A holistic approach encourages meaningful learning, creativity, risk-taking, and mutual empathy within a learning environment and challenges the traditional pedagogical approaches based on mono-referential methods. Rethinking these approaches entails placing learners at the core of the teaching process, including their inner personal spheres. Grounded in a case study of an Italian university setting, this study underlines the contribution to learner centrality of holistic and humanistic approaches to flipped learning and suggests how to implement such an approach in a remote English translation module. The study was conducted via a structured questionnaire completed anonymously by 148 Italian students aged 18–19 at the end of their English module. The outcomes highlight the students’ appreciation of the holistic approach combined with a humanistic teaching approach (HTA), which they perceived as pushing the boundaries of formal, mono-referential teacher–learner relationships while maintaining these roles. The present study thus holds implications for the wider teacher community regarding the benefits and challenges of implementing flipped learning with an HTA in other translation courses or modules. Rather than simply guiding and assisting students in learning for themselves, teachers have a crucial role as holistic learning facilitators. By redesigning a typical flipped learning class, the study enhances teachers’ awareness of this role and provides insightful suggestions on how a holistic approach can be applied in remote English translation teaching.
{"title":"Implementing Holistic and Humanistic Approaches in a Remote Flipped English Translation Module","authors":"Antonio Taglialatela","doi":"10.5296/ijl.v15i3.20949","DOIUrl":"https://doi.org/10.5296/ijl.v15i3.20949","url":null,"abstract":"A holistic approach encourages meaningful learning, creativity, risk-taking, and mutual empathy within a learning environment and challenges the traditional pedagogical approaches based on mono-referential methods. Rethinking these approaches entails placing learners at the core of the teaching process, including their inner personal spheres. Grounded in a case study of an Italian university setting, this study underlines the contribution to learner centrality of holistic and humanistic approaches to flipped learning and suggests how to implement such an approach in a remote English translation module. The study was conducted via a structured questionnaire completed anonymously by 148 Italian students aged 18–19 at the end of their English module. The outcomes highlight the students’ appreciation of the holistic approach combined with a humanistic teaching approach (HTA), which they perceived as pushing the boundaries of formal, mono-referential teacher–learner relationships while maintaining these roles. The present study thus holds implications for the wider teacher community regarding the benefits and challenges of implementing flipped learning with an HTA in other translation courses or modules. Rather than simply guiding and assisting students in learning for themselves, teachers have a crucial role as holistic learning facilitators. By redesigning a typical flipped learning class, the study enhances teachers’ awareness of this role and provides insightful suggestions on how a holistic approach can be applied in remote English translation teaching.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75896801","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}
This analysis broaches the contextual interpretation of indefiniteness in εmbQsì and it aims at providing the promotion and documentation of this language. The study reveals that εmbosì indefiniteness interplays with the pragmatic tenets of non-identifiability and novelty. It also and mainly reveals that εmbosì indefinite description has different functions. It first introduces a new entity in the discourse and may have an attributive function when the referent of an entity refers to whoever or whatever fits the descriptive content of the noun phrase. It may also be referential when the speaker first communicates something about the referent and then wants the audience to identify it. εmbosì indefinite description also assumes a specific function when the speaker refers to a specific entity in his mind without intending the hearer to identify it. Indefiniteness in εmbosì also plays a descriptive role when the speaker, using a proper name, does not refer to a specific individual, but rather to what that individual describes.
