Academic literature on the topic 'Linguistic affordance'
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Journal articles on the topic "Linguistic affordance"
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Darhower, Mark Anthony. "Role of Linguistic Affordances in Telecollaborative Chat." CALICO Journal 26, no. 1 (January 14, 2013): 48–69. http://dx.doi.org/10.1558/cj.v26i1.48-69.
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This study examines synchronous computer-mediated communication (SCMC) discourse in a bilin-gual chat setting consisting of Spanish-speaking learners of English and English-speaking learners of Spanish. Participants were members of a telecollaboration involving 80 students at North Carolina State University and the University of Puerto Rico. Data were derived from two chat groups, one of four students and the other of five students, engaged in nine 1-hour chat sessions (a half hour in English and a half hour in Spanish). The ecological affordance construct (van Lier, 1996, 2000) frames three research questions: (a) What types of linguistic affordances emerge in the bilingual chat sessions? (b) How do learners respond to linguistic affordances provided by native speakers? and (c) What are learners' perceptions regarding linguistic affordances in their chat discourse? Find-ings reveal that participants provide a range of affordances to each other, although affordances ap-pear to have a limited role in the overall telecollaborative context.
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Gipper, Sonja. "Repeating responses as a conversational affordance for linguistic transmission." Studies in Language 44, no. 2 (June 10, 2020): 281–326. http://dx.doi.org/10.1075/sl.19041.gip.
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Abstract Given that face-to-face interaction is an important locus for linguistic transmission (Enfield 2008: 297), it is argued in this paper that conversational structure must provide affordances (Gibson 1979) for transmitting linguistic items. The paper focuses on repeats where an interactant (partially) repeats their interlocutor’s preceding utterance. Repeats are argued to provide affordances for the transmission of innovative and conservative linguistic items by forcing interactants to repeat linguistic material uttered by another person, facilitating production by exploiting priming effects. Moreover, repeats leave room for modification and thereby for actively resisting transmission. In this way, repeats unite the competing forces (Tantucci et al. 2018) of automaticity and creativity. To support this claim, this paper investigates the use of Spanish insertions and alternative variants in utterance-repeat pairs in Yurakaré (isolate, Bolivia) conversations. The findings are compatible with a holistic view of language where all linguistic levels are interconnected (Beckner et al. 2009).
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Marandin, Jean-Marie. "Affordance and ability." Cognitive and Empirical Pragmatics 25 (December 5, 2011): 30–50. http://dx.doi.org/10.1075/bjl.25.03mar.
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This paper addresses epistemological issues raised by the use of elicited data in linguistic analyses. A common suspicion raised by experimental settings is this: participants in the lab do not replicate their everyday use of language, due to the artificiality of the tasks and of the contexts involved, so that elicited speech should not constitute a reliable source of data. I set out the experimental settings and results of four empirical studies – two studies investigating the pragmatic value of prosodic focalization through the controversial use of elicited data, one study on dative alternations based on a corpus and on a rating task, and one study on the contextual determinants of intonational contours based on a production task – to dispel this methodological suspicion: the artificiality of elicitation protocols does not prevent participants from using language as they do in spontaneous interactions. Careful examination reveals that the biases observed in the first two studies arise because subjects are not provided with sufficient cues concerning the context. I borrow the Gibsonian notion of affordance to characterise the state in which a context provides optimal resources to enable the production of the targeted construction, and argue that elicited data are reliable only when contexts optimise affordances.
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Allen, Heather. "Interactive Contact as Linguistic Affordance during Short-term Study Abroad: Myth or Reality?" Frontiers: The Interdisciplinary Journal of Study Abroad 19, no. 1 (November 15, 2010): 1–26. http://dx.doi.org/10.36366/frontiers.v19i1.271.
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This study took a sociocultural theory perspective and investigated interactive contact with French by 18 participants in a short-term study abroad (SA) program and the degree to which interactions with homestay families, U.S. peers, and other French speakers in the local community were perceived as valuable affordances for language learning. Findings demonstrate that whereas contact in French with host families was viewed as a valuable affordance for cultural and/or linguistic learning, participants' interactions in the local community were infrequent and viewed less positively. Peer-to-peer interaction in French was construed by some students as useful for developing confidence with interacting in French whereas others saw the SA group as a motivational constraint. Implications of this study include the notion that interactive contact is not inevitable during short-term SA, therefore the SA curriculum should respond by assisting students in devising strategies to nurture interaction, particularly between students and speakers of the foreign language in the local community.
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Turolo da Silva, Andreia. "Affordances na interação online de aprendizes de inglês na modalidade Educação a Distância." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 73, no. 1 (January 31, 2020): 183–204. http://dx.doi.org/10.5007/2175-8026.2020v73n1p183.
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The main objective of this research was to describe the mechanisms for engagement with affordances that help to sustain written interpersonal interactions of students in online discussion forums of a virtual learning environment while they were learning English as a foreign language. The notion of affordance was discussed in this study according to three dimensions: (i) environmental, (ii) technological, and (iii) linguistic, associating a pragmatic theory to the latter (GREENO, 1994; VAN LIER, 2000; LAMY & HAMPEL, 2007). The research findings showed that the environmental and technological affordances contributed to the construction of students’ presence as well as of a learning community. New forms of online interactions afforded new forms of language learning, especially by the movement of relexicalization and gap-filling.
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Dey-Plissonneau, Aparajita. "CHAT framework to study affordances in CALL environments." EuroCALL Review 29, no. 2 (November 26, 2021): 11–21. http://dx.doi.org/10.4995/eurocall.2021.14991.
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This paper proposes to explore the theory of affordances in the light of cultural historical activity theory (CHAT) to study affordances in complex Computer Assisted Language Learning (CALL) environments. The term ‘affordance’ designates an action possibility that is offered by an environment or an object to an actor in the environment either “for good or ill” (Gibson, 1979). It depends not only on the inherent characteristics of the environment but also on the users’ perception and action capabilities. CALL affordances are said to be a unique combination of social, educational, linguistic, and technological affordances (Blin, 2016a). However, there is limited research to date that looks at affordances from an ecological perspective linking the micro moment-to-moment interaction levels with the macro level within which they are embedded in educational contexts (Blin, 2016a). This paper explores the analytical tools of CHAT (Leontyev, 1978; Engeström, 1987) as particularly suitable to investigate affordances at the macro, meso and micro levels of technology-mediated sociocultural educational contexts in CALL.
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Solmaz, Osman. "The Affordances of Digital Social Reading for EFL Learners." International Journal of Mobile and Blended Learning 13, no. 2 (April 2021): 36–50. http://dx.doi.org/10.4018/ijmbl.2021040103.
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The goal of this study is to illustrate the affordances mediated by digital socio-literacy practices of university-level EFL learners engaging in collaborative reading of texts from an ecological perspective. For this purpose, a total of 38 first-year undergraduate students taking a compulsory EFL course in Turkey participated in the research. Data collected from learners' digital annotations on a digital annotation tool (DAT) and reflective papers were qualitatively analyzed. As a result, the construct of affordance was operationalized in an EFL digital social reading context through indicators derived from learners' annotations. The findings based on student-reported data showed that digital collaborative reading practices had contextual, social, and linguistic affordances for EFL learners. Following the discussion of the findings, the study invites future research to examine L2 learners' practices in a DAT-mediated environment in relation to affordances for specific language areas such as grammar and writing.
