Abstract This study aims at contributing to the field of multilingual writing and providing evidence for Cummins’ Common Underlying Proficiency Hypothesis (CUP) through analysing trilingual writing among secondary education students enrolled in a Basque immersion program. The main objective of the present study is to explore the relationships between participants’ compositions in their three languages of schooling (Basque, Spanish and English). A trilingual corpus of argumentative scientific writing essays was collected from a sample of 113 secondary education students. The texts were analysed with MultiAzterTest to retrieve complexity, accuracy and fluency measures. Correlational analyses were performed to explore correlations of each measure across languages, and low-moderate correlations were found between most measures and their counterparts. Specifically, accuracy and fluency measures showed stronger between-language relationships, which were especially salient between Basque and Spanish. Findings suggest that multilingual learners exhibit similar across-language patterns in the writing process, thus supporting Cummins’ CUP. The emerging similarities have important implications for bi/multilingual education programs, as they might inform curriculum design and instruction to foster crosslinguistic transfer and metalinguistic multilingual awareness.
{"title":"Exploring multilingual writers in secondary education: insights from a trilingual corpus","authors":"Roberto Arias-Hermoso, Ainara Imaz Agirre","doi":"10.1515/eujal-2023-0022","DOIUrl":"https://doi.org/10.1515/eujal-2023-0022","url":null,"abstract":"Abstract This study aims at contributing to the field of multilingual writing and providing evidence for Cummins’ Common Underlying Proficiency Hypothesis (CUP) through analysing trilingual writing among secondary education students enrolled in a Basque immersion program. The main objective of the present study is to explore the relationships between participants’ compositions in their three languages of schooling (Basque, Spanish and English). A trilingual corpus of argumentative scientific writing essays was collected from a sample of 113 secondary education students. The texts were analysed with MultiAzterTest to retrieve complexity, accuracy and fluency measures. Correlational analyses were performed to explore correlations of each measure across languages, and low-moderate correlations were found between most measures and their counterparts. Specifically, accuracy and fluency measures showed stronger between-language relationships, which were especially salient between Basque and Spanish. Findings suggest that multilingual learners exhibit similar across-language patterns in the writing process, thus supporting Cummins’ CUP. The emerging similarities have important implications for bi/multilingual education programs, as they might inform curriculum design and instruction to foster crosslinguistic transfer and metalinguistic multilingual awareness.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"31 3","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138967877","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}
Abstract Previous research on the perception of second-language speech has suggested that non-native listeners may benefit from sharing the speakers’ first language, e.g. speakers of Spanish find Spanish-accented English easy to understand. In the present study, L2 English speech samples elicited from L1 Finnish and L1 Finland-Swedish speakers were rated for comprehensibility and accentedness by English-speaking listeners and the speakers’ peers, seeking to explore whether there is a difference between the listener groups. In addition, the speakers’ overall spoken proficiency (A2, B1, B2 on the CEFR scale) was considered in the analysis to find out if the possible shared L1 effect is connected to the speakers’ proficiency. The results were mixed, finding that L1 Finland-Swedish listeners were more lenient towards their peers’ English than the English-speaking listeners were, whereas L1 Finnish listeners gave comprehensibility ratings equal to those given by English-speaking listeners, and accentedness ratings that were stricter. The finding supports earlier suggestions on the effects of sharing the speakers’ L1 for L2 speech perception being L1 dependent. As for the influence of the speakers’ proficiency, the results demonstrate a greater difference between English-speaking listeners and listeners who share the speakers’ L1 regarding low-proficiency speakers.
