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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

SCImago Journal Rank (SJR): NA

 

This journal is peer reviewed and indexed in: SCOPUS, ERA, IBZ, IBR & more


Papers in Press

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An analysis of L1 readers’ meaning-making processes through producing and answering questions regarding picture books: Eye-tracking measurements and interviews

Kaori OKUIZUMI, Nippon Sport Science University, Japan | Contact Autho

International Journal of Language Studies, 14(2), [Article in Press]. | Download PDF | Add Print to Cart

The aim of this research was to investigate readers’ meaning-making processes from words and pictures in picture books. Ten junior university students were engaged in eye-tracking analyses and interviews, and their eye movements and fixations from the words to the corresponding picture parts were analyzed. The results showed that the students produced some original questions when they were viewing and tracking on the double-page spread, and they demonstrated many types of approaches to producing and solving their own questions, utilizing structural relationships among the visual cues corresponding to their questions. The results of the study revealed tendencies that have implications for the processes of identifying how readers create structural relationships among visual cues in reading texts, and how they utilize these relationships to ask questions. It was concluded that these tendencies as well as the readers’ questions may be helpful in identifying students’ reading/viewing states.

Citation: Okuizumi, K. (2020). An analysis of L1 readers’ meaning-making processes through producing and answering questions regarding picture books: Eye-tracking measurements and interviews. International Journal of Language Studies, 14(2), [Article in Press].

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The attitudes and opinions of young students towards their own language: The case of Tsonga-speaking students at the University of Johannesburg

Lidon CHAUKE, Nelson Mandela University, South Africa | Contact Author

International Journal of Language Studies, 14(2), [Article in Press]. | Download PDF | Add Print to Cart

Tsonga people are one of South Africa’s recognised ethnic groups with a population of over 4.5 million speakers in the country (Census 2011). This qualifies the language as one of the least spoken indigenous languages in the country when compared to Zulu, Xhosa, Pedi, Sotho, and Tswana. In cases where a language is spoken by the minority, there tends to be concomitant negative attitudes towards that particular language by speakers of the majority languages. This paper reports the findings of a study that investigated the attitudes and opinions of young Tsonga-speaking students towards their own language (or their perception of the self) at the University of Johannesburg in South Africa. Ten (N=10) Tsonga-speaking students were asked how they felt about their own language. Structured questionnaires that consisted of both open ended and closed ended questions were used. Results indicated that the participants of the study not only had positive attitudes and opinions towards their own language, but they also had the same with the other indigenous South African languages.

Citation: Chauke, L. (2020). The attitudes and opinions of young students towards their own language: The case of Tsonga-speaking students at the University of Johannesburg. International Journal of Language Studies, 14(2), [Article in Press].

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The enacting of emotions in two picture books: Interpretations through a multimodal discourse analysis

Birgitta SVENSSON, University of Gothenburg, Sweden | Contact Autho

International Journal of Language Studies, 14(2), [Article in Press]. | Download PDF | Add Print to Cart

This article examines the emotional dimension in both image and text in two Swedish picture books: Gittan och gråvargarna and Stackars Pettson. To this end, a multimodal discourse analysis (MDA) model, developed by Painter, Martin and Unsworth (2013) is used. The analysis illustrates similarities, but also differences, in the way the two picture books draw on visual and verbal interpersonal meaning-making systems, and how they use text and image as narrative elements. This should partly be seen as an outcome of the picture books’ different drawings styles (generic versus naturalistic drawing style), and that they address different age groups. The emotional level is examined in light of how each picture book may challenge the reader’s/viewer’s Theory of Mind capacities and knowledge of literary/artistic conventions. For example, intertextuality and a psychological/symbolic dimension are incorporated into one of the picture books, whereas the other involves characters’ intentionality and multiple shifting emotions.

Citation: Svensson, B. (2020). The enacting of emotions in two picture books: Interpretations through a multimodal discourse analysis. International Journal of Language Studies, 14(2), [Article in Press].

