scholarly journals Resurrecting ‘Metaphor’ inside the EFL Poetry Classroom: a Nudge towards an Integrated-Model

2020 ◽  
Author(s):  
Amina Bouali
Keyword(s):  
Cognitive Linguistics ◽  
Integrated Approach ◽  
Integrated Model ◽  
Target Language ◽  
English As Foreign Language ◽  
Paired Samples ◽  
Metaphoric Language ◽  
Low Exposure ◽  
The Veil ◽  
Constructive Teaching

‘Metaphor’ captures the zeitgeist of the 21st Century for reaching a climactic scene on the stage of cognitive linguistics, literary studies, and Second Language (L2) teaching. Important though, in Algerian English as Foreign Language (EFL) literature classrooms, metaphor plays a peripheral role in education, as it scarcely appears either as part and parcel device in literature analysis or as a means for strengthening the understanding of poetry. However, even in those literary spaces where it visibly manifests itself, learning the metaphoric language does not touch a chord with the learners. The persistent issue is that many Algerian instructors are still employing threadbare, transmissive modes of instruction that fail deceptively to reach satisfying scholarly ends. In this sense, the fulcrum aim of this study is to explore the effectiveness of re-positing metaphor inside the poetry curriculum. Correspondingly, it proposes the integrated-model as a state-of-art teaching framework. The primary question that this study seeks to answer is whether teaching poetry via an integrated approach may act as a stimulus for enhancing students’ Metaphoric Competence (MC). The secondary subsidiary endeavour is to diagnose the different intricacies that the learners confront along that process. Guided by these incentives, the researcher has carried an empirical study (pre/posttest) with forty-first year EFL Algerian students from Tlemcen University using four poems as evaluative materials. To analyze the effectiveness of the experiment using SPSS, the inquirer has opted for the Paired-Samples t-Test to check whether the paradigm shift in the same group of participants’ grades is statistically significant or not. Substantially, this study reveals that the implementation of an integrated framework to instruct poetry provides a springboard for remarkable betterments in the area of MC. This progress is evidenced by its ability to revitalize the learners’ cognitive potentials to comprehend, interpret, and evaluate conceptual metaphors embedded in poetry. In an unfavourable note, this study has also dropped the veil on some language difficulties that the students face in the course of metaphor analysis, that stem mainly from the low exposure to the target language (TL), and the poor engagement with the different literary modes of expression. Finally, for the hope of honing (MC) inside the Algerian EFL classes, it is fervently recommended that the teachers assist their learners actively in well-defined figurative-oriented assignments that focus on raising the awareness of the L2 conceptual mapping. Technological aids are also a solicited constructive teaching material that may make poetry draw a new breath of life inside the classroom and beyond.

scholarly journals “How the Furby Coming is…”: Interference of First Language and Culture in Thai EFL Learners’ Paragraph Writing

2021 ◽  
Vol 14 (10) ◽  
pp. 92
Author(s):  
Sakulrat Worathumrong
Keyword(s):  
English Language ◽  
First Language ◽  
Communication Strategy ◽  
Target Language ◽  
High Exposure ◽  
Efl Learners ◽  
Language And Culture ◽  
English Writing ◽  
Low Exposure ◽  
Analysis Models

This study investigated features of first language and cultural interference in Thai EFL learners’ English paragraph writing on popular culture. Drawing from theoretical grounds of interlanguage, language interference, and rhetorical interference, the sample of 30 English paragraphs of Thai EFL undergraduate learners was examined quantitatively and qualitatively. The English writing included 15 paragraphs from the Thai learners with high exposure to English language (TEH) group, and 15 paragraphs from those with the low exposure to English language (TEL) group. Using analysis models of metadiscourse markers and topical progressions, the findings revealed the preference of both groups in the use of interactive and interactional devices as well as SP, PP, and EPP types of topical progressions. The preference highlights the feature of oral-based, inductive, or reader-responsible writing orientation with a possibility of writing development, especially among the TEHs to reach expectation of the target language readers. The findings encourage assessing the Thai EFL learners’ writing as a process and raising frequent awareness of both language and rhetorical interferences when writing English texts. As the introductory stage during COVID-19 remote learning, writing to express learners’ interests could be used as an effective communication strategy for a positive instructor-learner relationship which assists the learners to further engage in the class in a more meaningful way. 

