The current article involves the issues of losses, gains or survivals contributing to literature in the process of translation. It represents a thorough study based on a novel “The Grapes of Wrath” by John Steinbeck from English and, respectively, its translation into Azerbaijani by Ulfet Kurchayli. It investigates the problematic areas or challenges emerging from the source-text discrepancies. Furthermore, this article also concentrates on the issue of cultural non-equivalence or the losses occurring in translating English literary texts into Azerbaijani. The paper identifies the translation techniques adopted by the translator of John Steinbeck’s The Grapes of Wrath. Adopting certain techniques rather than others has led to many losses on different levels. The translator’s important role as a cultural insider is also emphasized. The wide gap, distance or the differences between the cultures, languages and thought patterns of the English and Azerbaijani language speakers are main factors resulting in various losses in the process of translation. Coping with these extra-linguistic constraints is harder than the linguistic ones as the translator has no choice in the given situations, deleting these elements from the TT or replacing them with elements that do not fit the context. This article aims at determining translation losses and gains, defining ways that the translator employs for compensating losses, through the analysis of John Steinbeck’s style in The Grapes of Wrath. The article concludes that there are some situations where the translation of a certain text from the SL into the TL embraces alteration in the whole informational content of the text, in the form of expressions or words.

This study deals with the issue of language choice from sociolinguistic perspectives. The problem of multilingualism and plurilingualism in sociolinguistics occupies a special field for the study and evokes the interest of most linguists. The goal of the research was to investigate language choice from sociolinguistic perspectives. This experimental work was carried out to verify the right choice of language (English, Russian and Azerbaijani) and to identify its effectiveness, the data were processed and interpreted based on analysis. Special attention was paid to the multilingualism / plurilingualism issues and multilingualism in Azerbaijan separately. This paper presents the results of quantitative method for the sociolinguistic research in language. It was based on the interviews that were conducted among parents in order to learn their tendency to bring up their children in a multilingual society. Thus, parents were interviewed in different schools with Russian, Azerbaijani and English medium of instructions; school with Azerbaijani medium of instruction named as “Zangi” lyceum, school with Russian medium named as “N_12”, school with English medium called as “Baku-Oxford School”. This paper is an in-depth, multidimensional study of such choices in language. The results of the data analysis affirm a solid status of English as an international language in Azerbaijan and emphasize an undeniable position of Azerbaijani language as well.

This paper sets out on a comparative analysis of similar word-formation processes in English and Arabic. In doing so, it hopesto emerge and serve assubsequent and reliable, albeit partial, reference material for English and Arabic linguistics, especially in reference to linguistic structures. The framework herein for the study and analysis of word-formation processes in both languages may also be applied in future studies and other genres, corpora, and texts. This study enriches the research findings and meta-theory in the field of linguistics, contributing to the current linguistic intellectualism trends. The specific processes discussed are acronyms, antonomasia, backformation, blending, borrowing, compounding, and derivation.

Exposed to the mystery of his father’s suspicious death, young Hamlet followed the riddle of solving it in the longest tragedy of Shakespeare. By suspension and the lengthy nature of detective works, Shakespeare seems to have initiated a new subgenre in drama which may have later on been converted into an independent subgenre in the novel by Edgar Allan Poe, Sir Arthur Conan Doyle, and Agatha Christie through their imaginative characters, Auguste Dupin, Sherlock Holmes and the pair of Hercules Poirot with Miss Marple respectively. Fyodor Dostoevsky may have also spread the net of Hamletian subtext in his Crime and Punishment. Plotting a perfect crime by the murderers and the public approval of the plan, on one hand, and the inconvincible mind of the hero which ultimately undo the seemingly unsolvable puzzle, on the other, construct the very core of all aforementioned works of Shakespeare, Poe, and Doyle. The unanticipated and unpredicted findings of either Holmes or Hamlet defeat the expectations of the audience and bring the runaway justice back to her groom. This paper intends to uncover the centuries-long interwoven relationship between Holmes and Hamlet by scrutinizing the textual and methodological resemblances between the classic and modern versions of fictitious detective characters.

