Linguistic Components Research Articles

The linguistic and cultural script "tea drinking" in Chinese communication

The article explores the cultural significance of tea drinking in Chinese communication by studying the corresponding linguistic and cultural script. The historical context and the current state of Chinese tea culture is considered; the language used to describe the tea drinking process, including individual lexemes, phrases and idiomatic expressions, is analyzed. Also, the article explores the norms of etiquette and traditions associated with tea drinking. A brief overview of tea idioms in the Chinese language reflecting the linguistic and cultural value of tea drinking is provided. The conclusion is made about the high importance of the considered linguistic and cultural script in Chinese culture, as well as the need to introduce this linguistic and cultural component into the process of teaching Chinese to foreign students. The subject of the study is linguistic and cultural scripts relevant within the framework of Chinese linguoculture using the example of the script "tea party". The novelty of the study lies in the fact that it provides a multidimensional analysis of the linguistic and cultural script "Tea Party" in Chinese linguoculture. In particular, the specialized tea vocabulary, phraseological units, as well as etiquette replicas that are related to tea drinking in Chinese linguoculture are considered. In Chinese culture, there is a complex and interesting tea etiquette to study. The linguistic and cultural script "Tea Party" in the framework of Chinese culture consists of three parts: the preamble of the event, the event and the result of the event. The preamble of the event includes a greeting and an order for tea (the latter is relevant if the tea party takes place in a tea room). An event (i.e., a tea party) involves brewing tea and drinking tea. The latter usually goes without words, because in Chinese culture it is customary to turn off all possible stimuli for the sake of enjoying a tea drink. Besides, the important part is gratitude for a good tea. The result of the event is the payment of the bill (if it happens in a tea shop) and farewell at the end of the tea party.

How language affects social cognition and emotional competence in typical and atypical development: A systematic review.

The ability to understand the mental state of others (social cognition), as well as language, is crucial for children to have good social adaptation. Social cognition (SC) has been shown to be a hierarchical model of three factors (Cognitive, intermediate and affective SC) interrelated with linguistic processes. Children on the autism spectrum and children with developmental language disorder (DLD) or social communication disorder (SCD) manifest language and SC difficulties, albeit in different ways. This systematic review aims to find how language and SC interact with each other and identify linguistic and socio-affective profiles in the target population. About 1593 articles were systematically reviewed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guide in November 2022, obtaining, through inclusion/exclusion criteria, a total of 38 articles for qualitative assessment. The majority of them were on autism (26) or DLD (14) and to a lesser extent SCD (3). Although SC is related to all components of language, SC is strongly related to narrative and morphosyntax and partially related to lexicon. Pragmatics shows a complex relation with SC due to greater sensitivity to other factors such as age or task, and prosody appears to be more related to emotional processes. Besides, autistic, SCD and DLD children showed differences in their language and socio-affective performance. Mainstream DLD children have lower performance in general language, where autistic and SCD children have more linguistic variation and are lower in pragmatic and SC tasks, SCD children being more associated with language production difficulties and autistic children with both receptive and productive language. Each language component has a different interaction with SC. Likewise, different linguistic profiles are partially found for each disorder. These results are important for future lines of research focusing on specific components of interaction and socio-emotional processes, as well as for clinical and educational treatment. What is already known on the subject The hierarchical model of Schurz etal. (2021), divide social cognition into three brain constructs: cognitive social cognition (CSC), affective social cognition (ASC) and intermediate social cognition (ISC). They observe a large relationship between language and ISC, a fact that has been corroborated with some other studies. Studies have also found lower linguistic and socio-affective abilities in children with autism and language and communication disorders compared with children with neurotypical development, and large behavioural and neurocognitive overlaps between these disorders (Durrleman etal., 2019; Löytömäki etal., 2019). What this paper adds to existing knowledge This is the first review that relates all linguistic components (narrative, lexicon, morphosyntax, pragmatic and prosody) with the three constructs of social cognition (Cognitive, intermediate and affective). Moreover, it is the first review that studies the socio-linguistic factors comparing autism, developmental language disorder and social communication disorder with each other and with neurotypical development in children aged from 4 to 9 years. What are the potential or actual clinical implications of this work? Understanding how language and social cognition interact with each other in autism spectrum disorder, developmental language disorder and social communication disorder allows us to trace socio-linguistic profiles for each of the studied disorders, understand better children with these difficulties, and, with this, find specific potential intervention points to improve and prevent these difficulties.