Term (objective correlative) A second reading

2021 ◽  
pp. arabic cover-english cover
Author(s):  
فتحي أبو مراد ◽  
ناصر حسن يعقوب
Keyword(s):  
Emotional State ◽  
Integrated Approach ◽  
Target Language ◽  
Source Language ◽  
Comprehensive View ◽  
The Subject ◽  
Similarities And Differences ◽  
Practical Experiences ◽  
Main Components ◽  
Term Objective

حاولت الدراسة، استكناه حقيقة مصطلح (objective correlative) المعادل الموضوعي، ورصد ترجماته المختلفة إلى اللغة العربية، حسب تسلسلها الزمني، وتتبع الاختلافات والائتلافات في هذه الترجمات، وتعليل أسباب هذا وذلك، وبيان إشكالات الترجمة في فهم معنى المصطلح ودلالاته. ومن ثم شرعت الدراسة في كشف طبيعة هذا المصطلح، ومفهومه ومكوناته الأساسية، وجوهره القائم على إيجاد معادلات موضوعية حسية لمكنونات عالم الشاعر الداخلي المجرد، ومحاولة تجسيد هذا العالم المجرد عبر صور وأشكال فنية حسية قابلة للمعاينة، وفي الآن نفسه قادرة على إثارة حالة شعورية في المتلقي تشبه إلى حدٍ كبيرٍ تلك الحالة التي يعانيها الشاعر نفسه. وقد اتكأت الدراسة على معطيات المنهج التكاملي، واستعانت بكثير من وسائله، وآلياته في الوصف والتحليل في مقاربتها لموضوع الدراسة، استجابةً لطبيعة الموضوع نفسه الذي تمتدّ أوصاله وشرايينه في سراديب مسائل عدة؛ فمنها ما يتصل بلغة (المصدر) اللغة الأجنبية، وإشكالات الترجمة. ومنها ما يتصل بلغة (الهدف) اللغة العربية، وقضايا الترادف والمشترك اللفظي، وقضية الاختيار. ومنها ما يتصل في الجانب التطبيقي لبعض النصوص الذي تضمنتها الدراسة، وما يستدعيه النص الشعري من نظرة تكاملية شمولية. وخلصت الدراسة إلى نتائج عدّة منها: أن مفهوم هذا المصطلح يتبأّر حول إيجاد معادلات حسية خارجية لحالات الشعور الداخلية للشاعر، وأن الممارسات العملية المختلفة لمعطيات المعادل الموضوعي، تتمحور حول استقطاب أدوات فنية وأسلوبية قادرة على التعبير والتشكيل والتصوير في آنٍ واحدٍ، وما إلى ذلك من استعمالات اللغة، استعمالًا خاصًا قادرًا على تجسيد المجرد الداخلي للشاعر، عبر صور حسّية تبوح بعواطف الشاعر وأفكاره، وترسم لها صورةً مشابهةً في وعي القارئ. This study tries to find out what is meant by the expression "objective correlative" and to follow its different translations into Arabic according to its chronology. It also tries to show similarities and differences in those translations by giving reasons for each of them، and the obstacles that face readers to understand the meaning and semantics of the expression. Then، the study proceeds to discover the nature، the conception، and the main components of this expression، and its main aim to find out objective and sensitive correlative for the hidden feelings of the poet’s world through art and sensory images and forms that are reviewable and which are able to stimulate an emotional state for the receiver which is similar to that of the poet himself. The study depends on the data taken from the integrated approach and borrows many of its means and procedures to describe and analyze the data in this study in response to the nature of the subject whose components stretch to contain matters. Some relate to the source language (English) and obstacles in translation، others relate to the target language (Arabic) and the issues of tandem، verb al joint،echoic and its effect on translating the expression. Some relate to the practical aspects of some texts which were included in the study and the integrated and comprehensive view needed for poetry. This study comes to some conclusions، such as: The expression "objective correlative" focuses on the external sensitive correlative of the inner feeling of the poet. The different practical experiences are polarizing on constructive and stylistic forms that are able to express forms، and give images at the same time. The uses of language for certain propose are able to represent the inner abstract feeling of the poet through sensitive images that reveal the poet’s feelings and thoughts and to draw a similar image in the reader's awareness.

