Papers by shereen abu hait
Theory and Practice in Language Studies
The current study examines the deployment of the rhetorical strategies found in 25 jokes that are... more The current study examines the deployment of the rhetorical strategies found in 25 jokes that are used by Jordanian social media users after the emergence of COVID- 19 during the months of March until September in the year 2020. The data were purposively selected from different social media, like Facebook and WhatsApp. The study analyzed how the rhetorical strategies are used in jokes to generate humor, depending on the context of humor. Therefore, the present study analyzed the corpus qualitatively, and it adopted Berger’s rhetorical techniques (1993) that deal with language and logic for analysis purposes. The findings of the present research indicated that a collection of rhetorical strategies were utilized to highlight several political, social, and psychological themes that were prominent in the Jordanian society during the COVID-19 pandemic. These rhetorical strategies were employed to enact humor. According to the results of the study, Jordanian social media users develop hum...
The Functions of Code Switching Used by Teachers in International-Based Classes , 2017
Abstract: This study aims at finding out the functions of code switching and the most frequent ty... more Abstract: This study aims at finding out the functions of code switching and the most frequent types of code switching used by ten teachers in different international-based classes at an International School where English is the language used in these classes. This study was conducted through analyzing quantitatively the types of code switching to Arabic made by teachers in these classes, namely, inter-sentential, intra-sentential and tag code switching. The study also analyzed 10 teachers' responses to a questionnaire to screen the functions of code switching to Arabic in their classroom settings. The researcher compared and contrasted the results to Gumperz’s (1982) functions of code switching as he defines code switching as a discourse phenomenon that can generate conversational inferences in order to serve different communicative purposes using the results of he questionnaire and a checklist that contains eight situations that mimic the framework of this study in order the analyze data qualitatively. Also, the researcher used the Accommodation Theory demonstrated by Giles, Coupland, N., and Coupland, J. (1991) to further analyze the findings. The researcher also used Poplack’s finding (1980) which proposes a reciprocal link between the fluency of the teacher and the frequent usage of intra-sentential code switching.
This study aims at finding out the functions of code switching and the most frequent types of cod... more This study aims at finding out the functions of code switching and the most frequent types of code switching used by ten teachers in different international-based classes at an International School where English is the language used in these classes. This study was conducted through analyzing quantitatively the types of code switching to Arabic made by teachers in these classes, namely, intersentential, intra-sentential and tag code switching. The study also analyzed 10 teachers' responses to a questionnaire to screen the functions of code switching to Arabic in their classroom settings. The researcher compared and contrasted the results to functions of code switching as he defines code switching as a discourse phenomenon that can generate conversational inferences in order to serve different communicative purposes using the results of he questionnaire and a checklist that contains eight situations that mimic the framework of this study in order the analyze data qualitatively. Also, the researcher used the Accommodation Theory demonstrated by Giles, Coupland, N., and Coupland, J. (1991) to further analyze the findings. The researcher also used Poplack's finding (1980) which proposes a reciprocal link between the fluency of the teacher and the frequent usage of intrasentential code switching.
Abstract:
Despite an enormous difference in content and plot, Doctor Faustus by Christopher Marlo... more Abstract:
Despite an enormous difference in content and plot, Doctor Faustus by Christopher Marlowe and Paradise Lost by John Milton share a great deal in common in term of themes presented in both work. In both Doctor Faustus and paradise Lost, the quest for knowledge is not a noble pursuit with great rewards at the end, but rather it proves to be a means to an end. In each work, knowledge that is not directly accessible in either of the narrative's world is tempting to be attained but is dangerous. The main characters in both Doctor Faustus and paradise Lost strive to bestow knowledge and understand that they have been forbidden and this leads to eventual gaining of knowledge, yet the consequences are tremendously fatal. In conclusion, both works represent biblical truth and ferocious consequences of disobedience. Questions of the study:
1. What are the themes that both works share?
2. What is the forbidden quest of knowledge conveyed in both works?
3. What are the common consequences of the forbidden quest that both works share?
Keywords: Quest for Knowledge, Christian Conscience, Path to Damnation.
