The Independent Foreign Fiction Prize and Man Booker International Prize Merger

LOGOS ◽  
2017 ◽  
Vol 28 (3) ◽  
pp. 7-24
Author(s):  
Melanie Ramdarshan Bold ◽  
Corinna Norrick-Rühl
Keyword(s):  
Foreign Language ◽  
Cultural Capital ◽  
English Language ◽  
Publishing Industry ◽  
Positive Impact ◽  
Book Trade ◽  
Global Publishing ◽  
The Uk

There is a dramatic imbalance of cultural output in the global publishing industry. English-language publishers are disinclined to translate and publish foreign language books as a result of the popularity of English-language books and the high costs of translation. Three per cent is the oft-quoted number that indicates that foreign fiction in translation makes up only a minimal part of the UK book trade. This lack of bibliodiversity may have serious cultural consequences. There are thus several national and international initiatives to promote the publication and cultural capital of works in translation in order to reach a wider audience. Book prizes are generally understood to have a positive impact on the discoverability of a title and consequent sales; winning authors, as well as those on the longlist and shortlist of prestigious prizes, can expect a significant boost in sales of the books in question. But in a culture where translated foreign fiction titles represent only a small percentage of books published, does this phenomenon extend to prizes for translated foreign fiction? This paper explores the—audience-building and sales-generating—impact of the UK’s most prestigious award for literature in translation, the Independent Foreign Fiction Prize (IFFP), in particular in light of the prize’s recent merger with the Man Booker International Prize (MBIP), and speculates whether this may help with the ‘three per cent problem’.

The Science Reading Rooms of the British Library: The User Community and Patterns of Use

1995 ◽  
Vol 7 (1) ◽  
pp. 61-70 ◽  
Author(s):  
Andrea Reid ◽  
Beryl Leigh
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Survey Methods ◽  
Information Service ◽  
British Library ◽  
Patterns Of Use ◽  
Single Reading ◽  
Science Reading ◽  
The Uk ◽  
Average User

When the British Library in London moves into its new building at St Pancras the reference collections for science, business and patents in the Science Reference and Information Service (SRIS), at present housed in three locations, will be united in a single reading room complex. Much information of value for planning future services and arrangement of stock has been obtained over the years by surveys of users and usage, most recently at the end of 1993. A variety of survey methods was employed. The largest category of users consists of students, whose proportion rose from 28% in 1983 to 40% in 1993, while the patent community fell proportionately from 23% to 13% over the same period. Nearly all users were based in the UK, 92% of them in London and the South-East; but 22% were carrying out work for clients, 38% of whom were based in London, 26% in the rest of the UK and 36% abroad. Patent searchers spent nearly twice as much time in the reading rooms as other readers. English language periodicals received most use (used by 44% of users), but monographs (34%) and foreign language periodicals (7%) also received substantial use. The average user consulted 24 items per visit, and the average number of enquiries per day was 561. These and other findings are being used in planning aspects such as reader admissions procedures, arrangement of open access stock and staffing rotas, to ensure that the SRIS reading rooms in the new building will fulfil the needs of users.

The Impact of Teacher Speech Modification on the Quality of Interaction and Learning: An Analysis of Spoken Discourse in Saudi EFL Classrooms

2017 ◽  
Vol 9 (3) ◽  
pp. 79
Author(s):  
Hanaa Al-Ghamdi ◽  
Abdullah Al-Bargi
Keyword(s):  
Data Analysis ◽  
Foreign Language ◽  
English Language ◽  
Positive Impact ◽  
Speech Rate ◽  
Classroom Interaction ◽  
Study Results ◽  
Efl Teachers ◽  
Efl Classrooms ◽  
The Impact

