#jclr

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Politeness theory has traditionally examined conversational strategies for protecting face and managing social relationships. However, politeness goes beyond strategic language choices and includes ethical communication across different modes. This study explores Qur'anic imperatives that guide interpersonal behavior, suggesting they provide valuable material for advancing pragmatics and the philosophy of language by integrating linguistic, paralinguistic, and embodied aspects of polite conduct within an ethical framework.

Available at:https://doi.org/10.58803/jclr.v5i1.144

#education #language_learning #translation #applied #research

https://www.instagram.com/p/DYxm2zIs-5p/?igsh=MXcybnRzZmh5MTBrOA==

[jclreditors1]

Although research on intercultural awareness in language learning studies has generated substantial literature, particularly on individual differences such as motivation and willingness to communicate, no comparable attention has been equally directed at achievement-related constructs such as goal orientations in relation to intercultural sensitivity and learning outcomes.

Available at :https://doi.org/10.58803/jclr.v4i4.142

#education #language_learning #translation #applied #research

https://www.instagram.com/p/DUcyzkLCEcB/?igsh=MTN6cmttYTFzbGx5cQ==

[jclreditors1]

Writing assessment in Japanese as a second language has traditionally relied on holistic approaches, yet questions remain about whether analytic methods provide more diagnostic information for diverse learner populations. This study aimed to compare holistic and analytic assessment methods in evaluating Japanese compositions written by Persian-speaking learners, examining which linguistic components best predicted overall writing quality.

Available at :https://doi.org/10.58803/jclr.v4i4.141

#education #language_learning #translation #applied #research

https://www.instagram.com/p/DT9sXKojohQ/?igsh=MTU5emg1b3Q2ZmNwdA==

[jclreditors1]

Wishing everyone a Happy New Year as we welcome a new beginning and a promising year ahead.

[jclreditors1]

This study investigates blending as a creative morphological strategy in brand name formation and examines the factors that motivate its use.

Methodology: Drawing on Dressler’s (1987) Natural Morphology Theory, it highlights both the natural and innovative dimensions of blending in brand naming. Following Mathew’s 1974 model and Mattiello’s (2013) model, the analysis applies two main classification systems: word class and morphological structure. The word class classification includes brand names formed from Igbo nouns and verbs, combinations of loanwords and Igbo terms, English nouns and verbs, pseudo-morphemes, adjectives, and translated forms. The morphological classification distinguishes among morphotactical blends (total and partial), morphophonological blends (overlapping and non-overlapping), and morphosemantic blends (attributive and coordinate). Data were collected from the Onitsha Relief Market, Anambra State, Nigeria.

Available at :https://jclr.rovedar.com/index.php/JCLR/article/view/139

# s Vol. 4 No. 3 (2025): Journal of Contemporary Language Research Research Articles

https://www.instagram.com/p/DP5r-PtCA6a/?igsh=MW43dHplNXk1MjI1OA==

[jclreditors1]

This study investigates blending as a creative morphological strategy in brand name formation and examines the factors that motivate its use.

Methodology: Drawing on Dressler’s (1987) Natural Morphology Theory, it highlights both the natural and innovative dimensions of blending in brand naming. Following Mathew’s 1974 model and Mattiello’s (2013) model, the analysis applies two main classification systems: word class and morphological structure. The word class classification includes brand names formed from Igbo nouns and verbs, combinations of loanwords and Igbo terms, English nouns and verbs, pseudo-morphemes, adjectives, and translated forms. The morphological classification distinguishes among morphotactical blends (total and partial), morphophonological blends (overlapping and non-overlapping), and morphosemantic blends (attributive and coordinate). Data were collected from the Onitsha Relief Market, Anambra State, Nigeria.

Available at :https://jclr.rovedar.com/index.php/JCLR/article/view/139

https://www.instagram.com/p/DP5r-PtCA6a/?igsh=MW43dHplNXk1MjI1OA==

[jclreditors1]

Corpus linguistics (CL) has emerged as a valuable approach in language education, yet skepticism persists among future foreign language teachers regarding its necessity and effectiveness. This study investigates whether hands-on experience with corpora and natural language processing (NLP) tools can shift pre-service teachers’ perceptions and enhance their appreciation for corpus-based methods in language teaching.

Methodology: A structured teacher-training course was implemented, during which participants created their own corpora and utilized NLP tools to develop teaching materials. Pre- and post-course questionnaires were administered to assess changes in attitudes towards CL. The chi-square tests were used to analyze the significance of the collected data.

Results: Findings indicated a significant positive shift in perceptions. Engagement with CL tools led to increased appreciation for data-driven methodologies, with participants expressing a greater likelihood of incorporating these tools into their future teaching practices. The chi-square analysis confirmed the statistical significance of these changes.

Conclusion: Practical engagement with CL and related technologies can effectively address initial skepticism among teacher trainees. These results advocate for the inclusion of CL components in teacher training curricula to promote innovative, data-driven language teaching practices and bridge the gap between skepticism and effective application.

https://www.instagram.com/p/DODMGEyCMOk/?igsh=cmJ3ZGV6MmdxaHpl

[jclreditors1]

Although psychological and affective variables are known to influence second language learning, limited research has examined the predictive role of emo-sensory intelligence, L2 ego, and willingness to attend class in the academic achievement of intermediate EFL learners.

Purpose: This study aimed to investigate these associations and explore students’ perceptions of how these factors affect their academic performance

Methodology: The study followed an explanatory sequential mixed-methods design. In the quantitative phase, 206 university-level EFL learners were selected through convenience sampling. Participants completed three validated instruments assessing emo-sensory intelligence, L2 ego, and willingness to attend class. In the qualitative phase, six students were purposively sampled for semi-structured interviews to gain deeper insight into their academic experiences. Quantitative data were analyzed using Pearson product-moment correlation and multiple regression analysis to examine relationships and predictive power. Qualitative data were coded thematically, and inter-coder reliability was calculated to ensure consistency in theme identification.

Results: Pearson correlation analyses revealed significant positive relationships among all three psychological constructs and academic achievement. Multiple regression analysis identified willingness to attend class as the strongest predictor of academic performance. Thematic analysis of interview data, supported by high inter-coder reliability, yielded seven recurrent themes: emotional challenges, instructional methods, sensory appreciation, emotional feedback, classroom attractiveness, learner energy, and stress.

Conclusion: Findings highlighted the importance of psychological engagement and emotional resonance in language learning. This study sheds new light on how psychological traits including emotional and neurological support from teachers in the classroom impacts student engagement and learning.

https://www.instagram.com/p/DMCcB-9s7Z-/?igsh=MTdidWdyMHIyYTMyNg==