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A Comparative Study of Negation in Igbo and Etulo
Chikelu Ihunanya Ezenwafor-Afuecheta
Issue:
Volume 7, Issue 3, September 2021
Pages:
83-86
Received:
13 January 2021
Accepted:
19 May 2021
Published:
23 August 2021
Abstract: This paper examines the negation typology of two Benue Congo languages, Igbo and Etulo. It discusses the similarities and differences evident in the negation marking strategies of both languages. From our findings, it is observed that despite the differences, Etulo and Igbo unanimously make a distinction between the standard negation marker and other types of negation markers such as the prohibitive negation marker as in Igbo and the interrogative negation marker as in Etulo. The distinction made in both languages lends support to the assumption in negation studies that the negative morpheme associated with standard negation often differs from the negative marker used in the negation of other construction types such as the prohibitive, and polar questions. This work adopts a descriptive approach in the analysis of the Igbo and Etulo language data. The Igbo language data presented and analyzed were obtained from the existing grammatical description of negation in Igbo while the Etulo language data were obtained from Etulo language consultants using the elicitation method.
Abstract: This paper examines the negation typology of two Benue Congo languages, Igbo and Etulo. It discusses the similarities and differences evident in the negation marking strategies of both languages. From our findings, it is observed that despite the differences, Etulo and Igbo unanimously make a distinction between the standard negation marker and oth...
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A Think-Aloud Study of Function-to-Form Mapping in Modal Use: Based on the Concept-Oriented Approach
Issue:
Volume 7, Issue 3, September 2021
Pages:
87-95
Received:
8 August 2021
Accepted:
21 August 2021
Published:
31 August 2021
Abstract: Due to the complexity of Chinese modal system in terms of function-form relation, misuse of Chinese modal verbs is quite common among learners of Chinese from other countries. Based on the concept-oriented approach, this paper aims to investigate how learners of Chinese as a foreign language choose modal forms to express the concept of modality in terms of function-to-form mapping, so as to shed light on the teaching of modal use. Modal forms investigated in this study are five Chinese modal verbs whose functions are categorized into three conceptual domains: the Speech Act Domain, the Event Domain and the Epistemic Domain. Six learners of Chinese from Poland were recruited to participate in a modal test which comprised of 24 pairs of modal sentences in English and Chinese. They were asked to think aloud while they chose Chinese modal verbs to match the functions expressed by the English modal verbs. Based on the think-aloud data, it is found that in all the three conceptual domains participants have perceived ambiguities between modal verbs which express similar functions, especially in the Epistemic Domain. Competition between these modal verbs arose in their mind where ambiguity was perceived in the process of function-to-form mapping. Qualitative analyses of the think-aloud data revealed that Epistemic Domain is the most difficult domain for the participants in terms of function-to-form mapping, and “Hui/Neng” is the most confusing pair of Chinese modal verbs which may require more explicit instruction. Apart from studying the cognitive processing of modal forms and the cognitive ambiguity between them, this think-aloud case study also manifested the influence of social context on second language acquisition. It carries pedagogical implications for modal acquisition and indicates a socio-cognitive perspective for future studies on modality.
Abstract: Due to the complexity of Chinese modal system in terms of function-form relation, misuse of Chinese modal verbs is quite common among learners of Chinese from other countries. Based on the concept-oriented approach, this paper aims to investigate how learners of Chinese as a foreign language choose modal forms to express the concept of modality in ...
