Gender representation in animal-related proverbs: Algerian vs. Jordanian Arabic.

Introduction: This study explores the connotative meanings in animal-related proverbs used to describe the behavior of men and women in Algerian and Jordanian societies. Methods: A questionnaire with 46 Algerian and 45 Jordanian animal-related proverbs was distributed to 30 native Arabic speakers enrolled at the University of Jordan. The analysis focused on adapted categories with a gender perspective, including inferiority, weakness, stupidity, ill-nature, objectification, ugliness, positivity, and shrewdness. Results: Both Algerian and Jordanian animal-related proverbs exhibited diverse connotative meanings. Women were predominantly associated with derogatory connotations in both languages, portraying characteristics such as weakness, stupidity, inferiority, cunningness, and trickery. Similar characteristics were present in descriptions of men, but women in Arab cultures were consistently depicted as subordinate and denigrated. Conversely, men were portrayed with authority, control, superiority, and strength over women. Additionally, positive depictions included animals like gazelles, peacocks, partridges, cats, and horses to symbolize the beauty of women. Men's positive characteristics, such as strength, courage, and superiority, were associated with horses, camels, and lions. Discussion: This study highlights the prevalent connotations in animal-related proverbs used to describe men and women in Algerian and Jordanian societies. It reveals derogatory portrayals of women, reinforcing their subordinate status, while men are depicted with authority and power. However, positive representations emerged, attributing beauty to women and highlighting admirable qualities in men. These findings shed light on the complex dynamics of gender portrayal within cultural proverbs, emphasizing the need for further examination of these linguistic expressions.

Jordanian EFL Students' Perception of Noncontrastive Allophonic Cues in English Speech Segmentation.

The prominent role of allophonic cues in English speech segmentation has widely been recognized by phonologists and psycholinguists. However, very meager inquiry was devoted to analysing the perception of these noncontrastive allophonic cues by Arab EFL learners. Accordingly, the present study is an attempt to examine the exploitation of allophonic cues, mainly aspiration, glottalization and approximant devoicing to English word junctures by 40 Jordanian PhD students. Moreover, it aims to find out which allophonic cues are perceived more accurately during the segmentation process and if there is any evidence for Universal Grammar markedness. The experiment is led through a forced-choice identification task adopted from Altenberg (Second Lang Res 21:325-358, 2005) and Rojczyk et al. (Res Lang 1:15-29, 2016). The results of ANOVA unveiled that there is a statistically significant difference between the three types of allophonic cues, viz. aspiration, glottalization and approximant devoicing. This implies that the participants outperformed in stimuli marked by glottalization than by aspiration and approximant devoicing. This result provided further evidence for the universality of glottalization as a boundary cue in English speech segmentation. Overall, the Jordanian PhD students failed in perceiving the allophonic cues accurately and exploiting them to detect word boundaries. The present inquiry has the potential to provide several recommendations for syllabus designers, and second/foreign language teachers and learners.

Comparing student achievement in traditional learning with a combination of blended and flipped learning.

Aim: The aim of this study was to investigate the effectiveness of blended learning with a flipped classroom design on student academic achievement in a Bachelor of Science in Nursing course. Design: A quasi-experimental study. Method: Students were split into an experimental blended learning with a flipped classroom design group and a control group using the traditional, teacher-centred learning method. Data were collected during spring 2018 (13.3 weeks) and student's grades for the registered course and their grade point average (GPA) were recorded. Results: Findings showed statistically significant increases in student grades in the experimental group. Predictability calculations also showed better achievement of learning outcomes if a blended learning with a flipped classroom design is continued to be used in the future.

Narrow-syntax and post-spellout movements: evidence from the syntax of idiomatic expressions in Arabic varieties.

This research paper investigates the syntax of idiomatic expressions consisting of the verb and the object/accompanying adjunct (VP idiomatic expressions, henceforth) in two Arabic varieties: Modern Standard Arabic (MSA) and Jordanian Arabic (JA). It shows that in order for VP idiomatic expressions to obtain their idiomatic reading, the predominate pattern of the word order in each variety (i.e., the VSO word order in MSA, but the SVO word order in JA) should be used; otherwise idiomaticity is not possible (with few exceptional cases discussed in the paper). We offer evidence that this restriction on the idiomaticity of VP idiomatic expressions in Arabic varieties follows from a proposed condition that the subject (even if it is not part of the idiomatic expression) and the verb (in addition to the object) should maintain a structurally local relation with each other in the narrow syntax, i.e. they should be included in the vP phase before the spell-out point. The paper shows that the movement of the verb to T0 in MSA and JA or lack thereof does not break idiomaticity, nor does the movement of the subject to Spec,TP in JA. These facts are taken as an indication that a distinction between narrow-syntax and post-spellout movements should be made. This provides evidence for proposals that distinguish between pre- and post-spellout movements (cf. Chomsky 2001, among others).