Journal reviews

Week4

Authors’ last names (year) conducted a study about ________________________. The

participants were/the setting was ___________________________. (New paragraph) The findings

were _____________________________. Discussion. (Possibly a new paragraph) The authors

suggested _____________________. Discussion.

The Acquisition of Phrasal Verbs through Cognitive Linguistic Approach: The Case of Iranian EFL
Learners

Ansari,M (2016) conducted a study about Cognitive Linguistics has been applied in SLA in order
improve the learning/acquisition process of foreign/second language. This quasi-experimental study was
conducted to find the impact of the Cognitive Linguistics on learning/ acquiring the Phrasal Verbs among
EFL learners at intermediate level. In this study the orientational metaphors were chosen because of
their most- frequent usages. These particles were taught through Cognitive Linguistics for the
experimental group and the results of the treatment were analyzed by the independent-samples t test.
The findings showed that through Cognitive Linguistics the acquisition of Phrasal Verbs were facilitated
both in the exposed and unexposed ones. The results showed the positive effect of the Cognitive
Linguistics. And finally this paper proposes some pedagogical implications for further study so as to
crystalize the other features by means of Cognitive Linguistics.

The participants were 30 university students studied in Qom Azad University with seven-year experience
in English in high school. It was believed that they were in the same level of proficiency, i.e. intermediate
because all of them took the Azad Entrance Exam. Anyhow, the Oxford Placement Test (2001) was used
and those who scored +3 and above were selected. Most were between the ages19 and 35. Then the
subjects were divided into two groups: the control and the experimental. The groups consisted of native
Persian speakers enrolled in Education administration major. Each group consisted of two males and
thirteen females. The session for each group lasted for 25 minutes.

The premise of this study was to investigate the Cognitive Linguistics impact on learning/ acquiring
the grammatical features, here PVs. This study showed that for internalizing PVs the Cognitive Linguistic
approach was the most-influential device and the teachers and instructors are recommended to use it so
as to teach the PVs. The results of this study also postulate this assumption that applying the Cognitive
Linguistics in teaching (here, PVs) facilitates the acquisition of problematic features of L2 and as the
experimental group of this study showed their performance were better than the control group in which
the traditional method, i.e. translation was used to teach the PVs. The findings indicated that the
experimental group performed better in the eighteen exposed PVs than the control group and this
suggests that the new treatment has had the positive effect on the process of learning and acquisition of
PVs. Although both of these two groups were familiar with this type of question _they saw them before_
the performance was meaningfully different when the comparison was made. Furthermore, this
difference reveals this fact that the retention is much more considerable among the students of the
experimental group received the new treatment by means of Cognitive Linguistic approach. Thus, we can
come to this conclusion that the Cognitive linguistics helps the student to learn/ acquire the problematic
features in SLA. Regarding the second hypothesis, again it became obvious that the experimental group
scored better than the control groups in eighteen unexposed _unseen_ PVs and therefore the positive
influence of the cognitive linguistics was evident in this study. As Ellis (2003) acknowledges that the
principle of the cognitive linguistics is based on this fact that the language cognition cannot be separated
from semantics and the rest of the cognition. All in all, the findings illustrate that the role of the
Cognitive Linguistics is prominent and it helps the learners to acquire the problematic features of English
at the satisfactory level. Cognitive Linguistics help the learner to link the form to the meaning of the
holistic unit. And building up this direction often always influences the examinee’s performance. The
important implication of the new treatment _ Cognitive Linguistic-related approaches is the concept of
autonomy. Dornyei (2014) assumes that when the students feel some sort of ownership they are
motivated to pursue the tasks, as he states, “autonomy and motivation go hand in hand” (526). In
Cognitive-linguistic-related approach it seems that the treatment group became aware of the nature of
the particles and their relation with the verb, they would be able to understand the meanings of the PVs.

