When “school in the classroom” became “school at home”, both teachers and learners found themselves on an unexplored territory. We hypothesized that the change came along with a set of challenges that were partly similar, partly different around the world. Challenges were met with either timid or firm immediate efforts of applying approaches, strategies and techniques that could make teaching an effective process, even under the new circumstances. The aims of the paper are to provide insights into the challenges online teaching faced during the Covid-19 pandemic in countries around the world, to identify the (applied or suggested) solutions for diverse challenges and similarities or differences between challenges/solutions. In our research, we used a qualitative method based on a purposeful sampling technique and collected data from the research work of scholars in countries from the six inhabited continents. Results confirmed our hypotheses. Although we had glimpses of the world online teaching process situation under unprecedented conditions, we could draw some general conclusions. The most important one was that countries tried their best to make teaching as effective as possible and offer students the opportunity to learn, although the approach was a difficult one, for both teachers and students, with repercussions (that were not necessarily positive) on the learning process. These repercussions could be noticed in each individual country, when returning to face-to-face teaching, and they now represent the hot topic of research all around the world.
{"title":"Online teaching during Covid-19 Pandemic – challenges and solutions around the world","authors":"Elena Bonta, Raluca Galița","doi":"10.46687/xodk6156","DOIUrl":"https://doi.org/10.46687/xodk6156","url":null,"abstract":"When “school in the classroom” became “school at home”, both teachers and learners found themselves on an unexplored territory. We hypothesized that the change came along with a set of challenges that were partly similar, partly different around the world. Challenges were met with either timid or firm immediate efforts of applying approaches, strategies and techniques that could make teaching an effective process, even under the new circumstances. The aims of the paper are to provide insights into the challenges online teaching faced during the Covid-19 pandemic in countries around the world, to identify the (applied or suggested) solutions for diverse challenges and similarities or differences between challenges/solutions. In our research, we used a qualitative method based on a purposeful sampling technique and collected data from the research work of scholars in countries from the six inhabited continents. Results confirmed our hypotheses. Although we had glimpses of the world online teaching process situation under unprecedented conditions, we could draw some general conclusions. The most important one was that countries tried their best to make teaching as effective as possible and offer students the opportunity to learn, although the approach was a difficult one, for both teachers and students, with repercussions (that were not necessarily positive) on the learning process. These repercussions could be noticed in each individual country, when returning to face-to-face teaching, and they now represent the hot topic of research all around the world.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86762883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Some linguists have claimed that foreign language learners are unaware that English words containing Greek and Latin roots are analyzable. One purpose of the present study was to assess this claim. A second purpose was to see whether making these learners aware of the analyzability of these words would help them to expand their vocabulary. The final purpose was to find out whether students find the meanings of certain types of such words easier to guess than others. The 30 subjects in this study were pretested, given instruction in analyzing words into their component roots and guessing their meanings, and then post-tested. Descriptive and inferential statistics were used to evaluate the hypotheses, and these yielded the following results: (1) advanced Iraqi EFL learners are not aware of the analyzability of this type of words, and (2) making these learners aware of this analyzability will enable them to expand their vocabulary considerably, (3) learners find guessing the meanings of words containing Greek roots easier than those of words containing Latin roots, and (4) learners find guessing the meanings of words whose roots have not undergone any linguistic changes easier than those of words whose roots have undergone such changes.