The purpose of this study is to investigate, following a qualitative research design, the ways in which English as a Foreign Language (EFL) teachers modify their speech in an endeavor to create interactive learning environments facilitated by the implementation of strategies providing inherently comprehensible input for students. The study also seeks to examine students’ reactions to the use of such different speech modification strategies. The data gathered was taken from three different EFL classrooms with a total of sixty-two university students (forty male and twenty-two female) and three non-native speakers (NNS) of English language teachers. The data analysis reveals that EFL teachers regularly modify their talk through the use of different linguistic and interactional strategies in the Saudi EFL context, including the use of simplified grammar and vocabulary, shorter sentences, repetition, and emphatic stress and reduced speech rate. Other modification strategies include the use of clarification requests, confirmation checks, transition markers and hand gestures in order to facilitate student understanding and learning. The data analysis also suggests that teachers’ modification strategies have a positive impact on language learners in accelerating their comprehension and developing their classroom interaction. The study results provide valuable implications for foreign language classroom pedagogy and teacher training.

scholarly journals Investigating Students' and Teachers' Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom

2020 ◽  
pp. 881-902
Author(s):  
Valentina Morgana ◽  
Prithvi N Shrestha
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Positive Impact ◽  
Mobile Technologies ◽  
Action Research Project ◽  
Teachers Perceptions ◽  
Learning And Teaching

Recent research indicates that mobile technologies can support second language learning. However, studies focused on the use of the iPad and teaching in schools is still scarce. This study reports on an action research project that investigated the use of the iPad in the English as a foreign language (EFL) context in an Italian school. The study sought to investigate learners' and teachers' perceptions of mobile learning through the use of the iPad. The data was collected through a survey (N=41), classroom observations (N=4), interviews (N=20), and recorded teacher meetings (N=5). Results show a positive impact on student motivation and on the approach to second language learning tasks. We found that within the duration of the study students and teachers became increasingly independent in the use of the iPad for English language learning and teaching. This study provides educators with hints on how to start integrating mobile devices to perform specific language learning/teaching tasks.

scholarly journals Teaching grammar in context and multilingual environment

2021 ◽  
Vol X (3) ◽  
pp. 119-126
Author(s):  
Babulia (Khatuna) Akhobadze ◽  
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Positive Impact ◽  
Lesson Plan ◽  
Target Language ◽  
Complex Method ◽  
Main Subject ◽  
Language Competence ◽  
High Level

The Content and Language Integrated Learning (CLIL) method focuses on teaching the main subject through a foreign language. This method is already successfully used in various around the world no specific formula or textbook exists so far. Based on the study of the existing literature, the possibility of using CLIL at Universities of Georgia and its anticipated results are analyzed in the present thesis. Target language of CLIL is mostly English. In our country English for Specific Purposes (ESP) is successfully taught in many Universities. For example, at the Faculty of Economics and Business our students are taught Business using a special English textbook to learn some issues of economics and business. Teaching any curricular subject using CLIL will be twice as effective and convenient for both the student and the university than teaching English and this particular subject separately. CLIL ensures a comprehensive study of a specific subject and a high level of English language proficiency. CLIL has a significant positive impact on the growth of the students’ language competence. It helps them to achieve significant success in terms of various linguistic aspects, such as: vocabulary, terminology, academic English, etc. However, the assessment is made not in terms of language competence, but in terms of subject matter proficiency. Indeed, CLIL does not only mean language teaching - it is a complex method of using a foreign language to study a major subject. Consequently, knowledge is assessed within the competence of the main subject and thereby the language proficiency as well. With no database of textbooks for CLIL, everything is upon the teacher training, as a result of which the teacher must be able to compile a lesson plan based on different subject materials. We propose to use CLIL to teach different curricular subjects to the students of the Faculty of Economics and Business. To begin with economics, famous economists, e.g., Marshall, Robbins, Sandmo, etc. have different answers to the question "What is economics?" Therefore, the goal of the lecture course we suggest within CLIL will be to find the answer to this question.

scholarly journals Liberated from Their Language: Polish Migrant Authors Publishing in English

