This article investigates speech acts as the core explanatory construct of pragmatics, examining how illocutionary force, conventional form, contextual inference, and social normativity interact to produce action through language. Building on the foundations of Austin’s performative-constative distinction and Searle’s taxonomy, the study synthesizes contemporary developments across interactional linguistics, experimental pragmatics, corpus-based analyses, and computational modeling. The aim is to show that speech acts are neither reducible to sentence types nor free-floating intentions, but coordinated practices anchored in grammar, inference, embodiment, and institutional settings. Methodologically, the paper conducts a theory-driven review that operationalizes key variables such as force-indicating devices, felicity conditions, uptake mechanisms, commitment dynamics, and politeness management, and relates them to empirical findings on indirectness, scalar enrichment, reference, and dialog structure. The results indicate that speech acts emerge from the alignment of conventional cues and rational expectations, that they are processed incrementally and probabilistically by interlocutors, and that their social effects depend on accountability structures encoded by culture, role, and activity type. The discussion integrates these strands into a unified perspective in which speech acts function as interface phenomena linking syntax and semantics to cognition, interactional organization, and broader socio-institutional orders. The conclusion outlines priorities for future research: multimodal corpora with force annotation, cross-linguistic comparative work on honorifics and evidentials, experimental designs that manipulate stakes and authority, and computational implementations modeling commitment and plan recognition.
Uniformity and clarity of grammatical terminology are utopian, both in French and in comparative contexts of French and Slovak. Grammatical nomenclature suffers from significant variability and instability, despite the aim of grammarians and terminologists to reconcile the quality of grammatical discourse with didactic effectiveness. The reasons for this are that grammarians’ terminological choices are partly guided by the linguistic theory which governs the development of grammar and, moreover, grammatical terminology is subject to evolution, trends and sometimes even conflicting views. The present study illustrates the state of affairs using selected examples of French and Slovak terms, with the aim of providing a kind of long sought solution. It turns out that the interlingual equivalence of French and Slovak grammatical terms is influenced by two factors. The first one is the terminological variability in French and the second one is the position of the term in the hierarchy of grammatical nomenclature (in the two compared languages).
Research is based on the perspectives of linguist Nihad Al-Mousa in re-reading the grammatical heritage, with the goal of drawing a true picture of grammatical theory among Arabs for its revival, and its contribution to nourishing the absent modern linguistic lesson, in the context of linguistic theory and global grammar. I've discussed two topics: the depiction of Arabic in American linguistics as it seemed to Nihad, and how he exposed its flaws; and how it overlooked essential components of Arabic linguistic theory that linguistics should be aware of and benefit from. The second is sociolinguistics, that demonstrated extra elements and external factors associated with linguistic content and grammatical structures. The approach evolved as a direct response to the previous approaches, which focuses with Linguistic discours on analyzing structures in their formal (internal), component in the interpretation functional aspect in its external dimension (context), in order to illustrate it in the Arabic language lesson, and to nourish modern linguistic attention to it, believing that the grammatical heritage reveals a deep understanding of the role of language in shaping society.
Interaction of sounds on the melodic tier (segments) with prosodic and phonotactic structure (syllabic context) in cross-language perception is not explicitly addressed by models of second language phonology (e.g., Perceptual Assimilation Model: Best, 1995). At initial stages of foreign language exposure, learners rely on position-specific phonetic detail more than native speakers or advanced learners, thus mappings according to prosodic and phonotactic context are a crucial factor in early interlanguage phonological development. In a perceptual assimilation experiment, we manipulated syllable position (onset vs. coda) and phonotactic complexity (simple vs. complex codas) in phonotactically similar languages for auditory presentation of six German obstruents (i.e., familiar [h k ʃ] and novel [ç x p͡f]) to native speakers of American English who had no previous exposure to German. By means of weighted proportions (Park & de Jong, 2008) and overlap scores (Levy, 2009), we found that [h k ʃ p͡f] mapped categorically to English orthographic categories <h>, <k>, <sh>, and <f>, respectively, in all positions, whereas the novel fricatives [ç x] exhibited distinct mapping patterns from each other, from other sounds, and according to syllable position. These results demonstrate profound influences of both low-level prosodic and phonotactic contexts on perceptual assimilation of novel sounds.
