Journal of Azerbaijan Language and Education Studies
The Journal of Azerbaijan Language and Education Studies (ISSN 3078-6177) is a peer-reviewed academic journal dedicated to fostering research and scholarly exchange in the fields of language, linguistics, and education. It provides a platform for researchers, educators, and practitioners to share innovative approaches, theories, and best practices related to the Azerbaijani language, multilingual education, and global educational methodologies. The journal welcomes original research articles, reviews, and case studies focusing on language pedagogy, curriculum development, language policy, bilingualism, and the integration of digital tools in education. With a commitment to advancing both theory and practice, the journal aims to bridge the gap between academic inquiry and real-world application. Published quarterly, the Journal of Azerbaijan Language and Education Studies seeks to contribute to the global dialogue on language and education, with a special focus on the rich linguistic heritage of Azerbaijan and the region.
Practical Applications of AI-Assisted Assessment in Cambridge Primary Classrooms
Artificial intelligence (AI) is increasingly influencing educational assessment through automated, adaptive, and data-driven approaches. In primary education, where assessment plays a key role in supporting learning and development, AI-assisted tools offer new opportunities to enhance efficiency and personalisation. This article examines the benefits, risks, and implications of AI-assisted assessment in primary education, with particular reference to the Cambridge Primary curriculum framework. It highlights advantages such as immediate feedback, reduced teacher workload, personalised learning, and improved progress monitoring. At the same time, it addresses challenges including data privacy, algorithmic bias, validity concerns, and ethical considerations in assessing young learners. The discussion emphasises that AI should complement rather than replace teacher judgment. The article concludes that responsible and balanced integration of AI is essential for maintaining effective and ethical assessment practices in primary education.
Copyright (c) 2026 Journal of Azerbaijan Language and Education Studies https://creativecommons.org/licenses/by-nc-nd/4.0
On the Use of Terminology in the Translation of Sociopolitical Texts
This article investigates the crucial role of terminology in the translation of sociopolitical texts. The distinctive lexical and semantic characteristics of sociopolitical discourse — particularly the polysemy, cultural embeddedness, and ideological loading of its key terms — generate serious challenges in the translation process. The article analyses four main translation approaches employed between Azerbaijani and English: word-for-word, functional, communicative, and cultural adaptation. Practical translation strategies including transcription, transliteration, terminological equivalence, and explanatory translation are evaluated through concrete examples. The article further examines the capacity of artificial intelligence translation tools to handle sociopolitical terminology and argues for the continued indispensability of expert human translation. The study concludes that effective translation of sociopolitical texts requires a deep linguistic and cultural understanding of terminology, grounded in both theoretical frameworks and practical competence.
Böyük Fransız Yazıçısı Aleksandr Düma Azərbaycanda
Böyük fransız yazıçısı Alexandre Dumas 1802-ci ildə Paris yaxınlığındakı Villers-Kotterets qəsəbəsində anadan olmuşdur. 1858–1859-cu illərdə Rusiyaya səfər edən yazıçı bu səfərin nəticəsi olaraq yeddi cildlik səfərnamə qələmə almışdır. Həmin cildlərdən biri olan “Qafqaz” əsərində müəllifin Azərbaycana səfəri ətraflı şəkildə təsvir edilir. Məqalədə Dümanın Quba, Bakı, Şamaxı və Şəki şəhərləri ilə bağlı müşahidələri, azərbaycanlılara münasibəti, şairə Khurshidbanu Natavan ilə tanışlığı, eləcə də Azərbaycan xalqının qonaqpərvərliyi öz əksini tapmışdır. Tədqiqat “Qafqaz” əsərinin etnoqrafik və mədəni-tarixi əhəmiyyətini üzə çıxarır.
Dialogue of Cultures in the Poetics of Eastern and Western Literature
The article examines the dialogue of cultures in the poetics of Eastern and Western literature, focusing on mutual influence, thematic intersections, and aesthetic strategies. The study analyzes the main characteristics of Eastern poetry, including Persian, Chinese, and Japanese literary traditions, which are marked by cyclical conceptions of time, symbolism, harmony with nature, integration of philosophical and religious ideas, and a focus on collective and spiritual dimensions. In contrast, Western literature — from ancient Greece and Rome through the Middle Ages, the Early Modern period, and Modernist practices — emphasizes linear narrative, dramatic conflict, individuality, and historical progression. Special attention is given to the processes of mutual influence between East and West through translation, adaptation of literary forms, and cultural borrowing. The article explores instances of Eastern motifs in European literature, beginning with One Thousand and One Nights and the works of Goethe, Byron, and Victor Hugo, as well as the reverse influence of Western narrative structures on Eastern literature, including the modernization of the novel in nineteenth- and twentieth-century Japan and China. The study also investigates the contemporary dimension of cultural dialogue in the context of globalization, digital communication, and transnational literary circulation. The article emphasizes that the dialogue of cultures is not a static relationship but a dynamic process through which literature serves as a medium for rethinking aesthetic values, philosophical ideas, and ethical orientations. Such interactions foster the creation of transnational texts, enriching world literature and promoting intercultural understanding.