{"title":"Awareness Of Word Analysability And Its Role In Expanding Learners’ Vocabulary","authors":"Ahmed Hamid Abdulrazzaq","doi":"10.46687/fjey5048","DOIUrl":"https://doi.org/10.46687/fjey5048","url":null,"abstract":"Some linguists have claimed that foreign language learners are unaware that English words containing Greek and Latin roots are analyzable. One purpose of the present study was to assess this claim. A second purpose was to see whether making these learners aware of the analyzability of these words would help them to expand their vocabulary. The final purpose was to find out whether students find the meanings of certain types of such words easier to guess than others. The 30 subjects in this study were pretested, given instruction in analyzing words into their component roots and guessing their meanings, and then post-tested. Descriptive and inferential statistics were used to evaluate the hypotheses, and these yielded the following results: (1) advanced Iraqi EFL learners are not aware of the analyzability of this type of words, and (2) making these learners aware of this analyzability will enable them to expand their vocabulary considerably, (3) learners find guessing the meanings of words containing Greek roots easier than those of words containing Latin roots, and (4) learners find guessing the meanings of words whose roots have not undergone any linguistic changes easier than those of words whose roots have undergone such changes.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87638455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current study seeks to revisit the analysis that attributes the infelicity, in all varieties of English, of strings like (1) ‘*He gave the man it’ and (2) ‘*He gave to him it’ to “the clash between the topical character of the pronoun ‘it’ and the focality associated with end position in English”, in addition to the “breach of the short-before-long principle” (Siewierska & Hollmann, 2007: 86f.) The string in (1) is a double object construction (DOC), while that in (2) is a prepositional construction (PPC). In contradistinction to the above constraints, the present study shows that the pronoun ‘it’ can felicitously appear in the end position in DOCs, as in e.g. “He gave him it” (cf. Huddlestone, 2002: 248), besides the fact that the so-called ‘short-before-long principle’ is clearly violated in that sentence without rendering it ungrammatical. Hence, end position and the “breach of the short-before-long principle” are not tenable constraints. Thus, the current study maintains that for a DOC to accommodate a personal pronoun theme, its goal argument must be realized as a lexically unstressed constituent (cf. Antilla, 2008), specifically as a pronoun (e.g. He gave him it). On the other hand, postponing a personal pronoun theme in the PPC is not possible (e.g. *He gave to him it) because a postponed theme involving non-heavy NP shift is only possible if it is a nominal constituent, since nominal constituents are both contrastively and lexically stressable (cf. Antilla et al., 2010), as in e.g. He gave to him the book – a construction that has been reported to occur in the northern dialect of British English (cf. Siewierska & Hollmann, 2007). Any attempt to postpone a personal pronoun theme will render the sentence ungrammatical (e.g. *He gave to him it), even where there is an unequivocally contrastively stressable pronoun like ‘them’ (e.g.*He gave to him them), since, while ‘them’ is no doubt contrastively stressable, it is not lexically stressable. Both lexical stressability and contrastive stressability are a requirement for this kind of postponement.
目前的研究试图重新审视这样的分析，即在各种英语中，像(1)“*He gave The man it”和(2)“*He gave to him it”这样的字符串的不正确，除了“违反short-before-long原则”之外，“代词‘it’的主题特征与英语中与结尾位置相关的焦点之间的冲突”。(1)中的字符串是双对象结构(DOC)，而(2)中的字符串是介词结构(PPC)。与上述限制相反，本研究表明，代词“it”可以恰当地出现在doc的结尾位置，例如“He gave him it”(cf. Huddlestone, 2002: 248)，此外，该句子明显违反了所谓的“short-before-long原则”，而没有使其变得不符合语法。因此，结束位置和“违反短期先于长期原则”不是站得住脚的约束。因此，目前的研究认为，对于DOC来说，为了适应人称代词主题，它的目的论点必须作为一个词汇上的非重读成分来实现(参见Antilla, 2008)，特别是作为一个代词(例如He gave him it)。另一方面,推迟PPC的人称代名词的主题是不可能的(例如:*他给他)因为一个推迟的主题涉及NP转变是唯一可能的如果是一个不重的名义组成,由于名义成分对比地和词法stressable (cf Antilla et al ., 2010),如如。他给他的书——建设报道发生在北方方言的英式英语(cf。Siewierska & Hollmann, 2007)。任何推迟人称代词主语的尝试都会使句子不合语法(例如，*He gave to him it)，即使有像“them”这样明确的对比重读代词(例如，*He gave to him them)，因为，虽然“them”无疑是对比重读的，但它在词汇上不是重读的。词汇重读和对比重读都是这种递延的必要条件。
