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    <title>International Journal of English Linguistics, Issue: Vol.16, No.2</title>
    <description>IJEL</description>
    <pubDate>Mon, 13 Apr 2026 14:26:42 +0000</pubDate>
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    <link>https://ccsenet.org/journal/index.php/ijel</link>
    <author>ijel@ccsenet.org (International Journal of English Linguistics)</author>
    <dc:creator>International Journal of English Linguistics</dc:creator>
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    <item>
      <title>The Grammatical Re-engineering of Scientific Discourse: A Century-long Shift Toward Eventive Nominalisation and Argument-Embedding in American Informational Prose (COHA 1900–2000)</title>
      <description><![CDATA[<p>Large-scale descriptions of academic English agree that modern scientific prose is increasingly built out of dense noun phrases rather than finite clausal elaboration. Yet existing diachronic accounts of this &ldquo;nominal style&rdquo; have focused primarily on the growth of phrasal modification, leaving open whether the semantic-syntactic type of nominal heads has also shifted in systematic ways. This study asks whether twentieth-century American informational writing increasingly favours eventive/process nominalisations (e.g., examination, development) over agentive/participant nominalisations (e.g., examiner, developer), a change that would align with the rhetorical pressures of abstraction, depersonalisation, and conceptual reification in scientific discourse.</p>

<p>Using decade-stratified samples from the Corpus of Historical American English (COHA; 1900&ndash;2000), we manually annotated 4,200 nominal tokens drawn from informational prose and a fiction control. Nominal heads were coded for eventive vs agentive type using formal diagnostics (argument-realisation cues, event-modification, and distributional properties), while noun-phrase context was coded for internal argument expression (especially of-PP complements, as in the analysis of the data), agent expression (by-PP/genitive, as in the analysis by Smith), and structural complexity (premodification, postmodification, and NP length). Mixed-effects modelling reveals a significant positive time trend for eventive nominalisations relative to agentive nominalisations in informational prose (&beta; = 0.032, p &lt; 0.001; odds +3.3% per decade, approximately +38% over the century). Eventive nominals also increasingly realise internal arguments via of-PP complements (&beta; = 0.025, p = 0.002) while overt agent expression declines (p = 0.021). No comparable shift is attested in fiction.</p>

<p>These findings show that the historical move toward noun-phrase compression is not only a quantitative rise in modification but also a qualitative restructuring of nominalisation strategies: twentieth-century informational prose reorients from participant-reference toward process-packaging nominal heads that support argument embedding and hierarchical information packaging. The result is a grammar of scientific discourse in which processes are increasingly recast as manipulable &ldquo;things&rdquo;, enabling compact exposition while backgrounding human agency, a tendency that qualitative critics of academic style have also observed from rhetorical perspectives.</p>]]></description>
      <pubDate>Mon, 16 Mar 2026 03:39:52 +0000</pubDate>
      <link>https://ccsenet.org/journal/index.php/ijel/article/view/0/52965</link>
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    <item>
      <title>Philosophy of the Absurd in the Digital Age: Linguistic Strategies for the Destabilization of Sense</title>
      <description><![CDATA[<p>This article presents an interdisciplinary analysis of sense destabilization in contemporary political Internet discourse from the perspectives of applied linguistics and the philosophy of language. The study introduces and conceptualizes sense destabilization as a communicative strategy in which formal coherence is preserved while semantic integrity is neutralized. Particular attention is paid to linguistic mechanisms that imitate meaningfulness and transform language into an instrument of semantic masking and informational noise.</p>

<p>The study focuses on political Internet discourse in Eastern contexts (China, Japan, Iran), where indirect communication, ritualized rhetoric, and hierarchical discourse traditions intensify strategies of simulated coherence. The theoretical framework draws on the ideas of A. Camus, M. Heidegger, G. Deleuze, F. Guattari, J. Kristeva, and L. Wittgenstein. The methodological approach combines critical discourse analysis, philosophical hermeneutics, cognitive linguistics, and selected natural language processing tools.</p>

<p>The empirical corpus comprises samples of political digital communication from the aforementioned regions, which enables the identification of ritually stabilized linguistic constructions that create an illusion of sense without substantive cognitive content. As a result, an original typology of linguistic strategies for sense destabilization is proposed at the lexical, syntactic, pragmatic, and algorithmic levels. The findings demonstrate that contemporary digital political communication is characterized by simulational coherence, where grammatical correctness persists despite the erosion of semantic depth. The study contributes to understanding linguistic mechanisms of post-truth discourse and information warfare in the digital age.</p>]]></description>
