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Meliora ◽  
2022 ◽  
Vol 1 (2) ◽  
Sophia D'Urso

Ocean Vuong’s semi-autobiographical novel On Earth We’re Briefly Gorgeous opens as a letter to the narrator, Little Dog’s, mother—it is a letter she’ll never be able to read, as she is illiterate in both her Vietnamese mother tongue and the limited English she has learned following her immigration to America. Little Dog, having learned both languages, resists the rigidity of their respective, repressive syntaxes; if syntax functions as ideology—as an imagined set of rules and processes which govern a structure of sentences within a language and, in turn, the subjected bodies which are interpellated by the literal and subsequently constructed Subject of such sentences—then Little Dog opposes such ideology by subverting the hierarchical Subject/subject relationships created within the subject/object sentence structure. Rather than align with Ferdinand de Saussure’s structuralist argument towards language as based in such hierarchical binary oppositions, Little Dog searches for a new language—one that can truly act as a bridge, rather than a border—often intentionally breaking prosaic form and grammar rules in an effort to unearth it. 

2022 ◽  
Vol 2022 ◽  
pp. 1-9
Zhuo Wang ◽  
Zhenjiang Zhao ◽  
Lujia Wei

In order to effectively improve the sense of difference brought by the extracorporeal machine to users and minimize the related derived problems, the implementation based on embedded multisensor has become a major breakthrough in the research of cochlear implant. To explore the impact of different cultural differences on timbre perception, effectively evaluate the correlation between cultural differences and music perception teaching based on embedded multisensor normal hearing, evaluate the discrimination ability of embedded multisensor normal hearing to music timbre, and analyse the correlation between cultural differences and timbre perception, it provides a basis for the evaluation of music perception of normal hearing people with embedded multisensor and the design and development of evaluation tool. In this paper, adults with normal hearing in different cultures matched with music experience are selected to test their recognition ability of different musical instruments and the number of musical instruments by using music evaluation software, and the recognition accuracy of the two tests is recorded. The results show that the accuracy of musical instrument recognition in the mother tongue group is 15% higher than that in the foreign language group, and the average recognition rates of oboe, trumpet, and xylophone in the foreign language group are lower than those in the mother tongue group, the recognition rate of oboe and trumpet in wind instruments was low in both groups, and the recognition rate of oboe and trumpet in foreign language group was high.

2022 ◽  
Zena Abdulameer Mohammad ◽  
Muhamad Hasbi

Reading is one of the essential components of the English language. Countries that use English as a second language (ESL) sometimes have difficulties in reading and comprehension. According to many researches, mother tongue has proved some interferences with learning a second language. This study investigated the results of reading difficulties of young second language learners in terms of accuracy, comprehension, and rate using the Neale Analysis of Reading Ability test. The study was carried out in one of the High Schools for Boys in Hyderabad, India and included Grade five, aged 10-12 years. In order to understand the reading difficulties of English as a second language, a qualitative approach was employed. Interview, reading tests, and observation were conducted as a data collection tool. The findings showed that these subjects had no specific language impairments but they had different degrees of language exposure and usage that led to poor accuracy, comprehension, and reading rate during reading English language texts. Five students (50%) were classified at a low level of readers, three (30%) at a high level, and two (20%) at a mild level after evaluation of their compatibility between their chronological and reading age. It is suggested that the teachers should first assess students who struggle in reading accuracy and comprehension and then assist them with their language learning and acquisition that take place at school and home.

2022 ◽  
Khulud Ali Tubayqi ◽  
Mazeegha Ahmed Al Tale’

Using the mother tongue (MT) in English as a foreign or second language (EFL/ESL) classrooms is indispensable, especially in beginner classes. This paper aims to add to the present literature on this issue by highlighting the attitudes of both students and teachers towards MT use in English as a foreign language (EFL) classroom, the justifications for its use, and some of the actual interaction practices in grammar classes. It investigates the attitudes of 110 Saudi EFL female beginners and their two teachers toward using the Arabic language in EFL grammar classes at Jazan University. It also investigates the students’ reasons for using or avoiding their MT. Moreover, it presents some of the functions that MT serves in EFL grammar classes. To collect the data, the researchers used two questionnaires and classroom observations. For data analysis, they used Microsoft Excel and thematic content analysis. The results indicated that, although both students and teachers generally have positive attitudes toward using the MT in EFL classes, they are also aware of the adverse effects of its overuse. The results also revealed that the teachers and students use MT in EFL classes to serve different classroom functions that ease the teaching and learning processes. Based on these findings, the study provided recommendations for teachers, curriculum designers, and future r

