scholarly journals Interjections (Oxford Handbook of Word Classes)

2021 ◽  
Author(s):  
Mark Dingemanse
Keyword(s):  
Language Use ◽  
Free Standing ◽  
Everyday Language ◽  
Theoretical Assumptions ◽  
Variable Content ◽  
Word Classes ◽  
Interactional Functions ◽  
Conversational Sequences

No class of words has better claims to universality than interjections. At the same time, no category has more variable content than this one, traditionally the catch-all basket for linguistic items that bear a complicated relation to sentential syntax. Interjections are a mirror reflecting methodological and theoretical assumptions more than a coherent linguistic category that affords unitary treatment. This chapter focuses on linguistic items that typically function as free-standing utterances, and on some of the conceptual, methodological, and theoretical questions generated by such items. A key move is to study these items in the setting of conversational sequences, rather than from the “flatland” of sequential syntax. This makes visible how some of the most frequent interjections streamline everyday language use and scaffold complex language. Approaching interjections in terms of their sequential positions and interactional functions has the potential to reveal and explasin patterns of universality and diversity in interjections.

scholarly journals Język domostwem bycia — o funkcjonalnym nauczaniu polszczyzny w podręcznikach dla nauczycieli Tadeusza Czapczyńskiego

2018 ◽  
Vol 16 ◽  
pp. 9-28
Author(s):  
Małgorzata Gajak-Toczek
Keyword(s):  
Nineteenth Century ◽  
Secondary School ◽  
Language Use ◽  
Everyday Language ◽  
Classroom Activities ◽  
Primary And Secondary School

The language as home — on the functional teaching of Polish in textbooks for teachers by Tadeusz Czapczyński The aim of this article is to discuss Tadeusz Czapczyński’s textbooks for teachers: Exercises in Speaking 1922 and Methodology of Stylistic Exercises in Primary and Secondary School. The Manual for Taught 1929. It grew out of the reform tendencies specific to the education in Galicia and the Kingdom of Poland and correlated with the innovative findings of the pedagogical and psychological sciences and the disciplines of motherhood. In an innovative way Czapczyński prevented nineteenth-century verbalism, placing the student in a new role: researcher and explorer. This Polish teacher was advocating for the training of correct and proficient skills in speech and writing, and thus subjected practical purposes to classroom activities. In place of memorizing the norms and rules he introduced exercises in everyday language use.

scholarly journals Words That Go Together: Teaching Collocations in the EFL Classroom

2019 ◽  
Vol 11 (2) ◽  
pp. 103-118
Author(s):  
Tünde Nagy
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Use ◽  
Learning Materials ◽  
Everyday Language ◽  
Special Regard ◽  
Similarities And Differences ◽  
Materials Used ◽  
The Right ◽  
Constituent Elements

Abstract Using the right collocations in a foreign language is often a challenge for language learners who may not be familiar with their use and characteristics. After presenting the types of collocations and the importance they have in the acquisition of a foreign language, the paper draws attention to the necessity of raising students’ awareness of collocations, and at the same time it reflects on possible ways of teaching them. Focusing especially on verb-noun collocations, the paper examines the learning materials used in the EFL classes at Sapientia Hungarian University of Transylvania, Miercurea Ciuc, with special regard to the exercises on these constructions. In line with construction grammar theories (Goldberg 1995, 1997, 2006), it is assumed that collocations are to be treated as constructions, pairings of form and meaning, including patterns with different degrees of predictability. Collocations, consisting of both predictable (e. g. read a book, blue sky) and non-predictable forms (e. g. run a program, safe and sound) can be more easily remembered if regarded as constructions where all the constituent elements contribute to the meaning of the construction as a whole (but whose meaning is more than the sum of the constituent elements). In order to gain a better understanding of collocations, the use of electronic corpora and electronic databases as well as additional materials on collocations that would complement the language materials used in class is highly encouraged. By making use of these resources, students can see examples of everyday language use and become more aware of the use of collocations as well as the similarities and differences between them in different languages.

