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Journal articles on the topic 'Functional spoken English'
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Jiao, Fengming, Jiao Song, Xin Zhao, Ping Zhao, and Ru Wang. "A Spoken English Teaching System Based on Speech Recognition and Machine Learning." International Journal of Emerging Technologies in Learning (iJET) 16, no. 14 (July 28, 2021): 68. http://dx.doi.org/10.3991/ijet.v16i14.24049.
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The learning model and environment are two major constraints on spoken English learning by Chinese learners. The maturity of computer-aided language learning brings a new opportunity to spoken English learners. Based on speech recognition and machine learning, this paper designs a spoken English teaching system, and determines the overall architecture and functional modules of the system according to the system’s functional demand. Specifically, MATLAB was adopted to realize speech recognition, and generate a speech recognition module. Combined with machine learning algorithm, a deep belief network (DBN)-support vector machine (SVM) model was proposed to classify and detect the errors in pronunciation; the module also scores the quality and corrects the errors in pronunciation. This model was extended to a speech evaluation module was created. Next, several experiments were carried out to test multiple attributes of the system, including the accuracy of pronunciation classification and error detection, recognition rates of different environments and vocabularies, and the real-timeliness of recognition. The results show that our system achieved good performance, realized the preset design goals, and satisfied the user demand. This research provides an important theoretical and practical reference to transforming English teaching method, and improving the spoken English of learners.
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Sgall, Petr. "Functional sentence perspective in written and spoken communication. Studies in English Language." Journal of Pragmatics 32, no. 5 (April 2000): 639–44. http://dx.doi.org/10.1016/s0378-2166(99)00023-5.
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Gilner, Leah, and Frank Morales. "FUNCTIONAL LOAD: TRANSCRIPTION AND ANALYSIS OF THE 10,000 MOST FREQUENT WORDS IN SPOKEN ENGLISH." Buckingham Journal of Language and Linguistics 3 (September 16, 2010): 135–62. http://dx.doi.org/10.5750/bjll.v3i0.27.
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Not all aspects of a language have equal importance for speakers or for learners. From the point of view of language description, functional load is a construct that attempts to establish quantifiable hierarchies of relevance among elements of a linguistic class. This paper makes use of analyses conducted on the 10-million-word spoken subcorpus of the British National Corpus in order to characterize what amounts to approximately 97% of the phonological forms and components heard and produced by fluent speakers in a range of contexts. Our aim is to provide segmental, sequential, and syllabic level rankings of spoken English that can serve as the basis for reference and subsequent work by language educators and researchers.
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Liu, Jixin, and Xiaoting Li. "Clausal Realization of Hedges in Teacher Talk." International Journal for Innovation Education and Research 5, no. 5 (May 31, 2017): 113–20. http://dx.doi.org/10.31686/ijier.vol5.iss5.695.
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Hedges as a linguistic device has been studied from different perspectives since Lakoff proposed this linguistic concept. The preceding researches focused on definition, classification and research domain of hedges. This thesis is aimed at the application of hedges by teachers in the spoken English class context through classroom observation and transcription from the teacher-student interaction. Based on the functional analysis of the excerpts from the spoken English classes, pedagogical implications of hedge use are illuminated. Thus, teachers can motivate the classroom participation on the part of students in thinking and speaking.
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Berg, Kristian, Franziska Buchmann, Katharina Dybiec, and Nanna Fuhrhop. "Morphological spellings in English." Written Language and Literacy 17, no. 2 (September 22, 2014): 282–307. http://dx.doi.org/10.1075/wll.17.2.05ber.
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Morphologically motivated spellings in English are usually thought to be restricted to cases like 〈electric – electrician – electricity〉, where the stem final letter 〈c〉 is kept constant in spelling although the corresponding phoneme varies in spoken language. However, there are many more – and fundamentally different – spellings that refer to morphological information. We will show this by systematically going through the three major parts of morphology: inflection, derivation, and compounding. In each area, we will identify spellings that can best be explained with reference to morphology. As a result, we will present an overview of formal and functional means of morphological spellings which goes far beyond the ubiquitous example cited above. Keywords: English; spelling; writing system; morphology; stem constancy
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Biber, Douglas, Mark Davies, James K. Jones, and Nicole Tracy-Ventura. "Spoken and written register variation in Spanish: A multi-dimensional analysis." Corpora 1, no. 1 (May 2006): 1–37. http://dx.doi.org/10.3366/cor.2006.1.1.1.
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There have been few comprehensive analyses of register variation conducted in a European language other than English. Spanish provides an ideal test case for such a study: Spanish is a major international language with a long social history of literacy, and it is a Romance language, with interesting linguistic similarities to, and differences from, English. The present study uses Multi-Dimensional (MD) analysis to investigate the distribution of a large set of linguistic features in a wide range of spoken and written registers: 146 linguistic features in a twenty-million words corpus taken from nineteen spoken and written registers. Six primary dimensions of variation are identified and interpreted in linguistic and functional terms. Some of these dimensions are specialised, without obvious counterparts in the MD analyses of other languages (e.g., a dimension related to discourse with a counterfactual focus). However, other Spanish dimensions correspond closely to dimensions identified for other languages, reflecting functional considerations such as interactiveness, personal stance, informational density, argumentation, and a narrative focus.
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Maslauskienė, Greta. "Combinatory potential of contrastive discourse markers in English and Lithuanian: a semantic functional analysis." Lietuvių kalba, no. 14 (June 10, 2020): 1–22. http://dx.doi.org/10.15388/lk.2020.22464.
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Although numerous studies have concentrated on individual discourse markers (henceforth, DMs) or their classes, little attention has been paid to their combinations, especially from a cross-linguistic perspective. Most of the studies are based on the English language data, whereas the combinatory potential of DMs in other languages remains largely unexplored. The present corpus-based study focuses on combinations of contrastive discourse markers (henceforth, CDMs) in English and Lithuanian by adopting Fraser’s (2013) approach to DMs. The aim of the study is to investigate the combinatory potential of CDMs in English and Lithuanian academic discourse, spoken discourse and fiction. The study presents a list of CDM combinations used in English and Lithuanian and investigates their semantic-pragmatic profile.
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Wang, Ying. "Lexical bundles in spoken academic ELF." International Journal of Corpus Linguistics 22, no. 2 (September 22, 2017): 187–211. http://dx.doi.org/10.1075/ijcl.22.2.02wan.
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Abstract This corpus-based study explored the effects of two factors – genre (i.e. speech event type) and disciplinary variation – on spoken academic ELF, from the perspective of lexical bundles (i.e. recurrent word combinations). The material was drawn from a corpus of transcribed spoken academic lingua franca English (ELFA). The investigation involved a quantitative analysis of the use of four-word bundles, in terms of frequency, form, and function, across a range of genres (academic lectures and seminars) and disciplines (Medicine, Social Sciences, Natural Sciences). A qualitative analysis was also carried out to give an in-depth account of functional variations associated with one particular lexical bundle I don’t know if. The results demonstrated that genre and discipline are two important factors that cannot be ignored in understanding academic ELF communication and idiomaticity, and lexical bundles provide useful glimpses on genre and disciplinary variation that are worth following up.
