Journal of Linguistics and Language in Education最新文献

{"title":"Teachers’ Use of Compliments as Linguistic Politeness Strategies during Classroom Interaction: The Case of Selected Secondary Schools in Dar es Salaam, Tanzania","authors":"Ishmail Mwambapa, E. A. Msuya","doi":"10.56279/jlle.v16i2.5","DOIUrl":"https://doi.org/10.56279/jlle.v16i2.5","url":null,"abstract":"This article appraises teachers’ use of compliments as linguistic politeness strategies (PSs) in a non-native English-speaking community. It is guided by Brown and Levinson’s (1987) Politeness Theory and Austin’s (1962) Speech Act Theory. The paper uses materials recorded in 32 lessons by 16 teachers of different subjects which took place in selected secondary schools in Dar es Salaam, Tanzania. Purposive sampling was used to obtain the participants. Data was collected through classroom observation and interview. Results show that the teachers used a variety of compliments as linguistic PSs, including compliments, compliments with gratitude, and compliments with congratulatory notes. By so doing, they positively influenced various aspects of the classroom interaction, for example raising students’ feeling of being admired by their teachers, promoting students’ confidence, encouraging active participation in lessons, and promoting students’ relaxation. This study traced the use of compliments as linguistic PSs using cross-sectional data; future studies may examine longitudinal data to unearth a number of key issues with regard to compliment use. Keywords: Compliments, face-saving strategies, politeness theory, linguistic politeness strategies, face-saving strategies, speech acts","PeriodicalId":309195,"journal":{"name":"Journal of Linguistics and Language in Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116047010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Quotation and Misquotation in Tanzanian Parliamentary Debates","authors":"Brighton Msagalla","doi":"10.56279/jlle.v16i2.3","DOIUrl":"https://doi.org/10.56279/jlle.v16i2.3","url":null,"abstract":"This article examines MPs’ strategic use of (mis)quotation in annual ministerial budget debates in Kiswahili in the Tanzanian parliament with a view to finding out the extent to which such strategic (mis)quotation can be manipulative and thus fallacious. The study is grounded in pragma-dialectics where quotation is considered to constitute not only a presentational device but also a species of authority argumentation known as authority argumentation by quotation. The data analysed in this article are the Hansard transcripts of the Tanzanian parliamentary debates in Kiswahili based on two annual ministerial budget speeches by the then Minister for Constitution and Legal Affairs given in the 2013/2014 fiscal and speeches by the Minister for Community Development, Gender and Children given in the 2015/2016 fiscal year. The findings indicate that strategic (mis)quotation can be employed by MPs to manipulate their political opponents and the electorate. Since the instances of strategic (mis)quotation analysed in this article violate the argumentation scheme rule and constitute derailments of strategic manoeuvring from the perspective of pragmadialectics, they are thus manipulative and fallacious. The findings further suggest that MPs employ such strategic (mis)quotation to achieve various political motives in favour of their political group.","PeriodicalId":309195,"journal":{"name":"Journal of Linguistics and Language in Education","volume":"158 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115996424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Vowel Serialization: A Derivation Contextualized Phenomenon in Yorùbá Morphology","authors":"M. Adékúnlé, Emmanuel Ọmọniyì Ọláńrewájú","doi":"10.56279/jlle.v16i2.7","DOIUrl":"https://doi.org/10.56279/jlle.v16i2.7","url":null,"abstract":"The paper argues against the linguistic contextualisation of vowel serialization as basic phenomenon in the appraisal of Yorùbá concatenation morphology. Its findings are based on lexical derivation hypothesis of the lexical morphology theory to be able to account for the phonology and etymology of specified examples of vowel sequence in the language. Primary and secondary data were collected and subjected to analysis. Two sequence of vowel serialization as a morpho-phonological process in the word formation are identified: the VVCV, VCVV and CVV sequence. Vowel serialization frequently occurs consequent on the deletion of the first intervocalic segment and assimilation process between V1 and V2 in Yorùbá VVCV word sequence. Ideophonic words like gbòò, fòò, sàà, wàà and so on also undergo the similar processes. Also, functors such as kì í, má à, and tí ì comprise two seperate syntactic units