{"title":"εmbosì Indefiniteness: A Pragmatic Analysis","authors":"Kiba Ngapoula","doi":"10.5296/ijl.v15i3.20917","DOIUrl":"https://doi.org/10.5296/ijl.v15i3.20917","url":null,"abstract":"This analysis broaches the contextual interpretation of indefiniteness in εmbQsì and it aims at providing the promotion and documentation of this language. The study reveals that εmbosì indefiniteness interplays with the pragmatic tenets of non-identifiability and novelty. It also and mainly reveals that εmbosì indefinite description has different functions. It first introduces a new entity in the discourse and may have an attributive function when the referent of an entity refers to whoever or whatever fits the descriptive content of the noun phrase. It may also be referential when the speaker first communicates something about the referent and then wants the audience to identify it. εmbosì indefinite description also assumes a specific function when the speaker refers to a specific entity in his mind without intending the hearer to identify it. Indefiniteness in εmbosì also plays a descriptive role when the speaker, using a proper name, does not refer to a specific individual, but rather to what that individual describes.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86820823","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 present study aims to scrutinise the diagnostic effect of social media on Libyan EFL University Students Writing skills in General and day-to-day Written Communication specifically. As social media is a growing phenomenon that contributes to language change and the way we use it, the effects this language change has on EFL students is of particular interest. This research covers Facebook and Instagram, as it also employs a quantitative method with an online questionnaire as its research instrumentation to collect the data. The questionnaire was distributed online through Google forms using a closed-ended questionnaire. The findings indicated that Libyan EFL University Students believe that social media has a positive effect on their language. It was also found that writing is the most affected and improved skill when using social media for learning the English language. Results also indicated that social media helps learners acquire and practise new vocabulary and decrease spelling errors. The researchers recommended more research to assess the influence of other social media platforms on EFL learners, such as Twitter, LinkedIn, and YouTube. Furthermore, further research into the impact of social media on each skill independently is also advised.
{"title":"A Study on the Diagnostic Effect of Social Media on Libyan EFL University Students Writing Skills in General and Day-to-day Written Communication Specifically","authors":"Ruya Faisal Almushwat, Sarab Assem Sabkha","doi":"10.5296/ijl.v15i3.21060","DOIUrl":"https://doi.org/10.5296/ijl.v15i3.21060","url":null,"abstract":"The present study aims to scrutinise the diagnostic effect of social media on Libyan EFL University Students Writing skills in General and day-to-day Written Communication specifically. As social media is a growing phenomenon that contributes to language change and the way we use it, the effects this language change has on EFL students is of particular interest. This research covers Facebook and Instagram, as it also employs a quantitative method with an online questionnaire as its research instrumentation to collect the data. The questionnaire was distributed online through Google forms using a closed-ended questionnaire. The findings indicated that Libyan EFL University Students believe that social media has a positive effect on their language. It was also found that writing is the most affected and improved skill when using social media for learning the English language. Results also indicated that social media helps learners acquire and practise new vocabulary and decrease spelling errors. The researchers recommended more research to assess the influence of other social media platforms on EFL learners, such as Twitter, LinkedIn, and YouTube. Furthermore, further research into the impact of social media on each skill independently is also advised.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91176986","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 this article, the advantages and disadvantages of Tiyu Yingyu Cihui Shouce (The Wordbook of Sports English), a recently published corpus-based English wordbook related to sports, will be reviewed and discussed. This wordbook has some highlighting features including vocabulary and example sentences based on sports-related corpus, especially Olympic-related corpus which displays some encyclopedic information about the Olympic Games especially the Olympic Winter Games Beijing 2022 in both content and appendixes. To cater to mobile learning, the book integrates all the headwords into the smartphone application, which offers multiple ways to memorize vocabulary. However, this book has something that needs to be improved in the following edition, including the unclearness of icons which indicates the usage scenario, lack of the function to review previous learning, translation of some entries, etc. In general, this wordbook is a useful tool for those who want to learn words about sports in China.