{"title":"Second Language Learners Listening to their Peers: Is There a Shared L1 Effect for L2 Comprehensibility and Accentedness?","authors":"Elina Tergujeff","doi":"10.1515/eujal-2022-0014","DOIUrl":"https://doi.org/10.1515/eujal-2022-0014","url":null,"abstract":"Abstract Previous research on the perception of second-language speech has suggested that non-native listeners may benefit from sharing the speakers’ first language, e.g. speakers of Spanish find Spanish-accented English easy to understand. In the present study, L2 English speech samples elicited from L1 Finnish and L1 Finland-Swedish speakers were rated for comprehensibility and accentedness by English-speaking listeners and the speakers’ peers, seeking to explore whether there is a difference between the listener groups. In addition, the speakers’ overall spoken proficiency (A2, B1, B2 on the CEFR scale) was considered in the analysis to find out if the possible shared L1 effect is connected to the speakers’ proficiency. The results were mixed, finding that L1 Finland-Swedish listeners were more lenient towards their peers’ English than the English-speaking listeners were, whereas L1 Finnish listeners gave comprehensibility ratings equal to those given by English-speaking listeners, and accentedness ratings that were stricter. The finding supports earlier suggestions on the effects of sharing the speakers’ L1 for L2 speech perception being L1 dependent. As for the influence of the speakers’ proficiency, the results demonstrate a greater difference between English-speaking listeners and listeners who share the speakers’ L1 regarding low-proficiency speakers.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135385136","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}
Abstract Although the competent handling with passive is acquired before school entrance, its comprehension is considered to be challenging in school books. According to a corpus linguistic analysis, passive is more frequent in school books than in texts from leisure contexts. Moreover, the agent differs semantically depending on context: Human agents appear predominantly in all contexts, but the proportion of abstract systemic agents are significantly higher in school books for biology and chemistry than in school books for history or in texts from leisure contexts. Furthermore, a survey shows that students do not perceive the general use of passive as challenging, but those sentences with abstract systemic agents are assessed as more challenging than comparable sentences with human agents. This leads to the assumption that challenges in reception of school books arise neither only from grammatical structure nor from global linguistic functions. Semantical and functional differences from specific constructions are fundamental to locate potential language-based challenges in school books. Consequently, the joint reflection of concrete formal and functional aspects should be considered in the development of diagnostic instruments as well as in the operationalisation of the language of schooling. Furthermore, cross-linguistic comparisons can sensitise for conspicuous use of structures and support a language-sensitive teaching in both languages.
{"title":"Passive Sentences and Abstract Agents in German School Books","authors":"Sarah Olthoff","doi":"10.1515/eujal-2022-0036","DOIUrl":"https://doi.org/10.1515/eujal-2022-0036","url":null,"abstract":"Abstract Although the competent handling with passive is acquired before school entrance, its comprehension is considered to be challenging in school books. According to a corpus linguistic analysis, passive is more frequent in school books than in texts from leisure contexts. Moreover, the agent differs semantically depending on context: Human agents appear predominantly in all contexts, but the proportion of abstract systemic agents are significantly higher in school books for biology and chemistry than in school books for history or in texts from leisure contexts. Furthermore, a survey shows that students do not perceive the general use of passive as challenging, but those sentences with abstract systemic agents are assessed as more challenging than comparable sentences with human agents. This leads to the assumption that challenges in reception of school books arise neither only from grammatical structure nor from global linguistic functions. Semantical and functional differences from specific constructions are fundamental to locate potential language-based challenges in school books. Consequently, the joint reflection of concrete formal and functional aspects should be considered in the development of diagnostic instruments as well as in the operationalisation of the language of schooling. Furthermore, cross-linguistic comparisons can sensitise for conspicuous use of structures and support a language-sensitive teaching in both languages.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46103769","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}
Abstract The following paper aims at analysing co-constructing devices used in adult-child narrative interaction both in the first and in the second language. In order to build a “common ground” for communication and comprehension, adult speakers often need to rely on supporting strategies that provide the child with narrative, grammatical and lexical help. When investigating speakers in multilingual settings, these devices become even more crucial. The present study is based on a corpus which contains data from six multilingual children at preschool age from the Ladin valleys in South Tyrol. The analysis outlines both the adults’ devices used to support the child as well as the children’s self-adopted strategies to enable the interaction to be performed. As far as the adult part is concerned, the focus is put on initiating, replying and expanding devices. Children’s devices, instead, are mainly influenced by the multilingual setting they are involved in. In this sense code-mixing and code-switching phenomena emerge as main strategies.