each which mark two different functional categories in the language. Therefore, they are to be written seperately. Keywords: Vowel sequence, transformation, Yorubá, lexical morphology, syllabic structures","PeriodicalId":309195,"journal":{"name":"Journal of Linguistics and Language in Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126633206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unyambuaji wa Kitenzi na Athari Zake katika Usimbaji wa Mada na Fokasi katika Sentensi za Kiswahili","authors":"Elishafati J. Ndumiwe","doi":"10.56279/jlle.v16i2.2","DOIUrl":"https://doi.org/10.56279/jlle.v16i2.2","url":null,"abstract":"Mada na fokasi ni viambajengo vya sentensi za Kiswahili kwa mkabala wa kipragmatiki. Mada hutokea kabla ya kitenzi ilhali fokasi hutokea mara baada ya kitenzi. Hata hivyo, unyambuaji wa kitenzi husababisha upanguaji, uongezaji au uondoaji wa viambajengo vya kabla au baada ya kitenzi. Kwa hiyo, lengo la makala haya ni kupambanua athari za unyambuaji wa kitenzi katika usimbaji wa mada na fokasi katika sentensi za Kiswahili. Data za makala haya zilikusanywa kwa kutumia mbinu ya upitiaji wa nyaraka kutoka kitabu cha Maendeleo ya Uhusika kilichoandikwa na Khamis (2008). Data ya utafiti huu imechambuliwa kwa mkabala wa kitaamuli. Aidha, uchanganuzi wa data uliongozwa na Nadharia ya Upanguaji wa Umbo la Kifonetiki ya Kidwai (1999). Utafiti huu umebaini kuwa unyambuaji wa kitenzi husababisha upanguaji wa mada na fokasi katika sentensi. Mathalani, mada na fokasi husimbwa katika viambajengo vilivyobakia katika sentensi baada ya unyambuaji wa utendano na utendeka. Katika unyambuaji wa utendea, fokasi huhamia kwenye kiambajengo kilichoongezeka. Kwa upande wa unyambuaji tendeshi, kiambajengo kinachoongezwa katika utendeshi husimbwa kama mada. Vilevile, utendwa hubadili viambajengo vilivyokuwa mada kuwa fokasi na kinyume chake. Utafiti mwingine unaweza kuchunguza usimbaji wa fokasi katika utendua, utendama, utendata au mwambatano wa kauli zaidi ya moja katika kitenzi. Dhana za Msingi: Mada, fokasi, usimbaji, unyambuaji wa kitenzi Topic and focus are pragmatic constituents in Swahili sentences. Topic precedes the verb, while focus appears immediately after verb. However, Swahili verbal extensions lead to change in the position of verbal arguments, an increase in the number of verbal arguments and a reduction in the number of verbal arguments. The purpose of this paper was to examine the effect of verbal extensions on encoding topic and focus in Swahili sentences. Documentary review was used to collect data from a book entitled ‘Maendeleo ya Uhusika’ by Khamis (2008). The data was analyzed using a qualitative approach. The study was guided by Phonetic Form Scrambling Theory by Kidwai (1999). The fundings of this study show change in the position of topic and focus after verbal extension have been added in Swahili sentences. For example, in reciprocal and stative constructions, topic and focus are encoded in remaining constituents after some of them have been dropped. In addition, the applicative verb encodes new focus, while the causative encodes a new topic. Furthermore, in the passive verb extension, topic changes into focus, and vice versa. The study suggests further research into other extensions such as the reversive, contactive and positional. A study could also be done on combined verb extensions in Swahili sentences. Keywords: Topic, focus, verb extension, encoding and verb argument","PeriodicalId":309195,"journal":{"name":"Journal of Linguistics and Language in Education","volume":"447 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116230858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Appraisal of How Tanzanian Secondary School Teachers of English Use Oral Corrective Feedback Strategies in ELT","authors":"Elizabeth Kyara, Gastor Mapunda","doi":"10.56279/jlle.v16i2.1","DOIUrl":"https://doi.org/10.56279/jlle.v16i2.1","url":null,"abstract":"This paper examines teachers’ classroom practices in providing oral corrective feedback to students in English language lessons, focusing on the procedures that teachers use in handling students’ spoken errors. Using Vygotsky’s Sociocultural Theory, the study looked into how teachers utilize different oral corrective feedback strategies in their lessons. Data collection was done through classroom observation and interviews conducted in two public secondary schools in Dar es Salaam City. The participants were teachers and students. Thirteen English language lessons were observed, recorded, transcribed, and analysed; and six English language teachers were interviewed. The results suggest that the teachers apply at least six techniques in handling students’ spoken errors, namely explicit correction, clarification requests, recasts, metalinguistic