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Shen, Yifan. "Promoting ESL Learning Through Game-Based Design: A Case Study of Language Valley." Lecture Notes in Education Psychology and Public Media 74, no. 1 (November 29, 2024): 9–18. http://dx.doi.org/10.54254/2753-7048/74/2024bo0003.
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This paper delves into the integral role of game-based learning (GBL) in advancing English as a Second Language (ESL) education, scrutinised through three distinct lenses: theoretical foundations from an affordance perspective, critical evaluation of traditional and gamified methodologies, and the demonstrable superiority of fully integrated GBL frameworks. The first section explores affordance theory, emphasising how GBL leverages affordances such as contextual engagement, adaptivity, and instructional scaffolding to surpass conventional educational approaches. This section also adopts the Theory of Change framework to conclude that GBL offers significant long-term cognitive and motivational benefits for ESL learning. Subsequently, the analysis identifies shortcomings in existing ESL resources, such as textbooks and digital applications, which fail to sustain genuine linguistic proficiency and engagement. By comparing the gamified product with the GBL experience, the advantage of later in ESL learning is further conveyed. The final section presents a case study of Language Valley, a purpose-built game that rectifies these deficiencies. It illustrates how immersive, narrative-centric GBL environments significantly bolster cognitive development, motivational dynamics, and practical language application in an ESL learning context. The paper posits that GBL, focusing on interactive and applicable learning experiences, offers transformative potential in ESL settings, fostering profound and enduring educational outcomes.
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Newgarden, Kristi, and Dongping Zheng. "Recurrent languaging activities in World of Warcraft: Skilled linguistic action meets the Common European Framework of Reference." ReCALL 28, no. 3 (July 29, 2016): 274–304. http://dx.doi.org/10.1017/s0958344016000112.
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AbstractIn this study of affordances for second language (L2) learning in World of Warcraft (WoW) group play, we compared three gameplay episodes spanning a semester-long course. Applying multimodal analysis framed by ecological, dialogical and distributed (EDD) views (Zheng and Newgarden, forthcoming), we explored four English as a second language learners’ verbalizations and avatar actions. Players learned to take skilled linguistic action as they coordinated recurrent WoW gameplay activities (questing, planning next moves, traveling, learning a skill, etc.). Frequent activities matched Common European Framework of Reference (CEFR) speaking proficiency descriptors, used widely in L2 teaching and learning (L2TL), providing evidence that players engaged in the types of communicative activities interaction-oriented classroom approaches develop. However, in the WoW context, interactions were not planned, but emerged as players dynamically directed the course of play. Furthermore, modalities of avatar-embodiment and conversing over Skype allowed players to flexibly integrate language and actions to co-act toward game goals, discuss non-game topics during play, or demonstrate comprehension with avatar actions alone, an affordance for less verbal players. This research builds on previous work (Zheng, Newgarden & Young, 2012) relating WoW’s multiplayer activities and L2 learners’ skilled linguistic actions. We refer to Chemero’s (2009) model of the animal-environment system to explain how L2 learners develop abilities to take skilled linguistic action by acting on affordances in WoW. The EDD framework presented may enable other researchers to account for more of the complexities involved in L2 learning in multimodal, multiplayer virtual environments.
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Ribeiro, Leandro, and Fábio Henrique Rosa Senefonte. "Beliefs in initial English Teacher Education: an interpretative study." Revista Profissão Docente 24, no. 49 (April 19, 2024): 1–34. http://dx.doi.org/10.31496/rpd.v24i49.1558.
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This qualitative case study aimed to explore the cognition (focusing on beliefs) of English teacher educators, from a state university in Paraná, about different aspects of initial teacher education (linguistic, theoretical and didactic-pedagogical knowledge). In this sense, teacher cognition is adopted both as a unit of analysis and as the theoretical foundation (BORG, 2003). For such purposes, a semi-structured interview with open questions was administered in the aforementioned context. Results reveal three dimensions: Linguistic Command (homogeneity, heterogeneity and expectations); Affordance (including agency, theoretical-methodological advancement, expectations in didactic-pedagogical and curriculum terms, identity factors, linguistic advancement and curriculum factors); and Hindrance (encompassing no agency; didactic-pedagogical factors; theoretical-methodological and linguistic gaps and physical and human factors). It is expected that this research can contribute to theoretical and methodological reflections in the scope of language teacher education, given that teaching practices are significantly based on the set of beliefs of individuals in such scenario.
Dissertations / Theses on the topic "Linguistic affordance"
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Isaïa, Emmeline. "Le système d’éco-visualisation lexicale : hiérarchisation ontologique pour la médiation des connaissances lexicales en espagnol langue étrangère." Electronic Thesis or Diss., Rennes 2, 2024. http://www.theses.fr/2024REN20022.
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Cette thèse explore le domaine peu étudié de la didactique du lexique en espagnol langue étrangère (ELE) et de l’ingénierie pédagogique pour les supports d’apprentissage lexical. Elle met en évidence le manque d’attention portée aux processus de conceptualisation nécessaires à l’acquisition lexicale. L’objectif principal est d’approfondir les notions de conceptualisation et de mémorisation à travers une approche transdisciplinaire intégrant la didactique du lexique, la didactique générale, l’ingénierie cognitive et la linguistique cognitive. Elle s’organise en trois phases distinctes. Le premier volet explore la médiation dans la didactique des langues et son impact sur la conception d’outils de transmission, en considérant le langage comme un instrument de médiation. Il propose une description ontologique du lexique via une hiérarchie d’abstraction, transformant ainsi les mots en instruments de médiation. Le deuxième volet contextualise la recherche dans le domaine de la didactique du lexique en langue étrangère, en mettant en lumière les différentes dimensions du mot nécessaires à l’acquisition lexicale et en analysant les mécanismes cognitifs sous-jacents à cet apprentissage. Cette analyse aboutit à la création d’un outil appelé système d’éco-visualisation lexicale. Enfin, l’étude expérimentale menée en classe confirme l’efficacité du système d’éco-visualisation lexicale, démontrant une meilleure progression des connaissances lexicales chez les élèves par rapport aux supports traditionnels basés sur des listes de vocabulaireThis thesis explores the little- studied field of lexicon didactics in Spanish as a foreign language and pedagogical engineering for lexical learning supports. It highlights the lack of attention given to the conceptualization processes necessary for lexical acquisition. The main objective is to deepen the notions of conceptualization and memorization through a transdisciplinary approach integrating lexicon didactics, general didactics, cognitive engineering, and cognitive linguistics. It is structured into three distinct phases.The first part explores mediation in language didactics and its impact on the design of transmission tools, considering language as a mediation instrument. It proposes an ontological description of the lexicon through a hierarchy of abstraction, thus transforming words into mediation instruments. The second part contextualizes the research in the field of lexicon didactics in foreign language teaching, highlighting the different dimensions of the word essential for lexical acquisition and analyzing the underlying cognitive mechanisms of this learning. This analysis leads to the creation of a tool called lexical eco-visualization system. Finally, the experimental study conducted in the classroom confirms the effectiveness of the lexical eco-visualization system, demonstrating better progress in lexical knowledge among students compared to traditional supports based on vocabulary lists
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Santos, Vinícius Vargas Vieira dos. "Big data, meio e linguagem novas tecnologias e práticas linguísticas." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6076.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Big data, Meio e Linguagem: Novas tecnologias e práticas linguísticas aims to assimilate possible relationships between new digital media and certain conceptual aspects of language, such as meaning and performativity. Big data is a term that refers to digital data gathering, which characterized mass communication media in the past two decades, and it is directly related to the current configuration of Web 2.0 technology services platform. Complex contemporary objects such as big data call for methodological development to meet their super diverse natures. Therefore, it was the goal of this research to expand disciplinary boundaries, searching for theoretical basis in technology studies in the purpose to understand the nature of new media supports. Devices such as computers and mobile phones, with access to the World Wide Web, are increasingly transforming the landscape of linguistic exchanges, enabling communication practices to take place through them. This is why we understand the very computational structure as the medium (media) through which language happens, from then on this structure’s design features (affordances) are stimulating semantic anchoring and linguistic performativity. The scales of excessive volume and variety of digital data and its high speed, which characterize the big data, change the social context settings, and thus causing updates on language. After all, contexts in virtual environments collapse because in assuming the characteristics of the medium they reveal themselves as super diverse, simultaneous, fragmented, unstructured, missing family markers, exceeding traditional scales of time, space and social reach.
