“What do they say in Quebec?”

This paper examines how non-binary French-speakers in Quebec express their gender identities in speech. I argue that reformist efforts regarding neutral French should include increased attention to how neutral French is done in informal spoken Quebec French, as I examine how current recommendations based on spelling can fail to be taken up in speech, and how regional varieties can sometimes require different prescriptions. Based on a preliminary field study with eight participants who are part of this community of practice, I find that participants did not use any audible neologisms, such as the ones recommended for writing and for other varieties. Not only did they all use gendered language to refer to non-binary referents, although at a much lower frequency than for binary referents, but they also used gender-avoidance strategies in most cases. I also show that third person clitics seem to be the word category most resistant to neutralization or avoidance for speakers of this variety. I argue that these results point to the development of two distinct systems of neutral French, one for speech and one for writing.

Gereja dan Korupsi: Analisis Isi Khotbah (Content Analysis) Terkait Praktek Korupsi di Papua

If the Church is perceived as a moral institution, then this institution should play a greater role in fighting corruption. However, the facts show the opposite which until now Papua is included in the list of the top ten most corrupt provinces, even though more than 80% of the population claims to be Christian. This study uses a content analysis approach. Researchers reduced the findings based on four levels categories, namely the equivalent word category, cognitive, affective, and conative. The results of this study indicate that the attention of church leaders to corruption issues is not a top priority.

REPRESENTATION AND PROCESSING OF OVERTLY IDENTICAL COMPLEX FORMS IN L1 AND L2

In two visual priming experiments, we investigated the relation of form-identical word forms with different grammatical functions in L1 and L2 German. Four different grammatical types (inflected verbs, infinitives, deverbal conversion forms, and countable nouns) were used as primes and their influence on the processing of form-identical inflected verbs as targets was compared. Results revealed full priming of inflected verbs, but only partial priming for conversion forms and infinitives. No priming was observed for semantically related countable nouns suggesting that they have a separate lexical entry. The findings bring first psycholinguistic evidence for typological claims that deverbal conversion nouns and infinitives fall into the category of nonfinites. They also support accounts assuming representations with a basic lexical entry and word-category specific subentries. The same priming pattern was observed in L1 and L2 suggesting that representation and processing of the studied complex forms is not fundamentally different in the two populations.

A Morphological Analysis of Slang Words Used by Characters in “Ralph Breaks the Internet” Movie

The current study entitled “A Morphological Analysis of Slang Words Used by Characters In Ralph Breaks the Internet Movie” aimed to investigate the morphological processes of constructing slang words and its meaning of the found slang words used by the movie characters. This research used a descriptive qualitative method with content analysis design. The findings revealed that there are 42 slang words categorized into different morphological processes included compound (14,28%), clipping (11,90%), blending (14,28%), affixations (16,66%), reduplicative (7,14%), backformation (2,4%), abbreviation (2,4%), conversion (4,76%), alternation (14,28%), extension (4,76%) and word manufacture (7,14%). This study demonstrated the meaning changes of the slang words that have been affected through certain morphological processes by modifying their word category. Consequently, some slang terms have preserved the original meaning despite the changes in their spelling. In the meantime, certain slang words get abbreviated or shortened and retained their original meaning. Meanwhile, some slang words change their meaning by deriving their word category. Besides, there were certain slang words that change their meaning depending on word usage.Key words: morphology, Ralph Breaks the Internet, slangAbstrak. Penelitian yang berjudul “Analisis Morfologi Kata-kata Slang yang Digunakan oleh karakter dalam Film ‘Ralph Breaks the Internet’” bertujuan untuk menelaah proses morfologi dalam membangun kata-kata slang dan maknanya yang digunakan dalam film tersebut. Penelitian ini menggunakan metode kualitatif deskriptif dengan desain analisis isi. Data temuan menunjukkan 42 kata slang yang dikategorikan ke dalam proses morfologi yang berbeda, yaitu ‘compound’ (14,28%), ‘clipping’ (11,90%), ‘blending’ (14,28%). , ‘affixations’ (16,66%), ‘reduplicative’ (7,14%), ‘backformation’ (2,4%), ‘abbreviation’ (2,4%), ‘conversion’ (4,76%), ‘alternation’ (14,28%), ‘extension’ (4,76%) dan ‘word manufacture’ (7,14%). Studi ini mendemonstrasikan perubahan makna dari kata-kata slang yang telah dipengaruhi proses morfologi tertentu dengan memodifikasi kategori kata asal. Hasilnya beberapa istilah dalam kata slang tetap mempertahankan makna aslinya meskipun ejaannya berubah. Sementara itu, kata-kata slang tertentu disingkat dan tetap mempertahankan arti aslinya. Beberapa kata slang lainnya berubah makna dengan mengubah kategori katanya. Selain itu, beberapa kata-kata slang tertentu berubah maknanya tergantung dari penggunaan kata.Kata kunci: morfologi, Ralph Breaks the Internet, slang

