Linguistic Indicators of Reflective Practice Among Music Education Majors

2018 ◽  
Vol 28 (2) ◽  
pp. 56-69
Author(s):  
D. Gregory Springer ◽  
Olivia Swedberg Yinger
Keyword(s):  
Music Education ◽  
Reflective Practice ◽  
Teacher Educators ◽  
Negative Emotion ◽  
Peer Teaching ◽  
First Person ◽  
Person Plural ◽  
Emotion Words ◽  
Third Person ◽  
Music Education Majors

The purpose of this study was to examine linguistic indicators of reflective practice in preservice music teachers’ written reflections following peer-teaching experiences. In an instrumental rehearsal techniques course, eight preservice music educators completed four peer-teaching episodes and submitted a written reflection after each episode. Reflections were analyzed with Linguistic Inquiry and Word Count software to examine students’ usage of pronouns (first-person singular, first-person plural, third-person singular, and third-person plural), temporal focus words (past-, present-, and future-focused words), and affect words (positive- and negative-emotion words). Results indicated significantly more first-person singular words over all other types of pronouns, fewer future-focused words than past- or present-focused words, and more positive-emotion words than negative-emotion words. These linguistic results were observed across all episodes (i.e., they did not change across time). Results are interpreted in light of previous linguistic analysis literature, and implications for music teacher educators are discussed.

scholarly journals Linguistic and Psychological Features of Autogenous and Reactive Obsessions in Obsessive-Compulsive Disorder

2021 ◽  
Author(s):  
Stella Kim ◽  
Cass Dykeman
Keyword(s):  
Obsessive Compulsive Disorder ◽  
Negative Emotion ◽  
Effect Sizes ◽  
First Person ◽  
Obsessive Compulsive ◽  
Psychological Variables ◽  
Person Plural ◽  
Compulsive Disorder ◽  
Third Person ◽  
Usage Rates

Obsessive-compulsive disorder (OCD) is typically thought of as a single mental health disorder. More recently, internally-focused (autogenous) and externally-focused (reactive) subtypes have been proposed. This study examined the language used in describing these subtypes using anonymous posts from Reddit. The study used natural language processing software to look at differences in the use of the linguistic variables of first-person singular, first-person plural, third-person singular, and third-person plural as well as use of the psychological variables negative emotion, anger, anxiety, insight, causation, certainty, risk, religion, swear words, body, health, sexual, discrepancy, future, and death. A log likelihood ratio (G2) was calculated to determine the differences of usage rates in the two corpuses. The results showed a large effect size of the use of first-person singular pronouns in both the autogenous and reactive corpuses. The psychological variables of “insight” and “sexual” had the largest effect sizes in the autogenous corpus, while “health” and “body” had the largest effect sizes in the reactive corpus. The differences in the usage rates of the linguistic and psychological variables in the corpuses show the heterogeneity of OCD and the importance of understanding lesser known forms of obsessions such as those with repugnant themes. Clinical implications and future research recommendations are discussed.Keywords: reactive OCD, autogenous OCD, obsessive-compulsive disorder, LIWC, corpus linguistics

scholarly journals “I Do Belong Here”: Identity Perceptions of Postgraduate Music Education Majors

2019 ◽  
Vol 29 (1) ◽  
pp. 56-70
Author(s):  
Crystal Sieger
Keyword(s):  
Identity Development ◽  
Music Education ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Music Teacher ◽  
Music Teacher Identity ◽  
Group Interviews ◽  
Axial Coding ◽  
Music Education Majors

Students choosing to enter the music teaching profession after having already obtained undergraduate degrees in other music fields may experience unique forms of socialization and teacher identity development. Participants were four students enrolled in a 3-year master’s program with a music teacher licensure component. Through individual and focus group interviews, participants shared their perspectives on program experiences, course elements, and interactions with peers and professors as important influences on their developing music teacher identity. I examined the data for emerging patterns and applied open and axial coding to the most prominent responses, resulting in themes centered on participants’ socialization experiences, desire for independence, need for self-justification, and “outsider” status among peers. To combat lack of peer recognition or support, participants developed strong, collaborative relations with each other. Implications for music teacher educators are considered.