Levels and Major Causes of Saudi Students’ Speaking Anxiety (SA) in EFL Classrooms

The current study examined students’ levels of English SA and its major causes. It adopted a mixed-method approach that included both quantitative (structured questionnaire) and qualitative (semi-structured interviews) data. Fifty first-year female Saudi secondary school students completed a structured questionnaire and 8 of them were interviewed. The findings revealed that students experienced a moderate level of anxiety when speaking English in the classroom. Moreover, students’ SA was caused by several causes, such as communication apprehension, low self-confidence, linguistic barriers, fear of negative evaluation, and fear of making mistakes. The study recommends that teachers should learn to detect and recognize the signs of students’ SA, motivate their students and help them to be more self-confident. Furthermore, they need to assure their students that making mistakes is an important part of the learning process and stress the significance of respecting classmates when they make mistakes. They also need to work on enhancing the linguistic components that cause hesitancy and anxiousness among students. Finally, teachers can consider requesting additional support, for example from the school principal, beyond what is available in the classroom.

Structural and semantic analysis of the concept union in political media discourse (comparative study of the English, German and Russian languages)

The article analyzes the semantic structure of the concept union by comparing its semantic markers for different European languages within the media discourse. The purpose of the article is to determine the features of individual meanings expressed through semantic markers in the media discourse of these languages and reflecting the uniqueness of the implementation of the concept union in semantic terms. When considering the features of meaning, semantic markers associated with the central concept are established; patterns of their frequency of use in the languages under study and factors influencing the transformation of semantics are determined. The interrelation of situations of communicative interaction and its influence on the realization of the specific meaning of the concept union indicate the high relevance of the study.The choice of linguistic means of implementing the concept and the role of the communicative situation in this process has a significant impact on the negative or positive assessment of the phenomenon itself. The research methodology includes elements of system analysis, linguistic description method, discourse analysis, semantic and component analysis. The study uses statistical data extracted from the corpus corresponding to the declared languages by automatic sampling according to the specified parameters.The authors conclude that the semantic structure of the concept is realized depending on the communicative situation by various semantic markers, which, with the similarity of structures in the course of historical development and various social experiences, have a divergence of meaning, which may later serve as a space for various kinds of semantic manipulations in modern media discourse. The peculiarities of the use of the concept union in politically oriented texts of the studied languages are also of interest.

Лингвострановедческий аспект содержания занятий по иностранному языку в вузе

Linguistic and cultural components of the content of foreign language lessons and the study of literature are considered in this article

Stylistics Analysis of Heart of Darkness: A Study of Irony, Stream of Consciousness, and Metaphor

Introduction: Reading literary works offers a unique opportunity for individuals to enhance their understanding of the world and self-awareness through stylistic analysis. This study focuses on exploring the use of various lexical and grammatical choices in Joseph Conrad's masterwork "Heart of Darkness" to demonstrate the value of the English language's intrinsic aspects. Methodology: The methodology involved a detailed examination of Conrad's writing style in "Heart of Darkness." Stylistic analysis was conducted to identify the linguistic components used by Conrad to captivate the audience and evoke a sense of uncertainty. Special attention was given to the widespread usage of hypothetical phrases and the intricacy of Conrad's writing style. Findings: Conrad's adept use of language components in "Heart of Darkness" effectively captured the audience's attention and left them with a profound sense of uncertainty. The widespread usage of hypothetical phrases added a distinctive flavor to his work, compelling readers to carefully absorb the material to uncover its meanings beneath the surface. The analysis revealed clarity amidst the unpredictability of the language, shedding light on the deeper layers of Conrad's narrative. Implication/Future Direction: The findings of this study underscore the importance of stylistic analysis in understanding literary works and enhancing cognitive development. Further research could explore the impact of Conrad's writing style on readers' interpretation and appreciation of "Heart of Darkness," as well as its broader implications for literary analysis and education. Additionally, future studies could investigate the application of similar stylistic analysis techniques to other literary works across different genres and authors

