Pub Date : 2023-06-05DOI: 10.30813/jelc.v13i2.4335
Murniati Murniati
Translingual practice recognizes language repertoire in which both linguistics and non-linguistics sources are put together in one’s brain and used when necessary (Canagarajah, 2013). Since one’s language repertoire is different from others, the language produced might also be different. The offline and online contexts might also differentiate the production of the language. In online communication, such as communication through WhatsApp, ones can interpret the linguistics and non-linguistic codes differently, including the emojis which are available in WhatsApp. Due to the different language repertoire, there must be reasons why emojis are used differently by WhatsApp users. This present study aims to find the reasons why emojis are used on WhatsApp chats which are written by students in academic contexts. The data is emojis used in WhatsApp chats used by five university students in a private university in Indonesia. Even though only five participants are joining this study, it aims to examine in-depth reasons why the emojis are used in WhatsApp chats. The data is gained by asking the participants to convert the WhatsApp chats to Word files. In addition, to know the detailed information about the interpretations of the use of emojis in WhatsApp, this study applied MIMI (The Mobile Instant Messaging Interview) (Kaufmann & Peil, 2020; Gibson, 2020; Enochsonn, 2011).It is analyzed by using Netnography (Kozinets, 2015). The results show that there are six reasons why the emojis are used on WhatsApp chats. It can be concluded that in Translingual Practice, language is not fixed; instead, the meaning emerges in the language contact zone.
< <span>翻译实践承认语言库，其中语言学和非语言学来源都放在一个人的大脑中，并在必要时使用(Canagarajah, 2013)。由于一个人的语言储备与其他人不同，因此产生的语言也可能不同。离线和在线环境也可能使语言产生差异。在在线交流中，例如通过WhatsApp进行交流，人们可以不同地解释语言学和非语言代码，包括WhatsApp中可用的表情符号。由于语言的不同，WhatsApp用户使用表情符号的方式不同肯定是有原因的。本研究旨在找出学生在学术背景下撰写的WhatsApp聊天中使用表情符号的原因。这些数据是印度尼西亚一所私立大学的五名大学生在WhatsApp聊天时使用的表情符号。尽管只有五名参与者加入了这项研究，但它的目的是深入研究WhatsApp聊天中使用表情符号的原因。这些数据是通过要求参与者将WhatsApp聊天内容转换为Word文件获得的。此外，为了了解WhatsApp中表情符号使用解释的详细信息，本研究应用了MIMI (the Mobile Instant Messaging Interview) (Kaufmann &Peil, 2020;吉布森,2020;Enochsonn, 2011)。使用Netnography (Kozinets, 2015)对其进行分析。研究结果显示，在WhatsApp聊天中使用表情符号有六个原因。由此可见，在翻译实践中，语言并不是固定不变的;相反，意义出现在语言接触区。</span></p>
{"title":"THE REASONS FOR USING EMOJIS ON WHATSAPP CHATS: A CASE STUDY OF INDONESIAN STUDENTS’ TRANSLINGUAL PRACTICE","authors":"Murniati Murniati","doi":"10.30813/jelc.v13i2.4335","DOIUrl":"https://doi.org/10.30813/jelc.v13i2.4335","url":null,"abstract":"<p><span>Translingual practice recognizes language repertoire in which both linguistics and non-linguistics sources are put together in one’s brain and used when necessary (Canagarajah, 2013). Since one’s language repertoire is different from others, the language produced might also be different. The offline and online contexts might also differentiate the production of the language. In online communication, such as communication through WhatsApp, ones can interpret the linguistics and non-linguistic codes differently, including the emojis which are available in WhatsApp. Due to the different language repertoire, there must be reasons why emojis are used differently by WhatsApp users. This present study aims to find the reasons why emojis are used on WhatsApp chats which are written by students in academic contexts. The data is emojis used in WhatsApp chats used by five university students in a private university in Indonesia. Even though only five participants are joining this study, it aims to examine in-depth reasons why the emojis are used in WhatsApp chats. The data is gained by asking the participants to convert the WhatsApp chats to Word files. In addition, to know the detailed information about the interpretations of the use of emojis in WhatsApp, this study applied MIMI (The Mobile Instant Messaging Interview) (Kaufmann &amp; Peil, 2020; Gibson, 2020; Enochsonn, 2011).It is analyzed by using Netnography (Kozinets, 2015). The results show that there are six reasons why the emojis are used on WhatsApp chats. It can be concluded that in Translingual Practice, language is not fixed; instead, the meaning emerges in the language contact zone.</span></p>","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135753396","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 : 2023-06-05DOI: 10.30813/jelc.v13i2.4225
Inkarizki Swedianisa Amalia, Slamet Setiawan, Syafi’ul Anam