Inclusive and exclusive uses of we in four American textbooks for multicultural teacher education

2017 ◽  
Vol 22 (5) ◽  
pp. 625-647
Author(s):  
Baburhan Uzum ◽  
Bedrettin Yazan ◽  
Ali Fuad Selvi
Keyword(s):  
Teacher Education ◽  
Multicultural Education ◽  
Teacher Educators ◽  
Positioning Theory ◽  
Language Teachers ◽  
First Person ◽  
Person Plural ◽  
Multicultural Teacher Education ◽  
First Person Plural ◽  
Multicultural Teacher

This study analyses four American multicultural teacher education textbooks for instances of inclusive and exclusive representations through the use of first person plural pronouns (i.e. we, us, our, ours). Positioning theory is used as a theoretical framework to examine the textbook authors’ uses of first person plural pronouns and to understand how these pronouns perform reflexive and interactive positioning and fluidly (re)negotiate and (re)delineate the borders between ‘self’ and ‘other.’ The findings suggest that first person plural pronouns are used extensively in the focal textbooks to refer to such groups as authors, Americans, humans, teachers, and teacher educators. Expressing differing levels of ambiguity in interpretation, these pronouns play significant roles in the discursive representations of inclusivity and exclusivity across topics of multicultural education. This study implicates that language teachers should use criticality and reflexivity when approaching exclusionary discourses and representations that neglect the particularities of individuals from different cultures.

scholarly journals ANALISIS DEIKSIS DALAM BAHASA GORONTALO

2021 ◽  
Vol 22 (1) ◽  
pp. 68-80
Author(s):  
Aryati Hamzah ◽  
William I. S. Mooduto ◽  
Imam Mashudi
Keyword(s):  
First Person ◽  
Second Person ◽  
Person Plural ◽  
The Third ◽  
Third Person ◽  
First Person Plural ◽  
Two Stages ◽  
The Third Person

This research aims to describe the use of deixis in Gorontalo Language. This research was conducted in two stages namely the stage of preparation and implementation of the research. This research was conducted for 1 year. The result of the research showed that the form and meaning of deixis are person deixis, time and place. Persona deixis is divided into several types is deixis of first-person singular (wa’u ‘1sg’, watiya ‘1sg’), deixis of the first person plural (ami ‘1pl.excl’), deixis of the second person singular (yi’o ‘2sg’, tingoli ‘2sg’), deixis of the second person plural (tingoli ‘2pl’, timongoli ‘2pl’), and deixis of the third person singular (tio ‘3sg’) and timongolio ‘3pl’ as a deixis of the third person plural. Whereas, deixis of place are teye, teyamai ‘here’, tetomota ‘there’ this means to show the location of the room and the place of conversation or interlocutor. Deixis time among others yindhie ‘today’, lombu ‘tomorrow’, olango ‘yesterday’, dumodupo ‘morning’, mohulonu ‘afternoon’, hui ‘night’ which have the meaning to show the time when the speech or sentence is being delivered.

scholarly journals BENTUK DAN PENGGUNAAN PRONOMINA PERSONA BAGI MAHASISWA STKIP BANJARMASIN (THE FORM AND USE OF PERSONAL PRONOUNS BY STKIP STUDENT IN BANJARMASIN)

Kadera Bahasa ◽  
2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Eka Suryatin
Keyword(s):  
Short Form ◽  
First Person ◽  
Personal Pronouns ◽  
Second Person ◽  
Person Plural ◽  
The Third ◽  
Full Form ◽  
Third Person ◽  
First Person Plural ◽  
The Third Person

This study discusses the forms and variations in the use of personal pronouns by STKIP students in Banjarmasin. The purpose of this study is to describe the forms and variations in the use personal pronouns by STKIP students in Banjarmasin. This research is a qualitative descriptive study. The data collection is obtained by observation techniques, see, and record. Research data are in the form the speech used by STKIP students in Banjarmasin, Department of PBSID (Local or Indonesian Language and Literature Education). The results show that the using personal pronouns are three forms, namely the first person, second person, and third person. Based on the type of reference personal pronoun used by STKIP students in Banjarmasin are singular and plural pronoun.When it is viewed from the morphological distribution, there are a full form and a short form. The short forms are usually used in proclitic (appears before its host) and also enclitic (appear after its host). Personal pronouns used by the students in their speech are varied. Although they are in Banjar, they do not only use personal pronouns in Banjar language, a part of the students use the first person singular pronoun gue ‘aku’. Personal pronouns in Banjar language used by the STKIP students in Banjarmasin are the first person singular pronoun, ulun, unda, sorang, saurang and aku. First person singular pronoun aku has some variations –ku and ku- that are bound morpheme. First person plural is kami and kita. The second person pronouns are pian, ikam, nyawa, and kamu. Meanwhile, the third person singular pronouns are Inya and Sidin. The third person plural pronoun is bubuhannya. The use of personal pronouns by STKIP students in Banjarmasin are dominantly consist of five speech components only that are based on the situation, the partner, the intent, the content of the message, and how the speaker tells the speech.

