Studies In English Literature Research Articles

Cross-Language Translation and Comparative Study of English Literature Using Machine Translation Algorithms

Cross-language processing in English literature involves the translation and analysis of literary texts from English into other languages or vice versa. This multidimensional task encompasses various aspects, including language translation, cultural adaptation, and literary interpretation. Through cross-language processing, literary works originally written in English can reach a wider audience, enabling individuals from diverse linguistic backgrounds to access and appreciate the richness of English literature. This paper presents an innovative approach to language processing tasks through the integration of Ant Swarm Domain Statistical Machine Learning (ASDS-ML). Leveraging principles of swarm intelligence and statistical learning techniques, ASDS-ML offers a robust framework for addressing challenges in language translation and classification. In the domain of translation, ASDS-ML demonstrates promising results in achieving accurate and nuanced translations across diverse language pairs, while also exhibiting adaptability to varying linguistic contexts. Furthermore, ASDS-ML showcases its effectiveness in text classification tasks, accurately categorizing instances across multiple classes with high precision and recall. In language translation tasks, ASDS-ML achieves an average BLEU score of 0.85 across multiple language pairs, outperforming baseline methods by 10%. Additionally, in text classification tasks, ASDS-ML achieves an average accuracy of 0.92 across ten different classes, surpassing existing approaches by 5%.

"ECHOES OF THE FUTURE: BRIDGING TRADITION AND INNOVATION IN DIGITAL HUMANITIES AND ENGLISH LITERATURE"

Digital Humanities (DH) has emerged as a transformative field that integrates computational methods with humanities disciplines, including the study of English literature. This paper explores the evolving landscape of Digital Humanities and its impact on English literature studies. Through a comprehensive literature review and analysis of case studies, it examines the various ways in which digital tools and technologies are revolutionizing the study, analysis, and interpretation of literary texts. The paper also addresses challenges and opportunities presented by the intersection of Digital Humanities and English literature studies, highlighting potential for interdisciplinary collaboration, innovative scholarship, and enhanced understanding of literary works in the digital age.

Algorithmic Frontiers in Global English Literary and Cultural Studies: Navigating the Digital Shift

This article delves into the profound impact of algorithms on the landscape of Global English Literary and Cultural Studies. It meticulously examines how these computational processes are not merely altering but fundamentally reshaping various facets of research, publication, and the dissemination of literary works. With the rise of digital humanities and computational text analysis, algorithms have emerged as indispensable tools in unraveling novel insights within literary texts and cultural phenomena. Employing quantitative analyses as its methodological backbone, this study meticulously explores the algorithmic curation of literary content, discerns the discernible influence of algorithms on literary trends, and scrutinizes the mechanisms facilitating the global dissemination of English literature. Drawing upon data extracted from diverse sources including digital libraries, social media platforms, and publication databases, the research underscores the transformative role of algorithms in fostering a more inclusive and diversified comprehension of Global English literature. In essence, this study illuminates how algorithms are not only shaping the present but are poised to significantly influence the trajectory of literary scholarship in the digital age, heralding a new era of exploration and understanding.

Literary Artists on Sustainable Development : A Critical Study of English Literature.

Abstract Modern human beings who have been enjoying enormous benefits of science and technology are very much concerned with environmental issues and sustainable development. In various fields development has been being done but a question peeps in mind whether that development in a true sense is sustainable or not. Again the existing external environment is being threatened by the rapid progress in the name of development. It creates a conflict between the better environment and the rapid scientific and technological development. It prompts the social thinkers, scientists , technologists , philosophers and even the writers who review the situation in the world and try to find out a suitable solution to come out of the crisis. Normally it is not expected that the literary writers would talk about new scientific inventions. But the impact of new inventions on human society is very much tracable in the literary compositions mainly of the Victorian and Modern British authors. We may give a fresh look into the literary works of William Wordsworth , Lord Tennyson, Mathew Arnold , T.S.Eliot and others about their thoughts concerned with development. The objective of the research paper is to explore the ideas of these writers in connection with so called environmental issues and sustainable development. These writers have hinted that the external development by the rampant use of science and technology perhaps cannot develop human society in real sense. Rather the so called development has put human society in new troubles in the psychic world.

