Abstract This article takes a closer look at the complexity of scholarly communication in the specific context of a German University by discussing the relevance of individual discourse tactics of European scholars with a heterogeneous background in communicating in English. The case study featured three scholars from the fields of Neurobiology and Microbiology. The data comes from interviews with the scholars, perusal of their drafts, and policy documents on the publishing expectations in their scientific community. Borrowing de Certeau’s terms strategies and tactics, I treat strategies as belonging to institutions, as manifested in tacit and explicit normative policies on publishing expectations and academic requirements in the name of internationalizing scholarship. Tactics are demonstrated by the dynamic and creative practices of scholars in the discourse practices they adopt to negotiate restrictive policies. While the policies are largely monolingual and monolithic, the practices of scholars draw from their translingual resources and social communicative ecologies. The article demonstrates through a case study that translingual practice can be a resource in negotiating dominant academic conventions for semi peripheral scholars.
{"title":"Semi peripheral scholars negotiating internationalizing institutional strategies with translingual tactics in academic discourse","authors":"M. Stoian","doi":"10.1515/eujal-2020-0031","DOIUrl":"https://doi.org/10.1515/eujal-2020-0031","url":null,"abstract":"Abstract This article takes a closer look at the complexity of scholarly communication in the specific context of a German University by discussing the relevance of individual discourse tactics of European scholars with a heterogeneous background in communicating in English. The case study featured three scholars from the fields of Neurobiology and Microbiology. The data comes from interviews with the scholars, perusal of their drafts, and policy documents on the publishing expectations in their scientific community. Borrowing de Certeau’s terms strategies and tactics, I treat strategies as belonging to institutions, as manifested in tacit and explicit normative policies on publishing expectations and academic requirements in the name of internationalizing scholarship. Tactics are demonstrated by the dynamic and creative practices of scholars in the discourse practices they adopt to negotiate restrictive policies. While the policies are largely monolingual and monolithic, the practices of scholars draw from their translingual resources and social communicative ecologies. The article demonstrates through a case study that translingual practice can be a resource in negotiating dominant academic conventions for semi peripheral scholars.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"11 1","pages":"1 - 25"},"PeriodicalIF":1.5,"publicationDate":"2022-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43177690","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 This study explored the academic literacies of multilingual refugee-background students who had completed some higher education studies before migrating to Finland. Previous studies have paid little attention to students like them. The research context is a pilot training programme integrating language and content studies. Applying dialogical and nexus analytical perspectives, the study investigated the sense-making processes of two key participants in a Finnish-medium accountancy course that formed part of the programme. The primary data, comprising interviews and video-recorded meetings between the students and their teachers and tutors, were analysed by applying dialogical interaction analysis and narrative analysis in a nexus analytical framework. The results show that the students actively tried to make sense of the target literacy practices. This was observed in negotiations related to the use of technology, norms on authorship and plagiarism, and autonomy in studying. The course was challenging for the students, possibly because their previous experiences and resources had not prepared them for what was expected of them either explicitly in instructions or more implicitly in institutional discourses. This article concludes that structures and practices can be exclusionary if no attention is paid to them and discusses ways of improving inclusiveness in higher education.
