In this paper, I apply the comparative method of historical linguistics to explore the relationship between Pataxó Hãhãhãe, an under-documented language of Northeast Brazil with no remaining fluent speakers, and Maxakalí, a language with a fluent, first-language speaking community. In addition to confirming a close relationship between Pataxó Hãhãhãe and Maxakalí, I examine their similarities to explore some aspects of Pataxó Hãhãhãe phonology and, to a lesser extent, morphosyntax, despite its limited documentation.
{"title":"On Pataxó Hãhãhãe and Maxakalí","authors":"Jessica Fae Nelson","doi":"10.1086/726150","DOIUrl":"https://doi.org/10.1086/726150","url":null,"abstract":"In this paper, I apply the comparative method of historical linguistics to explore the relationship between Pataxó Hãhãhãe, an under-documented language of Northeast Brazil with no remaining fluent speakers, and Maxakalí, a language with a fluent, first-language speaking community. In addition to confirming a close relationship between Pataxó Hãhãhãe and Maxakalí, I examine their similarities to explore some aspects of Pataxó Hãhãhãe phonology and, to a lesser extent, morphosyntax, despite its limited documentation.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135323809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Andeanists have long suspected that the Aymaran language family once extended to the north of its northernmost surviving varieties in Central Peru, a proposal we call the Northern Aymaran Hypothesis. This article examines the source of evidence most frequently invoked in support of it: the presence of putative Aymaran toponyms north of the family’s current geographic distribution. It presents a novel methodology that does not propose specific etymologies but instead utilizes several parameters for assessing the plausibility of a particular toponym originating in an Aymaran language, applied to distinguishable toponymic components: interpretability as Aymaran, non-sharedness with other languages, reconstructability in Proto-Aymaran, number of phonemes, and semantic plausibility. These patterns are assessed across thousands of official Peruvian place names, resulting in a gradient Aymaran toponymic plausibility score for each name. We conclude that there is some faint evidence of a Northern Aymaran toponymic layer but that interpreting its relative chronology is challenging.
{"title":"Northern Aymaran Toponymy, Revisited","authors":"Nicholas Q. Emlen, Arjan Mossel","doi":"10.1086/726148","DOIUrl":"https://doi.org/10.1086/726148","url":null,"abstract":"Andeanists have long suspected that the Aymaran language family once extended to the north of its northernmost surviving varieties in Central Peru, a proposal we call the Northern Aymaran Hypothesis. This article examines the source of evidence most frequently invoked in support of it: the presence of putative Aymaran toponyms north of the family’s current geographic distribution. It presents a novel methodology that does not propose specific etymologies but instead utilizes several parameters for assessing the plausibility of a particular toponym originating in an Aymaran language, applied to distinguishable toponymic components: interpretability as Aymaran, non-sharedness with other languages, reconstructability in Proto-Aymaran, number of phonemes, and semantic plausibility. These patterns are assessed across thousands of official Peruvian place names, resulting in a gradient Aymaran toponymic plausibility score for each name. We conclude that there is some faint evidence of a Northern Aymaran toponymic layer but that interpreting its relative chronology is challenging.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135323812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Several Tupí-Guaraní languages have a set of indexes for the subject argument and one set of indexes for the object argument. Previous discussions of these markers have not reached a consensus. Some works have suggested that subject markers are inflectional, but object markers are pronominal (e.g., Cardoso 2008 for Kaiowá, a.o.). An alternative approach, however, suggests through notational choices that both sets are inflectional (Gregóres and Suárez 1967 for Paraguayan Guaraní). This paper draws on original data from Kawahíva and documents asymmetries found in patterns of i) NP and index co-occurrence, ii) reduplication, and iii) root allomorphy between subject indexes (here called Set A) and object indexes (called Set B). I argue the differences between the two sets follow straightforwardly in the former view, which claims that Set A is inflectional and Set B is pronominal.