{"title":"Revisiting constraints on postverbal argument coding and linearization in English goal ditransitive constructions","authors":"Bebwa Isingoma","doi":"10.46687/gfsc7527","DOIUrl":"https://doi.org/10.46687/gfsc7527","url":null,"abstract":"The current study seeks to revisit the analysis that attributes the infelicity, in all varieties of English, of strings like (1) ‘*He gave the man it’ and (2) ‘*He gave to him it’ to “the clash between the topical character of the pronoun ‘it’ and the focality associated with end position in English”, in addition to the “breach of the short-before-long principle” (Siewierska & Hollmann, 2007: 86f.) The string in (1) is a double object construction (DOC), while that in (2) is a prepositional construction (PPC). In contradistinction to the above constraints, the present study shows that the pronoun ‘it’ can felicitously appear in the end position in DOCs, as in e.g. “He gave him it” (cf. Huddlestone, 2002: 248), besides the fact that the so-called ‘short-before-long principle’ is clearly violated in that sentence without rendering it ungrammatical. Hence, end position and the “breach of the short-before-long principle” are not tenable constraints. Thus, the current study maintains that for a DOC to accommodate a personal pronoun theme, its goal argument must be realized as a lexically unstressed constituent (cf. Antilla, 2008), specifically as a pronoun (e.g. He gave him it). On the other hand, postponing a personal pronoun theme in the PPC is not possible (e.g. *He gave to him it) because a postponed theme involving non-heavy NP shift is only possible if it is a nominal constituent, since nominal constituents are both contrastively and lexically stressable (cf. Antilla et al., 2010), as in e.g. He gave to him the book – a construction that has been reported to occur in the northern dialect of British English (cf. Siewierska & Hollmann, 2007). Any attempt to postpone a personal pronoun theme will render the sentence ungrammatical (e.g. *He gave to him it), even where there is an unequivocally contrastively stressable pronoun like ‘them’ (e.g.*He gave to him them), since, while ‘them’ is no doubt contrastively stressable, it is not lexically stressable. Both lexical stressability and contrastive stressability are a requirement for this kind of postponement.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89638525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article focuses on contemporary trends in contrastive studies. As a point of departure the nature, history and evolution of contrastive linguistics are examined. Contrastive linguistics is viewed in relation to other disciplines such as comparative linguistics, comparative historical linguistics, linguistic typology, theory of translation, and foreign language teaching. Any aspect of language may be covered in cross-linguistic studies which involve a systematic comparison of two or more languages both at micro-linguistic and macro-linguistic level. The current trends are identified in terms of macro-linguistic widening of contrastive analysis which is applied in studies of specialized discourses such as media, political and academic communication. The findings are based on a small-scale research of contrastive studies published in Contrastive Linguistics, the oldest international journal for contrastive linguistics. By conducting quantitative and qualitative analysis and employing a diachronic approach conclusions are drawn about the need for the contrastive approach at macro-level, the type of linguistic phenomena studied and the preferred methods of contrastive analysis within a period of forty-six years. The findings show that there is only a slight increase in macro-linguistic analyses in recent years, but contrastive analysis remains a vibrant area of research with a potential for development at discourse level in particular and implications for intercultural understanding and tolerance.