The point worth mentioning here is that in choosing the particles, it makes no different whether to
choose the most productive particles or the less-frequent ones such as the particle across. The other
research which was carried out in this field and discussed in this paper previously used the most
prototypical examples while in this study the researcher used the less-common instances but the overall
results were not meaningfully different from the results of the other research counterparts. Of course,
the further research has to be conducted to crystalize this claim. And this fact articulates this notion that
the vital point in learning the PVs is the way of teaching _ here is the Cognitive Linguistic Approach _ not
the selection of the grammatical features, that is, the particles. What the results imply is that the
students could acquire PVs through Cognitive Linguistics and elaborated on them in the written
exercises, but whether they will be able to use them orally (i.e. conversation) needs to carry out another
study and it is beyond the scope of this research. The main limitation of this study, at least to me, is the
number of students. It seems that for rigorous results, the longitudinal study is plausible in determining
the effect of the new treatment. Anyhow, the pedagogical implications of such studies have begun the
new era for the further sophisticated research. The other issue related to the experimental group is that
the students could retrieve the correct particles from their memory even in some cases they did not
know the exact meanings of the verbs. This phenomenon verifies the role of Cognitive Linguistics on the
long-term memory in which the information can be stored in it and the learners can use this information
whenever they need. Moreover, the concepts of receptive and productive skills arise here. This is beyond
the scope of this study to answer this question whether the Cognitive Linguistics’ role is more prominent
in receptive or productive skills, as said before, another study has to be carried out. But regardless of
speaking and writing abilities, the receptive skills precede the productive one in this case. The further
research needs to be conducted in this field in the case of other features like articles. The outcomes of
such studies pave the way for better understanding of SLA. And they also point out that whether the
problematic areas of language could be facilitated by means of new treatment. Regarding the matter of
explicitness or implicitness, based on the findings of this paper, explicitness is more effective than the
opposite one; and Ellis (2012) postulates this notion by reviewing the experimental and quasi-
experimental investigation into the L2 instruction effectiveness and comes to this conclusion that the
explicit instruction is more effective that the implicit type. In total, the effect of Cognitive Linguistics is
more prominent and its role cannot be neglected. It goes without saying that, Cognitive Linguistics in the
field of SLA could have positive effect, at least, until now, according the findings of the current study and
the previous ones. And last but not least, instead of considering the Cognitive Linguistics as a new
method it is recommended that it should be used as a complementary aid besides the other approaches
and methods. In this case, the further research will be required. And in the end, Lantolf (2011) properly
states that cognitive linguistics provides potentially useful sources of scientific knowledge of the concept
under study for language instruction.

The Professional Linguist: language skills for the real world

Murata,M (2016) The workplace for most linguists has been revolutionised by technology and is
constantly evolving, so technology is central to the module. There is a general assumption that young
people of the so-called ‘net generation’ or ‘digital natives’, that is to say young people who have grown
up in the digital era, are universally savvy and at ease with all digital communications and technology.
This assumption is not always borne out in reality, and while they may be proficient at using Facebook
and eBay, many of them have poor skills in using standard workplace technologies such as MS word or
using different languages or scripts on screen.

One of the distinguishing features of the module is the group project, which is compulsory but not
assessed. The students take part in a multi-lingual translation project, in which they are divided into
teams comprising a project manager, translators, editors/proofreaders and (depending on the medium
of the translation) subtitle time coders. The role of the project manager is to act as a hub for the project,
liaising between the client (played by the lecturers) and the various members of the team. Each year the
project changes dependent on overall student numbers, as well as numbers per individual language and
student feedback. In previous years, the project has taken the form of translating content for a Tour de
Yorkshire website, a FIFA World Cup website and similar topical themes. Most recently it took the form
of a subtitling project to create multi-lingual versions of a two-minute promotional video for the
University. The remit of each team was to produce a final video in each of the languages represented in
their group.

Review

Student evaluation of the module is always very positive, with some students saying that it was their
favourite module of the three years. A recent external examiner’s report stated that it “is an excellent
example of a module which aims to develop translation skills to a high level”. Graduates have gone on to
pursue careers in translation, interpreting, or study postgraduate translation studies.Languages
graduates can end up on a host of career paths, and they need to be equipped with skills that are
transferable to a variety of workplaces. IT skills are essential in almost all jobs in the present era, so we
aim to give students the skills to use a range of software, but at the same time to be reflective about
their use of IT and choose wisely how and when they use the tools. The world is becoming increasingly
interconnected, and yet with English apparently being the lingua franca, it is tempting to think that there
is no place for translation skills in the workplace. We aim to demonstrate to our students that there is
still a very important role for skilled linguists, and that judicious use of technology can enhance their
skills as a linguist and boost their chances of gaining employment in a competitive world.

The Interaction between Cognitive Test-Taking Strategies, Reading Ability, and Reading Comprehension
Test Performance of Iranian EFL Learners

Ghafournia,N & Akbar, A (2013) conducted a study about the probable interaction between using
cognitive test-taking strategies, reading proficiency, and reading comprehension test performance of
Iranian postgraduate students, who studied English as a foreign language. The study also probed the
extent to which the participants’ test performance was related to the use of certain cognitive test-taking
strategies.

The participants were 343 MA students, who took an English reading comprehension test and answered
a test-taking strategy questionnaire. The gathered data were subjected to a set of parametric statistical
analysis, including descriptive statistics, factorial, and regression analyses. The results showed that the
participants at the high level of reading proficiency used comprehending and retrieval strategies more
frequently than did the participants at the intermediate and low levels. The findings reflected that %33
of the variance in the test performance was due to the use of cognitive test-taking strategies. Thus, the
observed scores cannot account for the actual language ability of test takers. The findings can help
language teachers gain a better understanding of the strategic process of test taking and improve the
validity of language tests. In addition, the findings can assist language teachers in interpreting test scores
from a different angle to make a sound judgment about the actual ability of language learners and
decrease error of measurement. The findings also recommend language teachers to pay systematic
attention to the linguistic and strategic aspects of language learning and adopt their teaching approaches
to the needs of language learners to improve their reading ability.