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Exploring the rhetorical structure of written personal narratives: A move analysis of Persian and English native speakers’ and Iranian EFL learners’ narratives

Zahra YAZDANPANAH, Kish International Campus, University of Tehran, Iran | Contact Author

Majid NEMATI, University of Tehran, Iran | Contact Author

International Journal of Language Studies, 14(2), [Article in Press]. | Download PDF | Add Print to Cart

This study aimed to investigate personal narratives written by members of three types of discourse community: native Persian speakers, native English speakers, and beginner-level Iranian EFL learners. The aim was to elicit the cognitive internal organization of their narrative productions in terms of moves and steps. The three groups of participants were asked to write down one of their happiest memories Biber, Upton and Connor’s move analysis model (2007) was used to elicit the moves and sub-moves out of the personal narratives. The findings showed that because of structural and cultural variations among the discourse communities, different sub-moves were employed by the members of parent discourse communities to achieve their communicative purposes and to convey their intended meanings. Persian native speakers emphasized temporal setting and describing the situation while English native speakers preferred to state the reasons why it was a happy memory. Iranian EFL learners transferred the general narrative framework from Persian to tell their narratives in English due to the lack of linguistic knowledge and unfamiliarity with the rhetorical structure of English personal narratives. The study concluded that the explicit teaching of the moves and steps to EFL learners enabled them to produce native like texts in English.

Citation: Yazdanpanah, Z., & Nemati, M. (2020). Exploring the rhetorical structure of written personal narratives: A move analysis of Persian and English native speakers’ and Iranian EFL learners’ narratives. International Journal of Language Studies, 14(2), [Article in Press].

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The impact of self-assessment on Iranian young learners’ language proficiency

Elika MOSSADEGH RASHTI, Kish International Campus, University of Tehran, Iran | Contact Author

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

International Journal of Language Studies, 14(2), [Article in Press]. | Download PDF | Add Print to Cart

The present study explores the effect of a self-assessment approach on the process of improving Young Learners’ English language ability achievement in a foreign language learning environment. To achieve the objective of this study, two self-assessment sheets were designed based on the course book taught to the 8- to 12-year-old young learners (N= 110) studying at a non-governmental primary school. These participants were divided to two levels of proficiency. They were then asked to fill in the sheets and describe their attempts and achievements in learning the chosen language constructs. A YLE Cambridge test was administered to the participants at the very beginning of the semester and in the end of the course. The results showed that performing self-assessment in YLs’ classes can have a positive effect on improving their general level of language proficiency. This finding can be appealing to materials developers and test designers for young learners.

Citation: Mossadegh Rashti, E., & Alavi, S. M. (2020). The impact of self-assessment on Iranian young learners’ language proficiency. International Journal of Language Studies, 14(2), [Article in Press].

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Developing intercultural competence through ethnographic interviews in the domestic context of teacher education in Iran

Mehri JALALI, Farhangian University, Iran | Contact Author

Nazli ZARINEH, Islamic Azad University, Saveh Branch, Iran | Contact Author

International Journal of Language Studies, 14(2), [Article in Press]. | Download PDF | Add Print to Cart

The importance of intercultural competence training has been increasingly recognized in recent scholarly reviews. Claiming that home-based approaches have promising results in this paradigm, the current study aimed to draw on a domestic context to assess the development of intercultural competence utilizing qualitative and quantitative methods. Sixty two undergraduate English as a Foreign Language (EFL) student-teachers were guided to conduct two reflective ethnographic interviews over a sixteen-week course of cross-cultural communication. Results of the dependent samples t-test on the quantitative data obtained from the Intercultural Development Inventory (IDI) showed significant increase in both the participantsí Perceived Orientation (PO) and their Developmental Orientation (DO). Qualitative findings revealed significant growth, provoked some new perceptions, and emphasized the student-teachersí positive responses to both IDI assessment and the intercultural interactions. Seven themes, which conceptually matched the traditional intercultural competence model, emerged from the exploratory analysis of the participantsí reports on the ethnographic interviews. It was concluded that using reflective ethnographic interviews in a mixed methods design is helpful in developing intercultural competence.

Citation: Jalali, M., & Zarineh, N. (2020). Developing intercultural competence through ethnographic interviews in the domestic context of teacher education in Iran. International Journal of Language Studies, 14(2), [Article in Press].

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