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WOO, BRENT. "Innovation in functional categories: slash, a new coordinator in English." English Language and Linguistics 23, no. 3 (December 28, 2017): 621–44. http://dx.doi.org/10.1017/s1360674317000557.
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This article presents an analysis of the distribution and syntactic behavior of the English expression slash, as in John is a linguist slash musician. The interpretation of this ‘effable slash’ is largely equivalent to intersective and, but it differs from other connective devices like Latin cum, N–N compounding and the orthographic slash </>. A corpus study of American English finds that slash is productive in this use. Its syntactic properties confirm its status as coordinator, but it is distinguished from standard coordinators and and or, in that it imposes category restrictions on the conjuncts: it cannot coordinate full clauses or noun phrases with determiners. I propose that words like slash, period and quote form a class of ‘effable punctuation’ that entered the spoken language from writing. In sum, by incorporating slash into the grammar of English, I argue that slash is a rare example of innovation in a ‘very closed’ functional category.
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Malyuga, Elena N., and Michael McCarthy. "“No” and “net” as response tokens in English and Russian business discourse: In search of a functional equivalence." Russian Journal of Linguistics 25, no. 2 (December 15, 2021): 391–416. http://dx.doi.org/10.22363/2687-0088-2021-25-2-391-416.
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The literature on English suggests that turn-initial no fulfils a variety of discourse-pragmatic functions beyond its use as a negative response to polar questions. We cannot assume that the same range or distribution of functions is realised by its nearest Russian equivalent, net . Hence, investigating the contrasts and similarities in the nomenclature and distribution of functions of no and net should pose an important research problem for various discourses, and especially for business discourse with its focus on goal-orientation and productive interpersonal relations requiring adequate interlingual interaction. The study examines how no and net occur in two corpora of spoken business/professional discourse in order to establish their functional comparability and reveal the differences in their use. The article draws on data from the Cambridge and Nottingham Spoken Business English Corpus and the Russian National Corpus analysed using a combination of corpus linguistics, conversation analysis and discourse analytical approaches. Study results show some overlap between the functions of the response particles in English and Russian, and some differences. The findings suggest that no / net display a number of functions connected with conversational continuity, topic management, turn-taking and hedging. The distribution and functions of no/net in the English and Russian data are similar, with the Russian data showing a preference for floor-grabbing no -initiated turns. Translation equivalence is not always fully applicable between no and net . A mixed methodology generates results which suggest that fruitful insights can be gained from English and Russian corpus data. The issues of the use of no and нет in English and Russian business discourses can be further investigated using the suggested data and conclusions.
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Trinh, Nguyen Thi Tu, Phan Van Hoa, and Tran Huu Phuc. "Halliday’s Functional Grammar: Philosophical Foundation and Epistemology." Jurnal Humaniora 29, no. 2 (June 20, 2017): 207. http://dx.doi.org/10.22146/jh.24295.
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It is difficult to track the philosophy foundation and epistemology of systemic functional grammar (SFG) formulated by Halliday in the 1980s as this kind of grammar views language as a systemic resource for meaning. Besides, it has had global impacts on linguistics and flourished in contemporary linguistic theory. Anyone who is familiar with Halliday’s work realizes that his SFG is an approach designed to analyze English texts. Halliday (1994: xv) explicitly states that “to construct a grammar for purposes of text analysis: one that would make it possible to say sensible and useful things about any text, spoken or written, in modern English.” The aim of this study is not about the applicability of SFG to text analysis as many researchers and scholars do. Our efforts are made to clarify the philosophical foundation of Halliday’s SFG. The paper presents on triangle: (i) language, mind and world; (ii) and empiricism in Halliday’s SFG.
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Trinh, Nguyen Thi Tu, Phan Van Hoa, and Tran Huu Phuc. "Halliday’s Functional Grammar: Philosophical Foundation and Epistemology." Jurnal Humaniora 29, no. 2 (June 20, 2017): 207. http://dx.doi.org/10.22146/jh.v29i2.24295.
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It is difficult to track the philosophy foundation and epistemology of systemic functional grammar (SFG) formulated by Halliday in the 1980s as this kind of grammar views language as a systemic resource for meaning. Besides, it has had global impacts on linguistics and flourished in contemporary linguistic theory. Anyone who is familiar with Halliday’s work realizes that his SFG is an approach designed to analyze English texts. Halliday (1994: xv) explicitly states that “to construct a grammar for purposes of text analysis: one that would make it possible to say sensible and useful things about any text, spoken or written, in modern English.” The aim of this study is not about the applicability of SFG to text analysis as many researchers and scholars do. Our efforts are made to clarify the philosophical foundation of Halliday’s SFG. The paper presents on triangle: (i) language, mind and world; (ii) and empiricism in Halliday’s SFG.
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Trinh, Ngyen Thi Tu, Phan Van Hoa, and Tran Huu Phuc. "Halliday’s Functional Grammar: Philosophical Foundation and Epistemology." Journal of English Language and Literature 7, no. 3 (June 30, 2017): 536–42. http://dx.doi.org/10.17722/jell.v7i3.315.
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It is difficult to track the philosophy foundation and epistemology of systemic functional grammar (SFG) formulated by Halliday in the 1980s as this kind of grammar views language as a systemic resource for meaning. Besides, it has had global impacts on linguistics and flourished in contemporary linguistic theory. Anyone who is familiar with Halliday’s work realizes that his SFG is an approach designed to analyze English texts. Halliday (1994: xv) explicitly states that “to construct a grammar for purposes of text analysis: one that would make it possible to say sensible and useful things about any text, spoken or written, in modern English.” The aim of this study is not about the applicability of SFG to text analysis as many researchers and scholars do. Our efforts are made to clarify the philosophical foundation of Halliday’s SFG. The paper presents on triangle: (i) language, mind and world; (ii) and empiricism in Halliday’s SFG.
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Kaltenböck, Gunther. "It-extraposition in English." International Journal of Corpus Linguistics 10, no. 2 (June 14, 2005): 119–59. http://dx.doi.org/10.1075/ijcl.10.2.02kal.
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This paper investigates the communicative use ofit-extraposition (e.g.It is surprising that John went to London) in texts, based on a corpus analysis of 1,701 instances in the British component of theInternational Corpus of English. Contrary to the wayit-extraposition is often treated in the literature, it does not represent a uniform functional category whose communicative purpose arises mainly from its status as the stylistically unmarked counterpart of non-extraposition. An analysis of the information status of the extraposed subject shows that it is possible to distinguish two basic types (Given Complement Extraposition and New Complement Extraposition) which differ fundamentally in their communicative potential and distribution in different (spoken and written) text types. For each of the two informational types a number of specific uses in texts are identified taking into account thematic structure (topic-comment) and the semantic nature of the matrix predicate.
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González-Díaz, Victorina. "Intensificatory Tautology in the History of English: A Corpus-based Study." Journal of English Linguistics 49, no. 2 (April 1, 2021): 182–207. http://dx.doi.org/10.1177/0075424221999095.