{"title":"Refugee-background students negotiating academic literacy practices in L2: a dialogical and nexus analytical approach","authors":"Kirsi Leskinen","doi":"10.1515/eujal-2021-0005","DOIUrl":"https://doi.org/10.1515/eujal-2021-0005","url":null,"abstract":"Abstract This study explored the academic literacies of multilingual refugee-background students who had completed some higher education studies before migrating to Finland. Previous studies have paid little attention to students like them. The research context is a pilot training programme integrating language and content studies. Applying dialogical and nexus analytical perspectives, the study investigated the sense-making processes of two key participants in a Finnish-medium accountancy course that formed part of the programme. The primary data, comprising interviews and video-recorded meetings between the students and their teachers and tutors, were analysed by applying dialogical interaction analysis and narrative analysis in a nexus analytical framework. The results show that the students actively tried to make sense of the target literacy practices. This was observed in negotiations related to the use of technology, norms on authorship and plagiarism, and autonomy in studying. The course was challenging for the students, possibly because their previous experiences and resources had not prepared them for what was expected of them either explicitly in instructions or more implicitly in institutional discourses. This article concludes that structures and practices can be exclusionary if no attention is paid to them and discusses ways of improving inclusiveness in higher education.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"11 1","pages":"53 - 78"},"PeriodicalIF":1.5,"publicationDate":"2022-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43077228","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 To date, scholarship on the multilingual workplace has largely focused on professional and corporate settings, ignoring the small scale, often self-employed, immigrant businesses in many British towns and cities. This paper explores what goes unnoticed in such spaces of extended service encounters and focuses on two themes: translanguaging and cooperative disposition, and co-learning practices and identity practices; also introducing the term participatory investment to explain these phenomena. The participants made strategic decisions involving ample use of extensive signs in their semiotic repertoires, going beyond the linguistic resources in order to negotiate, co-construct and aid the meaning. Based on the findings, this paper argues that multilingualism is not a necessary tenet of cooperative disposition, but rather, exposure to contact zones with regular translanguaging activities is what hones it. Many instances also point towards an environment of co-learning, which opened up a space for the parties involved to construct and negotiate various identities and worldviews. Although examined often in pedagogical contexts, this paper argues that co-learning taking place outside of the classroom plays a considerable role in multilingual communication and should be examined thoroughly to create a better understanding of communication and identity practices at contact zones.
{"title":"Translanguaging, co-learning, and participatory investment in multilingual workplaces","authors":"Betül Seda Battilani","doi":"10.1515/eujal-2022-0015","DOIUrl":"https://doi.org/10.1515/eujal-2022-0015","url":null,"abstract":"Abstract To date, scholarship on the multilingual workplace has largely focused on professional and corporate settings, ignoring the small scale, often self-employed, immigrant businesses in many British towns and cities. This paper explores what goes unnoticed in such spaces of extended service encounters and focuses on two themes: translanguaging and cooperative disposition, and co-learning practices and identity practices; also introducing the term participatory investment to explain these phenomena. The participants made strategic decisions involving ample use of extensive signs in their semiotic repertoires, going beyond the linguistic resources in order to negotiate, co-construct and aid the meaning. Based on the findings, this paper argues that multilingualism is not a necessary tenet of cooperative disposition, but rather, exposure to contact zones with regular translanguaging activities is what hones it. Many instances also point towards an environment of co-learning, which opened up a space for the parties involved to construct and negotiate various identities and worldviews. Although examined often in pedagogical contexts, this paper argues that co-learning taking place outside of the classroom plays a considerable role in multilingual communication and should be examined thoroughly to create a better understanding of communication and identity practices at contact zones.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"10 1","pages":"340 - 369"},"PeriodicalIF":1.5,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46363477","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 This editorial reports on the special issue “New Generation of Applied Linguists in Europe” which highlights the work of early career researchers in the field of Applied Linguistics who participated in one of the last AILA Europe Junior researchers’ Meeting (JRM). It aims to offer a reflection from the roots to the new blossoming buds of Applied Linguistics in Europe. We will review the emergence of Applied Linguistics in Europe through the challenges of creating its different affiliates. Then, we will present the levers for the emergence of a European network. We will conclude with the logic behind the selected papers.
{"title":"From the roots to the new blossoming buds of Applied Linguistics in Europe","authors":"Grégory Miras, Aleksandra Gnach","doi":"10.1515/eujal-2022-0031","DOIUrl":"https://doi.org/10.1515/eujal-2022-0031","url":null,"abstract":"Abstract This editorial reports on the special issue “New Generation of Applied Linguists in Europe” which highlights the work of early career researchers in the field of Applied Linguistics who participated in one of the last AILA Europe Junior researchers’ Meeting (JRM). It aims to offer a reflection from the roots to the new blossoming buds of Applied Linguistics in Europe. We will review the emergence of Applied Linguistics in Europe through the challenges of creating its different affiliates. Then, we will present the levers for the emergence of a European network. We will conclude with the logic behind the selected papers.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"10 1","pages":"213 - 226"},"PeriodicalIF":1.5,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49640863","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 describes continuing doctoral research which examines the development of oral language during an online French course in terms of complexity, accuracy and fluency (CAF), and reflects on the possible influence of the online intervention on this development. The research is designed as a multiple-case study with 11 university students as participants of the research, each student forming a single case of the study. The pre-test post-test design was chosen in order to analyse students’ spoken performance before and after the intervention, and thus to assess its development. The paper outlines the results of accuracy analysis, which indicate that language performance cannot be judged solely by one aspect of CAF: many errors identified in this research seem to be a sign of the use of more complex language; and precise and accurate language without errors does not seem to be complex or fluent. The number of phonetic errors and some replies in the interviews suggest that the online course did not place enough importance on the teaching of pronunciation. These suppositions will be tested in the next stages of the research. The paper is part of the AILA Europe special issue.
