Forum for Linguistic Studies

ISSN: 2705-0602 (Online)

ISSN: 2705-0610 (Print)

Publication Frequency: The publication frequency of Forum for Linguistic Studies is annual.

Publishing Model: Open Access

About the Journal

Forum for Linguistic Studies (FLS) is an international, peer-reviewed journal published by Whioce Publishing Pte. Ltd. FLS aims at publishing the latest research results in general and applied linguistics as well as philosophy of language. The journal caters to a comprehensive audience, ranging from language researchers, linguists, teachers, educationalists, practitioners and those with a general interest in language and linguistics.

Technically supported by Universe Scientific Publishing Pte. Ltd. and academically supported by College of Foreign Languages and Cultures of Sichuan University, FLS aims to encourage the free exchange of information between researchers by being a forum for the constructive discussion and debate of issues in both theoretical and applied research.

FLS welcomes submissions in the form of original articles, review articles, book reviews, editorials, commentaries, letters, perspectives, reports, etc. Papers based on the findings of corpus or experiment-oriented researches are particularly welcomed.

Examples of relevant topics are:

  1. Phonology
  2. Syntax
  3. Semantics
  4. Pragmatics
  5. Cognitive-functional linguistic topics
  6. Dialogic studies
  7. Language teaching/acquisition/policy
  8. Philosophy of language
  9. Linguistic landscape

Vol 5, No 1: (In Publishing)

Table of Contents

Original Articles

by Daariimaa Marav, Lee Jin Choi
137 Views, 24 PDF Downloads

In responding to neoliberal globalization, the importance of English language education has been strongly emphasized in many Asian countries, including Mongolia, during the past several decades. Despite the nationwide prioritization of English language education in Mongolia, little research has examined the experiences and challenges of English teachers in teaching English as a compulsory subject in Mongolian secondary schools. This study aims to address this gap by exploring teachers’ perceptions of teaching English and the challenges they encounter, by interviewing forty-three private and public-school teachers. The findings indicate that although teachers had positive attitudes about the nationwide emphasis on English education, they also have experienced a variety of challenges, including workload, lack of professional development and support, lack of shared vision and supportive leadership, and other tensions related to low pay and the social status of schoolteachers in that country. Furthermore, the study recommends that the Mongolian government must create initiatives to reduce educational inequality associated with access to quality English language education, for instance, by increasing funding for public schools, raising awareness of teachers about their importance for the future of the country, and improving the quality of pre-service and in-service teacher education. 


Review Articles

by Uswatun Qoyyimah
155 Views, 64 PDF Downloads

Qualitative research conducted in a non-English speaking setting requires the researchers to prepare and present translations of data, and then to report on the project in English to reach a global audience. This paper considers the process and ethical considerations involved in such an invisible methodological phase. This includes activities undertaken before data analysis and at the point of data presentation in order to convey participants’ original meanings and fulfil translation ethics. It focuses on educational research using the constructivist-interpretive paradigm on the grounds that its knowledge construction process involves different parties and demands both researchers and the researched to co-construct knowledge. Therefore, researchers in this paradigm might encounter dilemmas around translating data generated from interviews with non-English speaking participants. This paper offers strategies to address translation dilemmas for bilingual researchers based on the existing literature and own experience.




How to make Chinese learning more enjoyable through link word and story telling methods

Posted: 2022-07-26 More...

Submission deadline


FLS stopped receiving submissions for Volume 4 Issue 1. Articles submitted then will be arranged to Volume 5 Issue 1, 2023 upon acceptance.

Posted: 2022-05-11 More...

Congratulations,Forum for Linguistic Studies has been accepted for Scopus!


We are pleased to announce that under the leadership of the Editor-in-Chief and with the support of the entire editorial staff, Forum for Linguistic Studies (FLS) has been accepted by Scopus.

Posted: 2022-02-09 More...
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