China’s Belt and Road Initiative (BRI) has received both praise and criticism within global settings. American stance, however, has been interesting sounding diplomatically more intricate. BRI’s opponents view it being hampered by impediments rather than facilitated with opportunities, while its advocates see opportunities instead of challenges because of its being in global limelight. While all parties have valid justifications for their express or tacit positions, they emphasize on the legitimacy of the status quo. To investigate these significant researchable inquiries, the study exclusively aims at examining the inherent ideologies and inconsistencies witnessed in the presentation and re-presentation of China's Belt and Road Initiative in US public diplomacy media outlets. Our findings reveal that China's image has been constructed differently at US diplomacy public media outlets hence establishing it as a major dimension worth inquiry. The study also shows that media attention and direct responses to the BRI in the United States view it through a lens of politically engineered problems. However, the diplomatic logic of the United States differs from the entire philosophy behind the BRI project as the BRI image has observed a drastic change from positive in re-presentation to being neutral rather somewhat negatively perceived.
The current study aims to look at differences in the use of metadiscourse in the introductory sections of English and Chinese university students. The corpus of the study comprises 20 "introductions" of university students' MA theses. This study hinges on Hyland's model of Metadiscourse (interactive and interactional resources) for its methodological framework and aims at analyzing academic writing of native academic and non-native writers. The findings revealed a statistically significant difference in the use of metadiscourse in theses written by Chinese native speakers (CNS) and English native speakers (NS) university students. The study suggests that metadiscourse needs to become a fundamental component for effective reading and writing instruction for students.
This article aims to examine the patterns of each type of cohesive device in light of the cohesion model proposed by Halliday and Hasan in 1976. Halliday and Hasan identified five different types of cohesion: reference, substitution, ellipsis, conjunction and lexical cohesion in the text. This study uses the selected weekly articles authored by Cyril Almeida from well-known daily published English Newspaper “The Daily Dawn”. Analysis of text comprises Halliday and Hasan’s cohesion model, and analyzes linguistic techniques used in newspaper texts. The study finds repeated occurrences of cohesive devices such as referencing, substitution, ellipsis, conjunction, and lexical cohesion. Moreover, reiteration is found to be the most frequently occurring cohesive device. Reference from grammatical cohesion also outnumbers all other subcategories of cohesion. In addition, many of the literary terms employed in articles make it diverse in uncovering some of the political contexts to the audience. Hence, it concludes that in the overall occurrences of lexical cohesion, reiteration and collocation are dominant; suggesting that the texts of selected news articles of Cyril Almeida are cohesive mainly because of lexical cohesion, i.e. semantic linkage through vocabulary rather than grammar.
In the modern world of today, English language is frequently used as a medium of communication at the international level and among the multilingual speakers. The grand significance of the English language in the global village stresses all the stakeholders and policymakers in Pakistan to initiate and execute appropriate teaching methods for successful learning of English language. In view of the demands of the modern world, the provincial government of Khyber Pakhtunkhwa (KPK), Pakistan implemented the revised English curriculum and inducted new teachers with better qualification to ensure its desired outcomes. Revised English curriculum, handed over to the newly inducted teachers to implement was supposed to pose a variety of challenges. The current study investigated those challenges faced by these newly inducted teachers implementing revised English curriculum. The study was limited to the newly inducted teachers teaching English at secondary level in district Abbottabad (KPK), Pakistan. Employing a mixed-method research based on purposeful sampling, the data was initially collected through semi structured interviews of the focussed group of the research participants and further validated by means of survey questionnaire filled by the entire research population. The findings of the study revealed that inappropriate classrooms with deficient resources posed major challenges for the teachers to effectively communicate the revised curriculum. Moreover, lack of students’ involvement in the lessons and teachers’ insufficient awareness to curriculum impeded the curriculum implementation as desired. The current study stressed on the remedial measures to be taken on part of the government officials and the school administration to ensure the availability of resources required for English language learning and encouragement of learners’ involvement in the lessons. Moreover, teachers should be provided with appropriate training to meticulously implement the revised English curriculum.
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