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This paper explores the development and establishment of intensificatory tautology (specifically, size-adjective clusters, e.g., “ great big plans,” “ little tiny room”) in the history of English. The analysis suggests that size-adjective clusters appear in the Late Middle English period as a result of the functional-structural reorganization of the English noun phrase. It is only towards the end of the Early Modern English period that they start to become (relatively) productive in the language, and in Present-Day English that they acquire a wide(r) intensifying functional range (i.e., adjective modifier, emphasizer, degree intensifier) and become associated with informal, spoken-based registers. More broadly, the paper suggests that more research is needed as regards the role of collocation in processes of intensifier creation in the noun phrase and, more generally, as regards how collocation interacts with word-formation processes in this context.
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Defrancq, Bart, and Gert De Sutter. "Contingency hedges in Dutch, French and English." International Journal of Corpus Linguistics 15, no. 2 (May 21, 2010): 183–213. http://dx.doi.org/10.1075/ijcl.15.2.03def.
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This article reports on a detailed corpus-based and contrastive analysis of the syntactic, semantic and functional properties of English depend, French dépendre and Dutch afhangen, liggen and zien as markers of intersubjectivity. Based on three large-scale monolingual corpora of spoken English, French and Dutch, the results show that these intersubjectivity markers are semantically related to a conditional meaning of the verbs they are based on: viewpoints expressed or asked for in the preceding discourse are presented as valid only in particular circumstances. Furthermore, it is shown that the markers have undergone a process of decategorialisation, as they appear almost exclusively in third person present tense, and as the range of subjects that can be combined with these markers is more restricted than the non-intersubjective uses of these verbs. Finally, a detailed corpus analysis of the Dutch markers shows that their use is mainly determined by regional and functional parameters.
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Thwaite, Anne. "Gender differences in spoken interaction in same sex dyadic conversations in Australian English." Language and Gender in the Australian Context 10 (January 1, 1993): 147–79. http://dx.doi.org/10.1075/aralss.10.07thw.
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Abstract This paper is a quantitative study of gender differences in a corpus of spontaneous spoken discourse of approximately 2000 clauses. Subjects were same sex pairs of speakers of Australian English, from a sample that was homogeneous in all respects except gender. Grammatical analyses derive from the work of Halliday, with conversational analyses developed by Berry (1981a,b,c) and Martin (1992). Results show that statistically significant gender differences occurred in the phonological, lexicogrammatical and semantic strata of the language. A Systemic Functional model was found to be most useful in capturing these differences, and in relating them in a holistic picture of this type of language variation.
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Mercure, Evelyne, Samuel Evans, Laura Pirazzoli, Laura Goldberg, Harriet Bowden-Howl, Kimberley Coulson-Thaker, Indie Beedie, Sarah Lloyd-Fox, Mark H. Johnson, and Mairéad MacSweeney. "Language Experience Impacts Brain Activation for Spoken and Signed Language in Infancy: Insights From Unimodal and Bimodal Bilinguals." Neurobiology of Language 1, no. 1 (March 2020): 9–32. http://dx.doi.org/10.1162/nol_a_00001.
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Recent neuroimaging studies suggest that monolingual infants activate a left-lateralized frontotemporal brain network in response to spoken language, which is similar to the network involved in processing spoken and signed language in adulthood. However, it is unclear how brain activation to language is influenced by early experience in infancy. To address this question, we present functional near-infrared spectroscopy (fNIRS) data from 60 hearing infants (4 to 8 months of age): 19 monolingual infants exposed to English, 20 unimodal bilingual infants exposed to two spoken languages, and 21 bimodal bilingual infants exposed to English and British Sign Language (BSL). Across all infants, spoken language elicited activation in a bilateral brain network including the inferior frontal and posterior temporal areas, whereas sign language elicited activation in the right temporoparietal area. A significant difference in brain lateralization was observed between groups. Activation in the posterior temporal region was not lateralized in monolinguals and bimodal bilinguals, but right lateralized in response to both language modalities in unimodal bilinguals. This suggests that the experience of two spoken languages influences brain activation for sign language when experienced for the first time. Multivariate pattern analyses (MVPAs) could classify distributed patterns of activation within the left hemisphere for spoken and signed language in monolinguals (proportion correct = 0.68; p = 0.039) but not in unimodal or bimodal bilinguals. These results suggest that bilingual experience in infancy influences brain activation for language and that unimodal bilingual experience has greater impact on early brain lateralization than bimodal bilingual experience.
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Schendl, Herbert. "Code-switching in early English literature." Language and Literature: International Journal of Stylistics 24, no. 3 (August 2015): 233–48. http://dx.doi.org/10.1177/0963947015585245.
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Code-switching has been a frequent feature of literary texts from the beginning of English literary tradition to the present time. The medieval period, in particular, with its complex multilingual situation, has provided a fruitful background for multilingual texts, and will be the focus of the present article. After looking at the linguistic background of the period and some specifics of medieval literature and of historical code-switching, the article discusses the main functions of code-switching in medieval poetry and drama, especially in regard to the different but changing status of the three main languages of literacy: Latin, French and English. This functional-pragmatic approach is complemented by a section on syntactic aspects of medieval literary code-switching, which also contains a brief comparison with modern spoken code-switching and shows some important similarities and differences between the two sets of data.
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Bernsten, Jan. "STANDARDS AND VARIATION IN URBAN SPEECH: EXAMPLES FROM LOWLAND SCOTS. Ronald K. S. Macaulay. Amsterdam: Benjamins, 1997. Pp. x + 202. $64.00 cloth." Studies in Second Language Acquisition 22, no. 4 (December 2000): 596–97. http://dx.doi.org/10.1017/s0272263100234062.
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This book, which focuses on the Lowland Scots variety of English spoken in Glasgow, is a welcome addition to the John Benjamins series “Varieties of English Around the World.” Macaulay brings together work based on data collected in three decades—the '70s, '80s, and '90s. The 12 chapters thus represent several strands of research, all centered on the basic theme of language standards and variation. Macaulay argues that the “view of the inherent superiority of standardized varieties is misleading and that allvarieties of language persist because they are functional for their speakers” (p. 5).
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Smith, Anne. "Creative English: balancing creative and functional language needs for adult refugees, asylum seekers and migrants." Scenario: A Journal of Performative Teaching, Learning, Research X, no. 1 (January 1, 2016): 1–17. http://dx.doi.org/10.33178/scenario.10.1.1.
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This article argues that play and creativity are cornerstones of a person-centred approach to adult second language education. However, when learners are refugees, asylum seekers or migrants already living in the country where the language is spoken, it is important that language learning also addresses their functional needs. Creative English is an applied theatre programme for adults in the UK that balances these functional and creative needs while developing confidence in English language communication skills. Drawing on participant-led, practice-based research which resulted in the development of Creative English, this article purports the benefits of an approach that combines playful emotional engagement with pragmatic subject matter. Creative English is based on improvisation. It reduces inhibitions and creates a state highly conducive to learning and taking the risk to communicate in a second language. It also offers the opportunity to rehearse language in everyday life situations. When learners’ perceived needs are met, Maslow’s hierarchy of needs can then be inverted, as creativity allows opportunity to address needs in terms of self-esteem and belonging.
