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International Journal of Language Studies

A Quarterly Journal of Applied Linguistics

ISSN: 2157-4898 | eISSN: 2157-4901

Sherpa/RoMEO Color: Yellow

 

Editor: Mohammad A. Salmani Nodoushan

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Impact Factor (IF): NA

Five-Year Impact Factor: NA

Source Normalized Impact per Paper (SNIP): NA

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This journal is peer reviewed and indexed in: ERA, LB, IBZ, LLBA & more


January 2017 - Volume 11 Number 1 - Pages 1-151

 

Language acquisition socialization: Sociocognitive and complexity theory perspectives

Assia BAGHDADI, M’sila University, Algeria | Contact Author

International Journal of Language Studies, 11(1), 1-22. Download Free PDF | Add Print to Cart

Although it dates back to the early 1980s, language socialization research is still regarded as one of the relatively recent realms of scholarship in applied linguistics. It is based on the premise of bringing together an analysis of social, cultural, and cognitive dimensions of situated language learning. Employing this perspective, the current research has a three-fold purpose: (a) to maintain language acquisition aspects that are represented by social, cognitive, and social-cognitive underpinnings, (b) to shed light upon the theoretical backgrounds of both sociocognitive theory and complexity theory, which have been purposefully selected to be discussed due to their bearings on language socialization, and their sharing of the view that the cognitive and the social are intricately interwoven and mutually constitutive, and (c) to depict the commonalities and differences of the two theories in order to point out the extent of convergence and divergence that they have with language socialization as well as the extent they reach in shaping a meaningful language acquisition research agenda.

Citation: Baghdadi, A. (2017). Language acquisition socialization: Sociocognitive and complexity theory perspectives. International Journal of Language Studies, 11(1), 1-22.

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The impact of background knowledge on test performance: A multivariate G-theory approach

Seyyed Mohammad ALAVI, University of Tehran, Iran | Contact Author

Hossein KARAMI, University of Tehran, Iran | Contact Author

International Journal of Language Studies, 11(1), 23-44. Download Free PDF | Add Print to Cart

Validity has been declared to be the single most important consideration in language testing and educational measurement. Messick (1989) famously identified construct-irrelevant variance as one of the major threats against test validity. Hence, test users ought to make every possible effort to make sure that test scores are not unduly affected by construct-irrelevant factors. This study applied multivariate Generalizability Theory to examine the effect of academic background on test scores obtained from the Iranian national university entrance exam. The results revealed that the relative contribution of the various sources of variance was not the same across the academic background groups. In addition, dependability indices were significantly different across the groupings Furthermore, the decision studies revealed that the groups do not necessarily need to take the same number of items so that a high reliability is obtained. Overall, the results indicate that academic background exerts a remarkable influence on the dependability of the scores.

Citation: Alavi, S. M., & Karami, H. (2017). The impact of background knowledge on test performance: A multivariate G-theory approach. International Journal of Language Studies, 11(1), 23-44.

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A pragmatic analysis of diminutives in Palestinian society

Mahmood K. M. ESHRETEH, Hebron University, Palestine | Contact Author

International Journal of Language Studies, 11(1), 45-62. Download Free PDF | Add Print to Cart

This study explores the pragmatic functions of diminutives as used in Palestinian Arabic. Brown and Levinson's model of linguistic politeness is considered as a theoretical framework of the study. Discussion and analysis of naturally occurring data of diminutive use shows that, as an extension of their central use with children, diminutives in Palestinian Arabic have taken on the pragmatic functions of minimizing imposition, "hedging an utterance, expressing a pejorative attitude, showing affection and endearment, intensifying the speaker's emotions, showing modesty and avoiding bragging," and expressing intimacy and connectedness (Badarneh, 2010, P. 153). The diminutive in Palestinian Arabic is thus used both as a positive politeness strategy, oriented toward showing solidarity, expressing affection and endearment and establishing a friendly context for the interaction, and as a negative politeness strategy aimed at minimizing imposition and softening negative statements. These functions reflect the role of diminutives in Palestinian colloquial discourse as a device utilized by Palestinians to mark, establish, or assert social relationships including connectedness and solidarity. It is noted that the diminutive is mainly hearer-supportive, boosting the force of the utterance in positive politeness contexts while mitigating the force of the utterance in negative politeness contexts (cf., Badarneh, 2010).

Citation: Eshreteh, M. K. M. (2017). A pragmatic analysis of diminutives in Palestinian society. International Journal of Language Studies, 11(1), 45-62.