{"title":"Co-constructing devices in narrative sequences of multilingual preschool children","authors":"R. Videsott, Katharina Salzmann","doi":"10.1515/eujal-2022-0057","DOIUrl":"https://doi.org/10.1515/eujal-2022-0057","url":null,"abstract":"Abstract The following paper aims at analysing co-constructing devices used in adult-child narrative interaction both in the first and in the second language. In order to build a “common ground” for communication and comprehension, adult speakers often need to rely on supporting strategies that provide the child with narrative, grammatical and lexical help. When investigating speakers in multilingual settings, these devices become even more crucial. The present study is based on a corpus which contains data from six multilingual children at preschool age from the Ladin valleys in South Tyrol. The analysis outlines both the adults’ devices used to support the child as well as the children’s self-adopted strategies to enable the interaction to be performed. As far as the adult part is concerned, the focus is put on initiating, replying and expanding devices. Children’s devices, instead, are mainly influenced by the multilingual setting they are involved in. In this sense code-mixing and code-switching phenomena emerge as main strategies.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48155872","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}
But : Cet article se veut une démonstration à l’humanité tout entière des hommes dont la capacité de nuisance est indicible. Pourquoi ces hommes en viennent-ils à s’entre-nuire au point de rendre la terre irrespirable ? Le rêve commun est pourtant celui de restaurer le paradis terrestre où l’homme serait logiquement humanisé. Méthode : Nous nous sommes proposé de recourir à l’analyse structurale qui permet de rendre compte de son unité interne et de la relation entre l’ensemble et les parties. On aboutit ainsi à la notion d’actant dépouillé de ses qualifications humaines, et à la définition des fonctions comme éléments invariants, constitutifs de la structure narrative. Résultat : Cette œuvre romanesque est tissée en deux grandes parties : la situation du pays avant la famine aigüe et celle du pays qui voit naitre L’Enfant Sans Nom victime dudit fléau naturel qu’est la boulimie contre laquelle ce brave enfant sera contraint de mener une guerre sans merci. Donc l’existence de tout homme responsable est une lutte incessante pour sa dignité humaine et la sauvegarde de sa valeur sociale. Contribution à la vie sociale et politique : Nous retenons que tout acte posé au sein de la communauté humaine équivaut à un investissement qui lui reviendrait, à coup sûr, avec des intérêts. Il en va de même du pouvoir qui ne se donne généralement pas, mais s’arrache. Tel alors est l’idéal poursuivi par le héros de cet univers romanesque.
{"title":"La Lecture De La Sequence Narrative Dans L’enfant Sans Nom De Florence Trystram","authors":"Martin Luther TSHIFUMBE MUTAU","doi":"10.47941/ejl.1398","DOIUrl":"https://doi.org/10.47941/ejl.1398","url":null,"abstract":"But : Cet article se veut une démonstration à l’humanité tout entière des hommes dont la capacité de nuisance est indicible. Pourquoi ces hommes en viennent-ils à s’entre-nuire au point de rendre la terre irrespirable ? Le rêve commun est pourtant celui de restaurer le paradis terrestre où l’homme serait logiquement humanisé. \u0000Méthode : Nous nous sommes proposé de recourir à l’analyse structurale qui permet de rendre compte de son unité interne et de la relation entre l’ensemble et les parties. On aboutit ainsi à la notion d’actant dépouillé de ses qualifications humaines, et à la définition des fonctions comme éléments invariants, constitutifs de la structure narrative. \u0000Résultat : Cette œuvre romanesque est tissée en deux grandes parties : la situation du pays avant la famine aigüe et celle du pays qui voit naitre L’Enfant Sans Nom victime dudit fléau naturel qu’est la boulimie contre laquelle ce brave enfant sera contraint de mener une guerre sans merci. Donc l’existence de tout homme responsable est une lutte incessante pour sa dignité humaine et la sauvegarde de sa valeur sociale. \u0000Contribution à la vie sociale et politique : Nous retenons que tout acte posé au sein de la communauté humaine équivaut à un investissement qui lui reviendrait, à coup sûr, avec des intérêts. Il en va de même du pouvoir qui ne se donne généralement pas, mais s’arrache. Tel alors est l’idéal poursuivi par le héros de cet univers romanesque.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"59 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85841848","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}
But : La visée de cet article est de dégager la différence entre la lecture d’une œuvre romanesque de type balzacien et celle du « Nouveau Roman ». Sous l’étiquette de « Nouveau Roman » rentrent des écrivains de tempéraments aussi divers des uns que des autres par un seul idéal de la recherche de nouvelles techniques scripturales considérées périmées. Méthode : Outre les techniques narratives canoniques préconisées par les narratologues, nous nous sommes ainsi rendu compte que Florence Trystram s’est également servie d’autres techniques littéraires. Il s’agit notamment du mélange des genres littéraires et de certaines figures de discours. A propos de genres littéraires, Sony Labou Tansi fait remarquer : « les genres littéraires n’ont pas de sexe. Je me demande même si mes romans sont des romans. Le message essentiel est l’homme. Il est le destinataire obligé. » (Sony Labou Tansi, L’anté-Peuple). Florence Trystram s’y est conformée et l’on remarque le mélange de différents genres littéraires dans la création de son récit. Résultat : Nous avons découvert dans ce roman une présentation sommaire des thèmes. D’abord, l’oppression. Ensuite, l’enchaînement logique des thèmes abordés. Enfin, ceux-ci se renferment sous un ton optimiste : on part de l’oppression qui débouche sur la misère de celle-ci à la révolte et à l’optimisme en faveur de la dignité humaine. Ainsi, pouvons-nous déduire que le héros nous interpelle à juguler les jérémiades. Quant aux thèmes ressortis de cet univers romanesque, nous avons l’impression que la plupart des écrivains africains sont encore obsédés par les mêmes thèmes diachroniquement vécus au fil du temps par toute l’Afrique. Contribution: Nous avons constaté que L’Enfant Sans Nom s’écarte littéralement de la narration du roman balzacien. Et nous avons en fin de compte, admiré l’intelligence avec laquelle Florence Trystram a modelé cet univers romanesque.
