Publisher: CCSE   (Total: 43 journals)   [Sort by number of followers]

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Applied Physics Research     Open Access   (Followers: 5)
Asian Culture and History     Open Access   (Followers: 9)
Asian Social Science     Open Access   (Followers: 4)
Cancer and Clinical Oncology     Open Access   (Followers: 9)
Computer and Information Science     Open Access   (Followers: 15)
Earth Science Research     Open Access   (Followers: 9)
Energy and Environment Research     Open Access   (Followers: 13)
Engineering Management Research     Open Access   (Followers: 6)
English Language and Literature Studies     Open Access   (Followers: 16)
English Language Teaching     Open Access   (Followers: 29)
Environment and Natural Resources Research     Open Access   (Followers: 5)
Environment and Pollution     Open Access   (Followers: 10)
Global J. of Health Science     Open Access   (Followers: 5, SJR: 0.416, CiteScore: 1)
Higher Education Studies     Open Access   (Followers: 58)
Intl. Business Research     Open Access   (Followers: 6)
Intl. Education Studies     Open Access   (Followers: 7)
Intl. J. of Biology     Open Access   (Followers: 1)
Intl. J. of Business and Management     Open Access   (Followers: 13)
Intl. J. of Chemistry     Open Access   (Followers: 10)
Intl. J. of Economics and Finance     Open Access   (Followers: 12)
Intl. J. of English Linguistics     Open Access   (Followers: 8)
Intl. J. of Marketing Studies     Open Access   (Followers: 12)
Intl. J. of Psychological Studies     Open Access   (Followers: 4)
Intl. J. of Statistics and Probability     Open Access   (Followers: 3)
Intl. Law Research     Open Access  
J. of Agricultural Science     Open Access   (Followers: 4)
J. of Education and Learning     Open Access   (Followers: 2)
J. of Educational and Developmental Psychology     Open Access   (Followers: 15)
J. of Food Research     Open Access   (Followers: 3)
J. of Geography and Geology     Open Access   (Followers: 12)
J. of Management and Sustainability     Open Access   (Followers: 7)
J. of Materials Science Research     Open Access   (Followers: 7)
J. of Mathematics Research     Open Access  
J. of Molecular Biology Research     Open Access   (Followers: 3)
J. of Plant Studies     Open Access   (Followers: 1)
J. of Politics and Law     Open Access   (Followers: 9)
J. of Sustainable Development     Open Access   (Followers: 24)
Mechanical Engineering Research     Open Access   (Followers: 17)
Modern Applied Science     Open Access   (Followers: 1)
Network and Communication Technologies     Open Access   (Followers: 4)
Public Administration Research     Open Access   (Followers: 1)
Review of European Studies     Open Access   (Followers: 12)
Sustainable Agriculture Research     Open Access   (Followers: 3)
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International Journal of English Linguistics
Number of Followers: 8  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1923-869X - ISSN (Online) 1923-8703
Published by CCSE Homepage  [43 journals]
  • Reviewer acknowledgements for International Journal of English
           Linguistics, Vol. 12, No. 2

    • Abstract: Reviewer acknowledgements for International Journal of English Linguistics, Vol. 12, No. 2, 2022. 
      PubDate: Thu, 31 Mar 2022 08:35:02 +000
       
  • NegP Located Above TP: Evidence from Standard Arabic (SA) and Saudi
           Northern Region Dialect of Arabic (SNRDA)

    • Abstract: The paper examines the properties of sentential negation in Standard Arabic (henceforth SA) and Saudi Northern Region Dialect of Arabic (henceforth SNRDA), focusing on similarities and differences in use and distribution (Note 1). In this paper, I propose that that the sentential negation facts of standard and dialectal versions of Arabic receive a unified account despite their apparent differences. I provide some empirical and conceptual evidence of the workability for the Neg-Above-T analysis over the Neg-Below-T analysis. NegP cannot remain lower than TP in Standard Arabic as the language employs V-to-T raising to drive the VSO from SVO word order. NegP in SNRDA should be higher than TP as it precedes non-verbal predicates (nominals, adjectivals, prepositionals, and adverbials) and some TP/CP located elements (expletive/ (indefinite) pronominal subjects and the future tense expressing element raaħ, and adverbials hosting pronoun subject clitics like ʕumri/uh.
      PubDate: Tue, 08 Mar 2022 03:24:02 +000
       