The findings indicate considerable overlap between different subcategories of cognitive test-taking
strategies in the reading comprehension test performance of the test takers. The positive significant
relationship between different subcategories of cognitive strategies can be due to the shared underlying
cognitive processes. However, the degree of the relation is different due to the multidimensional
complex process of test taking. Thus, teaching different types of cognitive strategies in dissociated way is
not reasonable and language teachers should pay attention to the mutual interaction between the
strategies and teach the strategies interactively.

Review

The findings of this study manifested an interaction between the participants’ reading ability and use of
cognitive test-taking strategies in reading comprehension test performance of Iranian postgraduate
students majoring in different fields of study. The findings provide empirical evidences for the conceptual
frameworks of language use offered by Bachman and Palmer (1996, 2010) as well as the theoretical
framework of language use offered Bachman (1990) due to the significant positive interaction found
between the participants’ reading ability and use of cognitive strategies as the components of strategic
competence. The positive interaction found between the participants' reading ability and use of
cognitive strategies implies that linguistic and strategic aspects of language use cannot be dissociated
and should be taught simultaneously in language teaching programs. Language teachers should teach
linguistic and strategic aspects of a target language systematically devoting attention to either side.
Language teachers should adopt their teaching approaches to the linguistic as well as strategic needs of
language learners to fill the gap between more successful and less successful learners. In general, the
findings revealed that language competence and strategic competence act as the two major components
of language ability, the combination of which provides language learners with the ability to comprehend
reading comprehension texts and answer reading questions. In addition, the close interaction of reading
test performance and use of cognitive test-taking strategies indicates that both linguistic and
nonlinguistic variables play an important role in the process of test taking. Thus, in any assessment
settings, language teachers should be skillful enough to interpret the observed scores from different
sides to form professional judgments on language learners’ true ability.

Interpreting Metaphor of Modality in Advertising English

Xu, J (2009) conducted a study about language, coming into existence along with that of human beings,
has been developed into an important tool for us to describe our recognition of the objective world and
to coordinate interpersonal relationships with the development of human society. Due to the
unlimitedness of the objective world and limitedness of human cognition, people tend to spare no effort
in leaving themselves leeway in their discourse while guaranteeing transmission of information when
they express their recognition and understanding of the objective world with their language. Meanwhile,
in the coordination of interpersonal relationships with language, because of the diversity of social
activities and the complexity of interpersonal relationships, people sometimes offer or ask for
information straightforwardly while sometimes blur their attitudes and opinions in an indirect and polite
way. All these are involved in modality.

The setting was a set of ads that are persuasive and dominant communicative activity with the purpose
to establish certain relationships between the buyer and the seller to persuade consumers into buying
commodities and services. Therefore, the interpersonal function seems particularly important. As a
marked manifestation of modality, metaphor will create special interpersonal and discourse effects,
hence helping the advertiser to persuade and dominate consumers.

From the functional perspective, systemic-functional linguistics represented by Halliday have constructed
an open grammatical framework and expanded the scope of research on modality by introducing the
concept of metaphor of modality. This liguistic device enables modality to be expressed not only by
modal verbs but by nouns, adjectives, prepositional phrases, verb phrases and so on, which is a
remarkable breakthrough in functional grammar. (Hu, 2000, p32) The rank shift of sentence and
corresponding conversions in grammatical structure and category are regarded as the source of
metaphor of modality, which supports the idea that grammar can be constructed in different ways in the
meaning system and reflects the development in human cognition.

Based on an introduction to Halliday’s theory of modality system and with a focuses on metaphor of
modality and its functions in advertising English, this paper has reached the conclusion that metaphor of
modality can be employed in English advertising to foreground subjectivity and objectivity, to express
politeness and to unite discourse into cohesion. With the help of this advanced liguistic device,
advertisers can arrange information according to desired modal responsibility in order to avoid relevant
legal responsibility and restriction while establish interpersonal relationships with consumers to exert
influences on their attitudes as well as behaviors so as to correctly convey their communicative
intentions and achieve their commercial purposes.