Supply Chain Design of Manufacturing Processes with Blending Technologies

2017 ◽  
Vol 261 ◽  
pp. 509-515 ◽  
Author(s):  
Ágota Bányainé Tóth ◽  
Béla Illés ◽  
Fabian Schenk
Keyword(s):  
Mathematical Model ◽  
Linear Programming ◽  
Supply Chain ◽  
Literature Review ◽  
Linear Programming Problem ◽  
Integrated Approach ◽  
Integrated Model ◽  
Supply Chain Design ◽  
Manufacturing Processes ◽  
Proposed Model

Blending technologies play an important role in manufacturing. The design and operation of manufacturing processes using blending technologies represent a special range of manufacturing related logistics because the integrated approach of technological and logistic parameters is very significant. This research proposes an integrated model of supply of manufacturing processes using blending technologies. After a careful literature review, this paper introduces a mathematical model to formulate the problem of supply chain design for blending technologies. The integrated model includes the optimal purchasing strategy depending on the characteristics of components to be mixed in the desired proportion and the costs of supply. The integrated model will be described as a linear programming problem. Numerical results with different datasets demonstrate how the proposed model takes technological and logistic aspects into consideration.

scholarly journals Applied cognitive linguistics and foreign language learning. Introduction to the special issue

2019 ◽  
Vol 57 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Alberto Hijazo-Gascón ◽  
Reyes Llopis-García
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Cognitive Linguistics ◽  
Foreign Language Learning ◽  
Target Language ◽  
Human Cognition ◽  
Cognitive Grammar ◽  
Special Issue ◽  
Second Languages

Abstract This introduction provides an overview of the intersection between Applied Cognitive Linguistics and Second/Foreign Language Learning. First, the relevance of Cognitive Linguistics (CL) for Applied Linguistics in general is discussed. The second section explains the main principles of CL and how each relates to the acquisition of second languages: (i) language and human cognition, (ii) language as symbolic, (iii) language as motivated; and (iv) language as usage-based. Section three offers a review of previous literature on CL and L2s that are different from English, as it is one the main aims of this Special Issue to provide state-of-the-art research and scholarship to enhance the bigger picture of the field of Second Language Acquisition beyond English as the target language. Spanish as L2/FL in Applied Cognitive Linguistics is the focus of the next section, which leads to a brief overview of the papers included in the Issue, featuring Spanish as the L2 with L1s such as English, French, German and Italian. Polysemy, Motion Events Typology, Cognitive Grammar and Construction Grammar are the Cognitive Linguistics areas addressed in the contributions here presented.

scholarly journals Educational media psychology: Methodological foundations of an integrated model

2020 ◽  
Vol 10 (5) ◽  
pp. 120-140
Author(s):  
Larisa Vladimirovna Skorova ◽  
◽  
Irina Mikhailovna Kyshtymova ◽  
Keyword(s):  
Educational Psychology ◽  
Integrated Approach ◽  
Research Problem ◽  
Integrated Model ◽  
Educational Media ◽  
Media Psychology ◽  
Media Environment ◽  
Quantitative And Qualitative Research ◽  
Media Environments ◽  
Education And Development

Introduction. The article presents a model of educational media psychology. It is considered as a branch of educational psychology which focuses on processes of education and development within media environments. The research problem is determined by the controversy between new tasks of educational psychology associated with the transformation of the modern educational environment into a media environment and the lack of an integrated approach to fulfill them. The purpose of the study is to substantiate the new branch of educational psychology, to identify its problems, clarify its notions, and to describe its concepts and methodological foundations. Materials and Methods. The research employs methods of theoretical analysis and modeling. Results. The study suggests that educational media environment as an object of psychology is characterized by distinctive features which require systematic integration of disciplinary, methodological and instrumental approaches to research. At the disciplinary level, research investigations in the field of educational media psychology involve the integration of basic concepts of educational psychology and media psychology. At the interdisciplinary level, studies on educational media psychology deal with integration of approaches and methods of psychology, philosophy, linguistics, text theory, sociology and cultural studies, which are significant for conducting a psychological analysis of the media text as a mediator of educational processes. The study reveals the need for a multidisciplinary paradigm of integration of (1) activity theory, which is traditional for educational psychology, with ideas of discursive psychology, psychosemiotics, narrative psychology and psychoanalysis; (2) explanatory and complex approaches to the analysis of research objects; (3) quantitative and qualitative research methods. Conclusions. Educational media psychology is presented as an integrated model, which comprises objects and interconnected approaches (paradigmatic and disciplinary).