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Lin, Yen-Liang. "Discourse marking in spoken intercultural communication between British and Taiwanese adolescent learners." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 26, no. 2 (June 1, 2016): 221–45. http://dx.doi.org/10.1075/prag.26.2.03lin.
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This study investigates and compares the use of discourse markers (DMs) by native speakers and learners of English based on a corpus of adolescent intercultural exchange students. Thestudy employs a discourse analytical approach, in whichFung and Carter’s (2007)multi-category framework is appliedwith a view to examiningDMs used bya group of Taiwanese and British adolescentsin an intercultural setting.The analytical frameworkcontains four main functional categories: Interpersonal, referential, structural and cognitive DMs. Each DM was analysed qualitatively and quantitatively in order to identifythe functions it serves in its original contextandtofurther reveal the different uses of DMs between Taiwanese and British participants. The findings demonstrate that the DMs used by both groups of participants serve the fourcentral functions,andin particularTaiwanese participants display a significant use of interpersonal (e.g., yeah, oh) and structural DMs (e.g., so, okay), while British participants have a significantly higher usage of referential (e.g., coz/because, and) and cognitive DMs (e.g., like, well). The results of this study have direct pedagogical implications that can enhance the teaching of English as a Foreign Language (EFL)to better prepare learners for real life communication scenarios.
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Lange, Claudia. "Focus marking in Indian English." English World-Wide 28, no. 1 (March 23, 2007): 89–118. http://dx.doi.org/10.1075/eww.28.1.05lan.
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This paper investigates the use of only and itself in Indian English, drawing on data from the Indian subcorpus of the International Corpus of English (ICE-India). In all varieties of English, only is used as an exclusive focus particle and itself as a reflexive pronoun and intensifier. Indian English has developed an additional use for only and itself as presentational, i.e. non-contrastive focus markers. The paper investigates the syntactic and semantic contexts of itself and only in order to capture the two lexical items’ functional extension in current Indian English. One interesting finding concerns the distribution of the two forms within the corpus: Itself is mainly found in written texts, while only is restricted to the spoken language. The paper further considers the origin and the likely future of this innovation in Indian English: Whereas it is quite clear that substrate influence is directly responsible for the innovative usage, the question whether this usage will also become accepted as part of an emerging Indian English standard remains to be settled.
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Tantiwich, Kornsak, and Kemtong Sinwongsuwat. "Thai University Students’ Use of Yes/No Tokens in Spoken Interaction." English Language Teaching 12, no. 3 (January 18, 2019): 1. http://dx.doi.org/10.5539/elt.v12n3p1.
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Adopting the interactional linguistic framework, the study aimed at exploring the range and frequency of interactional functions of yes/no tokens used by Thai university students of A2 proficiency in their English conversation, and contrasting their use with that of English native speakers (ENSs). The data was derived from 83, two-three party role-play conversations of approximately three–five minutes long obtained from conversation classes that were transcribed and analyzed. The findings revealed the students’ use of yes tokens in the following order of functional frequency: acceptance, confirmative response, positive alignment, acknowledgment, topic shift and self-confirmation. By contrast, no tokens were employed most often to disconfirm/disagree, followed by doing disappointment, restatement and negative alignment. Additionally, the students appeared to overuse yes tokens to fulfill certain functions for which ENSs usually deployed other expressions, and had difficulty giving grammatical short answers with the tokens. Furthermore, unlike ENSs, they often used these tokens alone, repeatedly or redundantly with other expressions of the same functions. It was suggested that students be made aware of grammatical expressions that can co-occur with yes/no tokens in giving short answers, and especially of a wider range of expressions commonly used in a specific context and various contexts in which an expression can be appropriately used.
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Trenkic, Danijela. "Variability in second language article production: beyond the representational deficit vs. processing constraints debate." Second Language Research 23, no. 3 (July 2007): 289–327. http://dx.doi.org/10.1177/0267658307077643.
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This article addresses the debate on the causes of variability in production of second language functional morphology. It reports a study on article production by first language (L1) Serbian / second language (L2) English learners and compares their behaviour to that of a Turkish learner of English, reported in Goad and White (2004). In particular, it focuses on the tendency of these learners to omit articles more in adjectivally pre-modified (Art + Adj + N) than in non-modified contexts (Art + N). The asymmetry is found in both spoken and written production. The article argues that the pattern of results is not consistent with models assuming target-like syntax: the Missing Surface Inflection Hypothesis cannot predict the asymmetry at all, and the Prosodic Transfer Hypothesis cannot extend its explanatory power to spoken production of L1 Serbian/L2 English learners, or to written production in general. An alternative account, with broader empirical coverage, is proposed, on which L2 learners whose L1s do not grammaticalize definiteness misanalyse English articles as nominal modifiers, and treat them in production as such. The model goes beyond the representational deficit vs. processing constraints debate, in that it suggests that variability is caused by processing limitations, but precisely because the production of misanalysed elements cannot be (directly) syntactically motivated, and has to rely on general cognition instead.
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Gómez González, María de los Ángeles. "Canonical tag questions in English, Spanish and Portuguese." Languages in Contrast 14, no. 1 (March 4, 2014): 93–126. http://dx.doi.org/10.1075/lic.14.1.06gom.
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This paper compares and contrasts the patterns of variation exhibited by canonical tag questions ((C)TQs) in English (e.g. ‘That’s enough, isn’t it?’) with those presented by their analogous constructions in Spanish (Es suficiente, ¿no?/ ¿verdad?) and Portuguese (É suficiente, não é?/não?) across a variety of spoken genres that represent the monologic-dialogic, formal-informal and private-public oppositions. The aim is to provide previously lacking comparative statistics that emerge from this trilingual comparison along four parameters: (i) frequencies, (ii) formal features, (iii) distribution across genres, and (iv) functional characteristics. It will be observed that English CTQs are less frequent than analogous constructions in Spanish and particularly in Portuguese. A tag/polarity-based scale will also be proposed in which Portuguese situates itself at one extreme in displaying the widest array of variant and invariant tag types; at the other extreme is Spanish allowing for invariant tags only, whereas English occupies a middle position as it admits both invariant and variant tags but the latter exhibit less variability in kind than their Portuguese counterparts. Lastly, it will be shown that English CTQs display less distributional and functional flexibility than the analogous constructions in the two Romance languages under analysis.
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Rueckl, Jay G., Pedro M. Paz-Alonso, Peter J. Molfese, Wen-Jui Kuo, Atira Bick, Stephen J. Frost, Roeland Hancock, et al. "Universal brain signature of proficient reading: Evidence from four contrasting languages." Proceedings of the National Academy of Sciences 112, no. 50 (November 30, 2015): 15510–15. http://dx.doi.org/10.1073/pnas.1509321112.
