Asian Journal of Language, Literature and Culture Studies <p style="text-align: justify;"><strong>Asian Journal of Language, Literature and Culture Studies</strong> aims to publish high-quality papers (<a href="/index.php/AJL2C/general-guideline-for-authors">Click here for Types of paper</a>) on all aspects of 'language, literature, and culture'. The journal also encourages the submission of useful reports of negative results. This is a quality controlled, OPEN peer-reviewed, open access INTERNATIONAL journal.&nbsp;</p> <p style="text-align: justify;">Every volume of this journal will consist of 4 issues. Every issue will consist of minimum 5 papers. Each issue will be running issue and all officially accepted manuscripts will be immediately published online. State-of-the-art running issue concept gives authors the benefit of 'Zero Waiting Time' for the officially accepted manuscripts to be published. This journal is an international journal and scope is not confined by the boundary of any country or region.</p> Asian Journal of Language, Literature and Culture Studies en-US Asian Journal of Language, Literature and Culture Studies Teaching English with Linguistic Landscapes to Saudi Students Studying Abroad <p><strong>Aims:</strong> Since many Saudi ESL students studying abroad have limited vocabulary and grammar knowledge and poor reading comprehension skills, this article proposes the integration of linguistic landscapes (LLs) in teaching English to Saudi students studying abroad to supplement the English language courses and textbooks they study.</p> <p><strong>Definition of LLs:</strong> LLs refer to the use of language in the environment, i.e., the words and images displayed in public spaces such as streets, airports, schools, government buildings, shopping centers, tourist attractions, and others. They contain announcements, directions, warnings, services, and commercial ads. They are characterized by brevity, use of authentic language, and specific structures such as commands and ellipted phrases.</p> <p><strong>Materials, Tasks and Teaching Strategy:</strong> Since LLs differ in length and difficulty level, the English LLs selected for instruction should match the students’ proficiency level. Instruction with LLs begins with selecting a Facebook page for posting LLs and discussions about them. The instructor introduces the LLs, gives pre-questions, and sets goals for working on them. The students practice LL text analysis. They predict the topic, pay attention to specific vocabulary and grammatical structures, and use contextual clues and their background knowledge to infer the overall meaning of an LL and the meanings of difficult words. At an advanced stage, students may identify the pragmatic, stylistic and sociocultural features of LLs. The students discuss their answers with the instructor, summarize, retell, or paraphrase an LL, discuss difficulties in vocabulary and grammatical structures. They can identify the number of directions given in a single sign, infer the intention and purpose of the sign, give the pragmatic reasons for the way the sign is worded and connect them with its design, pictures, colors and fonts used.</p> <p><strong>Reflections and Recommendation:</strong> LL pedagogy was beneficial and fun. Use of a Facebook LL repository with explanations is recommended.</p> Reima Al-Jarf ##submission.copyrightStatement## 2021-03-25 2021-03-25 1 12 The Folklore of Liangmai: An Analysis of Its Cultural Significance <p>The study focuses on the oral literature of Liangmai. The aim of the paper is to provide a brief analysis of the traditional values transmitted by folktale, folksong, wise saying, etc., in Liangmai Naga community. Oral literature has been a source of value education as well as entertainment in the traditional Liangmai rural society. However, the oral narratives of pre-literate Liangmai community have not been properly documented nor studied for their form and content. After colonization and the advent of Christianity and modern education in the early twentieth century, the folk literature in the form of rituals, songs, dances, legends, myths etc. were left neglected. As time passed, the rich oral tradition that had been passed down from generation to generation was left stagnant in the current generation. The focus area of the study is Tamenglong district of Manipur in the Northeastern part of India. The materials have been collected by systematic interviews, personal conversations and discussions with the few remaining elderly patrons. They have been recorded audio-visually. The collected data has been translated and transcribed. The results of the study will be used for the preservation of the local community and for the development of literature and school teaching materials in near future so as to educate young children about their rich cultural heritage and their language.</p> Kailadbou Daimai Asima Ranjan Parhi ##submission.copyrightStatement## 2021-04-12 2021-04-12 13 21 Home, Other homes and Gender in Sarah Ladipo’s In Dependence and Diana Evans’ 26a <p>This paper examines the concept of home, other homes and gender through the characters in Ladipo’s<em>In Dependence </em>and Evans <em>26a.</em> It rejects the general notion that home is a place of ancestral connection where the relationship between people is static and unbroken; it argues that home have multidimensional meanings which is dependent on the life situations of the characters. It further argues that places where one lived in life can become a home (other homes) considering the experiences of life faced in such places. Ladipo’s characters question their identities in life at the contact with a foreign culture while Evans’ character also contest their place as children of mixed marriage and cultural contacts. The study uses a phenomenographic frame work to explore underlying issues experienced by the characters in a bid to define and discover their identity.</p> Peace Amara Akuneziri ##submission.copyrightStatement## 2021-04-27 2021-04-27 22 30 ESL Learners’ Praxis of Asynchronous and Synchronous Modes for Spoken English: Notions and Optimizations <p>ESL learners are faced with spoken English deficiencies such as mispronunciation, misrepresentation of phonetic sounds and poor intonation which have debarred them from approximating a degree of the standard form of Received Pronunciation. Since previous studies have investigated the effectiveness of asynchronous and synchronous tools on students’ learning, the present study investigates ESL students’ understanding of asynchronous and synchronous modes as tools for learning spoken English, and students’ use of the resources of asynchronous and synchronous e-learning tools for spoken English. To achieve these aims, an empirical study on 300 ESL university undergraduate students’ praxis of asynchronous and synchronous modes for spoken English was conducted. The results revealed that respondents had the knowledge of asynchronous and synchronous features as e-learning tools and as veritable means of teaching and learning spoken English, but they did not employ these tools with the purpose of learning academic contents. A number of pedagogical implications and recommendations were discussed.</p> Esther Morayo Dada Folasade Esther Jimola ##submission.copyrightStatement## 2021-05-10 2021-05-10 31 42