  • An Empirical Study on the Omission of Third-Person Singular -s in Writing

    • Abstract: Enlightened by studies in inflectional morpheme in L2 speech, this article reports a survey on the use of third-person singular -s in writing by 6 L1 Chinese L2 English learners enrolled in Lancaster University in 2014. The results show that these undergraduate students omitted almost half -s marking in obligatory contexts but made little or no mistake when they actually used third-person singular -s. The students were more successful in using be form than -s form. The grammar of these students seemed to be “fossilized” in -s marking since they made no improvement after attending a pre-sessional program at Lancaster University. Whiling echoing the findings of previous studies on either Chinese or other English learners (adults or Children), this article concludes that the acquisition third-person singular -s is a challenge for adult Chinese English learners in writing. The implications for English language teaching in China are also discussed.
      PubDate: Mon, 28 Feb 2022 07:50:59 +000
       
  • A Study on Teaching College English Reading from the Perspective of
           Invitational Rhetoric in China

    • Abstract: In this study, we explore the current situation of teaching college English reading in China and offer suggestions for improving it from the perspective of invitational rhetoric, mainly in terms of the three external conditions it advocates, safety, value and freedom, and its core, understanding. We distributed the questionnaire about the current situation of college English reading instruction to students majoring in English and analysed the results. Concerning the conditions of safety, the teachers respected students’ views, but the students were not confident and were unwilling to participate in teacher-student interaction; therefore, teachers should create a safe external environment so that students trust them. Concerning the conditions of value, teachers allowed students to fully express their perspectives, and they prepared and conducted classroom activities from the students’ standpoint. Regarding the conditions of freedom, students were selective in accepting teachers’ views and formulated their own views, but when their views differed from those of teachers, few presented their opinions; teachers must acknowledge their weaknesses at the right time so that students can realise disagreeing with teachers is not equal to offending them. Regarding the conditions of understanding, teachers no longer aimed to instill knowledge; they paid more attention to students’ understanding and encouraged them to form their own ideas while understanding students and accepting reasonable feedback.
      PubDate: Wed, 23 Feb 2022 12:55:28 +000
       
  • EFL Students’ Perceptions of Google Docs as an Interactive Tool for
           Learning Writing

    • Abstract: The present study aimed to explore the perceptions of Saudi tertiary-level students toward using Google Docs as a learning tool in English as a foreign language (EFL) writing classes. Adopting a quantitative approach, 164 Saudi EFL students studying writing at three different academic levels completed a questionnaire about their perceptions of utilizing Google Docs as an alternative learning platform to learn writing and interact with teachers and peers. The findings showed that the participants perceived Google Docs useful and interesting. They also indicated that Google Docs could establish a collaborative learning environment. Their use enhanced student-teacher and student-student interactions, improved students’ overall writing skills, and encouraged constructive peer-to-peer discussions. The study suggests that Google Docs plays a significant role in promoting learners’ motivation and involvement in learning second language writing. It concludes with some limitations and provides recommendations for future research.
      PubDate: Mon, 21 Feb 2022 07:49:20 +000
       
  • The Analysis of Translated Hedges in Trump’s Political Speeches and
           Interviews

    • Abstract: This study tackles the analysis of translated hedges, in Trump’s political speeches and, interviews in the data, which have taken from three different political interviews of press conferences; that have conducted with U.S. President Donald Trump about coronavirus with their translations into Arabic. Therefore, the study has adopted Fraser’s classification of hedges and tries to apply it into the data. Moreover, the study has applied statistics to find out that illocutionary force hedges have widely used in Trump’s political speeches and interviews more than the propositional hedges according to Fraser’s classification of hedges. Thus, hedges can be considered as one of the most important linguistic phenomena because it can widely be used as a way of expressing points of view in political discourse. In addition to that, this linguistic phenomenon can be used by variety speakers of people in their daily life such as doctors, teachers, lawyers, but in particular politicians in their speeches, TV-interviews and press-conferences.
      PubDate: Mon, 14 Feb 2022 09:04:22 +000
       
  • A Corpus-Based Study of Fact Projection in English

    • Abstract: Fact projection is realized as a fact noun followed by an appositive clause. In this article, we conducted a corpus-based study of the modality of fact nouns. It is found that proposal facts tend to occur more in formal academic texts than proposition facts because the higher obligation that proposal facts construe does not fit into the interpersonal communication purpose in informal spoken texts. It is also found that modalized proposition facts are more prevalent in formal academic texts than non-modalized proposition facts because modalized proposition facts can lower the negotiability and the risk of rejection from readers in academic texts. These findings reveal how nominalization trigger the reenactment of interpersonal relationship in fact projection so the modality becomes salient and persuasive. The modality realized by fact nouns also contributes to the abstraction, objectification and reliability in academic writing.
      PubDate: Mon, 14 Feb 2022 09:02:38 +000
       
