This project attempts to provide one cognitive, that is, schematic, network of all occurrences of the Qurʔānic saʔala "ask." The theoretical framework to argue for the proposed network is dual: to argue for a number of pragmatic functions that seem to underlie the choice of saʔala; and to make a strong case that these pragmatic functions motivate cognitive interpretation. The paper, which initially examines distinct interpretations of Qurʔānic saʔala that ensue from a contextual analysis of its occurrences, reveals these pragmatic functions: ṭalab "request," ʔistifsār "enquiry," muħāsaba "interrogation," ʔistifzāz "aggravation," ʔiṭmiʔnān "concern about well-being," tawbīx "reproach," tabkīt "rebuke," taqrīr "attestation" and duʕāʔ "prayer." Based on this pragmatic and other related syntactic evidence, it argues that "ask" cognitively frames, not two, but three central types of cognitively-based construal: information-seeking "ask," performative "ask" and interrogating "ask." The paper proposes some conceptual structures trigger some various utilizations of Qurʔānic "ask;" and argues that they all interlink into one schematic network that enables readers, translators and interpreters of the Holy Qurʔān to account, in a natural manner, for the verb's execution of these pragmatic functions. Finally, the findings and their theoretical implications are outlined. Keywords : Arabic linguistics, cognitive semantics, linguistic pragmatics & Qurʔānic interpretation & translation
{"title":"Conceptual Structures of QurʔĀnic SaʔAla ‘Ask’: An Analysis from Cognitive Linguistics","authors":"Hebm Gaballa","doi":"10.4314/%U.V23I1.%C","DOIUrl":"https://doi.org/10.4314/%U.V23I1.%C","url":null,"abstract":"This project attempts to provide one cognitive, that is, schematic, network of all occurrences of the Qurʔānic saʔala \"ask.\" The theoretical framework to argue for the proposed network is dual: to argue for a number of pragmatic functions that seem to underlie the choice of saʔala; and to make a strong case that these pragmatic functions motivate cognitive interpretation. The paper, which initially examines distinct interpretations of Qurʔānic saʔala that ensue from a contextual analysis of its occurrences, reveals these pragmatic functions: ṭalab \"request,\" ʔistifsār \"enquiry,\" muħāsaba \"interrogation,\" ʔistifzāz \"aggravation,\" ʔiṭmiʔnān \"concern about well-being,\" tawbīx \"reproach,\" tabkīt \"rebuke,\" taqrīr \"attestation\" and duʕāʔ \"prayer.\" Based on this pragmatic and other related syntactic evidence, it argues that \"ask\" cognitively frames, not two, but three central types of cognitively-based construal: information-seeking \"ask,\" performative \"ask\" and interrogating \"ask.\" The paper proposes some conceptual structures trigger some various utilizations of Qurʔānic \"ask;\" and argues that they all interlink into one schematic network that enables readers, translators and interpreters of the Holy Qurʔān to account, in a natural manner, for the verb's execution of these pragmatic functions. Finally, the findings and their theoretical implications are outlined. Keywords : Arabic linguistics, cognitive semantics, linguistic pragmatics & Qurʔānic interpretation & translation","PeriodicalId":411071,"journal":{"name":"Marang: Journal of Language and Literature","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121866990","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}
Pub Date : 1900-01-01DOI: 10.4314/MARANG.V19I1.42818
N. Maleki, N. Hooti, Majid Farahian
The concept of time, once easily defined, remains an abstract quality. The order in which we experience events has important implications for our interpretation of those events. Although events can be presented in a chronological and continuous sequence, skilled story tellers will often deviate from this. Heidegger (1927) acknowledged that da-sein as thrownbeing- in-the-world comes across time as a series of “nows”. The importance of this attitude towards time and the understanding of the content and thought of modern novels, depend on the understanding of the treatment of time. It is in this context that this article attempts to provide a brief survey of two modern novelists, Virginia Woolf and James Joyce who exploited the displacement feature of language to defamiliarize our conception of time and chronology.