Xarici Dillərin Öyrənilməsinin Effektiv Strategiyaları və Metodoloji Yanaşmalar
Bu məqalədə xarici dillərin öyrənilməsi prosesində effektiv strategiyalar və metodoloji yanaşmalar təhlil olunur. Tədqiqatda dinləmə, təkrar, leksik vahidlərin mənimsənilməsi, danışıq və yazı bacarıqlarının inkişafı kimi əsas komponentlərin rolu kompleks şəkildə izah edilir. Eyni zamanda, kommunikativ yanaşma, motivasiya və məqsədin müəyyənləşdirilməsi, eləcə də müasir rəqəmsal vasitələrin, o cümlədən mobil tətbiqlərin öyrənmə prosesinə təsiri araşdırılır. Məqalədə praktikaya əsaslanan fəaliyyətlərin dil bacarıqlarının inteqrasiyalı inkişafına təsiri xüsusilə vurğulanır. Nəticə etibarilə, sistemli və məqsədyönlü yanaşmanın xarici dil öyrənmədə əsas şərt olduğu müəyyən edilir.
The Role of Information and Communication Technologies in Transforming Higher Education: Access, Pedagogy, and Innovation
The rapid advancement of Information and Communication Technologies (ICT) has catalysed a fundamental transformation in higher education systems worldwide, reshaping the delivery, accessibility, and quality of tertiary-level instruction. This article examines the multifaceted role of ICT in enhancing access, equity, pedagogical quality, and institutional innovation in higher education. Drawing on a review of theoretical frameworks and empirical research, the study investigates the integration of three dominant ICT-enabled learning models — e-learning, blended learning, and distance learning — and analyses their respective contributions to lifelong learning, student-centered pedagogy, and the global dissemination of knowledge. The article further considers the transformative impact of ICT on research capacity, academic collaboration, and institutional development through the lens of digital libraries, virtual classrooms, online databases, and synchronous and asynchronous communication networks. By eliminating geographical and temporal barriers, these technologies are shown to substantially broaden educational access, particularly in underserved and remote communities. At the same time, the study acknowledges persistent challenges: infrastructural inequalities, the digital divide, the need for sustained teacher professional development, and the risk of superficial implementation without adequate pedagogical grounding. The findings indicate that effective ICT integration not only improves teaching and learning outcomes but serves as a structural driver of knowledge societies and sustainable economic development when anchored in coherent national policy frameworks and institutional commitment.
Information and Communication Technology
Linguistic Transition in the Hyperconnected Era: How Social Networks Accelerate Language Evolution
The rapid proliferation of social media platforms over the past two decades has precipitated a fundamental restructuring of human communicative behaviour, with measurable consequences for lexical innovation, syntactic convention, orthographic norms, and the distribution of linguistic authority. This article investigates the transformative impact of hyperconnected digital ecosystems — principally Facebook, X (formerly Twitter), Instagram, and TikTok — on the trajectory of language evolution in the twenty-first century. Drawing on theoretical frameworks from sociolinguistics, cognitive linguistics, and digital communication studies, the study analyses four interconnected dimensions of linguistic change: the acceleration of neologism formation and the entrenchment of digital vernacular; the structural and pragmatic shifts in written syntax facilitated by platform-specific constraints; the democratization of linguistic authority through network-driven, bottom-up innovation; and the long-term evolutionary implications of digital code-switching as an emerging literacy competency. The analysis integrates empirical evidence from corpus-based studies of social media language, sociolinguistic network theory, and recent scholarship on the interaction between algorithmic mediation and human linguistic choice. The findings demonstrate that social media does not merely reflect linguistic change but actively drives it, compressing evolutionary timescales, redistributing prestige, and generating new hybrid registers that challenge the prescriptive boundaries between formal and informal communication. The study concludes with a discussion of future research directions, including the emerging role of generative artificial intelligence in shaping human linguistic production within social media environments.