{"title":"(Review) Xu, J.J. (eds.) (2022). Tiyu Yingyu Cihui Shouce (The Wordbook of Sports English). Beijing: Foreign Language Teaching and Research Press","authors":"Xi Chen","doi":"10.5296/ijl.v15i3.21075","DOIUrl":"https://doi.org/10.5296/ijl.v15i3.21075","url":null,"abstract":"In this article, the advantages and disadvantages of Tiyu Yingyu Cihui Shouce (The Wordbook of Sports English), a recently published corpus-based English wordbook related to sports, will be reviewed and discussed. This wordbook has some highlighting features including vocabulary and example sentences based on sports-related corpus, especially Olympic-related corpus which displays some encyclopedic information about the Olympic Games especially the Olympic Winter Games Beijing 2022 in both content and appendixes. To cater to mobile learning, the book integrates all the headwords into the smartphone application, which offers multiple ways to memorize vocabulary. However, this book has something that needs to be improved in the following edition, including the unclearness of icons which indicates the usage scenario, lack of the function to review previous learning, translation of some entries, etc. In general, this wordbook is a useful tool for those who want to learn words about sports in China.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78315203","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}
Although metonymy is widespread in poetry, it has been ignored compared to the attention that has been paid to metaphor. Metonymy is not only a figure of speech, but also a cognitive means by which one conceptual entity offers mental access to another conceptual entity. In poetry, metonymy, as a linguistic device, is able to construct rich meanings and aesthetic effects and thus highlight the theme. What’s more, metonymy is able to reveal the cognitive process by which the poet perceives and thinks about the world. As for readers, their decoding of poetry is partly dependent on their mental processing of metonymy. Metonymy in classical Chinese poetry is culturally and historically situated. Thus, metonymy is a vehicle for cultural and historical information. The exploration of metonymy in classical Chinese poetry is aimed to offer a new perspective of metonymy for literary studies.
{"title":"Cognitive Analysis of Metonymy in Classical Chinese Poetry","authors":"Wei Li","doi":"10.5296/ijl.v15i3.21061","DOIUrl":"https://doi.org/10.5296/ijl.v15i3.21061","url":null,"abstract":"Although metonymy is widespread in poetry, it has been ignored compared to the attention that has been paid to metaphor. Metonymy is not only a figure of speech, but also a cognitive means by which one conceptual entity offers mental access to another conceptual entity. In poetry, metonymy, as a linguistic device, is able to construct rich meanings and aesthetic effects and thus highlight the theme. What’s more, metonymy is able to reveal the cognitive process by which the poet perceives and thinks about the world. As for readers, their decoding of poetry is partly dependent on their mental processing of metonymy. Metonymy in classical Chinese poetry is culturally and historically situated. Thus, metonymy is a vehicle for cultural and historical information. The exploration of metonymy in classical Chinese poetry is aimed to offer a new perspective of metonymy for literary studies.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89609331","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 this paper, I investigate the linguistic landscape of businesses owned by African immigrants in Massachusetts, USA. The data was sampled from Boston and Worcester, where many Africans reside. Data was collected by taking pictures of inscriptions of the stores owned by African immigrants. The data showed contact between the indigenous languages of the immigrants and colonial languages. The inscriptions are usually a mixture of the English and local languages of the immigrants. The images portrayed the connection to Africa through the use of the word ‘African’ and the use of symbols that connect to Africa. It was again revealed that religion and African writing systems form part of the linguistic landscape of the immigrants.
{"title":"The Linguistic Landscape of Massachusetts: A Case Study of Businesses Owned by African Immigrants","authors":"Okrah Oppong","doi":"10.5296/ijl.v15i2.20790","DOIUrl":"https://doi.org/10.5296/ijl.v15i2.20790","url":null,"abstract":"In this paper, I investigate the linguistic landscape of businesses owned by African immigrants in Massachusetts, USA. The data was sampled from Boston and Worcester, where many Africans reside. Data was collected by taking pictures of inscriptions of the stores owned by African immigrants. The data showed contact between the indigenous languages of the immigrants and colonial languages. The inscriptions are usually a mixture of the English and local languages of the immigrants. The images portrayed the connection to Africa through the use of the word ‘African’ and the use of symbols that connect to Africa. It was again revealed that religion and African writing systems form part of the linguistic landscape of the immigrants.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78039086","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}
This study aims to analyze the alternation from English, viz. a foreign language, to Arabic, viz. the subjects’ first language, in interviews conducted with Arabic-English bilinguals. The subjects are twenty graduate students in the Department of English Language and literature at the University of Jordan. Based on their bilingual profiles, the subjects are identified as being coordinate, i.e. school, bilinguals. The results of the study reveal that code-alternation to Arabic is not frequently used in the interviews. The analysis further indicates that the most common form of code-alternation is codeswitching and that most of the instances of codeswitching are classified as tag switches that serve the function of marking interjections.
