<abstract xmlns="http://www.w3.org/1999/xhtml">

Kinesics is a paralinguistic feature that helps convey a message quickly, especially in a TESOL environment. Kinesics is one of the main features of paralinguistics, which comprises various nonverbal fundamental elements. In this study, researchers collected the data regarding the effectiveness of kinesics for ESOL learners using a questionnaire with a sample of 385 instructors and learners from Saudi Arabian universities. Two hypotheses were tested: integrated kinesics significantly impacts learner-oriented proximity, and integrated kinesics features have a substantial effect on instructor-oriented proximity. SPSS was used to scrutinize the collected data. Regression analysis and descriptive statistic methods were used to check the frequency and reliability of the data and the variation of the results. The study’s findings indicate a significant impact of integrated kinesics features on learner-oriented proximity and instructororiented proximity. Using kinesics features in TESOL is very effective. It is concluded that kinesics is an inseparable part of the lecture room’s learning and teaching process. It is an integral part of teaching ESOL that should not be neglected.
</abstract>

Imam Abdulrahman Bin Faisal University in Dammam

Effectiveness of Kinesics among Saudi undergraduate EFL Students: How do Paralinguistics Impact the Pedagogical Practices in an ESOL Classroom?

<abstract xmlns="http://www.w3.org/1999/xhtml">

This paper investigates how pragmatics can be deployed to interpret non-standard usages in the context of the English language users. There are two important linguistics keys to interpreting meanings in English: pragmatics and grammatical competence. For effective communication, a decoder must be competent at the two levels. Many researchers in Nigeria have agreed that, Nigerian English has come to stay, therefore, we need to look beyond the grammatical rules and deploy a method of interpreting non-standard usages in the messages of these people. Decoding a message does not rely only on the linguistics or signs, there are extra linguistic properties that help the addressee to infer meanings from the message of the speakers which can be drawn from pragmatics. Pragmatics and grammar work hand in hand to provide meanings during an interaction.
</abstract>

Comprehending Non-Standard Grammatical Comments on Facebook through Pragmatics: A Pragma-syntactic Analysis of Users in Nigeria

<abstract xmlns="http://www.w3.org/1999/xhtml">

The aim of the study was to explore the developmental changes in the components of cognitive autonomy of adolescents in the period between 11th and 13th year of age. The research was carried out in 63 primary schools in one 6th grade class in each school. The pupils in 31 classes underwent the Unplugged program. The data were collected at five measurement points and 497 pupils participated in all of them (40.5% boys, T1: <italic>M age</italic> = 11.52, <italic>SD</italic> = 0.61). Statistical analysis was conducted in IBM SPSS 21. The basic descriptive statistics was computed for all factors of cognitive autonomy and for every measurement point for boys and girls and for the participants with and without the Unplugged program. To address changes over time a longitudinal approach was applied and linear mixed modelling was used, which uses multilevel hierarchical modelling. The first level addressed the within-subject change in measured variables over time. The second level addressed changes in measured variables between subjects. Through linear mixed modelling we have found that voicing opinions improve in the explored age group regardless of gender and participation in the program. Comparative validation was found to be higher among girls. Furthermore, it was found that a higher level of all factors of cognitive autonomy indicated a lower increase in these factors over time. Significant differences in the level of changes in individuals were found in all, except for decisionmaking in which an increase was observed in most of the respondents.
</abstract>

Changes in cognitive autonomy during early adolescence

<abstract xmlns="http://www.w3.org/1999/xhtml">

Using recent technology in education has great effects on stimulating learners to study English Language and improving their academic competence. With the increasing demands for information and bits of knowledge in various fields of learning and science, we have such huge numbers of chances accessible to drive that connection between learners, content, and technology. The key objective of this research paper is to support the perception of the utilization of technology in education, which boosts the function of learning, along with the fact that utilizing it in classrooms improves the ways of creativity in the instructive practice, as it is a facilitator for expanding and effectively obliging learners to the educational programs. A short while ago, excessive sympathy has been given to the utilization of technology in education, which reflects conclusively on the educational progression, and hand out the enhancement procedure that every instructive affiliation search for.
</abstract>

