Hasil untuk "Language. Linguistic theory. Comparative grammar"

Mark Steedman

Afrah S. Najem, Nawal Abbas

Although language research has focused on blackmail in general, less attention has been paid to emotional blackmail. To date, researchers could not locate any literature that examines emotional blackmail from a linguistic standpoint. The current study is intended to fill this gap by scrutinizing emotional blackmail from a pragma-stylistic point of view by examining the style of the characters in selected episodes extracted from the American Breaking Bad series. To carry out the study, an eclectic model comprising kinds of emotional blackmailers by Forward and Frazier (1997), Searles’ speech acts (1979), Grice’s maxims (1975), Brown and Levinson’s politeness (1987), Culpeper’s impoliteness (1996), and Simpson’s stylistic levels (2004) will be used. The study examines how emotional blackmailers reflect themselves through language and how different pragmatic theories contribute to detecting emotional blackmail. The pragma-stylistic analysis reveals that emotional blackmailers use different pragmatic and stylistic elements. Pragmatically, the analysis demonstrates that punishers more frequently utilize commissive speech acts, whereas sufferers more frequently use representative and expressive speech acts. Besides, the punishers’ speech is realized by breaching the quantity and manner maxims whereas the sufferer’s speech is manifested by breaching the quantity and quality maxims. Concerning (im)politeness, the punishing behavior is accomplished by positive politeness, negative impoliteness, bold on-record impoliteness, and positive impoliteness while the suffering behavior is accomplished through positive politeness. Stylistically, the language used to talk about suffering is associated with discomfort and unhappiness. Concerning grammar, the punishing discourse emphasizes threats through fronting strategies. With suffering, negative auxiliaries are used.

Mahamane L. Abdoulaye, Salimata Abdoulrazikou

This article presents new findings in the use of copulas nôo ‘be’ and ti ‘be’ in non-verbal predications in Zarma (Songhay; Niger, Nigeria). Based on some exclusive contexts of use and some morphosyntactic criteria, the article distinguishes a basic type of predication with one term “NP + nôo” used in deictic identification (e. g.: Abdù nôo ‘it’s Abdu’) and a type of predication with two terms “NP1 + NP2 + nôo” used in nominal predications and equative sentences (e. g.: wodìn Abdù nôo ‘that is Abdu’). The article shows that copula ti replaces copula nôo in negation but also in non-verbal focus constructions where it is generally preceded by the subordinating conjunction kà/gà and very likely marks the presupposed part of the sentence (e. g.: [Muusà nôo] kà ti càwkŏo ‘[it’s Musa] who is a student’). Finally, the article shows that in Zarma, it is the one-term predication “NP + nôo” that is recruited to mark focus-fronted constituents of verbal and non-verbal predications, thus confirming an observation already made about other languages.

Judith Aissen

Andi Mustofa, Wening Udasmoro, Sri Ratna Saktimulya

Travel is a momentum to look inside that influences the travelers' existence, along with meeting and interacting with others. The self as a traveler experiences internal dynamics reflected in the travel writings. This paper analyzes five French travel writings to reveal the self-construction of travelers who explored the East in the 19th century. The analysis results show that travelers’ self-construction is divided into Enlightenment or Romantic subjects and true travelers or travelers as tourists. The Enlightenment subject prioritizes facts and empirical knowledge outside of the self for the broader interest. In contrast, the Romantic subject puts forward subjective and emotional attitudes in dealing with and narrating others used for personal gain. True travelers look for difficulties in other places to prove themselves in conquering the challenges. Travelers as tourists try to avoid the obstacles by seeking safety and comfort during the trip. The East as a travel destination is a space that offers difficulties in constructing and legitimizing the traveler's self-image with the attributes that society expects, such as courage and persistence. The five French travelers, both Enlightenment or Romantic subjects and true travelers or tourists, had various knowledge of the others due to factors such as the purpose of the trip, profession, social status, and duration of the trip. Knowledge of the others and self-disclosure narrated in travel writings manifest the French travelers’ power to control and manage themselves and represent the Other.

