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All Journal LLT Journal: A Journal on Language and Language Teaching JET (Journal of English Teaching)
Boudjelal, Mustapha
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Exploring Algerian Higher Education Classroom Discourse: Verbal Abuse Manifestations and its Impacts on Learners of English Boudjelal, Mustapha
JET (Journal of English Teaching) Vol. 8 No. 1 (2022): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/jet.v8i1.3659

Abstract

The very mentioning of verbal abuse is more likely to send the reader/listener to educational settings like the primary, middle, and high schools. Howbeit, it is rare to affiliate between this linguistic maltreatment and higher education settings. The aim of this study is to explore EFL university learners’ experiences of verbal abuse by means of investigating the various effects of verbal abuse on classroom participation, academic achievements and self-esteem. This study is based on the reflection of nine female master learners from the University of Mostaganem of their verbal abuse experiences. The data have been collected from a survey questionnaire that comprises different sections, involving closed and open-ended questions. The results showcase that learners tend to experience verbal abuse at the university, articulated by some teachers in a form of shaming and public criticizing, which mainly targets their “English language abilities”. As to its effects, it has been found that due to learners’ age (over 20years old), verbal abuse does not negatively affect learners’ motivation, self-esteem, and academic achievements; however, it tends to reduce their classroom participation rate.
THE DISREGARD OF THE CULTURAL DIMENSION IN TRANSLATION Douah, Mohamed; Boudjelal, Mustapha
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 2 (2024): October 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i2.7118

Abstract

The cultural turn in translation studies has propelled translation beyond a mere act of linguistic transposition. At this juncture, the cultural dimension has garnered significant attention, and translation has evolved into an act of cultural mediation. Within this framework, learners’ perceptions of the cultural dimension and classroom teaching practices are pivotal factors influencing translation quality. This study examines the classroom teaching practices vis-à-vis cultural learning and investigates learners’ perception of the significance of culture in translation. A survey questionnaire was administered to seventy-eight Master’s students of translation (Arabic-English-French) at the Institute of Translation, Oran University, Algeria. Additionally, an interview was conducted with 26 students from the same institute to accredit more validity and reliability to this study, to obtain more qualitative data, and to compare and crosscheck while interpreting the data from both the questionnaire and the interview. The analysis of the obtained data elucidated that cultural knowledge was impeached by classroom practices that do not foster intercultural learning despite learners’ positive attitudes towards the target cultures. This study offers some pedagogical recommendations to give the cultural dimension due attention in the translation classroom.
Co-Authors Douah, Mohamed