{"title":"Time and Chronology in Modern Novels: An Example of Woolf and Joyce","authors":"N. Maleki, N. Hooti, Majid Farahian","doi":"10.4314/MARANG.V19I1.42818","DOIUrl":"https://doi.org/10.4314/MARANG.V19I1.42818","url":null,"abstract":"The concept of time, once easily defined, remains an abstract quality. The order in which we experience events has important implications for our interpretation of those events. Although events can be presented in a chronological and continuous sequence, skilled story tellers will often deviate from this. Heidegger (1927) acknowledged that da-sein as thrownbeing- in-the-world comes across time as a series of “nows”. The importance of this attitude towards time and the understanding of the content and thought of modern novels, depend on the understanding of the treatment of time. It is in this context that this article attempts to provide a brief survey of two modern novelists, Virginia Woolf and James Joyce who exploited the displacement feature of language to defamiliarize our conception of time and chronology.","PeriodicalId":411071,"journal":{"name":"Marang: Journal of Language and Literature","volume":"176 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122283840","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}
Pub Date : 1900-01-01DOI: 10.4314/MARANG.V18I1.39330
F. Omoregie
In this paper, I intend to support Schechner's (1988: 197) argument that “to be in trance is not to be out of control,” and that in trance or possession the performer does exhibit elements of acting. Schechner mentions that two processes are identifiable in performance: the performer is either “subtracted” in a performance closely resembling the art of the shaman who acts in ecstasy or what Jerzy Grotowski calls the “holy actor,” or the performer is “added to” or “doubled”, according to Antonin Artaud, in the process of performing. This “doubled” actor is considered to be in trance, something Schechner likens to Constantin Stanislavski's “character actor”. In defining these two phenomena and other forms of acting, my intention in this paper is to prove that the whole of Africa is a gold mine of artistic performances. I intend to prove this by analyzing the acting styles and levels in Zimbabwean traditional performances. In traditional Zimbabwean performances acting is realized in different social functions and contexts. In the context of this paper, acting means to feign, to simulate, to represent, to impersonate. (E.T. Kirby 1972 3) Defining acting and its qualities in the scope of this paper will achieve three things. First, I will identify instances where acting is realized. Secondly, I will show how Zimbabwean societies use these defined/identified qualities in different contexts. Thirdly, I will judge the levels of acting regarding their seriousness, commitment and functions. To achieve these aims, I will analyze four categories of performances, storytelling, children's make-believe, rituals and ceremonies. Keywords : acting, drama, performance, possession, trance, Zimbabwe MARANG Vol. 18 2008 pp. 121-136
{"title":"Styles and Levels of Acting in Zimbabwean Traditional Performances","authors":"F. Omoregie","doi":"10.4314/MARANG.V18I1.39330","DOIUrl":"https://doi.org/10.4314/MARANG.V18I1.39330","url":null,"abstract":"In this paper, I intend to support Schechner's (1988: 197) argument that “to be in trance is not to be out of control,” and that in trance or possession the performer does exhibit elements of acting. Schechner mentions that two processes are identifiable in performance: the performer is either “subtracted” in a performance closely resembling the art of the shaman who acts in ecstasy or what Jerzy Grotowski calls the “holy actor,” or the performer is “added to” or “doubled”, according to Antonin Artaud, in the process of performing. This “doubled” actor is considered to be in trance, something Schechner likens to Constantin Stanislavski's “character actor”. In defining these two phenomena and other forms of acting, my intention in this paper is to prove that the whole of Africa is a gold mine of artistic performances. I intend to prove this by analyzing the acting styles and levels in\u0000Zimbabwean traditional performances. In traditional Zimbabwean performances acting is\u0000realized in different social functions and contexts. In the context of this paper, acting means\u0000to feign, to simulate, to represent, to impersonate. (E.T. Kirby 1972 3) Defining acting and\u0000its qualities in the scope of this paper will achieve three things. First, I will identify\u0000instances where acting is realized. Secondly, I will show how Zimbabwean societies use\u0000these defined/identified qualities in different contexts. Thirdly, I will judge the levels of\u0000acting regarding their seriousness, commitment and functions. To achieve these aims, I will\u0000analyze four categories of performances, storytelling, children's make-believe, rituals and\u0000ceremonies. Keywords : acting, drama, performance, possession, trance, Zimbabwe MARANG Vol. 18 2008 pp. 121-136","PeriodicalId":411071,"journal":{"name":"Marang: Journal of Language and Literature","volume":"268 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133825229","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}