Applying the MSMLP model in advancing language teaching and learning: a longitudinal case study on soft skills development

Language is a dynamic phenomenon that transcends mere verbal expression. In the educational setting, and particularly language teaching and learning, understanding the processes that underlie communication is crucial for effective pedagogy. The Multi-Stratal Model of Language Processing (MSMLP) emerges as a neurolinguistic framework that not only dissects the complexities of language processing but also offers a multifaceted perspective through which language education can be advanced, moving beyond traditional linguistic boundaries by integrating social, cultural, emotional, gestural, and linguistic components. The study unfolds by examining the foundational linguistic strata, emphasizing the integration of pragmatics, morphosyntax, semantics, and phonology into a more holistic language curriculum. Social dimensions, encompassing sociolinguistic variables, social context, and conversation analysis, are explored, guiding educators to incorporate these elements into their teaching methodologies. The longitudinal case study focuses on soft skills development among first-year English students at the Faculty of Arts and Humanities in Sfax, emphasizing real-world scenarios and comprehensive assessments. The iterative approach assesses the curriculum’s impact on students’ soft skills, highlighting MSMLP’s applicability in language teaching and curriculum design. The study advocates for embracing the MSMLP, fostering a holistic language teaching approach to prepare students for effective communication in diverse real-world contexts, and unraveling the profound connection between language and the expression of thoughts and feelings beyond explicit verbalization.

Automotive culture of China and Russia

INTRODUCTION. The study is devoted to considering the problem of the specifics of Chinese and Russian automotive cultures and is focused on the explication of linguistic facts. The purpose of the study is to analyze the “linguocultural space” of automotive culture, which can be a certain marker of the names of car brands as a specific category of proper names in Chinese and Russian linguistic cultures.MATERIALS AND METHODS. The empirical material for the study was the names of famous car brands in China and Russia, taken from scientific and popular science publications on the history of automotive culture. To describe the facts of the language, a continuous sampling method, a descriptive method and an interpretation method, and definitional analysis were used.RESULTS AND DISCUSSION. It has been established that automotive culture, being a component of national culture, reflects a specific way of human activity. Automotive culture is strengthened by local car brands and plays an important role in the economy of any country. Nowadays, Chinese automobile culture plays an important role in the global market, providing people with increasingly competitive cars and services, and taking an active place in the life of modern society. The future of the Chinese automotive industry will pursue a path of self-reliant and highquality development to create a favorable living environment for people.CONCLUSION. The development of automotive culture is largely determined by the degree of significant semantic indicators, which include “prestige”, “reliability”, “comfort”, “price”, “fashion”. These indicators for native speakers of both Chinese and Russian languages are assigned to the names of car brands and give an idea of automotive culture, reflected in the form of the so-called “image of the world,” which explicates the linguistic component, taking into account the specifics of the national culture and the native speaker at the same time, reflecting important information about different linguistic cultures in the context of synchrony.

Совершенствование иноязычной грамматической компетенции студентов языковых вузов на основе комплекса упражнений (на примере английского языка)

The aim of the study is to develop a set of exercises aimed at improving foreign language grammatical competence among students at linguistic universities. The paper explores the issue of forming foreign language grammatical competence in a historical aspect, systematizing modern approaches to teaching foreign language grammar. The scientific novelty lies in revealing the essence of the foreign language grammatical competence of students at linguistic universities at the present stage as a crucial part of the linguistic component of communicative competence determining the success of intercultural communication and the solution of professional tasks. The formation and improvement of foreign language grammatical competence are important methodological tasks in the context of changing educational programs, increasing learner autonomy, and the intensive development of digital technologies. Following the conducted study, the author concludes on the necessity of relying on the cognitive, communicative, personality-oriented, and sociocultural approaches in working with grammatical material in linguistic universities and elaborates a set of exercises aimed at developing the cognitive, psychological, and research components of this competence.