2017 ◽  
Vol 1 (1) ◽  
pp. 666-677
Author(s):  
Joanna Kosmalska
Keyword(s):  
Foreign Language ◽  
Publishing Industry ◽  
Native Language ◽  
Translation Process ◽  
Literary Journals ◽  
Literary Market ◽  
The Uk

Abstract The article opens with a brief analysis of the publishing industry in the UK and Ireland to provide an informed assessment of how difficult it is for Polish migrant authors to establish their presence on the local literary market. It proceeds to show how these writers have been amazingly persistent in their efforts to win British and Irish readership by, for example, participating in literary competitions, submitting their work to literary journals, collaborating with local writers or self-publishing their work. Then some attention is given to how the process of writing a book in a non-native language engages the writers: they tend to adjust their texts to the international readership, become involved in the translation process, try their hand at writing in a foreign language, and prepare bilingual advertising materials. Why they feel such a strong need to be published in English is a question broached in the next part of the article. Finally, the closing section explores how the fact that their writing is a translation influences the reception of the writers’ work.

Going glocal: The impact of CLIL on English Language Learners’ multilingual Identities and Attitudes in the Balearic Islands

2017 ◽  
Vol 5 (1) ◽  
pp. 5-30 ◽  
Author(s):  
Estefania López-Deflory ◽  
Maria Juan-Garau
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Positive Impact ◽  
Balearic Islands ◽  
Minority Languages ◽  
Attitudes And Beliefs ◽  
The Impact

AbstractLanguages are a defining identity component, intrinsic to all individuals and societies. Identities are not fixed but ever fluctuating, hence the process of learning a second or foreign language may entail a negotiation of shifting identities, modifying positioning, attitudes and beliefs. Departing from this premise, in multilingual contexts the potential of education in shaping multilingual identities should be addressed.This study contrasts the attitudes of two groups of secondary education students (n=73), partaking in two different language learning programmes in the Balearic Islands (formal instruction in English as a Foreign Language –EFL, and Content and Language Integrated Learning –CLIL), where the introduction of English as a medium of instruction may be perceived as a threat to the unbalanced coexistence of Spanish and Catalan as the majority and minority languages, respectively. A 31-item questionnaire quantified the values ascribed to multilingualism, Spanish, Catalan, and English, the internationalisation of the latter, and the perception of the classroom as a genuine community of language practice. Qualitative data were collected through an essay eliciting students’ metalinguistic reflection on the position of different languages in their future imagined communities.The results shed light on the relevance of teaching methodologies in the development of identities, ascertaining the positive impact of integrative approaches such as CLIL on the construction of summative multilingualism.

scholarly journals A Study of EFL Students' Attitudes, Motivation and Anxiety towards WhatsApp as a Language Learning Tool

2019 ◽  
Author(s):  
Jamal Kaid Mohammed Ali ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Positive Impact ◽  
Female Students ◽  
Learning And Teaching ◽  
Efl Students ◽  
Students Attitudes ◽  
The Impact ◽  
Learning English

This study aimed to explore the impact of WhatsApp on enhancing Saudi EFL students' language skills and areas. It also investigated EFL students' attitudes, motivation, and anxiety towards learning English via WhatsApp. The sample comprised 55 male and female students studying English at the College of Arts, University of Bisha, Saudi Arabia. A closed-ended questionnaire was used to collect quantitative data from the sample. The results revealed that WhatsApp has a positive impact on learning English as a foreign language with a score of 3.9 as an overall mean. Students’ attitudes towards using WhatsApp for learning English scored 3.4, while the impact of WhatsApp on motivating EFL students to study English scored 3.6 in total. It was also found that WhatsApp reduced students’ anxiety with a score of 3.8 as the overall mean. Based on these results, the researchers suggest that WhatsApp should be activated at all stages of English language learning and teaching.

scholarly journals Sociolinguistic perspective on varieties of English: implications for teaching

