Pub Date : 2021-05-04DOI: 10.1080/10228195.2021.1942167
Susan Coetzee-Van Rooy, A. Peters
Abstract Language portraits are useful instruments to elicit speakers’ reflections on the languages in their repertoires. In this study, we implement a “portrait-corpus approach” (Peters and Coetzee-Van Rooy 2020) to investigate the conceptualisations of the languages Afrikaans and English in 105 language portraits. In this approach, we use participants’ reflections about their placement of the two languages on a human silhouette as a linguistic corpus. Relying on quantitative and qualitative analyses using WordSmith, Statistica and Atlas.ti, our study shows that Afrikaans is mainly conceptualised as a language that is located in more peripheral areas of the body (for example, the hands and feet) and, hence, is perceived as less important in participants’ repertoires. The central location of English in the head reveals its status as an important language in the participants’ multilingual repertoires. We argue that these conceptualisations of Afrikaans and English provide additional insight into the attitudes towards these languages in South Africa.
摘要语言画像是一种有用的工具，可以引起说话者对其语言的反思。在本研究中，我们实施了“肖像语料库方法”(Peters and Coetzee-Van Rooy 2020)来调查105幅语言肖像中南非荷兰语和英语的概念化。在这种方法中，我们使用参与者关于他们在人体轮廓上放置两种语言的反思作为语言语料库。依靠定量和定性分析使用WordSmith, Statistica和Atlas。然而，我们的研究表明，南非荷兰语主要被概念化为一种位于身体更外围区域的语言(例如，手和脚)，因此，在参与者的技能中被认为不太重要。英语在大脑中的中心位置揭示了它在参与者的多语言库中作为重要语言的地位。我们认为，这些对南非荷兰语和英语的概念化提供了对南非人对这些语言的态度的额外见解。
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Pub Date : 2021-05-04DOI: 10.1080/10228195.2020.1825513
Luna Bergh
Abstract The objective of this article is to consider the Afrikaans prepositions met (with) and van (of) in relation to emotional causality from a cognitive linguistics perspective. The inquiry opens with the question of how a cognitive linguistics analysis that proceeds from reference points can capture the patterned use of the Afrikaans preposition met and van in relation to other aspects of proximity relationships, specifically the causal experience of emotion and companionship. Although met can manifest a precise merged point in time and space, for concomitant causation concerning responses to emotions in Afrikaans, a construction such as bewe van vrees/angs (tremble with fear/anxiety) employs the preposition van, as would be the case in other causal constructions of the same form, such as bewe van die koue (tremble with cold), and so emphasises intersections between companionship, containment, causality, circumstances, and possession.
摘要本文的目的是从认知语言学的角度考虑南非荷兰语介词met（with）和van（of）与情感因果关系的关系。调查以一个问题开始，即从参考点进行的认知语言学分析如何捕捉南非荷兰语介词met和van在邻近关系的其他方面的模式使用，特别是情感和陪伴的因果体验。尽管met可以在时间和空间上表现出一个精确的融合点，但对于南非荷兰语中与情绪反应相关的伴随因果关系，诸如bewe van vrees/angs（因恐惧/焦虑而颤抖）这样的结构使用了介词van，就像其他相同形式的因果结构一样，例如bewe van die koue（因寒冷而颤抖），因此强调了陪伴、包容、因果关系、环境和占有之间的交叉点。
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Pub Date : 2021-05-04DOI: 10.1080/10228195.2021.1942169
A. Rambiritch, A. Carstens
Abstract In a writing centre, learning takes place during conversations between the writing-centre tutor and the student. This interaction is an integral part of writing-centre research and is the focus of this largely qualitative study which employs a politeness lens. There is very little research that specifically addresses praise as a positive politeness strategy. This study attempts to fill this gap by analysing video-recorded consultations to determine how tutors in a writing centre utilise the positive politeness strategy of praise. Findings indicate that while tutors exploit a range of politeness strategies, praise is used more often than any other strategy and is utilised significantly more when commenting on higher-order concerns, which is in line with the writing-centre literature. The benefits of this study include insights into how such analyses can be used to better prepare and equip writing-centre tutors for the work they do.