This study is aimed to uncover the types of power and investigate how far power can lead to manipulate others in a movie entitled Glass Onion (2022), written and directed by Rian Johnson. The director portrays Miles Bron's exercise of power as if he had invited his friends to play a murder mystery game on his private island in Greece, yet Blanc solves it promptly. Miles is giving his friends a genuine opportunity to kill him since he is disgruntled; in fact, Duke died of a poisoned drink in moments. Due to the disruption caused by Miles' murder mystery game, this study focuses on studying the power wielded by the main character, Miles Bron. The researchers employed qualitative approach by using content analysis method to analyze the movie. Therefore, the data will be displayed in the form of word, phrase, sentence, and utterance produced by all movie’s characters. The findings suggest that Miles has used four types of power bases to control his friends; reward power, coercive power, referent power, and legitimate power. Furthermore, Miles was able to control his friends by disrupting their psychological awareness in chaotic situations such as the disappearance of Duke's gun and cellphone to manipulate the situation as well as the reason of Duke’s death.
{"title":"POWER AND MANIPULATION DEPICTED BY MILES BRON IN GLASS ONION (2022)","authors":"Inkarizki Swedianisa Amalia, Slamet Setiawan, Syafi’ul Anam","doi":"10.30813/jelc.v13i2.4225","DOIUrl":"https://doi.org/10.30813/jelc.v13i2.4225","url":null,"abstract":"<p><span>This study is aimed to uncover the types of power and investigate how far power can lead to manipulate others in a movie entitled Glass Onion (2022), written and directed by Rian Johnson. The director portrays Miles Bron's exercise of power as if he had invited his friends to play a murder mystery game on his private island in Greece, yet Blanc solves it promptly. Miles is giving his friends a genuine opportunity to kill him since he is disgruntled; in fact, Duke died of a poisoned drink in moments. Due to the disruption caused by Miles' murder mystery game, this study focuses on studying the power wielded by the main character, Miles Bron. The researchers employed qualitative approach by using content analysis method to analyze the movie. Therefore, the data will be displayed in the form of word, phrase, sentence, and utterance produced by all movie’s characters. The findings suggest that Miles has used four types of power bases to control his friends; reward power, coercive power, referent power, and legitimate power. Furthermore, Miles was able to control his friends by disrupting their psychological awareness in chaotic situations such as the disappearance of Duke's gun and cellphone to manipulate the situation as well as the reason of Duke’s death.</span></p>","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135752359","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 : 2023-06-05DOI: 10.30813/jelc.v13i2.3684
Kadek Lelyana Rastari, Luh Putu Artini, Ni Putu Astiti Pratiwi, Ni Putu Wiraningsih
This study was inspired by the lack of teaching techniques that could accommodate students’ speaking skills as the main indicator determining students’ success in learning English. The elicitation technique could be used by teachers to initiate students to speak during the learning process. A descriptive qualitative method was employed which aimed to investigate the types of elicitation techniques used, the way to implement them, and students’ responses to the elicitation techniques employed by the English teachers in motivating students to speak. There were two English teachers and ten students consisting of seventh and eighth grades involved as the participants in this study. Checklist, classroom observation, interview, and video audio recordings were conducted as the methods of data collection by means of observation checklist, observation sheet, interview guide, as well as video-audio recorders. The data were analyzed based on the category of elicitation techniques proposed by Cross (1992). The findings showed that there were 10 types of elicitation techniques used. Speech Prompts 44.5 (28.7%), WH Short-Answer Question 42.5 (27.4%), dan Yes-No Question 37 (23.9%) were the most frequent types used by the teachers in eliciting students to speak. In addition, it was also revealed that the elicitation techniques were employed by the teachers in all the teaching segments. Eight out of ten students positively responded by feeling motivated to speak in English. This indicated that the elicitation techniques used by the teachers could motivate students to speak in English.
