scholarly journals A Contrastive Analysis of Explicit Cohesion in English Advertising Texts and Their Chinese Consecutive Interpretation Versions

2019 ◽  
Vol 9 (4) ◽  
pp. 465
Author(s):  
Lan Zhou ◽  
Qiang Sun
Keyword(s):  
English Language ◽  
Language Use ◽  
Chinese Language ◽  
Contrastive Analysis ◽  
Lexical Cohesion ◽  
Cohesive Devices

Although much research has been conducted on language features of advertising, little has been reported on the contrast between language use in advertisements, particularly advertisements in English and those in Chinese. Drawing on Halliday and Hasan’s theory about cohesion in text, this paper reports on the explicit cohesion devices used in advertising texts in English and Chinese. The data were derived from Singapore, a multilingual country where English and Chinese are two important languages. A total of thirty advertisements in English and their Chinese versions were analyzed for the distribution of explicit cohesive devices, i.e., lexical cohesion and grammatical cohesion. The study reveals that advertisements in English used more reference and conjunction devices than those in Chinese, whereas Chinese language advertisements employed more ellipsis devices than English language advertisements. It also finds that there were no differences in the use of substitution and lexical devices in English or Chinese language advertisements. The conclusion of the study is finally drawn and the further study is suggested.

Means Of Reproduction Of Communicative Semantics In Synchronous Translation Of English-Language And Chinese-Language Economic And Political Texts In Ukrainian

2019 ◽  
Vol 26 (27) ◽  
pp. 30-41
Author(s):  
Maryna Baklanova ◽  
Oleksandra Popova
Keyword(s):  
Key Words ◽  
English Language ◽  
Chinese Language ◽  
Time Frame ◽  
Contrastive Analysis ◽  
Linguistic Features ◽  
Simultaneous Translation

This article is devoted to the problem dealing with the reproduction of communicative semantics while translating English, Chinese economic and political texts into Ukrainian. The content and structure of simultaneous translation were analysed. A contrastive analysis of the linguistic features of the English, Chinese and Ukrainian communicative semantics was made. Some tactics enabling the reproduction of the texts under research into the Ukrainian language within simultaneous translation were specified. Key words: simultaneous translation, transformations, the Chinese language, the English language, the Ukrainian language, speech tempo, time frame.

scholarly journals Lexical Cohesion in Non-fictional Narrative as Discourse: A Study of Ngugi Wa Thiong’O’s Decolonizing the Mind

2019 ◽  
Vol 7 (3) ◽  
pp. 83
Author(s):  
Amaechi Uneke Enyi ◽  
Edwin Chiekpezie Orji
Keyword(s):  
English Language ◽  
Life Story ◽  
Real Life ◽  
Writing Project ◽  
Lexical Cohesion ◽  
Communicative Functions ◽  
Cohesive Devices ◽  
African Writer ◽  
The Mind ◽  
Effective Use

The study was a linguistic examination of the use of lexical cohesive devices in Ngugi Wa Thiong ’O’s Decolonising the Mind- an autobiography. The study was aimed at revealing how Ngugi - an African L2 writer, deployed lexical cohesive devices to achieve cohesion and coherence and how this has contributed to the meaning of his non- fictional essay. The study was guided by the theoretical framework of Halliday’s tripartite metafunctions of language: the ideational, the interpersonal and the textual, with closer inclination to the textual metafunction that deals with text creation. Cohesion is understood in this study as a textual strategy deployed in language use to unify sentences into a text (a unified whole), that renders the speech or writing both readable and meaningful. A total of 29 excerpts, selected from relevant sections of the essay were descriptively analysed. Our analysis revealed that Ngugi made effective use of lexical cohesive devices to tie his text together, thereby succeeded in passing his message clearly to his readers. Our findings also showed a preponderant use of reiteration (near synonym) - 13 times, and repetition -8 times, by the writer, probably to achieve emphasis. Other lexical devices deployed by the writer to achieve various textual and communicative functions include: antonyms 4 times; superordinate/hyponym, 2 times; and complementaries and co-hyponym, 1 each, in crafting his essay, in which he tells a real- life story of his people, his culture and his heritage. Ngugi, by his effective use of cohesive devices along paradigmatic and syntagmatic axis, has demonstrated that an African writer can also, through the medium of biographical writing, project, not only his ideology, but also the exultation of his people, his culture and his inheritance by a skillful and near – native use of the English language. The study made a case for a systematic teaching of cohesive devices at all levels of education as that will improve reading and comprehension and the aver all communicative competence of L2 learners of English.

scholarly journals Cohesion in 20th Century American Short Stories Compiled By Jean A. McConochie, and Its Contribution to Teach Reading in Senior High School

