4. Dynamics between Applied Studies on Language and Literature
Yunes Azizian; Mohammad Yousefvand
Abstract
This study employs a mixed-method, corpus-based approach to investigate the distinct argument structure constructions in Mark Twain’s The Adventures of Huckleberry Finn and The Adventures of Tom Sawyer through the lens of Adele Goldberg’s (1995) Construction Grammar (CxG). A 10,000-word corpus ...
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This study employs a mixed-method, corpus-based approach to investigate the distinct argument structure constructions in Mark Twain’s The Adventures of Huckleberry Finn and The Adventures of Tom Sawyer through the lens of Adele Goldberg’s (1995) Construction Grammar (CxG). A 10,000-word corpus from each novel was systematically analyzed using quantitative methods—including frequency counts and log-likelihood ratio tests—and qualitative interpretive techniques to identify and contextualize key constructions such as negative concord, resultative, caused-motion, and ditransitive. The findings reveal that Huckleberry Finn is characterized by a higher prevalence of non-standard, innovative constructions that mirror Huck’s vernacular speech and his experiential, marginal identity. In contrast, Tom Sawyer consistently employs more conventional, formulaic constructions, reflecting its structured, culturally mediated narrative style. These differences underscore the cognitive mechanisms of entrenchment, schema formation, and usage-based learning, which underlie the distinct narrative voices in Twain’s work. By integrating cognitive linguistics with literary analysis, this study not only highlights how constructional choices shape character identity and thematic depth but also provides a replicable framework for future interdisciplinary research. Overall, the results advance our understanding of Twain’s stylistic innovation and demonstrate the utility of CxG in elucidating the complex interplay between language form and literary meaning.
4. Dynamics between Applied Studies on Language and Literature
Mohammad Hossein Mahdavi Nejhad; Reza Bagheri Nevisi; Arezoo Bahadori Moghaddam
Abstract
Many critics have read David Mamet’s (1993) Oleanna as a locale for issues of gender, misogyny, and sexual harassment. Another group, however, believe that it is the potentials of language and its manipulation which are central to the play, which need to be delved into. In line with the latter ...
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Many critics have read David Mamet’s (1993) Oleanna as a locale for issues of gender, misogyny, and sexual harassment. Another group, however, believe that it is the potentials of language and its manipulation which are central to the play, which need to be delved into. In line with the latter view, the present article assumes that the interactions of both John and Carol in this two-character play exemplify an interview in which they constantly attempt to preserve their faces through adopting a number of linguistic avoidance strategies. Therefore, by drawing upon linguistic avoidance frameworks suggested by Janney (1999) and Anchimbe (2009), the present article links up linguistic avoidance to Spencer-Oatey’s (2000) notion of rapport management and shows to what extent John and Carol adopt these strategies to attend to their personal and professional face needs at the cost of further alienation and frustration. The findings of this paper are also an affirmation of Žegarac and Spencer-Oatey (2013) who argue that participants’ self-oriented perspective due to face concerns may cause difficulties within joint projects, which is a barricade to spirit of cooperation and reciprocity.
4. Dynamics between Applied Studies on Language and Literature
Saber Khooei-Oskooei; Saeideh Ahangari; Zohreh Seifoori
Abstract
Many individuals fail to perform the responsibilities devolved to them within the expected time or at least do them near the deadline. The so-called procrastination in accomplishment of academic tasks has often been considered a frustrating phenomenon which commonly results in undesirable outcomes. However, ...
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Many individuals fail to perform the responsibilities devolved to them within the expected time or at least do them near the deadline. The so-called procrastination in accomplishment of academic tasks has often been considered a frustrating phenomenon which commonly results in undesirable outcomes. However, some students believe that near-deadline performance leads to better results. Focusing on EFL learners, the researchers in this study followed the classical Grounded Theory Approach and investigated whether procrastination always has destructive effects on their performance and behavior or it can be applied as a strategy to gain better outcomes. To do so, they interviewed 43 EFL learners at intermediate and advanced levels of proficiency with prior experience of procrastination and, taking a constant comparative method, analyzed the collected data through three stages of coding (i.e., open, selective, and theoretical). The results indicated that although most respondents did not reject the destructive consequences of procrastination on their language learning, several EFL learners pointed to constructive consequences of procrastination in their learning. Moreover, some strategies for adjusting the destructive effects of procrastination and even for transforming them to constructive consequences emerged from the data. In this way, the present study led to the development of the grounded theory of language learning procrastination. This theory covered two themes of Consequences, including Constructive Language Learning Procrastination and Destructive Language Learning Procrastination, and Overcoming Strategies, including Internal and External Strategies. The resultant theory can open a new horizon to deal with EFL learners’ dilatory behaviors.
