scholarly journals THE SYNTACTIC FEATURES OF PROMOTIONAL LANGUAGE IN BOOK BLURBS

2021 ◽  
Vol 18 (48) ◽  
pp. 117-131
Author(s):  
Milica Bacic
Keyword(s):  
Language Use ◽  
Spoken Language ◽  
Written Language ◽  
Syntactic Complexity ◽  
Formulaic Language ◽  
Syntactic Features ◽  
Form Function ◽  
Text Length ◽  
Similarities And Differences ◽  
And Linguistics

The paper presents a comparative analysis of the syntactic level of promotional language in fiction and academic book blurbs. The overall research objective was to identify salient syntactic features and investigate the similarities and differences in the realization of this text-in-ternal aspect of thriller, romance, and linguistics blurbs in English. The analysis shows that their formulaic language exhibits genre-specific patterns and form-function correlations in its syntactic complexity. In order to provide a positive description of a book, blurb writers regularly employ structural parallelism, ellipsis, complex phrases with multiple modification, phrasal and clausal embedding, coordination, and other means of structural reduction. However, individual instantiations also display systematic variability in text-length values and frequency of salient features, with fiction blurbs mainly replicating the conciseness of spoken language and academic blurbs closely resembling formal written language. We conclude that the generic integrity of these texts involves a degree of controlled flexibility at the syntactic level depending on the book type/genre as the defining variable. Additionally, the research confirms that the study of linguistic profiles of genres is funda- mentally important for the study of language use, both from a theoretical and applied perspective. The increasing ‘generification’ of contemporary language, and particularly English as the global lingua franca, requires the adoption of a multidimensional genre-based framework in investigating the complex linguistic realities of the 21st century.

scholarly journals Measuring Syntactic Complexity in Spoken and Written Learner Language: Comparing the Incomparable?

2014 ◽  
Vol 12 (4) ◽  
pp. 377-399 ◽  
Author(s):  
Pekka Lintunen ◽  
Mari Mäkilä
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
Language Use ◽  
Spoken Language ◽  
Written Language ◽  
Target Language ◽  
Syntactic Complexity ◽  
Skill Levels ◽  
The Difference ◽  
Learner Language

Spoken and written language are two modes of language. When learners aim at higher skill levels, the expected outcome of successful second language learning is usually to become a fluent speaker and writer who can produce accurate and complex language in the target language. There is an axiomatic difference between speech and writing, but together they form the essential parts of learners’ L2 skills. The two modes have their own characteristics, and there are differences between native and nonnative language use. For instance, hesitations and pauses are not visible in the end result of the writing process, but they are characteristic of nonnative spoken language use. The present study is based on the analysis of L2 English spoken and written productions of 18 L1 Finnish learners with focus on syntactic complexity. As earlier spoken language segmentation units mostly come from fluency studies, we conducted an experiment with a new unit, the U-unit, and examined how using this unit as the basis of spoken language segmentation affects the results. According to the analysis, written language was more complex than spoken language. However, the difference in the level of complexity was greatest when the traditional units, T-units and AS-units, were used in segmenting the data. Using the U-unit revealed that spoken language may, in fact, be closer to written language in its syntactic complexity than earlier studies had suggested. Therefore, further research is needed to discover whether the differences in spoken and written learner language are primarily due to the nature of these modes or, rather, to the units and measures used in the analysis.

The relative clause marker in Scots English: Diffusion, complexity, and style as dimensions of syntactic change

1980 ◽  
Vol 9 (2) ◽  
pp. 221-247 ◽  
Author(s):  
Suzanne Romaine
Keyword(s):  
Relative Clause ◽  
English Language ◽  
Language Change ◽  
Historical Linguistics ◽  
Qualitative Change ◽  
Spoken Language ◽  
Written Language ◽  
Historical Study ◽  
Syntactic Complexity ◽  
History Of

ABSTRACTA historical study of variation in the relative clause marker in Scottish English indicates that sociolinguistic methodology has some important contributions to make to historical linguistics. The use of the frequency with which NPs in certain syntactic positions are relativized as a measure of syntactic complexity reveals that the WH relativization strategy appears to have entered the language in the most complex styles and least frequently relativized syntactic positions, until it eventually spread or diffused throughout the system. The addition of the WH relativization strategy seems to have resulted in a ‘squish’ of two strategies which are opposed in stylistic meaning rather than in actual qualitative change in the relative system. The process of diffusion can be seen as completed as far as the more formal styles of the modern written language are concerned, but it has not really affected the spoken language, where the native TH strategy prevails. (Sociolinguistic methodology, historical linguistics, language change, relativization, history of tle English language)

scholarly journals The Contribution of Word-, Sentence-, and Discourse-Level Abilities on Writing Performance: A 3-Year Longitudinal Study