Big data, Meio e Linguagem: Novas tecnologias e práticas linguísticas objetiva assimilar possíveis relações entre novas mídias digitais e certos aspectos conceituais da linguagem, como significado e performatividade. Big data é o termo que se refere ao acúmulo de dados digitais que caracterizou as mídias de comunicação em massa nas duas últimas décadas e está diretamente relacionado à atual configuração da plataforma de serviços de tecnologia Web 2.0. Objetos contemporâneos complexos, como big data, nos remetem à consequente necessidade de conceber metodologias que correspondam a suas naturezas superdiversas. Por conseguinte, teve-se em vista, na presente pesquisa, a necessidade de se expandir fronteiras disciplinares, buscando em estudiosos das tecnologias subsídios teóricos para compreensão da natureza dos novos suportes midiáticos. Aparelhos como computadores e celulares com acesso à World Wide Web estão aceleradamente transformando o panorama das trocas linguísticas, possibilitando que práticas comunicacionais, a cada dia mais, realizem-se através dos mesmos. É neste ponto que se compreende a própria estrutura computacional como o meio (mídia) através do qual se efetiva a linguagem, a partir de então suas características próprias de design (affordances) passam a estimular a ancoragem semântica e a performatividade linguística. As escalas de desmedido volume e variedade de dados digitais e altos índices de velocidade que caracterizam o big data modificam as paisagens de contexto social, provocando, consequentemente, atualizações nas escalas da linguagem. Afinal, contextos em ambientes virtuais entram em colapso, pois ao assumir as próprias características do meio, revelam-se superdiversos, simultâneos, fragmentados, não estruturados, ausentes de marcadores familiares, excedendo escalas tradicionais de tempo, espaço e alcance social.
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China, Addie L. Sayers. "Beyoncé as a Semiotic Resource: Visual and Linguistic Meaning Making and Gender in Twitter, Tumblr, and Pinterest." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7133.
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At the intersection of digital identities and new language and social practice online is the concept of searchable talk (ST). ST describes the process of tagging discourse in a social networking service (SNS) with a hashtag (#), allowing it to be searchable by others. Although originating in Twitter, ST has expanded into other SNS, and is used therein not only to mark language-based posts, but also multimodal posts and images. While scholars have elucidated the structure and function of ST, their studies have primarily examined ST within language-based posts; few have researched ST with respect to images and other types of multimodal environments. In addition, ST has primarily been explored in its SNS of origin, Twitter. This project directly addresses these gaps by adopting a social semiotic approach to ST in three SNS with very different technological affordances, Twitter, Tumblr, and Pinterest. Through a multimodal discourse analysis (Kress, 2009) combining both linguistic and other visual methods, I ask how visual and linguistic choices operate semiotically across SNS environments with different affordances and constraints. Specifically, I uncover the multiple meanings of Beyoncé across a data set of 300 tweets, posts, and pins composed from entering #Beyoncé in the search engine of each SNS. I argue that 13 meaning-based identity categories emerge for Beyoncé, and link these meanings to their visual and linguistic expressions. I then compare these findings across modes and across platforms. Ultimately, I assert that this cross-platform approach elucidates Beyoncé as a cultural object subject to reinterpretation where #Beyoncé means much more than just “Beyoncé.” That is, when considering its multiple roles and meanings, #Beyoncé becomes a site of visual and linguistic indexicality in a process of entextualization. In this process, it is SNS users’ reinterpretations – linguistically and visually – that realize racist, sexist, and hegemonic Discourses, as well as those of emancipation and resistance.
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Czaplinski, Iwona. "Affordances of ICTs: an environmental study of a French language unit offered at university level." Thesis, The University of Queensland, 2012. http://espace.library.uq.edu.au/view/UQ:289156.
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This project investigates the integration of Information Communication Technologies (ICTs) into educational settings by closely looking at the uptake of the perceived affordances offered by ICTs by students enrolled in a French language course at Queensland University of Technology. This cross-disciplinary research uses the theoretical concepts of: Ecological Psychology (Gibson, 1979; Good, 2007; Reed, 1996); Ecological Linguistics (Greeno, 1994; Leather & van Dam, 2003; van Lier 2000, 2003, 2004a, 2004b); Design (Norman, 1988, 1999); Software Design/ Human-Computer Interaction (Hartson, 2003; McGrenere & Ho, 2000); Learning Design (Conole & Dyke, 2004a, 2004b; Laurillard et al. 2000;); Education (Kirschner, 2002; Salomon, 1993; Wijekumar et al., 2006) and Educational Psychology (Greeno, 1994).
In order to investigate this subject, the following research questions, rooted in the theoretical foundations of the thesis, were formulated: (1) What are the learners’ attitudes towards the ICT tools used in the project?; (2) What are the affordances offered by ICTs used in a specific French language course at university level from the perspective of the teacher and from the perspective of language learners?; (3) What affordances offered by ICT tools used by the teacher within the specific teaching and learning environment have been taken up by learners?; and (4) What factors influence the uptake by learners of the affordances created by ICT tools used by the teacher within the specific teaching and learning environment?
The teaching phase of this project, conducted between 2006 and 2008, used Action Research procedures (Hopkins, 2002; McNiff & Whitehead, 2002; van Lier 1994) as a research framework. The data were collected using the following combination of qualitative and quantitative methods: (1) questionnaires administered to students (Hopkins, 2002; McNiff & Whitehead, 2002) using Likert-scale questions, open questions, yes/no questions; (2) partnership classroom observations of research participants conducted by Research Participant Advocates (Hopkins, 2002; McNiff & Whitehead, 2002); and (3) a focus group with volunteering students who participated in the unit (semi-structured interview) (Hopkins, 2002; McNiff & Whitehead, 2002).