4. Dynamics between Applied Studies on Language and Literature
Mostafa Hosseini Anhari
Abstract
Literature and Language Learning in the EFL Classroomconsists of nineteenchapters. The chapters of the book have been arranged into two parts: Part I, current issues and suggestions for new approaches (Chapters 1-6) and Part II, empirical and case studies (Chapters 7-19). The book takes multiple approaches ...
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Literature and Language Learning in the EFL Classroomconsists of nineteenchapters. The chapters of the book have been arranged into two parts: Part I, current issues and suggestions for new approaches (Chapters 1-6) and Part II, empirical and case studies (Chapters 7-19). The book takes multiple approaches to examine how literary texts can be incorporated into teaching practices inan EFLclassroom including 1) the use of extensive and close reading 2) narrative inquiry 3) translation and pedagogical stylistics, and 4)the evaluation of successful foreign language learners. It is worth mentioning that the increasing role of non-canonical English literary textssuch as post-modernist texts, simplified texts and pop song lyrics isthe focus of several chapters.The collection may be considered as unique in the sense that many chapters, either directly or indirectly, target the Japanese EFL classroom. In fact, 14 chapters out of 19 have been written by Japanese authors.This review provides a chapter-by-chapter account of the book.
4. Dynamics between Applied Studies on Language and Literature
Mehdi Aghamohammadi
Abstract
Hafez Shirazi was a distinguished Persian poet. His poetry collection, Divan, is regarded as a literary work of profound significance. Iranians view this collection as something much more than poetry because it is also used for bibliomantic purposes. After studying Hafez in his social context and exploring ...
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Hafez Shirazi was a distinguished Persian poet. His poetry collection, Divan, is regarded as a literary work of profound significance. Iranians view this collection as something much more than poetry because it is also used for bibliomantic purposes. After studying Hafez in his social context and exploring distinctive qualities of his Divan, particularly its application as a divination tool, the present article largely aims to determine what type of reader the querent who uses Hafez’s Divan is. The answer to this question has led to the introduction of a novel reader construct in the realm of reader-oriented theories. Divining reader is the term I use to refer to the reader who consults Hafez’s poetry collection as a bibliomantic text so as to solve a problem or find an answer to a question. The divining reader has eighteen identifying characteristics, one of which is the willing unframing of disbelief, referring to the fact that the reader first unframes whatever disbelieving and then reframes the unframed disbelief into a belief.
4. Dynamics between Applied Studies on Language and Literature
Bahram Behin
Abstract
Applied Linguistics and Applied Literature in the sense that we would like to use them should result in academic activities that are social in their orientation. Academics are not isolated individuals equipped with scientific tools and working within laboratory like situations. Their close encounter ...
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Applied Linguistics and Applied Literature in the sense that we would like to use them should result in academic activities that are social in their orientation. Academics are not isolated individuals equipped with scientific tools and working within laboratory like situations. Their close encounter with the real world situations is a fundamental necessity. Reading theories and literary texts in the library is not undertaken for the sake of creating mentalities to judge what lies outside our reading and library. There should, instead, be an interactional process between what we read and what we experience in the world out there that seems to be unruly and messy in nature. This attitude seems to have consequences for us in our academic behaviour. One of them, for instance, should be our attempts to look for non-traditional forms and formations of research and practice. Employing mere quantitative research methods, what we have inherited in the name of ‘science’ from the past, we may end up in failures. ‘Science’ is no longer a sacred institution whose colossal columns are untouchable, especially for us in developing countries that seem to be lagging behind the fast moving states and institutions forming categories of insiders and outsiders for themselves, for instance. There have been so many glossy theories of language and literature that are regarded either as totally obsolete or impractical for many reasons today.