{"title":"Asymmetries among Person Indexes in Kawahíva","authors":"Wesley dos Santos","doi":"10.1086/726149","DOIUrl":"https://doi.org/10.1086/726149","url":null,"abstract":"Several Tupí-Guaraní languages have a set of indexes for the subject argument and one set of indexes for the object argument. Previous discussions of these markers have not reached a consensus. Some works have suggested that subject markers are inflectional, but object markers are pronominal (e.g., Cardoso 2008 for Kaiowá, a.o.). An alternative approach, however, suggests through notational choices that both sets are inflectional (Gregóres and Suárez 1967 for Paraguayan Guaraní). This paper draws on original data from Kawahíva and documents asymmetries found in patterns of i) NP and index co-occurrence, ii) reduplication, and iii) root allomorphy between subject indexes (here called Set A) and object indexes (called Set B). I argue the differences between the two sets follow straightforwardly in the former view, which claims that Set A is inflectional and Set B is pronominal.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135324530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial Note","authors":"","doi":"10.1086/726147","DOIUrl":"https://doi.org/10.1086/726147","url":null,"abstract":"","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":"36 1","pages":"565 - 565"},"PeriodicalIF":0.1,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139325248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Front and Back Matter","authors":"","doi":"10.1086/727868","DOIUrl":"https://doi.org/10.1086/727868","url":null,"abstract":"","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135323808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Negotiating the meaning of words and sentences is a fundamental part of verbal interactions. This essay aims to examine a particular type of negotiation, that relating to the content of presuppositions, which are placed, together with the implicatures, in the phenomena of implicit communication. The research made use of automatic tools for querying empirical data: a database of lexical presupposition triggers for the Italian language, including approximately 20,000 entries (simple lexemes and multiword expressions) and the corpus of Computer Mediated Communication Web2Corpus_it, specifically in its public chat sections, which contains about 300,000 tokens. Quantitative data are provided in relation to the pragmatic function of negotiation, its initiation stage, and the types of presupposition triggers involved. In the context of the media characteristics of chats, which must be considered to discuss the results, the items of implicit meaning negotiation provide corpus-based evidence of the conditions under which presuppositions are available to the receiver’s monitoring of the meaning and consequent possible reaction.
{"title":"Negotiating Implicit Meaning on the Internet: A Case Study","authors":"F. Ferrucci","doi":"10.5296/ijl.v15i4.21209","DOIUrl":"https://doi.org/10.5296/ijl.v15i4.21209","url":null,"abstract":"Negotiating the meaning of words and sentences is a fundamental part of verbal interactions. This essay aims to examine a particular type of negotiation, that relating to the content of presuppositions, which are placed, together with the implicatures, in the phenomena of implicit communication. The research made use of automatic tools for querying empirical data: a database of lexical presupposition triggers for the Italian language, including approximately 20,000 entries (simple lexemes and multiword expressions) and the corpus of Computer Mediated Communication Web2Corpus_it, specifically in its public chat sections, which contains about 300,000 tokens. Quantitative data are provided in relation to the pragmatic function of negotiation, its initiation stage, and the types of presupposition triggers involved. In the context of the media characteristics of chats, which must be considered to discuss the results, the items of implicit meaning negotiation provide corpus-based evidence of the conditions under which presuppositions are available to the receiver’s monitoring of the meaning and consequent possible reaction.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2023-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88303939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The field of English as a foreign language (EFL) strives to promote students' proficiency by equipping them with proper grammatical and lexical skills. However, EFL textbooks often neglect the teaching of pragmatics which can lead to cross-cultural communication failures for EFL learners. EFL learners often struggle with traditional language teaching approaches that prioritize grammatical development over pragmatic skills. This paper aims to address this gap by focusing on promoting the use of politeness strategies among EFL learners in cross-cultural communication, particularly in email correspondences with college professors. The proposed teaching activities are based on the Linguistic Theory of Politeness and the 3Ds framework within the context of the Communicative Repertoire Approach. This paper aims to assist advanced EFL learners in effectively employing politeness strategies when writing email requests to college professors, by offering practical pedagogical applications that enhance EFL learners' ability to express their communicative intentions clearly and avoid any potential misunderstanding or misinterpretation by their college professors.