An integrated approach to organizational resilience: a quality perspective

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Farshad Madani ◽  
Mahour Mellat Parast
Keyword(s):  
Systems Engineering ◽  
Reference Model ◽  
Integrated Approach ◽  
Integrated Model ◽  
Practical Implementation ◽  
Firm Level ◽  
Content Type ◽  
Engineering Theory ◽  
Resilience Management ◽  
Main Components

PurposeThe main components of resiliency, including resilience capacities, resilience activities and resilience measures, are identified, extracted and redefined by designing their ontologies. The integrated model is developed by adapting the PDCA (plan, do, check and act) model to resilience management and implementing the developed concepts in the model.Design/methodology/approachThis study uses systems theory to define the main concepts discussed in the literature on resilience. This study then uses systems engineering theory and a resource-based view of the firm to develop an integrated framework to demonstrate how a resilient firm operates.FindingsThe revised terminologies and the integrated model address the current theoretical issues in the literature, and they also provide a reference model for practical implementation of resilience management at the firm level. Also, the integrated model addresses the role of innovation in resilience management.Originality/valueThe study examines the concept of resilience form a quality perspective and also examines how resilience and innovation are related.

Integrating constructional semantics and conceptual metaphor

2016 ◽  
Vol 8 (2) ◽  
pp. 141-165 ◽  
Author(s):  
Karen Sullivan
Keyword(s):  
Cognitive Linguistics ◽  
Conceptual Metaphor ◽  
Conceptual Structure ◽  
Unified Model ◽  
Cognitive Grammar ◽  
Frame Semantics ◽  
Conceptual Metaphor Theory ◽  
Conceptual Structures ◽  
Metaphoric Language ◽  
Metaphor Theory

Conceptual Metaphor Theory (CMT) aims to represent the conceptual structure of metaphors rather than the structure of metaphoric language. The theory does not explain which aspects of metaphoric language evoke which conceptual structures, for example. However, other theories within cognitive linguistics may be better suited to this task. These theories, once integrated, should make building a unified model of both the conceptual and linguistic aspects of metaphor possible. First, constructional approaches to syntax provide an explanation of how particular constructional slots are associated with different functions in evoking metaphor. Cognitive Grammar is especially effective in this regard. Second, Frame Semantics helps explain how the words or phrases that fill the relevant constructional slots evoke the source and target domains of metaphor. Though these theories do not yet integrate seamlessly, their combination already offers explanatory benefits, such as allowing generalizations across metaphoric and non-metaphoric language, and identifying the words that play a role in evoking metaphors, for example.

Sustainable evaluation and selection of potential third-party logistics (3PL) providers

2018 ◽  
Vol 25 (1) ◽  
pp. 76-97 ◽  
Author(s):  
Rakesh Raut ◽  
Manoj Kharat ◽  
Sheetal Kamble ◽  
Chandra Shekhar Kumar
Keyword(s):  
Supply Chain ◽  
Environmental Sustainability ◽  
Selection Criteria ◽  
Integrated Approach ◽  
Integrated Model ◽  
Decision Makers ◽  
Third Party ◽  
Third Party Logistics ◽  
Content Type ◽  
Selection Of