Pragmatic Difficulties in the Production of the Speech Act of Apology by Iraqi EFL Learners

Falih,M (2014) conducted a study about the pragmatic difficulties encountered by Iraqi EFL university
students in producing the speech act of apology. Although the act of apology is easy to recognize or use
by native speakers of English, non-native speakers generally encounter difficulties in discriminating one
speech act from another. The problem can be attributed to two factors: pragma-linguistic and socio-
pragmatic knowledge. The aim of this study is(1)to evaluate the socio-pragmatic level of interpreting
apologies as understood and used by Iraqi EFL university learners, (2) find out the level of difficulty they
experience in producing apologies and(3) detect the reasons behind such misinterpretations and
misuses. It is hypothesized that the socio-pragmatic interpretation of apology tends to play a crucial role
in comprehending what is intended by the speaker. However, cultural gaps can be the main reason
behind the EFL learners' inaccurate production of the act of apology. To verify the aforementioned
hypotheses, a test has been constructed and administered to a sample of 70 fourth-year Iraqi EFL
university learners, morning classes. The subjects' responses have been collected and linguistically
analyzed in the light of an eclectic model based on Deutschmann (2003) and Lazare (2004). It has been
concluded that the misinterpretation or difficulty Iraqi EFL students have faced is mainly attributed to
their lack of socio-pragmatic knowledge. The interference of the learnersʹ first language culture has led
to non-native productions of speech act of apology.

The setting was present study consists of two parts. The first part is the recognition test and the second
part is the production test. The test is of two questions. The recognition test consists of two branches (A)
and (B). Branch (A) is a multiple choice question and it contains five items. Each item is a situation that
calls for an apology and it is accompanied with five answers. Each answer is a statement of apology. The
students have to choose the most appropriate answer. Branch (B) is a matching question. It contains two
lists: List A consists of Five statements directed from the offended party to the offender party and List (B)
consists of Six statements of apology. The students have to match each statement with the appropriate
statement of apology. The production part contains ten items. Each item is a situation that calls for an
apology. The students have to produce statements of apology to each situation.

The result were 1- While answering the test designed for the topic under investigation, Iraqi EFL
university students have mostly faced difficulties in both recognition part and production part of the test.
Although the percentage of their success in identifying and recognizing speech act of apology scores 53%
as they have scored 376 out of the total score 700; their failure in identifying and producing speech act
of apology scores 22.8% as they have scored 170 out of the total score 700. 2- The studentsʹ lack of the
social and cultural norms of the target language obliges them to fail in that they try to figure out
situations that call for apologies. The lack of such knowledge is seen to be a factor of confusion and then
failure. 3- The most difficult item that the students experience in the recognition test seems to be item,
where only ten students out of seventy students have answered it correctly. Yet, the easiest one seems
to be item. where fifty-nine students out of seventy students have given correct answers. Similarly, the
most difficult item in the production test seems to be item , as only six students out of seventy students
have answered this item correctly. However, the easiest item in the production test seems to be item , as
thirty-seven students out of seventy students have answered this item correctly. 4- As for the total lack
of linguistic knowledge, it has been noted that seventeen students have not produced any kind of
apology in their answers in item. However, eight students have left item unanswered. Yet, they all
answer items and whether correctly or incorrectly. 5- Some answers seem to be directly controlled by
students' first language culture. That is, the students appear to recognize and produce the required
illocutionary acts using their culture and not the culture of the target language. However, their
illocutionary acts are, in fact, different from those recognized and produced by the native speakers.
Theresult is that they recognize and produce them on the basis of their knowledge of the first language
culture. 6- The influence of the first language culture on the recognition and production of the speech
act of apology might be seen as negative first language transfer. Negative transfer occurs because the
first language forms, norms or principles used in target language production are not part of the target
language forms, norms or principles. In this respect, some responses have shown that some students
have used the form 'excuse me' in the sense of 'I am sorry'.

Review:

The misinterpretation or difficulty Iraqi EFL students have faced while trying to recognize and produce
the speech act of apology is mainly attributed to their lack of socio-pragmatic knowledge. Accordingly,
this has verified the first hypothesis of the study. The socio-pragmatic failure has been attributed to the
interference of the learnersʹ first language culture. This kind of failure has resulted into non-native
productions of speech act of apology. Most of these non-native apologies have been considered as direct
translations of students' first language culture into the target language. Therefore, this has validated the
second hypothesis. 3- Some responses have shown nonsensical interpretation owing to studentsʹ
pragmatic inability to interpret the situations that call for apology and the result is non-apologetic
responses. Other responses have shown that they lack the meanings of some of the lexical items found
in the given situations. Consequently, they have produced responses with reference to other meanings
not related to the given situations. 4- As far as the speech act of apology is concerned, semantic
competence of Iraqi EFL university students does not assist them in recognizing and producing the
speech act of apology appropriately in the given situations. However, their lack of pragmatic competence
forces them to face difficulties in communicating apologies effectively and then lead them to fail.
Consequently, what is mentioned in this point and point (3) have proved the third hypothesis. 5- Some
responses have revealed that some students have faced difficulties in interpreting the given situations
pragmatically in both recognition part and production part of the test. The reason behind these
difficulties seems to lie behind their dependence on their mother-tongue in analyzing situations that call
for apologies. Consequently, they have produced statements of apologies that are mainly influenced by
their mother-tongue. 6- Scoring 170 out of the total score 700, i.e. 22.8%, in the production part of the
test has revealed that Iraqi EFL university students not only face difficulties in producing the speech act
of apology in natural communications but they are also unable to communicate apologies effectively.