目的:本文的目的是区分阅读巴尔扎克风格的小说和阅读“新小说”。在“新小说”的标签下，脾气迥异的作家被一个单一的理想所吸引，即寻找新的被认为过时的写作技巧。方法:除了叙事学家推荐的经典叙事技巧外，我们还发现Florence Trystram使用了其他文学技巧。这包括文学体裁和某些修辞手法的混合。关于文学类型，索尼Labou Tansi指出:“文学类型没有性别。我甚至想知道我的小说是不是小说。最重要的信息是人。他是被迫的接受者。(索尼Labou Tansi, the ancient people)。弗洛伦斯·特里斯特拉姆(Florence Trystram)接受了这一点，在她的故事创作中可以看到不同文学流派的融合。结果:我们在这本小说中发现了一个主题的总结。首先,压迫。然后是主题的逻辑顺序。最后，它们以一种乐观的语气结束:我们从导致贫穷的压迫开始，到对人类尊严的反叛和乐观。因此，我们可以推断，英雄要求我们抑制哭泣。至于从这个小说世界中产生的主题，我们有一种印象，大多数非洲作家仍然痴迷于同样的主题，这些主题在整个非洲历时都经历过。贡献:我们发现《无名的孩子》与巴尔扎克小说的叙事有很大的不同。最后，我们钦佩弗洛伦斯·特里斯特拉姆(Florence Trystram)巧妙地塑造了这个浪漫的宇宙。
{"title":"Technique D'ecriture Dans L’enfant Sans Nom De Florence Trystram","authors":"Martin Luther Tshifumbe Mutau","doi":"10.47941/ejl.1397","DOIUrl":"https://doi.org/10.47941/ejl.1397","url":null,"abstract":"But : La visée de cet article est de dégager la différence entre la lecture d’une œuvre romanesque de type balzacien et celle du « Nouveau Roman ». Sous l’étiquette de « Nouveau Roman » rentrent des écrivains de tempéraments aussi divers des uns que des autres par un seul idéal de la recherche de nouvelles techniques scripturales considérées périmées. \u0000Méthode : Outre les techniques narratives canoniques préconisées par les narratologues, nous nous sommes ainsi rendu compte que Florence Trystram s’est également servie d’autres techniques littéraires. Il s’agit notamment du mélange des genres littéraires et de certaines figures de discours. A propos de genres littéraires, Sony Labou Tansi fait remarquer : « les genres littéraires n’ont pas de sexe. Je me demande même si mes romans sont des romans. Le message essentiel est l’homme. Il est le destinataire obligé. » (Sony Labou Tansi, L’anté-Peuple). Florence Trystram s’y est conformée et l’on remarque le mélange de différents genres littéraires dans la création de son récit. \u0000Résultat : Nous avons découvert dans ce roman une présentation sommaire des thèmes. D’abord, l’oppression. Ensuite, l’enchaînement logique des thèmes abordés. Enfin, ceux-ci se renferment sous un ton optimiste : on part de l’oppression qui débouche sur la misère de celle-ci à la révolte et à l’optimisme en faveur de la dignité humaine. Ainsi, pouvons-nous déduire que le héros nous interpelle à juguler les jérémiades. Quant aux thèmes ressortis de cet univers romanesque, nous avons l’impression que la plupart des écrivains africains sont encore obsédés par les mêmes thèmes diachroniquement vécus au fil du temps par toute l’Afrique. \u0000Contribution: Nous avons constaté que L’Enfant Sans Nom s’écarte littéralement de la narration du roman balzacien. Et nous avons en fin de compte, admiré l’intelligence avec laquelle Florence Trystram a modelé cet univers romanesque.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"136 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76441165","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}
Purpose: In a society where many believe that only the mailed fist can maintain discipline, a refreshingly different point of view is reached by the comparison of two of Chinua Achebe’s novels: Things Fall Apart and Arrow of God. The purpose of this paper is to explore the viewpoint presented in these novels by comparing their two heroes – Okonkwo and Ezeulu. They are compared first as revolutionary characters and second as revolutionary leaders, using as a guide Calvert’s (1996) claims that individual leaders are not necessarily revolutionary leaders. Okonkwo and Ezeulu are seen to be both leaders and revolutionaries; they fail however, as revolutionary leaders for the simple but unarguable reason that they have no supporters. Methodology: Methodological procedures are adopted which include description of the study’s sampling and method of data analysis. The study adopts a simple survey design. Findings: The paper in its findings discovers that individualism cannot thrive in a revolution of a society rather it is collective effort that appears to be more effective in a revolutionary struggle such as fou nd in Umuofia and Umuaro respectively. The paper concludes that followership marks an authentic revolutionary leader as the non-support of Okonkwo and Ezeulu in the novels leads to their tragic end. Unique contribution to theory, policy and practice: The paper recommends communalism as a way out of African socio-political barriers and posits that individuality cannot bring the social change and total liberation in African continent.