2021 ◽  
pp. 161-169
Author(s):  
L. V. Andreiko ◽  
◽  
D. O. Medvedovska ◽  
Yu. A. Skarloupina ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Real Life ◽  
World Englishes ◽  
Language Varieties ◽  
The Social ◽  
Language Communication ◽  
The Uk ◽  
Received Pronunciation ◽  
Standard Language Ideology

The article explores the issue of language standardisation and sociolinguistic roots of varieties of English. It answers the question why some varieties of the English language become recognised as „standard” whereas other varieties are regarded as less prestigious or inferior and advocates the importance of sociolinguistic competence for teachers. Two models of language standardisation (the „popular” and the „expert” model) are critically discussed, providing a detailed explanation of the process of language standardisation and the formation of standard language ideology. The most frequently described variety of English in the UK, the Received Pronunciation, is described in greater detail, tracking down the reason why it has become recognised as the "standard" variety. A strong standard ideology with World Englishes and the current position of regional variations of English as its „deficient” or „fossilized” versions is discussed. The notions of language system and language use are considered in relation to the superiority or inferiority of different varieties. It has been shown that the social component is pivotal in understanding why certain varieties are regarded as less prestigious or inferior despite having equally rich and complex language systems. Such factors as stereotypes and ownership have an impact on their status too. The article proceeds to the discussion of implications of these sociolinguistic aspects for teaching. The importance of teachers' critical awareness of sociolinguistic realities is emphasised. Such benefits of raising students' awareness of varieties of English are presented: avoiding or reducing misunderstandings and misinterpretations in foreign language communication, recognising linguistic and cultural diversity, demonstrating relevance to real-life situations. Specific examples of practising language varieties are given.

scholarly journals Investigating Students' and Teachers' Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom

2018 ◽  
Vol 8 (3) ◽  
pp. 29-49 ◽  
Author(s):  
Valentina Morgana ◽  
Prithvi N Shrestha
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Positive Impact ◽  
Mobile Technologies ◽  
Action Research Project ◽  
Teachers Perceptions ◽  
Learning And Teaching

Recent research indicates that mobile technologies can support second language learning. However, studies focused on the use of the iPad and teaching in schools is still scarce. This study reports on an action research project that investigated the use of the iPad in the English as a foreign language (EFL) context in an Italian school. The study sought to investigate learners' and teachers' perceptions of mobile learning through the use of the iPad. The data was collected through a survey (N=41), classroom observations (N=4), interviews (N=20), and recorded teacher meetings (N=5). Results show a positive impact on student motivation and on the approach to second language learning tasks. We found that within the duration of the study students and teachers became increasingly independent in the use of the iPad for English language learning and teaching. This study provides educators with hints on how to start integrating mobile devices to perform specific language learning/teaching tasks.

scholarly journals The Relationship between Participation in Extracurricular Activities and Motivation of Foreign Language Learning

2021 ◽  
Vol 8 (2) ◽  
pp. 122-132
Author(s):  
Hüsna ALBAYRAK
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Extracurricular Activities ◽  
English Language ◽  
Positive Impact ◽  
Foreign Language Learning ◽  
Education Level ◽  
Language Learning Motivation ◽  
Significant Difference ◽  
Motivation Level

The aim of this study is to identify the link between foreign language learning motivation and English preparatory class students' participation in the extracurricular activities programmes. The differences between the motivation levels of the students based on their participation in the extracurricular activities are defined and students’ participation is also compared in terms of gender and education level. The study group consists of 340 students. The data were gathered by “Motivation Scale in English Language Learning”. Results indicated a significant difference between the students' motivation level towards English and participation in extracurricular activities in favour of the ones who attended these activities. It is also concluded that participation in extracurricular activities had a significantly positive impact on the students' attitude towards learning English. However, it was found out that there is not a significant relationship between the gender, education level and motivation level of the students participating in the extracurricular activities. The results have been discussed within the context of Socio-Educational Motivation Theory.

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