scholarly journals PERSONAL DEIXIS AS ADDRESSING SYSTEM TO EXPRESS SOLIDARITY AT CAMPUS COMMUNITY

2018 ◽  
Vol 3 (1) ◽  
pp. 11-29
Author(s):  
Winantu Kurnianingtyas SriAgung
Keyword(s):  
First Person ◽  
Personal Pronoun ◽  
Campus Community ◽  
Second Person ◽  
Person Plural ◽  
Campus Environment ◽  
Close Relationship ◽  
Third Person

This research investigates personal deixis that indicate solidarity in campus environment. Students and lecturers conversation transcription were collected and analyzed by the researcher to identify the types of personal pronoun that commonly used to pointer the participants. The result showed that there were three kinds of pronoun used commonly by the participants and those indicate close relationship among others such as first person singular, second person singular, and third person plural. The finding revealed that the second person singular of bro, sist, and jeng are common in pointing speakers’ audience. Eventhough, those become slang language in society. The implication of this research suggested for other types of pronoun to be exist in campus environment and indicate power.

First-Person Plural Subject Pronoun Expression in Mexican Spanish Spoken in Georgia

2021 ◽  
Vol 14 (2) ◽  
pp. 411-432
Author(s):  
Philip P. Limerick
Keyword(s):  
New York ◽  
Language Variation ◽  
First Person ◽  
Mexican Spanish ◽  
Language Variation And Change ◽  
Person Plural ◽  
Third Person ◽  
Subject Pronoun ◽  
Subject Expression ◽  
First Person Plural

Abstract Variationist research on subject pronoun expression (SPE) in Spanish typically incorporates all grammatical persons/numbers into the same analysis, with important exceptions such as studies focusing exclusively on first-person singular (e.g., Travis, Catherine E. 2005. The yo-yo effect: Priming in subject expression in Colombian Spanish. In Randall Gess & Edward J Rubin (eds.), Selected papers from the 34th Linguistic Symposium on Romance Languages (LSRL), 329–349. Amsterdam, Salt Lake City: Benjamins 2004; Travis, Catherine E. 2007. Genre effects on subject expression in Spanish: Priming in narrative and conversation. Language Variation and Change 19. 101–135; Travis, Catherine E. & Rena Torres Cacoullos. 2012. What do subject pronouns do in discourse? Cognitive, mechanical and constructional factors in variation. Cognitive Linguistics 23(4). 711–748), third-person singular (Shin, Naomi Lapidus. 2014. Grammatical complexification in Spanish in New York: 3sg pronoun expression and verbal ambiguity. Language Variation and Change 26. 303–330), and third-person plural subjects (Lapidus, Naomi & Ricardo Otheguy. 2005. Overt nonspecific ellos in Spanish in New York. Spanish in Context 2(2). 157–174). The current study is the first variationist analysis (to the best of my knowledge) to focus solely on first-person plural SPE. It is well-established that nosotros/nosotras exhibits one of the lowest rates of SPE relative to the other persons/numbers; however, factors conditioning its variation are less understood. Conversational corpus data from Mexican Spanish are employed to examine tokens of first-person plural SPE (n=660) in terms of frequency and constraints, incorporating factors such as TMA, switch reference, and verb class in logistic regression analyses. Results suggest that nosotros, like other subjects, is strongly impacted by switch reference and tense-mood-aspect (TMA). However, the TMA effect is unique in that preterit aspect is shown to favor overt nosotros relative to other TMAs, diverging from previous studies. Furthermore, verb class — a factor found to be repeatedly significant in the literature — is inoperative for nosotros. These results suggest that nosotros does not respond to the same factors as other persons/numbers. Additionally, the findings lend support to researchers regarding the importance of studying individual persons/numbers in subject variation research.