Using corpus management tools in public service translator training: an example of its application in
the translation of judgments

Ramos, M & Moreno, F (2016) conducted a study about the new scenario including public service
providers and users who are not fluent in the language used by the former has opened up new ways of
linguistic and cultural mediation in current multicultural and multilingual societies. As a consequence,
there is an ever increasing need for translators and interpreters in different public service environments
(hospitals, police stations, administration offices, etc.) and successful communication is a must in these
contexts. In this context, Translation Studies has seen the emergence of a new academic branch called
Public Service Interpreting and Translation (henceforth PSIT), which is present in a wide range of
environments where communication (and mediation) is, as stated above, essential, such as healthcare,
education and justice to name a few. In PSIT, legal translation principally involves the documents most
commonly used in criminal proceedings, as in Spain legal aid is usually provided in criminal cases. Hence,
PSIT legal translation training is intended to help trainees to develop their legal translation competence
and focuses mainly on legal asymmetry, terminological incongruence, legal discourse, comparative
textology and, fundamentally, on the rendering of a text which is both validin legal terms and
comprehensible to the final reader

The setting was the ever-increasing mobility of people across boundaries, be it for economic, political or
educational reasons, has led to the creation of multilingual and multicultural societies where the need
for language and cultural mediation is also ever growing. Even if this is a worldwide phenomenon, it is
most conspicuous in countries which have been traditionally considered as countries of emigration and
have become countries of immigration in the last 20 years, thus evolving into complex multilingual and
multicultural societies. This is also the case of Spain, a country where the high influx of immigrants and
tourists poses challenges which require adequate responses to ensure a balanced coexistence. This need
for translators and interpreters is even greater in public services like schools, hospitals, police stations,
courts… where users who do not command the official language of

the institution must be catered for up to the point where it has fostered the creation of a new
professional activity and, subsequently, a new academic branch within Translation Studies, commonly
referred to as PSIT.

The result were that the ad hoc corpora compiled by our students were highly useful in terms of all the
terminological and idiomatic information they offered to aid the completion of the translation task. The
students appreciated the immediate solutions their ad hoc corpora provided to different translation
problems. For instance, they used the collocations and collocation cluster functions to identify the
frequency of appearance of ‘direct evidence’ or ‘direct proof’ for the translation of ‘prueba indiciaria’.
The cluster/N-gram function was particularly useful for checking the collocational patterns of the most
problematic words, such as those followed by a preposition (e.g. judgment on/in), where students
positively evaluated the contextual information their ad hoc corpora offered (see Figure 1).The
concordance function was also a very attractive resource for our students. A simple query generated
concordance lines listed in KeyWord In Context (KWIC) format. For instance, students looked up the
appropriate English term for ‘infracción de precepto constitucional’. The ad hoc corpus they had
compiled offered a number of alternatives, such as ‘breach’, ‘infringement’, and ‘violation’, with
‘violation’ being the most frequent (see Figure 2).
Interpersonal Meanings in Children’s Storybooks

Zohrabi, M & Dobakhti L (2017) conducted a study about Semiotics as a broad field of study
encompasses Systemic Functional Linguistics (SFL). SFL has paved the way for Multimodality which is the
study of different sources of meaning. This study was conducted to analyze the visual sources of
meaning in children’s storybooks on the basis of what Kress and van Leeuwen (2006) developed and
called visual grammar. The chosen books for this study consisted of A, Apple Pie, Princess Rose and the
Golden Bird, Tyrone the Horrible, and Terrible Tommy Tom Cat. The aim of this qualitative study was to
investigate the interaction between the viewer and the represented participants. Accordingly,
interactional meta-function was analyzed through interpreting the frequencies of each dimension of
interactional meta-function in all pictures. It is supposed that there are differences in interactional
meanings in storybooks in which the characters are animals and in storybooks in which the characters
are human beings. The results of the present study prove the assumption of differences between the
two types of storybooks. The viewer can enter into relation with represented participants in stories with
human characters easier than the ones with animal characters. The findings may help teachers and
syllabus designers. Specifically, teachers can choose the stories with human characters in order to make
easy the process of involvement of the children with intended subject. They also can choose stories with
animal characters in order to teach some strange concepts in which they do not want their students to
be involved.Significance of Linguistics in Translation Education at the University Level.