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We propose and test a theoretical perspective in which a universal hallmark of successful literacy acquisition is the convergence of the speech and orthographic processing systems onto a common network of neural structures, regardless of how spoken words are represented orthographically in a writing system. During functional MRI, skilled adult readers of four distinct and highly contrasting languages, Spanish, English, Hebrew, and Chinese, performed an identical semantic categorization task to spoken and written words. Results from three complementary analytic approaches demonstrate limited language variation, with speech–print convergence emerging as a common brain signature of reading proficiency across the wide spectrum of selected languages, whether their writing system is alphabetic or logographic, whether it is opaque or transparent, and regardless of the phonological and morphological structure it represents.
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Rathcke, Tamara, Simone Falk, and Simone Dalla Bella. "Music to Your Ears." Music Perception 38, no. 5 (June 1, 2021): 499–508. http://dx.doi.org/10.1525/mp.2021.38.5.499.
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Listeners usually have no difficulties telling the difference between speech and song. Yet when a spoken phrase is repeated several times, they often report a perceptual transformation that turns speech into song. There is a great deal of variability in the perception of the speech-to-song illusion (STS). It may result partly from linguistic properties of spoken phrases and be partly due to the individual processing difference of listeners exposed to STS. To date, existing evidence is insufficient to predict who is most likely to experience the transformation, and which sentences may be more conducive to the transformation once spoken repeatedly. The present study investigates these questions with French and English listeners, testing the hypothesis that the transformation is achieved by means of functional re-evaluation of phrasal prosody during repetition. Such prosodic re-analysis places demands on the phonological structure of sentences and language proficiency of listeners. Two experiments show that STS is facilitated in high-sonority sentences and in listeners’ non-native languages and support the hypothesis that STS involves a switch between musical and linguistic perception modes.
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Levshina, Natalia. "Online film subtitles as a corpus: ann-gram approach." Corpora 12, no. 3 (November 2017): 311–38. http://dx.doi.org/10.3366/cor.2017.0123.
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In this paper, I investigate online film subtitles from a quantitative perspective, treating them as a separate register of communication. Subtitles from films in English and other languages translated into English are compared with registers of spoken and written communication represented by large corpora of British and American English. A series of quantitative analyses based of n-gram frequencies demonstrate that subtitles are not fundamentally different from other registers of English and that they represent a close approximation of British and American informal conversations. However, I show that the subtitles are different from the conversations with regard to several functional characteristics, which are typical of the language of scripted dialogues in films and TV series in general. Namely, the language of subtitles is more emotional and dynamic, but less spontaneous, vague and narrative than that of normally occurring conversations. The paper also compares subtitles in original English and subtitles translated from other languages and detects variation that can be explained by differences in communicative styles.
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Dukhovny, Elena, and E. Betsy Kelly. "Practical Resources for Provision of Services to Culturally and Linguistically Diverse Users of AAC." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 22, no. 1 (April 2015): 25–39. http://dx.doi.org/10.1044/cds22.1.25.
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According to the 2010 U.S. Census, over 20% of Americans speak a language other than English in the home, with Spanish, Chinese, and French being the languages most commonly spoken, aside from English. However, few augmentative and alternative communication (AAC) systems offer multilingual support for individuals with limited functional speech. There has been much discussion in the AAC community about best practices in AAC system design and intervention strategies, but limited resources exist to help us provide robust, flexible systems for users who speak languages other than English. We must provide services that take into consideration the unique needs of culturally and linguistically diverse users of AAC and help them reach their full communication potential. This article outlines basic guidelines for best practices in AAC design and selection, and presents practical applications of these best practices to multilingual/multicultural clients.
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Nuyts, Jan. "Tensions Between Discourse Structure and Conceptual Semantics." Studies in Language 24, no. 1 (June 26, 2000): 103–35. http://dx.doi.org/10.1075/sl.24.1.05nuy.
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Starting from an investigation of the information structure (specifically, the possibilities for focalization) of some major epistemic expression forms — modal adverbs and adjectives, mental state predicates, and modal auxiliaries — in Dutch and German (also with reference to English), this paper aims to show how the syntactic structure of these expression types is shaped (also diachronically) by the interaction (or, often, counteraction) of two major functional forces, viz. their conceptual semantics and their (usual) informational status in discourse. The investigation is primarily based on data drawn from corpora of Dutch and German spoken and written language.
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Chandrasekaran, Bharath, Nina Kraus, and Patrick C. M. Wong. "Human inferior colliculus activity relates to individual differences in spoken language learning." Journal of Neurophysiology 107, no. 5 (March 1, 2012): 1325–36. http://dx.doi.org/10.1152/jn.00923.2011.
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A challenge to learning words of a foreign language is encoding nonnative phonemes, a process typically attributed to cortical circuitry. Using multimodal imaging methods [functional magnetic resonance imaging-adaptation (fMRI-A) and auditory brain stem responses (ABR)], we examined the extent to which pretraining pitch encoding in the inferior colliculus (IC), a primary midbrain structure, related to individual variability in learning to successfully use nonnative pitch patterns to distinguish words in American English-speaking adults. fMRI-A indexed the efficiency of pitch representation localized to the IC, whereas ABR quantified midbrain pitch-related activity with millisecond precision. In line with neural “sharpening” models, we found that efficient IC pitch pattern representation (indexed by fMRI) related to superior neural representation of pitch patterns (indexed by ABR), and consequently more successful word learning following sound-to-meaning training. Our results establish a critical role for the IC in speech-sound representation, consistent with the established role for the IC in the representation of communication signals in other animal models.
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Carretero, Marta, and Asunción Villamil-Touriño. "A contrastive study of verbs of remembering and forgetting in English and Spanish." Languages in Contrast 11, no. 1 (March 22, 2011): 40–69. http://dx.doi.org/10.1075/lic.11.1.05car.
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This article presents a contrastive study of the verbs REMEMBER, FORGET and REMIND and their Spanish equivalents RECORDAR, ACORDARSE and OLVIDAR(SE), from a broad systemic-functional perspective. Through a database built with occurrences obtained from authentic corpora, a quantitative analysis was carried out on these verbs in terms of spoken and written mode and a number of clausal factors: mood, syntax and semantics of the Phenomenon, voice, polarity, person and modality. These factors were considered both individually and in relation to one another. The analysis uncovered similarities in the use of the English and Spanish verbs and, more significantly, a number of differences, due to a diversity of factors such as mode, lexical distribution, grammatical features and type of discourse, as well as politeness and other pragmatic reasons.
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Velyan, Karen. "Syntactic Maxi-Accidents in Spontaneous Speech of Middle-Class Speakers of English." Armenian Folia Anglistika 15, no. 2 (20) (October 15, 2019): 38–49. http://dx.doi.org/10.46991/afa/2019.15.2.038.
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Spontaneous spoken language is known to be rich in fragmented and nonintegrated chunks of speech. The latter are the result of syntactic “accidents”, which are indispensible elements of spontaneous talk. Caused by a variety of pragmatic factors, syntactic accidents differ in their formal, lexical, and distributional features. With these features in view, we single out three main varieties of syntactic accidents: 1. maxi-accidents, 2. mini-accidents and 3. micro-accidents, which collectively constitute one whole paradigm.