      <pubDate>Mon, 16 Mar 2026 03:41:07 +0000</pubDate>
      <link>https://ccsenet.org/journal/index.php/ijel/article/view/0/52966</link>
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    <item>
      <title>Beyond the Native Speaker Ideal: Saudi ESL and EFL Learners’ Attitudes Toward English Language Teachers</title>
      <description><![CDATA[In this study, the researcher investigates Saudi English as a second language (ESL) and English as a foreign language (EFL) learners&rsquo; perceptions of native English-speaking teachers (NESTs) and nonnative English-speaking teachers (NNESTs), focusing on perceived advantages and disadvantages, areas of teacher strength and weakness, and the affective and social impact on learners&rsquo; academic experiences. The researcher divided 100 participants into three groups&mdash;beginning EFL, intermediate EFL, and advanced ESL learners in Saudi Arabia and the United States. The researcher employed mixed methods research, combining questionnaires with in-depth interviews, follow-up emails, and daily journals from 16 selected participants. Results indicate that learners value NNESTs for their empathy as former language learners, understanding of learners&rsquo; difficulties, and strategic use of the first language. Learners prefer NESTs for linguistic fluency, accurate pronunciation, cultural knowledge, and opportunities for authentic language practice. Learner perceptions varied by proficiency and context: beginning EFL learners often favored NNESTs for accessibility and guidance, while advanced ESL learners prioritized NESTs for oral and academic skill development. Notably, discrepancies between questionnaire and interview responses highlight the importance of careful instrument design and follow-up clarification in perception studies. The findings underscore that teacher qualifications and experience are more influential than native language is, and they highlight the benefits of cooperative teaching programs involving both NESTs and NNESTs. Implications include targeted teacher assignment, professional development, and enhanced cultural awareness. This study contributes to the discourse on native-speakerism in English language teaching and provides practical insights for designing inclusive and effective ESL/EFL programs.]]></description>
      <pubDate>Thu, 02 Apr 2026 11:31:49 +0000</pubDate>
      <link>https://ccsenet.org/journal/index.php/ijel/article/view/0/52967</link>
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    <item>
      <title>Women’s Representation in Saudi Curricula English Textbooks: A Visual Discourse Analysis</title>
      <description><![CDATA[<p>In this study I examine how women are represented in English-language books for intermediate and secondary Saudi students attending public schools. I focus on how such textbooks depicted women in relation to men by qualitatively analyzing the visual discourse. The overall conclusion suggests that the textbooks demonstrate gender bias. Women are underrepresented in the textbooks as demonstrated by reducing their social perception and spreading ideology that confines them within society&rsquo;s religious and cultural norms. Even though in this analysis I review only six books on a single subject, I demonstrate that the way women are currently portrayed contradicts government efforts to elevate their status and highlights the need to amend the curricula with less biased views.</p>]]></description>
      <pubDate>Mon, 16 Mar 2026 03:43:32 +0000</pubDate>
      <link>https://ccsenet.org/journal/index.php/ijel/article/view/0/52968</link>
      <guid>https://ccsenet.org/journal/index.php/ijel/article/view/0/52968</guid>
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    </item>
    <item>
      <title>Impoliteness Strategies in American Comments on Reddit: The Case of Recent Tariff Disputes</title>
      <description><![CDATA[<p>This study investigates the use of impoliteness strategies in Reddit discussions concerning tariff policies. Drawing on the impoliteness framework proposed by Jonathan Culpeper and the politeness theory of Brown and Levinson, the research analyzes how users employ face-threatening language in online political discourse. The dataset consists of comments from two Reddit threads posted on April 9, 2025, in which 357 instances of impoliteness were identified.</p>

<p>Using a mixed-method approach, the study combines quantitative frequency analysis with qualitative discourse analysis. Impoliteness strategies were categorized into on-record and off-record types, including positive impoliteness, negative impoliteness, sarcasm, and implicated impoliteness. The results show that on-record impoliteness dominates the dataset (76.2%), with positive impoliteness being the most frequent strategy. Users commonly employ explicit criticism, accusations, and ridicule to challenge the credibility or competence of political actors. Although less frequent, sarcasm serves as an important off-record strategy that allows users to express criticism indirectly.</p>