“English like Hindi”: Chetan Bhagat, Popular Fiction, and India’s Voice

Abstract This essay examines the rise of Chetan Bhagat, an icon of the New India “after English” who ironically writes his best-selling popular fictions in English. When Bhagat’s demotic English travels outside India, it is taken up by readers and critics whose responses to his work reveal the persistence of the fantasy of accessing India’s unmediated voice. The essay reads the extant Anglo-American critical discourse on Bhagat, with special attention to the postcritical and post-postcolonial turns in contemporary literary scholarship. It argues that Bhagat’s anointment as a global Anglophone literary icon with purchase on the “real” India lays bare a problem endemic to English literary studies—namely, the problem of enacting comparative literary analysis within English itself. It also raises a number of questions at the intersections of world literature and the global Anglophone, which are rival strategies for the teaching of non-Western literatures in English in US academe. In its concluding sections, the essay considers whether it is possible to teach Bhagat’s “English like Hindi” without allowing it to masquerade as a conduit to a supposedly authentic Indian vernacular sphere.

Reviewer Acknowledgements for English Language and Literature Studies, Vol. 14, No. 1

Reviewer Acknowledgements for English Language and Literature Studies, Vol. 14, No. 1, 2024.

Vita Haroldi and Hamlet—a flight of the imagination

This discursive article was inspired by a reading of Vita Haroldi and in seeing similarities to Shakespeare’s Hamlet. In the introduction, I examine the possible links between the medieval survival story Vita Haroldi and Hamlet. Part One explicates three potential approaches to a study of early modern English literature: the traitorous letter trope, the historiography of the death of medieval English kings, and the interest of leading lights in Elizabethan England in Anglo-Saxon law and the church. Part two implements these approaches in a brief reading and interpretation of Hamlet. Both the play Hamlet and the character of Prince Hamlet are situated in a transition from the medieval to the early modern; from a faith-based world to a rational one, from a focus on revenge to one on justice.

PELATIHAN PUBLIC SPEAKING DAN LITERASI HUKUM KOMUNIKASI DALAM MEMBANGUN SELF CONFIDENCE PELAJAR EFL DALAM INTERAKSI SEHARI-HARI

The ability to speak English is one of the skills that students must have as a skill that can be used in the workforce. In the world of work, students who have graduated are required to have skills in communicating in English, and discussing communication, students are also expected to understand communication literacy. Many are good at speaking English but sometimes lack direction and lack knowledge about communication literacy. On this occasion, Putera Batam University lecturers held training for Putra Jaya Vocational School students. This training uses a lecture method combined with a question and answer session. This training is delivered directly by lecturers who are experts in their fields, namely English Literature and Legal Studies. This training is very important because some companies set English language standards because the ability to communicate using English is important for students' careers and students must have this ability to be able to survive in the midst of competition. Apart from that, you must be wise and clever in communication literacy. The results obtained from this service found that many students lacked confidence when asked to speak in front and did not understand legal literacy. After the service was carried out, it could be seen that students showed the need for practice in building self-confidence and students' understanding of legal literacy.

Rethinking the discourse of ‘marginality’ in English literary studies and the social sciences: M. NourbeSe Philip’s ‘Discourse on the Logic of Language’

ABSTRACT Despite a series of critiques concerning its validity as a tool of socio-political analysis, the notion of ‘marginality’ continues to play a role in a range of important global debates. This article offers an overview of these debates, proceeding from the contention that the question of ‘margin’ has in fact played an enduring (if not indeed constitutive) role in the institutionalisation of the social sciences and English literary studies as areas of academic inquiry. While such a claim enables the article to rethink that series of methodological ‘shifts’ that is often assumed to have structured the history of English literary studies, it also considers the ways in which M. NourbeSe Philip’s 1989 text, ‘Discourse on the Logic of Language’, might help us to rethink the notion of ‘marginality’ itself (that is, not so much as a kind of ‘framework’ than as the dynamic product of an ideological exchange between those more or less ‘central’ and ‘marginal’ elements of a given interpretive situation). Insofar as such a dynamic might also be seen to inform understandings of the wider paradigm of ‘modernity’, the article concludes with a consideration of its implications in relation to intersectionality, interdisciplinarity, and the university institution in general.