Ingeborg Margrete Berge, Arild Michel Bakken, Atle Skaftun

Denne artikkelen undersøker hvordan læreren legger til rette for elevenes deltakelse i tekstsamtaler på 2. trinn og hvilken faglig praksis som er representert i disse samtalene. I analysene tar vi utgangspunkt i Mortimer og Scotts (2003) rammeverk for å gripe og beskrive talens betydning og funksjon knyttet til undervisning og læring i skolefag, og vi knytter elevenes faglige praksis til Shanahan og Shanahans (2008) sortering i tre nivå av literacyutvikling: basic, intermediate og disciplinary literacy. Resultatene indikerer at lærernes bruk av tekster er avgjørende for hva slags didaktiske formål som settes i spill i undervisningen, og at tydeligere faglig forankring kombinert med enkle grep kan tilføre tekstarbeidet i begynneropplæringen både dybde og en meningsfull retning. English abstract Tracing disciplinary literacy in year 2. Text conversations in Norwegian L1 classrooms This article examines how the teacher facilitates the students’ participation in text conversations in 2nd grade Norwegian L1 classrooms, and which literacy practice is represented in these conversations. The analyses are based on Mortimer & Scott’s (2003) framework designed to grasp and describe the significance and function of talk in education and learning in school subjects, and the students’ literacy practices are analyzed through Shanahan and Shanahan’s (2008) three levels of literacy development: basic, intermediate, and disciplinary literacy. Results indicate that how teachers use the text determines which teaching purposes are in play, and that a deeper disciplinary anchoring combined with a few simple moves can provide more depth and meaningful direction for working with texts in early literacy instruction.

«Dariush Borbor has created an impressive lexicographical reference work with zeal and passion for over three decades, having collected the largest possible assemblage of alternatives for every single reduplicate. Linguists from many scientific fields must be grateful to him for his pioneering work.» (Adriano V. Rossi, Professor Emeritus of Iranian Philology, DAAM, University of Naples L’Orientale and ISMEO, Rome) «The author has created a truly remarkable work on a very strange and little studied area of linguistics. The book contains a wealth of fascinating information and I can only congratulate him on the care and assiduity which he has devoted to it.» (Nicholas Sims-Williams, Professor Emeritus of Iranian and Central Asian Studies, School of Oriental and African Studies (SOAS), University of London) «I had an occasion to look again at your Dictionary of Reduplication. I realized once again how much useful work you have put into compiling it. Your bibliography is comprehensive and very useful. I should like to congratulate you on your assiduous effort to investigate so comprehensively a complex morphological aspect of the Middle Eastern Languages.» († Ehsan Yarshater, Professor Emeritus, Center for Iranian Studies, Columbia University) The present dictionary is an analytical, comparative and etymological presentation of reduplication over a wide spectrum of languages. The range of featured languages – Arabic, Armenian, Kurdish, Persian and Turkish – include three separate families connected only by geographical proximity, each with an extremely rich literary tradition. The dictionary covers multiple independent phenomena in several unrelated languages, the underlying idea being that their reduplications are all somehow connected, and that there exists a general «field» of reduplication. The book is not limited to a single field, but rather for several largely separate ones, such as linguistic relations, the theory of reduplication and etymology. Several other related or unrelated languages such as Icelandic, Japanese, Egyptian Hieroglyphics, Hittite, etc. have been included for comparative purposes. The preliminary findings of this study indicate that reduplication in the languages under study, and in nearly all other languages, deal mostly with the fundamental, primary human requirements. Another strong proof of the «universality» of reduplicates are that they closely follow the same and similar formation, development and rule in most related and unrelated languages. In consequence of the universality of reduplication and its near identical development in all related or unrelated languages, it even legitimizes the creation of a grammar of reduplication in the future. A few of the essential features of this book include: a complete revision and updating of the semantics; a particular attention to the cognitive aspects; and, many etymologies that cannot be found elsewhere.

Philip W. Klein

Peppoloni, Diana

The present study, conducted in a secondary school in Perugia (Italy), aimed to verify the benefits of the theatrical teaching methodology on the acquisition of a foreign language, in this case Spanish. The project, funded with the Three-year Plan of the Arts, took place for 20 hours over a school term, involving 23 students in the theatrical teaching group and 30 learners in the control group. The paper describes thoroughly the original experimental protocol in all its different phases, in order to encode it and make it replicable. It also provides the results obtained, measured quantitatively and statistically through the administration of a language pre-test, at the beginning of the project, and a final post-test.

M. Covington, H. Alshawi, Björn Gambäck

Hugues Pentecouteau, Pierre Servain

Often, the term ‘community’ is used to refer to a social group and the links that exist and are created between the individuals who are part of it. However, this notion is open to interpretation depending on the nature of these links. Indeed, it can be used as much to stigmatise as to valorise a social group depending on the context and the way in which the group is perceived. In this article, we propose to discuss this notion in the context of adult Breton language learning by examining whether learning this language involves the creation of a linguistic, cultural and/or political community. The study was based on longitudinal participant observation and informal interviews conducted from 2012 to 2016 during language courses offered by KEAV (Kamp Etrekeltiek Ar Vrezhonegerion, inter-Celtic camp of Breton speakers).