A Contrastive Phraseological Analysis: Metaphorical Expressions in Azerbaijani and English
This study conducts a rigorous contrastive analysis of metaphorical phraseological units (PUs) in Azerbaijani and English, interrogating the cognitive, ethno-linguistic, and cultural architectures that underpin linguistic imagery in two typologically distinct language systems — one Turkic, one Germanic. Grounded in the dual theoretical framework of Contrastive Linguistics and Conceptual Metaphor Theory (CMT) as articulated by Lakoff and Johnson (1980), the investigation explores how each linguistic system encodes human experience, social reality, and cultural memory into stable, figurative expressions. Through a qualitative and quantitative corpus-based methodology, the research identifies and systematizes a tripartite classification of cross-linguistic equivalence: full, partial, and zero equivalence. Central to the analysis is the cognitive “mapping” of concrete source domains — the body, the animal kingdom, and the natural world — onto abstract target domains encompassing emotion, social hierarchy, and intellect. The findings reveal a significant divergence in metaphorical production: while somatic metaphors, anchored in universal human physiology, demonstrate high degrees of cross-linguistic symmetry, zoomorphic and nature-based metaphors prove deeply contingent upon the unique ecological environments, historical trajectories, and folkloric traditions of their respective speech communities. Cases of zero equivalence are examined in particular depth as semiotic markers of irreducible cultural specificity. This study advances the field of intercultural pragmatics by charting the cognitive “traps” and “bridges” encountered in the translation and pedagogical acquisition of these languages, and by foregrounding the role of the translator as a “cognitive architect” navigating the irreversible asymmetry between cultural conceptual systems.
The Attention Economy and the Reading Crisis: Linguistic and Pedagogical Impacts of Shortened Focus on Youth Literacy
In the attention economy, where digital platforms compete relentlessly for human focus, today’s youth experience shortened attention spans that contribute to a measurable decline in deep reading skills. This article examines the linguistic and pedagogical impacts of fragmented attention on youth literacy, with particular relevance to English language education. Drawing on recent scholarship, it argues that frequent attentional shifts impair core linguistic processes, including syntactic parsing, inference generation, vocabulary depth, and narrative coherence. These effects are especially pronounced for students learning English as an additional language, who face additional cognitive demands during sustained reading. The paper reviews evidence of the reading crisis, including declining reading proficiency, reduced pleasure reading, and diminished reading stamina. It analyzes how these changes manifest in English language classrooms, affecting literate identity development, academic engagement, and long-term learning outcomes. Importantly, the article moves beyond problem identification to offer practical, evidence-based pathways forward through scaffolded sustained reading, attention-aware task design, print-digital balancing, and targeted linguistic strategies. By integrating linguistic analysis with pedagogical recommendations, this article equips English teachers and higher education instructors with actionable approaches to support deep reading in an age of distraction, while highlighting future research directions for curriculum design and multilingual contexts.
Advantages and Disadvantages of Online Language Learning
Online language learning has emerged as a prominent approach in modern education, driven by rapid technological advancements and increasing global demand for multilingual competence. This study investigates the advantages and disadvantages of online language learning using a mixed-methods research design. Data were collected from 120 language learners and 40 instructors through questionnaires and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, while qualitative responses were examined through thematic analysis. The findings reveal that online language learning offers significant benefits, including flexibility, accessibility, and exposure to authentic learning materials. Learners reported that the ability to study at their own pace and access diverse multimedia resources positively influenced their learning experience. Additionally, online platforms were found to support personalized learning and learner autonomy. However, several challenges were identified. Participants reported difficulties in developing speaking skills due to limited real-time interaction and reduced opportunities for communicative practice. Other concerns included lack of social engagement, technological barriers, and issues related to self-motivation and time management. The study concludes that while online language learning is an effective and flexible alternative to traditional instruction, its success depends on interactive design, technological infrastructure, and learner readiness.