2016 ◽  
Vol 5 (2) ◽  
pp. 16
Author(s):  
Hening Laksani ◽  
Martono, Martono, ◽  
Endang Setyaningsih
Keyword(s):  
High School ◽  
Short Stories ◽  
Language Use ◽  
English Education ◽  
Reading Skill ◽  
Senior High School ◽  
Teaching Reading ◽  
Lexical Cohesion ◽  
Cohesive Devices ◽  
American Short Stories

<p>Five types of cohesive devices are identified by Halliday and Hasan (1976), namely, reference, substitution, ellipsis, conjunction and lexical cohesion. Each of the five types is about the formal links within sentences. This qualitative research method describes the kind of cohesive devices employed in 20<sup>th</sup> Century American Short Stories and discusses its implication for developing teaching material for reading skill in Senior High School. The result of the study shows that cohesive devices mostly appeared in the short stories are lexical cohesion followed by references, conjunction, ellipsis and then substitution. The contribution of this research to English education is the cohesive devices can be used as a lesson material for teaching reading both as the example of language use in order to familiarize  about the use of pronouns, conjunctions and dictions, also it can be used to show the way to substitute or omit a word meaningfully and as the task students need to accomplish.</p><p> </p>

scholarly journals A Comparison of the Use of Cohesive Devices in EFL Learners' Performance on Independent vs. Integrated Writing Tasks

2013 ◽  
Vol 1 (1) ◽  
pp. 121 ◽  
Author(s):  
Gholamreza Hessamy ◽  
Samira Hamedi
Keyword(s):  
English Language ◽  
Test Method ◽  
Efl Learners ◽  
Lexical Cohesion ◽  
Positive Effects ◽  
Independent Task ◽  
Cohesive Devices ◽  
Significant Difference ◽  
Toefl Ibt ◽  
Writing Task

This study was an attempt to compare and contrast the frequency of the use of cohesive devices in<br />independent and integrated essays written by 95 upper-intermediate Iranian EFL learners to find out<br />about any possible changes in the type and frequency of using cohesive devices due to the nature of the<br />writing task. The participants were native speakers of Farsi between 18 to 30 years old, studying<br />English as a foreign language in an English language center in Yazd, Iran. The sample included 58<br />female and 37 male students. They were asked to compose an integrated argumentative essay after<br />reading a text and listening to a lecture on the same topic as it is designed in TOEFL iBT® writing test.<br />The participants first completed an independent task which had a prompt to write about and then<br />completed an integrated writing task with a two-week interval between the writing sessions. The tasks<br />were taken from the TOEFL iBT® writing task. Results indicated that there was a significant difference<br />in the use of almost all types of cohesive devices between the two conditions with the independent task<br />producing essays with lower cohesive device counts. The results revealed that in terms of textual<br />cohesion, the participants preferred using anaphoric references to cataphoric references while<br />substitution and ellipsis in both independent and integrated sample writings were rarely used. The<br />students were also found to be better at using references and lexical cohesion in their integrated<br />writings than in their independent essays. Finally, it can be concluded that the integrated writing task<br />has positive effects on the students’ use of cohesive devices. The results of this study provide evidence<br />on the effect of test method on writing performance and may advocate the use of integrated writing<br />tasks to provide a better picture of students' writing abilities.

An historical analysis of species references in American English

Corpora ◽  
2019 ◽  
Vol 14 (3) ◽  
pp. 327-349
Author(s):  
Craig Frayne
Keyword(s):  
Environmental Change ◽  
Sentiment Analysis ◽  
Quantitative Methods ◽  
English Language ◽  
Language Use ◽  
American English ◽  
Historical Analysis ◽  
The Past ◽  
Corpus Studies ◽  
Google Books

This study uses the two largest available American English language corpora, Google Books and the Corpus of Historical American English (coha), to investigate relations between ecology and language. The paper introduces ecolinguistics as a promising theme for corpus research. While some previous ecolinguistic research has used corpus approaches, there is a case to be made for quantitative methods that draw on larger datasets. Building on other corpus studies that have made connections between language use and environmental change, this paper investigates whether linguistic references to other species have changed in the past two centuries and, if so, how. The methodology consists of two main parts: an examination of the frequency of common names of species followed by aspect-level sentiment analysis of concordance lines. Results point to both opportunities and challenges associated with applying corpus methods to ecolinguistc research.

scholarly journals Text Cohesion in English Scientific Texts Written by Saudi Undergraduate Dentistry Students: A Multimodal Discourse Analysis of Textual and Logical Relations in Oral Biology Texts

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110321
Author(s):  
Hesham Suleiman Alyousef
Keyword(s):  
Discourse Analysis ◽  
Undergraduate Students ◽  
Meaning Making ◽  
Linguistic Knowledge ◽  
Bachelor Of Science ◽  
Lexical Cohesion ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Cohesive Devices ◽  
Analysis Scheme