  • Successful Translation Students’ Use of Dictionaries

    • Abstract: Dictionaries of all types are an indispensable tool for both professional and trainee translators. However, the literature on trainee translators indicates that the skills associated with dictionary use have not been given the required attention. Knowing which dictionaries to use and how to use them efficiently when engaged in the translation process are significant aspects of translation pedagogy. In fact, facilitating the development of effective dictionary use helps develop translation competence in general. Therefore, the present article reports on a qualitative case study of successful translation students’ usage of and preferences for various types of dictionaries. The results show that successful trainee translators use dictionaries to locate synonyms or better translations for target words. Successful translation students are also reported to use dictionaries frequently to check spelling. Most respondents reported consulting the dictionary after they finished reading source texts. In line with the global move toward digitalization, the participants reported using electronic dictionaries with significantly greater frequency than paper dictionaries. In most cases, successful translation students’ use of paper dictionaries was limited to classroom examinations. The open-ended interview questions also helped to reveal the variety of dictionaries used by this group of trainee translators. Taken together, these findings have utility for translation instructors, particularly regarding the improvement of trainee translators’ experiences and the provision of assistance to less successful students.
      PubDate: Wed, 12 Jan 2022 03:09:56 +000
       
  • Situation-Specific Speaking Anxiety: University-Level Students’
           Experiences

    • Abstract: Second language (L2) learners are very keen to master speaking in their L2, and this is among the most important of all language skills. However, speaking anxiety is a major obstacle to successful L2 learning. This study was designed to investigate university-level students’ attitudes towards speaking in English and their experience of anxiety. 81 participants who majored in English with an average age of 21.8 years were recruited. The researcher conducted semi-structured interviews and administered a four-point Likert-scale questionnaire with 18 items, designed to address three constructs: a) fear of speaking in English; b) fear of making mistakes in English; and c) fear of being judged by others. The findings showed that although the participants were generally unconcerned about speaking English, their attitudes were different when they were asked about specific situations. When asked about their fear of making mistakes in front of their classmates, or of being judged by them, they agreed that in those circumstances they would experience anxiety.
      PubDate: Mon, 10 Jan 2022 10:07:41 +000
       
  • Foreign Language Anxiety: Translating and Validating a Scale

    • Abstract: The purpose of this study was to validate one of the most frequently used tools for assessing anxiety associated with foreign languages. The researcher translated it into Arabic because there was no Arabic literature on such an instrument. To achieve the goal, a committee approach was followed (Brislin, 1980) to ensure the validity of the translation. A sample of 102 students was purposefully selected from International Islamic University Malaysia. The instrument consists of 33 items to measure communication apprehension, test anxiety, and fear of negative evaluation. A Principal Component Analysis (PCA) was run to validate the instrument; initially, the PCA produced ten-factor solutions, accounting for 71% of the total variance explained. However, the last nine factors had only two or three loadings each, and they had cross-loading as well. Therefore, only one factor was used in the final, which accounted for 51% of the total variance. The researcher took this factor due to its importance for the Arabic literature, which is also in need of a valid instrument to measure communication apprehension. Due to the lack of convergent validity in the other items, the researcher suggests validating the original instrument.
      PubDate: Mon, 10 Jan 2022 10:06:32 +000
       
  • Analysing Linguistic Stylistic Devices in The Adventures of Tom Sawyer and
           So Long a Letter: A Comparative Appraisal

    • Abstract: This research work focuses on linguistic stylistic analysis of Mark Twain’s The Adventures of Tom Sawyer and Mariama Bâ’s So Long a Letter. It aims to identify the various translation procedures used in each novel in order to establish a comparison between the different translation procedures and style of each translator of modern and old English. A sampling method has been used to carry out this research work. Thus, one extract has been selected with its corresponding translation from the French and English versions of each novel. The results show that, in The Adventures of Tom Sawyer, the translator has used predominantly adaptation for his translation representing 32.32% in both selected extracts whereas in So Long a Letter, the translator has adopted predominantly literal translation representing a proportion of 28.48% in order to preserve the sustained register of the source text. However, both translators have also used other translation procedures in lower proportions depending on the context orientation. It has been noted that translation methods such as calque has been used only once whereas borrowing is nonexistent in the selected extracts from both literary works.
      PubDate: Mon, 10 Jan 2022 10:05:14 +000
       
 
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