2022 ◽  
Vol 6 ◽  
Constantina Fotiou ◽  
Kleanthes K. Grohmann

This paper presents the results of the first study within a perceptual dialectology framework in the Greek-speaking community in Cyprus. Thirty participants from three age groups of equal size took part in a sociolinguistic interview. As part of the language module component of the interview, they discussed their beliefs about regional variation in Cyprus and completed the so-called ‘draw-a-map task’. All participants were residents of urban areas of Nicosia, the capital of Cyprus. The Greek-speaking community in Cyprus is diglossic: Standard Modern Greek is the High variety, while Cypriot Greek—the mother tongue of Greek Cypriots—is the Low variety. The latter is currently undergoing levelling of marked local basilect features and subvarieties. A quantitative analysis of the maps demonstrates that some areas in Cyprus (mainly in the periphery) have a stronger sociolinguistic salience than others. At the same time, the participants’ own way of speaking is perceived as unmarked, neutral and one that enjoys wider acceptance over other regional dialects. This study also shows a clear preference for characterizing a (presumed) dialect area with linguistic characteristics, rather than with evaluative commentary contra many similar studies in the literature and suggests a number of reasons why this may be so. Overall, this research shows how studies on language perception can inform and complement studies on language production in a given community. The participants drew an average of just four regional areas on their maps and viewed the different cities and their districts, or combinations thereof, as the different regional dialect areas they perceive to exist in Cyprus. It is argued in this paper that the small number of areas drawn and the emphasis on urban sites are consistent with regional dialect levelling. Consistent with regional dialect levelling is also the finding that the participants’ linguistic description of regional variation, while mainly accurate, is superficial and lacks detail. Interestingly, many of the participants also seem to be well aware of regional dialect levelling in their community. Other studies in the literature do not really discuss speakers’ awareness of levelling and this should be further explored in future studies.

2022 ◽  
Vol 13 (1) ◽  
pp. 73-82
Mahmood Usmanyar

This research article compares the consonant sounds of English and Dari Persian language in terms of state of larynx, place and manner of articulation. This research article aims to determine similarities and differences between the consonant systems of English and Dari Persian language which can be useful for teachers and learners of both languages, especially in listening and speaking skills. In this research article, the qualitative method has been used to find similar and different consonant sounds. In this research article, it was found out that eighteen consonants are similar in between, two consonant sounds are slightly similar, 4 English consonants are not present in Dari Persian, and 3 Dari Persian consonants are not present in English language. It is believed that one’s mother tongue obviously has influence on second or foreign language. That is, one’s own language pronunciation habits are so strong that they are extremely difficult to break. On the other hand, mispronouncing the sounds in spoken language can cause miscommunication or misunderstanding. Therefore, this research article can help teachers and learners of English with Dari Persian as the first language and vice versa to maintain effective and meaningful communication while listening and speaking with more focus on the sounds which are different between the first and the second or foreign language.

2022 ◽  
Vol 13 (1) ◽  
pp. 156-160
Hui Shi

This study makes an empirical study on the professional development of ethnic minority English teachers in middle school. Four ethnic minority English teachers of different ages who volunteer to participate in qualitative interviews are selected to conduct the in-depth interviews to analyze their professional development. According to the analysis of research results, it is found that the main puzzles of ethnic minority English teachers’ professional development are how to balance the gap between the content of teaching materials and the actual teaching situation; how to avoid the emergence of teaching tendency in teaching; how to realize the positive transfer of professional development in mother tongue cultural environment. Finally, the solutions are put forward to solve the confusion from the social level and personal level.

While there has been a plethora of work on Arab women writers, little attention has been paid to Kuwaiti women writers, especially those who write Anglophone literature. This research paper argues that the choice to write in English rather than Arabic leaves these writers in a problematic position. As a result of embracing the English language, rather than their mother tongue, they are left outside of the dominant literary circle and often marginalized. Through a literary analysis, this paper presents some of the texts written by contemporary Kuwaiti writers who have chosen to write in English, and have produced nuanced narratives of Kuwaiti women who find agency and self-expression through their fictional journeys. These journeys explore themes of agency, voice, and trauma. A significant contribution of the present paper lies in a thematic analysis of lesser-known Kuwaiti texts in order to excavate these marginalized voices. The findings suggest that by choosing to write in English, these writers face the dangers of being dismissed from the literary canon, just like their protagonists must contend with society’s discrimination and expectations.

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