This review study aims to fill a research gap by examining the role of two critical teacher interpersonal behaviors, immediacy and credibility, based on existing evidence. By analyzing the available literature, this study will offer valuable insights for educators, policymakers, and researchers in the field of language education. The empirical and theoretical evidence presented in this review study unequivocally demonstrates the importance of teacher credibility and immediacy in shaping EFL learners' perceptions of classroom justice. These factors significantly impact learners' understanding and evaluation of distributive, interactional, and procedural justice, profoundly influencing their overall satisfaction and engagement in the educational process. Furthermore, the study highlights that teacher credibility is a strong predictor of learners' perceived cognitive, affective, and behavioral learning in the classroom, while teacher immediacy predicts students' perception of interactional justice. Lastly, the review examines the impact of both nonverbal and verbal teacher credibility on learning outcomes.
{"title":"A Theoretical Exploration of Teacher Credibility and Immediacy as Influential Factors in Learning and Teaching","authors":"Neda Kianinezhad","doi":"10.48185/jtls.v4i3.817","DOIUrl":"https://doi.org/10.48185/jtls.v4i3.817","url":null,"abstract":"This review study aims to fill a research gap by examining the role of two critical teacher interpersonal behaviors, immediacy and credibility, based on existing evidence. By analyzing the available literature, this study will offer valuable insights for educators, policymakers, and researchers in the field of language education. The empirical and theoretical evidence presented in this review study unequivocally demonstrates the importance of teacher credibility and immediacy in shaping EFL learners' perceptions of classroom justice. These factors significantly impact learners' understanding and evaluation of distributive, interactional, and procedural justice, profoundly influencing their overall satisfaction and engagement in the educational process. Furthermore, the study highlights that teacher credibility is a strong predictor of learners' perceived cognitive, affective, and behavioral learning in the classroom, while teacher immediacy predicts students' perception of interactional justice. Lastly, the review examines the impact of both nonverbal and verbal teacher credibility on learning outcomes.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135993017","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}
The article presents the findings of a case study that examines the learning strategies and characteristics of successful language learners among EFL graduate students. The study investigates the language learning approaches employed by these students and explores the extent to which they possess the traits that define effective language learners. The research involved a sample (N=118) of graduate students from the Master’s and Doctorate programs in Morocco. The data were collected using a questionnaire that was adapted from the original version developed by Oxford (1990) that focused on different types of learning strategies. The results reveal high levels of engagement in memory, metacognitive, cognitive, compensatory, and affective strategies, indicating the proficiency and commitment of the participants as language learners. While the use of social strategies received a moderate rating, the study underscores the importance of individual learning and personal strategies for these students. The findings support the notion that graduate students possess the characteristics of good language learners, including self-motivation, positive attitudes, metacognitive awareness, and resourcefulness. The implications of these findings suggest the integration of diverse learning strategies into language teaching, learner training programs, and further exploration of social strategies. The study contributes to our understanding of successful language learning among graduate students and provides insights into the effective strategies and traits that contribute to their learning process.