{"title":"Individualism and Nonattainment of Social Change in Chinua Achebe’s Things Fall Apart and Arrow of God","authors":"Ben-Fred Ohia, Nkpolu Oroworukwo","doi":"10.47941/ejl.1390","DOIUrl":"https://doi.org/10.47941/ejl.1390","url":null,"abstract":"Purpose: In a society where many believe that only the mailed fist can maintain discipline, a refreshingly different point of view is reached by the comparison of two of Chinua Achebe’s novels: Things Fall Apart and Arrow of God. The purpose of this paper is to explore the viewpoint presented in these novels by comparing their two heroes – Okonkwo and Ezeulu. They are compared first as revolutionary characters and second as revolutionary leaders, using as a guide Calvert’s (1996) claims that individual leaders are not necessarily revolutionary leaders. Okonkwo and Ezeulu are seen to be both leaders and revolutionaries; they fail however, as revolutionary leaders for the simple but unarguable reason that they have no supporters. \u0000Methodology: Methodological procedures are adopted which include description of the study’s sampling and method of data analysis. The study adopts a simple survey design. \u0000Findings: The paper in its findings discovers that individualism cannot thrive in a revolution of a society rather it is collective effort that appears to be more effective in a revolutionary struggle such as fou nd in Umuofia and Umuaro respectively. The paper concludes that followership marks an authentic revolutionary leader as the non-support of Okonkwo and Ezeulu in the novels leads to their tragic end. \u0000Unique contribution to theory, policy and practice: The paper recommends communalism as a way out of African socio-political barriers and posits that individuality cannot bring the social change and total liberation in African continent.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"9 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88912657","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}
Abstract The present paper examines teenagers’ production and perception of spelling error corrections (e.g., *zij for zei) in online messaging. It discusses both a quantitative and qualitative analysis of spelling corrections in a large corpus of private online conversations between Flemish adolescents and the results of an online survey with a similar target group. Our study reveals that teenagers hardly correct their own spelling errors and those of their peers in informal social media writing. Several factors play a role in whether or not they rectify an error, such as the type of error and their socio-demographic profile. In general, adolescents tend to have a negative attitude towards correcting other people’s spelling mistakes. Consequently, teenagers often perform this face-threatening act (FTA) to tease or irritate their interlocutor or by way of payback for another FTA. Strikingly, even in non-conflictual contexts, errors are generally pointed out quite bluntly, though in some cases, both the error-maker and the interlocutor engage in damage control when the error has been acknowledged by the former. By conducting this research, we can achieve a better understanding of the sociopragmatic mechanisms underlying error perception and error handling in a social media context that generally embraces nonstandard writing.