Within the framework of the present article, the main focus of the analysis is on maxi-accidents in spontaneous talk of middle-class native speakers of English. Based on the empirical data, the analysis outlines the key functional properties of maxi-accidents, such as their frequency of occurrence, positional characteristics and pragmatic reasons that lie behind maxi-accidents.
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Trussell, Jessica W., Janna Hasko, Joy Kane, Brittany Amari, and Alison Brusehaber. "Interactive Storybook Reading Instruction for Preschoolers Who Are Deaf and Hard of Hearing: A Multiple Probe Across Behaviors Analysis." Language, Speech, and Hearing Services in Schools 49, no. 4 (October 24, 2018): 922–37. http://dx.doi.org/10.1044/2018_lshss-17-0085.
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Purpose Interactive storybook reading (ISR) improves the picture labeling vocabulary of children who are deaf and hard of hearing (DHH). Vocabulary knowledge consistently predicts the later reading achievement of children who are DHH. In this study, ISR was modified to include teaching word meanings along with the vocabulary picture label. Method A multiple probe across behaviors single-case experimental design was implemented to determine the effects of ISR with word meaning instruction on picture labeling and word meaning knowledge of 6 preschoolers who are DHH and use spoken English. The student and teacher participants engaged in ISR for 15–20 min a day, 4 days a week for 3 weeks. Results A functional relation was established between ISR and the increase in the preschoolers' word labeling and meaning knowledge. The preschoolers' word knowledge was generalized and was maintained over time. Conclusions ISR may be an effective vocabulary labeling and word meaning instructional strategy for young children who are DHH and use spoken English. Teachers and related service providers who work with this population may want to implement ISR with word meaning in 1-to-1 or small groups to individualize the target vocabulary and maximize the benefit. Future researchers should replicate this to expand its generalizability to other subpopulations of children who are DHH.
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Pa, Judy, Stephen M. Wilson, Herbert Pickell, Ursula Bellugi, and Gregory Hickok. "Neural Organization of Linguistic Short-term Memory is Sensory Modality–dependent: Evidence from Signed and Spoken Language." Journal of Cognitive Neuroscience 20, no. 12 (December 2008): 2198–210. http://dx.doi.org/10.1162/jocn.2008.20154.
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Despite decades of research, there is still disagreement regarding the nature of the information that is maintained in linguistic short-term memory (STM). Some authors argue for abstract phonological codes, whereas others argue for more general sensory traces. We assess these possibilities by investigating linguistic STM in two distinct sensory–motor modalities, spoken and signed language. Hearing bilingual participants (native in English and American Sign Language) performed equivalent STM tasks in both languages during functional magnetic resonance imaging. Distinct, sensory-specific activations were seen during the maintenance phase of the task for spoken versus signed language. These regions have been previously shown to respond to nonlinguistic sensory stimulation, suggesting that linguistic STM tasks recruit sensory-specific networks. However, maintenance-phase activations common to the two languages were also observed, implying some form of common process. We conclude that linguistic STM involves sensory-dependent neural networks, but suggest that sensory-independent neural networks may also exist.
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Paradis, Carita. "Compromiser - a notional paradigm." HERMES - Journal of Language and Communication in Business 7, no. 13 (January 4, 2017): 157. http://dx.doi.org/10.7146/hjlcb.v7i13.25081.
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On the basis of an investigation of the lexical forms quite, rather, fairly, and pretty in contemporary spoken British English, I postulate that these lexical items form a notional paradigm of compromiser within the category of degree modifiers. Compromisers are cognitive synonyms that occupy the middle of an abstract intensity scale, approximating a mean degree of another word, eg quite / rather / fairly / pretty dirty. They are all polysemous and poly-functional words, whose meanings are determined by a crucial semantic trait ‘to a moderate degree’ on the paradigmatic axis, and by a semantic-syntactic, selection-licensing mechanism on the syntagmatic axis.
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Malavska, Valerija. "Genre of an Academic Lecture." International Journal on Language, Literature and Culture in Education 3, no. 2 (November 1, 2016): 56–84. http://dx.doi.org/10.1515/llce-2016-0010.
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AbstractThe lecture is one of the most common forms of instruction in universities throughout the world being used as a form of studies, with the aim of conveying knowledge to a large number of students. The article looks at the nature of the academic lecture genre, its specific characteristics in comparison to other types of written or spoken modes of different genres. It introduces key theories of Genre Schools, such as New Rhetoric Studies, Systemic Functional Linguistics and English for Specific Purposes, explores the peculiarities of the university lecture as a separate genre, looks at its structure and studies the characteristic features.
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Siegel, Jeff. "Chinese Pidgin English in Southeastern Australia." Journal of Pidgin and Creole Languages 24, no. 2 (August 21, 2009): 306–37. http://dx.doi.org/10.1075/jpcl.24.2.04sie.
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More than 38,000 Chinese came to Australia to prospect for gold in the second half of the 19th century. Most of them originated from the Canton region of China (now Guangdong), where Chinese Pidgin English (CPE) was an important trading language. This article describes a recently discovered source that throws light on the nature of CPE used in Australia during that period — a 70 page notebook written in a form of English by a Chinese gold miner, Jong Ah Siug. The article presents some background information about Chinese immigrants in the region where Jong worked (Victoria), and evidence that some CPE was spoken there. It goes on to describe Jong’s notebook and the circumstances that led to him writing it. The main part of the article examines the linguistic features of CPE and other pidgins that are present in the notebook, and discusses other lexical and morphosyntactic features of the text. Some features are typical only of CPE, such as the use of my as the first person pronoun. On the other hand, some features are more characteristic of Australian or Pacific pidgins — for example, the use of belong in possessive constructions. Still other features have not been recorded for any pidgin, such as the use of been as a locative copula. The analysis shows that Jong’s text contains a mixture of features from CPE and other pidgins, as well as features of interlanguage, including some resulting from functional transfer from Jong’s first language, Cantonese.
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D'Arcy, Alexandra, and Sali A. Tagliamonte. "Not always variable: Probing the vernacular grammar." Language Variation and Change 27, no. 3 (September 16, 2015): 255–85. http://dx.doi.org/10.1017/s0954394515000101.
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AbstractWritten and spoken language are known to differ substantially (Biber, 1988; 1995; Biber, Johansson, Leech, Conrad, & Finegan, 1999). Standard written language is highly uniform and governed by prescription, whereas the vernacular is most revealing of structured heterogeneity (Weinreich, Labov, & Herzog, 1968). We focus on four English morphosyntactic variables that problematize assumptions about the nature of variation in the vernacular: the genitive, the comparative, the dative, and relative pronouns. Each is characterized in casual speech by functional divides that reflect discrete configurations of variant use. After detailing the patterning of these variables in speech, we explore a characteristic arguably shared by each: its historical pathway into the language, where analogy and prestige were powerful motivations for variant choice. We suggest that this combination of systemic and social factors contributed to the nature of these variables in the vernacular grammar. Furthermore, we advocate for greater scrutiny of written and spoken data and the outcomes of change from above and below within each register. The type of innovation and its trajectory may affect the nature of the emergent variable grammar.