{"title":"Exploring Learning Strategies and Characteristics of Good Language Learners Among EFL Graduate Students in Morocco: A Case Study","authors":"Sarah Houssami, Driss Benattabou","doi":"10.48185/jtls.v4i3.866","DOIUrl":"https://doi.org/10.48185/jtls.v4i3.866","url":null,"abstract":"The article presents the findings of a case study that examines the learning strategies and characteristics of successful language learners among EFL graduate students. The study investigates the language learning approaches employed by these students and explores the extent to which they possess the traits that define effective language learners. The research involved a sample (N=118) of graduate students from the Master’s and Doctorate programs in Morocco. The data were collected using a questionnaire that was adapted from the original version developed by Oxford (1990) that focused on different types of learning strategies. The results reveal high levels of engagement in memory, metacognitive, cognitive, compensatory, and affective strategies, indicating the proficiency and commitment of the participants as language learners. While the use of social strategies received a moderate rating, the study underscores the importance of individual learning and personal strategies for these students. The findings support the notion that graduate students possess the characteristics of good language learners, including self-motivation, positive attitudes, metacognitive awareness, and resourcefulness. The implications of these findings suggest the integration of diverse learning strategies into language teaching, learner training programs, and further exploration of social strategies. The study contributes to our understanding of successful language learning among graduate students and provides insights into the effective strategies and traits that contribute to their learning process.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135993144","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}
Pub Date : 2023-10-07DOI: 10.32996/ijels.2023.5.4.2
Yumin Zou, Yixuan Wu
The paper employs genre analysis to investigate the pragmatic functions of complaint responses of five-star hotels in China. The study first summarizes the move structures of complaint responses at the macro level and then explores the realization process of the main moves on the communicative purpose. Based on previous studies and data analysis, there are four moves and fourteen sub-moves in complaint responses. Grounding the theoretical framework of rapport management, the study identifies the relation-oriented, task-oriented, and promotion-oriented functions of moves in Chinese hotel complaint responses. Besides, this paper compares the differences between various functions to summarize the response strategies suitable for Chinese hotels. Overall, the present study sets up a more comprehensive move framework of online business complaint responses, which can help to strengthen the interpretation of consumer complaints and provide references for enhancing customer satisfaction and maintaining a harmonious relationship with customers.
{"title":"Pragmatic Functions of Move Structures in Online Chinese Hotel Complaint Responses","authors":"Yumin Zou, Yixuan Wu","doi":"10.32996/ijels.2023.5.4.2","DOIUrl":"https://doi.org/10.32996/ijels.2023.5.4.2","url":null,"abstract":"The paper employs genre analysis to investigate the pragmatic functions of complaint responses of five-star hotels in China. The study first summarizes the move structures of complaint responses at the macro level and then explores the realization process of the main moves on the communicative purpose. Based on previous studies and data analysis, there are four moves and fourteen sub-moves in complaint responses. Grounding the theoretical framework of rapport management, the study identifies the relation-oriented, task-oriented, and promotion-oriented functions of moves in Chinese hotel complaint responses. Besides, this paper compares the differences between various functions to summarize the response strategies suitable for Chinese hotels. Overall, the present study sets up a more comprehensive move framework of online business complaint responses, which can help to strengthen the interpretation of consumer complaints and provide references for enhancing customer satisfaction and maintaining a harmonious relationship with customers.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135253999","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}
Pub Date : 2023-10-04DOI: 10.32996/ijels.2023.5.4.1
Raiza Rhea Reponte-Sereño, Gloria C. Cuevas, Renato Sagayno
Social media has changed the way people use and share language. Online spaces unite people from different backgrounds, creating a diverse language environment. This study comprehensively analyzed the code-switching types and functions employed by Bisdak (Bisayang Dako) content creators within interview segments shared on the Facebook platform. It also examined the underlying reasons and motivations behind the use of these patterns. The research employed a qualitative research approach, specifically content analysis. The content analysis offered a nuanced lens to interpret how code-switching operates within this digital realm, enabling a comprehensive exploration of language practices embedded in online discourse. The findings reveal that the most prevalent form of code-switching observed was intrasentential, manifesting in 20 instances, closely followed by intersentential code-switching. On the other end of the spectrum, tag-switching surfaced as the least frequent code-switching type, registering a single occurrence in the analyzed dataset. Concerning the functions of code-switching manifested in the spoken discourse, there are four referential, eighteen expressive, two phatic, one poetic, six metalinguistic, and no occurrence for directive code-switching. The underlying reasons behind the use of code-switching are the following: to express cultural affiliation, to emphasize specific points, to signal or establish status, to express emotions, and to create a sense of intimacy. The findings stress the importance of sociolinguistic considerations in fully grasping the tapestry of code-switching's functionality. This research adds a pivotal layer of understanding to the evolving dynamics of language practices in the digital age.