Study of Linguistic Components of Pakistani English: An Indigenized English Variety

This study explores the linguistic components of Pakistani English (PakE) and how this English variety has been indigenized in linguistically diverse Pakistan. English is recognized as an official language in Pakistan, but it is often taught without appropriate socio-cultural context. The research aims to highlight the development of PakE through examining factors that influence its evolution, and analyze main linguistic features that draw its distinction from British English. The study uses a qualitative methodology, particularly thematic analysis of audio recorded interviews with two university students. Findings of the study reveal clausal, syntactic and lexical features of PakE that deviate from standard British English variety. The findings also demonstrate how PakE speakers code-mix Urdu and English, use unique sentence formations, and transform declarative sentences into interrogatives in casual talk. Moreover, the results imply the need for greater focus on linguistic diversity and importance of inclusion of native socio-cultural contexts in English language education across Pakistan. Additionally, understanding of common features of PakE can help informing language planning and policies focused on endorsing regional linguistic identity. Further research examining additional social, cultural and linguistic variables influencing ongoing development of Pakistani English as an indigenized variety is needed.

Development of Speech Communication of Senior Preschool Children: Application of Correctional and Developmental Pedagogical Technologies in Moderate and Severe Mental Retardation

Introduction. The article discusses correctional-developmental pedagogical technologies for the development of speech communication through the prism of speech pathology correction in preschool children with severe and moderate mental retardation. The following methods are described: fairy tale therapy, theatrical activities, mnemotechniques, logorhythmics, and computer technologies.Purpose. The study examines the components of speech communication in preschool-aged children with moderate and severe mental retardation using pedagogical technologies such as logorhythmics, theatrical activities, and computer technologies.Materials and Methods. A study was conducted involving 10 preschool-aged children with moderate and severe mental retardation attending a combined-type kindergarten. The study aimed to assess the development of the motivational, semantic, linguistic, and sensorimotor components of speech communication. Pedagogical technologies such as logorhythmics, theatrical activities, and computer technologies (developing games) were used to evaluate the manifestation of speech communication components in preschool-aged children with moderate and severe mental retardation.Results. The study involved 10 children (6 boys and 4 girls) aged 5–6 years with severe or moderate mental retardation. A confirmatory experiment was conducted to assess the semantic, linguistic, sensorimotor, and motivational components of speech communication in this group of manifestation. The study allowed us to determine that the most preserved components of speech communication in the participants of the experiment are sensorimotor and motivational, while the semantic and linguistic components of speech communication are poorly developed.Discussion. The data obtained in our study is in line with the findings of other researchers who have who have used the information and communication technologies in correctional speech therapy. The authors also emphasize the role of dialogic communication between a child and a teacher in speech development, which we have implemented at all stages of the confirmatory experiment. The results obtained are applied in correctional and developmental work.