{"title":"Code-alternation to Arabic Among Arabic-English Bilinguals","authors":"E. Ali","doi":"10.5296/ijl.v15i2.20786","DOIUrl":"https://doi.org/10.5296/ijl.v15i2.20786","url":null,"abstract":"This study aims to analyze the alternation from English, viz. a foreign language, to Arabic, viz. the subjects’ first language, in interviews conducted with Arabic-English bilinguals. The subjects are twenty graduate students in the Department of English Language and literature at the University of Jordan. Based on their bilingual profiles, the subjects are identified as being coordinate, i.e. school, bilinguals. The results of the study reveal that code-alternation to Arabic is not frequently used in the interviews. The analysis further indicates that the most common form of code-alternation is codeswitching and that most of the instances of codeswitching are classified as tag switches that serve the function of marking interjections.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81762901","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}
This study explored the possible relationship between L2 cultural competence and pronunciation proficiency in seven advanced learners of English as a foreign language (EFL). Three methods were used in this study regarding the participants’ learning experience, pronunciation proficiency, and cultural competence. Their learning experience data were collected through unstructured interviews via WhatsApp (i.e., a smartphone application mainly used for text messaging). Pronunciation proficiency was tested using Brooks’ (1999) pronunciation test, which assesses the mastery of four main aspects: blending sounds, stress, intonation, and rhythm. Berry’s (1980) East Asian Acculturate Measure (EAAM) was used to measure their cultural competence level. The findings showed that the selected participants adapted integrative and assimilation acculturation strategies. The two strategies show high acculturation levels, indicating L2 cultural competence in Fenner’s (2000) classification of cultural exposure outcomes. The pronunciation test implied that the participants mastered English sound blending, stress, intonation, and rhythm. Considering that external factors other than acculturation were controlled, the study concluded that their high acculturation predicts their pronunciation proficiency.
本研究探讨了七名高级英语学习者的第二语言文化能力与发音熟练程度之间可能存在的关系。本研究采用三种方法考察被试的学习经验、发音熟练程度和文化能力。他们的学习经历数据是通过WhatsApp(即主要用于发短信的智能手机应用程序)通过非结构化访谈收集的。使用Brooks(1999)的发音测试来测试语音熟练程度，该测试评估四个主要方面的掌握程度:混合音、重音、语调和节奏。采用Berry(1980)的东亚文化适应量表(East Asian Acculturate Measure, EAAM)来衡量他们的文化能力水平。研究结果表明，被选择的参与者适应了整合和同化的文化适应策略。这两种策略显示出较高的文化适应水平，表明芬纳(2000)文化暴露结果分类中的第二语言文化能力。发音测试表明参与者掌握了英语的混音、重音、语调和节奏。考虑到文化适应以外的外部因素得到控制，本研究得出结论，高文化适应预示着他们的发音熟练程度。
{"title":"Cultural Competence in L2 Pronunciation Acquisition","authors":"Nora F. Boayrid","doi":"10.5296/ijl.v15i2.20870","DOIUrl":"https://doi.org/10.5296/ijl.v15i2.20870","url":null,"abstract":"This study explored the possible relationship between L2 cultural competence and pronunciation proficiency in seven advanced learners of English as a foreign language (EFL). Three methods were used in this study regarding the participants’ learning experience, pronunciation proficiency, and cultural competence. Their learning experience data were collected through unstructured interviews via WhatsApp (i.e., a smartphone application mainly used for text messaging). Pronunciation proficiency was tested using Brooks’ (1999) pronunciation test, which assesses the mastery of four main aspects: blending sounds, stress, intonation, and rhythm. Berry’s (1980) East Asian Acculturate Measure (EAAM) was used to measure their cultural competence level. The findings showed that the selected participants adapted integrative and assimilation acculturation strategies. The two strategies show high acculturation levels, indicating L2 cultural competence in Fenner’s (2000) classification of cultural exposure outcomes. The pronunciation test implied that the participants mastered English sound blending, stress, intonation, and rhythm. Considering that external factors other than acculturation were controlled, the study concluded that their high acculturation predicts their pronunciation proficiency.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89598770","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}
Hawa Syamsina Md. Supie, Nur Syamimi Zahari, Zulaikha Khairuddin, Zurina Khairuddin