{"title":"Bisaya-English Dynamics in Online Communication: An Investigation of Code-Switching among Bisdak Content Creators","authors":"Raiza Rhea Reponte-Sereño, Gloria C. Cuevas, Renato Sagayno","doi":"10.32996/ijels.2023.5.4.1","DOIUrl":"https://doi.org/10.32996/ijels.2023.5.4.1","url":null,"abstract":"Social media has changed the way people use and share language. Online spaces unite people from different backgrounds, creating a diverse language environment. This study comprehensively analyzed the code-switching types and functions employed by Bisdak (Bisayang Dako) content creators within interview segments shared on the Facebook platform. It also examined the underlying reasons and motivations behind the use of these patterns. The research employed a qualitative research approach, specifically content analysis. The content analysis offered a nuanced lens to interpret how code-switching operates within this digital realm, enabling a comprehensive exploration of language practices embedded in online discourse. The findings reveal that the most prevalent form of code-switching observed was intrasentential, manifesting in 20 instances, closely followed by intersentential code-switching. On the other end of the spectrum, tag-switching surfaced as the least frequent code-switching type, registering a single occurrence in the analyzed dataset. Concerning the functions of code-switching manifested in the spoken discourse, there are four referential, eighteen expressive, two phatic, one poetic, six metalinguistic, and no occurrence for directive code-switching. The underlying reasons behind the use of code-switching are the following: to express cultural affiliation, to emphasize specific points, to signal or establish status, to express emotions, and to create a sense of intimacy. The findings stress the importance of sociolinguistic considerations in fully grasping the tapestry of code-switching's functionality. This research adds a pivotal layer of understanding to the evolving dynamics of language practices in the digital age.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135644860","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}
Pub Date : 2023-09-18DOI: 10.32996/ijels.2023.5.3.8
Xiaowen Liu
Based on a self-built corpus, a statistical and multidimensional comparative analysis is performed to determine the diachronic change in the application of reduplications in Ren’s five representative translated works for children literature (spanning 24 years) and relevant factors. The total number of reduplicated words in the five translated works showed a downward trend, as well as the frequency of AA and ANA. The frequency of ABB, ABAB, and AABB forms showed no obvious upward or downward trend but fluctuated significantly. The diversity and variation of the application of reduplication are not only related to the function of reduplicated words themselves but also influenced by the original text, translator, and readers.
{"title":"The Diachronic Change of Ren Rongrong’s Translation: A Corpus-based Research on Reduplication in His Chinese Translation of Children’s Literature","authors":"Xiaowen Liu","doi":"10.32996/ijels.2023.5.3.8","DOIUrl":"https://doi.org/10.32996/ijels.2023.5.3.8","url":null,"abstract":"Based on a self-built corpus, a statistical and multidimensional comparative analysis is performed to determine the diachronic change in the application of reduplications in Ren’s five representative translated works for children literature (spanning 24 years) and relevant factors. The total number of reduplicated words in the five translated works showed a downward trend, as well as the frequency of AA and ANA. The frequency of ABB, ABAB, and AABB forms showed no obvious upward or downward trend but fluctuated significantly. The diversity and variation of the application of reduplication are not only related to the function of reduplicated words themselves but also influenced by the original text, translator, and readers.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"2011 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135153968","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}
Pub Date : 2023-09-11DOI: 10.32996/ijels.2023.5.3.7
Rose Ambiyo Masinde, Lucy Mandillah, David Barasa
Implementation of the use of multimodal approaches in teaching listening and speaking skills has remained elusive. Mastering listening and speaking skills in the English language in the early years of learning plays a critical role in the achievement of Second Language (L2) learning and continuous cognitive and meta-cognitive development among learners. Consequently, researchers who examine the best approaches to use in teaching listening and speaking skills agree that proper identification, description and use of multimodal approaches have a bearing on achieving competencies in listening and speaking skills. However, teachers of the English language have shown less engagement in the identification and usage of multimodal approaches while teaching listening and speaking skills. As a result, studies show that over 70% of learners in lower primary schools in Kenya cannot dully express themselves in the English language. It is against this background that this paper attempts to elucidate how the identification, description and use of multimodal approaches by teachers of English can aid in the effective teaching of listening and speaking skills during classroom interaction. The paper further highlights the bottlenecks that teachers of the English language go through while trying to use multimodal approaches in a classroom with learners with multiple learning styles. The study was conducted among selected primary schools in Western Kenya. Stratified sampling was applied to source for respondents who included Grade 1 teachers of English and 7 Curriculum Support Officers from the same zones. Primary data was sourced from 75 primary schools’ teachers of English. Questionnaires, observation schedules and interviews were used to elicit data. Findings revealed that proper identification, description and use of multimodal approaches motivated teachers of English to design and use multimodal approaches during classroom interaction. However, the findings also revealed that some teachers of English were not aware of the importance of identification and use of the right multimodal approaches played in the classroom. The paper advocates for teacher training in proper identification, description and implementation of multimodal approaches for effective teaching of listening and speaking skills among Grade one learners.
