IJALEL, Vol 8, No 6 (2019)

International Journal of Applied Linguistics & English Literature [IJALEL]

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144 pages

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Abstract

In a disjointed narrative drunkenness that straddles oneiric language, apocalyptic vaticinations, and alcoholic delirium, the narrative of the young itinerant preacher in John Edgar Wideman's Cattle Killing unfurls. The narrative purports to be clear in launching the young lover into an Cattle Killing unfurls. The narrative purports to be clear in launching the young lover into an Cattle Killing asymptotic search for his soul mate who is nothing but a spirit akin to ogbanji, successively incarnated in deified women who experience an elusive existence and a tragic death. However, it fails to dispel, in readers, a deep doubt as to the intrinsic symbolism of this soul mate, and, finally, dissuades them that it is an ordinary love story. The Cattle Killing quilts the story of the The Cattle Killing quilts the story of the The Cattle Killing deadly prophecy of Nongqawuse, decisive in the colonial conquest of the Xhosas in Southern Africa, into that of the epidemic yellow fever in Philadephia, and plunges the protagonist into a melancholic quest on which African people's awakening is premised. Voudoun esthetics, Lacan's theory of desire, and Genettian narratology constitute the major paradigm on which the textual analysis of this paper proceeds. Its aim is to highlight the narrative devices by which the poetics of affliction, melancholy and regret is activated in the work, with the aim of echoing its call for the improvement of the black people's condition in the United States and all over the world.

Figures (63)

Pioneering in Language & Literature Discovery

Table 1. Language choice

Table 5. Language Choice

Table 3. Language choice Table 4. Language choice

Table 6. Language choice

Table 1. Frequency of two-initial consonant clusters

Table 2. Frequency of three—initial consonant clusters

Table 4. Frequency of three—final consonant clusters Table 5. Frequency of four—final consonant clusters

Table 6. Frequency of two — medial consonant clusters

Table 7. Frequency of three — medial consonant clusters Table 8. Frequency of two-initial with final consonant clusters

Table 11. Frequency of two groups of medial with final consonant clusters

Table 9. Frequency of two — initial with medial consonant clusters Table 10. Frequency of two — medial with final consonant clusters

Table 12. Frequency of three — medial with final consonant clusters

Table 14. Frequency of two groups of medial consonant clusters

Table 13. Three — initial with final consonant clusters

Figure 1. The roles of the respondents

Table 2. Pedagogical purposes of corpus-based word lists

Table 3. Types of corpus-based word lists

Table 2. Distribution of PVs in each chapter of F5 textbook

Table 1. Distribution of PVs in each chapter of F4 textbook

Table 3. Phrasal verbs by semantic domain across registers

Table 4. The occurrence of 31 most common PYs in F4 and F5 textbooks

Figure 1. Tentative classification of POS tagging methods developed so far In the following five sections, we shall briefly fo- cus on the basic principles and strategies that are adopted The Constituent Likelihood Automatic Word-tagging System CLAWS) for POS system has been con 0 give its final sha hrevised version of National Corpus wi system has consisten POS tag more than a hundred mi h an appreciable rate of accuracy. This ly achieved 96 to 97% accuracy in POS agging even though the precise d inuously used pe (Fligelston his tagger (C agging for English texts is first devel- oped at Lancaster University, UK. From the early 1980s, this and revised several times e et al. 1996). The four- LAWS4) has been used to lion words of the British egree of accuracy varied

Figure 3. HMM based POS tagging architecture Another limitation of the HMM-based POS tagging system is noted for its ‘generous nature’ in the act of tag as- signment. That means it goes for generating multiple possi- bilities of POS assignment to a single word or a single word combination without imposing any perceivable restriction. Although this technique generates a high rate of accuracy in the CLAWS system, it is expensive as it tends to enumer- ate all possibilities of multiword combinations. Moreover,