Summary and conclusion

2016 ◽  
Author(s):  
Joseph Gafaranga
Keyword(s):  
Case Studies ◽  
Language Use ◽  
Research Direction ◽  
Code Switching ◽  
Negative Attitudes ◽  
New Approach ◽  
Advanced Level ◽  
Concurrent Use ◽  
Interactional Functions ◽  
New Research

Research in code-switching, undertaken against the backdrop of very negative attitudes towards the concurrent use of two or more languages within the same conversation, has traditionally been geared towards rehabilitating this form of language use. From being seen as a random phenomenon reflecting the user’s lack of competence, code-switching is currently seen as sign of an advanced level of competence in the languages involved and as serving different interactional functions. However, as a result of its success, the research tradition now faces an entirely new challenge: Where to from here? How can research in code-switching continue to be relevant and interesting now it has largely achieved its original purpose? This book has argued that, in order to overcome this challenge, the notion of bilingualism itself must be redefined. Bilingualism must be seen as consisting of diverse interactional practices and be investigated as such. This book has made the case for this new approach, outlined a methodology for investigating bilingualism as interactional practices and illustrated it by means of three case studies. This concluding chapter wraps up the argument and invites other researchers to contribute to this new research direction.

Teenage mothers’ language use during shared reading: An examination of quantity and quality

2020 ◽  
Vol 36 (1) ◽  
pp. 59-74
Author(s):  
Amy Scott ◽  
Brigid McNeill ◽  
Anne van Bysterveldt
Keyword(s):  
Emergent Literacy ◽  
Language Use ◽  
Teenage Mothers ◽  
Shared Reading ◽  
Literacy Intervention ◽  
Control Comparison ◽  
Language Quality ◽  
At Risk Populations ◽  
Word Classes ◽  
The Impact

This study investigated the impact of an emergent literacy intervention on the language quality and quantity used during shared reading interactions of 14 teenage mothers (M = 19;9, SD = 1;3) and their young children (M = 2;1, SD = 0;8). Mothers participated in a seven-week emergent literacy intervention focused on a range of behaviours they could use to enhance shared reading interactions with their children. A pre-post single group (no control/comparison group) research design was used to evaluate intervention effects on language use. Results demonstrated a significant intervention effect on most aspects of language quality and quantity measured. Number of total words, total utterances and number of different words demonstrated a statistically significant increase for both mothers and children; mothers used more rare-sophisticated words; and children used more different types of word classes. Context of talk for mothers also showed significant growth in areas of description and prediction/explanation. Results provide considerations for designing parent-focused interventions to effectively target both literacy and language development in children from at-risk populations.

Georg Pilder’s Arabisches Lexicon of 1772 – The Oldest Known Comprehensive Arabic-German Dictionary Rediscovered

Der Islam ◽  
2018 ◽  
Vol 95 (2) ◽  
pp. 524-548
Author(s):  
Christian Mauder
Keyword(s):  
Middle East ◽  
Language Use ◽  
18Th Century ◽  
Everyday Language ◽  
Linguistic Research ◽  
History Of ◽  
Scholarly Attention ◽  
Manuscript Copy

Abstract In 1772, the Moravian Protestant Georg Pilder (1716‒1793) finished his work on an Arabic-German-Italian dictionary with the title Arabisches Lexicon. This dictionary, which has so far escaped scholarly attention and survives in a single manuscript copy, represents the earliest comprehensive Arabic-German lexicographic work known to scholarship. Based primarily on Pilder’s experiences as a missionary in Cairo, it includes valuable material on diglossia and everyday language use in 18th-century Cairo. The article discusses Pilder’s biography against the background of Moravian activities in the Middle East, sheds light on when, why and based on which materials he composed his dictionary and studies how Pilder’s authorial intentions are reflected in the work’s content and structure. It moreover addresses the question of the dictionary’s relevancy in the contexts of missionary history, the history of Arabic Studies and contemporary linguistic research.

Capturing context for heterogeneous corpus analysis

2011 ◽  
Vol 16 (3) ◽  
pp. 305-324 ◽  
Author(s):  
Svenja Adolphs ◽  
Dawn Knight ◽  
Ronald Carter
Keyword(s):  
Virtual Environments ◽  
Language Use ◽  
Social Contexts ◽  
Corpus Analysis ◽  
Gps Data ◽  
Everyday Language ◽  
Everyday Communication ◽  
Over Time

Heterogeneous corpora are emergent multi-modal datasets which comprise a variety of different records of everyday communication, from SMS/MMS messages to interactions in virtual environments, and from GPS data to phone and video calls. By tracking a person’s specific (inter)actions over time and place, the analysis of such “ubiquitous” corpora enables more detailed investigations of the interface between different communicative modes. This paper outlines some of the ways in which multi-modal, heterogeneous corpora can be utilised in corpus-based analyses of language-in-use and how we can construct richer descriptions of language use in relation to context. The paper further illustrates how the compilation of such corpora may enable us to extrapolate further information about communication across different speakers, media and environments, helping to generate useful insights into the extent to which everyday language and communicative choices are determined by different spatial, temporal and social contexts.