Examining the Effectiveness of Blended Learning Models in Enhancing English Language Proficiency and Student Engagement in Azerbaijani Higher Education
Blended learning – the integration of online and face-to-face instruction – is increasingly adopted in higher education and has been termed the “new normal” in course delivery. This mixed-methods study investigates whether a blended learning model can enhance English language proficiency and student engagement more effectively than traditional in-person instruction in Azerbaijani higher education. Two groups of undergraduate English students (control with traditional instruction, n = 30; experimental with blended instruction, n = 30) participated over a 14-week term. Pre- and post-tests measured English proficiency (writing, grammar, vocabulary), and a post-intervention survey assessed student engagement (motivation, participation, and confidence). Additionally, focus group interviews provided qualitative insights. Results show that the experimental (blended) group achieved significantly higher gains in English proficiency (mean gain ≈ +18 points) compared to the control group (mean gain ≈ +8 points), and reported greater engagement across multiple dimensions (e.g. motivation and active participation). These findings align with prior research indicating blended learning’s advantages in improving language skills and fostering student involvement. The discussion draws on the Technology Acceptance Model (TAM) and Vygotsky’s Zone of Proximal Development (ZPD) to interpret results: students’ acceptance of the blended platform (ease of use and usefulness) supported their active engagement, and the blended approach provided scaffolding and interaction that extended students’ learning beyond the classroom. In conclusion, the study provides empirical evidence that blended learning can enhance English language proficiency and engagement in the Azerbaijani higher education context. The paper offers recommendations for implementing blended models in English language teaching (ELT), suggesting that universities invest in teacher training and technological infrastructure to maximize the benefits of blended learning for student success.
Maintaining Diplomatic Balance in the Translation of United Nations Documents into Azerbaijani
This article investigates the challenges and translation strategies involved in rendering United Nations (UN) documents into Azerbaijani, with particular attention to the preservation of diplomatic balance, terminological precision, and pragmatic accuracy. UN texts—such as resolutions, conventions, and official statements—are characterized by dense legal-diplomatic discourse, institutionalized terminology, and carefully calibrated political language. Their translation therefore requires not only advanced linguistic competence but also a comprehensive understanding of international relations, historical background, and regional sensitivities. The study focuses on three interrelated dimensions of UN document translation: the linguistic and diplomatic features of UN discourse, the contextual and cultural constraints shaping translation decisions, and pragmatic adaptation in legal and diplomatic texts. Special emphasis is placed on terminology management, consistency across intertextually related documents, and the translator’s responsibility to maintain neutrality while ensuring clarity and functional equivalence in the target language. Drawing on selected examples from Azerbaijani translations of UN documents, the analysis illustrates how translators address legal terminology, sustain institutional coherence, and navigate cultural and geopolitical nuances. The findings demonstrate that the effective translation of UN documents into Azerbaijani depends on the integration of linguistic expertise, pragmatic judgment, and diplomatic awareness. By examining these factors, the article contributes to translation studies in the field of international diplomacy and offers practical insights for translators, researchers, and policymakers engaged in multilingual legal and diplomatic communication.
Visuospatial Working Memory Load Effects on Predictive Eye Gaze in L2 Phonological Processing
Second language (L2) processing research has predominantly focused on verbal working memory (WM), yet the potential role of visuospatial WM (VSWM) remains underexplored. This study examines how a concurrent VSWM load impacts predictive eye movements during L2 spoken word processing. Fifty adult L2 English learners completed a visual-world eye-tracking experiment in which they listened to sentences that were either predictive or non-predictive of an upcoming noun, while simultaneously performing a secondary visuospatial memory task (symmetry span) in a high-load condition. Growth curve analyses revealed that under high VSWM load, anticipatory fixations to target objects were delayed by approximately 150 ms compared to a low-load baseline, a significant effect (β = –0.22, p < 0.001). No interaction with L2 proficiency was observed. These findings suggest that VSWM capacity constrains real-time phonological prediction in L2 listening, extending theoretical models of WM in SLA and offering practical insights for multimedia language learning.
Linguistic Analysis of Pleonasm Used in English
Pleonasm, defined as the use of redundant or superfluous words, is a pervasive feature in both spoken and written English. Traditionally regarded as a stylistic fault or error, pleonasm actually serves a range of communicative, pragmatic, and rhetorical functions. This study conducts a comprehensive corpus-based linguistic analysis of pleonasm, examining its frequency, syntactic patterns, and functional roles across multiple registers including spoken language, fiction, academic writing, and news discourse. Data drawn from the British National Corpus (BNC) and the Corpus of Contemporary American English (COCA) reveal that pleonasm is most prevalent in informal and creative contexts, where it often enhances emphasis, clarity, and stylistic rhythm. The findings challenge prescriptive notions that redundancy is inherently undesirable, highlighting pleonasm’s role in effective communication and language evolution. Implications for language teaching, editing, and stylistics are discussed, underscoring the importance of pragmatic awareness in language use.