This research explores how Broca’s aphasia manifests itself in Azerbaijani-speaking monolingual patients. Many patients are in need of customized diagnosis tests and rehabilitation plans designed by neurolinguists and this work is the first step. As Azerbaijani aphasics are among the underrepresented populations in the field, the paper explores the main grammatical deficits in their speeches. This paper tests the findings against the most popular theses and hypotheses in the area to see if a language with a typologically different structure from English aligns with them. It also aims to uncover the universal and language-specific deficits in the participants to create a pioneer characterization of Azerbaijani aphasia. To fulfill this aim, 10 participants with mild aphasia have been involved in 15-30 minutes’ interviews where their speeches were recorded with a high-quality microphone. Special tasks targeting Azerbaijani grammar have been developed for this purpose. The recordings have been transcribed and analyzed to estimate the frequency and quality of deficits. The results show that there are more morphological errors than syntactic ones which can be explained by a low cue cost of Azerbaijani syntax. The results were also contrasted to secondary data of English-speaking patients as this is a typologically polar language to Azerbaijani. The comparison has shown a vital role of language-specific features in aphasia. Furthermore, vulnerability and resistance patterns of grammatical forms in Azerbaijani patients supported the Competition model. Interestingly, the most recent and popular PADILIH theory has not been supported by the data set presented in the work. These findings are unique as they play an indispensable role in developing the first diagnosis and rehabilitation batteries for Azerbaijani-speaking aphasia patients.

This research study attempts to analyze persuasive techniques in the hotel and fast-food restaurant advertisements in terms of critical discourse analysis techniques. Research on persuasiveness has been popular for a long time, studied as the art of speaking and features of rhetoric. Linguists have never stopped in their quest to find out what linguistic elements create persuasive effects and impact human brains to convince people about something. The research aimed to reveal what techniques were widely used in advertisements to catch customers' attention and persuade people to purchase the products. The study was conducted based on the qualitative-quantitative method, and the data was collected from the official pages of different famous hotels and fast-food restaurants. For investigation, 50 slogans, 25 from hotels' and 25 from fast food restaurants' advertisements, were analyzed based on "verbal techniques" and "power words techniques." The results of the study point to the comparative analysis of hotel and fast-food slogans, and they are represented with the help of charts and diagrams in statistical numbers. In the conclusion of the research, it became clear that the most frequent verbal technique used was the "we are different and unique" technique, and the most frequent vocabulary types were the "abundance words" and "confidence words" type of words.

With English turning into a global language among the people in all parts of the world, it has played a similarly essential role in the educational system of Azerbaijan. Vocabulary is a vital and inseparable part of the four language skills in the activity of language learning. This research was aimed at investigating the use of various vocabulary learning strategies (VLSs) among Azerbaijani engineering students. Moreover, the overall frequency of strategy use was explored by Azerbaijani learners as high strategy users, medium strategy users, and low strategy users. The study also investigated the students’ academic and technical English vocabulary knowledge, finding that the vocabulary learning strategy use is done in relation to students’ academic and technical English vocabulary knowledge. The descriptivequantitative research design was employed in this study. Two kinds of research instruments were utilized. A 60-item academic and a 30-item technical vocabulary test and an online questionnaire of vocabulary learning strategies with 23-item were employed. The findings demonstrated that there is not a significant relationship between VLSs and academic and technical English vocabulary knowledge of Azerbaijani engineering students. The research also indicated that meta-cognitive strategies included the most and least frequently used strategies among Azerbaijani learners. Consequently, Azerbaijani engineering students were high strategy users. It is obvious that vocabulary should not be treated as an additional material; on the contrary, syllabus designers and instructors have to put it forward as a vital ability in second or foreign language learning.

Nowadays mass media plays crucial roles in people’s lives. Online newspapers constitute a part of media discourse, which makes for extremely important bodies of text for the purposes of research in discourse analysis. In news headlines, careful and sensitive use is made of linguistic devices in order to make the headlines unique and different, influence the readers, create trust for the newspaper, and, most importantly, invite and encourage the reader to proceed to the whole story and the main body of the report/news report. In this spirit, this study is a linguistic analysis of headlines in the political section of established online American newspapers. The data for this study comprises 50 headlines collected from 5 online newspapers revolving around the theme of Donald Trump. It aims to explore the linguistics structure of newspaper headlines in the sample articles from these 5 most widely read newspapers: The Wall Street Journal, The New York Times, USA Today, Los Angeles Times, and Washington Post. In this qualitative-quantitative study, use is made of the model by Montgomery (2007) that takes account of a comprehensive picture that pays due respects to linguistic, semantic and discursive properties of headlines alongside each other in a complete package. The findings are mapped out in the form of figures and charts. The results of the frequency analysis showed that newspapers mostly used ‘full sentence’ and ‘ellipsis’ in their headlines. The qualitative analysis revealed that most of the semantic, linguistic and discursive strategies used in headlines are geared to the ‘tactical incompleteness strategy’, a helpful notion and a part of Montgomery’s model.