Indonesian Suburban Area EFL Teachers' Perspectives on Translanguaging

Bilinguals and multilingual people use translanguaging, which is the technique of using different linguistic components or forms of independent languages to improve communication. When incorporated into teaching methods, translanguaging strategies enable educators to bridge linguistic gaps and support the learning of a foreign language. Despite the perceived advantages of translanguaging, variations in teachers' perceptions create ideological barriers, hindering students from fully embracing translanguaging. This study intends to investigate the perspectives of Indonesian teachers teaching in suburban areas on translanguaging in English language instruction in order to obtain a deeper knowledge of this subject. This study used semi-structured interviews using a qualitative research design to go deep into teachers’ insights on the topic. The result of the study shows that the participants had a generally positive perception on translanguaging and used a variety of translanguaging strategies in their teaching methods, such as the use of contextual cues, cooperation, student-centered approaches, and bidirectional translation. The result of this study also shows participants’ perspective on a crucial need to include translanguaging to support low proficiency level EFL students in their classrooms. In addition, the finding reveals teachers’ perspectives on ramifications of translanguaging when it is used in EFL classes. The findings can be valuable for education stakeholders, particularly in suburban areas, guiding design of lessons with translanguaging practices that cater to learners’ needs in English as a Foreign Language (EFL) classrooms.

Text analysis of billboards and infographic graphics advertising COVID-19 on promoting preventive behaviors and taking vaccination against the coronavirus pandemic and investigating the opinions of the Iranian adult population

BackgroundAdvertising is one of the most important solutions that health centers and medical services around the world use to try to encourage public opinion to create a positive attitude towards preventive measures and vaccination. This study has been done with the aim of text analysis of billboards and infographics related to promoting preventive behaviors and vaccination against the coronavirus pandemic and providing solutions and models for preventive information and advertising in the field of health.MethodsThe study method in this research is a combination of qualitative and content analysis. Data collection was done in a targeted manner. The sample size includes 33 advertising billboards and infographics. Data collection has been done through searching the sites and websites of health networks and medical education centers in Iran, taking pictures of infographics and billboards in public places, and also receiving archive files of pictures from the public relations of health networks and medical services. The data was collected from February 19, 2020 to December 30, 2022 (the time frame of the pandemic and public vaccination program in Iran). The data was analyzed based on the three-dimensional discourse analysis theory of Fairclough. Then, an online survey about promoting preventive behaviors and vaccination against the coronavirus pandemic in the format of billboards and infographics was designed in SurveyMonkey and its link was provided to the audience through virtual networks and other platforms. The age group of people was selected from 18 to 70 years. Considering that the number of participants should be representative of the entire community under investigation, therefore, based on Cochran’s formula, the sample size was equal to 350 people. Finally, users’ opinions were analyzed using descriptive statistics. The assessment of validity involved experts in infection control and linguistics. The reliability of the measurement, determined through the Cronbach’s alpha internal consistency coefficient, yielded a coefficient of 0.968.ResultsThe results show that among the four linguistic components of words, syntax, coherence and text structure; “live metaphors”, “pronoun “we”, “collocation and reference”, and “attitude markers” have the most impact on the audience. The frequency percentage of the data shows that these language elements have tremendous power in attracting the audience to perform preventive behaviors. The results show that the language reflects the culture, opinions and needs of people in the society. Also, the results show that encouraging people to perform preventive behaviors should be through the integration of medical information with motivational linguistic factors in order to attract the audience more.ConclusionsIt can be concluded that the use of the appropriate pattern of medical advertising discourse and correct communication strategies, will help public participation in the field of epidemic control. The language of effective health education and health communication during an epidemic must be related to the ways of thinking and speaking of ordinary people. Also, words with metaphorical and ironic meanings have a high potential to influence the health performance of people in society and increase public awareness of health communication. Therefore, using them to create a new value system with the aim of controlling and overcoming the consequences of the epidemic is very effective.

Functional and semantic basis of the organisation of the process of foreign language communicative competence development of students