{"title":"ELICITATION TECHNIQUE EMPLOYED BY EFL TEACHERS IN MOTIVATING JUNIOR HIGH SCHOOL STUDENTS TO SPEAK","authors":"Kadek Lelyana Rastari, Luh Putu Artini, Ni Putu Astiti Pratiwi, Ni Putu Wiraningsih","doi":"10.30813/jelc.v13i2.3684","DOIUrl":"https://doi.org/10.30813/jelc.v13i2.3684","url":null,"abstract":"<div class=\"page\" title=\"Page 1\"><div class=\"layoutArea\"><div class=\"column\"><p><span>This study was inspired by the lack of teaching techniques that could accommodate students’ speaking skills as the main indicator determining students’ success in learning English. The elicitation technique could be used by teachers to initiate students to speak during the learning process. A descriptive qualitative method was employed which aimed to investigate the types of elicitation techniques used, the way to implement them, and students’ responses to the elicitation techniques employed by the English teachers in motivating students to speak. There were two English teachers and ten students consisting of seventh and eighth grades involved as the participants in this study. Checklist, classroom observation, interview, and video audio recordings were conducted as the methods of data collection by means of observation checklist, observation sheet, interview guide, as well as video-audio recorders. The data were analyzed based on the category of elicitation techniques proposed by Cross (1992). The findings showed that there were 10 types of elicitation techniques used. Speech Prompts 44.5 (28.7%), WH Short-Answer Question 42.5 (27.4%), dan Yes-No Question 37 (23.9%) were the most frequent types used by the teachers in eliciting students to speak. In addition, it was also revealed that the elicitation techniques were employed by the teachers in all the teaching segments. Eight out of ten students positively responded by feeling motivated to speak in English. This indicated that the elicitation techniques used by the teachers could motivate students to speak in English.<br /></span></p></div></div></div>","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135753392","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 : 2023-06-05DOI: 10.30813/jelc.v13i2.3742
Nirwana Nirwana
Raya and the Last Dragon is an animated movie with an adventure theme from Walt Disney Studio which was released in 2021. This movie tells the adventures of a character named Raya who lives onhis birthland named Kumandra. Raya begins her journey to find the last dragon named Sisu to help her defeat an enemy from darkness named Druun and unite the Kumandra again. In this movie, youcan see the design aspects of local wisdom, background,culture, life values and tradition that are still strong andare very authentic and related to the daily life of people in Southeast Asia and one of them contains aspects of Indonesian culture. Therefore, this movie has norms values that reflect the identity of the Indonesian nation in the Southeast Asia region. This study aims to find out how the role of Southeast Asian culture is formed and influences the people in assessing Southeast Asian culture, especially culture from Indonesia. The research method was grounded theory approach and the datais taken from the scene of the movie. The research results show that there are cultural elements that are shown through the values in the Movie Raya and The Last Dragon in the form of character design, asset design and background. These assets are able to build the people’s perception of the culture of Southeast Asia and Indonesia.
{"title":"THE CULTURAL IDENTITY OF NUSANTARA IN A MOVIE \"RAYA AND THE LAST DRAGON “","authors":"Nirwana Nirwana","doi":"10.30813/jelc.v13i2.3742","DOIUrl":"https://doi.org/10.30813/jelc.v13i2.3742","url":null,"abstract":"<span lang=\"IN\">Raya and the Last Dragon is an animated movie with an adventure theme from Walt Disney Studio which was released </span><span>in 2021</span><span lang=\"IN\">. This movie tells the adventures of a character named Raya who lives onhis birthland named Kumandra. Raya begins her journey to find the last dragon named Sisu to help her defeat an enemy from darkness named Druun and unite the Kumandra again. In this movie, </span><span>you</span><span><span lang=\"IN\">can see the design aspects of local wisdom, background,</span></span><span lang=\"IN\">culture, life values and tradition that are still strong </span><span>and</span><span><span lang=\"IN\">are very authentic and related to the daily life of people in Southeast Asia and one of them contains aspects of Indonesian culture. Therefore, this movie ha</span></span><span>s </span><span lang=\"IN\">norms values that reflect the identity of the Indonesian nation in the Southeast Asia region. This study aims to find out how the role of Southeast Asian culture is formed and influences the </span><span>people </span><span><span lang=\"IN\">in assessing Southeast Asian culture, especially culture from Indonesia. The research method </span></span><span>was</span><span lang=\"IN\"> grounded theory approach and the data</span><span>is taken from the scene of the movie</span><span lang=\"IN\">. </span><span>T</span><span lang=\"IN\">he research results show that there are cultural elements that are shown through the values in the Movie Raya and The Last Dragon in the form of character design, asset design and background. These assets are able to build the </span><span>people’s </span><span><span lang=\"IN\">perception of the culture of Southeast Asia and Indonesia.</span></span>","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135753394","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 : 2023-06-05DOI: 10.30813/jelc.v13i2.4028
Maria Dwilla Sekar Putri, Emanuel Sunarto
Sometimes, politicians may use speech acts in their political speeches that the audience may interpret in a variety of ways. Speech acts are used when a speaker expresses words or phrases to achieve specified objectives and it relates to pragmatics in some way. This research aims to find the most dominant and the functions of illocutionary acts found in Australian Minister of Foreign Affairs speech at UNGA. The theory used was from Searle and it was found that there were four illocutionary acts in the speech, namely representative, commissive, directive, and expressive. It was found that representative was the most dominant type of act in the speech. It occurred 54 times to inform and state the current condition and issues of the world. The second was commissive with 23 occurences, followed by directive with 14 occurences, and expressive with 6 occurences. While declarative was not found because there was not any declaration that could change the current condition.
{"title":"FUNCTIONS OF SPEECH ACTS IN AUSTRALIAN MINISTER OF FOREIGN AFFAIRS SPEECH AT UNGA","authors":"Maria Dwilla Sekar Putri, Emanuel Sunarto","doi":"10.30813/jelc.v13i2.4028","DOIUrl":"https://doi.org/10.30813/jelc.v13i2.4028","url":null,"abstract":"<p>Sometimes, politicians may use speech acts in their political speeches that the audience may interpret in a variety of ways. Speech acts are used when a speaker expresses words or phrases to achieve specified objectives and it relates to pragmatics in some way. This research aims to find the most dominant and the functions of illocutionary acts found in Australian Minister of Foreign Affairs speech at UNGA. The theory used was from Searle and it was found that there were four illocutionary acts in the speech, namely representative, commissive, directive, and expressive. It was found that representative was the most dominant type of act in the speech. It occurred 54 times to inform and state the current condition and issues of the world. The second was commissive with 23 occurences, followed by directive with 14 occurences, and expressive with 6 occurences. While declarative was not found because there was not any declaration that could change the current condition.<strong></strong></p><p> </p>","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135753395","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 : 2023-06-05DOI: 10.30813/jelc.v13i2.4237
Nurdiana Nurdiana Nurdiana
The speech act of requesting is a speech act commonly found and used in daily conversations. It is an intriguing research topic of pragmatics, particularly pragmatics in materials development, which is a sub-topic of language teaching. Earlier studies of pragmatics in language teaching reported that English teachers tend to look down on pragmatic aspects when teaching the language, including being ignorant of sociopragmatic information about language use in English coursebooks. For this reason, this paper discusses the findings of a sociopragmatic analysis in a local English coursebook. A content analysis employing pragmatic and sociopragmatic theoretical frameworks and a pragmatic judgment task by a native speaker of American English was carried out to investigate the sociopragmatic information in the course book. Results indicated that it did not contain an adequate amount of sociopragmatic knowledge indicating sociopragmatic failure. Thus, it implies that the coursebook may not be reliable language input for pragmatic competence improvement.