Abstract
This study aimed at investigating The Functions of Code Switching Used by Secondary Stud... more Abstract
This study aimed at investigating The Functions of Code Switching Used by Secondary Students in English Classes. The study focused on the following questions:
1. What are the functions of code switching used by secondary students in English classes at the Modern American School?
2. How does code switching affect the linguistic aspects of language varieties among secondary students in English classes at the Modern American School?
To achieve the goals of the study, the researcher used two instruments after checking their validity and reliability and they were: classroom observations of four classes and students' questionnaire. The sample included 71 students at the Modern American School.
Statistical analysis was conducted for the collected data. The percentages and means were calculated for the questionnaires, and the lesson observations were described in words.
Results of the study revealed that some of the students use code switching in order to add a comic sense to his/her utterances, and therefore attract the interlocutors’ attention. Despite the fact that they study at an international school, they switch codes as it is hard to find proper equivalents especially to culturally loaded terms. Also, students switch codes in order to avoid misunderstanding. Students feel comfortable and confident in using more than one language within the same discourse. However, students believe that code switching is used haphazardly and unconsciously without paying attention to the syntactic rules that govern each language.
The results elucidated different topics on which code switching takes place. The most prominent topics were religion and emotional issues.
As shown in the results, there are a variety of functions of code switching in grade 12 classes that teach English. The most dominant function was using code switching to express emotions. It is noteworthy to mention that students find it easier to use their own language when conversing with their counterparts.
According to the findings of the study, the researcher recommended that the sample may be expanded to cover different occupations and ages for the purpose of differentiating various speech communities (i.e. a group of people sharing a common language or dialect). For pedagogical purposes, the sample can be expanded to include parents and teachers along with students to cover all the domains that can affect students’ learning environments and their linguistic behaviors, and to address the students’ needs and their different linguistic abilities.
This study investigates the issue of code-switching, particularly, intrasentential switches, that... more This study investigates the issue of code-switching, particularly, intrasentential switches, that is, mixing within an utterance. The corpus providing the database of this study comes from the responses of eight bilingual Jordanian Arabic-English students pursuing their higher education at Arizona State University. Findings show that participants don't accept switching into another language after a grammatical morpheme. The more the morpheme is dependent on the following lexical item, the less language switching is acceptable. The study also reveals that the participant's general attitude towards code-switching and the period of time s/he has been exposed to language switching influence his/her evaluation and acceptance of utterances featuring code-switching.
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Papers by shereen abu hait
Despite an enormous difference in content and plot, Doctor Faustus by Christopher Marlowe and Paradise Lost by John Milton share a great deal in common in term of themes presented in both work. In both Doctor Faustus and paradise Lost, the quest for knowledge is not a noble pursuit with great rewards at the end, but rather it proves to be a means to an end. In each work, knowledge that is not directly accessible in either of the narrative's world is tempting to be attained but is dangerous. The main characters in both Doctor Faustus and paradise Lost strive to bestow knowledge and understand that they have been forbidden and this leads to eventual gaining of knowledge, yet the consequences are tremendously fatal. In conclusion, both works represent biblical truth and ferocious consequences of disobedience. Questions of the study:
1. What are the themes that both works share?
2. What is the forbidden quest of knowledge conveyed in both works?
3. What are the common consequences of the forbidden quest that both works share?
Keywords: Quest for Knowledge, Christian Conscience, Path to Damnation.
This study aimed at investigating The Functions of Code Switching Used by Secondary Students in English Classes. The study focused on the following questions:
1. What are the functions of code switching used by secondary students in English classes at the Modern American School?
2. How does code switching affect the linguistic aspects of language varieties among secondary students in English classes at the Modern American School?
To achieve the goals of the study, the researcher used two instruments after checking their validity and reliability and they were: classroom observations of four classes and students' questionnaire. The sample included 71 students at the Modern American School.
