Pub Date : 2022-09-07DOI: 10.2989/16073614.2022.2070510
Zhibin Peng
{"title":"Cognitive Linguistics and Religious Language: An Introduction","authors":"Zhibin Peng","doi":"10.2989/16073614.2022.2070510","DOIUrl":"https://doi.org/10.2989/16073614.2022.2070510","url":null,"abstract":"","PeriodicalId":54152,"journal":{"name":"Southern African Linguistics and Applied Language Studies","volume":"73 1","pages":"219 - 221"},"PeriodicalIF":0.6,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69797121","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 : 2022-09-07DOI: 10.2989/16073614.2022.2070509
Wen Wang, Xue-Jing Wu
Abstract This study investigates syntactic and semantic features of the English concessive construction just because X doesn’t mean Y (JB-X DM-Y) grounded in Goldberg’s theory of construction grammar. Based on initial data collected from the British National Corpus (BNC) and the Corpus of Contemporary American English (COCA), our qualitative analysis proved that: (1) syntactically, there should be an unexpressed pronoun it or that serving as the subject of the DM-Y part. The quantitative analysis revealed the productivity of JB-X DM-Y. In terms of vocabulary, just and mean in the construction can be replaced by the adverb simply and verbs indicating inference or making assertions. In terms of structure, JB-X NEG-VP and JB-X NEG-CLAUSE were widely used, and JB-X QUESTION exhibited certain productivity; and (2) semantically, JB-X DM-Y should be seen as the negation of the construction Y, because X. It presented the meaning of inference denial and concessive meaning, corresponding to the inferential-because construction and causal-because construction. This article provides a systemic discussion about JB-X DM-Y and hopes to provide a basic structure for the future analysis of JB-X DM-Y.
摘要本研究以Goldberg的构式语法理论为基础，探讨了英语“just because X doesn 't mean Y”(JB-X DM-Y)的句法和语义特征。根据英国国家语料库(BNC)和当代美国英语语料库(COCA)的初步数据，我们的定性分析证明:(1)在句法上，应该有一个未表达的代词it或that作为DM-Y部分的主语。定量分析显示JB-X DM-Y的生产能力。在词汇方面，该构式中的just和mean可以用副词simply和表示推理或断言的动词代替。在结构上，JB-X NEG-VP和JB-X NEG-CLAUSE被广泛使用，JB-X QUESTION表现出一定的生产力;(2)语义上，JB-X DM-Y应视为构式Y的否定，因为x。它呈现推理否定和让步意义，对应于推理因为构式和因果因为构式。本文对JB-X DM-Y进行了系统的探讨，希望为今后JB-X DM-Y的分析提供一个基本的框架。
{"title":"A corpus-based analysis of the concessive construction just because X doesn’t mean Y","authors":"Wen Wang, Xue-Jing Wu","doi":"10.2989/16073614.2022.2070509","DOIUrl":"https://doi.org/10.2989/16073614.2022.2070509","url":null,"abstract":"Abstract This study investigates syntactic and semantic features of the English concessive construction just because X doesn’t mean Y (JB-X DM-Y) grounded in Goldberg’s theory of construction grammar. Based on initial data collected from the British National Corpus (BNC) and the Corpus of Contemporary American English (COCA), our qualitative analysis proved that: (1) syntactically, there should be an unexpressed pronoun it or that serving as the subject of the DM-Y part. The quantitative analysis revealed the productivity of JB-X DM-Y. In terms of vocabulary, just and mean in the construction can be replaced by the adverb simply and verbs indicating inference or making assertions. In terms of structure, JB-X NEG-VP and JB-X NEG-CLAUSE were widely used, and JB-X QUESTION exhibited certain productivity; and (2) semantically, JB-X DM-Y should be seen as the negation of the construction Y, because X. It presented the meaning of inference denial and concessive meaning, corresponding to the inferential-because construction and causal-because construction. This article provides a systemic discussion about JB-X DM-Y and hopes to provide a basic structure for the future analysis of JB-X DM-Y.","PeriodicalId":54152,"journal":{"name":"Southern African Linguistics and Applied Language Studies","volume":"40 1","pages":"381 - 396"},"PeriodicalIF":0.6,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48191036","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 : 2022-09-07DOI: 10.2989/16073614.2022.2075773
Chao Zhang
Abstract Applying a view of L2 writing development from the perspective of complexity theory, this study explores the multidimensionality of L2 writing fluency and cohesion, examines the interaction of their internal dimensions and confirms four types of writing fluency and cohesion development patterns. 14 tasks in one academic year producing 910 essays by 65 learners from southern Africa were collected as the corpus. Factor analysis is used to investigate L2 writing fluency and the cohesion dimension. Non-parametric correlation analysis, LOESS curve and change point analysis are conducted to analyse the multidimensional interactive patterns. Results show the following: 1) L2 writing fluency and cohesion involve five indicators in the three subdimensions of referential cohesion, connective and unit length; 2) the development of writing fluency weakly supports the cohesion development of noun overlap and connective indices, but weakly competes against the development of latent semantics. Dimensions of conjunction and lexical word overlap develop mutually in coordination; and 3) four interaction patterns of L2 writing fluency and cohesion were identified, namely an unstable type, a coordinative type, a competitive type and a coordinative- competitive type. These findings show significant differences in individual and group statistical features, which expand the scope of interpretation of the complexity theory.