{"title":"Developing Pedagogical Applications for Teaching Politeness Strategies in Advanced English as a Foreign Language Classrooms","authors":"A. Alshamrani","doi":"10.5296/ijl.v15i4.21118","DOIUrl":"https://doi.org/10.5296/ijl.v15i4.21118","url":null,"abstract":"The field of English as a foreign language (EFL) strives to promote students' proficiency by equipping them with proper grammatical and lexical skills. However, EFL textbooks often neglect the teaching of pragmatics which can lead to cross-cultural communication failures for EFL learners. EFL learners often struggle with traditional language teaching approaches that prioritize grammatical development over pragmatic skills. This paper aims to address this gap by focusing on promoting the use of politeness strategies among EFL learners in cross-cultural communication, particularly in email correspondences with college professors. The proposed teaching activities are based on the Linguistic Theory of Politeness and the 3Ds framework within the context of the Communicative Repertoire Approach. This paper aims to assist advanced EFL learners in effectively employing politeness strategies when writing email requests to college professors, by offering practical pedagogical applications that enhance EFL learners' ability to express their communicative intentions clearly and avoid any potential misunderstanding or misinterpretation by their college professors.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":"3 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87565562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The influence of neoliberal ideology in the educational literature has widely been discussed recently. Yet relatively little critical attention has been paid to the ways these hegemonic agendas have shaped and influenced the development of ELT curriculum and published teaching materials. This theoretical paper reviews literature on how neoliberal ideology influences ELT curriculum, namely published teaching materials. Also, it argues that ELT curriculum contents are essentially political and ideologically constructed to fulfil the politico-economic interests of ELT international publishers, located in the centre (e.g., UK and US). These neoliberal ideological constructions are preparing our students to become neoliberal citizens, consumers, or customers of English language learning, who can become apt members of callous marketization. This theoretical paper recommends that TESOL professionals need to play their role by demystifying and resisting these ideologies by redesigning the ELT curricula, such as course books. In addition, scripted curriculum and one-size-fits-all policy reflected in global course books contents do not fulfil the needs of diverse learners in various EFL/ESL contexts. Therefore, TESOL professionals, in particular teachers and academics need to be aware of current and potential educational policies and advocacies driven by western neoliberal educational ideologies. In practice, ESL/EFL teachers, academics and curriculum developers are required to consider their contextual local realities, such as students' English language learning constraints and teaching perspectives from teachers stand points in designing the EFL/ ESL curriculum contents.
{"title":"Reflections on Ideologies Underpinning ELT Curriculum and Nature of Global Course Books Used in Saudi Arabia","authors":"Muhammad Mansoor Anwar, Hussain Alhoussawi","doi":"10.5296/ijl.v15i4.21251","DOIUrl":"https://doi.org/10.5296/ijl.v15i4.21251","url":null,"abstract":"The influence of neoliberal ideology in the educational literature has widely been discussed recently. Yet relatively little critical attention has been paid to the ways these hegemonic agendas have shaped and influenced the development of ELT curriculum and published teaching materials. This theoretical paper reviews literature on how neoliberal ideology influences ELT curriculum, namely published teaching materials. Also, it argues that ELT curriculum contents are essentially political and ideologically constructed to fulfil the politico-economic interests of ELT international publishers, located in the centre (e.g., UK and US). These neoliberal ideological constructions are preparing our students to become neoliberal citizens, consumers, or customers of English language learning, who can become apt members of callous marketization. This theoretical paper recommends that TESOL professionals need to play their role by demystifying and resisting these ideologies by redesigning the ELT curricula, such as course books. In addition, scripted curriculum and one-size-fits-all policy reflected in global course books contents do not fulfil the needs of diverse learners in various EFL/ESL contexts. Therefore, TESOL professionals, in particular teachers and academics need to be aware of current and potential educational policies and advocacies driven by western neoliberal educational ideologies. In practice, ESL/EFL teachers, academics and curriculum developers are required to consider their contextual local realities, such as students' English language learning constraints and teaching perspectives from teachers stand points in designing the EFL/ ESL curriculum contents.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72930312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
To keep pace with Saudi Vision 2030, the status of English in Saudi Arabia has undergone rapid changes over the past few years and will continue to change and grow in the future. This article is intended to portray an accurate picture of the contemporary indomitable prominence of English in present-day Saudi Arabia on a variety of fronts. In particular, it identifies the prevalence of English in the overall landscape of Saudi Arabia in light of Saudi Vision 2030, especially in the Saudi education system, in the public perception, in the Saudi workforce, and in Saudi media outlets, as well as its function as the primary language of communication between Saudi citizens and expatriate residents. To this end, this in-depth discussion contributes to a better and deeper understanding of the central role English plays and its prestigious position in Saudi Arabia’s national setup and highlights Saudi Arabia’s newfound appreciation for English as a vital tool to meet its ambitious advancement plans.
