http://hdl.handle.net/20.500.12323/8351 2026-08-24T10:38:21Z 2026-08-24T10:38:21Z Zahra, Maheen Bashir, Rahat Zahra, Kanwal http://hdl.handle.net/20.500.12323/8356 2026-08-24T08:25:43Z 2026-01-01T00:00:00Z

Title: Negotiating Laughter: Power, Gender, and Classroom Discourse in Pakistani University Settings Authors: Zahra, Maheen; Bashir, Rahat; Zahra, Kanwal Abstract: The aim of this study is to explore how laughter is used as an interactional and socially situated discourse in Pakistani university classrooms at different academic levels. A total of 29 episodes of laughter, out of 32 observed classrooms, were documented through detailed field notes, analyzing how the laughter was initiated, processed, and regulated within the classroom. The findings revealed that laughter is not only an expression of amusement, but it is also a complicated communicative discourse, which is used as a pedagogical tool to maintain power hierarchies and relations as per socio-cultural norms. At the undergraduate level, laughter usually emerges through peer interaction, errors, and witty disruptions, which sometimes slightly challenge the teacher's authority. In contrast, laughter at the postgraduate level is intellectual and critically engaging, which contributes towards further learning. It was also observed that male and female students behaved differently in class during laughter episodes; females' laughter was subtle and restricted, while males were overt and loud in their expression. Consequently, females were regulated just by gaze, while males needed verbal instructions to be disciplined. Teachers play a vital role in making laughter an instrumental part of learning while balancing authority and engagement. So, laughter is a boundary marker where classroom norms, power, and participation are continuously negotiated.

2026-01-01T00:00:00Z Szymanski, Leszek http://hdl.handle.net/20.500.12323/8355 2026-08-24T08:22:34Z 2026-01-01T00:00:00Z

Title: An Empirical Investigation into the Semantics of the Polish Modal musie\'c [must] with Aspect and Negation Authors: Szymanski, Leszek Abstract: The present paper makes an attempt to employ concepts developed in philosophy and logic in order to explain natural language phenomena. The study centers on the meanings of the Polish modal verb musieć in relation to aspect and negation. It uses authentic language samples excerpted from Narodowy Korpus Języka Polskiego [The National Corpus of Polish]. It adapts the model of the semantic field of modal expressions (Kratzer, 1991) to disambiguate the modal, focusing on the characteristics of the conversational backgrounds that the speaker evaluates in expressing their modal evaluation of an event. The study proposes that the lack of modality-aspect and modality-negation interaction may be explained with the characteristics of the conversational backgrounds.

2026-01-01T00:00:00Z Afzaal, Muhammad Jamali, Ahmed Bux Zehra, Syedah Nobia Chaudhary, Abida Kausar http://hdl.handle.net/20.500.12323/8354 2026-08-24T07:39:17Z 2026-01-01T00:00:00Z

Title: A Corpus-Based Topic Modelling and Discourse Analysis of Pakistan-Russia Diplomatic Discourses Authors: Afzaal, Muhammad; Jamali, Ahmed Bux; Zehra, Syedah Nobia; Chaudhary, Abida Kausar Abstract: This study explores the underlying themes and trends embedded in the diplomatic discourses of Pakistan and Russia by employing the KeyATM approach. It also identifies and compares the linguistic strategies employed to (re)shape bilateral ties between these states. The corpus of the study comprises press releases taken from the official websites of Pakistan and Russia from 2009 to 2024. The findings reveal how discourse patterns mirror geopolitical shifts, reflecting mutual interests and shared challenges while negotiating historical legacies. This research not only contributes to the understanding of Pakistan-Russia relations but also demonstrates the efficacy of KeyATM in analyzing complex, multi-dimensional diplomatic texts. The study underscores the role of language in shaping international alliances, offering valuable insights for policymakers and scholars of international relations and discourse studies.

2026-01-01T00:00:00Z Dreshaj, Niman Spahiu, Isa Spahiu, Zarije Nuredini Ejup, Suzana http://hdl.handle.net/20.500.12323/8353 2026-08-24T07:37:14Z 2026-01-01T00:00:00Z

Title: Enhancing Student Evaluation: A Study of Formative and Summative Assessment Practices in Primary Schools Authors: Dreshaj, Niman; Spahiu, Isa; Spahiu, Zarije Nuredini; Ejup, Suzana Abstract: This article explores assessment in the Kosovo primary education system, focusing on the content to be assessed and the methods used to measure student learning. The study seeks to characterize typical assessment methods, including assessment models, to determine the extent to which they contribute to the quality of teaching and to students' learning. The study focuses in particular on formative and summative assessment, exploring their use in practice and the teacher attributes within this context. Initial results indicate that the predominant use of summative assessment is sensitive to demographic characteristics, such as teacher age and level of professional training. Older teachers favour summative methods more, which emphasise evaluating student performance at set times. On the other hand, younger teachers are less biased towards formative and summative approaches, with a greater focus on both for continuous feedback and active learning and development. It is promising, in line with this move from static (or ``traditional'') student-guided assessments to assessments more grounded in students' personalised learning and curricular needs. Lessons learned from the analysis reveal the role of the teacher's training, teaching practice, and pedagogical knowledge in informing assessment activities. By offering evidence-based guidelines, the study leads to education reforms and policy decisions to promote an integrated assessment format that enriches the entire learning process for all students. Finally, it promotes a teaching and assessment approach oriented to children that improves teaching and learning quality, supports diverse learning needs, and enhances educational achievements across the primary school system in Kosovo.

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