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Di Sciullo, Anna Maria. "Variation in the pronunciation/silence of the prepositions in locative determiners." Proceedings of the Linguistic Society of America 2 (June 12, 2017): 22. http://dx.doi.org/10.3765/plsa.v2i0.4072.
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We argue that the micro-variation observed in the pronunciation/silence of the prepositional head of locative determiners in Fallese, a dialect spoken in Abruzzi, follows from the option of valuing features by either External Merge or by Internal Merge, given Spell-Out conditions, whereas this option is not available in English and Italian. It follows that the prepositional head is silent in Italian and English, whereas it can be pronounced in Fallese when the Specifier of the locative determiner is not filled. We show that this feature-based approach to micro-variation, in conjunction with principles of efficient computation, makes correct predictions for the pronunciation of the prepositional head in other functional categories, as well as it makes predictions on the diachronic development of locative determiners Latin to Fallese and from Latin to Italian’, otherwise it looks like Fallese is an old stage of Italian.
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Gomes Gonsalez, Maria Angeles. "A Corpus-based Analysis of Extended Multiple Themes in PresE." International Journal of Corpus Linguistics 3, no. 1 (January 1, 1998): 81–113. http://dx.doi.org/10.1075/ijcl.3.1.05gom.
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This corpus-based study reformulates Halliday's (1994: 55) notion of Multiple Theme, i.e., textual and/or interpersonal items occurring before a simple Topical Theme (or clause initial transitivity/mood element) (e.g., Well, but then, Ann, surely, wouldn't the best idea be to join the group?) (cf. Berry 1982, 1995; Lautamatti 1978; Young 1980; Vasconcellos 1992). Firstly, the label Extended Multiple Theme is here proposed as a cover-term for Topical Themes co-occurring with pre-topical and/or post-topical textual and/or interpersonal elements. And secondly, Extended Multiple Themes are suggested to: (i) allow for recursiveness within the three functional slots; (ii) tend to abide by Dik's (1989: 342) Principle of Centripetal Organisation; and (iii) substantiate the layering hypothesis posited for example in Dik 's Functional Grammar or in Role and Reference Grammar (cf. Hengeveld 1989; Van Valin Jr. 1993). These claims were deduced from the application of three multivariate statistical tests, namely, the Logistic Regression Technique, the Fisher's Exact Test, and the x2 Test, to the tokens of Extended Multiple Themes found in real Present-day English texts, that is to say, in the Lancaster Spoken English Corpus.
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Smułczyński, Michał. "Microblogging in Denmark and Poland — a contrastive analysis. Part I." Scandinavian Philology 19, no. 1 (2021): 101–25. http://dx.doi.org/10.21638/11701/spbu21.2021.107.
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The anthology Microblogs global is an international study of Twitter. Fifteen researchers examined tweets in Chinese, German, English, French, Italian, Japanese, Dutch, Portuguese, Russian, and Spanish regarding the following linguistic phenomena: orthography, spoken language, vocabulary, reduction, syntax, graphostylistics, interaction and the functional aspects. The book was an inspiration for the analysis of tweets in Danish and Polish because the two languages were not included in the original study. Furthermore, a contrastive analysis of the Polish and Danish tweets is included to highlight the differences in the language of the tweets. The following article is the first part of this study. It deals with the social network and microblogging tool Twitter, including the more technical side of microblogging. The many types of tweets and the extensive terminology involved are thoroughly and conscientiously explained. The contrasts regarding orthography and spoken language are analyzed whereas the discrepancies in vocabulary, reduction, syntax, graphostylistics, interaction and the functional aspects will be described in the second part of the study. The basis for the description is a compilation of 640 tweets — 320 Polish and 320 Danish — from an inhomogeneous community that posts mainly in Polish / Danish. Profiles were chosen completely by chance and they belong to various politicians, journalists and individuals. The study covers the period from March 30 to April 6, 2019.
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van Rooy, Bertus. "A multidimensional analysis of student writing in Black South African English." English World-Wide 29, no. 3 (October 1, 2008): 268–305. http://dx.doi.org/10.1075/eww.29.3.03van.
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Evidence for the status of Black South African English (BlSAfE) as a variety of English is ambiguous. This paper examines 67 linguistic features of a corpus of BlSAfE student writing, the Tswana Learner English Corpus (TLE), in comparison to a Standard English reference corpus, the Louvain Corpus of Native English Speaking Students (LOCNESS), within the framework of Biber’s (1988) multidimensional model, to determine if evidence for indigenisation and systematicity exists. Linguistic features that occur more frequently in LOCNESS than the TLE suggest that LOCNESS is characterised by greater elaboration of information and information density, more syntactically complex subordination, more reference cohesion and more specialised meanings. The TLE shows evidence of greater involvement of reader and writer of the text, although some features of informality also occur in LOCNESS. Based on comparison of the coefficients of variation in the two corpora, it is concluded that they exhibit similar ranges of variation and that variety status cannot be denied to BlSAfE on the grounds of variability. The application of the multidimensional model shows that the reference corpus, LOCNESS, is similar to academic writing in four of the six dimensions, but differs in being more involved in style and more overtly persuasive. Superficially, the TLE appears to be quite similar to LOCNESS in terms of the various dimensions, but closer examination reveals a number of differences, which largely confirm the findings that were made on the basis of individual feature comparisons: The TLE carries a lower informational density, and information is more often presented in hypothetical ways. It shows a number of similarities with the style and the information processing strategies attributed to spoken registers, but it still remains very clearly distinguishable from spoken language. Many similarities between the corpora are observed, which should be attributed to the register features of student writing. The paper concludes that there is sufficient evidence to acknowledge BlSAfE as a variety of English, on the ground of the stylistic differences between the TLE and LOCNESS, particularly its greater interpersonal as opposed to informational focus, as well as discourse-functional differences in the use of linguistic forms.
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Christensen, Thomas A., Kyle R. Almryde, Lesley J. Fidler, Julie L. Lockwood, Sharon M. Antonucci, and Elena Plante. "Modulating the Focus of Attention for Spoken Words at Encoding Affects Frontoparietal Activation for Incidental Verbal Memory." International Journal of Biomedical Imaging 2012 (2012): 1–11. http://dx.doi.org/10.1155/2012/579786.
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Attention is crucial for encoding information into memory, and current dual-process models seek to explain the roles of attention in both recollection memory and incidental-perceptual memory processes. The present study combined an incidental memory paradigm with event-related functional MRI to examine the effect of attention at encoding on the subsequent neural activation associated with unintended perceptual memory for spoken words. At encoding, we systematically varied attention levels as listeners heard a list of single English nouns. We then presented these words again in the context of a recognition task and assessed the effect of modulating attention at encoding on the BOLD responses to words that were either attended strongly, weakly, or not heard previously. MRI revealed activity in right-lateralized inferior parietal and prefrontal regions, and positive BOLD signals varied with the relative level of attention present at encoding. Temporal analysis of hemodynamic responses further showed that the time course of BOLD activity was modulated differentially by unintentionally encoded words compared to novel items. Our findings largely support current models of memory consolidation and retrieval, but they also provide fresh evidence for hemispheric differences and functional subdivisions in right frontoparietal attention networks that help shape auditory episodic recall.