With the wave of the pandemic in the recent years resulting in a sudden shift from offline learning to online learning sessions, assessments had been revised to adapt to the changes. This study was conducted with the aim of eliciting the lecturers’ and students’ perspectives on the difficulties faced by them in the implementation of online oral presentation in Malaysian English classrooms. This study employed a qualitative approach by interviewing 15 students and 6 instructors on the practice of online oral presentation assessments. The data were analysed employing thematic analysis. It was found that the challenges faced by the lecturers were in terms of providing feedback and number of students, while time management, practice arrangement, technical problems, and lack of feedback were the challenges faced by the students. This study recommends the faculty and the management to look into these issues so that both lecturers and students could optimise their time and materials for teaching and learning purposes. It is also suggested to consider the perspectives from the faculty and management for future research as they are the decision makers towards the curriculum.
{"title":"Challenges of Oral Presentations in Online English Classrooms: Do Lecturers and Students Experience the Same?","authors":"Hawa Syamsina Md. Supie, Nur Syamimi Zahari, Zulaikha Khairuddin, Zurina Khairuddin","doi":"10.5296/ijl.v15i2.20778","DOIUrl":"https://doi.org/10.5296/ijl.v15i2.20778","url":null,"abstract":"With the wave of the pandemic in the recent years resulting in a sudden shift from offline learning to online learning sessions, assessments had been revised to adapt to the changes. This study was conducted with the aim of eliciting the lecturers’ and students’ perspectives on the difficulties faced by them in the implementation of online oral presentation in Malaysian English classrooms. This study employed a qualitative approach by interviewing 15 students and 6 instructors on the practice of online oral presentation assessments. The data were analysed employing thematic analysis. It was found that the challenges faced by the lecturers were in terms of providing feedback and number of students, while time management, practice arrangement, technical problems, and lack of feedback were the challenges faced by the students. This study recommends the faculty and the management to look into these issues so that both lecturers and students could optimise their time and materials for teaching and learning purposes. It is also suggested to consider the perspectives from the faculty and management for future research as they are the decision makers towards the curriculum.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76986970","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}
This corpus-driven study analyzes the use of discourse markers in conversations between 14 native speakers of Jordanian Spoken Arabic (JSA). The data are collected from one Jordanian talk show, namely Caravan. This show is chosen because it is based on live conversations between a group of males and females in their twenties and thirties. The study aims at identifying the discourse markers that are used in the targeted conversations and examining the pragmatic functions that are performed by each discourse marker. The results revealed the subjects relied heavily on various multifunctional discourse markers to fulfill a wide range of pragmatic functions on the textual, interpersonal and cognitive levels of discourse.
{"title":"The Use of Discourse Markers in Jordanian Spoken Arabic","authors":"E. Ali","doi":"10.5296/ijl.v15i2.20805","DOIUrl":"https://doi.org/10.5296/ijl.v15i2.20805","url":null,"abstract":"This corpus-driven study analyzes the use of discourse markers in conversations between 14 native speakers of Jordanian Spoken Arabic (JSA). The data are collected from one Jordanian talk show, namely Caravan. This show is chosen because it is based on live conversations between a group of males and females in their twenties and thirties. The study aims at identifying the discourse markers that are used in the targeted conversations and examining the pragmatic functions that are performed by each discourse marker. The results revealed the subjects relied heavily on various multifunctional discourse markers to fulfill a wide range of pragmatic functions on the textual, interpersonal and cognitive levels of discourse.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91075822","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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