time of its publication, his work can also be interpreted as a precursor to the social shift towards women’s empowerment that took place in Saudi Arabia in recent years.</description> <dc:creator>Hanan Abdulaziz Alazaz</dc:creator> <dc:rights> Copyright (c) 2024 um22w22 Alazaz https://creativecommons.org/licenses/by/4.0 </dc:rights> <cc:license rdf:resource="https://creativecommons.org/licenses/by/4.0" /> <dc:date>2024-11-05</dc:date> <prism:publicationDate>2024-11-05</prism:publicationDate> <prism:volume>6</prism:volume> <prism:number>4</prism:number> <prism:startingPage>230</prism:startingPage> <prism:endingPage>242</prism:endingPage> <prism:doi>10.36892/ijlls.v6i4.1898</prism:doi> </item> <item rdf:about="https://www.ijlls.org/index.php/ijlls/article/view/1905"> <title>Challenges and Strategies in Translating Humour for Arabic Subtitling</title> <link>https://www.ijlls.org/index.php/ijlls/article/view/1905</link> <description>The translation of humour in audiovisual media presents unique challenges due to its cultural relativity and dependence on social, linguistic, and cultural contexts. While Audiovisual Translation (AVT) studies have expanded since their emergence in the 1950s, research on humour translation between English and Arabic remains understudied, particularly regarding culturally sensitive content. This study addresses this gap by examining the strategies employed in translating humorous content from English to Arabic in subtitled media. Using a corpus-based approach, this research combines qualitative and quantitative methodologies to analyze translation strategies for humour, with particular attention to sensitive topics including sex, religion, and politics. The qualitative analysis examines the specific challenges and solutions in translating culturally-bound humour, while the quantitative component provides statistical data on the frequency and distribution of various translation strategies. The findings reveal that Arabic subtitlers predominantly employ Preservation strategies (50%), followed by Reduction (18.2%) and Expansion (16.7%). This pattern differs from previous studies of other language pairs, suggesting that the English-Arabic translation of humour involves unique considerations and approaches. The research contributes to AVT scholarship by providing empirical evidence of translation strategies in the understudied English-Arabic language pair and offering insights into the handling of culturally sensitive humour in Arabic subtitling practices.</description> <dc:creator>Abderrahim Eljazouli</dc:creator> <dc:creator>Noureddine Azmi </dc:creator> <dc:rights> Copyright (c) 2024 Abderrahim Eljazouli, Noureddine Azmi https://creativecommons.org/licenses/by/4.0 </dc:rights> <cc:license rdf:resource="https://creativecommons.org/licenses/by/4.0" /> <dc:date>2024-11-13</dc:date> <prism:publicationDate>2024-11-13</prism:publicationDate> <prism:volume>6</prism:volume> <prism:number>4</prism:number> <prism:startingPage>243</prism:startingPage> <prism:endingPage>260</prism:endingPage> <prism:doi>10.36892/ijlls.v6i4.1905</prism:doi> </item> <item rdf:about="https://www.ijlls.org/index.php/ijlls/article/view/1877"> <title>Exploring the Needs and Challenges in Teaching English Grammar Communicatively in Albanian Context</title> <link>https://www.ijlls.org/index.php/ijlls/article/view/1877</link> <description>The aim of this study is to explore through details of teaching English grammar communicatively within the Albanian context. With the global trend for communicative language teaching, Albanian teachers of English as a foreign language face specific challenges in attempting to integrate this approach effectively in their classes. The research applies a mixed-methods approach, including a questionnaire and structured interviews with teachers from several districts in Albania. Both cases intend to assess the actual situation of teaching grammar of English as a Foreign Language, identify main obstacles, and highlight opportunities for integrating communicative grammar. Findings indicate that even though the teachers are aware of the theoretical aspects of communicative methods, sometimes they find it hard to implement them due to limited resources, insufficient teacher training, and traditional teaching curricula. Additionally, the study emphasizes the need for professional development programs and appropriate classroom materials that align with the communicative approach. By addressing these challenges, the research aims to provide concrete recommendations for teachers and policymakers to improve English grammar teaching in Albanian schools, so as to improve language proficiency and communicative competence among learners of different ages and educational levels in a larger context.</description> <dc:creator>Suela Koca</dc:creator> <dc:creator>Benita Stavre</dc:creator> <dc:creator>Lindita Kacani</dc:creator> <dc:rights> Copyright (c) 2024 Suela Koca, Benita Stavre, Lindita Kacani https://creativecommons.org/licenses/by/4.0 </dc:rights> <cc:license rdf:resource="https://creativecommons.org/licenses/by/4.0" /> <dc:date>2024-11-13</dc:date> <prism:publicationDate>2024-11-13</prism:publicationDate> <prism:volume>6</prism:volume> <prism:number>4</prism:number> <prism:startingPage>261</prism:startingPage> <prism:endingPage>273</prism:endingPage> <prism:doi>10.36892/ijlls.v6i4.1877</prism:doi> </item> <item rdf:about="https://www.ijlls.org/index.php/ijlls/article/view/1940"> <title>Preferred EFL Teaching Approaches to University Professors: A Case Study of Saudi Tertiary Level</title> <link>https://www.ijlls.org/index.php/ijlls/article/view/1940</link> <description>This mixed methods study investigates Saudi university EFL professors’ perspectives on current teaching approaches and potential improvements needed. Surveys of 100 faculty and interviews with 10 department heads reveal a continued reliance on grammar-translation and lecture-based methods, despite broader recognition of communicative techniques as more effective. Systemic constraints like standardized