Figure 4. Dynamic programming algorithm based on the viterbi algorithm

Figure 5. Simplified architecture of brill POS tagger

Figure 7. Tentative architecture of POS tagged corpus generation

and 0.257 and 0.394 for the second student. Corresponding results for the noun record are 0.404 and 0.358 for the native speaker and 0.299 and 0.430 for the second stu- dent. For the verb reject we see 0.271, 0.580 for the native speaker, compared with 0.511, 0.242 for the second stu- dent; for the noun reject 0.265, 0.246 for the native speaker and 0.221, 0.225 for the second student. The native result for the verb present 0.300 and 0.314 and 0.285, 0.277 for the noun. The second student’s verb durations 0.315, 0.264 and 0.192, 0.238 for the noun. Also, the verb proceed the native speaker’s duration in the two syllables 0.236 and 0.420. The noun duration in the two syllable are 0.395 and 0.296. The second students’ duration 0.155, 0.289 for the verb and 0198, 0.217 for the noun. Lastly, the verb sus- pect the native speaker’s duration 0.352, 0.465 and 0.373, 0.282 for the noun. The second student duration’s result was 0.292, 0.240 for the verb also, 0.345, 0.368 for the noun.

Table 1. Duration of stressed syllables by the native speaker Table 2. Duration of stressed syllables by students

Pronunciation Problems of Words’ Stress Placement in English by Saudi Students at Albaha University, Saudi Arabia. A case Study at Almandag and acoustically analysed by Praat. All the students failed to demonstrate the correct stress placement in selected words according to the British Syllable Duration (BSD). They failed to differentiate between the stress placement in verbs and nouns. The rule said; the stress falls on the second syllable in verbs, and on the first in nouns

Figure 3. Stressed syllable duration in verbs by Saudi stu dents, analysed by SPSS. Figure 5 above shows students’ spoken syllable duration in nouns: the straight line represents the first syllable, and is lower than the dotted line, representing the second sylla- ble, in contradiction to the rule for nouns that the stress on

Figure 4. Stressed syllable duration in verbs by native speaker, analysed by SPSS.

Figure 5. Students’ stressed syllables in nouns, analysed by SPSS. The second tool was written test of 20 words, randomly select- ed for the test, and marked out of 100, with 5 marks for each word. The results were analysed by SPSS to support Praat’s results. Table 3 below shows students’ verb marks out of 100 marks and Figure 7 shows the same results analysed by SPSS.

Figure 6. Native speaker’s stressed syllables in nouns, anal- ysed by SPSS.

Figure 7. Students’ results on selected verbs, analysed by SPSS.

Figure 8: Students’ noun results analysed by SPSS.

Table 3. Students’ results for written test (verbs) (all students’ marks out of 100) Table 4. Students’ results (marked out of 100) for nouns

Students are asked to show the stress on words: column (A) shows the verbs and column (B) shows the nouns Appendix 2. Written Test Form Se ee a ee: ee a a ee hoe Students are asked to show the stress on words, in the first, second, third, and fourth syllable the (A) column shows the verbs and column (B) shows the nouns

Appendix 4. Statistics for students’ stress on verbs and nouns Note: Kindly note font size had been reduced for appendix 4 due to the alignment issue.

Table 1. Correlation between student reticence and the four constructs LowPro: low language proficiency LangAnx: foreign language anxiety ShyPer: shy personality TeachInf: teachers’ influence

Table 2. Students’ self-report reasons for remaining silent

Table 3. Students’ strategies to overcome difficulties in expressing themselves

Table 4. Students’ expectation from teachers to elicit their responses couraging students can boost students’ self-confidence and release their tension to a great extent. Similarly, Jiang and Ji- ang (2019) believed that positive reinforcement from teach- ers could facilitate students to learn, while punishment inhib- its learning. The positive reinforcement includes awarding those who are active during class, positive feedback, facial pleasantness as well as satisfaction with students’ answers.

Table 4. The protagonist gender in males’ stories

Table 2. Males’ stories coding

Table 3. The protagonist gender in females’ stories

Table 1. Females’ stories coding

Figure 2. Number of dialogues in females’ and males’ stories Figure 1. Number of dialogues in each story

Figure 3. Frequency of adverbs in each story Figure 2 demonstrates that females’ stories included 69 dialogues while males’ stories had only 15 dialogues. For example, one of the males’ stories has only one dialogue

Figure 4. Frequency of adverbs in females’ and males’ stories

Figure 4 represents the frequency of adverbs in all females’ and males’ stories.

Table 5. The ending of females’ stories

Table 6. The endling of males’ stories