Utilizing Modern Technology to Motivate University Students to Study English Language

<abstract xmlns="http://www.w3.org/1999/xhtml">

Individualism is a hallmark descriptor of American culture. Frederick Jackson Turner’s seminal Frontier Thesis argued that such individualism has its roots in the frontier. While some have questioned this, subsequent studies have found empirical support for the cultural significance of the frontier experience. It is therefore worth revisiting relevant literature to explore depictions of individualism and all of its nuances. This paper examines individualism in Louis L’Amour’s <italic>Dark Canyon</italic>. L’Amour’s work, spanning more than fifty years, have embodied the quintessential Western novel. This paper’s analysis is guided by a proposed framework of individualism coming from inherent traits of the American frontier. These include the following: selective migration, rugged conditions, and opportunity for advancement through hard work. The author posits that this picture of individualism is reflected and expressed in <italic>Dark Canyon</italic>.
</abstract>

The Desire for a Home: Individualism in Louis L’Amour’s Dark Canyon

<abstract xmlns="http://www.w3.org/1999/xhtml">

In the paper, the authors analyse to what extent university students – future teachers – can evaluate a book for children as a symbiosis of a text and a picture, and their ability to present these features to readers in preschool, and primary education. Comparing the international PISA results, the level of reading literacy in Slovakia is not sufficient. The authors of the paper look for possible reasons and analyse the current level of professional university students’ preparation for work with the book for children. Furthermore, they suggest the procedures, and criteria that can be applied in evaluating the books’ textual and illustrative quality, concerning their usage in the particular activities of the educational process.
</abstract>

A Book for Children as Symbiosis of a Text and a Picture: Can Future Teachers Evaluate Literary and Illustrative Value of Books for Children?

AHEAD OF PRINT

Volume 11 (2023): Issue 3 (December 2023)

Volume 11 (2023): Issue 2 (October 2023)

Volume 11 (2023): Issue 1 (July 2023)

Volume 10 (2022): Issue 3 (December 2022)

Volume 10 (2022): Issue 2 (July 2022)

Volume 10 (2022): Issue 1 (March 2022)

Volume 9 (2021): Issue 3 (December 2021)

Volume 9 (2021): Issue 2 (September 2021)

Volume 9 (2021): Issue 1 (March 2021)

Volume 8 (2020): Issue 3 (December 2020)

Volume 8 (2020): Issue 2 (November 2020)

Volume 8 (2020): Issue 1 (September 2020)

Volume 7 (2019): Issue 3 (December 2019)

Volume 7 (2019): Issue 2 (September 2019)

Volume 7 (2019): Issue 1 (May 2019)

Volume 6 (2018): Issue 3 (September 2018)

Volume 6 (2018): Issue 2 (May 2018)

Volume 6 (2018): Issue 1 (January 2018)

Volume 5 (2017): Issue 3 (September 2017)

Volume 5 (2017): Issue 2 (May 2017)

Volume 5 (2017): Issue 1 (January 2017)

Volume 4 (2016): Issue 3 (September 2016)

Volume 4 (2016): Issue 2 (May 2016)

Volume 4 (2016): Issue 1 (January 2016)

Volume 3 (2015): Issue 3 (September 2015)

Volume 3 (2015): Issue 2 (May 2015)

Volume 3 (2015): Issue 1 (January 2015)

Journal of Language and Cultural Education

 Journal of Language and Cultural Education (JoLaCE) is a double-blind peer-reviewed international journal promoting international scholarly exchange among researchers, academics, and professionals. It carries only original, previously unpublished full-length research and survey articles that reflect the latest research and developments in both theoretical and practical aspects of language, literary and cultural education. Review studies, research-in-progress reports, short research notes, commentaries, and in-field publications reviews are invited to be published as well.  Rejection Rate   53,2%   Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process. 