International Journal of English Linguistics

Journal Information
ISSN / EISSN : 1923-869X / 1923-8703
Current Publisher: Canadian Center of Science and Education (10.5539)
Total articles ≅ 1,360
Current Coverage
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Latest articles in this journal

Chunxi Zhu
International Journal of English Linguistics, Volume 11; doi:10.5539/ijel.v11n2p150

Critical Metaphor Analysis (CMA) helps to define the relationship between metaphor, power, ideology and cognition by recognizing conceptual metaphors in text or discourse. This thesis built a metaphor-centered analytical framework which connects discourse, cognition and ideology to investigate metaphors in Trump’s discourses in the 2020 Presidential Election Debates, which shed light upon cognitive structure and ideology behind his discourse. To win more votes, Trump managed to magnify Republican Party’s contribution while masking its defects, exaggerate the disadvantages of the Democratic Party while concealing its merits. Meanwhile, he declared himself one who represents the interests of ordinary people and to fight for their interests. Besides, his “patriotism” and “exclusiveness” also reflected populism characteristics.
ZeNan Chen
International Journal of English Linguistics, Volume 11; doi:10.5539/ijel.v11n2p137

This study examines the relationship between writing self-efficacy, attribution, and writing proficiency of college students in learning English as a foreign language (EFL) context. The scales of writing self-efficacy and attribution were administered to 142 Chinese first-grade non-English majors. Research findings showed that these EFL learners maintained a medium level of writing self-efficacy and tended to attribute their writing outcomes to internal causes. Independent sample t-test indicated that gender exerted no significant influence on EFL writing self-efficacy, and only the attribution cause luck significantly differed between boys and girls. Besides, high-achievers reported stronger writing self-efficacy and skill self-efficacy, while no significant difference in task self-efficacy was found between high-achievers and low-achievers. One-way ANOVA results revealed that regardless of writing level, students tended to attribute their writing success or failure to internal factors such as ability and effort, while low-achievers were also inclined to attribute externally. Pedagogical implications were also discussed.
Ameen Alahdal
International Journal of English Linguistics, Volume 11; doi:10.5539/ijel.v11n2p126

This paper looks at EPP and word order in Arabic in light of Chomsky’s Labeling Theory, proposed in POP and POP Extensions. In the current framework, EPP—the principle that SpecTP must be filled in—is eliminated. EPP-driven movement is reduced to labeling failure: if T fails to label the structure that arises after E-merge of the subject in Spec of vP [DP vP], then filling SpecTP becomes necessary in order to ‘strengthen’ (the labelability of) T. Chomsky postulates two types of T: Strong and weak. English-type languages, which show poor agreement inflection, have a weak T, and therefore impose the Fill-SpecTP requirement. On the other hand, NSLs, Chomsky claims, have a strong T which can label the TP structure, by virtue of having rich agreement inflection. This paper shows that Chomsky’s approach to EPP makes wrong predictions. Instead, a freezing effect account which also maintains a labeling system can explain the word order facts in Arabic. Crucially, the account proposed does not make resort to Chomsky’s parameter of strength or otherwise of T.
Muhammed Ibrahim Hamood, Mahmood Abdul Khaliq Al-Bagoa
International Journal of English Linguistics, Volume 11; doi:10.5539/ijel.v11n2p118

This study focuses on the translation of the English adverbial clause from English into Arabic. The first main purpose of this research is to investigate how the English adverbial beta clause functions are rendered into the Arabic texts by using “Google Translate”. The second objective is to preserve the English adverbial beta clause meaning in the target texts throughout of translation process by using “Google Translate”. This study uses a qualitative descriptive method. The selected date is collected from the English novel, “The Old Man and the Sea” which is written by American writer, Hemingway and its translation in Arabic translation by “Google Translate”. The study adopted Halliday’s theory of functional grammar and Newmark’s theory of semantic and communicative translation as a model for analyzing the selected data. The findings revealed that there are some deviations of the English adverbial clause in the translation process, such as adding new elements or removing existing elements from the source text in Google Translate’s rendering of the data. These deviations have affected the conveyance of the adverbial beta clause intended meaning in the target text.
Jihad Al Marazeeq, Subhieya Abu Hatab
International Journal of English Linguistics, Volume 11; doi:10.5539/ijel.v11n2p101

This research investigates students’ ability in writing skill in the intermediate stage during the academic year 2018/2019. The research followed the analytical descriptive approach in which a test was given to a sample of (300) students in the middle stage in Arar city in Saudi Arabia. The results showed there were no statistically significant differences in students’ ability level in writing skills according to gender variable. The results revealed that there were statistically significant differences in the students’ ability level in writing skills according to the grade variable in favor of the third-grade average. The researchers recommended the need to increase the Arabic language teachers’ awareness of the importance to develop some writing skills such as writing Hamza (a glottal stop) and writing Nunation.
Zhaowei Li, Fang Guo
International Journal of English Linguistics, Volume 11; doi:10.5539/ijel.v11n1p300

