CARP Affix Ordering: Problematic in Lubukusu

Hyman and Mchombo (1992), Babye (1985), (Myers 1987), (Rice 2000), and Hyman (2002 & 2003) have shown that there is affix ordering in Proto-Bantu languages that obeys the 'CARP' (Causative-Applicative-Reciprocal-Passive template). Drawing data from Lubukusu, a Bantu language, the current study analyzes affix ordering of class-changing morphemes, arguing against the templatic morphology that most researchers have shown to be dominant in Bantu languages. The current study uses Bybee’s (1985) principle of iconicity (principle of relevance), where it is proposed that affixes closer to the verb stem are more 'relevant' to the verb than to the rest of the sentence and those affixes further away are less relevant. Based on Baybee’s relevance principle, the study argues that there are various affix ordering orders in Lubukusu, which are semantically motivated. The data that are used in the analyses are self-generated and verified by three native Lubukusu speakers who are competent in the language. Findings show that as much as Lubukusu obeys the templatic morphology, the same is violated in various morpho-semantic contexts. The study recommends more studies on affix ordering in the Lubukusu language based on other existing frameworks that have been tested on languages rather than those from the proto Bantu family.

Multicultural-Based Curriculum Conception

This study aims to describe about 1) Classification of multicultural-based curriculum in various points of view, (2) Principles and Principles of multicultural-based education curriculum preparation. This research is designed in the form of library research. The results of this study concluded that (1) classification of Multicultural Based Curriculum from three points of view, namely First: Concept and Implementation Perspective is classified into 3 namely (a) Ideal Curriculum (b) Factual Curriculum, and (c) Hidden Curriculum. Second: The Structure and Subject Matter Perspective is classified into 4 i.e. (a) Sparated Curriculum. (b) Broad Fields Curriculum (c) and. (4) Integrated Curriculum. Third: The Scope of Use perspective is classified into 3 i.e. (a) national curriculum, (b) state curriculum,(c) and school curriculum. (2) Principles in designing a multicultural-based curriculum namely (a) The Principle of Child Psychology, (b) the Principle of National Sociology, (c) the Principle of Development of World Science and Technology, and (d) the Principle of Pancasila as the Philosophy of the Nation. While the Principles of Curriculum Preparation in Multicultural Education include: (a) relevance principle, (b) flexibility, (c) continuity, (d) efficient, and (e) effective.

Adapting Relevance Theory to Accommodate Visual Communication

On the basis of relevance theory’s claim that the relevance principle underlies all forms of communication, Chapter 3 examines how the RT model can be applied to communication involving visuals, and what adaptations are called for to achieve this goal. After reflecting on what constitutes visual communication, and showing how static visuals often combine with written language to create multimodal meaning, all of the RT concepts discussed in Chapter 2 are reconsidered with reference to their pertinence to analyzing visuals. This reconsideration will not only benefit visual and multimodal theories but will also provide new angles on classic RT. Whereas many RT concepts function without any problem when applied to visuals, there are others that cannot straightforwardly be “translated” to the visual realm and therefore need adaptation. The problematic issues mainly result from the fact that visuals typically have a structure and depicted entities, but no grammar and vocabulary. This leads to the questions of whether visuals can nonetheless be “coded”—which in turn has consequences for their possible underlying “logical form”—and whether information in visuals is necessarily always to be inferred or is sometimes actually decoded. Several examples are discussed to clarify these issues. In the final sections, there is a brief discussions of the relation between RT and Blending Theory, and of RT’s problematic take on metaphor.

Concluding Remarks

The final chapter first recaptures the most important claims made in the book and outlines issues and dimensions within RT that deserve further thought in the service of improving the theory. Next, suggestions are presented for how an RT analysis of modes, media, and genres not addressed in this book might be developed. The book ends with a recapitulation of why it is useful to adopt RT as the overall model for the analysis of visual, multimodal, and other forms of communication—although it will always have to be complemented by insights from other theories and models. Given that the relevance principle inextricably links communication to perception and cognition in all living species, RT’s insights may feed into experiments both with humans and with other primates, and even non-primates, and may help theorize robotic communication.

Visual and Multimodal Communication

Successful communication requires optimal relevance to a target audience. Relevance theory (RT) provides an excellent model based on this insight, but the impact of the theory has until now been restricted due to an almost exclusive focus on spoken face-to-face communication. Visual and Multimodal Communication: Applying the Relevance Principle is the first book to systematically demonstrate how RT can fulfill its promise to develop into an inclusive theory of communication. In this book, Charles Forceville refines and adapts RT’s original claims to show its applicability to static visuals and multimodal discourses in popular culture genres. Using colorful examples, he explains how RT can be expanded and adapted to accommodate mass-communicative visual and visual-plus-verbal messages. Forceville addresses issues such as the difference between drawing prospective addressees’ attention to a message and persuading them to accept it; the thorny continuum from implicit to explicit information; and the role of genre. Case studies of pictograms, advertisements, cartoons, and comics provide contemporary and accessible examples of the importance of genre and of how the RT model can be connected to other approaches. By expanding the application of relevance theory to include mass-communicative messages, Visual and Multimodal Communication reintroduces a central framework of cognitive linguistics and pragmatics to a new audience and paves the way for an inclusive theory of communication.

The Flouting Maxim on Twitter Influencers’ Tweets

This study aims to discover the use of maxim principles on the tweets that made by certain of Indonesian social-media influencers which the method is conducted qualitatively. The data is taken from Twitter.com and Twitter App, where the researcher captured the tweets randomly and analyzed it by using maxim relevance principle as the tool of analysis. The result shows vary: most of the conversations were not obeying the maxim of relevance principles, or in other words do not imply maxim of relevance principle. Moreover, the intentions are to make jokes, and to run the conversation smoothly while doing the flouting.Keywords: maxim of relevance, twitter, social media influencer