<p>The findings suggest that impoliteness in Reddit political discussions functions both as a form of interpersonal aggression and as a rhetorical resource for expressing political dissatisfaction. The study contributes to the understanding of how impoliteness operates in computer-mediated communication and highlights the role of online platform environments in shaping confrontational political discourse.</p>]]></description>
      <pubDate>Tue, 17 Mar 2026 04:01:37 +0000</pubDate>
      <link>https://ccsenet.org/journal/index.php/ijel/article/view/0/52973</link>
      <guid>https://ccsenet.org/journal/index.php/ijel/article/view/0/52973</guid>
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    </item>
    <item>
      <title>Exploring the Impact of Breakout Rooms via Blackboard on Language Practice and Peer Interaction: Perceptions of Saudi EFL Female Students at King Abdul-Aziz University</title>
      <description><![CDATA[<p>This study explored the impact of Breakout Rooms via Blackboard on language practice and peer interaction among Saudi EFL students at King Abdul-Aziz University. The study used a questionnaire as the main tool to collect data from 31 participants who had experienced Breakout Rooms in their online English courses. The data were analyzed using SPSS to obtain descriptive statistics of the students&rsquo; perceptions of Breakout Rooms. The results showed that the students generally had positive perceptions of Breakout Rooms in terms of language practice, peer interaction, and learning experience. The students strongly agreed that Breakout Rooms provided them with opportunities to speak and listen in English, to establish good relationships with their classmates, to collaborate and solve problems in English, to express their personal perspectives, to increase their confidence in using English, and to have a positive educational experience. The students also agreed that Breakout Rooms enhanced their critical thinking and interaction skills, and that they preferred to use the microphone to communicate and share their ideas. However, the students tended to disagree that Breakout Rooms had low levels of student engagement or interaction, or that they faced difficulties in internet connectivity. The findings of this study have implications for online language teaching and learning and suggest some recommendations for future research and practice.</p>]]></description>
      <pubDate>Wed, 18 Mar 2026 05:07:19 +0000</pubDate>
      <link>https://ccsenet.org/journal/index.php/ijel/article/view/0/52978</link>
      <guid>https://ccsenet.org/journal/index.php/ijel/article/view/0/52978</guid>
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    </item>
    <item>
      <title>Incidental Vocabulary Learning From Captioned Videos: Influences of Learner-Related and Word-Related Factors</title>
      <description><![CDATA[<p>This study investigated the influences of word-related and learner-related factors on incidental vocabulary learning from captioned videos. Specifically, it examined whether part of speech (nouns vs. verbs) affects learning outcomes, and explored the roles of learners&rsquo; L2 proficiency and working memory (WM) capacity in learners&rsquo; incidental vocabulary learning. Sixty Chinese university-level EFL learners were divided into two groups (N group: target nouns; V group: target verbs) and watched a captioned storytelling video with pseudowords replacing original nouns or verbs. Vocabulary tests (form and meaning recognition), a standardized English proficiency test (CEFR), and a reading span task for WM were administered. Results revealed that there was no significant difference between the learning of nouns and that of verbs. Overall, English proficiency significantly predicted form recognition and meaning recognition scores, but WM exhibited no significant correlation with learning outcomes. These findings suggest that captioned videos may mitigate word class disparities through multimodal input, and L2 proficiency plays a critical role in incidental vocabulary learning. Educators should prioritize aligning video materials with learners&rsquo; proficiency levels to optimize learning, and take advantage of visual input to enhance vocabulary acquisition.</p>]]></description>
      <pubDate>Wed, 18 Mar 2026 05:08:33 +0000</pubDate>
      <link>https://ccsenet.org/journal/index.php/ijel/article/view/0/52979</link>
      <guid>https://ccsenet.org/journal/index.php/ijel/article/view/0/52979</guid>
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    <item>
      <title>Mindfulness and Foreign Language Speaking Anxiety: Developmental Trajectories of Saudi TESOL Student-Teachers</title>