{"title":"Multimodal Approaches in the Competency of Listening and Speaking Skills among Grade 1 Learners in Kenya","authors":"Rose Ambiyo Masinde, Lucy Mandillah, David Barasa","doi":"10.32996/ijels.2023.5.3.7","DOIUrl":"https://doi.org/10.32996/ijels.2023.5.3.7","url":null,"abstract":"Implementation of the use of multimodal approaches in teaching listening and speaking skills has remained elusive. Mastering listening and speaking skills in the English language in the early years of learning plays a critical role in the achievement of Second Language (L2) learning and continuous cognitive and meta-cognitive development among learners. Consequently, researchers who examine the best approaches to use in teaching listening and speaking skills agree that proper identification, description and use of multimodal approaches have a bearing on achieving competencies in listening and speaking skills. However, teachers of the English language have shown less engagement in the identification and usage of multimodal approaches while teaching listening and speaking skills. As a result, studies show that over 70% of learners in lower primary schools in Kenya cannot dully express themselves in the English language. It is against this background that this paper attempts to elucidate how the identification, description and use of multimodal approaches by teachers of English can aid in the effective teaching of listening and speaking skills during classroom interaction. The paper further highlights the bottlenecks that teachers of the English language go through while trying to use multimodal approaches in a classroom with learners with multiple learning styles. The study was conducted among selected primary schools in Western Kenya. Stratified sampling was applied to source for respondents who included Grade 1 teachers of English and 7 Curriculum Support Officers from the same zones. Primary data was sourced from 75 primary schools’ teachers of English. Questionnaires, observation schedules and interviews were used to elicit data. Findings revealed that proper identification, description and use of multimodal approaches motivated teachers of English to design and use multimodal approaches during classroom interaction. However, the findings also revealed that some teachers of English were not aware of the importance of identification and use of the right multimodal approaches played in the classroom. The paper advocates for teacher training in proper identification, description and implementation of multimodal approaches for effective teaching of listening and speaking skills among Grade one learners.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135979780","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}
Pub Date : 2023-09-01DOI: 10.22425/jul.2023.24.2.71
Silo Chin
In a globalized society, effective communication across linguistic boundaries is essential. This paper explores the advantages and challenges of multilingualism, emphasizing its role in shaping societies and relationships. It contrasts the use of dominant natural languages with the development of artificial languages like Esperanto and Unish, highlighting their potential in promoting linguistic equality and neutrality. While acknowledging their limitations, these artificial languages offer promising avenues for more equitable and inclusive multilingual communication, contributing to the ongoing discourse on linguistic diversity and justice.