{"title":"A SOCIOPRAGMATIC ANALYSIS OF THE SPEECH ACT OF REQUESTING IN LOCAL ENGLISH COURSEBOOKS","authors":"Nurdiana Nurdiana Nurdiana","doi":"10.30813/jelc.v13i2.4237","DOIUrl":"https://doi.org/10.30813/jelc.v13i2.4237","url":null,"abstract":"<p>The speech act of requesting is a speech act commonly found and used in daily conversations. It is an intriguing research topic of pragmatics, particularly pragmatics in materials development, which is a sub-topic of language teaching. Earlier studies of pragmatics in language teaching reported that English teachers tend to look down on pragmatic aspects when teaching the language, including being ignorant of sociopragmatic information about language use in English coursebooks. For this reason, this paper discusses the findings of a sociopragmatic analysis in a local English coursebook. A content analysis employing pragmatic and sociopragmatic theoretical frameworks and a pragmatic judgment task by a native speaker of American English was carried out to investigate the sociopragmatic information in the course book. Results indicated that it did not contain an adequate amount of sociopragmatic knowledge indicating sociopragmatic failure. Thus, it implies that the coursebook may not be reliable language input for pragmatic competence improvement. <strong></strong></p>","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135753393","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 : 2023-05-15DOI: 10.22364/bjellc.13.2023.10
Edit Willcox-Ficzere
The significance of pragmatic competence in L2 speakers’ successful social integration has been highlighted, and the need for assessing it has increased as the number of international students in English-speaking countries has risen. Many existing pragmatic tests are based on the Speech Act Theory and employ discourse completion tasks. However, these have been criticized for overlooking the importance of the discursive side of pragmatics. Furthermore, there has been little research into gaining learners’ insight into their thought processes while analyzing the given social context, which in turn will influence their linguistic choices and pragmatic performance. The aim of this research was, therefore, to examine how the depth of learners’ context analysis might influence their linguistic choices in authentic tasks and impact the conversational strategies employed in order to achieve the communicative goal. Data were collected from thirty B2-C2 level international university students, who performed four monologic tasks. This was followed by a semi-structured interview to gain participants’ perspectives on the contexts. Task performance was analyzed qualitatively using Conversation Analysis, and interview data was utilized to better understand language use and strategies in task performance. The results indicate that with increasing proficiency, learners not only employed more pragmalinguistic devices when deemed necessary, but they also placed a stronger emphasis on cooperation and the mutual achievement of the communicative goal. The data from the semi-structured interviews also highlighted that with increased proficiency there was a greater depth of contextual analysis, focusing more closely on the conversational partner’s circumstances and potential reaction to the request.
{"title":"How Might the Analysis of the Social Context Influence B2-C2 Level Learners’ Linguistic Choices in Oral Discourse?","authors":"Edit Willcox-Ficzere","doi":"10.22364/bjellc.13.2023.10","DOIUrl":"https://doi.org/10.22364/bjellc.13.2023.10","url":null,"abstract":"The significance of pragmatic competence in L2 speakers’ successful social integration has been highlighted, and the need for assessing it has increased as the number of international students in English-speaking countries has risen. Many existing pragmatic tests are based on the Speech Act Theory and employ discourse completion tasks. However, these have been criticized for overlooking the importance of the discursive side of pragmatics. Furthermore, there has been little research into gaining learners’ insight into their thought processes while analyzing the given social context, which in turn will influence their linguistic choices and pragmatic performance. The aim of this research was, therefore, to examine how the depth of learners’ context analysis might influence their linguistic choices in authentic tasks and impact the conversational strategies employed in order to achieve the communicative goal. Data were collected from thirty B2-C2 level international university students, who performed four monologic tasks. This was followed by a semi-structured interview to gain participants’ perspectives on the contexts. Task performance was analyzed qualitatively using Conversation Analysis, and interview data was utilized to better understand language use and strategies in task performance. The results indicate that with increasing proficiency, learners not only employed more pragmalinguistic devices when deemed necessary, but they also placed a stronger emphasis on cooperation and the mutual achievement of the communicative goal. The data from the semi-structured interviews also highlighted that with increased proficiency there was a greater depth of contextual analysis, focusing more closely on the conversational partner’s circumstances and potential reaction to the request.","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90737391","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 : 2023-05-15DOI: 10.22364/bjellc.13.2023.01
Isaiah Aluya, Samuel Edem
That language is used to convey a broad sense of meanings and that the meanings that are conveyed with language are moulded by our immediate social, political and historical conditions are safe assumptions about the efficacy of language. This paper discusses language techniques and literary devices for national messaging to ascertain their functions in national discourse. To achieve this aim, the study examines purposively sampled excerpts from Nigeria’s President Muhammadu Buhari’s Democracy Day speech on June 12, 2019, using insights from practical stylistics. This is to determine whether the language and literary devices have been deployed effectively to the speech’s content. The language and literary devices observed were reference items, to signal solidarity and inclusivity; evidential clauses, to consolidate the argument raised; capitalisation, to foreground the issues discussed; name-calling, to ridicule political opponents; the praise tactic, for self-promotion and positive representation, the blame-game tactic, to evade responsibility and denigrate previous administration; hasty generalisation, to advance personal agenda; and allusion, to draw knowledge from historical events. The study submits that the aforementioned devices, depending on how they are used in communication, can either foster or jeopardise national integration. Consequently, it recommends that national discourses be cautiously constructed using pertinent linguistic and literary devices.