{"title":"Development of students’ spoken language in an online French course: Presentation of continuing doctoral research","authors":"Terezie Nerušilová","doi":"10.1515/eujal-2022-0017","DOIUrl":"https://doi.org/10.1515/eujal-2022-0017","url":null,"abstract":"Abstract The present paper describes continuing doctoral research which examines the development of oral language during an online French course in terms of complexity, accuracy and fluency (CAF), and reflects on the possible influence of the online intervention on this development. The research is designed as a multiple-case study with 11 university students as participants of the research, each student forming a single case of the study. The pre-test post-test design was chosen in order to analyse students’ spoken performance before and after the intervention, and thus to assess its development. The paper outlines the results of accuracy analysis, which indicate that language performance cannot be judged solely by one aspect of CAF: many errors identified in this research seem to be a sign of the use of more complex language; and precise and accurate language without errors does not seem to be complex or fluent. The number of phonetic errors and some replies in the interviews suggest that the online course did not place enough importance on the teaching of pronunciation. These suppositions will be tested in the next stages of the research. The paper is part of the AILA Europe special issue.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"10 1","pages":"236 - 244"},"PeriodicalIF":1.5,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43980010","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 Parental engagement is a multidimensional construct closely linked to pupils’ success at school. Despite this relevance, multilingual families often face challenges in the process of engaging with their children’s learning, since they might deal with barriers and constraints in the school space due to prevailing structures and dominant ideologies. In order to support their children in their learning process, however, multilingual parents seek to invest in practices and negotiate identities to gain membership in the school community. Considering this context, this ongoing research aims to analyze how multilingual migrant adults with kindergarten and school-aged children construct their identity while engaging with their children’s education. To achieve this goal, case studies have been conducted with multilingual parents in Austria, collecting data from diary entries, narrative interviews and observations of parent-school meetings. This triangulation of methods intends to provide an emic and etic overview of the data, which will be analyzed according to steps proposed by the Discourse Historical Approach and the ethnographic framework. Within this scope, this study aims to contribute to enhance parental engagement by multilingual families in the context of migration, by suggesting a shift from a dominant point of view to a more comprehensive understanding of parental engagement. Besides that, this research also contributes to broaden discussions in the research areas of Educational Linguistics, Applied Linguistics, as well as Teacher Education. This paper is part of the AILA Europe Special Issue in the modality short paper for Junior Researchers, which intends to give a slight overview of an ongoing research.
{"title":"Identity construction of multilingual parents in the context of parental engagement","authors":"Valéria Schörghofer-Queiroz","doi":"10.1515/eujal-2022-0011","DOIUrl":"https://doi.org/10.1515/eujal-2022-0011","url":null,"abstract":"Abstract Parental engagement is a multidimensional construct closely linked to pupils’ success at school. Despite this relevance, multilingual families often face challenges in the process of engaging with their children’s learning, since they might deal with barriers and constraints in the school space due to prevailing structures and dominant ideologies. In order to support their children in their learning process, however, multilingual parents seek to invest in practices and negotiate identities to gain membership in the school community. Considering this context, this ongoing research aims to analyze how multilingual migrant adults with kindergarten and school-aged children construct their identity while engaging with their children’s education. To achieve this goal, case studies have been conducted with multilingual parents in Austria, collecting data from diary entries, narrative interviews and observations of parent-school meetings. This triangulation of methods intends to provide an emic and etic overview of the data, which will be analyzed according to steps proposed by the Discourse Historical Approach and the ethnographic framework. Within this scope, this study aims to contribute to enhance parental engagement by multilingual families in the context of migration, by suggesting a shift from a dominant point of view to a more comprehensive understanding of parental engagement. Besides that, this research also contributes to broaden discussions in the research areas of Educational Linguistics, Applied Linguistics, as well as Teacher Education. This paper is part of the AILA Europe Special Issue in the modality short paper for Junior Researchers, which intends to give a slight overview of an ongoing research.