Do Bilinguals Acquire Similar Words to Monolinguals? An Examination of Word Acquisition and the Similarity Effect in Japanese–English Bilinguals’ Vocabularies

Previous research has paid much attention to the overall acquisition of vocabularies among bilingual children in comparison to their monolingual counterparts. Much less attention has been paid to the type of words acquired and the possible transfer or cross-linguistic effects of the other language on vocabulary development. Thus, this study aims to explore similarities and dissimilarities in the vocabularies of simultaneous bilinguals and Japanese monolinguals and considers the possible cross-linguistic similarity effect on word acquisition. Six simultaneous Japanese–English bilingual children (mean age = 34.75 months (2.56)) were language–age-matched with six Japanese monolinguals; their productive vocabularies were compared regarding size and categories. Additionally, characteristic acquired words were compared using correspondence analyses. Results showed that, although delayed due to the reduced inputs, young bilinguals have a similar set of vocabularies in terms of word category as monolinguals. However, bilingual children’s vocabularies reflect their unevenly distributed experience with the language. Fewer interactive experiences with language speakers may result in a lower acquisition of interactive words. Furthermore, there is a cross-linguistic effect on acquisition, likely caused by form similarity between Japanese katakana words and English words. Even between languages with great dissimilarities, resources and cues are sought and used to facilitate bilingual vocabulary acquisition.

Morphological Marking Irregularity of Bahasa Indonesia and the Acquisition of English Words

All languages share the same lexical categories such as verb, noun, adjective, and adverb. Unlike English, however, Bahasa Indonesia carries fewer consistent patterns of morphological markers for word categories. A verb, for instance, is marked with the prefix {me-} as in me-nginjak (to step on); however, other verbs do not carry this marker as in makan (eat), tidur (sleep), and tergantung (depend). As for English, the suffix {-ing} or {-ed/-en}, for instance, indicates that the root is a verb regardless of the verb transitivity. This research investigated if the irregularity in the morphological marking of Bahasa Indonesia verbs created problems in acquiring English words. A test of the "word category assignment" (Test 1) was provided to two groups of respondents: undergraduate students of English and doctoral students of Bahasa Indonesia. A "word-in-context translation into English" (Test 2) was given to a group of undergraduates of English. The first was to know if the respondents managed to assign the Bahasa Indonesia words with correct lexical categories, and the second was to know if the words were assigned with correct word categories when translated in English. This was to know if the Bahasa Indonesia and English words received the same word-category. The results show that errors in the assignment of the grammatical categories of the Bahasa Indonesia words were found pervasive among the two groups. And the lexico-grammar behavior seems to give impact on the categorization of the Bahasa Indonesia words when provided in English as also detected in the translation. It is strongly indicative that confusion in the word category assignment of Bahasa Indonesia gives impact on the acquisition of English words.Key words: morphological markers, suffix, word category, language transfer, lexico-grammarAbstrak: Semua bahasa memiliki kategori leksikal yang sama seperti verba, nomina, adjektiva, dan adverbia. Tidak seperti bahasa Inggris, Bahasa Indonesia memiliki pola penanda morfologi yang lebih sedikit untuk kategori kata. Kata kerja, misalnya, ditandai dengan awalan {me} seperti pada me-nginjak; namun verba lain tidak memiliki penanda ini seperti pada makan, tidur, dan tergantung. Sedangkan bahasa Inggris, misalnya sufiks {-ing} atau {-ed /-en}, akar kata (root) adalah kata kerja terlepas dari kata kerja transitivitas. Penelitian ini mencari tahu apakah ketidakteraturan dalam penandaan morfologi kata kerja Bahasa Indonesia menimbulkan masalah dalam mempelajari kata dalam bahasa Inggris. Tes "tugas kategori kata" (Tes 1) diberikan kepada dua kelompok responden: mahasiswa sarjana Bahasa Inggris dan mahasiswa doktoral Bahasa Indonesia. Tes "terjemahan kata-dalam-konteks ke dalam bahasa Inggris" (Tes 2) diberikan kepada sekelompok mahasiswa dari kelompok bahasa Inggris. Tes pertama untuk mengetahui apakah responden berhasil menentukan kata-kata dalam Bahasa Indonesia dengan kategori leksikal yang benar, dan tes kedua untuk mengetahui apakah kata-kata tersebut diberi kategori kata yang benar ketika diterjemahkan ke dalam bahasa Inggris. Tujuan kedua tes tersebut untuk mengetahui apakah kata-kata dalam Bahasa Indonesia dan Bahasa Inggris memiliki kategori kata yang sama. Hasil penelitian menunjukkan bahwa kesalahan dalam pengkategorian gramatikal kata-kata Bahasa Indonesia ditemukan di kedua kelompok. Perilaku lexico-grammar berdampak pada kategorisasi kata-kata dalam Bahasa Indonesia jika diberikan dalam bahasa Inggris seperti yang ditemukan dalam terjemahan. Hal ini menjadi indikasi kuat bahwa kebingungan dalam penetapan kategori kata dalam Bahasa Indonesia berdampak pada pembelajaran kata dalam bahasa Inggris.Kata kunci: penanda morfologi, sufiks, kategori kata, transfer bahasa, lexico-grammar