Pub Date : 1900-01-01DOI: 10.4314/MARANG.V17I1.39311
M. Berman
In this academically eclectic essay, I look at the complex role of oral literature in society through a case study of the famous American legend of John Henry. I am chiefly concerned with (a) the multiple claims of the hero's origin, b) the conflicting opinions of folklorists, (c) the question of the legend's historicity, and finally, d) how all three areas intersect. In the end, I find that much is at stake in the answer to my initial question: Who was John Henry? Scholars have devoted their careers to this query. African Americans and labor unions, among other groups, have each claimed him as their representative. American cities have built monuments to him, held festivals to celebrate his feats, and released postage stamps with his likeness, all with the intention of engraining the legend into the lore of their particular jurisdictions. Meanwhile, musicians and storytellers have grappled fiercely with academics, the former accusing the latter of ruining the legend through endless analysis. As the title suggests, these ‘wars' over this national icon unearth the subtleties of the political economy of labor, the ironies of racial identity, and the intricate relationship between folklore and fiction. Keywords :folklore, John Henry MARANG: Journal of Language and Literature Vol. 17 2007: pp. 71-82
{"title":"The John Henry Wars","authors":"M. Berman","doi":"10.4314/MARANG.V17I1.39311","DOIUrl":"https://doi.org/10.4314/MARANG.V17I1.39311","url":null,"abstract":"In this academically eclectic essay, I look at the complex role of oral literature in society\u0000through a case study of the famous American legend of John Henry. I am chiefly concerned\u0000with (a) the multiple claims of the hero's origin, b) the conflicting opinions of folklorists, (c)\u0000the question of the legend's historicity, and finally, d) how all three areas intersect. In the\u0000end, I find that much is at stake in the answer to my initial question: Who was John Henry?\u0000Scholars have devoted their careers to this query. African Americans and labor unions,\u0000among other groups, have each claimed him as their representative. American cities have\u0000built monuments to him, held festivals to celebrate his feats, and released postage stamps\u0000with his likeness, all with the intention of engraining the legend into the lore of their\u0000particular jurisdictions. Meanwhile, musicians and storytellers have grappled fiercely with\u0000academics, the former accusing the latter of ruining the legend through endless analysis. As\u0000the title suggests, these ‘wars' over this national icon unearth the subtleties of the political\u0000economy of labor, the ironies of racial identity, and the intricate relationship between\u0000folklore and fiction. Keywords :folklore, John Henry MARANG: Journal of Language and Literature Vol. 17 2007: pp. 71-82","PeriodicalId":411071,"journal":{"name":"Marang: Journal of Language and Literature","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129406684","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}
Pub Date : 1900-01-01DOI: 10.4314/MARANG.V18I1.39331
P. Mwikisa
The paper offers a reading of Shakespeare's The Tempest, Othello and Titus Andronicus that sees the plays' black characters as diasporic protagonists seeking alternative constructions of difference from those that are demanded by the dominant white patriarchal culture. The paper deploys two fairly well-known strategies for non-canonical readings of canonical texts. Firstly, the apocryphal approach offers an account of the significance of the fact that details of the origins of the black characters in the plays seem suppressed. Secondly, drawing on postcolonial discourse of the body, the paper reads the characters themselves as texts or spaces in which conflicting discourses can be written and read. I argue that reading the plays this way helps us to understand the struggles of diasporic characters as they attempt to inscribe their presence in the dominant cultures of the West and also to see in their struggles reflections of the trajectory of texts from marginalized communities in the era of global multinational capitalism. Keywords : alterity, inter-racial sexual relations, culture, the father, diasporic, bodies, textuality. MARANG Vol. 18 2008 pp. 137-152
本文对莎士比亚的《暴风雨》、《奥赛罗》和《提图斯·安德洛尼克斯》进行了解读，认为这些戏剧中的黑人角色是流散的主角，他们寻求与主流白人父权文化所要求的不同的另类结构。本文部署了两种相当知名的非正典文本阅读策略。首先，伪经的方法提供了一个事实的重要性，即戏剧中黑人角色的起源细节似乎被压抑了。其次，借鉴后殖民时期的身体话语，本文将人物本身作为文本或空间来解读，在这些文本或空间中，相互冲突的话语可以被书写和阅读。我认为，以这种方式阅读戏剧有助于我们理解流散人物的斗争，因为他们试图将自己的存在铭刻在西方的主导文化中，也有助于我们从他们的斗争中看到全球跨国资本主义时代边缘化社区文本轨迹的反映。关键词:另类，跨种族性关系，文化，父亲，流散，身体，文本性。MARANG Vol. 18 2008 pp. 137-152