      <description><![CDATA[<p>This study investigates how a Mindfulness-Intervention Program (MIP) influenced the speaking experiences of Saudi female TESOL student-teachers, focusing on the regulation of Foreign Language Speaking Anxiety (FLSA). Guided by Kabat-Zinn&rsquo;s mindfulness framework and D&ouml;rnyei&rsquo;s Ideal L2 Self construct, a qualitative longitudinal design was implemented over ten weeks at a Saudi university. Data from weekly reflection journals and post-intervention interviews were analyzed using reflexive thematic and deductive content analysis. Findings revealed a developmental trajectory marked by emotional fluctuation, gradual stabilization, and increased communicative engagement across five themes: Turbulence in Transition, Becoming Emotionally Anchored, Breaking the Chain of Anxiety, From Silence to Presence, and Perceived Improvements in Speaking. Although anxiety persisted, mindfulness practices supported emotional regulation, reduced avoidance, and enhanced speaking confidence. Rather than directly improving linguistic competence, the MIP reshaped learners&rsquo; emotional orientation toward speaking, fostering greater willingness to communicate and more meaningful participation in Gulf EFL teacher-education contexts.</p>]]></description>
      <pubDate>Wed, 18 Mar 2026 05:10:20 +0000</pubDate>
      <link>https://ccsenet.org/journal/index.php/ijel/article/view/0/52980</link>
      <guid>https://ccsenet.org/journal/index.php/ijel/article/view/0/52980</guid>
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    <item>
      <title>Reconstructing Economic Knowledge in Late Qing China: A Socio-translation Study of Fu Guo Ce</title>
      <description><![CDATA[<p>This study examines <em>Fu Guo Ce</em> (1880), the first translation work of Western political economy into China. By employing <em>Niklas Luhmann</em>&rsquo;s social systems theory, particularly the concepts of structural coupling, the study investigates how translation functioned as a constitutive mechanism of knowledge reorganization.Three key translation strategies in the book are identified: terminological innovation, textual restructuring, and discursive adaptation. The translators selectively introduced Western economic concepts, while filtering politically sensitive content and embedding economic theories within a Confucian moral framework. The findings demonstrate that the translation operated as a mechanism of structural coupling among various subsystems: it served as pedagogical material in the educational system, a resource for governance in the political system, and a tool for modernization in the economic system. In doing so, translation not only facilitated the circulation of new concepts but also reshaped China&rsquo;s intellectual landscape by integrating foreign knowledge into local discourses. </p>]]></description>
      <pubDate>Fri, 20 Mar 2026 02:03:54 +0000</pubDate>
      <link>https://ccsenet.org/journal/index.php/ijel/article/view/0/52981</link>
      <guid>https://ccsenet.org/journal/index.php/ijel/article/view/0/52981</guid>
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    <item>
      <title>Translating the Paradoxical Identity in Sahar Khalifeh’s “The End of Spring”: A Polysystem Perspective</title>
      <description><![CDATA[<p>This study explores the construction and translation of the paradoxical identity in Sahar Khalifeh&rsquo;s novel &ldquo;The End of Spring&rdquo; and its English translation. Adopting a Descriptive Translation Studies (DTS) framework, the paper applies Gideon Toury&rsquo;s (1995) norm-based model to analyze how the inherent contradictions of Palestinian life under occupation are negotiated during translation. The analysis is conducted in two distinct phases: a micro-linguistic level focusing on operational norms, such as dialectal dissonance, semantic oxymorons, and lexical paradoxes, and a macro-conceptual level addressing preliminary and initial norms related to socio-political contradictions and religious ambivalence. Findings show a tension between Adequacy and Acceptability. Since the translator often employs Standardization to handle dialectal dissonance and uses titular oxymorons to improve target-culture fluency, the translation largely maintains the intense, authentic essence of internal stereotypes and metaphysical despair. According to Polysystem Theory, the study concludes that the English translation occupies a peripheral but innovative position within the Anglophone polysystem. By preserving the sharpest edges of Khalifeh&rsquo;s internal critiques and religious ambivalence, the text resists binary simplification and functions as a Primary Model of Paradox, presenting a multilayered, contradictory Palestinian identity within the Anglophone literary system, bridging the gap between the &ldquo;humanity&rdquo; experience and the &ldquo;labels&rdquo; imposed by conflict.</p>]]></description>
      <pubDate>Tue, 24 Mar 2026 05:30:39 +0000</pubDate>
      <link>https://ccsenet.org/journal/index.php/ijel/article/view/0/52997</link>
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    </item>
    <item>
      <title>Reviewer acknowledgements for International Journal of English Linguistics, Vol. 16, No. 2</title>
      <description><![CDATA[<p>Reviewer acknowledgements for International Journal of English Linguistics, Vol. 16, No. 2, 2026</p>]]></description>
      <pubDate>Tue, 31 Mar 2026 06:24:42 +0000</pubDate>
      <link>https://ccsenet.org/journal/index.php/ijel/article/view/0/53051</link>
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