Relevance. By focusing on lexicalised grammatical material as a means of forming English-language communicative competence in non-linguistic specialisations educators can better prepare students to excel in their chosen professions by equipping them with the language knowledge for effective communication in their respective fields. Purpose. This study aims to demonstrate how functionally described grammatical units effectively shape speech and communicative competence in teaching "Professionally oriented foreign language" within "Tourism" and "Socio-Cultural Service" specialisations. The objective of the study is to check the mechanism of activation of frequency semantic units in the professional speech of future specialists in the field of tourism. Methodology. The paper uses such research methods as semantic analysis, statistical method, modelling, approbation, analysis of research subject based on the processing of educational texts. 15 2nd-year students of the specialisation "Tourism" and "Socio-cultural service" took part in the study. Results. The conducted research proves the necessity of organising a system of preliminary preparation of material with the selection of lexicalised material for developing English-language communicative competence. An algorithm and corresponding practices have been devised to expedite students' foreign language communicative competence development, ensuring proficient utilisation of acquired knowledge in their professional endeavors. The study delineates the constituent elements of foreign language communicative competency and aligns them with the overarching objectives of teaching within non-linguistic specialisations, encompassing linguistic, sociolinguistic, sociocultural, social, reflexive, pragmatic, and discursive components. Conclusions. Lexicalised grammatical material significantly influences the development of foreign language communicative competence in non-linguistic students specializing in "Tourism" and "Socio-cultural Service". Integrating intercultural competency into language acquisition is crucial, enhancing students' ability to navigate diverse cultural contexts effectively. The results of the study can be used in conducting English language classes of the discipline "Professionally oriented foreign language" in the specialisations "Tourism" and "Socio-cultural service". Keywords: semantic types of elementary utterances; speech act; lexical compatibility; lexical variation; syntactic field; syntactic synonymy

Investigating L2 Grammatical Accuracy in Digital Multimodal Writing

This study examines and compares L2 grammatical accuracy in digital multimodal writing (DMW) and monomodal text-based writing (TBW). Utilizing a mixed-methods design, the research incorporates a dataset comprising 180 written texts, a questionnaire, and text-based interviews. Sixty EFL learners were assigned to two groups (TBW and DMW) and completed three writing tasks on identical topics. The findings reveal that there are no significant differences in grammatical accuracy between TBW and DMW. Moreover, learners' perceptions indicate that the integration of multi-semiotic recourses has no detrimental effect on grammatical accuracy. Additionally, learners adopted a preferred recursive strategy, involving text writing followed by integrating nonlinguistic components to complete and revise their DMW compositions. Consequently, two factors emerge as crucial in elucidating the comparable level of grammatical accuracy in DMW and TBW: (1) active engagement in each linguistic and nonlinguistic component, and (2) an awareness of the essentiality of the text component, necessitating the prioritization of the linguistic resource or the deliberate separation of text writing from other components within the DMW process. This study concludes with pedagogical implications and suggestions for further research.

CLIL technology in teaching the English Language of Journalism

Importance. The scientific problem is identified, which consists in the need to study tools that develop the integrated subject-language competence of graduates of non-linguistic areas of study, which underlies the successful functioning of specialists in the labor market, as well as the purpose of the study is to show the importance of the subject-language integrated approach (CLIL) in the formation of this competence.Materials and Methods. Information about the object of study is given, which are educational materials used in teaching English journalism, as well as answers and speeches by students of advanced English language proficiency. The research methods, including observation, description, analysis and synthesis, are indicated.Results and Discussion. The specific author’s results of the conducted research are presented, including a description of the apparatus of exercises on the topic “Manipulation and psychology” in journalism, as well as answers and speeches of students. It is noted that most of the tasks are focused on obtaining professional knowledge using the English language. A foreign language is more a means than a goal of learning here. The purely linguistic component of the educational apparatus is small. However, during the course of study, relying mainly on the material of a subjectthematic orientation, students develop all types of speech activity (speaking, listening, reading, writing) and form appropriate language skills.Conclusion. It is proved that the most important place in the work on the topic is occupied by the preparation and presentation of the project. It is proved that subject-language integrated training is an effective method in the development of integrated subject-language competence of future journalists.