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"10 1","pages":"327 - 339"},"PeriodicalIF":1.5,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49054413","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 Multilevel language courses are frequently seen in teaching and learning contexts in higher education. These complex teaching situations can sometimes lead to frustration and a slowdown in student learning, which can even hinder their success in university. Despite the heterogeneities present within a class, studies on differentiated pedagogy have shown that it is possible to build a group where each student can evolve at his or her own pace – according to his or her level, profile, or needs. Furthermore, hybrid courses that are based on an authentic project pedagogy make it possible to offer differentiated courses, stimulate motivation, maintain group cohesion, and encourage the development of learning autonomy. This study examines the relevance of setting up a hybrid course within the framework of multilevel courses to suggest a differentiated pedagogy that would effectively meet the needs of learners and evaluate its potential to develop their autonomy. The methodology is part of an action-research composed of 4 experiments focused on the implementation of a hybrid course based on the differentiated pedagogy, the project pedagogy, and the levers identified to develop autonomy. The corpus will consist of questionnaires and recordings of interviews, classroom sessions, and semi-directed interviews. This short article aims to summarize the theoretical framework, to describe our hybrid course, to show our methodology, and to provide the first results of our study. The paper is part of the AILA Europe Junior special issue.
{"title":"Multilevel courses and blended learning – tools for pedagogical differentiation and promoting student automony","authors":"Paul Pouzergues","doi":"10.1515/eujal-2022-0007","DOIUrl":"https://doi.org/10.1515/eujal-2022-0007","url":null,"abstract":"Abstract Multilevel language courses are frequently seen in teaching and learning contexts in higher education. These complex teaching situations can sometimes lead to frustration and a slowdown in student learning, which can even hinder their success in university. Despite the heterogeneities present within a class, studies on differentiated pedagogy have shown that it is possible to build a group where each student can evolve at his or her own pace – according to his or her level, profile, or needs. Furthermore, hybrid courses that are based on an authentic project pedagogy make it possible to offer differentiated courses, stimulate motivation, maintain group cohesion, and encourage the development of learning autonomy. This study examines the relevance of setting up a hybrid course within the framework of multilevel courses to suggest a differentiated pedagogy that would effectively meet the needs of learners and evaluate its potential to develop their autonomy. The methodology is part of an action-research composed of 4 experiments focused on the implementation of a hybrid course based on the differentiated pedagogy, the project pedagogy, and the levers identified to develop autonomy. The corpus will consist of questionnaires and recordings of interviews, classroom sessions, and semi-directed interviews. This short article aims to summarize the theoretical framework, to describe our hybrid course, to show our methodology, and to provide the first results of our study. The paper is part of the AILA Europe Junior special issue.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"10 1","pages":"272 - 283"},"PeriodicalIF":1.5,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47600160","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 In this epilogue, the issues raised in the editorial are taken up and a possible framework for future research in the field of applied linguistics in and for Europe is outlined. It sketches in an essayist manner how and where important impulses of approaches from the 1970 s can be (re)discovered with a “look back ahead”, a “back to the roots”. In addition to a brief assessment of the current status of Applied Linguistics, the questions posed by the young researchers at AILA will be used to indicate the extent to which theoretical models of multilingualism and institutional communication can be taken up and possibly analytically expanded. The approach of “southern multilingualisms” seems to be just as fruitful here as the concept of “inclusive multilingualism”. Moreover, the epilogue is to be understood as a plea to take the epithet “European” of the journal EuJAL seriously.