The Teaching of Turkish Words with [â, û, î] Sounds to Kazakh learners
This study investigated the effects of Kazakh phonology on the pronunciation of Turkish words with [â, û, î] sounds. The study was carried out at Hacettepe University, Turkey, in the fall term of 2022. The sample for the study consisted of 35 (22 males, 13 females) Kazakh master and doctoral students. Participants ranged in age from 24 to 36 with an average of 27 years old. The research employed a quantitative research design and the data were collected by means of pre-test and post-test. Between the pre-test and post-test a 3 hours’ treatment of exercises, tongue-twisters, drills with [â, û, î] sounding words were conducted. The data was analysed by the SPSS 22 software. The results of the study showed that there was a significant difference among the means of the participants of two tests regarding their pronunciation.
Algorithmic Autonomy or Dependence? A Mixed-Methods Study on AI Personalization and Self-Regulated Learning in Higher Education
As higher education shifts toward self-directed learning, AI-driven personalization tools promise tailored support for students. This qualitative study explores how adaptive AI systems (e.g., Smart Sparrow, AI-enhanced Moodle) affect students’ self-regulated learning (SRL), grounded in Zimmerman’s SRL model and Bandura’s Social Cognitive Theory. A focused group of 40 undergraduates from English and International Relations programs at Nakhchivan State University participated. Through structured interviews and classroom observations, we analyzed students' experiences with AI-supported learning. Findings suggest that while personalized feedback and adaptive pacing can enhance engagement, planning, and motivation, they may also reduce autonomy and initiative. Concerns around overreliance and data privacy emerged. The study highlights the double-edged nature of AI in education and offers actionable insights for fostering learner agency alongside technological support.
Copyright (c) 2025 Journal of Azerbaijan Language and Education Studies https://creativecommons.org/licenses/by-nc-nd/4.0
"English for Chemistry Students" is a book made to help people learn about chemistry using simple English. We wanted to bring together the exciting world of chemistry with the usefulness of English. This book is perfect for anyone starting to study chemistry and wants to get better at English at the same time. We know that English is very important for science, so we made this book to teach the basics of chemistry and also to help readers improve their English for talking about science. Chemistry is a key part of science that helps us understand how things work around us. This book covers everything from what chemistry is, to atoms, reactions, and even how plants make food. We also talk about important science ideas and people in chemistry. Every lesson is written in easy English, so it's good for students and teachers who want to learn both chemistry and English together.
English for Veterinary Students: Part 2 – Advanced Language for Veterinary Practice
This follow-up installment builds upon the foundational language introduced in the first volume, with a targeted focus on specialized vocabulary and communication skills relevant to veterinary practice. Emphasizing real-life scenarios such as client consultations, clinical examinations, and case reporting, this part provides veterinary students with practical English expressions and contextual usage patterns. Through dialogues, thematic word lists, and brief comprehension tasks, learners are guided toward mastering domain-specific terminology used in surgery, diagnostics, and treatment. The material is designed to enhance both written and spoken proficiency in professional veterinary contexts.
Preface "English for Veterinary Students: Part 1" is tailored to assist veterinary students in enhancing their English language skills specifically related to veterinary science. This book aims to equip you with the necessary vocabulary, phrases, and concepts prevalent in the field, facilitating a better grasp of your studies and future professional engagements. Understanding veterinary science can be complex, especially for those for whom English is a second language. This book addresses that challenge by providing a comprehensive guide to the language of veterinary medicine. It introduces essential terms and practices in a clear, accessible manner. Our objective is to offer a resource that not only bolsters your English language capabilities but also enriches your knowledge of veterinary science. With lessons that cover everything from basic animal anatomy to more advanced topics, this book is a stepping stone towards achieving proficiency in English within the veterinary context.
Intercultural Pragmatic Failures in English as a Lingua Franca: A Corpus-Based Study
Background: English as a Lingua Franca (ELF) refers to the use of English between speakers of different mother tongues as a common means of communication. In ELF interactions, communicative efficiency and pragmatics often take precedence over strict adherence to native-speaker norms. However, using English in intercultural settings poses pragmatic challenges – what might be intended as polite or clear in one culture can be misinterpreted in another. These intercultural pragmatic failures can lead to miscommunication or unintended rudeness. Aim: This study investigates common types of intercultural pragmatic failure (e.g. misinterpretations, perceived impoliteness) among ELF users, using a corpus-based approach. We seek to identify recurrent problem areas in ELF pragmatic usage and understand their causes. Method: We conducted a discourse analysis of a corpus of spoken ELF interactions (e.g. academic discussions, business meetings) involving non-native English speakers from diverse first-language backgrounds. Using the Vienna-Oxford International Corpus of English (VOICE) and other ELF corpora, we coded instances of misunderstanding or communicative breakdown. Analytical frameworks from speech act theory (Searle, 1969), politeness theory (Brown & Levinson, 1987), and cross-cultural pragmatics (House, 2003) informed our coding of illocutionary “misfires,” inappropriate directness, failed politeness, and turn-taking issues. Findings: Several frequent pragmatic failure types were identified. These include inappropriate speech act realizations (e.g. direct commands intended as suggestions), misused politeness strategies (e.g. missing hedges or honorifics), culturally divergent norms of directness (leading to perceptions of rudeness), and breakdowns in conversation flow (e.g. interruptions or lack of response due to unrecognized cues). Such failures often stem from negative transfer of native-language pragmatic norms or a lack of shared cultural context. Conclusion: The results highlight a need for greater pragmatic awareness in ELF communication. While ELF speakers generally prioritize mutual understanding and often adapt to each other, misunderstandings still occur due to sociocultural differences. Raising ELF users’ awareness of intercultural pragmatic norms – and training them in accommodation strategies – could mitigate miscommunications. This has implications for intercultural communication training and language teaching, suggesting a shift beyond grammatical accuracy toward pragmatics in ELF contexts.