The data analysis confirms the importance of a careful examination of the teaching and learning environment and reveals differences in the ways in which the opportunities for an action offered by the ICTs were perceived by teacher and students, which impacted on the uptake of affordances. The author applied the model of affordance, as described by Good (2007), to explain these differences and to investigate their consequences. In conclusion, the teacher-researcher considers that the discrepancies in perceiving the affordances result from the disparities between the frames of reference and the functional contexts of the teacher-researcher and students.
Based on the results of the data analysis, a series of recommendations is formulated supporting calls for careful analysis of frames of reference and the functional contexts of all participants in the learning and teaching process. The author also suggests a modified model of affordance, outlining the important characteristics of its constituents.
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Silva, AndrÃia Turolo da. "Affordances e restriÃÃes na interaÃÃo interpessoal escrita online durante a aprendizagem de inglÃs como lÃngua estrangeira." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16031.
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CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel SuperiorOs processos de ensino e aprendizagem de lÃnguas estrangeiras por meio da educaÃÃo a distÃncia vÃm conquistando cada vez mais espaÃo tanto nas ofertas de cursos nessa modalidade, quanto nas agendas de pesquisa em linguÃstica aplicada movidas pelo interesse em compreender como o contÃnuo avanÃo tecnolÃgico e cientÃfico impactam as metodologias e as prÃticas de ensino e aprendizagem de lÃnguas (PAIVA, 1999, 2010, 2011). Inserido nesse universo, o contexto desta pesquisa foi um curso de letras-inglÃs na modalidade a distÃncia ofertado para pÃlos do interior do estado do CearÃ. Devido Ãs vÃrias restriÃÃes tecnolÃgicas e ambientais presentes nesse cenÃrio, prevalecia a forma de interaÃÃo interpessoal online no modo escrito dentro do ambiente virtual de aprendizagem pesquisado. A comunicaÃÃo mediada pelo computador (CMC) escrita apresenta vÃrias restriÃÃes aos interagentes devido ao modo visual reduzido. Por outro lado, a CMC escrita apresenta recursos diferenciados que ajudam a sustentar a interaÃÃo e que podem favorecer a aprendizagem de lÃnguas (WARSCHAUER, 1998; CHAPELLE, 2001, 2003; FELIX, 2003; WHITE, 2003; LEVY & STOCKWELL, 2006; LAMY & HAMPEL, 2007). Nesse Ãmbito, o objetivo principal desta pesquisa, caracterizada como qualitativa complexa (SILVERMAN, 2000), foi descrever os mecanismos de engajamento com affordances que ajudam a sustentar a interaÃÃo interpessoal escrita em um ambiente virtual de aprendizagem de inglÃs como lÃngua estrangeira, especificamente nos fÃruns de discussÃo e nos chats. A noÃÃo de affordance, oriunda da psicologia ecolÃgica (GIBSON, 1986), foi discutida neste trabalho em trÃs dimensÃes: (i) a ambiental, (ii) a tecnolÃgica, estas duas a partir das contribuiÃÃes de Lamy & Hampel (2007) e Rama et al. (2012), principalmente, e (iii) a linguÃstica, associando a esta Ãltima uma teoria pragmÃtica sobre pistas de contextualizaÃÃo (GUMPERZ, 1982; GREENO, 1994). Buscando preservar a noÃÃo de affordance como uma ressonÃncia do indivÃduo com o que percebe como Ãtil para agir no ambiente, que rompe com a dicotomia objetivo-subjetivo, a teoria da complexidade forneceu subsÃdios teÃrico-metodolÃgicos para investigar as interaÃÃes interpessoais escritas nos fÃruns e nos chats como sistemas adaptativos complexos em que fatores interagiam e eram percebidos como affordances ou como restriÃÃes para o engajamento durante as trajetÃrias das interaÃÃes (LARSEN-FREEMAN & CAMERON, 2008). Para estudar a percepÃÃo, foram tambÃm realizadas entrevistas motivadas pelos dados das interaÃÃes analisadas como forma de reconstruÃÃo de contexto. As descobertas mostraram lados antagÃnicos dos affordances: o que era percebido por alguns como um favorecimento, para outros era uma restriÃÃo, como foi o caso da cronÃmica nos chats e nos fÃruns. Affordances tecnolÃgicos e linguÃsticos contribuÃram para a construÃÃo da presenÃa no ambiente, da projeÃÃo das identidades individuais e de grupo, de uma comunidade de aprendizagem (LAVE & WENGER, 1991; WHITE, 2003), que, por sua vez, foi um affordance ambiental para o sentimento de confianÃa e seguranÃa no engajamento nas interaÃÃes. Evidenciou-se, por fim, que os affordances podem ser mediados pelo professor.
The processes of foreign language learning and teaching in distance education have conquered increasing space in both course offerings in this educational mode and in applied linguistics research agendas driven by the interest in understanding how the continuous technological and scientific progress impact methodologies and practices of teaching and learning languages (PAIVA, 1999, 2010 2011). Inserted in this universe, the context of this research was one course of English teacher education (Letras), through distance education, offered for municipalities located in the countryside of the state of Ceara, Brazil. Due to various technological and environmental constraints present in this scenario, the online interpersonal interaction in the virtual learning environment was realized predominantly in the written mode. Text-based Computer-Mediated Communication (CMC) presents several constraints on interactants because of its visually-reduced mode. On the other hand, text-based CMC presents different features, which help to sustain the interaction and can promote language learning (WARSCHAUER, 1998; CHAPELLE, 2001, 2003; FELIX, 2003; WHITE, 2003; LEVY & STOCKWELL, 2006; LAMY & HAMPEL, 2007). In this context, the main objective of this research, characterized as qualitative-complex research (SILVERMAN, 2000), was to describe the mechanisms of engagement with the affordances that helped to sustain the text-based interpersonal interactions in a virtual learning environment where English was learned as a foreign language, specifically in discussion forums and chats. The notion of affordance, which came from ecological psychology (GIBSON, 1986), was discussed in this work according to three dimensions: (i) the environmental dimension, (ii) the technological dimension, both of them with contributions by Lamy & Hampel (2007) and Rama et al. (2012), mainly, and (iii) the linguistic dimension, associating a linguistics pragmatics theory about contextualization cues to the latter (GUMPERZ, 1982; GREENO, 1994). The complexity theory offered subsidies to study text-based interpersonal interactions in forums and chats as complex systems in which factors interacted and were perceived as affordances or as constraints to the engagement during the interactional trajectories (LARSEN-FREEMAN & CAMERON, 2008), as well as helped to preserve the notion of affordance as a resonance between an individual and what they can perceive as useful for engagement in the environment, which avoids the objective-subjetive dichotomy. In order to study perception, data-stimulated interviews were conducted with participants as a form of context reconstruction. The findings showed antagonistic sides of affordances: what was perceived as affordances by some of the participants, others could perceive as constraint, such as the chronemics in the chats and forums analyzed. Technological and linguistic affordances contributed to the construction of presence in the environment, helping participants to project both individual and group identities, and the learning community identity (LAVE & WENGER, 1991; WHITE, 2003), which, in turn, was an environmental affordance to build a sense of confidence and trust to engage in the interactions. Finally, it was possible to verify that affordances could be mediated by the teachers.