The setting was the present study adopted a qualitative method in interpretation of the data. Four
storybooks were chosen for this study. Two of the books had human characters (type 1), and the other
two had animal characters (type 2). The reason that the researchers chose these storybooks is their
characters. A, Apple Pie is illustrated by Kate Greenaway. She has been popular for her illustrations of
picture books. The next story Princess Rose and the Golden bird is a translation work. It is written and
illustrated by Sergey Nikolov. The storybook Tyrone the Horrible is illustrated and written by Hans
Wilhelm. This book was selected as one of the Best Children’s Books of the Year by the Society of
Illustrators in New York. The last storybook Terrible Tommy Tom Cat is written and illustrated by K. L.
Seal. This variety (popular, non-popular, and translation) of works conveys the existence of different
examples and types of illustrations. Furthermore, all these books are written and illustrated by native
speakers of English, except the Princess and the Golden Bird, which is translated without any changes to
its illustration. In this way, these books may have more authenticity. There are 64 pictures in the four
storybooks. Half of the images have humans as their characters, and the other half have animals as their
characters. The pictures were analyzed in relation to interactional meta-function according to the
framework that is proposed by Kress and van Leeuwen (2006). Then, the designed research questions
are discussed and answered according to the results of the analyses.

The findings were there are differences between the two types of stories with regard to interactional
meta-function. As it was shown in the tables, the most glaring difference is related tothe horizontal
angle. There is not any frontal picture in type 2 stories, while there are 17 pictures in type 1 stories with
frontal point of view. The frontal point of view conveys the involvement between the represented
participants and the viewer. There are buildings and landscapes alongside with human characters in type
1 stories. The viewer engages with 17 pictures out of 32. This result shows the direct relationship and
high involvement between human participants and the viewer who is a human as well. In a similar study
conducted by Moya-Guijarro and Pinar (2008), in which the interactional meta-function was observed in
a storybook with animal characters based on the Kress and van Leeuwen’s (2006) framework, devices
related to perspective demonstrate that the RPs are more approximate. The child looks at the pictures
from a frontal viewpoint which gives him/her the feeling of being involved in the two hares’ world.
However, in the present study the results show no involvement between the viewer and the RPs in type
2 stories.

Review

The analyses and results show that in contact dimension there are stories with human characters that
demand the viewer’s attention. The viewer can enter into a relation more easily than the stories with the
animal characters. This higher degree of involvement between the viewer and the represented
participants in stories with human characters is obvious in horizontal angle analysis. There is no frontal
point of view in type 2 stories. It implies no contact and affinity between the viewer and the represented
participants. The social distance reinforces the results of the two previous dimensions. It is the close
distance that conveys the feeling of friendship between the viewer and RPs. While it was shown in the
tables that there are more close shots in stories with animal character, it is the human characters that
occupy the higher degree of involvement. The close shots of animal characters are not related to
themselves.

They are close shots of nature. Out of six close shots, only one is related to an animal. The rest are about
the nature. In the dimensionrelated to power, the eye-level point of view that determines lack of power
differentiation between the viewer and the RPs, implies the high degree of no power involvement in
human characters. On the other hand, the low angle, which indicates the power of RPs, is high in human
characters; and the high angle that shows the power of the viewer is high in animal characters. These
findings imply that the viewer (human being and mostly a child) interacts easily with the storybooks in
which the characters are human beings. Also this is the human being (again the viewer) who has power
over the animals.

The findings of this study may contribute to beginning level English language learning classes in which
the storybooks are used, i.e. on the part of teachers. Teachers can choose the stories with human
characters in order to make the process of involvement of the child (the viewer) with intended subject
easy. Also teachers can choose stories with animal characters in order to teach some strange concepts in
which they do not want their students to be involved. Also the findings may help syllabus designers in
providing the appropriate syllabuses for students of beginning level English language learning classes.
They may be designed with animal characters the subjects which they do not want children to be
involved in and want to convey the strangeness of those subjects.

Significance of Linguistics in Translation Education at the University Level

Erton, I & Tambi, Y (2016) conducted a study about translation studies – that is translation and
Interpretation, is a field that evolved as a sub-discipline of Linguistics and its related subjects. In the
course of time, it developed as a separate area of study with roots still attached to its origins. Hence, the
training of translator and the interpreter cannot be totally separated from linguistics. The view presented
in this paper is that linguistic-based courses in Translation and Interpretation departments contribute to
the grounding and achievement of the students in translation and interpreting classes in upper-grade
levels. To this end, two universities - Atılım University and Bilkent University - have been selected as
sources for this study, conducting two surveys among the students studying there. The findings based on
the statistical analysis represent the usefulness of linguistic-based courses and their contribution to
translation and interpretation studies.