This study explores the emerging trends in e-learning from the perspective of university faculty, who play a crucial role in shaping the future of education. The rapid shift to digital education during and after COVID-19 has presented challenges for university faculty to grapple with new e-learning technologies. A qualitative research design was used to develop deep insights into upcoming e-learning trends. Data were collected from a sample of 70 teachers (35 males and 35 females) through a random sampling from the university faculty in the capital territory of Pakistan. The data collected through semi-structured interviews was analyzed qualitatively for thematic analysis using a fuzzy inference system on MATLAB, resulting in a system accuracy of 92% and a miss rate of 8%. The study identified important e-learning trends such as artificial intelligence, video-based learning, social collaboration, mobile learning, gamification, and micro-learning, emphasizing their potential for engagement and outcomes. The implementation of these strategies can significantly impact the education system, particularly on learning systems. The findings underscore the importance of universities focusing on strategic planning and faculty development. Moreover, institutes that adopt ethical policies can transform the academic environment and establish innovative structures that benefit both teachers' work and foster students' engagement, ultimately leading to improved efficiency and effectiveness. The study's findings are crucial for shaping the future of e-learning and its potential impact on the education system.

In the face of pressing global challenges, the role of education in shaping sustainable values and attitudes among students has become an urgent priority. This study delves into the immediate impact of education and awareness on students’ knowledge, values, and attitudes toward a sustainable future, with a specific focus on environmental education (EE). It examines various aspects of EE, including curriculum development, teacher training, environmental initiatives within educational institutions, and students’ comprehension of environmental issues. To understand the role of education in fostering a sustainable future, a 2-point Likert scale questionnaire was distributed to a randomly selected sample of 87 high school teachers. The results, analysed through multiple regression analysis, the chi-square test, the t-test, and Cronbach’s alpha value tests, underscore the urgent and significant role of EE in preparing children for a secure future. The study further highlights the increasing urgency and importance of EE in the face of climate change, positioning it as a crucial element for early childhood educational policies.

People do not use humour just for the sake of entertainment, it is a part of everyday communication and information processing system. Since it touches many areas of human life, translators will be tasked with translating jokes at the end of the day. However, translating a joke is not a simple task. Maintaining the spirit of jokes requires translator’s proper and special skills. The main purpose of the paper is to identify which kinds of jokes are translatable or untranslatable from English into Azerbaijani. The researchers made an attempt to classify jokes according to their translatability extent and translation difficulties. Theoretical information is supported by practical examples. The study reveals that jokes that present unique perspectives can be easily translated; however, the ones that are based on linguistic ambiguity, namely lexical-semantic, structural-syntactic and phonological ambiguity pose essential difficulties for the translator.

This thesis explores the role of modality as a marker of information structure in English-language news discourse, with particular emphasis on the interaction between modality and the Theme– Rheme structure. The study investigates how modal expressions, such as modal verbs, adverbs, and lexical markers-are used not only to convey stance (e.g., certainty, obligation, or ability) but also to organize information flow within the clause. Drawing on a corpus of twenty news articles from a range of journalistic domains, the analysis combines qualitative and quantitative methods to examine how modality is distributed across information units, particularly in terms of new versus given information. Findings reveal that modality frequently operates within the Rheme-the clause element that introduces new, unpredictable, or context-developing information. Modal verbs such as may, must, can, and adverbs like possibly and likely are commonly used to qualify or evaluate the Rheme, guiding the reader's interpretation and focusing attention on key assertions forward. From a theoretical perspective, the study integrates insights from Systemic Functional Linguistics (SFL) and Critical Dynamism to explain how modality and information structure co-construct meaning. This interaction enhances textual coherence, emphasizes discourse goals, and supports reader engagement. Overall, the thesis demonstrates that modality is not only a marker of epistemic, deontic, or dynamic stance, but also a functional tool in the organization of information. By shaping how new information is introduced and evaluated, modality contributes to the rhetorical and communicative strategies of contemporary news discourse.