AI-Powered Feedback in ESL Writing Classes: Pedagogical Opportunities and Ethical Concerns
Background: Feedback is crucial in second-language (L2) writing instruction for guiding student revisions and improvement. With the rise of artificial intelligence (AI), tools like grammar checkers and chatbots are increasingly providing automated feedback in ESL (English as a Second Language) writing contexts. Purpose: This study explores the pedagogical benefits and ethical challenges of integrating AI-generated feedback in ESL writing classes. It asks how AI feedback can enhance learning and what concerns arise regarding its use. Method: A thematic literature review was conducted, framing the analysis along three axes: (1) types of AI writing feedback, (2) pedagogical impacts on student learning and autonomy, and (3) ethical implications such as data privacy and fairness. Findings: AI tools (e.g. Grammarly, ChatGPT) offer immediate, detailed feedback on grammar and style, potentially accelerating writing development and personalization of instruction. However, risks include student overreliance on AI suggestions, variable feedback quality, and concerns about privacy and academic integrity. Comparative examples show AI feedback is fast and specific, while teacher feedback provides nuanced, context-aware guidance. Conclusion: AI-powered feedback presents notable opportunities for ESL pedagogy—improving feedback timeliness and supplementing teachers—yet it brings ethical dilemmas. Effective implementation requires teacher mediation, student training in feedback literacy, and institutional guidelines to harness AI’s benefits while mitigating its risks.
Müasir Qlobal Kontekstdə Azərbaycan Ədəbiyyatinin İnkişafi və Beynəlxalq Ədəbi Təsirlər: Təsirləri Formalaşdiran Amillər
Müasir qlobal reallıqlar kontekstində ədəbi inteqrasiya və qarşılıqlı təsir prosesi sürətlə inkişaf edir. Fərqli ölkələrin ədəbiyyatları arasında ideya və nəzəri istiqamətlərin dinamik mübadiləsi Azərbaycan ədəbiyyatına da təsirsiz qalmamışdır. Bu məqalədə əsas məqsəd Azərbaycan ədəbiyyatına xarici təsir mexanizmlərini və obyektlərini araşdırmaq, eləcə də bu təsirlərin ədəbi düşüncənin formalaşmasındakı rolunu təhlil etməkdir. Müqayisəli təhlil və analitik yanaşma əsasında aparılan araşdırmalar göstərir ki, Avropa və Qərb ədəbiyyatlarının Azərbaycan ədəbiyyatına ilkin təsiri birbaşa deyil, əsasən rus ədəbiyyatının vasitəçiliyi ilə həyata keçmişdir. Bununla belə, ölkənin müstəqillik qazanmasından sonra bu təsir mexanizmi dəyişmiş və üçüncü tərəfin vasitəçiliyi olmadan birbaşa inteqrasiya prosesi müşahidə olunmağa başlamışdır. Xüsusilə, müasir texnoloji vasitələrin və informasiya resurslarının geniş əlçatanlığı sayəsində Azərbaycan ədəbiyyatının dünya ədəbi məkanına açılması və xarici ədəbi cərəyanlarla qarşılıqlı əlaqəsi daha da intensivləşmişdir. Bu prosesin gələcəkdə Azərbaycan ədəbiyyatının janr və üslub müxtəlifliyinə, eləcə də yeni ədəbi trendlərin formalaşmasına daha böyük təsir göstərəcəyi ehtimal edilir.