2021 ◽  
Vol 12 ◽  
Author(s):  
Lénia Carvalhais ◽  
Teresa Limpo ◽  
Luísa Álvares Pereira
Keyword(s):  
Writing Skills ◽  
Written Language ◽  
Syntactic Complexity ◽  
Writing Performance ◽  
Text Quality ◽  
Sentence Level ◽  
Text Length ◽  
The Relationship ◽  
Different Levels ◽  
Better Than

Writing is a foundational skill throughout school grades. This study analyzed the development of different levels of written language (word, sentence, and discourse) and explored the relationship between these levels and writing performance. About 95 Portuguese students from two cohorts—Grades 4–7 (n = 47) 6–9 (n = 48)—were asked to produce a descriptive text two times, with a 3-year interval. The produced texts were used to assess spelling, syntactic correctness and complexity, and descriptive discourse as well as text length and quality. The main results showed that there were improvements from Grades 4 to 7 and 6 to 9 in word- and sentence-level skills, along with increases in some dimensions of the descriptive discourse. Moreover, the older cohort performed better than the younger cohort in terms of spelling, syntactic complexity, and text quality, but not in terms of syntactic correctness, one dimension of the descriptive discourse, and text length. Regression analyses showed that writing performance was predicted by word and sentence levels in the younger cohort only, and by discourse-level variables in both cohorts. Overall, despite indicating a generalized growth in writing skills throughout schooling, this study also highlighted the areas that may need additional attention from teachers, mainly in terms of the descriptive features.

Code-switching in Bangladesh

English Today ◽  
2001 ◽  
Vol 17 (2) ◽  
pp. 51-61 ◽  
Author(s):  
Rahela Banu ◽  
Roland Sussex
Keyword(s):  
Language Use ◽  
Proper Names ◽  
Spoken Language ◽  
Written Language ◽  
Code Switching ◽  
Stable Variety

A survey of hybridization in proper names and commercial signs. CODE-SWITCHING is commonly seen as more typical of the spoken language. But there are some areas of language use, including business names (e.g. restaurants), where foreign proper names, common nouns and sometimes whole phrases are imported into the written language too. These constitute a more stable variety of code-switching than the spontaneous and more unpredictable code-switching in the spoken language.

Lexical bundles from one century to the next

2018 ◽  
Vol 19 (2) ◽  
pp. 167-185
Author(s):  
Rachel Allan
Keyword(s):  
English Language ◽  
Language Use ◽  
Spoken Language ◽  
English Language Teaching ◽  
Formulaic Language ◽  
Historical Sources ◽  
Corpus Study ◽  
Lexical Bundles ◽  
Historical Texts ◽  
Self Study

Abstract This corpus study compares lexical bundles found in the language input of a selection of historical and current English language teaching materials to see what insights they can give into changes in spoken language use. English teaching texts published between 1905 and 1917 were used to construct a historical corpus, and a collection of English language self-study texts published between 2004 and 2014 were used for comparison. Both groups of texts focused on spoken language. The most frequent three-word lexical bundles extracted from each corpus varied considerably. The contemporary texts showed both a greater use of formulaic language and more syntactic complexity within it, while the historical texts relied on simpler structures. An exploratory analysis of the lexical bundles in the historical texts suggests, however, that viewed in conjunction with other historical sources, they can assist in building a picture of spoken language use of the period.

scholarly journals A Discourse Approach to Spoken and Written Narratives: Pedagogical Implications for EFL Learners

2021 ◽  
Vol 5 (I) ◽  
pp. 42-56
Keyword(s):  
Narrative Analysis ◽  
Spoken Language ◽  
Written Language ◽  
Language Teachers ◽  
Language Competence ◽  
Written Narratives ◽  
Spoken Discourse ◽  
Efl Learners ◽  
Pedagogical Implication ◽  
Similarities And Differences

Recent research on the analysis of spoken discourse (Halliday, 1985, McCarthy, 1998) shows that spoken language also has a consistent structure and in many respects, it does have the language patterns as that of written English. Thus, it proves that both spoken and written language have a describable structure. The aim of this study is to explore some discourse features of both spoken and written English and their pedagogical implication. For this purpose, two texts: a spontaneous speech (recorded and transcribed) and then a short-written poem are analyzed at both micro and macro level of discourse. As both texts have narrative content, Labov’s model of narrative analysis is applied to identify their organizing pattern. Similarities and differences in the discourse features of both texts are also examined. Some pedagogical implications of such an analysis are also suggested to language teachers; so that they can improve students’ language competence skills by adopting discourse-based teaching strategies.