{"title":"In Their Fathers' House: Resistant Alterity and the Law of the Father in The Tempest, Othello and Titus Andronicus.","authors":"P. Mwikisa","doi":"10.4314/MARANG.V18I1.39331","DOIUrl":"https://doi.org/10.4314/MARANG.V18I1.39331","url":null,"abstract":"The paper offers a reading of Shakespeare's The Tempest, Othello and Titus Andronicus that sees the plays' black characters as diasporic protagonists seeking alternative constructions of difference from those that are demanded by the dominant white patriarchal culture. The paper deploys two fairly well-known strategies for non-canonical readings of canonical texts. Firstly, the apocryphal approach offers an account of the significance of the fact that details of the origins of the black characters in the plays seem suppressed. Secondly, drawing on postcolonial discourse of the body, the paper reads the characters themselves as texts or spaces in which conflicting discourses can be written and read. I argue that reading the plays this way helps us to understand the struggles of diasporic characters as they attempt to inscribe their presence in the dominant cultures of the West and also to see in their struggles reflections of the trajectory of texts from marginalized communities in the era of global multinational capitalism. Keywords : alterity, inter-racial sexual relations, culture, the father, diasporic, bodies, textuality. MARANG Vol. 18 2008 pp. 137-152","PeriodicalId":411071,"journal":{"name":"Marang: Journal of Language and Literature","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127069879","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}
Pub Date : 1900-01-01DOI: 10.4314/MARANG.V17I1.39306
A. E. Arua
From data collected through the observation of 15 community junior and senior secondary schools, and a survey of 43 English language teachers in the observed schools, the paper describes the conflict in the use of Botswana English and Standard British English in the English language classrooms. The findings of the study reveal teachers' uncertainty regarding the model of English to use in the classroom, students' fear and confusion regarding the varieties of English appropriate in various contexts and a hostile learning environment which makes students reluctant to engage in meaningful interaction in English. It is necessary for policy makers to begin to think about the nature of the English being taught in schools. Teachers will need to acquire student management skills to improve the environment in which English is acquired. Keywords : varieties of English, English language teaching MARANG: Journal of Language and Literature Vol. 17 2007: pp. 1-11
{"title":"Using two varieties in the ESL classroom","authors":"A. E. Arua","doi":"10.4314/MARANG.V17I1.39306","DOIUrl":"https://doi.org/10.4314/MARANG.V17I1.39306","url":null,"abstract":"From data collected through the observation of 15 community junior and senior secondary\u0000schools, and a survey of 43 English language teachers in the observed schools, the paper\u0000describes the conflict in the use of Botswana English and Standard British English in the\u0000English language classrooms. The findings of the study reveal teachers' uncertainty\u0000regarding the model of English to use in the classroom, students' fear and confusion\u0000regarding the varieties of English appropriate in various contexts and a hostile learning\u0000environment which makes students reluctant to engage in meaningful interaction in\u0000English. It is necessary for policy makers to begin to think about the nature of the English\u0000being taught in schools. Teachers will need to acquire student management skills to\u0000improve the environment in which English is acquired. Keywords : varieties of English, English language teaching MARANG: Journal of Language and Literature Vol. 17 2007: pp. 1-11","PeriodicalId":411071,"journal":{"name":"Marang: Journal of Language and Literature","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129284768","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}
Pub Date : 1900-01-01DOI: 10.4314/MARANG.V17I1.39309
K. Monaka
The importance of languages in education and in the other important sectors of human interaction and development does not seem to have been an issue in the definition and practice of democracy in Botswana. Although the country claims to be democratic and hosts over twenty five ethnic languages, it does not see the need to accord them official recognition, let alone introduce them in education even as evidence of giving its citizenry democratic (human) rights. Only English (the official language) and Setswana (the national language) are used in education and government business. In the education sector, these two languages are and have been used as the sole languages of school even in areas predominant with learners from non-Setswana or English speaking communities. Apart from disadvantaging learners educationally and creating problems related to cognitive development, this denies learners whose languages are unacceptable certain human rights. For these, the ideals of democracy appear rather lofty and superficial at best or irrelevant at worst. This paper examines this question of languages of education and how the ideals of democracy are made ineffective when it comes to educational provisions.
