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.
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.
Copyright (c) 2026 Journal of Azerbaijan Language and Education Studies https://creativecommons.org/licenses/by-nc-nd/4.0
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.
Learning Strategies and Their Influence on Foreign Language Skills
In today’s globalized world, mastering a foreign language is a valuable skill that enhances both personal and professional opportunities. This article investigates the role of learning strategies in the acquisition of foreign language skills, including listening, speaking, reading, and writing. Drawing on seminal research and recent studies, it highlights the importance of strategic competence in language learning. It also explores psychological, cognitive, and methodological approaches that promote effective language acquisition. The findings suggest that learners who adopt individualized, confidence-building, and cognitively informed strategies experience faster progress and greater proficiency. The article emphasizes that successful language learning is less about innate talent and more about employing strategic, evidence-based practices consistently over time. Implications for teaching methods and future research directions are discussed.
Memorization strategy and foreign language learnings: A Narrative Review
Memorization strategies play an essential role in foreign language acquisition, affecting both short-term retention and long-term fluency. This narrative review explores the intersection of cognitive science and language pedagogy by evaluating techniques such as spaced repetition, mnemonics, and visual imagery. The review also examines how factors like motivation, context, and individual learning styles influence memorization effectiveness. Synthesizing findings from recent studies, it identifies strategies most beneficial to learners across proficiency levels. The results suggest that integrating memorization methods with contextual and communicative practices significantly enhances vocabulary retention and overall language competence. Practical implications for both teachers and learners are presented, with a focus on optimizing language instruction through adaptive and reflective learning environments.
Emotional Wellbeing and Positive Psychology in Second Language Acquisition
Research in second/foreign language acquisition (SLA) is increasingly examining how learners’ emotional wellbeing – defined as their positive psychological health – affects language learning. This paper reviews the intersection of emotional wellbeing and SLA through the lens of positive psychology (Seligman, 2011) and key theories such as Fredrickson’s broaden-and-build model (Fredrickson, 2001). Whereas SLA research traditionally focused on negative affect (e.g. language anxiety), recent work highlights the power of positive emotions (enjoyment, flow, gratitude), traits (resilience, optimism, grit), and supportive contexts (teacher-student rapport) in promoting motivation and success. We survey literature (2010–2024) on constructs like foreign language enjoyment, self-efficacy, and positive educator practices, with special attention to post-Soviet EFL contexts (e.g., Azerbaijan). Drawing on this review, we propose research questions on how emotional wellbeing relates to engagement and retention in university EFL learners. We outline a mixed-methods design (survey and interviews) to investigate well-being and SLA outcomes, and discuss how positive psychology interventions (e.g. strengths-based activities, gratitude journals) could be applied in language classes. Practical implications for teachers – such as building rapport and classroom enjoyment – are highlighted. Future research directions are offered. Overall, this paper bridges SLA theory and practice by showing that fostering emotional wellbeing through positive psychology can enhance L2 learning.
Comparative Analysis of the Verb “to be” in Seven Indo-European Languages
This study investigates the morphological, syntactic, and semantic features of the verb “to be” in seven Indo-European languages: English, German, Russian, Persian, Sanskrit, Latin, and Lithuanian. As one of the most fundamental verbs across languages, “to be” serves critical grammatical functions such as copula, existential marker, and auxiliary. Using a comparative linguistic framework, the research examines the forms of “to be” in present, past, and future tenses, identifies shared roots and divergences, and highlights regular and irregular paradigms. Tables are provided to demonstrate inflectional patterns and the role of person, number, and tense across these languages. The diachronic analysis traces the evolution of the proto-Indo-European root *h₁es- and its reflexes, revealing both inherited structures and language-specific innovations. The study also contextualizes the verb's syntactic behavior in copular and existential constructions, providing examples in each language. The results illustrate both continuity and transformation within Indo-European verbal systems and offer insights into the historical development of grammatical categories. This paper contributes to comparative and historical linguistics, with implications for language teaching, typology, and philological studies.
Exploring the Role of AI Technology in Shaping College Students’ English Writing Development: Insights from the Complex Dynamic Systems Theory
The proliferation of Artificial Intelligence (AI) technology has profoundly impacted English language teaching, especially within the realm of writing instruction. Despite extensive research exploring the application of AI in education, a significant gap remains in studies assessing the influence of AI-enhanced teaching on learners’ writing proficiency. In this context, this study employed a longitudinal research design to examine the effects of integrating Kimi—an AI tool in China—into English writing instruction, framed within the Complex Dynamic Systems Theory. The participants, 12 tertiary-level English learners from the southwestern region of China, engaged with Kimi to complete weekly essay assignments over a 14-week period. They also participated in seven writing tests. The findings indicate that participants’ overall writing proficiency, as well as lexical and syntactic accuracy and complexity of their test essays, exhibited an upward trajectory and significantly improved. However, insignificant improvement was observed in overall writing fluency. Additionally, improvement in learners’ writing proficiency varied substantially among individual learners. This study provides compelling empirical evidence for English-as-a-foreign-language (EFL) writing pedagogy, highlighting the crucial roles of differentiated instruction, dynamic assessment, and technology-assisted tools in enhancing students’ writing proficiency. English teachers are urged to adapt their pedagogical approaches flexibly, leveraging these insights to support the holistic development of each learner.
From Cultural Relations to Cultural Theory of International Relations: A Review of the Role of Culture in International Relations
After several decades of neglect of the role of culture in international relations, this factor has once again received attention in recent years. However, when discussing the role and place of culture in this field, different and sometimes incomplete interpretations of this relationship are put forward. The aim of this paper is to explore possible links between culture and the field of international relations. To this end, we have examined various texts that deal with the two topics of culture and international relations. This study shows that although this area of cultural policy priorities in foreign policy of countries and, as a result, cultural relations of nations also include, when talking about the role of culture in international relations and, in particular, the influence of culture on foreign policy, this influence goes beyond cultural relations and issues. Foreign policy spans a wide range of domains, and every decision in this area, like other areas of decision-making, can be influenced by culture. But the role of culture in international relations does not end there. The role of cultural differences in the view of the international system and the emergence of misunderstandings, disagreements and conflicts are also other dimensions of this influence. This achievement is finally completed by examining the theory of Ned Libo under the title of the cultural theory of international relations.
Cultural Theory of International Relations