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Metaphorical Visualization of Marginalized Groups in Advertisements and Its Impact on the Viewers’ Responses
Issue:
Volume 7, Issue 3, September 2021
Pages:
96-108
Received:
25 July 2021
Accepted:
23 August 2021
Published:
31 August 2021
Abstract: This study examines the use of visual metaphor on marginalized groups in print advertisements and its impact on the viewers’ responses; namely, on the brand evaluation and on the viewers’ negative emotions. To this end, a questionnaire was distributed to a sample of 70 respondents who saw four advertisements two of which included marginalized models without any visual metaphor cues, while in the two other commercials visual metaphors were added on the marginalized models. The main findings show that respondents reacted positively towards the use of marginalized models used without visual metaphor. However, their reactions were unfavorable and showed more negative emotions towards advertisements using metaphorical visualization on marginalized groups. These results highlight that diversity and non-standardization are welcomed in advertisements as long as the viewers’ schemas are not violated. Put differently, viewers’ negative emotions and unfavorable brand evaluation were due to the use of visual metaphor on marginalized groups which violated their schemas and evoked messages of racism, inequality and injustice. Henceforth, this study suggests that using visual metaphor on marginalized groups should be dealt with carefully, especially when companies aim to gain higher retention rate and brand awareness. Indeed, they should take into consideration several aspects such as historical, social, political and cultural factors when using visual metaphor on marginalized portrayals in order not to deviate the target audience.
Abstract: This study examines the use of visual metaphor on marginalized groups in print advertisements and its impact on the viewers’ responses; namely, on the brand evaluation and on the viewers’ negative emotions. To this end, a questionnaire was distributed to a sample of 70 respondents who saw four advertisements two of which included marginalized model...
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Ekphrasis in Four Poems About Urns and Vases
Issue:
Volume 7, Issue 3, September 2021
Pages:
109-115
Received:
22 July 2021
Accepted:
16 August 2021
Published:
4 September 2021
Abstract: In this interdisciplinary article, we apply the concept of the rhetorical figure of ekphrasis. We will show, in a first instance, that it can be understood as any type of description serving to bring to the reader’s eye something that is distant; however, with the passage of time, this rhetorical figure will be understood in a more complex way, that is, a type of description that targets only and exclusively artistic objects. This new conception will imply that ekphrasis will change from a simple figure that performs a “mimesis of nature” to a rhetorical figure that performs a “mimesis of culture”. Next, we will analyze poems by four poets (Theocritus, Greek, John Keats, English, Alberto de Oliveira, Brazilian and Wallace Stevens, American), each of whom describes a specific sculptural object, either a classical Greek urn, with ornaments or a common, bare jar. We show that there are modifications of the descriptive look, from a classical figuration, through the romantic, and the Parnassian, to the parodic, in the modernist or postmodernist conception, which, using a readymade, in Marcel Duchamp’s sense, deconstructs the relation between the artistic object, the poet and the reader, and thus implies the dismantling of the traditional convention of the rhetorical figure of ekphrasis.
Abstract: In this interdisciplinary article, we apply the concept of the rhetorical figure of ekphrasis. We will show, in a first instance, that it can be understood as any type of description serving to bring to the reader’s eye something that is distant; however, with the passage of time, this rhetorical figure will be understood in a more complex way, tha...
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The Advantages and Limits of ICT in the Teaching and Learning of Foreign Languages in Yemen
Issue:
Volume 7, Issue 3, September 2021
Pages:
116-121
Received:
2 August 2021
Accepted:
21 August 2021
Published:
10 September 2021
Abstract: This article is intended to show the importance of information and communication technology (ICT) in the teaching and learning of foreign languages and cultures. It is obvious that learning a foreign language is always accompanied by learning the culture. When speaking a language, we often refer to its culture which facilitates the communications with the other. Thus, we cannot speak a foreign language without knowing its cultural reference because the language and its culture are inseparable. But how can you learn a foreign culture without immersing yourself in the society that speaks this language? Technology therefore sees itself playing the role of cultural mediator between the learner of this foreign language and the society that speaks that language. The insertion of the technology certainly has strengths, but it must also have drawbacks that can hinder the learning process. Therefore to be useful, the insertion of the technology in foreign language education should not be hold according to general indications but in relation to every context's specificities.
Abstract: This article is intended to show the importance of information and communication technology (ICT) in the teaching and learning of foreign languages and cultures. It is obvious that learning a foreign language is always accompanied by learning the culture. When speaking a language, we often refer to its culture which facilitates the communications w...
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