{"title":"Multidimensional interaction of L2 writing fluency and cohesion: A complexity theory perspective","authors":"Chao Zhang","doi":"10.2989/16073614.2022.2075773","DOIUrl":"https://doi.org/10.2989/16073614.2022.2075773","url":null,"abstract":"Abstract Applying a view of L2 writing development from the perspective of complexity theory, this study explores the multidimensionality of L2 writing fluency and cohesion, examines the interaction of their internal dimensions and confirms four types of writing fluency and cohesion development patterns. 14 tasks in one academic year producing 910 essays by 65 learners from southern Africa were collected as the corpus. Factor analysis is used to investigate L2 writing fluency and the cohesion dimension. Non-parametric correlation analysis, LOESS curve and change point analysis are conducted to analyse the multidimensional interactive patterns. Results show the following: 1) L2 writing fluency and cohesion involve five indicators in the three subdimensions of referential cohesion, connective and unit length; 2) the development of writing fluency weakly supports the cohesion development of noun overlap and connective indices, but weakly competes against the development of latent semantics. Dimensions of conjunction and lexical word overlap develop mutually in coordination; and 3) four interaction patterns of L2 writing fluency and cohesion were identified, namely an unstable type, a coordinative type, a competitive type and a coordinative- competitive type. These findings show significant differences in individual and group statistical features, which expand the scope of interpretation of the complexity theory.","PeriodicalId":54152,"journal":{"name":"Southern African Linguistics and Applied Language Studies","volume":"40 1","pages":"397 - 412"},"PeriodicalIF":0.6,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48561888","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 : 2022-09-07DOI: 10.2989/16073614.2022.2066552
Zhihong Wang
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{"title":"The Ambiguity of English as a Lingua Franca: Politics of language and race in South Africa","authors":"Zhihong Wang","doi":"10.2989/16073614.2022.2066552","DOIUrl":"https://doi.org/10.2989/16073614.2022.2066552","url":null,"abstract":"of","PeriodicalId":54152,"journal":{"name":"Southern African Linguistics and Applied Language Studies","volume":"40 1","pages":"514 - 516"},"PeriodicalIF":0.6,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43782888","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 : 2022-09-07DOI: 10.2989/16073614.2022.2075902
Rose Letsholo-Tafila, Goabilwe N Ramaeba
Abstract In 1953, UNESCO advocated for mother tongue education, particularly at primary school level. Many countries took heed of this advocacy. However, Botswana has not yet implemented this at any level. Against this background, this article investigates the attitudes of humanities students at the University of Botswana to the use of mother tongue in university education and the ideologies that shape this. It addresses the question: What are the views of University of Botswana humanities students towards mother tongue education at university? The article specifically asks the following: a) Would you like your university education to be in your mother tongue?; and b) Is the use of English a hindrance to your learning? The data was collected through a questionnaire which 80 students responded to. The study uses Garrrett’s definition of attitude and Wolfram and Schilling-Estes’s conceptualisation of ideology and found that most students are not in favour of mother tongue education. In addition, they do not find English a hindrance to their education. Both views reflect a language ideology grounded in Botswana’s language practices which hold English in high regard at the expense of indigenous languages.