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Second language teacher education: Preparing teachers for the needs of second language learners

Aseel KANAKRI, Kent State University, USA | Contact Author

International Journal of Language Studies, 11(1), 63-94. Download Free PDF | Add Print to Cart

This paper discusses the emerging themes on second language teacher education (SLTE) between 1960s-2010s. It seeks to answer the following question: What does the literature on second language teacher language education tell us about teacher preparation to teach English as a second language students and address their needs and challenges? The review focuses particularly on the influence of practice changes because of the shifts in the SLTE landscape and theoretical bases from the 1960s to 2010. It also aims at getting an in-depth understanding of how language teaching is learned in formal preparation programs. Moreover, it shows the gaps and the methodological changes in the research over this period, and suggests some implications for future research.

Citation: Kanakri, A. (2017). Second language teacher education: Preparing teachers for the needs of second language learners. International Journal of Language Studies, 11(1), 63-94.

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Exploring a novice Chinese EFL teacher’s writing beliefs and practices: A systemic functional perspective

Xiaodong ZHANG, Beijing Foreign Studies University, China | Contact Author

International Journal of Language Studies, 11(1), 95-118. Download Free PDF | Add Print to Cart

This paper explores how the interpersonal constructs (i.e., appraisal system, speech function) of Systemic Functional Linguistics (SFL) afford the analysis of one novice Chinese English-as-a-foreign-language (EFL) teacherís writing beliefs and practices. Specifically, by analyzing the Chinese EFL teacherís writing belief discourse and teaching discourse (obtained, respectively, through interviews and observations), the study shows how the Chinese EFL teacherís beliefs about the importance of linguistic form and text flow in writing were mapped to his writing instruction. The discourse analysis also demonstrates that the EFL teacherís writing-belief discourse and classroom discourse are both contextually shaped by his schooling exposure and self-agency, while his teaching practices were further conditioned by his studentsí English proficiency and shyness. The study concludes, that, firstly, the Chinese EFL teacherís writing practices arise (albeit indirectly) through his beliefs, and that, secondly, SFL offers a useful framework for discursive exploration of teachersí beliefs and practices. The study suggests the role of effective self-agency and teacher education in reshaping teachersí beliefs so that they can better act upon their beliefs when offering writing instruction.

Citation: Zhang, X. (2017). Exploring a novice Chinese EFL teacher’s writing beliefs and practices: A systemic functional perspective. International Journal of Language Studies, 11(1), 95-118.

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A pragma-semiotic analysis of the Catholic bishops’ communiqué on the Ebola epidemic: Impact on the University of Ibadan Catholic faithful

Patience Obiageri SOLOMON-ETEFIA, University of Benin, Nigeria | Contact Author

Gerald Okechukwu NWEYA, University of Ibadan, Nigeria | Contact Author

International Journal of Language Studies, 11(1), 119-142. Download Free PDF | Add Print to Cart

This paper examines the extracts of the communiqué made by the Ibadan Catholic Bishops to the congregation on the Ebola epidemic. The paper identifies the practs, gives a semiotic interpretation of the signs visible, and discusses the impact of the communiqué on the Catholic faithful in the University of Ibadan, Nigeria. The data were collected from the Catholic Sunday Bulletin and the interviews conducted with, and the field notes collected from, the Catholic faithful informants (N=30) in the University of Ibadan. It utilised Mey’s pragmatic acts theory (PAT) and Saussure’s model of semiotic signs as the theoretical framework. The study shows that the communiqué is information-motivated discourse on Ebola which comprises of direct acts that make use of the contextual features of shared situational knowledge, inferences, relevance, shared cultural knowledge, and references thereby exhibiting the pragmemes of cautioning, commanding, counselling and threatening; the semiotic sign ‘Holy Communion’ signifies the Body and Blood of Jesus Christ present in Bread and Wine, the semiotic sign ‘self-signing of oneself with holy water’ signifies spiritual cleansing, and the ‘sign of peace’ signifies love and unity among the people of God in the Church. Both the pragmemes and the semiotic signs have an impact on the Catholic Faithful in University of Ibadan.

Citation: Solomon-Etefia, P. O., & Nweya, G. O. (2017). A pragma-semiotic analysis of the Catholic bishops’ communiqué on the Ebola epidemic: Impact on the University of Ibadan Catholic faithful. International Journal of Language Studies, 11(1), 119-142.

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Book Review: Capone, A. (2016). The pragmatics of indirect reports: Socio-philosophical considerations. Heidelberg: Springer. [ISBN 978-3-319-41077-7]

Azizeh CHALAK, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran | Contact Author

International Journal of Language Studies, 11(1), 143-151. Download Free PDF | Add Print to Cart

Citation: Chalak, A. (2017). Review of The pragmatics of indirect reports: Socio-philosophical considerations. International Journal of Language Studies, 11(1), 143-151.

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