The participants were 21 students at Atılım University and 42 students at Bilkent University. The
questionnaires were distributed to 63 students in total. At Bilkent University, „Translation for EU Texts‟ is
a course given only to the students focused on „written translation‟, and ‟Simultaneous Translation‟ is
an elective course offered only to those wanting to focus on the „conference interpreting‟, 35 students
rated the skills for the course “Translation for EU texts” and 7 rated the skills for the course
“Simultaneous Interpretation”.

The result were Concerning “Linguistics and Translation”/ “Applied Linguistics”, 83% of the students
claimed to be aware of the roles of linguistic theory and its related fields in professional and personal
decision-making during the translation process. Furthermore, 88% declared they were able to recognize
the importance of the use of precise and clear language, and appropriate sentence-construction for
translation purposes. Apart from this, 81% could tackle problems related with discourse and provide
solutions during translation. In consequent questions, 85% stated that they thought that they could
identify the arguments in written/spoken texts for the translation process; at the end of this course, 82%
of the student could distinguish the premises and conclude arguments in written/spoken texts for
translation purposes; the ability to make clear the links between subordinate arguments and main
arguments for translation has been useful for 86% of the students. As regards the issue of translation per
se, 85% believed to be able to recognize and avoid common fallacies in translation. The other three skills
in question which are the use of linguistics in texts for accuracy, reliability, relevance, inter-textuality and
sufficiency in translation, the capacity of developing a critical outlook of the texts to be translated and
the use of analytic, conscious and critical attitude in translation were found less useful than the others
with respectively 75%, 75% and 78% ratings by the students. The average results indicate that 81.8% of
those in the Translation and Interpreting course were of the opinion that the two linguistics-based
courses are beneficial and that they greatly assist them in translation and interpreting course

Review:

To begin with, it turns out that the existence of a form of continuity is vital when it comes to courses;
this issue is well-understood by the students of translation studies since they need to concentrate on the
aim of the courses in addition to what they need to master or, rather, the skills that need to internalize
within the courses. This is necessary to maintain balance in the classroom, while also making room for
each learner to properly take in and master the skills. The trainer, while initiating the afore-mentioned, is
also to explain the objectives and clearly define the aims for the upcoming courses to follow – a practice
seemingly common at the two universities scrutinized. Secondly, it is clear that the linguistics and
discourse analysis-based courses help the students in the courses that they take in later years as they
have achieved a better understanding of the discipline through the study of these courses. The students
clearly state these facts according to the figures in the previous section.As per the t-test, no difference
prevails between preparatory courses that end up in either translation or interpreting courses, leading us
to the core of the study being that that the new approach to be favored more in classrooms is now the
student-centered training approach and regardless of the nature of the programme or what field its is
about. This can be clearly noted from the results given by the „conscious‟ students. Once the student
has clear objectives set in front of him, he is definitely more successful and more objective in judging the
training and the trainer. With these, the scenario becomes a win-win situation, not just for the
establishment, but for the learner population. Based on the findings of the present work, it can be said
that the use of linguistics and discourse courses with particular formulations and aims towards advancing
student skill levels contribute to a better understanding and achievement of translation and interpreting
courses. In terms of future studies, more work needs to be done in this field to decide whether the same
applies to other fields, such as cultural studies, and whether the same outcomes can be achieved.
THE RELEVANCE OF APPLIED LINGUISTICS IN RELATION TO LANGUAGE AND COMMUNICATION
STUDIES: A WORLDWIDE OVERVIEW

Sadovets (2019) conducted a study about a wide range of activities pressuposed by Applied
Linguistics study have been outlined: researching language in classrooms (classroom-based research);
work with different kinds of written and spoken texts (corpus linguistics); approaching language learning
(learner autonomy); testing and assessment of language learning; expanding vocabulary (including
multiword expressions); dictionary making; interpretation and translation; studies of bilingualism and
multilingualism. It has been determined that five most important concepts are basic for understanding
the relation of Applied Linguistics to language and communication studies: Functional Linguistics,
Language and its Application, Communicative Competence; Cognitive Discourse Analysis, Conceptual
Blending Theory, and Contemporary Discourse Analysis; Barriers in Specialized Translation fields and
their overcoming (by means of technology); Linguistics and Culture; Language hierarchy, authority, policy,
and planning. Applied Linguistics program in tertiary education provides students with necessary studies
in relation to language and communication in terms of language communication, its components,
conditions of successful communication and cooperation; language etiquette; speech codes, their
switching and mixing; speech acts and their types; context of culture, situation and co-texts; assembling
and working with corpora;researching collocations and units of meaning. Undergoing the program of
Applied Linguistics in tertiary education students can broaden knowledge of linguistics and language;
deal with contemporary issues concerning the diversity of languages and cultures in societies; learn and
teach foreign languages; eliminate language and communication gaps between people of different
cultures; enhance the development of languages and communication skills.The participants were

The paper is aimed at the analysis of Applied Linguistics as a specialty and a science, defining its scope,
relevance in modern labour market and demonstrating its immediate relation to communication and
language studies as well as substantiating its advantages as a flourishing educational program for tertiary
education and as an occupation in modern digital world with diverse realms of communication and
language application.