Morphological factors in the grammaticalization of the Catalan “go” past

Diachronica ◽  
2006 ◽  
Vol 23 (2) ◽  
pp. 313-339 ◽  
Author(s):  
Matthew L. Juge
Keyword(s):  
Detailed Analysis ◽  
First Person ◽  
Person Plural ◽  
Present Account ◽  
Semantic Development ◽  
Third Person ◽  
Present Tense ◽  
First Person Plural

The Catalan periphrastic perfective past is a so-called “go” past: Vaig cantar, lit. “I-go to-sing”, “I sang” vs. Vaig allà, lit. “I-go there”, “I go there”. Its semantic development has been much discussed, but it presents morphological issues as well. Previous analyses ignore key morphological factors, especially the shift from the early mix of preterit and present auxiliary forms to exclusive use of the present and the development of several variant auxiliary forms. The auxiliary-plus-infinitive construction shares some but not all forms with the lexical verb anar “to go”. Early examples use mostly preterit auxiliary forms but later the small number of present forms grows and the preterit forms disappear. I argue that the present-preterit syncretism in the first person plural of anar, anam, allowed for reinterpretation of the construction as one with a present tense auxiliary rather than a preterit auxiliary. This analysis runs counter to the typical ‘narrative present’ account. Subsequently, the unique third person singular va allowed for new auxiliary forms influenced by the synthetic preterit. This case shows the importance for typological study of detailed analysis of this type to counterbalance the risk of superficial analysis inherent in crosslinguistic studies.

My Pronoun, ’tis of Thee

2019 ◽  
pp. 91-104
Author(s):  
Allan Metcalf
Keyword(s):  
Old English ◽  
American South ◽  
First Person ◽  
Second Person ◽  
Person Plural ◽  
The Past ◽  
European Languages ◽  
Third Person ◽  
The American South ◽  
Further Development

Chapter 8 interrupts the narrative to explain the importance of the further development of “Guy” to “guy” or “guys.” It tells about the second-person personal pronouns of English from Old English times, a thousand years ago, to the present. These are words we regularly use in speech and writing: first-person singular “I” and plural “we,” third person “he, she, it” and “they,” and then the second person, which happens to have undergone major changes in the past few centuries. Originally the second-person singular was “thou,” the plural “you.” But then, like several other European languages, the second-person plural was seen as more polite than “thou,” so “you” became second-person singular too. That was fine, except now a listener couldn’t tell whether a speaker was referring just to the listener or to the whole group. So with “you” solidly entrenched as second-person singular, a substitute had to be found for second-person plural. One possibility was “y’all,” still preferred in the American South, but that can be used for the singular too. Eventually, while the vacancy remained empty two centuries later, a successful substitution emerged, none other than the “guys” most of use as second-person plural today.

scholarly journals Morphosyntactic features and paradigmatic uniformity in two dialectal varieties of the island of Lesvos

2002 ◽  
Vol 2 (1) ◽  
pp. 41-73 ◽  
Author(s):  
Adamantios I. Gafos ◽  
Angela Ralli
Keyword(s):  
Optimality Theory ◽  
First Person ◽  
Person Plural ◽  
Clitic Clusters ◽  
Third Person ◽  
First Person Plural ◽  
Independent Work ◽  
The Third Person ◽  
Considerable Support

This paper discusses data from the nominal paradigms of two dialectal varieties of East Lesvos, those of Thermi and Pamfila. It is shown that there is abundant evidence for the key role of the paradigm in the phonological realization of the [noun-clitic] clusters. We argue that the grammars of these dialectal varieties must crucially include constraints that require identity between related surface forms in the [noun-clitic] paradigm. This proposal has received considerable support by independent work, carried out mainly within Optimality Theory, in various languages. The Lesvian dialectal varieties, however, allow us to probe deeper into the precise statement of such intra-paradigmatic identity constraints. We show, first, that the identity constraints holding among various surface forms must have a limited domain of application, circumscribed by the forms of the paradigm and only those. Second, we show that intra-paradigmatic identity constraints do not require identity uniformly among all surface forms of the paradigm. Rather, distinct identity constraints hold between distinct forms. For instance, the identity constraint between the {+first person, +singular} and the {+third person, +singular} is different from that holding between the {+first person, +singular} and the {+first person, +plural}. We argue, specifically, that the network of such intra-paradigmatic identity constraints is projected on the basis of shared morphosyntactic features along the dimensions of Person and Number that enter into the construction of the paradigm.

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