{"title":"Attitudes of University of Botswana humanities students to mother tongue education","authors":"Rose Letsholo-Tafila, Goabilwe N Ramaeba","doi":"10.2989/16073614.2022.2075902","DOIUrl":"https://doi.org/10.2989/16073614.2022.2075902","url":null,"abstract":"Abstract In 1953, UNESCO advocated for mother tongue education, particularly at primary school level. Many countries took heed of this advocacy. However, Botswana has not yet implemented this at any level. Against this background, this article investigates the attitudes of humanities students at the University of Botswana to the use of mother tongue in university education and the ideologies that shape this. It addresses the question: What are the views of University of Botswana humanities students towards mother tongue education at university? The article specifically asks the following: a) Would you like your university education to be in your mother tongue?; and b) Is the use of English a hindrance to your learning? The data was collected through a questionnaire which 80 students responded to. The study uses Garrrett’s definition of attitude and Wolfram and Schilling-Estes’s conceptualisation of ideology and found that most students are not in favour of mother tongue education. In addition, they do not find English a hindrance to their education. Both views reflect a language ideology grounded in Botswana’s language practices which hold English in high regard at the expense of indigenous languages.","PeriodicalId":54152,"journal":{"name":"Southern African Linguistics and Applied Language Studies","volume":"40 1","pages":"413 - 429"},"PeriodicalIF":0.6,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46488741","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 : 2022-08-14DOI: 10.2989/16073614.2022.2049328
Barbara Wing Yee Siu, M. Afzaal
{"title":"Non-native English-speaking Engineers’ Writing at the Workplace","authors":"Barbara Wing Yee Siu, M. Afzaal","doi":"10.2989/16073614.2022.2049328","DOIUrl":"https://doi.org/10.2989/16073614.2022.2049328","url":null,"abstract":"","PeriodicalId":54152,"journal":{"name":"Southern African Linguistics and Applied Language Studies","volume":"40 1","pages":"511 - 513"},"PeriodicalIF":0.6,"publicationDate":"2022-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46858993","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 : 2022-07-03DOI: 10.2989/16073614.2021.2017782
Pengbo He, Delin Liu
This volume is a selection of papers presented in Zürich reflecting on the worth and feasibility of theories, types of empirical data and advanced research methods in contrastive linguistics. It focuses on the nature of empirical data used in contrastive approaches and the advanced quantitative methods and procedures applied in contrastive research. It also explores the application of multivariate analytical techniques contributing to the quantitative contrastive toolbox. This volume, consisting of nine chapters, gives insights into how developments in theory and in the application of advanced research methods are making the field of contrastive linguistics more representative.
{"title":"New Approaches to Contrastive Linguistics: Empirical and Methodological Challenges","authors":"Pengbo He, Delin Liu","doi":"10.2989/16073614.2021.2017782","DOIUrl":"https://doi.org/10.2989/16073614.2021.2017782","url":null,"abstract":"This volume is a selection of papers presented in Zürich reflecting on the worth and feasibility of theories, types of empirical data and advanced research methods in contrastive linguistics. It focuses on the nature of empirical data used in contrastive approaches and the advanced quantitative methods and procedures applied in contrastive research. It also explores the application of multivariate analytical techniques contributing to the quantitative contrastive toolbox. This volume, consisting of nine chapters, gives insights into how developments in theory and in the application of advanced research methods are making the field of contrastive linguistics more representative.","PeriodicalId":54152,"journal":{"name":"Southern African Linguistics and Applied Language Studies","volume":"40 1","pages":"373 - 377"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47736890","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 : 2022-07-03DOI: 10.2989/16073614.2022.2058567
Lutamo Shadrack Ramuedzisi
Abstract This article focuses on the application of chapter 4(2)(b) of the Use of Official Languages Act (UOLA), 2012. The UOLA was passed to correct the past linguistic imbalances by implementing the provisions of Section 6 of the Constitution of the Republic of South Africa, 1996 for the official status of the indigenous languages. Chapter 4(2)(b) pertains to the selection of official languages of the Republic of South Africa to ensure they are used in official documents in government departments. The research question is whether the Act positively or negatively impacted the use of previously marginalised languages. The study uses the mixed methods approach. The data were gathered from the language policies of about 41 national government departments. Semi-structured interviews were conducted. Data analysis revealed that the status quo has been retained in Afrikaans and English. There is only minimal change observed, as they were treated equally in the previous regime. Previously marginalised African languages still do not find room in the current regime, which leaves them lower in the pecking order in the selection as official languages in departments. The study made some recommendations which can assist the previously marginalised languages to enjoy their official status.
{"title":"An analysis of the impact of section 4(2)(b) of the South African Use of Official Languages Act of 2012 (on previously marginalised indigenous official languages)","authors":"Lutamo Shadrack Ramuedzisi","doi":"10.2989/16073614.2022.2058567","DOIUrl":"https://doi.org/10.2989/16073614.2022.2058567","url":null,"abstract":"Abstract This article focuses on the application of chapter 4(2)(b) of the Use of Official Languages Act (UOLA), 2012. The UOLA was passed to correct the past linguistic imbalances by implementing the provisions of Section 6 of the Constitution of the Republic of South Africa, 1996 for the official status of the indigenous languages. Chapter 4(2)(b) pertains to the selection of official languages of the Republic of South Africa to ensure they are used in official documents in government departments. The research question is whether the Act positively or negatively impacted the use of previously marginalised languages. The study uses the mixed methods approach. The data were gathered from the language policies of about 41 national government departments. Semi-structured interviews were conducted. Data analysis revealed that the status quo has been retained in Afrikaans and English. There is only minimal change observed, as they were treated equally in the previous regime. Previously marginalised African languages still do not find room in the current regime, which leaves them lower in the pecking order in the selection as official languages in departments. The study made some recommendations which can assist the previously marginalised languages to enjoy their official status.","PeriodicalId":54152,"journal":{"name":"Southern African Linguistics and Applied Language Studies","volume":"40 1","pages":"275 - 287"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43773548","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 : 2022-07-03DOI: 10.2989/16073614.2022.2064316
Azza AM Abdelrahim
Abstract A large body of research has investigated ways of measuring and assessing syntactic complexity in learners’ writing, particularly for the purpose of determining the growth in their syntactic complexity. However, little such research has focused on technological ways of improving learners’ syntactic complexity in second language writing, and to date there has been no considerable effort in examining technological means to improve learners’ syntactic complexity in writing. This article investigates the use of eTandem communication on improving learners’ syntactic complexity in writing, and how the development of syntactic complexity could affect the accuracy and quality of their writing. The participants of the study were 100 undergraduate students who were divided into two groups. The experimental eTandem group involved interaction with native speakers, and the control group was made up of students interacting with non-native speakers (face-to-face, peer communication). The participants’ writing samples were analysed using measures that are theoretically motivated by previous research. The results show considerable improvement in syntactic complexity for the experimental group. They also showed improvement in the accuracy and quality of their writing. The implications for writing and syntactic complexity research are considered.