The “practical mode of teaching” and the state of English studies in the United States

AbstractIn the United States, student eagerness to pursue concentrated study in English literature as well as in other humanities fields has plummeted after the financial crisis of 2008. Envisioned strong career demand and high wages upon graduation are major drivers of program choices, and such demand is articulated through wealthy industries that can also offer funding to universities. That said, it becomes self‐fulfilling to contribute to the cliché of the humanities perpetually being in crisis, which occurs when humanities specialists begin valuing their own fields by the measures celebrated by other programs. Is it possible to take the current situation and leverage our strengths toward constructive innovations in English studies that remain true to our own values? To address this question, we first summarize three key ways in which the situation in the United States is distinct from, yet connected to, that of most other countries: extensive decentralization of education policy and funding; high student debt; and opposition to education in Diversity, Equity, and Inclusion and the humanities in general. After reflecting on the opportunities for greater global connection posed by the pandemic‐driven shift to online learning, we discuss some of our own efforts to build a sense of local and international responsibility in our students. The skills, knowledge, and openness to other cultures and identities that we nurture through the literature we teach and the socially invested pedagogy we practice allow us to incorporate ethics and empathy into the design of international economics and to help ensure that a sense of local and global responsibility is part of its operation.

Towards a counterfactual criticism: alternate history and the study of English Literature

ABSTRACT This essay asks what the study of alternate history can do for broader literary criticism, arguing that reflecting on historical contingency benefits our readings of canonical literature as well as it does our readings of twenty-first century popular fiction. I treat counterfacticity as a critical tool, useful at the level of both volume and sentence. My discussion begins with Elizabeth Gaskell’s unfinished novel Wives and Daughters (1864–66), arguing that the opportunities raised by its openendedness can also be applied to completed novels like Wilkie Collins’s Armadale (1864–66), with which it shared pages in the Cornhill. Noting the role played by the periodical form in this discussion, I then turn to Susanna Clarke’s Jonathan Strange and Mr Norrell (2004), exploring the deliberate instabilities that novel confers on its alternate, magical nineteenth century. In a final, shorter section, I comment on the applications of counterfactual criticism in the classroom, pointing out that the discipline of English Literature has much to gain from a conscious effort to imagine the past having gone differently. The article counters outmoded assumptions regarding the value of popular fiction by arguing that such writings can provide us with new methodological awarenesses in everything that we read.

Death of Hero in Othello (1603) and Romeo and Juliet (1595): Death and Dying Studies in English Literature

This research focuses on the hero's death in two Shakespearean plays, Othello and Romeo and Juliet. It attempts to answer how the author depicts death and dying in Shakespeare's plays. Benstock and Dickinson, two specialists on death and dying, will provide an answer to the challenge. Benstock divides the death stages into three categories: deceased, moribund, and living-dead. Simultaneously, Dickinson mentions three periods of life: children strove (early life), gazing grain (physical maturity), and setting sun (ageing). This qualitative research uses textual analysis by deeply reading to describe the heroes’ deaths in the plays. The conclusion was that the hero's death is simply a Shakespearean device for revealing the truth about anything. The message of peace is Romeo and Juliet's death as a vehicle for unifying two opposing families, as in Romeo and Juliet's tragedies between Capulet and Montague. It explains why there should be death when peace can be easily achieved. Furthermore, the revelation of truth through death confirms Desdemona's loyalty to Othello.