Grammar is background in sentence processing

abstract Boye and Harder (2012) claim that the grammatical–lexical distinction has to do with discourse prominence: lexical elements can convey discursively primary (or foreground) information, whereas grammatical elements cannot (outside corrective contexts). This paper reports two experiments that test this claim. Experiment 1 was a letter detection study, in which readers were instructed to mark specific letters in the text. Experiment 2 was a text-change study, in which participants were asked to register omitted words. Experiment 2 showed a main effect of word category: readers attend more to words in lexical elements (e.g., full verbs) than to those in grammatical elements (e.g., auxiliaries). Experiment 1 showed an interaction: attention to letters in focused constituents increased more for grammatical words than for lexical words. The results suggest that the lexical–grammatical contrast does indeed guide readers’ attention to words.

Efektivitas Penggunaan Word Category Terhadap Peningkatan Minat Belajar Kosakata Pada Mata Pelajaran Bahasa Inggris

The purpose of this study was to determine whether the use of Word Category was effective in increasing the interest and learning achievement of students' vocabulary in English subjects at SMPN 1 Praya Barat. This research was a pre-experimental research with one-group pre-test-post-test design. The population of this research was all students of class II of SMPN 1 Praya Barat which were divided into 3 classes. They were class II-1 consisting of 23 students, class II-2 consisted of 32 students, and class II-3 consisted of 20 students. The total population of this study was 74 students. In this case, researchers took one class as a sample that was class II-1 consisting of 23 students. The research sampling technique used cluster random sampling classes. The research instrument used in the collection of research data was a multiple choice test to measure student vocabulary learning outcomes consisting of 25 items with various variants of questions and questionnaires with an alternative scale of answer choices to measure student vocabulary interest. The results found that the answers: strongly agree given a score of 5, agree given a score of 4, a score given doubtful 3, disagree score given 2, and strongly disagree given a score in this case the questionnaire research as the main data using the description method involving description and data interpretation. Researchers use questionnaires to determine student motivation in reading. Results of the analysis of the data description of the scores of the mean pre-test and Post-test deviation of students were obtained by dividing the number of deviation scores by the number of students seen 194/23 = 8,435. In this study, the sample of data was 23 students, so the level of freedom (df) used was 23-1 = 22. After calculating the data interpretation it was found that t-test = 9,467 ≥ t-table = 1,717. From the above results, the researcher concludes that the word category technique has a significant effect on students' reading comprehension. Therefore, the Alternative Hypothesis was accepted and the Null Hypothesis was rejected