{"title":"Developing EFL learners’ syntactic complexity in writing: The role of eTandem communication","authors":"Azza AM Abdelrahim","doi":"10.2989/16073614.2022.2064316","DOIUrl":"https://doi.org/10.2989/16073614.2022.2064316","url":null,"abstract":"Abstract A large body of research has investigated ways of measuring and assessing syntactic complexity in learners’ writing, particularly for the purpose of determining the growth in their syntactic complexity. However, little such research has focused on technological ways of improving learners’ syntactic complexity in second language writing, and to date there has been no considerable effort in examining technological means to improve learners’ syntactic complexity in writing. This article investigates the use of eTandem communication on improving learners’ syntactic complexity in writing, and how the development of syntactic complexity could affect the accuracy and quality of their writing. The participants of the study were 100 undergraduate students who were divided into two groups. The experimental eTandem group involved interaction with native speakers, and the control group was made up of students interacting with non-native speakers (face-to-face, peer communication). The participants’ writing samples were analysed using measures that are theoretically motivated by previous research. The results show considerable improvement in syntactic complexity for the experimental group. They also showed improvement in the accuracy and quality of their writing. The implications for writing and syntactic complexity research are considered.","PeriodicalId":54152,"journal":{"name":"Southern African Linguistics and Applied Language Studies","volume":"40 1","pages":"337 - 352"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48968198","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 : 2022-07-03DOI: 10.2989/16073614.2022.2058568
Mayowa Akinlotan
Abstract The present study shows variability in Nigerian Pidgin English (NPE) through its frequently used copula dey. Previous works on copulas in NPE have rarely shown the extent to which the copula varies, the extent to which attested variation is complex, or the extent to which the simple or complex variation found is related to processing both the verb phrase in which the copula operates and the overall sentential context it scans. Contributing to this question, the study shows that copula dey exhibits complex variability, which is strongly related to the difficulty in processing the meaning and interpretation of both the verb phrase and that of the overall sentence. The article also shows that variants of dey (i.e. deh and de) are unrelated to the exhibition of this complex variability, though their choice of use is related to formality or text type. Framed within a construction grammar theoretical framework, the article identifies and classifies five contextual scenarios showing creative movement and placement of the copula, including how structural variability (or lack thereof) distinguishes between copula dey, verbal dey and metaphoric dey.
{"title":"Wetin una dey yan: Variation in the use of copula dey in Nigerian Pidgin English","authors":"Mayowa Akinlotan","doi":"10.2989/16073614.2022.2058568","DOIUrl":"https://doi.org/10.2989/16073614.2022.2058568","url":null,"abstract":"Abstract The present study shows variability in Nigerian Pidgin English (NPE) through its frequently used copula dey. Previous works on copulas in NPE have rarely shown the extent to which the copula varies, the extent to which attested variation is complex, or the extent to which the simple or complex variation found is related to processing both the verb phrase in which the copula operates and the overall sentential context it scans. Contributing to this question, the study shows that copula dey exhibits complex variability, which is strongly related to the difficulty in processing the meaning and interpretation of both the verb phrase and that of the overall sentence. The article also shows that variants of dey (i.e. deh and de) are unrelated to the exhibition of this complex variability, though their choice of use is related to formality or text type. Framed within a construction grammar theoretical framework, the article identifies and classifies five contextual scenarios showing creative movement and placement of the copula, including how structural variability (or lack thereof) distinguishes between copula dey, verbal dey and metaphoric dey.","PeriodicalId":54152,"journal":{"name":"Southern African Linguistics and Applied Language Studies","volume":" 22","pages":"288 - 305"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41311409","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}
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