Applied linguistics is a field of study that studies the ways linguistics can assist in dealing with issues in
areas such as psychology, sociology and education. It is closely related to theoretical linguistics, which
studies areas such as morphology, phonology and lexis. Branches of applied linguistics that are of
interest to teachers of languages include language acquisition, corpus studies and sociolinguistics (British
Council, 2019). It connects the study of language (Linguistics) with the teaching and learning of
languages.

Applied Linguistics embraces a wide scope of branches,such as:

– researching language in the process of learning (classroom-based research);

– working with different kinds of written and spoken texts (corpus linguistics);

– using various approaches to language learning (learner autonomy);

– testing and assessment of language learning;

– researching and expanding vocabulary (including multiword expressions);

– dictionary making;

– interpretation and translation;

– studies of bilingualism and multilingualism.

Studying applied linguistics presupposes enchancing our understanding of how language functions in a
wide range of personal, social and professional relations and interactions. It is also related to our
communication with each other, negotiation and establishing effective cooperation. Within Applied
Linguistics program, one can learn how to use written and spoken modes effectively, and how the way
one communicates enhances or hinders interaction. The Applied Linguistics program includes practical
issues that are closely connected with.

The consideration of these concepts of Applied Linguistics as a science is the foundation of designing and
implementation of Applied Linguistics educational program into tertiary education, in which
communication and language studies are among the main aims and branches of study. Applied
Linguistics educational program is designed to incorporate the study of communication, language and
effective interaction of people. Completion of this program presupposes that students must be
knowledgeable in:

1. Language communication, its components (speaker, recipient, message, context, specificity of contact
and code (means) of speech), conditions of successful communication and cooperation (implementation
of Paul Grice’s conversational maxims (of quantity, quality, relation and manner), as well as defining
cases of their violation and flouting).

2. Language etiquette (an accepted set of requirements for forms, content, orders, characters and
situational relevance of utterance or expression);

3. Speech codes (frameworks for communication in a given speech community), their switching and
mixing;

4. Speech acts (an utterance defined in terms of a speaker’s intention and the effect it has on a listener)
and their types (locutions, illocutions, perlocutions).

5. Context of culture, situation (the total environment, including the verbal environment and the
situation in which the text was produced) and co-texts (words of a text that are surrounded by their
linguistic environment).

6. Assembling and working with corpora (a large collection of texts electronically stored on a computer,
containing authentic language used in real situations and representing both the language used in speech
and in writing); students learn how to use corpora to check patterns of the language and its lexico-
grammatical features; check the use of words; compare the use of words in different varieties of the
same language (for example, either in the language of economics or in the language of medicine etc.);
compare and contrast translation equivalents across different languages; draw examples for the
preparation of teaching material; obtain a list of the phraseology and the terminology of a language and
its varieties;

7. Collocations and units of meaning (interrelation of words in a close proximity and their influence on
the general meaning of collocations).The students use qualitative and quantitative research methods for
undertaking their own empirical and/or theoretical research into language and language behaviour,
subdomains of applied linguistics such as first and second language acquisition, intercultural
communication, language pedagogy and assessment, language impairment, language policy and
language and identity. These branches of research demonstrate direct relation of Applied Linguistics to
communication and language.

Thus, having considered the essence of Applied Linguistics as a science and as an educational program in
tertiary education we have come to the conclusion that its basic notions are language and
communication. Students undergoing studying in this program learn how language functions and
influences communication. To show the relation between Applied Linguistics and communication it’s
necessary to deferentiate five basic concepts of Applied Linguistics which are: Functional Linguistics,
Functions of Language, and Communicative Competence; Cognitive Discourse Analysis, Conceptual
Blending Theory, and Contemporary Discourse Analysis; Barriers in Specialized Translation fields and
their overcoming (with the help of technology); Linguistics and Culture; Language hierarchy, authority,
policy, and planning. Applied Linguistics program in tertiary education provides students with substantial
studies in relation to language and communication in terms of language communication, its components,
conditions of successful communication and cooperation; language etiquette; speech codes, their
switching and mixing; speech acts and their types; context of culture, situation and co-texts; assembling
and working with corpora; studying and researching collocations and units of meaning.The prospect of
further research is the possibilities of connecting linguists’ professional knowledge of languages for
promotion of e-communication with the use of Information Technology.