The challenge of adapting William Shakespeare’s Hamlet for the screen has preoccupied cinema from its earliest days. After a survey of the silent Hamlet productions, the paper critically examines Asta Nielsen’s Hamlet: The Drama of Vengeance by noting how her main character is really a woman. My discussion of the modern productions of Shakespeare begins with a critical discussion of Lawrence Olivier’s seminal production of 1948. The Russian Hamlet of 1964, directed by Grigori Kozintsev, is shown to combine a psychological interpretation of the hero without disregarding its socio-political context. The action-film genre deployed by Franco Zeffirelli in his 1990 adaptation of the play, through a moving performance by Mel Gibson, is analysed. Kenneth Branagh’s ambitious and well-financed production of 1996 is shown to be somewhat marred by its excesses. Michael Almereyda’s attempt to present Shakespeare’s hero in a contemporary setting is shown to have powerful moments despite its flaws. The paper concludes that Shakespeare’s masterpiece will continue to fascinate future generations of directors, actors and audiences.
ORIGINAL RESEARCH ARTICLE | April 9, 2020
Exploring Career and Technical Education as an Educational Solution to At-Risk Students and School Dropouts at the Centre de Formation Professionnelle de Dogbo (Benin)
Page no 101-109
In educational administration, at-risk students as well as dropouts have always been a serious subject of reflection. In the quest of solutions to address the educational needs of these students who, for wide range of motives, could no more fit in the traditional educational system, various approaches have been sought. One of these is alternative education as delivered in specific centres such as the Centre de Formation Professionnelle de Dogbo. This study, a seven months research action study, assumes that the trade-oriented education programs of the centre are more effective in re-engaging academic understanding of mathematics (algebra) to at-risk students and school dropouts enrolled. To verify this hypothesis, a pre- test versus post-test comparison was made from tests administered to a single class of thirty-four students after a Maths (Algebra) class was co-taught with a Career and Technical Education (CTE)/Masonry teacher twice a week from January 2018 to May 2018. The results evidenced that CTE motivates at-risk students to have higher levels of academic engagement and aspiration to stay in school. Furthermore, the students demonstrated competence of the work expectations and the desire to further their learning process.
ORIGINAL RESEARCH ARTICLE | April 9, 2020
Pragmatics of Negation in Relation to Political Discourse on the Brexit Referendum
Alham fadhl Muslah
Page no 110-115
This study is intended to analyse the phenomenon of negation and the use of pragmatic strategies in two speeches given by Prime Ministers David Cameron and Theresa May before and after the historic Brexit referendum. This study is intended to achieve the following objectives: (a) to investigate the types of negative forms used by two former British prime ministers in two of their speeches; (b) to understand the impact of gender and ideology on the types of negation in political speech; and (c) to examine the impact of certain pragmatic strategies used by two people of different genders within the scope of the phenomenon of negation in building meaning in political discourse. Furthermore, the nature of the study follows the cognitive-social approach. As such, the researcher adopted the social-cognitive model by Van Dijk  for the data analysis which will take a quantitative form. The first stage of the analysis is an investigation of the frequency and type of negation used in the two speeches by people of differing genders who were leaders at different times. The second stage examines five pragmatic strategies within the scope of negation to discover the impact of the relationship between knowledge and power as the two prime ministers put their ideas into practice. The results obtained show that the practical effects of political character when using different types of negation do not depend on the variable of gender as much as on the subjective ideology and on whether the context of political discourse can be exploited through the expression of denial or dissatisfaction regarding a specific issue.
ORIGINAL RESEARCH ARTICLE | April 22, 2020
Linguistic Analysis of George Bernard Shaw’s “Pygmalion”
George Mathew Nalliveettil
Page no 116-125
Communicative activities in ESL/EFL classroom contexts are productive when relevant linguistic devices are applied to literary texts. The literary effectiveness of George Bernard Shaw’s “Pygmalion”, an early twentieth-century play has been widely appreciated for its linguistic and literary effectiveness. The dialogic structures composed in the actions of the play reveal the varieties of spoken forms of English present during the Victorian period. After thorough scrutiny of the available research papers related to “Pygmalion” on the web, this study addressed the issues that were given less importance by the earlier studies. Considering the significance of “Pygmalion” as a prescribed coursebook in various universities across the world, this paper analysed the dialogic language of the play from a linguistic perspective. The existing literature on Pygmalion provides insights into thematic analysis from a literary and socio-linguistic perspective, referring to the class struggles and feminism. This paper examined the dialogues from a linguistic perspective. Weigand’s  dialogic principles were applied to the utterances of the characters, thereby providing insights into the metalinguistic aspects. The paper also presents the semantic effect of the communicative exchanges that the characters engage in when they meet at different settings in the play. Also, it provides resourceful ideas to the ESL/EFL teachers on various linguistic aspects that need to be focused while teaching a literary text. The findings of the study reveal the dialogic forms in “Pygmalion” can be useful to enhance the verbal, non-verbal and written communication of ESL/EFL students.
REVIEW ARTICLE | April 25, 2020
A Contrastive Study of the Gaps in the Translation of Nouns in Seeing Meng Haoran off at Yellow Crane Tower
Tian Dong, Jiaqi Cheng
Page no 126-130
In recent years, the research on the combination of linguistics and translatology is becoming more and more abundant. This study not only introduces the study of the two subjects, but also explores the problems of gaps in translation process of ancient Chinese poetry. Through the approach of contrastive research, this study analyses the contrast of lexeme and semantic gaps reflected by nouns in ten English versions of Li Bai’s poem: Seeing Meng Haoran off at Yellow Crane Tower. Results show that the social and cultural factors behind the naming of nouns are closely related to the emergence of these gaps. Translators should find out exact causes behind those gaps and choose appropriate translation strategies according to the different types of the gaps.
ORIGINAL RESEARCH ARTICLE | April 27, 2020
A Review of Discourse Power Research Based on the Content Analysis Method—Takes CSSCI Journal Articles from 2008 to 2019 as Samples
Chu Yan, Chen Xiangling
Page no 131-138
At present, with people's deepening understanding of the relevant functions and nature of discourse, discourse power is also attached importance by the country and all walks of life, and discourse right has increasingly become a topic of great concern to scholars. This paper adopts content analysis method to study journal articles with discourse power as the key words published in CSSCI journals from 2008 to 2019. From the research hot topics, research purposes, research methods, subject distribution, fund projects and other aspects of quantitative and qualitative statistical analysis, combing the research status of the discourse power in the past eleven years, and put forward a rich discourse theory foundation for the remaining shortcomings. We will make some suggestions on building a new era of discourse power structure system and strengthening the construction of an innovative talent training system for discourse rights. We hope to provide reference for the application practice and development of dialogue and speech rights research.