The title of the thesis is Gendered Language and Lexical Choices in English Talk Shows: A Corpus-Based Investigation. The study aims to identify the prominent linguistic features used by male and female guests in English-language talk shows. Eight episodes were chosen for analysis: five from The Ellen DeGeneres Show and three from other very popular talk shows (The Tonight Show Starring Jimmy Fallon and Late Show with David Letterman). The speech of four women guests—Jennifer Aniston, Adele, Taylor Swift, and Anne Hathaway—was examined based on Lakoff's list of features of women's language, including lexical hedges or fillers, tag questions, rising intonation on statements, 'empty' adjectives, exact colour terms, intensifiers, 'hypercorrect' grammar, 'superpolite' forms, lack of strong swear words, and emphatic stress. Conversely, four male guests—Johnny Depp, Ryan Reynolds, Penn Badgley, and Will Smith—were given a grammatical examination of their speech in terms of features like minimal responses, hedges, tag questions, commands and directives, swearing and taboo words, and compliments, as necessitated by Coates and other gendered language theorists. Data was gathered through observation and transcription analysis. The findings indicate substantial differences in the frequency and kind of language features that the male and female speakers use.

This study examines explicitation strategies in translated literary texts to determine their impact on the text’s clarity, style, and cultural representation. Focusing on how these shifts affect the explicitation shifts, the study analyzed two modern urdu novels, La Hasil and Aks, and their english translations. using Tagant and uaM corpusTool, the study examines approximately 30,000 words of each text to determine the frequency and function of explicitation in the process of constructing the readability and cultural translatability of the target texts. The results show that obligatory explicitation is the most common, further improving coherence and grammatical accuracy while occasionally affecting text-cohesion style. optional explication, although less typical, enhances stylistic device productivity and, at the same time, restricts the range of interpretation by providing contextual meanings of ambiguous words. however, occasional use of pragmatic explicitation is vital since some relations are culture-bound and, therefore, likely to be unfamiliar to a non-native english readership. emphasizing the need to balance clarity and fidelity in translation work, it offers insights into translating interlingual literary texts in multinational contexts. Thus, it realizes that translation is an important object of investigation, which corrects and completes the esthetic and cultural density of the source text through explicitation.

This study examines how language systems and school textbooks influence L1 Arabicstudents’ perceptions of professional and political job roles. A custom-designed surveywas used to assess how students associate jobs with gender when explicit grammat-ical markers are removed. Job titles were extracted from widely used Arabic languagetextbooks and reformulated into passive-structured sentences that avoided direct mor-phological gender cues. Sixty-two students from a public elementary school in Riyadhparticipated, selecting either the masculine or feminine form of job titles presented inthe questionnaire. The findings indicate that while masculine job terms in educationalmaterials contribute to gender associations, the broader Arabic language system has astronger influence. However, exposure to gendered terms in textbooks reinforcesthese associations. This is the first study to investigate the effect of gendered suffixeson job-related linguistic cues among L1 Arabic students. The findings highlight theimportance of gender-inclusive language in educational content to promote a morebalanced perception of professional roles.

Aim: This study aims to examine how public and private universities implement quality management practices and identify areas requiring improvement. Methodology: A purposive sample of 14 universities, representing both public and private sectors, was selected. Data were gathered from 28 department heads using questionnaires. The responses were analyzed through ttests, means, and standard deviations. To capture subjective perceptions more effectively, the Fuzzy Inference System (FIS) was applied to model satisfaction levels across key quality management factors. Findings: Results indicate that moderate satisfaction occurred in the case where leadership and process approaches were used less frequently, whereas the other case showed higher satisfaction because the evidencebased decision-making approach was more dominant. These findings highlight the gap in improvement processes and leadership, while highlighting the values of data-driven practices. Practical Implications: The study provides recommendations for strengthening quality management in universities, including enhancing leadership capacity, adopting systematic improvement processes, and encouraging evidence-based decision-making. It also suggests that pursuing international accreditation through the Higher Education Commission could help universities align with global standards and enhance their institutional reputation.