Purpose The purpose of this paper is to efficiently assist the decision makers in evaluating and selecting the most appropriate third-party logistics (3PL) provider from environmental sustainability perspective using a two-phase model based on data envelopment analysis (DEA) and analytic network process (ANP). Design/methodology/approach The study uses an integrated approach of DEA and ANP as an evaluation and selection methodology to select an efficient and requisite 3PL. The integrated model is a sound technique for 3PL evaluation and selection. DEA effectively screens the maximally efficient 3PLs, whereas ANP easily performs the cumbersome process of weighting diverse criteria and ranks various alternatives according to their performance on the basis of these criteria. This study lists the prominent evaluation and selection criteria taking into consideration the environmental sustainability. Finally, a real-life industrial application is presented to demonstrate the proposed method. Findings The current research work is devoted to the emerging research topic of environmental sustainability in logistics industry and supply chain management. The results of study indicate that eco-efficient transportation and 3PLs lead better transportation planning, better inventory and warehouse management, lower inventory cost and sustainable supply chain operations. Also, the applied approach enables the decision makers to better understand the complex relationships of the relevant criteria in the decision-making process. Research limitations/implications This study does not investigate the relationships between environmental performances and differentiation advantage from the perspective of 3PLs. Also, sensitivity analysis is not performed. Practical implications The developed integrated model enables decision analysts to better understand the complete evaluation process of 3PL evaluation and selection considering environmental sustainability perspective. Furthermore, the developed approach provides a more flexible, simple, accurate, effective, and systematic decision support tool for 3PL evaluation and selection. Originality/value The current study is first of its kind to use the integrated approach in evaluation and selection of 3PLs from environmental sustainability perspective considering the inter-dependencies among the evaluation and selection criteria.

scholarly journals Standardisasi Pengajaran Bipa: Revaluasi Metode Menuju Kompetensi Komunikatif

2020 ◽  
Vol 20 (2) ◽  
pp. 99
Author(s):  
I Ketut Darma Laksana
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Cognitive Linguistics ◽  
Communicative Competence ◽  
Language Teaching ◽  
Direct Method ◽  
Target Language ◽  
Translation Method ◽  
Teaching Material

The method of language teaching to achieve communicative competencies to be a choice in second language learning has not developed widely at this time. This paper aims to present the workings of the Linguistic Method as a form of revaluation of traditional methods of language teaching which are considered to have not met the requirements of BIPA Teaching Standardization. The traditional teaching methods applied so far still revolve around the Direct Method and Translation Method. Both of these methods are suspected of not being able to bring learners to communicative competence. The application of the Direct Method has not shown maximum results because it only relies on teaching methods by prioritizing the use of the target language (second language), but the issue of teaching material does not receive an adequate portion to achieve the expected communicative competence. Similarly the Translation Method which basically attempts to convey material by translating it into learner language (generally in English to deal with heterogeneous classes), nor touching teaching material. In connection with that, Cognitive Linguistics which gave birth to Cognitivism Theory and is known as the Linguistic Method in second language teaching is important to be applied to achieve communicative competence. By the standardization it means that method of language teaching must be measured by the linguistic methods itself as a guidance: teaching each aspect of language, such as grammatical patterns, vocabulary groups, and sound devices is carried out in five stages, namely recognition, imitation, repetition, variation, and selection.

scholarly journals An Interlanguage Study of Thai EFL Learners’ Apology

2019 ◽  
Vol 12 (5) ◽  
pp. 116
Author(s):  
Boonjeera Chiravate
Keyword(s):  
Native Speakers ◽  
Cultural Background ◽  
Target Language ◽  
High Exposure ◽  
Pragmatic Development ◽  
Efl Learners ◽  
Native Speakers Of English ◽  
Similarities And Differences ◽  
Low Levels ◽  
Low Exposure

Although a number of interlanguage studies on apologies have been conducted, there has been no study of apologies among Thai EFL learners that differentiates between learners with high and low levels of exposure to the target language. This study, differentiating between learners with high and low levels of exposure to the target language, addresses two research questions: (i) What are the similarities and differences between perception of offense context of Thai EFL learners and native speakers of English? (ii) What are the similarities and differences between apology strategies used by Thai EFL learners and native speakers of English? Data for the analysis came from a questionnaire consisting of 12 scenarios eliciting different offense contexts. The participants were divided into four groups: native speakers of English (NEs), native speakers of Thai (NTs), Thai EFL learners with high exposure to the target language (TEHs) and Thai EFL learners with low exposure to the target language (TELs). The results revealed that due to the influence of cultural background, the learners’ perception of offense context was dissimilar to the NEs in certain respects. However, the investigation of apology strategies showed that compared to the TELs, the TEHs’ apology strategies tended to be less influenced by their cultural background and more similar to the NEs’. Providing support for levels of exposure to the target language, as individual differences vary in L2 pragmatic development, the study sheds light on pedagogical intervention that may enhance learners’ pragmatic competence.

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