O presente estudo investiga estruturas de tópico-comentário e sujeito-predicado no Português do Brasil (PB), sob a luz da psicolinguística experimental, a fim de trazer suporte empírico que sustente a hipótese de que o PB seria uma língua mista, orientada tanto para a sentença quanto para o discurso, diferente do inglês, que é, indiscutivelmente, uma língua com proeminência de sujeito, orientada para a sentença (cf. Li & Thompson 1976). Investigamos estruturas de tópico geradas na base (tópico estilo-chinês), pois tais estruturas são prototípicas de uma língua onde a noção de tópico é importante e ausentes em uma língua onde a noção de sujeito é a dominante (cf. Yuan 1995), além de estruturas de tópico geradas via movimentação sintática (topicalização). O experimento de julgamento de aceitabilidade demonstrou que o comportamento dos falantes de PB e de inglês foi significativamente diferente durante a tarefa proposta, o que pode indicar que as línguas não se encaixam na mesma tipologia, quanto a sua orientação. O resultado do teste com o grupo bilíngue confirmou, ainda mais, as suposições iniciais, de que PB e inglês não enxergam o tópico da mesma maneira. Tais resultados sugerem que o PB deva ser caracterizado como uma língua onde ambos, tópico e sujeito, são noções importantes (cf. Pontes 1987, entre outros).
History of scholarship and learning. The humanities, Philology. Linguistics
Language is one of the most important aspects of early childhood., and mastery of English in early childhood is not so easy to apply to children, so it is necessary to use appropriate and fun methods. The purpose of this study is to introduce children's English vocabulary from the phonological aspect through the singing method. This research was conducted with a descriptive qualitative approach. The research was conducted in Canden Hamlet, Jetis, Bantul, Yogyakarta. Samples were taken from 15 early childhood children aged 4-6 years. Data collection techniques were carried out through observation, documentation, and interviews. The results showed that; (1) Improving the linguistic ability of young children, it can be done through the introduction of English vocabulary; (2) Introducing the English alphabet, the names of fruits, the names of animals, various colors, and so on, the most interesting is done by the singing method; (3) To develop linguistic skills by introducing English Vocabularies, it is effective to be taught from an early age.
Language. Linguistic theory. Comparative grammar, English language
Grammarists differed about the definition of the verb in the Arabic language, but they were in great agreement in dividing it from different sides. From these sides, we find the division of verbs according to the function of directing, which is the subject of this study. The view of the ancient grammarians to the function was affected by the grammatical direction followed (factor theory, semantics). It was noted in some of what they termed a clear dimension of the function of guidance, and with reference to the global grammar that created entrances between languages, even if the characteristics of languages differed among them, borrowing as a mechanism of linguistic development of the Arabic language has allowed, based on this way, to borrow many terms from Other languages were -sometimes- more compatible than that we find in the Arabic language used, for this reason, the researcher tried to study the guides verbs in the Arabic language; After enumerating them and clarifying their terms in the Arabic language, then comparing them with what is used in the French and English languages; It was found that some of the guides Arabic verbs were labeled with a term that is a sign of this function, and some of them were affected by the factor theory in grammar, so their terms did not express the function of directing, and after compare them with modern Arabic studies ,and also, in English and French, we were able to find an appropriate term to achieve the concept of directing. Therefore, the researcher suggested updating or changing these terms by creating appropriate terms that take advantage of the English and French languages, as well as modern Arabic conventions..
There has been extensive research into how L1 affects L2, commonly known as ‘negative influence’, but a lot less about the opposite direction, commonly known as ‘Reverse or Backward’ transfer. As well as the first language influences the second, the second language influences the first. The present study, therefore, attempts to examine and critically review pertinent research into the question of bidirectional influence between languages. First, it traces the conceptual framework of the notion L1?L2 effect. Second, it attempts to demonstrate how an emerging new language (L2) affects the existing L1. Third, it examines the pedagogical aspects of both directions, as manifested in L2 classroom. Special focus will be given to how the concept of “multicompetence” sees the goal of L2 learning and how language teaching should reflect such a goal. In addition, the advantages and disadvantages of using learners’ first language in L2 classroom will be highlighted and specific methodological recommendations will be made.
Special aspects of education, Language acquisition
The article concerns some developments of Element Theory that extend X-bar theory to the realm of phonology in order to represent the internal structure of segments. While maintaining some fundamental assumptions of Element Theory concerning the nature of melodic primes, these models propose a radically different conception of the segment and of larger phonological domains compared to autosegmentalist approaches. The article discusses some issues emerging from the adoption of X-bar theory and notation with regard to the representation of lenition phenomena, and suggests that the complex hierarchical structure that according to these theories corresponds to a segment poses problems of descriptive adequacy and raises a general question about learnability.