The importance of organizational identity has aroused many people’s interest. This study not only emphasizes on identity types and their analysis process but also focuses on the philosophical concern and relations between different fields. The key point for this identity investigation is the integration of different disciplines. This study will show that people can benefit from knowing the mechanism of image formation and adaptation. Findings also suggest that we should open our mind to deepen some academic research.
Diana Xu
International Journal of English Linguistics, Volume 11; doi:10.5539/ijel.v11n1p304

Reviewer acknowledgements for International Journal of English Linguistics, Vol. 11, No. 1, 2021. 
Abdulrahman Alsaedi
International Journal of English Linguistics, Volume 11; doi:10.5539/ijel.v11n2p91

The present study is an analysis of the representation of the crises brought about by the coronavirus disease (Covid-19) at the socio-economic front in Saudi Arabia and the world over, in two Saudi English dailies, Saudi Gazette and Arab News. The study analyses the use of metaphors in the language employed in reporting the news items or presentation of expert opinions on the virus and the disease, and the deeper significance of the use of such metaphors in writing on the pandemic and its causes. Cognitive Metaphor Theory (CMT) has been employed as framework of analysis and the data have been analysed using Pragglejaz Group’s MIP. Six news and opinionated items (two from Saudi Gazette and four from Arab News) have been analysed. The analysis shows that the crisis writing relies heavily on war metaphors, Sinophobia metaphors, and metaphors allaying fears. The metaphorical language used in the selected English dailies plays a big role in allaying the public fears on the spread of the disease and putting the government programs in the right perspective. The use of metaphorical language to talk about the pandemic and its potent causes has been quite effective in addressing the sensitive issues since human psyche displays deep-set prejudices against certain panic conditions and social formations.
Salih Alzahrani
International Journal of English Linguistics, Volume 11; doi:10.5539/ijel.v11n1p278

Learning to produce and to identify sounds (phonemes) is not the same as learning the difference between sounds which leads to meaning delivery. One part of the acquisition of phonetics is the ability to perceive sounds which distinguish differences in meaning. This paper explores the perception in Saudi learners of the English Bilabial Stops /p/ and /b/ and the English Labio-dental Fricatives /f/ and /v/. Four different groups took part in this experiment. These groups were divided according to their age and their exposure to English either in English speaking countries or elsewhere. The participants had to listen to the different phonemes occurring initially, medially and finally. One of these groups of words contained non-sense words to test the participants’ mis-perceptions when they do not recognize the sounds as part of their mental lexical knowledge. The results show these four groups faced difficulties perceiving and recognizing some sounds according to their exposure to English. Two groups, consisting of adults and children, showed very few misperceptions and/or missed sounds because they studied English in Australia for more than three years. Children had better perception than adults. The other groups show to had more misperceptions and/or missed sounds. Participants who had studied English in Australia for less than six months showed fewer misperceptions than those participants who had studied English in Saudi Arabia. This study suggests that teaching articulation (pronunciation) to Saudi learners of English in early stages is essential in order to avoid unconscious miscommunications due to the wrong perception and production of phonemes.
Abdullah M. Almelhi
International Journal of English Linguistics, Volume 11; doi:10.5539/ijel.v11n2p46

This paper aimed to identify faculty perceptions of VLEs and their students’ attitudes towards e-learning in the time of the pandemic. Towards this aim, the researcher used two surveys in a descriptive study to collect data from 47 EFL instructors and 103 students regarding a variety of constructs about e-learning effectiveness and attitudes, especially in the Corona virus time. Results indicated that the instructors’ perceptions of the Blackboard LMS were greatly positive as to establishing efficient teacher-students’ communication, facilitating students’ comprehension, boosting up their instrumental motivation, engaging them in active, interactive learning, and creating instructor-students’ rapport. The students’ attitudes survey revealed that, overall, students had positive attitudes towards using Blackboard LMS during the pandemic due to convenience of use, platform availability, system quality and quality of e-learning over Blackboard. Other reasons include users’ personal factors such as their satisfaction tendency, their self-confidence initiated by the VLE of Blackboard, their enjoyment of learning in this medium, the interesting and useful learning activities and tools as well as their staying safe in this mode of learning in the pandemic time. Other factors identified include the learners’ willingness to continue learning via Blackboard and their expectation that full-time learning online would replace traditional face-to-face learning. The study concludes that teachers’ and students’ perceptions and attitudes towards VLEs, with particular reference to Blackboard, could be valuable to faculty and institutions in their quality assurance efforts and the development of promising online courses and programs in EFL to satisfy the needs of students. Eventually, the study discusses suggested improvements and implications for e-learning on the Blackboard Lean platform as perceived by students and teachers alike to protect students through online education as an alternative to traditional education during the Corona Virus Disease 2019 (COVID-19) in present and future waves of the pandemic.
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