INTERNATIONAL JOURNAL OF LITERATURE, LINGUISTICS AND TRANSLATION STUDIES

IDENTIFYING HALLMARKS OF SPEECH AND THOUGHT PRESENTATION IN THE BLOOD WEDDING BY F. G. LORCA

2024-08-16T06:13:27+00:00

The equilibrium between the narration and the character’s reflection shifts from the author’s control in the beginning to the character’s thought presentation at the end. This is significant because it highlights the thoughts of the characters through their speech. This reveals the subjective and objective roles of the speaker by their level of participation in the narrative and the legibility of the text to readers. The researcher attempts to explore the different categories of speech and the thought implicit in them. It reveals the voice of the character and the extent of the hold of the author over the text. The different categories of speech present thought along with the level of involvement of the characters in the narrative and expose the continuum of the authority of the author over the text with its effects on the readers. This is essentially qualitative research and data have been collected through purposive sampling which is a type of nonprobability sampling. The researcher takes Act III from the play named ‘Blood Wedding by F G Lorca’ and analyzes the thought and speeches of the major and minor characters in the selected act under Leech and Short Model (1981). The findings show the prominent feature used in this act is (FDS) and (FDT) by the characters which is the extreme form of direct speech (DS) but the framing clause is absent in such category. This speech category presents their conscious thought which is reflected vividly in their verbose. This highlights the mimetic element of this act because the characters speak like human beings without the author’s interruption. This creates a dramatic interactive environment in which the readers seem like participant-observers. There are other speech categories such as (FIS) and (DS) but these are in traces. The clause complex and interpersonal meta-function can be investigated in it in future

A STUDY OF CONCEPTUAL METAPHORS IN JOHN DONNE’S DEATH, BE NOT PROUD

2024-08-16T06:16:16+00:00

The aim of this qualitative study is to scrutinize different interpretations of metaphorical representations of death in John Donne’s Death, be not proud applying the recently developed version of Lakoff and Johnsons’s theory of Conceptual Metaphors 1997. The study employs purposive sampling technique to analyze the selected contents from the holy sonnet. Death as a prevalent metaphor underlies the thematic exploration of mortality and defiance of the selected holy sonnet. It is found that the metaphor of death communicates its central theme: the triumph of the human spirit over death. Moreover, this investigation serves to deepen our appreciation of timeless and universal relevance of metaphorical expressions in literary works, highlighting their capacity to convey complex concepts and evoke profound emotions.

HISTORICAL FOOTPRINTS IN THE SNOW: REEVALUATING STOPPING BY WOODS ON A SNOWY EVENING THROUGH NEW HISTORICAL PERSPECTIVE

2024-08-16T06:18:10+00:00

The study follows the footprints of New Historical aspects in Robert Frost’s poem Stopping by Woods on a Snowy Evening. New Historical theory uncovers various contexts such as political, historical, social, and economical. The poem showcases human experiences after WWI along with the Harlem Renaissance and Roaring Twenties. It also has a tension between social obligation and individual desires. The obligation also gives a sense of the financial burden and responsibilities of modern time. This sense further defines the relationships between nature and humans. Politically, the poem offers the importance of individual freedom and the problems of modern life complexities. This leads to a rebellious attitude towards political and social means. In addition to this, the poem contains power dynamics like social class, individualism, relationship of master and servant, inner conflict, and uncertainties. In conclusion, the poem includes historical, political, social and economic contexts for getting the relevant meanings.

A SYSTEMATIC REVIEW ON COGNITIVE AND MOTIVATIONAL IMPACT ON ENGLISH LANGUAGE LEARNING THROUGH ARTIFICIAL INTELLIGENCE

2024-08-16T06:20:00+00:00

How AI can be utilized in language education field and the influences on both learning, motivation, and engagement are the core of current research. As a result of the present study, 9 papers were made part of the research. These studies cover different AI-based treatments which can help different types of learning systems from kindergarten to university classroom in various environments. The data provided evidence for theme analysis compared with previously conducted studies, and thus the methodological quality of the research was evaluated. Findings demonstrate that AI-based methods of treatment are considerably more effective than the traditional ways of teaching the same language. Students had greater cardinal direction knowledge, and each individual also had some part of the concept. Further, AI computing technologies play the part of giving learners the intrinsic motivation, selfregulation and learner autonomy. This can stimulate students’ engagement and interest in their studies. By way of the instructor support, and AI interface design the contextual factors as tools that help or hamper the effectiveness of interventions are used. Results have proven that AI is the most likely future of the language training and educators, governments, and researchers need to be kept informed. The need for longer-term viability and scalable solutions, as well as ethical aspects concern the process of AI-powered digital systems implementation requires deeper research. In view of the two-sided picture of AI-aided language learning trend, this systematic review provides outcomes that may lead to further investigation and practice of AI in the field of language learning.

THE IMPACT OF TRAIT EMOTIONAL INTELLIGENCE ON SECOND LANGUAGE PERFORMANCE OF PAKISTANI UNIVERSITYLEVEL STUDENTS

2024-08-16T06:22:07+00:00

This study explores the correlation between trait emotional intelligence (EI) with its four variables (emotionality, sociability, well-being, and self-control) and their performance in second language (L2) skills (reading and writing) among Pakistani undergraduate ESL students. Utilising the short-form Questionnaire of TEI and an English competency test, data from 158 out of 200 students reveal self-perceived moderately high TEI with lower sociability. Global TEI and its components (emotionality, sociability, well-being, and selfcontrol) significantly impact L2 skills. Notably, global TEI, emotionality, selfcontrol, and sociability correlate significantly with reading performance, while global TEI, well-being, self-control, and sociability are linked considerably to writing performance. Regression analysis predicts both reading and writing performance. These findings underscore the intricate role of TEI in L2 learning. The study discusses research limitations and delves into practical and theoretical implications.

THE IMPACT OF CODE-MIXING ON URDU LANGUAGE PROFICIENCY: A STUDY OF STUDENTS’ PERSPECTIVES

2024-08-16T06:23:40+00:00

This thesis is an in-depth qualitative exploration of students' perspectives on code mixing from English to Urdu, conducted exclusively through semistructured interviews. In a multilingual educational context where English plays a pivotal role, understanding students' experiences and perceptions of code mixing is paramount for unraveling the intricacies of their linguistic practices. The research employed a qualitative research design, focusing on semistructured interviews as the primary data collection technique. Through purposive sampling, a diverse group of students engaged in bilingual or multilingual communication was selected, ensuring representation across various demographics. The semi-structured interviews allowed participants to articulate their thoughts, motivations, and experiences related to code mixing freely. Thematic analysis was applied to the interview data, unraveling emergent themes related to students' attitudes, motivations, and sociolinguistic influences concerning code mixing. The study provides an in-depth exploration of intentional and unintentional code mixing, shedding light on the cognitive and social dimensions of this linguistic phenomenon as perceived by the participants. Key findings highlight the nuances of students' positive and negative attitudes towards code mixing, offering insights into the ways in which it shapes their communication strategies. Additionally, the research delves into the sociolinguistic factors influencing code mixing within educational settings, providing a qualitative lens through which to understand the dynamic interplay of languages in academic contexts