{"title":"Positive Politeness in Writing-Centre Consultations with an Emphasis on Praise","authors":"A. Rambiritch, A. Carstens","doi":"10.1080/10228195.2021.1942169","DOIUrl":"https://doi.org/10.1080/10228195.2021.1942169","url":null,"abstract":"Abstract In a writing centre, learning takes place during conversations between the writing-centre tutor and the student. This interaction is an integral part of writing-centre research and is the focus of this largely qualitative study which employs a politeness lens. There is very little research that specifically addresses praise as a positive politeness strategy. This study attempts to fill this gap by analysing video-recorded consultations to determine how tutors in a writing centre utilise the positive politeness strategy of praise. Findings indicate that while tutors exploit a range of politeness strategies, praise is used more often than any other strategy and is utilised significantly more when commenting on higher-order concerns, which is in line with the writing-centre literature. The benefits of this study include insights into how such analyses can be used to better prepare and equip writing-centre tutors for the work they do.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44034125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/10228195.2021.1879238
E. Kari
Abstract This article discusses the factative and perfect markers in Degema and Kalaḅarị. The research is motivated by the observed similarities and differences in the properties/behaviour of these markers in both languages. The article notes that the factative and perfect markers are monosyllabic in both languages, and that the perfect marker in Kalaḅarị is opaque to vowel harmony because it is prosodically independent. With reference to morphology, it notes that whereas the Degema factative and perfect markers are clitics, their Kalaḅarị counterparts are words. On a morphosyntactic level, the article observes that unlike in Degema, the factative marker in Kalaḅarị does not occur within monomorphemic stems because it is not a clitic. It is further restricted by syllable structure. The findings of this article validate the fact that although languages may have elements with similar features, such elements may not pattern in the same way, and that differences in patterning make each human language unique.
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Pub Date : 2021-01-02DOI: 10.1080/10228195.2020.1854331
N. Bosman, Elsabé Taljard
Abstract Although a considerable body of corpus-based metaphor research—with Conceptual Metaphor Theory as theoretical framework and heuristic tool—has been published internationally, South African studies in this field are lagging behind. This article aims to demonstrate how cross-linguistic metaphor research within a cognitive semantics framework can benefit from lexical and corpus-linguistic methodologies, with specific reference to two lesser-resourced languages, namely, Afrikaans and Northern Sotho. Criticism against the so-called lexical approach that characterised the early work on conceptual metaphor has led to an increase in corpus-based investigation. Corpus-based research into metaphor has many advantages, but it depends on the availability of large, annotated corpora, which is not a resource that indigenous South African languages, including Afrikaans, can rely upon. Our article demonstrates how metaphor research can benefit from both methodologies. Relying also on another conceptual tool, metonymy, we identified three conceptual metaphors, namely LIFE IS BLOOD, EMOTIONS ARE BLOOD, and INHERITANCE IS BLOOD.
{"title":"A Cross-Linguistic Study of BLOOD Metaphors in Afrikaans and Northern Sotho","authors":"N. Bosman, Elsabé Taljard","doi":"10.1080/10228195.2020.1854331","DOIUrl":"https://doi.org/10.1080/10228195.2020.1854331","url":null,"abstract":"Abstract Although a considerable body of corpus-based metaphor research—with Conceptual Metaphor Theory as theoretical framework and heuristic tool—has been published internationally, South African studies in this field are lagging behind. This article aims to demonstrate how cross-linguistic metaphor research within a cognitive semantics framework can benefit from lexical and corpus-linguistic methodologies, with specific reference to two lesser-resourced languages, namely, Afrikaans and Northern Sotho. Criticism against the so-called lexical approach that characterised the early work on conceptual metaphor has led to an increase in corpus-based investigation. Corpus-based research into metaphor has many advantages, but it depends on the availability of large, annotated corpora, which is not a resource that indigenous South African languages, including Afrikaans, can rely upon. Our article demonstrates how metaphor research can benefit from both methodologies. Relying also on another conceptual tool, metonymy, we identified three conceptual metaphors, namely LIFE IS BLOOD, EMOTIONS ARE BLOOD, and INHERITANCE IS BLOOD.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10228195.2020.1854331","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48559939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/10228195.2021.1885478
Ansie Maritz, Bertus van Rooy
Abstract Former South African President Jacob Zuma recently delivered his opening statement at the Zondo Commission in order to address his implication in state capture. Instead of systematically addressing factual aspects, Zuma narrated events in a manner which set him up as strategic key in understanding the “true” reasons for South Africa's current situation. This article aims to understand the metaphors that build up the conceptual system in terms of which Zuma articulates his self-defence during this appearance, within the broader context of frames and scenarios. Two main frames unite the metaphorical expressions: the frames of warfare and journeys. In order to structure his argument, Zuma capitalises on the way in which these metaphors highlight and hide important factors, but he also manipulates overlapping elements by exploiting the grey area between the literal and metaphorical interpretation of his language.