curricula, assessments, textbooks, resources, and policies restrict implementation of innovative practices. Though professors acknowledge challenges with prevailing methods, most believe they sufficiently improve English skills, indicating a disconnect between beliefs and second language acquisition theory. Strong support for training in modern approaches shows openness to change given adequate guidance. Recommendations include reforming teacher preparation, balancing grammar with communicative activities, allowing materials flexibility, and linking evaluations to student progress. Updating systemic constraints and empowering educators are critical to shift entrenched practices towards communication-focused instruction aligned with Saudi reform goals. The study provides insights into translating positive perspectives into transformative policies and teaching practices that enhance university student outcomes.</description> <dc:creator>Mohammed AbdAlgane</dc:creator> <dc:creator>Omer Elsheikh Hago Elmahdi</dc:creator> <dc:rights> Copyright (c) 2024 Mohammed AbdAlgane, Prof. Omer Elsheikh Hago Elmahdi https://creativecommons.org/licenses/by/4.0 </dc:rights> <cc:license rdf:resource="https://creativecommons.org/licenses/by/4.0" /> <dc:date>2024-12-01</dc:date> <prism:publicationDate>2024-12-01</prism:publicationDate> <prism:volume>6</prism:volume> <prism:number>4</prism:number> <prism:startingPage>274</prism:startingPage> <prism:endingPage>291</prism:endingPage> <prism:doi>10.36892/ijlls.v6i4.1940</prism:doi> </item> <item rdf:about="https://www.ijlls.org/index.php/ijlls/article/view/1930"> <title>Exploring Motivational Factors Influencing English Learning in a Saudi University</title> <link>https://www.ijlls.org/index.php/ijlls/article/view/1930</link> <description>This research article aims to explore the motivational patterns of students from two different academic streams in the EFL context. To achieve this purpose, the perception, motivation level, and proficiency in the context of English as a Foreign Language (EFL) are investigated. The classroom study was conducted with a mixed-methods approach, combining quantitative surveys and qualitative interviews to gather comprehensive insights. To gather data, a triangulated method is employed, involving the use of a questionnaire, semi-structured interviews, and classroom observations. The subjects are the two groups of students from the first term of the academic year 2023-24 who are registered under different majors but studying the same English program in their first year of university. To explore the connection between motivation levels and proficiency in the second language (L2), the cumulative percentage scores from formative and summative assessments are analyzed. The results indicate a significant correlation between learners' motivation levels and their proficiency in the second language. However, when comparing academic achievements between the two groups, it is evident that group A significantly outperformed group B. The study is relevant for educators and learners as it adopts a practical and principled approach. Moreover, it provides updated insights into current perspectives on motivation in language learning.</description> <dc:creator>Anjum Chaudhary</dc:creator> <dc:rights> Copyright (c) 2024 Anjum Chaudhary https://creativecommons.org/licenses/by/4.0 </dc:rights> <cc:license rdf:resource="https://creativecommons.org/licenses/by/4.0" /> <dc:date>2024-12-01</dc:date> <prism:publicationDate>2024-12-01</prism:publicationDate> <prism:volume>6</prism:volume> <prism:number>4</prism:number> <prism:startingPage>292</prism:startingPage> <prism:endingPage>308</prism:endingPage> <prism:doi>10.36892/ijlls.v6i4.1930</prism:doi> </item> <item rdf:about="https://www.ijlls.org/index.php/ijlls/article/view/1863"> <title>Developing Professionally as an English Teacher: An Autoethnographic Study of ICT Tool Use During and After the Pandemic in Nepal</title> <link>https://www.ijlls.org/index.php/ijlls/article/view/1863</link> <description>The COVID-19 pandemic interrupted Nepal's education system, forcing educators to rethink their classroom practices and transition from their physical classrooms to online platforms and other modes of teaching and learning. In this autoethnographic exploration, I draw from my significant experiences and practices about growing from a common to a techno-friendly teacher during and after the pandemic. Teacher professional development plays a dominant role in creating positive impacts on the lives of every teacher, especially during the pandemic days and transition. Hence, I reflected on the role of ICT in my professional growth and how they have influenced my professional journey. Subscribing experiential and transition theory, I interpreted my narratives, insights, and flashbacks about past incidents and interpreted them. The study reveals how an English language teacher struggled with ICT tools and other digital resources in the early days of the pandemic and felt vulnerable. These struggles, difficulties, vulnerabilities, and challenges in using ICT, including the applications, tools, and resources, and my resilience to cope with adversities, learning to use these tools, and the awaiting opportunities made a significant change in my teaching journey. My narratives, interpretations, and discussions showed the prominent role of ICT in the professional development of teachers.</description> <dc:creator>Sujeet Karki</dc:creator> <dc:creator>Bharat Neupane</dc:creator> <dc:creator>Rajesh Sapkota </dc:creator> <dc:rights> Copyright (c) 2024 Sujeet Karki, Bharat Neupane, Rajesh Sapkota https://creativecommons.org/licenses/by/4.0 </dc:rights> <cc:license rdf:resource="https://creativecommons.org/licenses/by/4.0" /> <dc:date>2024-12-03</dc:date> <prism:publicationDate>2024-12-03</prism:publicationDate> <prism:volume>6</prism:volume> <prism:number>4</prism:number> <prism:startingPage>309</prism:startingPage> <prism:endingPage>327</prism:endingPage> <prism:doi>10.36892/ijlls.v6i4.1863</prism:doi> </item> </rdf:RDF>