{"title":"DEMOCRACY AND THE EDUCATION SYSTEM OF BOTSWANA: TOWARDS LINGUISTIC PLURALISM","authors":"K. Monaka","doi":"10.4314/MARANG.V17I1.39309","DOIUrl":"https://doi.org/10.4314/MARANG.V17I1.39309","url":null,"abstract":"The importance of languages in education and in the other important sectors of human interaction and development does not seem to have been an issue in the definition and practice of democracy in Botswana. Although the country claims to be democratic and hosts over twenty five ethnic languages, it does not see the need to accord them official recognition, let alone introduce them in education even as evidence of giving its citizenry democratic (human) rights. Only English (the official language) and Setswana (the national language) are used in education and government business. In the education sector, these two languages are and have been used as the sole languages of school even in areas predominant with learners from non-Setswana or English speaking communities. Apart from disadvantaging learners educationally and creating problems related to cognitive development, this denies learners whose languages are unacceptable certain human rights. For these, the ideals of democracy appear rather lofty and superficial at best or irrelevant at worst. This paper examines this question of languages of education and how the ideals of democracy are made ineffective when it comes to educational provisions.","PeriodicalId":411071,"journal":{"name":"Marang: Journal of Language and Literature","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115859909","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}
Pub Date : 1900-01-01DOI: 10.4314/MARANG.V19I1.42823
Ab Chimbganda, Le Seru
This study examines the strategies used by speakers of English as a second language in Botswana’s senior secondary schools. The study was undertaken because many students in this country under-perform in their English Language final examinations at senior secondary school; and in order to establish the causes for their under-performance, the views of 150 randomly selected senior secondary school students were solicited through a questionnaire. The data were then analyzed using simple descriptive statistics. The results show that, although some students use facilitative strategies such as speaking and listening in English, using newly learned structures in real life situations, figuring out the meaning of something they do not understand and correcting their own mistakes, there are equally many students with shortcomings in the strategies they use for learning English, such as transferring structures from their first language to the second, giving up trying in the face of difficulties and being lowly motivated. To remedy the situation, it is suggested that teachers should frequently speak to individual students in order to establish the strategies they use for tackling different learning tasks, with a view to advising them on the use of appropriate strategies for various language skills. It is also suggested that the teaching approach and the English language syllabus be reviewed in order to meet the language needs of students in a technologically changing world.
{"title":"An Examination of the Strategies Used for Learning English as a Second Language by Senior Secondary School Students in Botswana","authors":"Ab Chimbganda, Le Seru","doi":"10.4314/MARANG.V19I1.42823","DOIUrl":"https://doi.org/10.4314/MARANG.V19I1.42823","url":null,"abstract":"This study examines the strategies used by speakers of English as a second language in Botswana’s senior secondary schools. The study was undertaken because many students in this country under-perform in their English Language final examinations at senior secondary school; and in order to establish the causes for their under-performance, the views of 150 randomly selected senior secondary school students were solicited through a questionnaire. The data were then analyzed using simple descriptive statistics. The results show that, although some students use facilitative strategies such as speaking and listening in English, using newly learned structures in real life situations, figuring out the meaning of something they do not understand and correcting their own mistakes, there are equally many students with shortcomings in the strategies they use for learning English, such as transferring structures from their first language to the second, giving up trying in the face of difficulties and being lowly motivated. To remedy the situation, it is suggested that teachers should frequently speak to individual students in order to establish the strategies they use for tackling different learning tasks, with a view to advising them on the use of appropriate strategies for various language skills. It is also suggested that the teaching approach and the English language syllabus be reviewed in order to meet the language needs of students in a technologically changing world.","PeriodicalId":411071,"journal":{"name":"Marang: Journal of Language and Literature","volume":"233 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121410426","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}