Reviewer Acknowledgements for English Language and Literature Studies, Vol. 13, No. 3

Reviewer Acknowledgements for English Language and Literature Studies, Vol. 13, No. 3, 2023.

Study of the Stimulating Role of Literary Creation in English Language Learning

In recent years, China's science, technology and economy have developed greatly, and its status in the world has been greatly improved. English is one of the major languages in the world, which plays a pivotal role in cultural exchange and economic exchange among different countries. Therefore, the development of China also requires more and more excellent English talents, and these excellent talents are cultivated through the training of English. However, it can be seen from the survey that most schools tend to combine the teaching objectives with English scores in English teaching, while neglecting the cultivation of English cultural quality, resulting in the overall low cultural quality of most students. In addition, not enough attention has been paid to teaching practice. Teachers only impart theoretical knowledge to students, while students do not carry out the corresponding practical operation. This has deviated from the purpose of education. English language and literature is also one of the many cultures, we should inherit, develop and absorb these "nutrients". To sum up, teaching should pay attention to the creative study of English language and literature, and the article mainly elaborates on its role in cultivating students' language, in order to maximize the positive role of English language and literature. Through the survey of this article, it can be found that 52.20% of the students think that literary creation can improve the ability of English writing, which means that literary creation can help college students to learn the language.

Turning queries into questions: For a plurality of perspectives in the age of AI and other frameworks with limited (mind)sets

The editorial introduces issue 21.1 of Technoetic Arts via a critical reflection on the artificial intelligence hype (AI hype) that emerged in 2022 and gives an overview of each of the issue’s ten articles. The first four articles engage with new technologies from different positions in art and architecture. These articles include an exploration of the indexical function of images as a means for revealing cultural premises governing public space during the pandemic in Hong Kong, a neuroarchitectural perspective on immersive architectural environments, and an investigation of the link between the popularity of immersive art installations and the emotions these installations generate. The ‘Cryptoart’ section features an ethnographic study of the DADA digital art collective, shedding light on the role of non-fungible tokens (NFTs) in community building. Guest-edited by Professor Tanu Gupta, the Special Section ‘Perspectives from Chandigarh’ constitutes the second part of the journal issue. Based on contributions to the national conference on Contemporary Perspectives in English Language, Literature, and Cultural Studies held on 15–16 July 2022, at Chandigarh University in Punjab, India, the six articles reflect a search for meaningful existence within colonial, patriarchal and biopolitical structures that frame everyday practices of exclusion and oppression. Discussing works of literature and cinema from the European, Japanese and the US American canon, the articles contribute a distinctive perspective to the critical analysis of contemporary societies that are shaped by the idea that progress is technological invention.

The Interlinking of Language, Culture and Communication

The present paper aims on the preeminence of literature in relation with language, culture and communication. This close relationship is evident because, literature is interlinked with this trio of language, culture and communication. Literature is an art form that reflects the objective reality in the form of language and words. It is by concurred that language and culture are closely related. Works of literature represent tradition and culture of language and people. It is improbable to discuss literature without language preferences. The present paper is an attempt is to explore the link between language and culture and understand how these two are interlinked to enhance communication process and their innovative use in Literature. Through this paper I aim to show the creative uses under which these forms are put to appeal to human senses and make a piece of literature alive. Communication skills affect people in every area of their lives. Literature can stimulate the interests of language learning, provide rich and vivid materials, make learners seem to be immersive and unknowingly complete the accumulation of vocabulary, the infiltration of grammar and the formation of language sense. At the same time of getting the ability of understanding, the ability of outputting language also forms. With the improvement of literary literacy, language skill also increases from the basic understanding and expression to deep understanding and literary expression. The study of English language and literature has an important influence on improving students' skills to use language. It generates personal involvement in the learning process and provides authentic material with a clear picture about different cultures and nationalities by making them familiar with the norms and behaviors of the people and helps in cultural enrichment.

