Accepted papers

The following papers have already been accepted for publication in International Journal of English Studies:

 

Fragmentation and vulnerability in Anne Enright's The green road (2015): Collateral casualties of the Celtic Tiger in Ireland

María Amor Barros del Río (Universidad de Burgos)

ABSTRACT

This article explores the representation of family and individuals in Anne Enright's novel The Green Road (2015) by engaging with Zygmunt Bauman's sociological category of “liquid modernity” (2000). In The Green Road, Enright uses a recurrent topic, a family gathering, to observe the multiple forms in which particular experiences seem to have suffered a process of fragmentation during the Celtic Tiger period. A comprehensive analysis of the form and plot of the novel exposes the ideological contradictions inherent in the once hegemonic notion of Irish family and brings attention to the different forms of individual vulnerability, aging in particular, for which Celtic Tiger Ireland has no answer.

KEYWORDS: Anne Enright, The Green Road, Ireland, contemporary fiction, Celtic Tiger, mobility, fragmentation, vulnerability, aging 

doi: 10.6018/ijes/2018/1/277781

 

Receptive vocabulary measures in EFL Costa Rican high school students

Damaris Castro-García (Universidad Nacional, Costa Rica)

ABSTRACT

The study offers a glimpse of the current situation of foreign language education in the Costa Rican context from the perspective of vocabulary knowledge, particularly passive vocabulary size. Students from two institutions participated: one school implements Content Based Teaching while the other follows traditional, Foreign Language Teaching instruction. This research aims to describe the receptive vocabulary profile of students and to compare the vocabulary levels of students between two gender groups and under two types of English language teaching. These measures are established following the idea originally presented in Paul Nation’s (1983, 1990) Vocabulary Levels Test. In this case, Schmitt, Schmitt and Clapham’s (2001) Version 2 test was used to define passive vocabulary levels. Finally, the results of this analysis are compared to results for similar population samples in other studies.

KEYWORDS: receptive vocabulary, secondary students, vocabulary size, Vocabulary Levels Test, Costa Rica 

doi: 10.6018/ijes/2017/2/265681 

 

Gender and the contemporary educational canon in the UK

Victoria Elliott (University of Oxford, United Kingdom)

ABSTRACT

This paper presents an analysis of the gender of the authors and the main characters of the set texts for English examinations taken at age 16 in England, Northern Ireland, Scotland and Wales. It presents an argument for why representation within the canon is important and places this within the context of recent educational reform in England and Scotland. The analysis demonstrates that texts by female authors are in a minority, sometimes in the extreme, and when the gender of the main character is taken into account, there is an even greater imbalance. The reasons behind this, even after a time of major educational reform, are explored and the constraints of the market are suggested as reasons why greater risks were not taken.

KEYWORDS: set texts, examinations, gender, canonical literature 

doi: 10.6018/ijes/2017/2/264251

 

“Apparently, women don’t know how to operate doors”: A corpus-based analysis of women stereotypes in the TV series 3rd Rock from the Sun

Carmen Gregori-Signes (Universitat de València)

ABSTRACT

This paper explores how women stereotypes are discursively evaluated in the TV sitcom 3rd Rock from the Sun, by paying attention to the societal, cultural and ideological values they convey. Following recent trends for the study of television series (Bednarek, 2010), the analysis is both qualitative and quantitative, adopting a Corpus-Assisted Discourse Analysis approach (Baker, 2006; Partington, 2004a). The contextualised analysis of words that refer to women confirms that the sitcom writers of 3rd Rock from the Sun purposefully resort to stereotyping as a verbal strategy to create humour while conveying negative attitudes towards women..

KEYWORDS: sitcoms, female gender stereotypes, gender discourse, appraisal theory, corpus assisted discourse analysis, evaluation

doi: 10.6018/ijes/2017/2/257311


Exploring nominalization in scientific textbooks: A cross-disciplinary study of hard and soft sciences

Alireza Jalilifar, Peter White & M. Maleki (Shahid Chamran University of Ahvaz, Iran & University of South Wales, Australia)

ABSTRACT

Given the importance of disciplinary specificity in terms of the potential differences in the functionality of nominalizations in scientific textbooks and the dearth of studies of this type, the current study explores the extent to which nominalization is realized across two disciplines. To this aim, eight academic textbooks from Physics and Applied Linguistics are analyzed to identify the nominal patterns and expressions and their related types. Findings indicate that, despite the similarity of the first three most prevalent patterns in the sample textbooks, the distribution of these patterns marks disciplinary distinctions. That is, Physics academic writers tend to (a) use a more complex, lexically dense style of writing and package more information into compound nominal phrases by deploying a pattern where nominals are followed by strings of prepositional phrases in comparison to writers in Applied Linguistics; and (b) express particularity using nominals preceded by classifiers more frequently than Applied Linguistics writers. Writers in Applied Linguistics, on the other hand, are found to manifest a greater tendency toward conveying generality by using a pattern where nominals are realized with few pre/post modifiers.

KEYWORDS: nominalization, scientific discourse, systemic functional linguistics, physics, applied linguistics 

doi: 10.6018/ijes/2017/2/272781

 

Study of accuracy and grammatical complexity in EFL writing

Ana Cristina Lahuerta (Universidad de Oviedo)

ABSTRACT

The aim of the present study is to compare the writing products of English as a Foreign Language (EFL) undergraduates using as measures accuracy and grammatical complexity. It also aims at examining the development of the morphological, syntactic, lexical, spelling, and punctuation errors committed by these learners when writing in English. Students enrolled in a University Degree in Modern Languages and their Literatures participated in the study. They were divided into advanced and upper intermediate according to their Oxford Placement Test score. Compositions were collected as the basis of this study. Results show that upper intermediate students exhibited a higher error mean in each of the error categories, namely, grammatical morphemes, lexical choice and syntax, as well as punctuation and spelling. However, an analysis of variance shows the differences between groups to be significant only in spelling errors and in punctuation errors.

KEYWORDS: writing, accuracy, complexity, grammatical morphemes, syntax, university 

doi: 10.6018/ijes/2018/1/258971

 

The effects of language typology on L2 lexical availability and spelling accuracy

María Martínez Adrián & Francisco Gallardo del Puerto (Universidad del País Vasco & Universidad de Cantabria)

ABSTRACT

This paper explores whether language typology plays any role in lexical availability and spelling accuracy in L2 English. Two groups of adult speakers were compared: a group of native speakers of a language typologically distant from English with a logographic writing system (Chinese; n=13) vs. a group of native speakers of a language typologically closer to English with an alphabetic system (Spanish; n=14). All participants performed a lexical availability task (Carcedo González, 1998a) which was later on analyzed in terms of the ‘total number of words’ and the ‘total number of words containing spelling mistakes’ per each of the 15 semantic categories included. Spanish speakers displayed larger available lexica and fewer spelling mistakes than Chinese speakers, an outcome which would confirm the positive influence of L1-L2 proximity on L2 lexical availability and the deleterious effect of having a non-alphabetic L1 writing system on L2 spelling accuracy.

KEYWORDS: lexical availability, spelling, cross-linguistic influence, typology 

doi: 10.6018/ijes/2017/2/256411

 


Online ISSN: 1989-6131 - Print ISSN: 1578-7044