{"title":"Language Techniques and Literary Devices for National Messaging in President Buhari’s Democracy Day Speech","authors":"Isaiah Aluya, Samuel Edem","doi":"10.22364/bjellc.13.2023.01","DOIUrl":"https://doi.org/10.22364/bjellc.13.2023.01","url":null,"abstract":"That language is used to convey a broad sense of meanings and that the meanings that are conveyed with language are moulded by our immediate social, political and historical conditions are safe assumptions about the efficacy of language. This paper discusses language techniques and literary devices for national messaging to ascertain their functions in national discourse. To achieve this aim, the study examines purposively sampled excerpts from Nigeria’s President Muhammadu Buhari’s Democracy Day speech on June 12, 2019, using insights from practical stylistics. This is to determine whether the language and literary devices have been deployed effectively to the speech’s content. The language and literary devices observed were reference items, to signal solidarity and inclusivity; evidential clauses, to consolidate the argument raised; capitalisation, to foreground the issues discussed; name-calling, to ridicule political opponents; the praise tactic, for self-promotion and positive representation, the blame-game tactic, to evade responsibility and denigrate previous administration; hasty generalisation, to advance personal agenda; and allusion, to draw knowledge from historical events. The study submits that the aforementioned devices, depending on how they are used in communication, can either foster or jeopardise national integration. Consequently, it recommends that national discourses be cautiously constructed using pertinent linguistic and literary devices.","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79764064","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 : 2023-05-15DOI: 10.22364/bjellc.13.2023.04
Kristīna Korneliusa, Zigrīda Vinčela
Researchers claim (see Egbert, 2018) that, irrespective of the growing amount of corpora, there is insufficient focus on the research and discussion of corpus creation and analysis challenges. The ongoing international project LEXECON (2021-2024) raises awareness about these kinds of issues. The goal of this study is twofold: firstly, to explore corpus creation stages in relation to compilation criteria; and secondly, to pilot the functionality of the created subcorpus by researching first-person pronoun variations to uncover the subjectivity across the subcorpus genres. The pronouns were explored by observing their relative frequency, context, and surplus-deficit index. Two corpus analysis tools—Sketch Engine and Hyperbase 10—were applied. The corpus creation results confirm that balance is the most challenging corpus criterion to fulfil, whereas corpus editing is the most time-consuming corpus creation stage. The results obtained via first-person pronoun extraction confirm that the context and surplus-deficit index contribute to the research results no less than the relative frequency data. The analysis of personal pronoun data variations shows that essays contain the fewest first-person singular pronouns; however, in other genres, they often do not convey an authorial stance. Moreover, a greater surplus of possessive case reflects a more active authorial stance as opposed to objective case.
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Pub Date : 2023-05-15DOI: 10.22364/bjellc.13.2023.03
Mihails Čebotarjovs
The present paper examines how John Banville creates a peculiar version of the Faust legend in his novel Mefisto (1999) through the use of double coding. The term is frequently used in postmodern art, especially in literary theory and architecture. The idea consists of the possibility of sending two opposite or even multiple messages at once. Mefisto presents a fertile ground for the analysis of the way double coding might operate in a work of postmodernist fiction. Moreover, it has been one of the most challenging contemporary interpretations of the Faust legend for critics and, therefore, the present analysis has more specific relevance for those who are already taking interest in Banville’s oeuvre and/or in the Faust legend. For those who are yet to discover Banville, the article may serve as a short introduction to his idiosyncratic artistic style and peculiar means of expression. The ensuing analysis of double coding in Mefisto has the task of demonstrating that both a metanarrative appeal and a quotation/irony combination are clearly detectable in the novel. The aspiration is also to stress that Eco’s approach to the definition of double coding is more in-depth and more relevant for literary theory or postmodernism than Jencks’s one.
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