This qualitative study examined multimodal cohesive devices in English oral biology texts by eight high-achieving Saudi English-as-a-foreign-language students enrolled in a Bachelor of Science Dentistry program. A Systemic Functional Multimodal Discourse Analysis (SF-MDA) of the textual and logical cohesive devices in oral biology texts was conducted, employing Halliday and Hasan’s cohesion analysis scheme. The findings showed that students used varied cohesive devices: lexical cohesion, followed by reference and conjunctions. Although ellipsis was minimally employed in the oral biology texts, its discipline-specific uses emerged: the use of bullet points and numbered lists that facilitate recall. The SF-MDA of cohesion in multimodal semiotic resources highlighted the processes underlying construction of conceptual and linguistic knowledge of cohesive devices in oral biology texts. The results indicate that oral biology discourse is interdisciplinary, including a number of subfields in biology. The SF-MDA of pictorial oral biology representations indicates that they include instances of cohesive devices that illustrate and complement verbal texts. The results indicate that undergraduate students need to be provided with a variety of multimodal high-cohesion texts so that they can successfully extend underlying conceptual and logical meaning-making relations.

A Demographic Profile of the Chinese in Singapore

1981 ◽  
Vol 12 (1) ◽  
pp. 142-158 ◽  
Author(s):  
Warwick Neville
Keyword(s):  
Language Use ◽  
Census Data ◽  
Chinese Language ◽  
Ethnic Communities ◽  
Chinese Community ◽  
Demographic Profile ◽  
The Republic ◽  
Similar Elements

This paper attempts to appraise just one facet of the Chinese community in Singapore — its demographic character and the degree to which this is distinctive within the broader setting of Singapore society at large. The information available as the basis for such an analysis is limited and more definitive statements on trends and differences will be possible as the statistics compiled from the 1980 census become available.Important changes are occurring within the Chinese community which have considerable significance for the republic but for which there is no direct basis of comparison with other ethnic communities. These considerations have not been examined here but include the changing behaviour in matters of kinship, associations and societies, marriage, religion, and similar elements central to the Chinese community. Perhaps the most significant of these currently is the issue of language and the active promotion by government of Mandarin not only as the official Chinese language but as a substitute for dialects in circumstances where, until now, they have been dominant. Although surveys of language use have been carried out recently, these have been too small and too specialized to provide a basis for general conclusions, and again it is to be hoped that the 1980 census data will provide an updated benchmark for this parameter comparable to that of earlier censuses.

English language schooling, linguistic realities, and the native speaker of English in Hong Kong

Multilingua ◽  
2018 ◽  
Vol 37 (3) ◽  
pp. 275-304 ◽  
Author(s):  
Jette G. Hansen Edwards
Keyword(s):  
Hong Kong ◽  
English Language ◽  
Language Use ◽  
Native Speakers ◽  
Native Speaker ◽  
Native Language ◽  
Educational Background ◽  
Government School ◽  
The Impact ◽  
At Home

AbstractThe study employs a case study approach to examine the impact of educational backgrounds on nine Hong Kong tertiary students’ English and Cantonese language practices and identifications as native speakers of English and Cantonese. The study employed both survey and interview data to probe the participants’ English and Cantonese language use at home, school, and with peers/friends. Leung, Harris, and Rampton’s (1997, The idealized native speaker, reified ethnicities, and classroom realities.TESOL Quarterly 31(3). 543–560) framework of language affiliation, language expertise, and inheritance was used to examine the construction of a native language identity in a multilingual setting. The study found that educational background – and particularly international school experience in contrast to local government school education – had an impact on the participants’ English language usage at home and with peers, and also affected their language expertise in Cantonese. English language use at school also impacted their identifications as native speakers of both Cantonese and English, with Cantonese being viewed largely as native language based on inheritance while English was being defined as native based on their language expertise, affiliation and use, particularly in contrast to their expertise in, affiliation with, and use of Cantonese.

scholarly journals A Systemic-Functional Analysis of English Language Learners' Writing

2015 ◽  
Vol 31 (1) ◽  
pp. 207-237 ◽  
Author(s):  
Luciana C. DE OLIVEIRA
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Educational Practice ◽  
Linguistic Features ◽  
Lexical Cohesion ◽  
Systemic Functional Linguistic ◽  
Clause Combining ◽  
The University ◽  
Passing Score

This article presents a systemic-functional linguistic analysis of two writing samples of the University of California Analytical Writing Placement (AWP) Examination written by English language learners (ELLs). The analysis shows the linguistic features utilized in the two writing samples, one that received a passing score and one that received a failing score. The article describes some of the grammatical resources which are functional for expository writing, which are divided under three main categories: textual, interpersonal, and ideational resources. Following this brief description is the analysis of both essays in terms of these resources.. The configuration of grammatical features used in the essays make up the detached style of essay 1 and the more personal style of essay 2. These grammatical features include the textual resources of thematic choices and development, clause-combining strategies (connectors), and lexical cohesion; interpersonal resources of interpersonal metaphors of modality; and ideational resources of nominalization and abstractions as ideational metaphors. Implications for educational practice and recommendations for educators based on the analysis are provided.

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