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Silva, Diego Goulart Machado. "“Qualidade é insubstituível!” Ideologias linguísticas em manuais de legenders independentes de equipes de fansubbing." Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/8341.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Ce travail a pour but d’analyser les idéologies langagières manifestées dans les discours métapragmatiques dans des guides de sous-titrage d’équipes brésiliennes de fansubbing – le sous-titrage amateur de films, séries et animations faits par et pour les fans. Dans ce contexte contemporain de pratiques langagières, surtout de la production de sous-titres pour des films et séries faites par des legenders indépendants d’équipes brésiliennes, le thème principal de ce travail consiste aux évaluations de langue et de traduction faites par ces equipes et aux manières comment elles construisent la légitimité de leurs traductions au travers de leurs évaluations et orientations d’usage de la langue. Nous avons l’objectif d’identifier les idéologies langagières qui constituent, structurent et orientent la pratique de sous-titrage indépendante en équipe. Cette étude contribue avec l’approche ethnographique du numérique intéressée à la manière comment les pratiques en ligne influencent les pratiques hors ligne ; avec le domaine des idéologies langagières, intéressée à la manière comment les discours hégémoniques sur langue, surtout ceux issus d’un projet moderne, se soutiennent au Brésil ; finalement, avec le domaine d’études en traduction, intéressée à la manière comment les idéologies langagières fonctionnent dans la traduction. Nous avons donc deux catégories théorico-analytiques. Les idéologies langagières, que nous entendons comme les croyances et notions que des groupes de personnes partagent sur ce qui est une langue ; et les métapragmatiques de la langue en usage. Ces deux catégories nous ont fourni la possibilité d’analyser les idéologies langagières manifestées dans des commentaires qui rationalisent sur l’usage de la langue et/ou qui font fonctionnerles énoncées dans leurs contextes. Nos données et analyses indiquent um paradoxe où des idéologies langagières hégémoniques et non hégémoniques cohabitent. Les notions hégémoniques de langue qui suggèrent l’usage d’une variété standardisée et de prestige de langue, et l’obéissance aux règles grammaticales, sont soutenues. En même temps, la multimodalité constitutive des productions audiovisuelles (images, sons et textes) déstabilisent la linéarité du texte standard et la stabilité des règles grammaticales.
Este trabalho tem como foco analisar ideologias linguísticas que se manifestam em discursos metapragmáticos em manuais de equipes brasileiras de fansubbing. Por fansubbing entende-se a legendagem amadora de filmes, séries e animações feita por e para fãs. Levando em conta este contexto digital contemporâneo de práticas linguísticas, especificamente a produção de legendas para séries e filmes feitas por legenders independentes de equipes brasileiras, o tema central de interesse deste trabalho é como língua e tradução são avaliadas por estas equipes e em como estas equipes constroem a legitimidade de suas traduções através de suas avaliações e orientações de uso da língua. Mais especificamente, nosso objetivo está em identificar as ideologias linguísticas que constituem, estruturam e orientam a prática de legendagem independente em equipe. Este estudo contribui com uma abordagem etnográfica digital, interessada em práticas online e/ou em como práticas online afetam práticas off-line; com o campo das ideologias linguísticas, interessada em como discursos hegemônicos sobre língua, principalmente aqueles advindos de um projeto moderno, se sustentam no Brasil; e finalmente com o campo de estudos em tradução, interessado em como as ideologias linguísticas funcionam especificamente na tradução. Toma-se como categorias teórico-analíticas as ideologias linguísticas, aqui entendidas como as crenças e as noções que grupos de pessoas compartilham sobre o que é língua; e as metapragmáticas da língua em uso, que fornecem a possibilidade de analisar as ideologias linguísticas manifestadas em comentários que racionalizam sobre o uso da língua e/ou que fazem funcionar enunciados em seus contextos. Nossos dados e análises apontam um paradoxo onde ideologias linguísticas hegemônicas e não hegemônicas convivem ao mesmo tempo. Noções hegemônicas de língua que sugerem o uso de variedade padrão de prestígio da língua e a obediência às regras gramaticais são sustentadas ao mesmo tempo em que a multimodalidade constituinte de produções audiovisuais como imagens, sons e textos, desestabilizam e desafiam a linearidade do texto padrão e a estabilidade das regras gramaticais.
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Hörberg, Thomas. "Influences of Form and Function on Spatial Relations : Establishing functional and geometric influences on projective prepositions in Swedish." Thesis, Stockholm University, Department of Linguistics, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6867.
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The present work is concerned with projective prepositions, which express the relation between two objects by referring to a direction in three-dimensional space. The projective prepositions have been regarded as expressing simple schematic relations of a geometric nature. A theory of the apprehension of projective relations can account for their meanings when they express strictly geometric relations. However, many studies have shown that the appropriateness of the prepositions also depends on the functional relation between the objects and that a number of functional factors influence the comprehension of English prepositions. This experimental study investigates if the acceptability of the Swedish prepositions över, under, ovanför and nedanför are influenced by functional factors as well, and whether acceptability judgments about över and under are more sensitive to functional influences than judgments about ovanför and nedanför, as has been shown for the corresponding English prepositions over and under, and above and below, respectively. It also investigates how the shapes and the parts of the related objects influence their functional interaction, and how the acceptability of the prepositions is in consequence influenced by the shapes of the objects. It was found that the theory of apprehension can indeed account for the acceptability of the prepositions when the relation between the objects is strictly geometric. It was further found that acceptability judgments about them are influenced by functional factors in a similar manner to the corresponding English prepositions when the objects are functionally related, although judgments about under and nedanför are not differentially influenced by these factors. Furthermore, the shapes and the parts of both of the related objects influence acceptability judgments about the prepositions in predictable manners. An extension of the theory of apprehension is suggested which can account for the functional influences indicated in the present study.
Books on the topic "Linguistic affordance"
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Đorđević, Jasmina. DIGITAL MEDIA DISCOURSE IN LINGUISTIC RESEARCH. Filozofski fakultet u Nišu, 2022. http://dx.doi.org/10.46630/dmd.2022.
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The monograph Digital media discourse in linguistic research offers an exploration into the relationship between discourse as a manifestation of language in the digital media and the research possibilities available in the field of linguistics, but not without referring to sociolinguistics, media studies, etc. Substantial research has been devoted to the separate aspects of the subject matter initiated in this book. Especially during the last two decades, the media, discourse and the digital realm have been rather frequent topics successfully elaborated on by authors who have been given due credit in this book. However, it seemed to me that there are not enough resources that would provide systematic and comprehensive insights into how to analyse, understand, describe and further explore digital media discourse by relating linguistic research with theoretical frameworks from communication studies, political studies, journalism etc. These frameworks may, in fact, shed new light on how digital media discourse is both created and perceived while offering some new understanding of all the affordances and constraints entailed in digital media discourse in linguistic research.
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Waters, Dennis P. Behavior and Culture in One Dimension: Sequences, Affordances, and the Evolution of Complexity. Taylor & Francis Group, 2021.
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Waters, Dennis P. Behavior and Culture in One Dimension: Sequences, Affordances, and the Evolution of Complexity. Taylor & Francis Group, 2021.
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Waters, Dennis P. Behavior and Culture in One Dimension: Sequences, Affordances, and the Evolution of Complexity. Taylor & Francis Group, 2021.