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Pub Date : 2021-01-02DOI: 10.1080/10228195.2021.1876157
Gastor Mapunda, Tove Rosendal
Abstract Building on investment theory, this study analyses the language attitudes of secondary school students in Songea, Tanzania, with a focus on identity and access to digital technology. The study involved 467 secondary school students aged 14–21 years. The data were collected through questionnaires and interviews. Less than half of the students had access to digital technology. Most of them lacked the required linguistic resources. English, a challenge to most students, and, to some extent, even Swahili, are seen as tools for future possibilities and success. Students invest in learning English and want to go abroad. Lack of resources notwithstanding, students’ decisions to invest in learning a particular language is mostly influenced by imagined possibilities. Structural inequalities and socioeconomic differences impact both language skills and the use of digital tools. Consequently, digital resources using mainly English and difficult Swahili terminology become an exclusion mechanism for many Tanzanian secondary school students.
{"title":"Imagined Futures and New Technology: Youths’ Language Attitudes in Songea, Tanzania","authors":"Gastor Mapunda, Tove Rosendal","doi":"10.1080/10228195.2021.1876157","DOIUrl":"https://doi.org/10.1080/10228195.2021.1876157","url":null,"abstract":"Abstract Building on investment theory, this study analyses the language attitudes of secondary school students in Songea, Tanzania, with a focus on identity and access to digital technology. The study involved 467 secondary school students aged 14–21 years. The data were collected through questionnaires and interviews. Less than half of the students had access to digital technology. Most of them lacked the required linguistic resources. English, a challenge to most students, and, to some extent, even Swahili, are seen as tools for future possibilities and success. Students invest in learning English and want to go abroad. Lack of resources notwithstanding, students’ decisions to invest in learning a particular language is mostly influenced by imagined possibilities. Structural inequalities and socioeconomic differences impact both language skills and the use of digital tools. Consequently, digital resources using mainly English and difficult Swahili terminology become an exclusion mechanism for many Tanzanian secondary school students.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10228195.2021.1876157","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43598195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/10228195.2020.1825514
F. Southwood, M. White
Abstract This study sets out to investigate the use of articles, specifically the development of part/whole and general/specific article distinctions in Afrikaans- and English-speaking children. Previous studies comparing the development of these distinctions yielded conflicting results. In order to address this gap in the literature, a large-scale study was conducted on two languages. Two research questions were posed: (a) Does development in the article system take place after age four in terms of part/whole and general/specific distinctions?, and Specifically, is there a difference in children's production of part/whole and general/specific articles? An article production task was performed with 1012 Afrikaans- and 413 South African English-speaking four- to nine-year-olds. Results indicate that even the nine-year-olds had not mastered all items, and that items involving a part/whole distinction were more difficult, across age groups, than those involving a general/specific distinction.
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Pub Date : 2021-01-02DOI: 10.1080/10228195.2020.1839539
B. Antia, Tedros H. Weldemichael, Charlyn Dyers
Abstract This article examines the relatively understudied question of how cognition and emotion (as induced by language) interact in assessment situations in higher education contexts. It does so against the backdrop of different outcomes for students with varying forms of linguistic cultural capital in South African higher education. Applying phenomenology as methodology, we unpack the ways in which students at the University of the Western Cape experience both monolingual and multilingual assessment from the standpoint of the cognition– emotion interface. The findings show that while monolingual assessment created affective barriers to cognition, a far more enabling environment was created by the provision of alternative multilingual linguistic arrangements. The article reflects on the implications of the analysis both for levelling the playing field in a context where language is a major source of inequality and for scholarship on language in assessment.
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