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Jamaludin, Mohd Farid, Mohd Nizam Osman, and Nor Arzami Othman. "Interactive English Vocabulary Mobile Games for Uitm Pre-Diploma Students." Journal of Computing Research and Innovation 3, no. 2 (November 8, 2018): 24–30. http://dx.doi.org/10.24191/jcrinn.v3i2.92.
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Knowing that education is a part of important element in economic growth, this research was focused on the development of interactive mobile game specifically to create vocabulary related to idioms for young learners of English. The major concern among Pre-Diploma students is their lack of English vocabulary despite years of learning the subject. Therefore, this has affected their confidence level whenever they are required to use English either in spoken or written communication. We investigate the effect of mobile games on learning targeted vocabulary for Pre-Diploma students. Moreover, this study also examines whether the interactive mobile games created can improve motivation to learn and foster a deeper processing of vocabulary especially in terms of idioms for young learners of English. Therefore, through the mobile game, students will be exposed to the benefits of technology development nowadays. Lecturers also can opt for a more interactive way of teaching vocabulary rather than relying on the traditional methods alone. The functional testing and usability test have been conducted by the expert and real users to ensure that the project delivered meets the objectives. This project was developed using GameSalad that and published to the mobile with Android platform. Expected outcome was achieved after experiment conducted.
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Riaz, Ammara, Moazzam Ali Malik, and Nazia Anwar. "A Comparative Functional Analysis of Discourse Markers in the Native and the Non-Native English Newspaper Business Corpus." Journal of Peace, Development & Communication me 05, issue 2 (June 30, 2021): 325–40. http://dx.doi.org/10.36968/jpdc-v05-i02-29.
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Abstract The current study explores the functional nature of Discourse Markers (DMs) in the newspaper business corpus. DMs function as cohesive devices which, additionally, carry pragmatic and semantic meanings present in both the written and the spoken discourse. The focus of this study is to comparatively highlight the differences in the functions of DMs in the business discourse of the native and the non-native newspapers. The study has employed Fung’s (2003) multi-categorical comprehensive framework of DMs. The framework functionally divides DMs into interpersonal, cognitive, structural, and referential categories. These major categories have further been divided into many subcategories of DMs. Based on this comprehensive framework; the current study identifies different functional DMs and compares them for their quantitative and qualitative differences in use. For the analysis of this study, a corpus of one million words was collected from the native business newspapers (The Daily Mail and The Telegraph) and the non-native business newspapers (The Dawn, The Business Recorder, The Nation and Daily Times). Data analysis shows that the most frequently used functional categories of DMs among the native writers are referential and structural, while the least frequently used functional category is cognitive. On the other hand, non-native Pakistani writers make more use of functional DMs of referential, structural and cognitive categories, while the least frequently used functional category is interpersonal. This quantitative difference in the use of DMs makes the native business corpus more coherent and interactive than that of the non-native business corpus. It is expected that the findings of the study may help understand the differences of textuality in the native and the non-native newspaper corpus. It is also expected that the findings of the current study can assist curriculum developers and ESL instructors in developing better teaching materials for second language learners.
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Al-Shamiry, Rafiq Ali Mohamed. "Communicative Competence of the Saudi Learners of English at the Faculty of Languages and Translation, King Khalid University." Journal of Language Teaching and Research 11, no. 3 (May 1, 2020): 446. http://dx.doi.org/10.17507/jltr.1103.13.
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Saudi students of English at the tertiary level King Khalid University, encounter so many difficulties in real communicative situations due to the influence of the traditional methods of teaching English at the intermediate and secondary schools. The researcher conducted a questionnaire consists of eight questions in order to find out the main difficulties of the learners. The sample of the pilot study was ten students and the actual population of the study was ninety students from level four and eight. The learners' responses indicate that they lack the needed skills of communication strategies which usually lead to communication breakdown. For example, they change the topic when they feel there are some gaps in their speech. This literally means that students resort to risk-avoiding instead of risk-taking. The findings of the study point out the extent to which the Saudi students' first language influences their tendency of using some of the target language communication strategies. It is recommended that the linguistic competence should be taught implicitly whereas the functional competence should be taught explicitly during spoken English classes which may compensate for their lack of exposure to the target language.
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Ho, Debbie G. E. "‘I'm not west. I'm not east. So how leh?’." English Today 22, no. 3 (July 2006): 17–24. http://dx.doi.org/10.1017/s026607840600304x.
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WHILE recent articles and research studies on Singapore Colloquial English (SCE, or simply ‘Singlish’) have so far tended to focus on the structure, grammar and the functional roles of Singlish in Singapore, this paper presents an insider's viewpoint of this local variety from a perspective that incorporates both linguistic ideology and cultural politics. Focusing on the spoken version at the basilectal end of the English speech continuum, the article attempts to explore Singlish from a cultural-political viewpoint and challenges popular belief that Singlish encapsulates an established Singapore identity. In the process, it throws up some insights about language, identity and culture. Based on two significant contributing factors to the unmarked use of Singlish in Singapore, the paper argues that – more than just a language used for wider intra-communication in this tiny republic and city state – this variety, with its odd mix of English and local ethnic languages, mirrors a people who find themselves struggling with a myriad conflicting and contrasting cultures, a people in cultural and linguistic flux, who are still searching – desperately – for an identity, and a language they can call their own.
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Fu, Rongbo. "Comparing modal patterns in Chinese-English interpreted and translated discourses in diplomatic setting." Babel. Revue internationale de la traduction / International Journal of Translation 62, no. 1 (May 19, 2016): 104–21. http://dx.doi.org/10.1075/babel.62.1.06fu.
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This paper, with an eye to the interpersonal component in translational activities, adopts a systemic functional approach to the examination and comparison of modal patterns in interpreted and translated discourses of Chinese Premier’s press conferences and his reports on the work of the government from 2008 to 2012. Following a comprehensive analysis of modality in terms of type, orientation and value, the study shows that, despite their differences in translational mode (i.e. written and spoken) and temporal constraint (i.e. prepared and impromptu), interpreted and translated diplomatic discourses share some common trends in modal distribution. In particular, the massive use of modulation and the favorite collocation of first person pronouns with volitive modal verbs such as will are classic in discourses as such. Additionally, only a minimal number of low-valued modality is used in both translation and interpretation. Given the political sensitivity and policy orientation of diplomatic translation and the institutional identity of diplomatic translators, it is argued that an effective manipulation of modality is essential to their fulfillment of the capacity of “policy endorsers” in reproducing interpersonal connotations embedded in the source language. The paper may also shed some light on the research on translator/interpreters’ role.