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De Souza, Jonathan. Beethoven’s Prosthesis. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190271114.003.0002.
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This chapter takes performances by the deaf Beethoven as an instance of body-instrument interaction. Prior research in music theory, drawing on cognitive linguistics, suggests that Beethoven’s music was shaped by conceptual metaphors, which are both culturally specific and grounded in the body. Yet this chapter shows that players’ experience is not simply embodied but also technical. To that end, the chapter explores cognitive neuroscience, ecological psychology, and phenomenology. Patterns of auditory-motor coactivation in players’ brains are made possible by the stable affordances of an instrument. These auditory-motor connections support performative habits, and they may be reactivated and recombined in perception and imagination—supporting Beethoven’s auditory simulations after hearing loss, for example.
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Wilson, Ben. Debating in Teaching and Learning English. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350413603.
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This book offers the first full-length treatment of the topic of debating as a method of developing English Foreign Language (EFL) speaking, inviting scholars and practitioners to reflect on the demands of the current age for moving forward educational practice. While debating is a well-known method of dialogic speaking and is widely practiced, the extent to which it is integrated in adult TEFL has not been established, and an understanding of its affordances for developing foreign language speaking is also limited. This book fills the gap in the field of TESOL and applied linguistics on the affordances of debating as a form of dialogic speaking that can promote a holistic understanding and improvement of experience of education, and indeed academic outcomes. The two main themes that situate the work are those of dialogic speaking and affect (at times referred to as 'humanistic', 'positive psychology' and 'social and emotional learning'). The book details the experiences of an adult EFL debate group in a private language school in the North of Italy. It reports how the participants experience the pedagogy so as to offer insights into it as a form of teaching speaking in adult EFL, as well as providing a practical framework with lesson plans and curriculum. The affordances of debating emerge as being social, cognitive, educational and communicative, and are discussed alongside the work of language teaching scholars Curran and Freire, and more broadly within a Social Constructivist approach to education. As such, debating is discussed as being a holistic and dialogic form of pedagogy. Particular attention to experience - often affective - is also found to be fundamental in planning and assessing educational outcomes for both teachers and learners.
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McRae, Calista. Lyric as Comedy. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501750977.001.0001.
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A poet walks into a bar... this book explores the unexpected comic opportunities within recent American poems about deeply personal, often embarrassing, experiences. Lyric poems, the book finds, can be surprising sites of a shifting, unruly comedy, as seen in the work of John Berryman, Robert Lowell, A. R. Ammons, Terrance Hayes, Morgan Parker, Natalie Shapero, and Monica Youn. The book draws out the ways in which key American poets have struggled with persistent expectations about what expressive poetry can and should do. It reveals how the modern lyric, rather than bestowing order on the poet's thoughts and emotions, can center on impropriety and confusion, formal breakage and linguistic unruliness, and self-observation and self-staging. The close readings in the book also provide new insight into the theory and aesthetics of comedy, taking in the indirect, glancing comic affordances of poetry. In doing so, the book captures varieties of humor that do not align with traditional terms, centering abjection and pleasure as facets of contemporary lyric practice.
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Kumar, Akshaya. Provincializing Bollywood. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190130183.001.0001.
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This book situates Bhojpuri cinema within the long history of vernacular media production, which was kick-started by audio cassettes and spurred on further with VCDs and DVDs. The emergence of multiplex-malls and the evacuation of single-screen theatres all over north India, at a time of massive real estate development, particularly in peninsular Indian cities, which required working class migrants’ ‘manual labour’ also prepared the ground for new linguistic consolidations and cultural forms. Investigating the historical, theoretical and empirical bases of Bhojpuri media production, the book tries to make sense of cinema within the ‘comparative media crucible’, in which film history sits alongside floods, droughts, musical traditions, gendered segregation, real estate boom, libidinal youth cultures, urban resettlements and highway modernities. The book grapples with Bhojpuri media from within Hindi film history, from the vantage point of provincial north India, in the light of the socio-technical upheavals of the last three decades. Foregrounding the libidinal energies, language politics and curatorial informalities, the book argues that Bhojpuri cinema could be conceptualized via the logic of overflow. Animated by libidinal affordances which have breached all formal embankments, it thrives on a curious blend of scandalizing and moralizing overtones.
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Klimanova, Liudmila, ed. Identity, Multilingualism and CALL: Responding to New Global Realities. Equinox Publishing Ltd., 2022. http://dx.doi.org/10.1558/isbn.9781800500792.
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This volume focuses on a range of topics and studies that address the notion of plurilingualism and multilingual identity in computer-mediated language learning (CALL) spaces. Interest in digital multilingual identity in the fields of applied linguistics and language education has been growing exponentially in recent years. New theoretical assumptions and recent global challenges have urged researchers to problematize the traditional notion of virtual identity in the face of increased virtual connectedness and the hybridization of transcultural and translingual practices. The chapters in this collection contribute to this fast-growing body of interdisciplinary research, featuring conceptual papers and research studies of identity performance and multilingual communication in highly complexified digitally mediated social platforms. The volume seeks to (a) contextualize digital multilingual communication as it pertains to language learning and teaching via a historical and conceptual overview of the multilingual movement in technologically mediated SLA; (b) offer in-depth explorations of multilingual practices and digital affordances that affect language learner identities beyond the classroom context, (c) fill the research void by exploring empirically the critical aspects of multilingual identity deployment in digital contexts where language learners actively participate in translingual and plurilingual practices, and (d) illustrate new ways of evaluating and adapting teaching practices to accommodate multilingual subjects, and reflect the increasingly hyperlingual nature of digital communication.
Book chapters on the topic "Linguistic affordance"
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Pollitt, Kyra. "Affordance as Boundary in Intersemiotic Translation: Some Insights from Working with." In Translating across Sensory and Linguistic Borders, 185–216. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97244-2_9.
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Borowski, Krzysztof E. "Language typology as a discursive affordance in digital discourse." In Discourse Approaches to Politics, Society and Culture, 127–45. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/dapsac.100.07bor.
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With the rapid development of participatory social media, these spaces have become new arenas for producing political discourse. However, critical analyses of digital discourse that examine the importance of language typological variation for the (re)production of political discourse are relatively new. This chapter investigates linguistic creativity in non-elite political communication by combining a critical discursive approach with language typology. The analysis highlights the importance of language typology in political communication as political actors exploit the typological affordances of Polish. This chapter demonstrates how language affordances are mobilised for political reasons to (re)produce discriminatory political messages. The chapter suggests combining critical discourse analysis and language typology to reveal novel perspectives on the intersection of language and politics on the Internet.
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Chen, Yixiong, Csilla Weninger, and Fei Victor Lim. "Chapter 4. Multimodality." In Research Methods in Applied Linguistics, 49–67. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/rmal.6.04che.
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Multimodality examines how language and other resources (e.g., images and gestures) are integrated to make meaning for communication. This chapter aims to introduce two approaches to multimodality from a systemic-functional semiotic perspective, namely social semiotics and systemic functional multimodal discourse analysis (SF-MDA), and discuss their applications in applied linguistics. Specifically, this chapter begins with an overview of the theoretical underpinnings of the two approaches, focusing on their shared functionalist origins and the origin’s theoretical and methodological implications. Next, the chapter discusses the affordance of social semiotics and SF-MDA and highlights data collection procedures and analytical processes in applied linguistic studies informed by the two approaches. Finally, critiques of the two approaches are addressed with multimodal research facilitated by eye-tracking technology.