Xarici dilin tədrisi zamanı tələbələrdə mədəniyyətlərarası ünsiyyət kompetensiyasının formalaşdırılmasının yolları
Məqalədə xarici dilin tədrisi zamanı tələbələrdə mədəniyyətlərarası ünsiyyət kompetensiyasının formalaşdırılması məsələsi araşdırılır. Müəllif qeyd edir ki, qloballaşma dövründə tələbələrin yalnız dil bilikləri deyil, həm də fərqli mədəniyyətlərlə səmərəli və tolerant şəkildə ünsiyyət qura bilməsi vacibdir. Bu kompetensiyanın formalaşması tələbənin ana və xarici dil mədəniyyətlərini tanıması, müqayisə etməsi və mənimsəməsi ilə sıx bağlıdır. Tədqiqatda həm nəzəri (ədəbiyyat təhlili, konsepsiyalar), həm də empirik (sorğu, müşahidə, eksperiment) metodlardan istifadə olunmuşdur. Məqalədə mədəniyyətlərarası kompetensiyanın struktur və məzmunu, onun pedaqoji və sosial əsasları, formalaşdırma mərhələləri və effektiv metodları təqdim edilir. Müəllif xüsusi tədris mətnləri, tapşırıqlar və kommunikativ məşğələlər vasitəsilə tələbələrdə bu kompetensiyanın mərhələli şəkildə inkişaf etdirilməsini təklif edir. Məqalə nəticə olaraq göstərir ki, mədəniyyətlərarası ünsiyyət bacarığı tələbələrin peşəkar və sosial fəaliyyətində uğur qazanması üçün əsas şərtlərdən biridir.
Speech Culture and Deliberative Practices: Negotiating Local Norms in Multicultural Contexts
This article explores how culturally shaped “speech culture” influences deliberative communication in multicultural contexts, with a focus on how participants negotiate local norms to foster understanding. Drawing on intercultural communication theory and discourse analysis, the study examines deliberative interactions across diverse cultural settings. Qualitative case analyses – including student forums and parliamentary debates – reveal that deliberation is not a culturally neutral process but one deeply shaped by local communication norms. Participants often reference both universal deliberative principles and culturally specific ways of speaking, using metadiscourse (talk about talk) to bridge differences. Key theoretical frameworks (Speech Codes Theory, Politeness Theory, and Face-Negotiation Theory) illuminate how communicative codes, politeness strategies, and face concerns vary across cultures and affect deliberation. Findings indicate that when individuals are mindful of divergent norms and actively negotiate them, they can integrate local speech practices into deliberative dialogue, enhancing mutual respect and clarity. The article discusses implications for language education – advocating the teaching of intercultural pragmatics – and for practitioners facilitating multicultural dialogue. It concludes that embracing speech culture differences as an asset, rather than a barrier, can lead to more inclusive deliberation and suggests avenues for future research on intercultural deliberative competence.
Məqalə bir dilin lüğət alternativ sistemində idiomların rolu və əhəmiyyətindən bəhs edir. Bu tədqiqat işində müəllif idiomların öyrədilməsində multimodal yanaşmalar, idiomların gender və sosial sinifləri, idiomların regional dəyişkənliyi və dialektoloji aspektləri, nitqdə və ədəbiyyatda idiomlar, dil öyrənmənin bir hissəsi kimi idiomların əhəmiyyəti, idiomların nəzəri və praktiki müqayisəsi kimi məsələlərə toxunmuş və nümunələr əsasında aydınlıq gətirmişdir. Burada göstərilir ki, idiomlar yalnız dilin semantik sisteminə deyil, həm də dilin sosial, mədəni və psixoloji qatlarına təsir edən mürəkkəb lüğət vahidləridir. Müəllif qeyd edir ki, belə ifadələr müəyyən bir dildə üslub imkanlarını genişləndirir, mədəni kimliyin yaradılmasına kömək edir və söhbəti daha canlı, emosional və təsviri edir. Məqalədə həmçinin idiomların lüğət sistemindəki əhəmiyyəti, mədəniyyəti əks etdirməsi, tədris prosesindəki biliklərin çətinlikləri və tərcümədəki yeri haqqında ümumi məlumat verilir. İdiomların müxtəlif dillərdəki funksiyaları nəzəri və praktiki olaraq müqayisə edilir.
Class and Character in Emma: Jane Austen’s Subtle Critique of Social Hierarchies
This article analyzes Jane Austen’s portrayal of class structures in Emma, exploring how social hierarchy, gentility, and economic status shape the characters’ interactions and moral development. Through close reading and contextual analysis, the study argues that Austen critiques class consciousness not through radical opposition but via ironic observation and personal growth, particularly in the character arc of Emma Woodhouse. The article highlights Austen’s subtle balance between reinforcing social norms and advocating for ethical responsibility among the privileged, revealing a rich engagement with class-based values in Regency England.