Code-switching plays a central role in bilingual humour, generating comedic effects through language alternation. Anglo-French bilingual humour remains an under-researched field compared to other language pairs that have gained worldwide recognition. This research investigates how code-switching functions differ across three genres of Anglo-French bilingual humour: a comedy film, a stand-up performance, and a collection of bilingual jokes. A two-phase analytical approach was employed to explore how genre-specific conventions shape the use and purpose of code-switching. Each instance of code-switching was first assigned a single primary communicative function. Then, the frequency and distribution of these functions across the three genres were determined. The findings showed that code-switching in the comedy film appeared most frequently for expressive purposes along with referential and directive uses. The stand-up performance displayed a more balanced distribution with a notably high percentage of metalinguistic and phatic functions compared to the film. In contrast, the jokes overwhelmingly featured the poetic function of code-switching. These results demonstrate that communicative functions of code-switching are shaped by genre-specific goals and constraints. The study argues that functional models of code-switching, while useful for categorisation, should be extended to include genre as a predictive and explanatory component.

This study aims to investigate how teachers perceive AI tools in their efforts to enhance teaching practices and student learning in higher education. It examines the potential benefits and challenges of AI as seen by teachers in this setting regarding student learning. Using a quantitative correlational approach with surveys of 102 teachers in higher education institutions in four countries, Bangladesh, Malawi, Saudi Arabia, and Peru, the study found that teachers' demographics, AI familiarity, AI usage, and personalization of AI are key factors influencing AI use in higher education. The Unified Theory of Acceptance and Use of Technology (UTAUT) served as the framework for analyzing the results, which largely show that teachers see AI as helpful in enhancing student learning. It also reveals that teachers view AI as beneficial for student learning, that familiarity with AI impacts its use, that students' use of AI is perceived as unethical, and that teachers use AI as a personal choice. The study reports a strong link between AI familiarity and perceived effectiveness (r = 0.75), meaning that more familiar individuals tend to see AI as more effective in education. It also finds a strong connection between age and perceived effectiveness (r = 0.60), and between teaching experience and perceived effectiveness (r = 0.55). This suggests that older teachers or those with more teaching experience or exposure to AI generally see AI as more effective. Successful AI integration in higher education demands teacher training, ethical frameworks, balanced pedagogical strategies, and institutional support. As AI and its integration in higher education continue to evolve, perceptions, tools, and pedagogical practices may shift, requiring ongoing longitudinal research to track changes.

Children with autism spectrum disorder (ASD) frequently struggle with emotion regulation, which can be influenced by parental practices and the supportive role of siblings in encouraging emotional and social development. The study aimed to examine the relationship between parenting practices and emotional regulation of children with ASD and to explore the mediating role of the prosocial behavior of siblings between parenting practices and emotional regulation in children with ASD. Additionally, this study investigated the moderating role of sibling gender in the relationship between prosocial behavior and emotional regulation. A total of 600 parents/caregivers aged 25–40 years (M = 32.91, SD = 4.23) of children with ASD were selected from special education institutes in Lahore, Pakistan, using a non-probability, purposive sampling method. Although the majority of respondents were mothers (94.5%), the term parenting practices is used to reflect a family-level caregiving construct rather than exclusively maternal behavior. Data were interpreted through IBM SPSS Statistics 23 and PROCESS macros, revealing that authoritative parenting had a significant positive relation with emotional regulation in children with ASD. Results also indicated that the prosocial behavior of siblings partially mediated the relationship between authoritative parenting and emotional regulation in children with ASD. Furthermore, sibling gender significantly moderated the indirect effect, with female siblings showing stronger facilitation of emotional regulation through prosocial behaviors compared to male siblings.

Effective online learning sessions require designing sessions that address learners'engagement and achievement across diversegroups. The duration and frequency of the session affect user satisfaction and quiz results, but it is difficult to optimize both simultaneously.This paper presents a combined optimization model that uses stepwise regression, NSGA-II, and gray relational analysis (GRA) to optimize the design of a session, leveraginga publicly available e-learning dataset (more than 2,500 anonymized records). Directional relationships between session parameters and outcomes were quantified using regression models,and Pareto-optimal solutions were identified using NSGA-II, which were further assessed under three teaching-priorityscenariosusing GRA. The results show that a 60-minute weekly session is theoptimal balance between the more satisfaction-focused designs, and that allotting 113 minutes across eight sessions is optimal for quizperformance. The explanations of the regression models (R2 = 0.20 for satisfaction and R2 = 0.11 for quiz scores) are modest, suggesting that the results should be viewed as guidance for decision-making rather thanprescriptions. Despitethese shortcomings, the framework emphasizes trade-offs between the timingand frequency of online learning and offers a data-driven,systematic approachtooptimizing online learning. Thisresearch contributesto evidence-based instructional design and provides practitioners with actionable insights to enhance international online learning.