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Collentine, Karina, and Joseph Collentine. "Chapter 8. Promoting Spanish L2 pragmatic competence in a virtual environment." In Innovative Approaches to Research in Hispanic Linguistics, 173–95. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/ihll.38.08col.
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Virtual Environments (VE) can mimic the myriad dimensions that native speakers take into account in authentic social interactions and are one of the instructional conditions (e.g., methodological approaches, learning affordances) that can be used to promote pragmatic competence. The present study employs big-data techniques to provide a parsimonious and quantifiable model of affordance usage in VEs fostering L2 Spanish learners’ pragmatic abilities. We employ data-reduction analyses to synthesize tracking data that recorded learners’ use of software features within consciousness-raising and structured-input, both involving task-based language teaching (TBLT). The analysis suggests that three macro variables can significantly classify different learning conditions: (i) movement through the VE, (ii) type of interaction with affordances providing input, (iii) time on task.
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Siekmann, Sabine, and Joan Parker Webster. "Affordances of Visual Images in Dual Language Classrooms: Teachers and Students as Designers." In Educational Linguistics, 57–76. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31812-2_5.
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Curado Fuentes, Alejandro. "Corpus Affordances in Foreign Language Reading Comprehension." In Demystifying Corpus Linguistics for English Language Teaching, 99–118. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-11220-1_6.
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Szabó, Tamás Péter, and Hannele Dufva. "University Exchange Students’ Practices of Learning Finnish: A Language Ecological Approach to Affordances in Linguistic Landscapes." In Educational Linguistics, 93–117. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55761-4_5.
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Aronin, Larissa. "The Concept of Affordances in Applied Linguistics and Multilingualism." In Second Language Learning and Teaching, 157–73. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-01414-2_9.
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Buendgens-Kosten, Judith, and Daniela Elsner. "Affordances of multilingual learning situations – Possibilities and constraints for foreign language classrooms." In Hamburg Studies on Linguistic Diversity, 281–304. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/hsld.7.13bue.
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Malinowski, David, Hiram H. Maxim, and Sébastien Dubreil. "Introduction: Spatializing Language Studies in the Linguistic Landscape." In Educational Linguistics, 1–17. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-39578-9_1.
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AbstractAs the assemblage of visible, audible, and otherwise textualized languages of public space, the linguistic landscape forms a rich context for understanding how material and environmental affordances affect language learning, and how language teachers can bring their L2 curricula to life. Whether it is within the four walls of a school, in a nearby neighborhood, or in virtual telecollaborative environments, the chapters of this volume illustrate how such diverse configurations of space lend themselves to language and literacy learning, while also contributing to learners’ critical cultural and historical awareness. Before inviting the reader to the volume’s nine chapters, this introduction outlines the history and significance of “space” in language teaching and learning research, a topic of significant interest and innovation in L2 education today. It then offers a framework for the spatialization of language teaching, that is, a pedagogy that is linguistically and culturally complex, geographically situated, historically informed, dialogically realized, and socially engaged. Whether one endeavors to teach in a traditional classroom, or immersed in the sights and sounds of outdoor spaces, or even from one's desktop at home, language teaching with the linguistic landscape is evaluated for its potential to extend the human, symbolic, and critical dimensions of L2 learning.
Conference papers on the topic "Linguistic affordance"
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Elorza, Izaskun, Susana Marron-Gonzalez, Agata Zelachowska, Amanda Ellen Gerke, and Vasilica Mocanu. "Affordances of descriptive linguistics for gender awareness-raising in pre-service teacher training." In 2021 XI International Conference on Virtual Campus (JICV). IEEE, 2021. http://dx.doi.org/10.1109/jicv53222.2021.9600370.
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Hadzantonis, Michael. "Eden’s East: An ethnography of LG language communities in Seoul, South Korea." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.8-4.
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Motivated by social inclusion, lesbian and gay communities have long attempted to negotiate languages and connected discourses. Social ascriptions act to oppress these communities, thus grounding Cameron’s (1985) Feminism and Linguistic theory. This practice of language negotiation significantly intensifies in regions where religious piety (Hinduism, Christianity, Buddhism, Islam) interacts with rigid social structure (Confucianism, Interdependency), mediating social and cultural positioning. Consequently, members of LG communities build linguistic affordances, thus (re)positioning selves so to negotiate ascribed identities and marginalizations. Paradoxically, these communities model discourses and dynamics of larger sociocultural networks, so as to contest marginalizations, thus repositioning self and other. Through a comparative framework, the current study employs ethnography, as well as conversation and discourse analyses, of LG communities, to explore ways in which these communities in Seoul (Seoul) develop and employ adroit language practices to struggle within social spaces, and to contest positivist ascriptions.
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Smidt, Esther, Karen Clement, Jesse Greenleaf, Mandy Nelson, Laura Funke, James Schumann, Nhon Dang, and Youssouf Magassouba. "Analyzing CMS Affordances through the RAT Framework for Online Language Teacher Education A Case Study." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l312108.
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Kunschak, Claudia, and Birgit Strotmann. "Unbounded Languages – Translanguaging as the New Language." In GLOCAL Conference on Mediterranean and European Linguistic Anthropology Linguistic Anthropology 2022. The GLOCAL Unit, SOAS University of London, 2023. http://dx.doi.org/10.47298/comela22.4-7.
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With globalization, multilingualism has replaced monolingualism as the prevalent paradigm across the disciplines, from sociolinguistics to linguistic anthropology to applied linguistics to education, be it from the angle of superdiversity (Blommaert and Rampton 2011), metrolingualism (Pennycook and Otsuji 2015) or translanguaging (GarcÃa and Wei 2014). We are witnessing an era where multilingualism from below, which has always existed, is increasingly supported by multilingualism from above in language policy and planning via plurilingual pluricultural competence (Council of Europe 2018), innovative language pedagogy such as Content and Language Integrated Learning (CLIL) (Coyle, Hood and Marsh 2010), and creative use of English as a Lingua Franca (Seidlhofer and Widdowson 2009; Jenkins 2017). However, it is not just English that serves this purpose, but also French and Arabic in the Mediterranean region, and Spanish (Godenzzi 2006) or Chinese further afield (Li 2006). The study examines these new language constellations at the example of three multilingual degree programs at a small, private university in Spain with a strong international projection, a multilingual student population, and equally multilingual / multicultural faculty. Superimposed on the already multilingual and multivarietal structure of the Spanish peninsula, with its largest foreign cohort speaking Latin-American varieties, the languages and language combinations emerging from this study include students' home languages, languages of study, lingua francas, and creative language practices. It was the purpose of the study to identify affordances and challenges in developing translingual transcultural competence (Geisler et al. 2007), that is, the ability to operate between languages, reflect on the world and self through another language and culture, as well as develop critical language awareness and social sensitivity. Based on a survey conducted among students from fresher to graduating class, interviews and focus groups with students, teachers, and administrators, as well as a document analysis of study plans and language requirements, the study aims to document emerging language practices and translingual transcultural competence as well as the factors that support or hinder this development. While English and Spanish are clearly the dominant languages, third and fourth languages play a significant role among both students and faculty. It will be argued that translingual dispositions (Lee and Canagarajah 2019) are widely held, and that instead of cultivating a series of discrete linguistic stills, “translanguaging is the language of the future†as one of the subjects quipped.