Lars Wallner

Kalle Anka & Co har hyllats för sitt berättande och sina karaktärer, samtidigt som serien kritiserats för att vara förmedlare av kulturimperialism. Denna artikel diskuterar två seriealbum skapade för användning i svensk grundskola, sammansättningar av tidigare publicerade serier. Då dessa samlingar är tänkta att användas i skola så kan samlingarna också förväntas gestalta värderingar i linje med detta. Som centrum för handlingen, eller för karaktärsmotivation, är pengar den enskilt mest förekommande faktorn i dessa berättelser. Nio berättelser har valts ut och analyseras utifrån 1) hur fattiga och rika karaktärer porträtteras genom bild och text och 2) hur pengar och materialism konstrueras som moraliska värden. Analysen visar hur värden om materialism och pengar representeras av olika karaktärer: Joakim von Anka (rikedom, snålhet), Kalle Anka (lättja, slösaktighet) och Knattarna (godhet, arbetsiver). Som representanter för barnläsaren skildras Knattarna som goda arbetare, där arbetet är sin egen belöning och essentiellt för god karaktär. Dock kan rikedom som kommer från hårt arbete (till exempel Joakims) associeras med omoral om inte pengarna används till goda syften. Vidare gestaltas vissa karaktärer som intrinsikalt fattiga, vilket kan ses som problematiskt om det inte diskuteras tillsammans med unga läsare. Här kan läraren vara avgörande för elevers möjlighet till texttolkning.

Alain Rabatel

This paper examines texts evoking religious conceptions based on the absence of pity (and, a fortiori, of appeal to pity) towards human beings lowered to the status of enemies, both in DAECH magazine, Dar al-Islam, and in Voltaire’s correspondence regarding the punishments Catholics inflicted to the Sirvens. These texts emphasize the importance of problematizing the appeal to pity (which will be done here by looking at indirect argumentation) from the point of view of its content and of its manifestations and analyses, as the link between religion(s) and compassion or pity is not self-evident. The paper examines why there is no appeal to pity in the intolerant conceptions of religion; it then identifies the positive reasons for expressing pity and looks more specifically into the duty of pity. Thirdly, the paper examines an original discursive use of the appeal of pity in a semi-private, semi-public letter written by Voltaire in relation to the Sirven affair. Eventually, it outlines a linguistic problematization drawing on Michel Meyer’s notion of problematological questioning (2017) in relation to the discursive strategies adopted by Voltaire, strategies that unravel a pathemic paradox: the text becomes all the more touching because it contains relatively few pathemes and it spurs to action as the appeal to pity arouses, in addition to compassion, a feeling of indignation towards the iniquities that overwhelm the innocent victims.

Christian Spencer Espinosa, Antonieta Contreras, Gabriel Rammsy

El presente artículo describe la historia, producción y continuidad intelectual de la Sociedad de Folklore Chileno, organismo académico fundado en 1909, pionero en el estudio del folclore material e inmaterial en Chile. El argumento principal dice que la producción de esta Sociedad tuvo continuidad por medio de diversas revistas, legando un concepto de folclore que mezcla la tradición inglesa (material) y alemana (inmaterial) sobre el “saber popular”. El texto ofrece primero una descripción de la conformación de la Sociedad para luego reseñar el concepto de folclore desprendido de sus primeros años fundacionales. Posteriormente se analiza la continuidad de sus publicaciones considerando la productividad de sus miembros en el tiempo y, finalmente, se delinean algunas conclusiones iniciales acerca de su aporte a la investigación sobre folclore chileno así como a la visibilización de una red etnográfica de colaboradores en el campo de la música tradicional.

BÁRBARA VICENTE GONZÁLEZ

F. Pulvermüller

Fazri Nur Yusuf, Utami Widiati, Teguh Sulistyo

Studies on potentials of feedback over English language teaching seem not to have not been well-revealed, including studies on the use of feedback to improve English pre-service teachers’ competence. The present study investigates to what extent a multimodal feedback can influence pre-service teachers’ teaching, and which teaching aspects are influenced. Twenty five pre-service teachers taking Microteaching Course served as respondents supervised by a course advisor. The data were collected by teacher observation in a rating-scale form, self-appraisal, and interviews. The data were analyzed by using correlated sample t-test and the eight teaching components proposed by Brown (2001). The results showed that after multimodal feedback provision, pre-service teachers indicated an improvement significantly in seven out of eight teaching aspects. The provision of multimodal feedback could improve their teaching competence on preparation, instructional objective elicitation, mastery of instructional materials, use of media, and classroom management, including classroom language. But, the results do not indicate that they perform well on reflection and follow-up due to some reasons. In addition, the results evince that multimodal feedback provision could improve pre-service teachers’ pedagogical competence when the multimodal feedback is integrated with content, interpersonal relationship, and management.

Josef Štefčik

R. Moot

Sueli Cavendish

A partir do conto “Tarde de uma vaca”, uma paródia de “L’après midi d’un Faune”, de Mallarmé, escrito por William Faulkner quando terminava Absalão, Absalão!, os processos formativos do jovem escritor são examinados. A análise se desenvolve no sentido de expor o mimetismo e as emulações de Faulkner, seus envolvimentos, enfim, com os simbolistas franceses, com os românticos e com os poetas Modernos, enquanto o autor, através de sua lírica, procurava uma voz própria.”