Проблема памяти в романе «Лунный тигр» Пенелопы Лайвли

The aim of the research is to identify the peculiarity of the structure in the novel “Moon Tiger” by the British writer Penelope Lively. The paper analyses the narrative features of the image of the protagonist. The heroine’s memories and reflection are a way of reconstructing memory, as well as a continuous process of self-recognition and realising her own individuality. The heroine possesses a strong and unique character, but at the same time, the author embodies the traits of a hero who absorbed the traumatic experience of the wars of the XX century in her image. The research makes a theoretical contribution to the study of modern English literature and the peculiarities of representation of the problem of memory. The scientific originality of the paper lies in examining narrative strategies in Penelope Lively’s novelistic works that are necessary for building a narrative in which a person’s thinking process is constructed in close relationship with memories. The paper analyses an atypical figure of a diegetic narrator characterised by internal focalisation. As a result of studying the narrative structure of the novel, it has been proved that the violation of the principles of the epic in the novel and the tendency to deconstruct the events of the past, but at the same time the rejection of the objectivity of the narrative and the desire for individualisation in the subjective text of the protagonist allow the novel to be attributed to postmodern literature, where the whole world is reflected in the history of one person.

한국 영문학 비평 이론의 지형도 2

This paper performs a semantic network analysis of the nouns from the titles of all papers published in The Journal of Criticism and Theory from 1996 to 2020, and attempts an additional citation network analysis for papers from 2016 to 2020, building on the same kind of analysis (1996-2015) in the previous study (2022). Noun networks are composed of the relationships between words with meaning, and thus are helpful in understanding the overall distribution of topics and their interconnections, compared to citation networks only with the names of scholars. These two methods generally show similar results in terms of the global landscape and change of theoretical topology while highlighting different aspects. The noun network from 1996 to 2015 shows outcomes similar to the citation network, but reveals new aspects such as the existence of aesthetic theory centered on “literature,” Derrida’s peripheral status, and the emergence of university discourse. Analysis of papers from 2016 to 2020 suggests that the theoretical paradigm which dominated the previous 20 years is collapsing and that new theories and themes are being sought. The citation network reveals the strong consolidation of the Deleuzian group and the rise of Butler along with the rapid contraction of existing theories while the noun network captures the emergence of scientific and technological discourses such as digital humanities and neuroscience in the context of exploring new possibilities. Drawing the theoretical topography of The Journal of Criticism and Theory is part of the grand task of grasping the knowledge field and history of Korean English literary studies. Hopefully, this research will be extended to other academic journals, leading to a macroscopic view of English literary studies in Korea.

Reviewer Acknowledgements for English Language and Literature Studies, Vol. 13, No. 2

Reviewer Acknowledgements for English Language and Literature Studies, Vol. 13, No. 2, 2023.

The Role of Explicit Metacognitive Strategy Intervention in the Promotion of Declarative, Procedural, and Conditional Knowledge of Reading Heuristics amongst Moroccan EFL University Students

This quasi-experimental study investigates Moroccan English department university students’ overall mastery of the declarative, procedural, and conditional knowledge of the text-processing strategies that facilitate textual comprehension at both the pre- and post-intervention levels. For examining this postulate thoroughly, two EFL first-semester groups pursuing their studies in English Language and Literature were randomly opted for as the informants for this study. The experimental group (n=63) received explicit training related to the declarative, procedural, and conditional knowledge of reading strategies, whereas the control group (n=50) took their normal classes. The two groups were presented with two reading texts (narrative & expository) at both the outset and the end of the metacognitive strategy intervention. This was accompanied by a ‘retrospective questionnaire’ at each stage (pre-intervention & post-intervention). The results indicate that the experimental group exhibited more substantive enhancement in metacognitive strategy knowledge than the control group did. Thus, the recommendation that instruction in the declarative, procedural, and conditional knowledge of reading heuristics be integrated in the Reading Comprehension Course at the university level is to be imparted utmost value in the sphere of academia.