Studies in Linguistics, Culture, and FLT

Journal Information
ISSN / EISSN : 2534-952X / 2534-9538
Total articles ≅ 108
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George Ouma Ogal, Eliud Kiruji Kirigia, Victor Ondara Ntabo
Studies in Linguistics, Culture, and Flt, Volume 10, pp 48-65; https://doi.org/10.46687/qcdq4857

Abstract:
Political discourse employs colorful expressions to establish strong relationships with the audience. Speakers or writers exploit the relationship between human language and socio-political experiences to initiate creative discourses through modification of expressions. Against this background, this study sets out to investigate the meaning of modified idiomatic expressions in Kenyan political discourse. The study has two objectives: to describe the structural and lexical modification of idiomatic expressions and to interpret the modified forms using vital relations. The study employs descriptive research design. The study randomly sampled ten idioms used during the 2017 General Elections and used content analysis to establish the lexical and structural relationships between the canonical and modified expressions. The idioms were analyzed using the Conceptual Integration Theory to preserve the link between two expressions and account for the emergent meaning. The study found that Kenyan political discourse achieves figurative competencies through modified idioms. Interpretation of modified idioms requires a thorough understanding of vital relations and pragmatic inferences. Further, Cognitive Linguistics establishes backstage cognition and supplies the elements omitted by grammar. The study concludes that modified idiomatic expressions achieve contextual significance. Consumers of modified idiomatic expressions should immerse themselves in the socio-political backgrounds to unmask the emergent meaning.
Boryana Kostova
Studies in Linguistics, Culture, and Flt, Volume 10, pp 66-80; https://doi.org/10.46687/yrol6006

Abstract:
The article focuses on contemporary trends in contrastive studies. As a point of departure the nature, history and evolution of contrastive linguistics are examined. Contrastive linguistics is viewed in relation to other disciplines such as comparative linguistics, comparative historical linguistics, linguistic typology, theory of translation, and foreign language teaching. Any aspect of language may be covered in cross-linguistic studies which involve a systematic comparison of two or more languages both at micro-linguistic and macro-linguistic level. The current trends are identified in terms of macro-linguistic widening of contrastive analysis which is applied in studies of specialized discourses such as media, political and academic communication. The findings are based on a small-scale research of contrastive studies published in Contrastive Linguistics, the oldest international journal for contrastive linguistics. By conducting quantitative and qualitative analysis and employing a diachronic approach conclusions are drawn about the need for the contrastive approach at macro-level, the type of linguistic phenomena studied and the preferred methods of contrastive analysis within a period of forty-six years. The findings show that there is only a slight increase in macro-linguistic analyses in recent years, but contrastive analysis remains a vibrant area of research with a potential for development at discourse level in particular and implications for intercultural understanding and tolerance.
Olivia Chirobocea-Tudor
Studies in Linguistics, Culture, and Flt, Volume 10, pp 33-47; https://doi.org/10.46687/vhrp9644

Abstract:
The use of digital tools in the teaching of languages has increased exponentially during the pandemic due to the imposed online teaching measure or what has become known as remote emergency teaching. Such tools have proved very efficient in diversifying class activities as well as in engaging students more and increasing their motivation. They have also triggered teachers’ imagination and inspired them to propose and develop a wide range of uses for these tools. Google Forms is one such platform that is easily accessible and can be employed for various purposes within a language class or outside it as extra material. This article explores the potential of this tool as a helpful supplement for the ESP class, with focus on vocabulary acquisition, consolidation and revision, spelling and correct equivalence of specialized terminology between L1 and L2, as well as grammar. The platform can be used both in online classes and face-to-face classes, therefore it is a universal tool, regardless of how education is organized. A wide variety of practice activities can be developed in order to facilitate active learning, improve students’ engagement in the discipline and motivate them to enhance their knowledge.
Bebwa Isingoma
Studies in Linguistics, Culture, and Flt, Volume 10, pp 7-16; https://doi.org/10.46687/gfsc7527

Abstract:
The current study seeks to revisit the analysis that attributes the infelicity, in all varieties of English, of strings like (1) ‘*He gave the man it’ and (2) ‘*He gave to him it’ to “the clash between the topical character of the pronoun ‘it’ and the focality associated with end position in English”, in addition to the “breach of the short-before-long principle” (Siewierska & Hollmann, 2007: 86f.) The string in (1) is a double object construction (DOC), while that in (2) is a prepositional construction (PPC). In contradistinction to the above constraints, the present study shows that the pronoun ‘it’ can felicitously appear in the end position in DOCs, as in e.g. “He gave him it” (cf. Huddlestone, 2002: 248), besides the fact that the so-called ‘short-before-long principle’ is clearly violated in that sentence without rendering it ungrammatical. Hence, end position and the “breach of the short-before-long principle” are not tenable constraints. Thus, the current study maintains that for a DOC to accommodate a personal pronoun theme, its goal argument must be realized as a lexically unstressed constituent (cf. Antilla, 2008), specifically as a pronoun (e.g. He gave him it). On the other hand, postponing a personal pronoun theme in the PPC is not possible (e.g. *He gave to him it) because a postponed theme involving non-heavy NP shift is only possible if it is a nominal constituent, since nominal constituents are both contrastively and lexically stressable (cf. Antilla et al., 2010), as in e.g. He gave to him the book – a construction that has been reported to occur in the northern dialect of British English (cf. Siewierska & Hollmann, 2007). Any attempt to postpone a personal pronoun theme will render the sentence ungrammatical (e.g. *He gave to him it), even where there is an unequivocally contrastively stressable pronoun like ‘them’ (e.g.*He gave to him them), since, while ‘them’ is no doubt contrastively stressable, it is not lexically stressable. Both lexical stressability and contrastive stressability are a requirement for this kind of postponement.
Ahmed Hamid Abdulrazzaq
Studies in Linguistics, Culture, and Flt, Volume 10, pp 17-32; https://doi.org/10.46687/fjey5048