Jane Austen’s Literary Role in Historical Context
This study examines Jane Austen’s novels as products of and commentaries on the Georgian and Regency eras, situating her work in its historical social, cultural, and literary milieu. Using a qualitative literature-based methodology, it analyzes themes in Austen’s major novels through historical contextualization and critical scholarship. Key findings show that Austen’s fiction reflects the constraints of Regency society – such as class stratification, patriarchal marriage norms, and religious conventions – even as it satirically critiques those norms (e.g. undermining the idea that marriage is a woman’s sole goal). Her narrative style (especially free indirect discourse) and ironic wit align with Enlightenment ideals and have earned her lasting international popularity. These analyses are supported by more recent interpretations, which emphasize Austen’s proto-feminist values and implicit engagement with issues of empire. Finally, we show that Austen’s influence endures in modern literature and scholarship: her themes and techniques continue to inspire adaptations and critical debate. This paper thus confirms Austen as a nuanced social commentator of her time and a lasting literary figure whose work bridges historical and contemporary concerns.
Translation Issues of Zoonym-Based Phraseological Units in Azerbaijani and French
This article examines the translation challenges posed by spoken-language phraseological units containing animal names (zoonyms) in Azerbaijani and French. Drawing on comparative phraseology and cognitive-cultural linguistics, it analyzes how semantic fields and cultural imagery of animals diverge between the two languages. Key theories of equivalence and translation strategies (Vinay & Darbelnet, Nida, Baker) are applied to classify idiomatic equivalence as full, partial, or zero. For example, Azerbaijani itlə pişik kimi yola getmək (“like dog and cat”) corresponds to French être comme chien et chat (full equivalence), whereas Azerbaijani dövəsi ölmüş ərəb (“the Arab whose camel died”) has no French idiom (zero equivalence). Structural analysis shows French prefers simple nouns (e.g. paon) where Azerbaijani uses compounds (e.g. tovuzquşu for “peacock”). Cultural connotations differ: pigs and cows are derogatory in French idioms but neutral or taboo in Azerbaijani culture. The study reviews translation strategies – literal rendering, equivalence (cultural substitution), modulation, compensation, paraphrase, and omission – with examples from literary, audiovisual, and everyday contexts. For instance, translating the French idiom avoir un cœur de lion may use Azerbaijani aslan ürəkli olmaq (“to be lion-hearted”) for equivalent effect. These insights can guide translators and language learners in handling animal metaphors cross-culturally, balancing fidelity to form and function.
Dialect Diversity and Social Change: New Approaches in Sociolinguistics
This study examines how contemporary social changes – including urbanization and the rise of social media – reshape dialect diversity in English. Adopting a third-wave sociolinguistic perspective, we synthesize findings from recent qualitative and quantitative studies (2015–2025) that explore new English vernaculars and communication contexts. The analysis compares corpus-based investigations of dialect features on social media with ethnographic studies of urban and online communities. Key results indicate that dialect variation is not diminishing but transforming: urban multiethnolects and digital subculture styles are emerging, code-switching and hybrid language practices are widespread identity resources, and dialect leveling occurs alongside the enregisterment of new linguistic repertoires. We discuss how third-wave approaches foreground speakers’ agency in constructing social meaning and how digital enregisterment and hybrid vernaculars challenge traditional boundaries between dialects. The article concludes with implications for sociolinguistic theory and social identity, arguing for integrative methodologies that bridge quantitative scale and qualitative depth in understanding dialect diversity amid social change.
The Role of Social and Emotional Learning in Language
This article explores the integration of Social and Emotional Learning (SEL) into language education, emphasizing its role in fostering learner motivation, confidence, and communicative competence. Drawing on established frameworks such as CASEL and key educational theories—including Vygotsky’s Social Development Theory, Krashen’s Affective Filter Hypothesis, and Carl Rogers’ humanistic pedagogy—the paper highlights how emotional and interpersonal dynamics influence second language acquisition. It discusses the benefits of SEL-informed teaching, such as reduced anxiety, enhanced peer collaboration, and the development of emotional vocabulary. Practical strategies are provided, including mindfulness practices, storytelling, empathy-building tasks, and classroom norms that promote emotional safety. The paper also addresses limitations in implementation, such as time constraints, cultural considerations, and the challenge of assessment. Ultimately, it advocates for SEL as a core element of language instruction and calls for teacher training and curriculum development that reflect its value.