Journal of Language and Pop Culture - Volume 2, Issue 1, 2026

Abstract

The promotional objective of horror film trailers is substantially supported by the creation of suspense, which emotionally involves audiences and arouses thrilling expectations about the upcoming feature film. This paper aims to examine suspense in this telecinematic genre by studying the individual semiotic layers of visual images, spoken and written words, as well as music and sound effects. The qualitative analysis is based on a dataset comprising the standard theatrical trailers of the 30 top-grossing horror films in the USA between 1973 and 2022. With the help of textual excerpts and screenshots, it is shown that suspense is triggered in both the diegetic and non-diegetic contexts by emotional cues throughout the multi-layered telecinematic discourse. Techniques such as restricted camera viewpoints, cataphoric pronouns, and noises by unseen creatures suspensefully raise anticipation of terrifying narrative events, while the corresponding resolution of the conflicts is delayed until the release of the full movie.

Abstract

This study explores the relationship between reporting verbs and characterisation. It adopts a reader-response approach to test whether reporting verbs have an effect on readers’ perception of a character. Using data collected through a questionnaire, we investigate readers’ perceptions of Hermione’s feminine and masculine traits in a set of extracts from J. K. Rowling’s Harry Potter and The Deathly Hallows. Two versions of the questionnaire are used; they both present the same passages but in the original version Hermione’s speech is reported with stereotypically gendered verbs like shrieked, screamed, and squealed, while in the manipulated version the more general option said is employed. The comparative analysis of ratings for feminine and masculine traits shows whether the type of reporting verb used influences readers’ perception of femininity and masculinity in Hermione. This study offers two interconnected contributions: first, it provides some empirical evidence on the role of textual features — reporting verbs more specifically — in the characterisation process; second, it sheds some light on the potential of reporting verbs to influence gender representation as perceived by real readers. While doing so, this paper also adds to the critical discussion of Harry Potter more generally, contributing with data-based insights to the highly debated issue of gender representation in the novels.

Abstract

This article explores the contribution of reggae music to environmental awareness and well-being. It is a case study of four reggae artists who use their reach to circulate messages of socio-political criticism and the need for environmental protection. Specifically, it answers the questions how the artists frame these messages in their lyrics, if and how the accompanying visuals support them, and what influence their songs have on listeners. The study employs a mixed-methods approach, including a multimodal frame analysis of the artists’ lyrics, a YouTube comment analysis, a survey inquiring into fans’ attitudes and behavioural choices, as well as interviews with the artists. These analyses show that the artists reach their listeners on a very emotional level by actively evoking cultural frames of (i) opposition against destructive practices and (ii) empowerment and unity, underlining the joint responsibility of humanity to take action for the protection of the environment.

Abstract

This paper reports a two-year action research project about the potential literary and linguistic value of pop songs in English as a foreign language (EFL) teaching. Considering pop songs as creative texts of cultural, social, and literary significance, the project aimed to develop and examine a methodological framework that can help synthesize potential literary and linguistic benefits. To this end, two song teaching units were designed, taught, and investigated with seven groups of learners (N = 113) in Austria. The study yielded ambiguous results. While in general the song units received high acceptance rates from the participants, with particularly high scores for phases of creative work, learners’ assessments of language-focused learning phases were less conclusive. The study also revealed that song units designed on the basis of the suggested methodological framework can be time-consuming and tend to require more time than originally planned. Addressing these issues, implications and action strategies for using this approach in the practice of EFL teaching are discussed.

This article reviews The Palgrave handbook of multilingualism and language varieties on screen£ 199.99

This article reviews Jamaican Creole in global reggae and dancehall performances: Language use, perceptions, attitudes£ 90$ 115

This article reviews Popular series in English language education€ 28