Language. Linguistic theory. Comparative grammar, Oriental languages and literatures
L’observation des échanges entre soignant et soigné constitue une voie d'accès privilégié pour l'examen de l'organisation des matériaux technolectaux mobilisés dans leurs pratiques discursives. Les analyses des données recueillies révèlent des stratégies différenciées de maniement des unités technolectales. Cette disjonction entre les façons de parler favorise des malentendus et des incompréhensions. Sous ce rapport, il devient évident que la maîtrise des technolectes est un gage assuré pour un échange fructueux entre soignant et soigné. Cet article poursuit l'objectif de montrer les traits les plus représentatifs des façons de parler de nos informateurs (les patients et les médecins). De cette représentation le lecteur déduira les obstacles inhérents au transfert d'information dans la relation médecin/patient.
Computational linguistics. Natural language processing, Language. Linguistic theory. Comparative grammar
In this changing era, which is characterized by the interconnected world, and the increasing mobility of people, the need to be able to communicate inter-culturally is evident. To be successful in intercultural communication, one does not only need to be linguistically competent but also culturally knowledgeable and sensitive. Bearing in mind these cultural needs, this paper details the scavenger hunt technique as a tool for enhancing culture learning and intercultural communication practice. Although this technique applies to students of any major, this study was specifically implemented to a group of English as a Foreign Language (EFL) students in Indonesia. Participants of this study were nine (9) male and twenty (20) female students of The English Language Education Program at a private university in Central Java, Indonesia. The students did the scavenger hunt in a group of four or five during their three-day trip to a multicultural setting in Indonesia: Bali island, and documented the activities in vlogs. The students’ vlogs which were data of this study were analyzed by using a qualitative content analysis approach. The findings showed that the scavenger hunt task resulted in the students' learning on cultural knowledge, intercultural communication, intercultural adaptation, information technology, and soft skills. During the three-day program, the students could also use English in a meaningful way. The study presented the strengths, weaknesses, and recommendations of this study, as well as some ideas for further research.
Keywords: culture learning, intercultural communication, EFL,scavenger hunt.
English language, Language. Linguistic theory. Comparative grammar
Der vorliegende Beitrag ist eine kontrastive rechtslinguistische Studie, die sich mit Phraseologismen in Strafurteilen des deutschen und arabischen Rechtssystems befasst. Sie zielt in erster Linie darauf ab, Rechtsphraseologismen zu ermitteln, die in deutschen und arabischen Strafurteilen wiederholt in der gleichen festen Form auftreten und die eine fachsprachlich spezialisierte Bedeutung aufweisen. Sie konzentriert sich auf die Identifizierung der Typen solcher Phraseologismen in den verschiedenen Bestandteilen der Strafurteile. Ziel ist es herauszufinden, welche rechtssprachlichen Phraseologismen in welchen Textteilen der Strafurteile eingesetzt werden und welche Unterschiede und Gemeinsamkeiten zwischen dem deutschen und arabischen Rechtssystem in dieser Hinsicht festzustellen sind.
Language. Linguistic theory. Comparative grammar, Comparative law. International uniform law
— Arabic Grammar is a branch of science that emerged in the early Islamic era. Nevertheless, grammatical works compiled by the Arab scholars such as Sibawaih with his al-Kitāb considered difficult to understand by those who are not Arabic speakers (especially for Europeans) in terms of paradigm and its presentation techniques. Therefore, Western scholars (Orientalists) began to write a number of works on Arabic grammar based on their grammatical tradition. The formal object of this research is the paradigm and thought on Arabic grammar, namely particular paradigm and thought used by Western scholars on compiling Arabic grammar for their own interests. Meanwhile, material object is the work of William Wright "A Grammar of the Arabic Language." The authors used universal grammar theory initiated by Noam Chomsky, which emphasized that language, in essence, has general rules. Finally, the authors found three major conclusions. First, early writing of Arabic grammar by European scholars began in the 16th century; it coined by the birth of de Alcala's work. Second, the peak of Arabic grammatical writing in Europe occurred in the 17th century with the birth of Gramatica Arabica by Thomas Erpenius. Third, although Wright's Arabic grammar clearly adopted European grammatical tradition but he did not avoid Arabic linguistic terms while finding its equivalent in English, Latin, and Hebrew. However, Wright's work is not suitable for the beginners due to his comparative linguistic approach.