This study undertakes a socio-pragmatic investigation of haggling exchanges between vendors and their customers in three large open-air market locations in southwest Nigeria; one in Ibadan (Bodija market) and two in Lagos (Katangwa and Agege) metropolis respectively. Audio recordings of haggling exchanges between selected vendors and their prospective customers were analysed in order to identify and categorize various socio-pragmatic elements and functions in the encounters. The study employs Dell Hymes’ ethnography of communication and aspects of the pragmatic theory of Mey and Gricean Co-operative Maxims. Findings reveal that several languages come into contact with one another, including English, Yoruba, Pidgin, Igbo and Hausa in the market transactions in Lagos and Ibadan metropolis in Nigeria. Respondents employ various bargaining and pragmatic strategies which include greetings, humour, cajoling, flattery, pleading, swearing, abuse as well as code-switching and code-mixing. This study helps to establish some socio-pragmatic patterns in language use in contact situations in the Nigerian multilingual/ multicultural market contexts. It also shows the pragmatic use of Interrogatives, Declaratives, Exclamatives and Imperatives in bargaining interactions. Keywords: Socio-pragmatics, haggling, Nigerian languages, pragma-intonation
{"title":"HAGGLING AS A SOCIOPRAGAMTIC STRATEGY IN SELECTED URBAN MARKETS: AN AMALGAM OF ENGLISH AND NIGERIAN LANGUAGES","authors":"M. Alo, T. Soneye","doi":"10.4314/MARANG.V24I0","DOIUrl":"https://doi.org/10.4314/MARANG.V24I0","url":null,"abstract":"This study undertakes a socio-pragmatic investigation of haggling exchanges between vendors and their customers in three large open-air market locations in southwest Nigeria; one in Ibadan (Bodija market) and two in Lagos (Katangwa and Agege) metropolis respectively. Audio recordings of haggling exchanges between selected vendors and their prospective customers were analysed in order to identify and categorize various socio-pragmatic elements and functions in the encounters. The study employs Dell Hymes’ ethnography of communication and aspects of the pragmatic theory of Mey and Gricean Co-operative Maxims. Findings reveal that several languages come into contact with one another, including English, Yoruba, Pidgin, Igbo and Hausa in the market transactions in Lagos and Ibadan metropolis in Nigeria. Respondents employ various bargaining and pragmatic strategies which include greetings, humour, cajoling, flattery, pleading, swearing, abuse as well as code-switching and code-mixing. This study helps to establish some socio-pragmatic patterns in language use in contact situations in the Nigerian multilingual/ multicultural market contexts. It also shows the pragmatic use of Interrogatives, Declaratives, Exclamatives and Imperatives in bargaining interactions. Keywords: Socio-pragmatics, haggling, Nigerian languages, pragma-intonation","PeriodicalId":411071,"journal":{"name":"Marang: Journal of Language and Literature","volume":"153 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116726488","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}
Pub Date : 1900-01-01DOI: 10.4314/MARANG.V19I1.42817
R. Chirambo
Writers in Africa who have taken a critical view of their society have variously been designated as dissidents, traitors, or rebels by the political regimes. In most cases such writers have been forced into exile or placed in detention for their writing and their works banned in their countries. However, such writers have often only expressed the growing disillusionment characteristic of the post-independence African countries even in the recent democratic dispensation. Writers forced into exile have continued to write critical works about their countries besides taking stock of their new surroundings of exile. While postmodernism posits cosmopolitanism or nomadic existence as normal, where exile is home, this article argues that for Frank Chipasula exile could not become home because the local politics of former president for life and dictator in Malawi, Dr. H.K. Banda, and the Malawi Congress Party (MCP) haunted his exile. This forced Chipasula in his poetry to engage with Banda’s regime even from exile, resisting the tyranny with the terms of a guerrilla fighter hence his work could be called dissident writing. In his nomadic existence as an exile, Chipasula worries less about where he is than about his home country, Malawi. This article uses poems from his collection, Whispers in the Wings to examine the relationship between Chipasula as a poet in exile and his society in Malawi.
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