{"title":"The potential of contrastive analysis in the study of discourse","authors":"Boryana Kostova","doi":"10.46687/yrol6006","DOIUrl":"https://doi.org/10.46687/yrol6006","url":null,"abstract":"The article focuses on contemporary trends in contrastive studies. As a point of departure the nature, history and evolution of contrastive linguistics are examined. Contrastive linguistics is viewed in relation to other disciplines such as comparative linguistics, comparative historical linguistics, linguistic typology, theory of translation, and foreign language teaching. Any aspect of language may be covered in cross-linguistic studies which involve a systematic comparison of two or more languages both at micro-linguistic and macro-linguistic level. The current trends are identified in terms of macro-linguistic widening of contrastive analysis which is applied in studies of specialized discourses such as media, political and academic communication. The findings are based on a small-scale research of contrastive studies published in Contrastive Linguistics, the oldest international journal for contrastive linguistics. By conducting quantitative and qualitative analysis and employing a diachronic approach conclusions are drawn about the need for the contrastive approach at macro-level, the type of linguistic phenomena studied and the preferred methods of contrastive analysis within a period of forty-six years. The findings show that there is only a slight increase in macro-linguistic analyses in recent years, but contrastive analysis remains a vibrant area of research with a potential for development at discourse level in particular and implications for intercultural understanding and tolerance.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88553539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The use of digital tools in the teaching of languages has increased exponentially during the pandemic due to the imposed online teaching measure or what has become known as remote emergency teaching. Such tools have proved very efficient in diversifying class activities as well as in engaging students more and increasing their motivation. They have also triggered teachers’ imagination and inspired them to propose and develop a wide range of uses for these tools. Google Forms is one such platform that is easily accessible and can be employed for various purposes within a language class or outside it as extra material. This article explores the potential of this tool as a helpful supplement for the ESP class, with focus on vocabulary acquisition, consolidation and revision, spelling and correct equivalence of specialized terminology between L1 and L2, as well as grammar. The platform can be used both in online classes and face-to-face classes, therefore it is a universal tool, regardless of how education is organized. A wide variety of practice activities can be developed in order to facilitate active learning, improve students’ engagement in the discipline and motivate them to enhance their knowledge.
{"title":"The use of Google forms as supplementary learning material for the ESP class.","authors":"Olivia Chirobocea-Tudor","doi":"10.46687/vhrp9644","DOIUrl":"https://doi.org/10.46687/vhrp9644","url":null,"abstract":"The use of digital tools in the teaching of languages has increased exponentially during the pandemic due to the imposed online teaching measure or what has become known as remote emergency teaching. Such tools have proved very efficient in diversifying class activities as well as in engaging students more and increasing their motivation. They have also triggered teachers’ imagination and inspired them to propose and develop a wide range of uses for these tools. Google Forms is one such platform that is easily accessible and can be employed for various purposes within a language class or outside it as extra material. This article explores the potential of this tool as a helpful supplement for the ESP class, with focus on vocabulary acquisition, consolidation and revision, spelling and correct equivalence of specialized terminology between L1 and L2, as well as grammar. The platform can be used both in online classes and face-to-face classes, therefore it is a universal tool, regardless of how education is organized. A wide variety of practice activities can be developed in order to facilitate active learning, improve students’ engagement in the discipline and motivate them to enhance their knowledge.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89401747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
George Ouma Ogal, Eliud Kiruji Kirigia, Victor Ondara Ntabo
Political discourse employs colorful expressions to establish strong relationships with the audience. Speakers or writers exploit the relationship between human language and socio-political experiences to initiate creative discourses through modification of expressions. Against this background, this study sets out to investigate the meaning of modified idiomatic expressions in Kenyan political discourse. The study has two objectives: to describe the structural and lexical modification of idiomatic expressions and to interpret the modified forms using vital relations. The study employs descriptive research design. The study randomly sampled ten idioms used during the 2017 General Elections and used content analysis to establish the lexical and structural relationships between the canonical and modified expressions. The idioms were analyzed using the Conceptual Integration Theory to preserve the link between two expressions and account for the emergent meaning. The study found that Kenyan political discourse achieves figurative competencies through modified idioms. Interpretation of modified idioms requires a thorough understanding of vital relations and pragmatic inferences. Further, Cognitive Linguistics establishes backstage cognition and supplies the elements omitted by grammar. The study concludes that modified idiomatic expressions achieve contextual significance. Consumers of modified idiomatic expressions should immerse themselves in the socio-political backgrounds to unmask the emergent meaning.