scholarly journals Small but Multi-functional: Response Tokens in Content Language Integrated Learning Interaction

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Sabria Salama Jawhar
Keyword(s):  
Conversation Analysis ◽  
Corpus Linguistics ◽  
Language Use ◽  
Classroom Interaction ◽  
Integrated Learning ◽  
Linguistic Features ◽  
Teachers And Students ◽  
The Difference ◽  
Interactional Functions ◽  
The Relationship

This paper is an investigation of language use inside a content language integrated learning (CLIL) classroom at Saudi tertiary level. It examines the difference in language use between teachers and students in four subject-specific classrooms in which English is used as a medium of instruction. The study is informed by corpus linguistics (CL) and uses the principles and theoretical underpinning of conversation analysis (CA). It identifies the most frequent linguistic features of CLIL and examines their diverse interactional functions in this context. Amongst the most frequent linguistic features in CLIL are short response tokens such as “yes” and “no”. Using a micro-analytic approach to conversation analysis, a closer look at the data shows the students’ ability to use small and limited linguistic resources to accomplish multiple interactional functions such as taking the floor, taking turns and, most importantly, displaying orientation to knowledge. The data reflected the relationship between frequency and meaning construction. With regard to the difference in language use between teachers and students with regard to comes to short response tokens, the study shows some common interactional uses of response tokens between teachers and students, such as agreement, acknowledgement, response to confirmation checks and yes/no questions. On the other hand, it shows some exclusive interactional use of the same token by teachers and students. Finally, the paper emphasises the relationship of language, interaction and orientation to content knowledge in CLIL classrooms. Pedagogically, the findings have implications for teachers’ language use and for increased classroom interaction.

scholarly journals Erasmus-Erfahrungsberichte. Eine textlinguistische Analyse mit didaktischen Anmerkungen für den DaF-Unterricht

2018 ◽  
Vol 91 (4) ◽  
Author(s):  
Andrea Bies
Keyword(s):  
Language Use ◽  
Linguistic Features ◽  
Function Structure ◽  
Everyday Language ◽  
Common Features ◽  
Intercultural Skills ◽  
Advice Giving ◽  
Text Types ◽  
Linguistic Level ◽  
Erasmus Programme

In this article exchange student testimonials (Erasmus Programme) are examined as text types. In this context function, structure, topics and selected linguistic features of the texts are focused. Analysis shows that the majority of the examined exchange student testimonials demonstrate many common features with advice giving texts. Regarding content, culture comparing topics are found as characteristic elements, and on the linguistic level, a frequent occurrence of elements of conceptual orality. These texts can therefore become relevant authentic teaching materials, as they are able to enhance knowledge of everyday language use and intercultural skills. Thus, the article concludes with didactic notes.

Discourse Analysis and ANLP

2012 ◽  
pp. 33-52 ◽  
Author(s):  
Alexandra Kent ◽  
Philip M. McCarthy
Keyword(s):  
Natural Language Processing ◽  
Discourse Analysis ◽  
Language Processing ◽  
Future Directions ◽  
Everyday Language ◽  
Theoretical Assumptions ◽  
Central Meaning ◽  
The Many ◽  
Computational Resources ◽  
Tools And Techniques

The goal of this chapter is to outline a (primarily) qualitative and (secondarily) quantitative approach to the analysis of discourse. Discourse Analysis thrives on the variation and inconsistencies in our everyday language. Rather than focusing on what is said and seeking to reduce and homogenise accounts to find a central meaning, discourse analysis is interested in the consequences of “saying it that particular way at that particular time.” Put another way, it is interested in “what was said that didn’t have to be, and why?” and “what wasn’t said that could have been, and why not?” The chapter outlines the basic theoretical assumptions that underpin the many different methodological approaches within Discourse Analysis. It then considers these approaches in terms of the major themes of their research, the ongoing and future directions for study, and the scope of contribution to scientific knowledge that discourse analytic research can make. At the beginning and end of the chapter, we attempt to outline a role for Applied Natural Language Processing (ANLP) in Discourse Analysis. We discuss possible reasons for a lack of computational tools and techniques in traditional Discourse Analysis but we also offer suggestions as to the application of computational resources so that researchers in both disciplines might have an avenue of interest that assists their work, without directing it.

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