Statistical analysis was conducted for the collected data. The percentages and means were calculated for the questionnaires, and the lesson observations were described in words.
Results of the study revealed that some of the students use code switching in order to add a comic sense to his/her utterances, and therefore attract the interlocutors’ attention. Despite the fact that they study at an international school, they switch codes as it is hard to find proper equivalents especially to culturally loaded terms. Also, students switch codes in order to avoid misunderstanding. Students feel comfortable and confident in using more than one language within the same discourse. However, students believe that code switching is used haphazardly and unconsciously without paying attention to the syntactic rules that govern each language.
The results elucidated different topics on which code switching takes place. The most prominent topics were religion and emotional issues.
As shown in the results, there are a variety of functions of code switching in grade 12 classes that teach English. The most dominant function was using code switching to express emotions. It is noteworthy to mention that students find it easier to use their own language when conversing with their counterparts.
According to the findings of the study, the researcher recommended that the sample may be expanded to cover different occupations and ages for the purpose of differentiating various speech communities (i.e. a group of people sharing a common language or dialect). For pedagogical purposes, the sample can be expanded to include parents and teachers along with students to cover all the domains that can affect students’ learning environments and their linguistic behaviors, and to address the students’ needs and their different linguistic abilities.
Despite an enormous difference in content and plot, Doctor Faustus by Christopher Marlowe and Paradise Lost by John Milton share a great deal in common in term of themes presented in both work. In both Doctor Faustus and paradise Lost, the quest for knowledge is not a noble pursuit with great rewards at the end, but rather it proves to be a means to an end. In each work, knowledge that is not directly accessible in either of the narrative's world is tempting to be attained but is dangerous. The main characters in both Doctor Faustus and paradise Lost strive to bestow knowledge and understand that they have been forbidden and this leads to eventual gaining of knowledge, yet the consequences are tremendously fatal. In conclusion, both works represent biblical truth and ferocious consequences of disobedience. Questions of the study:
1. What are the themes that both works share?
2. What is the forbidden quest of knowledge conveyed in both works?
3. What are the common consequences of the forbidden quest that both works share?
Keywords: Quest for Knowledge, Christian Conscience, Path to Damnation.
This study aimed at investigating The Functions of Code Switching Used by Secondary Students in English Classes. The study focused on the following questions:
1. What are the functions of code switching used by secondary students in English classes at the Modern American School?
2. How does code switching affect the linguistic aspects of language varieties among secondary students in English classes at the Modern American School?
To achieve the goals of the study, the researcher used two instruments after checking their validity and reliability and they were: classroom observations of four classes and students' questionnaire. The sample included 71 students at the Modern American School.
Statistical analysis was conducted for the collected data. The percentages and means were calculated for the questionnaires, and the lesson observations were described in words.
Results of the study revealed that some of the students use code switching in order to add a comic sense to his/her utterances, and therefore attract the interlocutors’ attention. Despite the fact that they study at an international school, they switch codes as it is hard to find proper equivalents especially to culturally loaded terms. Also, students switch codes in order to avoid misunderstanding. Students feel comfortable and confident in using more than one language within the same discourse. However, students believe that code switching is used haphazardly and unconsciously without paying attention to the syntactic rules that govern each language.
The results elucidated different topics on which code switching takes place. The most prominent topics were religion and emotional issues.
As shown in the results, there are a variety of functions of code switching in grade 12 classes that teach English. The most dominant function was using code switching to express emotions. It is noteworthy to mention that students find it easier to use their own language when conversing with their counterparts.
According to the findings of the study, the researcher recommended that the sample may be expanded to cover different occupations and ages for the purpose of differentiating various speech communities (i.e. a group of people sharing a common language or dialect). For pedagogical purposes, the sample can be expanded to include parents and teachers along with students to cover all the domains that can affect students’ learning environments and their linguistic behaviors, and to address the students’ needs and their different linguistic abilities.