{"title":"Unpacking modified idiomatic expressions in Kenyan political discourse: A cognitive linguistic perspective","authors":"George Ouma Ogal, Eliud Kiruji Kirigia, Victor Ondara Ntabo","doi":"10.46687/qcdq4857","DOIUrl":"https://doi.org/10.46687/qcdq4857","url":null,"abstract":"Political discourse employs colorful expressions to establish strong relationships with the audience. Speakers or writers exploit the relationship between human language and socio-political experiences to initiate creative discourses through modification of expressions. Against this background, this study sets out to investigate the meaning of modified idiomatic expressions in Kenyan political discourse. The study has two objectives: to describe the structural and lexical modification of idiomatic expressions and to interpret the modified forms using vital relations. The study employs descriptive research design. The study randomly sampled ten idioms used during the 2017 General Elections and used content analysis to establish the lexical and structural relationships between the canonical and modified expressions. The idioms were analyzed using the Conceptual Integration Theory to preserve the link between two expressions and account for the emergent meaning. The study found that Kenyan political discourse achieves figurative competencies through modified idioms. Interpretation of modified idioms requires a thorough understanding of vital relations and pragmatic inferences. Further, Cognitive Linguistics establishes backstage cognition and supplies the elements omitted by grammar. The study concludes that modified idiomatic expressions achieve contextual significance. Consumers of modified idiomatic expressions should immerse themselves in the socio-political backgrounds to unmask the emergent meaning.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86833098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ali Smith’s novel “Autumn” (2016) is a Brexlit novel that depicts aspects of English society associated with a landmark in British history, the 2016 referendum that decided its exit from the EU. The article focuses on socioeconomic aspects touched upon by Smith, including the social division among communities and the communitarian disunity, financial and economic hardship, bureaucratic insensitiveness, the issue of immigration, as well as the public social submissiveness or protest while facing all of these plights. Even though these may not be the central themes of Smith’s novel, the depiction of the ‘hard times’ of people living during a time of change, uncertainty, division, chaos and mixed feelings emerges as an equally important concern, as the current paper aims to explore.
{"title":"Post-Brexit Britain and Socioeconomic Distress in Ali Smith’s Autumn","authors":"Mihaela Culea, Andreia-Irina Suciu","doi":"10.46687/znja7084","DOIUrl":"https://doi.org/10.46687/znja7084","url":null,"abstract":"Ali Smith’s novel “Autumn” (2016) is a Brexlit novel that depicts aspects of English society associated with a landmark in British history, the 2016 referendum that decided its exit from the EU. The article focuses on socioeconomic aspects touched upon by Smith, including the social division among communities and the communitarian disunity, financial and economic hardship, bureaucratic insensitiveness, the issue of immigration, as well as the public social submissiveness or protest while facing all of these plights. Even though these may not be the central themes of Smith’s novel, the depiction of the ‘hard times’ of people living during a time of change, uncertainty, division, chaos and mixed feelings emerges as an equally important concern, as the current paper aims to explore.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74340180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
T. Stefanovic, Ana Kazanegra-Velickovic, Neda Nikolic
This paper looks at the tripartite problematic perspective in current English for Specific Purposes educational practices in order to direct educational practices toward the progressive approaches and improvement in the area of language competences. One aspect of the thematic framework concerns the problem of the varieties of English in the light of the question of the norm. The other is related to the problem of corporatization of education. The third perspective focuses on digital technologies in a globalized world, as well as their role in and impact on education. The empirical part of the research was conducted in the form of a survey in which students answered questions about these thematic clusters. The research indicated the justifiability of the conceptual framework of the paper. It also revealed the angles from which the initial concerns could be questioned. The insights may open up an avenue for future tendencies in the syllabus design and classroom activities within English for Specific Purposes. Based on them, the authors recommend a balanced approach to nonstandard variants of English in ESP; an awareness and application of the benefits of both technology and in-person, face-to-face communication; a motivation for learning English that transcends sheer concern for profit.
