Unbinding Genre (Bending Gender): Parody in _Goodnight Desdemona (Good Morning Juliet)_

Mourning becomes Shakespeare, perhaps; celebration too. Romeo and Juliet (1597) and Othello (1604) are tragedies of sweeping passion and rash action where love falters and lovers fall. In her 1988 play entitled Goodnight Desdemona (Good Morning Juliet), Ann-Marie MacDonald parodies the two Shakespearean texts and visits the intersections between genre and gender where tragedy modulates into comedy and liminal gender identities fade in and out across permeable genre spaces. The protagonist of the play, Constance Ledbelly, is sucked into the wonderland of her unconscious mind where she outwits her opponents, Iago and Tybalt, and moderates the extremes of her avatars, Desdemona and Juliet. She thus breaks free from her stalking shadow, Night the Professor, and realises that she is the unwitting author of the play. Her unconscious leap onto the stages of mourning becomes a farewell to the night, and a greeting of the morning that becomes the queerness of the postmodernist world—laughing off its past and laughing at its present. The golden pen which Constance finds at the end of her toying with genre, language, and gender is a reward for the author who takes refuge in a world where the fool of court is king of wit, and where the pandemonium of tragedy becomes the playground of parody. The author of this paper studies the alchemy of Constance’s change and MacDonald’s reconsideration of genre and gender through parody, the postmodern philosopher’s stone. He also argues for a politics of identity revisiting the aesthetics of mourning

EFL STUDENTS’ PERCEPTIONS ON SUPPORTED SCHEMATA TOWARDS TRANSLATING VARIED TEXT USING GOOGLE TRANSLATE

This study reports the analysis of students’ perception of using schemata towards Google Translate results and their strategies to use their schemata in improving Google Translate results. The approach of this research was a case study. Observation and interviews were used as the instrument for collecting the data. The subject of this study was students of grade three in the English Education Program at one private University in Ciamis and the data collection was derived from online class observation and interviews with translating lecturers. The results showed that the use of schemata is needed in translating text from Google Translate. The results also showed that the outline of students’ strategies to improve Google Translate results can be conducted by checking vocabulary, and sentence structure, and using their understanding or schemata. The researcher suggested for the students of the English Education Program practice translating more and keep expanding their views to make the quality of their translation even more perfect

The influence of Prior Knowledge on Learning Scientific Terminology: A Corpus-based Cognitive Linguistic Study of ACCELERATION in Arabic and English

The current paper expands on previous work done on the influence of learners’ language and preexisting knowledge on understanding physics terminology by exploring the concept of ACCELERATION in Arabic and English. The study attempts to answer two questions: (1) what are the similarities and differences between the polysemy of Arabic تَسَارُع (tasāruʿ) (acceleration) and the polysemy of English acceleration, and (2) to what extent do prototypes and factors motivating the conceptualization of تَسَارُع (tasāruʿ) and the conceptualization of acceleration converge or diverge? To this end, Arabic and English dictionaries and corpora, the ArabiCorpus (Arabic Corpus Search Tool) and the British National Corpus (BNC), were employed. The dictionaries were surveyed to explore the various meanings of تَسَارُع (tasāruʿ) and acceleration, while the ArabiCorpus and the BNC were employed to investigate the senses and to identify the most frequent collocates and so the prototypes of these terms. The meaning extension of the terms is examined on the basis of the cognitive mechanisms which appear in the corpora. Theoretically, the paper is informed by the prototype theory (Rosch, 1973; 1975), image schemas (Johnson, 1987), and conceptual metaphor (Lakoff & Johnson, 1980/2003). The results show that تَسَارُع (tasāruʿ) (acceleration) and acceleration generally overlap in terms of polysemy, prototype, and images schemas as well as conceptual metaphor that organize the conceptualization of these terms. It was also found that both Arab and English speakers mix ACCELERATION up with SPEED and so misunderstand them in a scientific setting. The present findings have several implications for science curriculum design, education, and research on universal and culture-specific properties of language

The Cognitive Mechanisms Underlying the Concept of ‫سرعة‬ (Speed) in Arabic

Despite the wide range of studies on how students’ past knowledge influences their understanding of scientific terminology, few studies were conducted to compare non-scientific language with scientific language, or rather everyday language with scientific language, from a cognitive linguistic perspective. The present paper aims to determine the cognitive mechanisms, i.e., image schemas, conceptual metaphor, and conceptual metonymy, which underpin the conceptualisation of the Arabic term سرعة (speed), using a conceptual metaphor theory framework. Thus, the research question guiding this study is: What cognitive mechanisms underlie the concept of سرعة (speed) in Arabic? The findings of this study will shed light on how Arab speakers conceptualise this term, demonstrating their background knowledge of the term compared to its scientific meaning. The article adds to the growing body of cognitive linguistics research on the conceptual processes behind physics terms. The data was collected from the Arabic Web Corpus (arTenTen) using the Sketch Engine. The findings demonstrated that VERTICATLITY and SCALE schemas are the most dominant image schemas that anchor the conceptual meaning in Arab speakers’ perceptions of the term under investigation and the discourse in which it is employed, as well as offer the concrete basis for conceptual metaphors. The conceptual metaphor CHANGE IS MOTION (LOCATION) was also shown to be active in motivating the conception of SPEED in Arabic

A Corpus-based Cognitive Linguistic Analysis of Pre-existing Knowledge of Scientific Terminology: The Case of English Energy and Arabic طَاقَة (ṭāqa)