{"title":"Linguistic Diversity and Justice: The Role of Artificial Languages in Multilingual Societies","authors":"Silo Chin","doi":"10.22425/jul.2023.24.2.71","DOIUrl":"https://doi.org/10.22425/jul.2023.24.2.71","url":null,"abstract":"In a globalized society, effective communication across linguistic boundaries is essential. This paper explores the advantages and challenges of multilingualism, emphasizing its role in shaping societies and relationships. It contrasts the use of dominant natural languages with the development of artificial languages like Esperanto and Unish, highlighting their potential in promoting linguistic equality and neutrality. While acknowledging their limitations, these artificial languages offer promising avenues for more equitable and inclusive multilingual communication, contributing to the ongoing discourse on linguistic diversity and justice.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135736500","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}
Pub Date : 2023-09-01DOI: 10.22425/jul.2023.24.2.91
John Kausch
The general public views hieroglyphs as “picture-writing”. Why does this view persist after Champollion showed that the key to reading hieroglyphs is phonetic? This article argues that this misinterpretation is a historical remnant of the transmission and reception of a single text, the Hieroglyphica of Horapollo. The content of Hieroglyphica is reinterpreted as a conflation of the rebus principle with Egyptian ideas of sound symbolism. The reception of this text in the late Renaissance created the idea of a universal language as an unambiguous pictorial writing system, which has never existed for natural language. Sound symbolism, or phonosemantics is discussed with a particular eye towards the challenges of creating universal languages, including both the difficulty of representing abstract concepts, and the strain on the memory of the reader. The article discusses a solution to these problems of ambiguity in the construction of an artificial rebus principle. A prototype for a set of pictographic universal concepts mapped to characters in the International Phonetic Alphabet (IPA) is then proposed and discussed. These pictograms are based on a swadesh list that was extended by the very large lexicon PanLex, and make use of both hieroglyphs and emoji as glyphs.
{"title":"The “Universal” Rebus Principle and Phonosemantic Compounding","authors":"John Kausch","doi":"10.22425/jul.2023.24.2.91","DOIUrl":"https://doi.org/10.22425/jul.2023.24.2.91","url":null,"abstract":"The general public views hieroglyphs as “picture-writing”. Why does this view persist after Champollion showed that the key to reading hieroglyphs is phonetic? This article argues that this misinterpretation is a historical remnant of the transmission and reception of a single text, the Hieroglyphica of Horapollo. The content of Hieroglyphica is reinterpreted as a conflation of the rebus principle with Egyptian ideas of sound symbolism. The reception of this text in the late Renaissance created the idea of a universal language as an unambiguous pictorial writing system, which has never existed for natural language. Sound symbolism, or phonosemantics is discussed with a particular eye towards the challenges of creating universal languages, including both the difficulty of representing abstract concepts, and the strain on the memory of the reader. The article discusses a solution to these problems of ambiguity in the construction of an artificial rebus principle. A prototype for a set of pictographic universal concepts mapped to characters in the International Phonetic Alphabet (IPA) is then proposed and discussed. These pictograms are based on a swadesh list that was extended by the very large lexicon PanLex, and make use of both hieroglyphs and emoji as glyphs.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135735464","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}
Pub Date : 2023-09-01DOI: 10.22425/jul.2023.24.2.1
Oluwasola Abiodun Aina, Anthony Elisha Anowu
Courtroom examination holds out much of the drama that characterises the adversarial justice system. In such communicative encounters, attorneys or counsel has the singular task of asking various questions related to the fact about a legal case; witnesses, on the other hand, are institutionally compelled to provide answers to the questions. One of the means by which counsel control the responses of witnesses and get desired answers is what is tagged ‘conducive questioning’. This paper investigates how counsel use conducive questioning to serve predetermined discourse goals. It is argued here that conducive questions lend themselves to pragmatic interpretation with due consideration to the context of use. The data for this study is drawn from two legal matters. The first is a civil suit involving an employee who sued his employer, a big brand in Nigeria’s telecommunication industry, and the second is an electoral dispute taken from the 2011 Governorship Election Petition Tribunal in Adamawa State, north-east Nigeria. A pragma-discursive approach is deployed in the analysis of the data. The findings reveal that conducive questioning in the cases under review is achieved not just through the structural pattern of questions but by the recursive process of pragmatic repetition, and such linguistic elements as negation as well as discourse markers especially where confirmatory questions are involved.