{"title":"From bud to fruit and back to the roots of the European Journal of Applied Linguistics","authors":"Stephanie Risse","doi":"10.1515/eujal-2022-0037","DOIUrl":"https://doi.org/10.1515/eujal-2022-0037","url":null,"abstract":"Abstract In this epilogue, the issues raised in the editorial are taken up and a possible framework for future research in the field of applied linguistics in and for Europe is outlined. It sketches in an essayist manner how and where important impulses of approaches from the 1970 s can be (re)discovered with a “look back ahead”, a “back to the roots”. In addition to a brief assessment of the current status of Applied Linguistics, the questions posed by the young researchers at AILA will be used to indicate the extent to which theoretical models of multilingualism and institutional communication can be taken up and possibly analytically expanded. The approach of “southern multilingualisms” seems to be just as fruitful here as the concept of “inclusive multilingualism”. Moreover, the epilogue is to be understood as a plea to take the epithet “European” of the journal EuJAL seriously.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"10 1","pages":"415 - 425"},"PeriodicalIF":1.5,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43653752","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 This paper examines the local syntax in 65 articles from the British mid-market tabloids, the Daily Mail and the Daily Express, covering the pre-Brexit vote period (February-June 2016). The paper focuses on the passive constructions in the chosen corpus and the main objective is to examine their role and function in a traditionally conservative and anti-EU discourse through an analysis of the sampled data set within the qualitative theoretical and methodological framework of CDA. The results point at an intricate network of both agentless and passives with agents contributing to both positive self-presentation and negative other-presentation as the dominant strategies of manipulation in the examined discourse. This paper is part of the AILA Europe special issue.
{"title":"The Brexit campaign in British tabloids: The role of passives in the process of positive self- and negative other-presentation","authors":"Dajana Zečić","doi":"10.1515/eujal-2022-0013","DOIUrl":"https://doi.org/10.1515/eujal-2022-0013","url":null,"abstract":"Abstract This paper examines the local syntax in 65 articles from the British mid-market tabloids, the Daily Mail and the Daily Express, covering the pre-Brexit vote period (February-June 2016). The paper focuses on the passive constructions in the chosen corpus and the main objective is to examine their role and function in a traditionally conservative and anti-EU discourse through an analysis of the sampled data set within the qualitative theoretical and methodological framework of CDA. The results point at an intricate network of both agentless and passives with agents contributing to both positive self-presentation and negative other-presentation as the dominant strategies of manipulation in the examined discourse. This paper is part of the AILA Europe special issue.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"10 1","pages":"370 - 387"},"PeriodicalIF":1.5,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41366527","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 There is no punctuation in English endowed with attenuating qualities which could function as the contrary of “!”, and in a language with no speech levels, such paucity of expression can come at a cost, especially online. This paper on the non-standard 1sg in English — i — aims to demonstrate that the use of this novel form is both conscious and meaningful, indeed it is a variation carrying its own linguistic mechanisms. Using linguistics and statistics we will see: a) how the use of the lowercase variant, which in English is an aberration, can have prosodic effects on the utterance, and thus signify a feeling. And, b) how textometry allows us to reveal the use of this non-standard 1sg in a contrastive corpus of tweets addressed directly to (@) Boris Johnson and Jeremy Corbyn, over four days of the UK general elections, by testing its frequency with several collocations, among others: slurs and hate speech, hapax, and conjunctions. The results obtained tend towards the confirmation that the non-standard 1sg is used not only to signal youth, but also as a precautionary implement deployed when weighing in on divisive topics, amounting to publishing a statement with a caveat.
{"title":"Offsetting love and hate: The prosodic effects of the non-standard 1sg in tweets to Boris Johnson and Jeremy Corbyn over four days of the UK general election","authors":"Sophia Burnett","doi":"10.1515/eujal-2022-0012","DOIUrl":"https://doi.org/10.1515/eujal-2022-0012","url":null,"abstract":"Abstract There is no punctuation in English endowed with attenuating qualities which could function as the contrary of “!”, and in a language with no speech levels, such paucity of expression can come at a cost, especially online. This paper on the non-standard 1sg in English — i — aims to demonstrate that the use of this novel form is both conscious and meaningful, indeed it is a variation carrying its own linguistic mechanisms. Using linguistics and statistics we will see: a) how the use of the lowercase variant, which in English is an aberration, can have prosodic effects on the utterance, and thus signify a feeling. And, b) how textometry allows us to reveal the use of this non-standard 1sg in a contrastive corpus of tweets addressed directly to (@) Boris Johnson and Jeremy Corbyn, over four days of the UK general elections, by testing its frequency with several collocations, among others: slurs and hate speech, hapax, and conjunctions. The results obtained tend towards the confirmation that the non-standard 1sg is used not only to signal youth, but also as a precautionary implement deployed when weighing in on divisive topics, amounting to publishing a statement with a caveat.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"10 1","pages":"388 - 414"},"PeriodicalIF":1.5,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47677041","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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