Языковое выражение гендерного статуса в немецком языке: за и против

The study aims to determine the influence of modern social processes in the ethnic society of German-speaking countries on the linguistic component of gender expression in the German language. The paper analyzes the current means of gender identity expression in the German language, emphasizes the role of including the gender parameter in linguistic research. The scientific novelty of the work lies in systematizing modern trends in gender expression, determining the role of language for expressing gender identity, roles and expectations in the German ethnic society. As a result of the study, two main strategies for combating androcentrism in the German language are identified: the replacement of gender-specific linguistic units with gender-neutral ones and the equal use of lexical units of the feminine and the masculine grammatical gender in speech. The analysis of the public reaction to modern innovations in the expression of gender status in language is carried out.

The Impact of Diglossia on Inflectional Morphological Constructions and Their Relation to Literacy Skills: A Longitudinal Study.

This study examined the differences in spoken Arabic (SpA) and standard Arabic (StA) in inflectional (gender, number, possessive pronouns, and tense) construction use in Arabic among preschoolers. Moreover, we tested the contribution of the inflectional constructions possessed in kindergarten to reading skills in the first grade and examined whether this morphological contribution differs between SpA and StA. We assessed 261 Arabic-speaking kindergartners for 1 year until the end of first grade for inflectional knowledge in kindergarten and reading skills in first grade (reading accuracy and fluency, spelling, and reading comprehension). The findings revealed that among inflections, prevalence of performance on gender constructions was the highest, followed by number and possessive pronouns, and lowest performance for tense constructions. Although the performance for SpA was higher than for StA in all constructions, similar patterns were observed except similarity between gender and number in StA. Moreover, the results indicate a significant contribution of almost all inflectional constructions (except possessive pronouns) possessed in kindergarten to all reading skills in the first grade. However, tense did not contribute to reading comprehension, and possessive pronouns did not contribute to any of the reading measures. Regarding diglossia, although the claims that linguistic components in StA are not represented in the mental lexicon, StA accounted for an additional significant 2%-3% of the explained variance in Step 2 (which checked the practical significance of statistically significant results) in all reading measures. This study highlights the impact of diglossia-specific morphological differences (prevalence of the use of the morphological construction in Arabic in SpA vs. StA) on reading and literacy measures, especially the contribution of morphological awareness in SpA, which may provide a stronger basis for StA reading skills. The implications of these results are discussed, especially regarding exposing children to the morphological representations of both the SpA and StA forms to promote reading and literacy in Arabic.

Dakwah dan Peran Pembelajaran Bahasa Arab dalam Perubahan Sosial

This paper explores the relationship between Da'wah (Islamic propagation) and the role of Arabic language learning in facilitating social change. Da'wah is a fundamental aspect of Islam, aiming to spread the message of the religion and bring about positive transformations in society. Arabic language, as the language of the Qur'an and the primary medium for Islamic teachings, plays a crucial role in the practice of Da'wah. This study investigates how the acquisition of Arabic language skills can empower individuals to effectively engage in Da'wah activities and contribute to social change. It examines the impact of Arabic language learning on enhancing communication, understanding, and interpretation of Islamic teachings, as well as fostering cultural appreciation and interfaith dialogue. The paper also discusses the challenges and opportunities associated with Arabic language learning in the context of Da'wah, including the availability of resources, pedagogical approaches, and the role of technology. The findings highlight the significance of Arabic language learning as a catalyst for social change through Da'wah, emphasizing the need for comprehensive language education programs that incorporate both linguistic and religious components.

Moral conflict in a (post)war story: Narrative as enactment of and reflection on moral injury

AbstractThis article examines the discursive construction of moral conflict in a military veteran's (post)war story. By closely examining the linguistic details of a single veteran's narrative of war, this article addresses how moral conflict is revealed in shifts among varying modes of morality: from the conventional moral dispositions of the military, in which soldiers are socialized into acting, often violently and without reflection, to conscious ethical reasoning, which soldiers have historically been socialized not to engage in. The analysis of this veteran's narrative, informed by ethnographic research on veterans’ experiences of combat and return after deployment, outlines how structural and linguistic components of the narrative engage shifting modes of moral experience. As such, the article provides a critical discussion of moral injury, as well as a potential model for the study of language and morality.