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Abdullah, Nur Nabilah, and Rafidah Sahar. "Exploring Intercultural Interaction: The Use of Semiotic Resources in Meaning-Making Processes." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.10-3.
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Intercultural communication refers to interaction between speakers of different backgrounds, such as different linguistic and cultural origins (Kim 2001). Interaction in face-to face situations has demonstrated that spoken language involves both verbal and semiotic resources for social action. Semiotic resources that include use of talk, gestures, eye gaze and other nonverbal cues can convey semantic content and can become a crucial point in conversation (Hazel et al. 2014). Drawing on a Aonversation Analysis (CA) approach, we explore how participants employed semiotic resources in word searches activities in an intercultural context. Word searches are moments in interaction when a speaker’s turn is temporarily ceased as the speaker displays difficulty in searching for appropriate linguistic items so as to formulate the talk (Schegloff et al. 1977; Kurhila 2006). In this study, naturally occurring interactions in a multilingual setting were video recorded. The participants were Asian university students with different language backgrounds. The findings suggest that multilingual participants mutually collaborate by utilizing verbal affordances, gaze, gesture and other nonverbal cues as useful semiotic resources in the meaning-making process, and thus resolving word search impediments to facilitate intercultural interaction.
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Bouchacourt, Diane, and Marco Baroni. "Miss Tools and Mr Fruit: Emergent Communication in Agents Learning about Object Affordances." In Proceedings of the 57th Annual Meeting of the Association for Computational Linguistics. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/p19-1380.
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Alpert, Erika. "Men and Monsters: Hunting for Love Online in Japan." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.1-2.
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This paper presents the results of initial fieldwork on Online dating (netto-jô konkatsu, koikatsu) and other types of internet-based partner matching options in Japan, focusing on the possibilities for textual and interactional self-representation on different sites and apps available to single Japanese. This includes widespread international apps like Tinder and Grindr, along with local apps like 9 Monsters, a popular gay app that also incorporates light gaming functions, or Zexy En-Musubi, a revolutionarily egalitarian site aimed at heterosexual singles specifically seeking marriage. I approach this question by looking at the different technological affordances for profile creation using these services, and the ways users engage with those affordances to create profiles and to search for partners, based on examinations of websites, apps, and public profiles; interviews with website producers; and ethnographic interviews with past and current users of Online dating services. I primarily argue that self-presentation in Japanese Online dating hinges on the use of polite speech forms towards unknown readers, which have the power to flatten out gendered speech differences that are characteristic of language ideologies in Japan (Nakamura 2007). However, dominant cultural ideas about gender, sexuality, and marriage—such as patriarchal marriage structures—may still be “baked into” the structure of apps (Dalton and Dales 2016). Studying Online dating in Japan is critical because of its growing social acceptance. While in 2008 the only “respectable” site was a Japanese version of Match.com, in 2018 there are numerous sites and apps created by local companies for local sensibilities. Where Online dating was already established, in the West, there was little sociological study of it while it was becoming popular, in part because research on the internet also lacked respectability. By looking at Japan, where acceptance is growing but Online dating has not yet been normalized, we can gain a deeper understanding of its gender, sexuality, romance, and marriage practices. Japan’s experiences can also potentially provide a model for understanding how Online dating practices might develop elsewhere. In the US, Online dating faced many of the stigmas that it continues to face in Japan—such as that it was “sleazy,” “sketchy,” or desperate. In spite of these stigmas, however, Online dating grew slowly until it suddenly exploded (Orr 2004). Will it explode in Japan? By looking at how people use these sites, this paper also hopes to shed light on the uptake of Online partner matching practices.
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Yang, Hsiu-Yu, and Carina Silberer. "Implicit Affordance Acquisition via Causal Action–Effect Modeling in the Video Domain." In Proceedings of the 13th International Joint Conference on Natural Language Processing and the 3rd Conference of the Asia-Pacific Chapter of the Association for Computational Linguistics (Volume 1: Long Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2023. http://dx.doi.org/10.18653/v1/2023.ijcnlp-main.55.
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Xiaoyang, Qi, and Roslina Mamat. "Emotions in Jimmy Liao’s Picturebook: A Case Study of Pictorial Metaphors." In GLOCAL Conference on Asian Linguistic Anthropology 2022. The GLOCAL Unit, SOAS University of London, 2023. http://dx.doi.org/10.47298/cala2022.7-2.
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Pictorial and visual metaphors have been the subject of much conceptual metaphor theory (CMT) research since the 1990s, and possibly prior to that time. The graphic metaphor constitutes one category of multimodal metaphor, and hence suggests and requires an understanding of abstract concepts in visual information (Forceville 1996). A picturebook, for example, is a visual genre containing various such pictorial metaphors. It is generally acknowledged that picturebooks have narrative value, and convey emotions, while stimulating the reader’s intellectual and aesthetic affordances. These semiotic repertoires also contribute to health. As many people experienced solitude in the COVID pandemic, such semiotic banks provided a service. This research examines the pictorial metaphors in ‘Beautiful Solitude,’ painted by the Chinese picturebook artist, Jimmy Liao, following his survival from leukaemia. The study employs Kovecses's three-stage emotional metaphor framework; emotional motives, emotional existence, and emotional expression. The study observes the visual design grammar of the paintings as a theoretical framework to analyse these pictorial metaphors of emotion. The results of the study include the impact that these visual metaphors have on the portrayal and treatment of mental health. This study contributes to work on pictorial metaphors, and thus suggests ways in which individuals envisage self, other, and the world, when in pain and at times when they sense themselves as isolated from their surroundings and communities.
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Gajšt, Nataša. "Sustainable Fashion Is “In” and Fast Fashion Is “Out” –A Corpus-Driven Analysis of Media Narrative Regarding the Fashion Industry’s (Un-)Sustainability." In 8th FEB International Scientific Conference. University of Maribor Press, 2024. http://dx.doi.org/10.18690/um.epf.5.2024.9.
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Being affordable and readily disposable, fast fashion has recently been perceived as a major cause of environmental pollution and unethical labour practices. To counter these pressing global issues, sustainable fashion has been gaining in importance. Mass media has a significant role in shaping public sentiment and influencing consumers” behaviour. This paper brings the results of a small-scale quantitative and qualitative linguistic analysis of three aspects of the fashion industry’s (un-)sustainability. More specifically, we examined the media's vocabulary when addressing fast and sustainable fashion. Our study followed the principles of corpus analysis and discourse analysis. We analysed 1,000 randomly selected media reports focusing on fast fashion and sustainable fashion in English in the NOW corpus. Key results of our study show that the fast fashion-related media narrative is negative, whereas the sustainable fashion-related narrative is positive, with some criticism. This study aims to contribute to the knowledge about the terminology in mass media narrative used to address fashion industry-related sustainability issues. Further, we aim to advocate how such narrative can and should be used as a vehicle for changes in consumer behaviour and company practices and, consequently, how it can impact the attainment of relevant 2030 SDGs.