{"title":"Language Competences amidst Corporatization, Digital Technologies, and Learning English for Specific Purposes","authors":"T. Stefanovic, Ana Kazanegra-Velickovic, Neda Nikolic","doi":"10.46687/xkom9595","DOIUrl":"https://doi.org/10.46687/xkom9595","url":null,"abstract":"This paper looks at the tripartite problematic perspective in current English for Specific Purposes educational practices in order to direct educational practices toward the progressive approaches and improvement in the area of language competences. One aspect of the thematic framework concerns the problem of the varieties of English in the light of the question of the norm. The other is related to the problem of corporatization of education. The third perspective focuses on digital technologies in a globalized world, as well as their role in and impact on education. The empirical part of the research was conducted in the form of a survey in which students answered questions about these thematic clusters. The research indicated the justifiability of the conceptual framework of the paper. It also revealed the angles from which the initial concerns could be questioned. The insights may open up an avenue for future tendencies in the syllabus design and classroom activities within English for Specific Purposes. Based on them, the authors recommend a balanced approach to nonstandard variants of English in ESP; an awareness and application of the benefits of both technology and in-person, face-to-face communication; a motivation for learning English that transcends sheer concern for profit.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74529050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study looks at the use of conjunctions among L1 Luganda speakers of English as a second language (L2) in Uganda. Using a corpus compiled from oral and written discourse, the study found that the conjunction mostly used among L1 Luganda speakers of English was “and”, followed by “but”, both of which were marginally used as sentence openers, with the written data showing no single incidence of using “and” in this respect. It was also established that a number of English conjunctions were either totally absent or only used sporadically in both types of discourse. For example, correlatives such as “scarcely…when, no sooner…than” were completely absent from our corpus. Substrate influence from Luganda has been seen to have a role, not least in the co-extensive use of “although/though” with “but” in subordination, although analogy appears to work synergistically with substrate influence here (see Andersen, 1983). Innovations involving the rejection of constructions with the conjunction “if” were observed with regard to what appear to be mixed tenses (e.g. If you did not study chemistry at lower levels, you will not understand this concept), although in L1 English such constructions are legitimate since they do not encode the semantic relation of condition (Swan, 2005). Given that L1 Luganda speakers of English are Ugandans, this aspect of the findings in the study lends itself to observations made in earlier studies (e.g. Ssempuuma, Isingoma & Meierkord, 2016; Isingoma, 2021) on the structural nativization of English in Uganda as well as trends towards endonormativity in the sense of Schneider (2007).
该研究着眼于在乌干达以英语为第二语言(L2)的母语卢甘达语使用者中连词的使用。使用从口头和书面话语中汇编的语料库，该研究发现，母语为卢干达语的英语使用者最常使用的连词是“and”，其次是“but”，这两个连词在句子开头时都很少使用，而书面数据显示在这方面没有使用“and”的单一发生率。研究还发现，在这两种语篇中，一些英语连词要么完全不使用，要么只是偶尔使用。例如，“hardly…when, no sooner…than”等相关词在我们的语料库中完全不存在。来自卢干达的底物影响被认为发挥了作用，尤其是在从属关系中“虽然/虽然”与“但是”的共同广泛使用中，尽管类比在这里似乎与底物影响协同作用(见Andersen, 1983)。虽然在L1英语中，这样的结构是合理的，因为它们不编码条件的语义关系(Swan, 2005)，但在混合时态方面，我们观察到一些创新，包括拒绝带有连词“if”的结构(例如，如果你没有在较低水平上学习化学，你就不会理解这个概念)。考虑到母语为英语的卢甘达人是乌干达人，该研究的这方面发现适用于早期研究的观察结果(例如Ssempuuma, Isingoma & Meierkord, 2016;Isingoma, 2021)关于乌干达英语的结构性本土化以及Schneider(2007)意义上的内规范性趋势。
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Hana Riani holds a PhD in American Culture Studies. Her study foci are primarily: Neo-Imperialism, Soft Power Politics, Gender and Celebrity Studies, and Political Discourse. Her research interests and academic fields are also rooted in Critical Discourse Analysis especially modern rhetoric. Hana Riani teaches American Culture, History and Politics. She participated in several international conferences pertaining to her research interests.
{"title":"Legitimation Strategies to Enchant the New American “War On Terror”: Implications in Ben Affleck’s Testimony","authors":"Hana Riani","doi":"10.46687/ybgr8804","DOIUrl":"https://doi.org/10.46687/ybgr8804","url":null,"abstract":"Hana Riani holds a PhD in American Culture Studies. Her study foci are primarily: Neo-Imperialism, Soft Power Politics, Gender and Celebrity Studies, and Political Discourse. Her research interests and academic fields are also rooted in Critical Discourse Analysis especially modern rhetoric. Hana Riani teaches American Culture, History and Politics. She participated in several international conferences pertaining to her research interests.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75840485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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