scholarly journals SIMILARITIES AND DIFFERENCES OF SPOKEN AND WRITTEN LANGUAGE

2021 ◽  
Vol 02 (08) ◽  
pp. 20-23
Author(s):  
Umida Kulmagambetovna Khodjaniyazova ◽  
Keyword(s):  
Spoken Language ◽  
Written Language ◽  
Key Factor ◽  
Product Creation ◽  
Similarities And Differences ◽  
The Difference ◽  
Definition Of ◽  
Writing Competence

This article deals with linguistic and pragma linguistic view of speaking and writing competence, and explores the similarities and differences between them. The definition of a “linguistic personality” as a key factor in product creation is discussed. Moreover, the article provides the examples that show the difference between written and spoken language in the field of syntax.

scholarly journals SOSIALISASI DAN PENGAJARAN TENTANG PENGGUNAAN BAHASA INDONESIA YANG BAIK DAN BENAR BERDASARKAN ETIKA KESANTUNAN BERBAHASA PADA ANAK DIDIK DI YAYASAN TANAH BINTANG DESA KERANDANGAN KECAMATAN BATU LAYAR LOMBOK BARAT

2020 ◽  
Vol 4 (1) ◽  
pp. 674
Author(s):  
Ahyati Kurniamala Niswariyana ◽  
Titin Untari ◽  
Supratman Supratman ◽  
Linda Ayu Darmurtika ◽  
Arpan Islami Bilal
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Use ◽  
Native Speakers ◽  
Spoken Language ◽  
Written Language ◽  
Foreign Languages ◽  
Classroom Activity ◽  
Teachers And Students ◽  
Bahasa Indonesia

ABSTRAKPara siswa yang belajar di Yayasan Tanah Bintang merupakan siswa yang ingin belajar ekstra. Siswa-siswa tersebut pagi hari belajar di sekolah formal, sore hari belajar bahasa asing dan kerajinan tangan di yayasan. Untuk pembelajaran bahasa, bahasa Indonesia digunakan sebagai bahasa pengantar sebab guru dan siswa adalah penutur bahasa Indonesia sekaligus pembelajar bahasa asing. Pada saat berinteraksi di kelas, para siswa menggunakan bahasa Indonesia nonformal, jauh dari kata benar. Pelaksanaan pengabdian ini memiliki tujuan agar para siswa dapat mengenal bahasanya sendiri  sebelum mempelajari bahasa asing, hal ini juga akan berdampak pada pengenalan bahasa Indonesia yang baik dan benar pada warga asing yang tengah belajar bahasa Indonesia. Sehingga bahasa Indonesia yang digunakan tidak merujuk pada bahasa kontemporer atau bahasa gaul, akan tetapi mengacu pada kaidah bahasa Indonesia yang baik dan benar, yakni bahasa lisan yang dapat dipahami lawan bicara serta tidak menyinggung yang sesuai dengan etika berbahasa, dan bahasa tulis yang memiliki acuan jelas yakni PUEBI dan KBBI. Kegiatan pengabdian yang berlangsung selama 4 kali pertemuan ini dinilai berhasil, peserta mengalami kemajuan dari pengetahuan tentang bahasa yang baik dan benar. Hasil akhir yang tampak adalah bahwa peserta mulai memahami perbedaan Bahasa yang baik dan Bahasa yang benar, serta penempatannya dalam berkomunikasi dan menulis. Kata kunci: pembelajaran; bahasa indonesia; baik dan benar ABSTRACTThe students of Tanah Bintang Fondation are those who want to have extra learning. Beside studying formally at school, they also learn about foreign language and handicrafts at the foundation. In language learning, Indonesian Language is used as an instruction since teachers and students are the native speakers while studying foreign language. During classroom activity, students usually use non-formal Indonesian which is unstandardized. That is the reason of this devotion, in order to help students to comprehend and understand their Indonesian firstly before learning other foreign languages. It is also aimed at impacting foreigners vice versa to learn Indonesian correctly as standardized. Therefore, the use of Indonesian will refer to Official Indonesian Spelling System rather than slang and contemporary language. The use in spoken language must be understood by interlocutors and should not offend the language etiquette . Other, in written language must be based on PUEBI and KBBI references. The four times meeting devotional has successful to take place due to the enhanced knowledge about the use of correct language itself. The result is participants now has been able to differentiate between standard and unstandard language use both in speaking and writing. Keywords: learning; Indonesian language; good and right

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