The present paper aims to broaden the current understanding of students’ misconception of scientific terminology by identifying the gaps between Arabic and English scientific terminologies and between everyday language and scientific language. The paper compares the polysemy, prototypes, and motivating factors of English energy with those of Arabic طَاقَة (ṭāqa), with more focus on students’ prior knowledge. The study employs Lakoff’s (1987) idealized cognitive models and Rosch’s (1975) prototype theory to reveal the radial members of both categories, i.e., energy and طَاقَة (ṭāqa), and to explain the kinds of cognitive mechanisms that motivate the extension as well as understanding of the meanings of these terms. To this end, the study uses several English and Arabic dictionaries, lexical databases and corpora. This is to explore all the meanings, prototypes and motivating factors of the terms under investigation. The results show that the terms energy and طَاقَة (ṭāqa) overlap in prototypical meanings and motivating factors but differ in less prototypical and peripheral meanings. English and Arabic learners may then face similar issues in learning scientific concepts due to the difference between their pre-existing knowledge and scientific language

The influence of Prior Knowledge on Learning Scientific Terminology: A Corpus-based Cognitive Linguistic Study of ACCELERATION in Arabic and English

The current paper expands on previous work done on the influence of learners’ language and preexisting knowledge on understanding physics terminology by exploring the concept of ACCELERATION in Arabic and English. The study attempts to answer two questions: (1) what are the similarities and differences between the polysemy of Arabic تَسَارُع (tasāruʿ) (acceleration) and the polysemy of English acceleration, and (2) to what extent do prototypes and factors motivating the conceptualization of تَسَارُع (tasāruʿ) and the conceptualization of acceleration converge or diverge? To this end, Arabic and English dictionaries and corpora, the ArabiCorpus (Arabic Corpus Search Tool) and the British National Corpus (BNC), were employed. The dictionaries were surveyed to explore the various meanings of تَسَارُع (tasāruʿ) and acceleration, while the ArabiCorpus and the BNC were employed to investigate the senses and to identify the most frequent collocates and so the prototypes of these terms. The meaning extension of the terms is examined on the basis of the cognitive mechanisms which appear in the corpora. Theoretically, the paper is informed by the prototype theory (Rosch, 1973; 1975), image schemas (Johnson, 1987), and conceptual metaphor (Lakoff & Johnson, 1980/2003). The results show that تَسَارُع (tasāruʿ) (acceleration) and acceleration generally overlap in terms of polysemy, prototype, and images schemas as well as conceptual metaphor that organize the conceptualization of these terms. It was also found that both Arab and English speakers mix ACCELERATION up with SPEED and so misunderstand them in a scientific setting. The present findings have several implications for science curriculum design, education, and research on universal and culture-specific properties of language

Emotional Empathy and Multiplex Derangement of Childhood in The Kite Runner: A Study of Cultural Upheaval and Collective Identity

The Kite Runner by Khaled Hosseini is a work of narrative empathy with aspects of emotional empathy and multiplex derangement of childhood in fiction. This book shed light on the trauma and sociocultural pluralistic derangement that the people of Afghanistan have experienced, which is seen as a danger to the basic identities of collectiveness. The depressing and terrifying circumstances that Afghanis face create an ever-present mark on readers' hearts and minds. Social groups impose boundaries on solidarity during the painful formation process, leaving people to suffer in solitude. The horrific state of affairs among Afghanis is revealed by the eerie account of events. This debut's narration, which narrates the story of two characters, Amir (of the Pashtun elite class) and Hassan (of the Hazara caste, the lower caste), tends to be both exuberant and moving at the same time. Using the conceptual ideas of narrative and emotional empathy by Suzanne Keen, Jeffrey C. Alexander and Adam Smith, the theory of Cultural trauma and Collective identity will have been used as a tool to analyse this debut that is being discussed. Using the critical discourse analysis technique, the researcher will attempt to investigate the emotional empathy and multiplex derangement and trauma of childhood in fiction. Keywords: Emotional Empathy, Narrative Empathy, Derangement and Trauma, Cultural Upheaval, collective identity DOI: 10.7176/JLLL/101-05 Publication date: April 30th 202

Teaching Translation and Interpreting by Splitting Them into Types: Analysis of the Processes and Principles

This article examines the types of translation and interpreting and discusses their teaching through their major categories, and modalities. The study tries to show their utility or arbitrariness regarding their classification by types. The development of these themes has a goal which is to show their survival as divisions of specializations and their integration into new forms. The findings reveal the neutrality of the splitting and the non-dividing of these types and underline the fact that these traditional classifications are still in use supported by the linguistic and non-linguistic theory of translation. The conclusion suggests some solutions such as the non-classification of the two domains of study into types. The emergence of e-technology generation and the online fast programs lead to the degradation of the classifications and their replacement by new methods and programs of specialization courses. It forwards a method for the accomplishment of the roles of these types

Translation Techniques of Islamic Terminologies in Bilingual Children Story Books

The current research focuses on analyzing the translation techniques of Islamic terminologies in bilingual children storybooks from Indonesian into English. The source of the data is two selected bilingual children storybooks Seri Belajar Islam sejak Usia Dini. This study applied a descriptive qualitative approach to analyze the data, to explain the phenomena, and to withdraw the conclusion. The result showes that in Ayo Belajar Manasik Haji there are 33 Islamic terminologies and 6 translation techniques, while in Ayo Belajar Hadist there are 24 Islamic terminologies and 5 translation techniques