{"title":"When correct spelling hardly matters: Teenagers’ production and perception of spelling error corrections in Dutch social media writing","authors":"Hanne Surkyn, D. Sandra, R. Vandekerckhove","doi":"10.1515/eujal-2022-0028","DOIUrl":"https://doi.org/10.1515/eujal-2022-0028","url":null,"abstract":"Abstract The present paper examines teenagers’ production and perception of spelling error corrections (e.g., *zij for zei) in online messaging. It discusses both a quantitative and qualitative analysis of spelling corrections in a large corpus of private online conversations between Flemish adolescents and the results of an online survey with a similar target group. Our study reveals that teenagers hardly correct their own spelling errors and those of their peers in informal social media writing. Several factors play a role in whether or not they rectify an error, such as the type of error and their socio-demographic profile. In general, adolescents tend to have a negative attitude towards correcting other people’s spelling mistakes. Consequently, teenagers often perform this face-threatening act (FTA) to tease or irritate their interlocutor or by way of payback for another FTA. Strikingly, even in non-conflictual contexts, errors are generally pointed out quite bluntly, though in some cases, both the error-maker and the interlocutor engage in damage control when the error has been acknowledged by the former. By conducting this research, we can achieve a better understanding of the sociopragmatic mechanisms underlying error perception and error handling in a social media context that generally embraces nonstandard writing.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47573371","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}
Purpose: This paper seeks to examine the presentation of the images of women in Nigerian drama. Many female playwrights in Nigeria believe that women are misrepresented in plays written by men. Their claim is that the images of women as presented in the literary works of most male playwright are not true reflection of women in real life. In the early Nigerian drama, mostly written by men, women were usually portrayed as weak, inferior, and unimportant personalities. The women are generally quiet and subdued and their primary functions revolve around the family. Even in contemporary times, most plays written by men present women only in relation to male protagonists rather than as individual. Our focus in this work however, is on selected works of two distinguished Nigerian female playwrights namely Irene Isoken Agunloye and Tracie Utoh-Ezeajugh. Methodology: This paper adopts a textual analytical method in the sense that data for analysis are sourced from the two selected texts for this study. The texts are Sweet Revenge by Irene Isoken Agunloye and Nneora: An African Doll House by Tracie ChimaUtoh-Ezeajugh. Findings: Textual analysis of the plays has revealed that, as a result of the negative portrayal of women in male authored plays, female writers have taken up the challenge of re-writing their story, by creating a new narrative in which women are presented in a very positive way. Unique Contributions to Theory, Practice and Policy: This work is premised on the womanist theory which seeks to improve the image of women and engender the principles of justice, equity and fair play in Nigeria.
{"title":"Women and the Quest for a New Narrative inContemporary Nigerian Drama: An Examination of Irene Isoken Agunloye's Sweet Revenge and Tracie ChimaUtoh- Ezeajugh'sNneora: An African Doll's House","authors":"A. O. Eziechine, Queen Esene","doi":"10.47941/ejl.1386","DOIUrl":"https://doi.org/10.47941/ejl.1386","url":null,"abstract":"Purpose: This paper seeks to examine the presentation of the images of women in Nigerian drama. Many female playwrights in Nigeria believe that women are misrepresented in plays written by men. Their claim is that the images of women as presented in the literary works of most male playwright are not true reflection of women in real life. In the early Nigerian drama, mostly written by men, women were usually portrayed as weak, inferior, and unimportant personalities. The women are generally quiet and subdued and their primary functions revolve around the family. Even in contemporary times, most plays written by men present women only in relation to male protagonists rather than as individual. Our focus in this work however, is on selected works of two distinguished Nigerian female playwrights namely Irene Isoken Agunloye and Tracie Utoh-Ezeajugh. \u0000Methodology: This paper adopts a textual analytical method in the sense that data for analysis are sourced from the two selected texts for this study. The texts are Sweet Revenge by Irene Isoken Agunloye and Nneora: An African Doll House by Tracie ChimaUtoh-Ezeajugh. \u0000Findings: Textual analysis of the plays has revealed that, as a result of the negative portrayal of women in male authored plays, female writers have taken up the challenge of re-writing their story, by creating a new narrative in which women are presented in a very positive way. \u0000Unique Contributions to Theory, Practice and Policy: This work is premised on the womanist theory which seeks to improve the image of women and engender the principles of justice, equity and fair play in Nigeria.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"35 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82108329","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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