{"title":"The Newfound Status of English in 21st-Century Saudi Arabia","authors":"Khalid Al-Seghayer","doi":"10.5296/ijl.v15i4.21262","DOIUrl":"https://doi.org/10.5296/ijl.v15i4.21262","url":null,"abstract":"To keep pace with Saudi Vision 2030, the status of English in Saudi Arabia has undergone rapid changes over the past few years and will continue to change and grow in the future. This article is intended to portray an accurate picture of the contemporary indomitable prominence of English in present-day Saudi Arabia on a variety of fronts. In particular, it identifies the prevalence of English in the overall landscape of Saudi Arabia in light of Saudi Vision 2030, especially in the Saudi education system, in the public perception, in the Saudi workforce, and in Saudi media outlets, as well as its function as the primary language of communication between Saudi citizens and expatriate residents. To this end, this in-depth discussion contributes to a better and deeper understanding of the central role English plays and its prestigious position in Saudi Arabia’s national setup and highlights Saudi Arabia’s newfound appreciation for English as a vital tool to meet its ambitious advancement plans.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":"21 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73472995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the present article, the researcher aims to identify the relationship between lesson plans and classroom management and attempt to determine the effect of English teachers’ lesson preparation on the implementation of those lessons. Further, we seek to explore English teachers’ perceptions toward the role of lesson planning in classroom management in Saudi English as a first language (EFL) classroom. We collect data from 87 English teachers in secondary schools in Al-Baha City via electronic questionnaire, and our findings demonstrate the importance of lesson planning in classroom management, revealing that Saudi English teachers prepare their lessons effectively to sufficiently manage classrooms. In addition, our results indicate that lesson planning is an essential skill that English teachers must cultivate to create a successful classroom environment. Moreover, the outcomes of the present study highlight most Saudi English teachers’ attitudes toward the role of lesson planning in classroom management are positive. Finally, we find a significant and positive relationship between effective lesson preparation and teachers’ abilities to create a successful EFL classroom environment.
{"title":"English Teachers’ Perceptions of the Role of Lesson Planning in Classroom Management","authors":"R. Alghamdy","doi":"10.5296/ijl.v15i4.21260","DOIUrl":"https://doi.org/10.5296/ijl.v15i4.21260","url":null,"abstract":"In the present article, the researcher aims to identify the relationship between lesson plans and classroom management and attempt to determine the effect of English teachers’ lesson preparation on the implementation of those lessons. Further, we seek to explore English teachers’ perceptions toward the role of lesson planning in classroom management in Saudi English as a first language (EFL) classroom. We collect data from 87 English teachers in secondary schools in Al-Baha City via electronic questionnaire, and our findings demonstrate the importance of lesson planning in classroom management, revealing that Saudi English teachers prepare their lessons effectively to sufficiently manage classrooms. In addition, our results indicate that lesson planning is an essential skill that English teachers must cultivate to create a successful classroom environment. Moreover, the outcomes of the present study highlight most Saudi English teachers’ attitudes toward the role of lesson planning in classroom management are positive. Finally, we find a significant and positive relationship between effective lesson preparation and teachers’ abilities to create a successful EFL classroom environment.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":"130 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89222449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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