Abstract:
Some linguists have claimed that foreign language learners are unaware that English words containing Greek and Latin roots are analyzable. One purpose of the present study was to assess this claim. A second purpose was to see whether making these learners aware of the analyzability of these words would help them to expand their vocabulary. The final purpose was to find out whether students find the meanings of certain types of such words easier to guess than others. The 30 subjects in this study were pretested, given instruction in analyzing words into their component roots and guessing their meanings, and then post-tested. Descriptive and inferential statistics were used to evaluate the hypotheses, and these yielded the following results: (1) advanced Iraqi EFL learners are not aware of the analyzability of this type of words, and (2) making these learners aware of this analyzability will enable them to expand their vocabulary considerably, (3) learners find guessing the meanings of words containing Greek roots easier than those of words containing Latin roots, and (4) learners find guessing the meanings of words whose roots have not undergone any linguistic changes easier than those of words whose roots have undergone such changes.
Mihaela Culea, Andreia Irina Suciu
Studies in Linguistics, Culture, and Flt, Volume 10, pp 25-38; https://doi.org/10.46687/znja7084

Abstract:
Ali Smith’s novel “Autumn” (2016) is a Brexlit novel that depicts aspects of English society associated with a landmark in British history, the 2016 referendum that decided its exit from the EU. The article focuses on socioeconomic aspects touched upon by Smith, including the social division among communities and the communitarian disunity, financial and economic hardship, bureaucratic insensitiveness, the issue of immigration, as well as the public social submissiveness or protest while facing all of these plights. Even though these may not be the central themes of Smith’s novel, the depiction of the ‘hard times’ of people living during a time of change, uncertainty, division, chaos and mixed feelings emerges as an equally important concern, as the current paper aims to explore.
Dorica Deborah Mirembe, Bebwa Isingoma
Studies in Linguistics, Culture, and Flt, Volume 10, pp 7-24; https://doi.org/10.46687/dlfb1456

Abstract:
The study looks at the use of conjunctions among L1 Luganda speakers of English as a second language (L2) in Uganda. Using a corpus compiled from oral and written discourse, the study found that the conjunction mostly used among L1 Luganda speakers of English was “and”, followed by “but”, both of which were marginally used as sentence openers, with the written data showing no single incidence of using “and” in this respect. It was also established that a number of English conjunctions were either totally absent or only used sporadically in both types of discourse. For example, correlatives such as “scarcely…when, no sooner…than” were completely absent from our corpus. Substrate influence from Luganda has been seen to have a role, not least in the co-extensive use of “although/though” with “but” in subordination, although analogy appears to work synergistically with substrate influence here (see Andersen, 1983). Innovations involving the rejection of constructions with the conjunction “if” were observed with regard to what appear to be mixed tenses (e.g. If you did not study chemistry at lower levels, you will not understand this concept), although in L1 English such constructions are legitimate since they do not encode the semantic relation of condition (Swan, 2005). Given that L1 Luganda speakers of English are Ugandans, this aspect of the findings in the study lends itself to observations made in earlier studies (e.g. Ssempuuma, Isingoma & Meierkord, 2016; Isingoma, 2021) on the structural nativization of English in Uganda as well as trends towards endonormativity in the sense of Schneider (2007).
Tamara Stefanovic, Ana Kazanegra-Velickovic, Neda Nikolic, Belgrade Business and Arts Academy of Applied Studies
Studies in Linguistics, Culture, and Flt, Volume 10, pp 62-81; https://doi.org/10.46687/xkom9595

Abstract:
This paper looks at the tripartite problematic perspective in current English for Specific Purposes educational practices in order to direct educational practices toward the progressive approaches and improvement in the area of language competences. One aspect of the thematic framework concerns the problem of the varieties of English in the light of the question of the norm. The other is related to the problem of corporatization of education. The third perspective focuses on digital technologies in a globalized world, as well as their role in and impact on education. The empirical part of the research was conducted in the form of a survey in which students answered questions about these thematic clusters. The research indicated the justifiability of the conceptual framework of the paper. It also revealed the angles from which the initial concerns could be questioned. The insights may open up an avenue for future tendencies in the syllabus design and classroom activities within English for Specific Purposes. Based on them, the authors recommend a balanced approach to nonstandard variants of English in ESP; an awareness and application of the benefits of both technology and in-person, face-to-face communication; a motivation for learning English that transcends sheer concern for profit.
Hana Riani
Studies in Linguistics, Culture, and Flt, Volume 10, pp 39-61; https://doi.org/10.46687/ybgr8804

Abstract:
Hana Riani holds a PhD in American Culture Studies. Her study foci are primarily: Neo-Imperialism, Soft Power Politics, Gender and Celebrity Studies, and Political Discourse. Her research interests and academic fields are also rooted in Critical Discourse Analysis especially modern rhetoric. Hana Riani teaches American Culture, History and Politics. She participated in several international conferences pertaining to her research interests.
Irina Stoyanova-Georgieva, Konstantin Preslavsky University of Shumen
Studies in Linguistics, Culture, and Flt, Volume 9, pp 63-75; https://doi.org/10.46687/agzj3808

Abstract:
The current paper is an attempt to analyse the situation on the market for specialised translation services, and more precisely for Machine Translation in Bulgaria. It provides an overview of some of the generic MT systems and analyses the results coming from the translation of two types of text. The aim of the paper is to raise awareness about the results of Neural Machine Translation and to reveal the need for MT post-editing courses.
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