{"title":"Some Pragmatic Points of Description of Conducive Questioning in Courtroom Interrogation","authors":"Oluwasola Abiodun Aina, Anthony Elisha Anowu","doi":"10.22425/jul.2023.24.2.1","DOIUrl":"https://doi.org/10.22425/jul.2023.24.2.1","url":null,"abstract":"Courtroom examination holds out much of the drama that characterises the adversarial justice system. In such communicative encounters, attorneys or counsel has the singular task of asking various questions related to the fact about a legal case; witnesses, on the other hand, are institutionally compelled to provide answers to the questions. One of the means by which counsel control the responses of witnesses and get desired answers is what is tagged ‘conducive questioning’. This paper investigates how counsel use conducive questioning to serve predetermined discourse goals. It is argued here that conducive questions lend themselves to pragmatic interpretation with due consideration to the context of use. The data for this study is drawn from two legal matters. The first is a civil suit involving an employee who sued his employer, a big brand in Nigeria’s telecommunication industry, and the second is an electoral dispute taken from the 2011 Governorship Election Petition Tribunal in Adamawa State, north-east Nigeria. A pragma-discursive approach is deployed in the analysis of the data. The findings reveal that conducive questioning in the cases under review is achieved not just through the structural pattern of questions but by the recursive process of pragmatic repetition, and such linguistic elements as negation as well as discourse markers especially where confirmatory questions are involved.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"142 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135736498","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}
Pub Date : 2023-09-01DOI: 10.22425/jul.2023.24.2.31
Chrispina Alphonce
This paper investigates numeral systems of the West Rift Southern Cushitic languages—Iraqw, Gorwaa, Alagwa, and Burunge. It provides a detailed description of the properties of numerals, the knowledge, current use and status of the indigenous numeral systems. For descriptive analysis, the study banks on the data collected through elicitation, observations, and documentary review. Morphologically, the un-derived numerals are monolexeme with some phonological changes from the proto form of the Southern Cushitic. The derived numerals are formed from basic numerals through addition, multiplication and a combination of both processes. The numeracy of these languages is vulnerable to endangerment since number words for 100 and 1,000 in Alagwa and Burunge have already been replaced by the Swahili numeral words. In spontaneous speech, speakers prefer Swahili numeral terms over their native ones. Speakers of these four languages count by using Swahili or both but very rarely use indigenous terms for lower numbers. Infrequent use of the indigenous terms triggers loss of knowledge among young people. Other factors are use of Swahili as lingua franca in trade and business, penetration of Swahili to the home domain, early schooling age, and decline of the traditional games and folklores. Thus, this paper calls for the urgent description, documentation, and revitalization of indigenous numeracy of minority languages, other than those of Southern Cushitic languages.
{"title":"Numeral Systems of the West Rift Southern Cushitic Languages","authors":"Chrispina Alphonce","doi":"10.22425/jul.2023.24.2.31","DOIUrl":"https://doi.org/10.22425/jul.2023.24.2.31","url":null,"abstract":"This paper investigates numeral systems of the West Rift Southern Cushitic languages—Iraqw, Gorwaa, Alagwa, and Burunge. It provides a detailed description of the properties of numerals, the knowledge, current use and status of the indigenous numeral systems. For descriptive analysis, the study banks on the data collected through elicitation, observations, and documentary review. Morphologically, the un-derived numerals are monolexeme with some phonological changes from the proto form of the Southern Cushitic. The derived numerals are formed from basic numerals through addition, multiplication and a combination of both processes. The numeracy of these languages is vulnerable to endangerment since number words for 100 and 1,000 in Alagwa and Burunge have already been replaced by the Swahili numeral words. In spontaneous speech, speakers prefer Swahili numeral terms over their native ones. Speakers of these four languages count by using Swahili or both but very rarely use indigenous terms for lower numbers. Infrequent use of the indigenous terms triggers loss of knowledge among young people. Other factors are use of Swahili as lingua franca in trade and business, penetration of Swahili to the home domain, early schooling age, and decline of the traditional games and folklores. Thus, this paper calls for the urgent description, documentation, and revitalization of indigenous numeracy of minority languages, other than those of Southern Cushitic languages.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135736502","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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