feedback, repetition, and corrective comments. Explicit correction was the most frequently used strategy, while corrective comments was the least frequently used. Lastly, the learners’ level of language proficiency dictated the teachers’ choice of the OCF strategy. Keywords: English language teaching, Tanzanian secondary schools, errors, corrective feedback","PeriodicalId":309195,"journal":{"name":"Journal of Linguistics and Language in Education","volume":"11 suppl_1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123771118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ako or Takwa la Katiba? A Description of Verb-to-Noun Derivation in Bantu Languages: The Case of Kiswahili","authors":"Nichodamus Robinson, Joshua Mwaipape","doi":"10.56279/jlle.v16i2.8","DOIUrl":"https://doi.org/10.56279/jlle.v16i2.8","url":null,"abstract":"This paper describes verb-to-noun derivation in Kiswahili, a process in which nouns are formed from verbs. It places the derivational process squarely on the question of whether it is ‘tako’ or ‘takwa’, with their plural forms ‘matako’ or ‘matakwa’. The guiding question for this description is “how come the verb ‘taka’ changes to ‘takwa’ as opposed to ‘tako’ while similar verbs change to nouns by -o suffixation?” Data were collected through observation, document review, and interviews. The findings justify the theoretical statement that derivation is less productive. Hence, applying a particular rule too broadly to other entities is relatively hard. In this view, derivation by -o suffixation, as well as by other processes, is limited to some verbs. Since derivation is less productive, Kiswahili has many verb-to-noun derivational processes as presented in this paper under four categories, namely verb-to-noun derivation Type 1 (suffixation of vowels -i, -o, -u, and -e), Type 2 (noun class prefixes), Type 3 (infinitive ku-) and Type 4 (miscellaneous nouns). Hence, the paper concludes that ‘tako la katiba’ with its plural ‘matako ya katiba’ is inappropriate, whereas ‘takwa la katiba’ with its plural ‘matakwa ya katiba’ is appropriate in Kiswahili. Keywords: Tako, takwa, verb-to-noun derivation, Kiswahili","PeriodicalId":309195,"journal":{"name":"Journal of Linguistics and Language in Education","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121959886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Analysis of Written Errors by Form Three Secondary School Students Learning English as a Foreign Language in Kilimanjaro","authors":"D. H. Lyimo","doi":"10.56279/jlle.v16i2.6","DOIUrl":"https://doi.org/10.56279/jlle.v16i2.6","url":null,"abstract":"This study analysed errors made by Form Three students in community government secondary schools in Kilimanjaro. The study used purposive sampling to select 22 secondary schools from which 162 students’ written texts were collected for data analysis. The researchers read the written texts; and then, identified, classified and quantified errors based on linguistic and surface taxonomies, including the mechanics ones. Findings showed that syntactic errors were most prevalent, followed by mechanics errors. Morphological and lexical-semantic errors were the least recurring. Student respondents added or omitted an element or used a wrong form that resulted in incorrect usage of verb tense, subject-verb agreement, to-infinitive, participles, articles, pronouns and prepositions. Among the major causes of the errors were first language transfer and imperfect mastery of English itself. Thus, teaching strategies that would help students attend the errors meaningfully in writing classes are required for learners of English as a foreign language in Tanzania. Keywords: Errors, foreign language, interlingual, intralingual, writing","PeriodicalId":309195,"journal":{"name":"Journal of Linguistics and Language in Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121112386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Minimalist Approach to the Analysis of the Structure of the K􀜺bhwan􁏋i Determiner Phrase","authors":"Okoa D. Simile","doi":"10.56279/jlle.v16i2.4","DOIUrl":"https://doi.org/10.56279/jlle.v16i2.4","url":null,"abstract":"While the postulation that a noun phrase is headed by a determiner is a widely accepted approach to the analysis of languages across the world, linguists struggle to ascertain the exact elements which stand as functional categories. This is because languages (especially those in the Bantu family) display individual idiosyncrasies in this area of enquiry. This paper, therefore, examines the Structure of the Determiner Phrase in Kɨbhwanɉi using the Minimalist Approach. Specifically, the paper sought to establish the functional categories that head the DP and to examine the order of modifiers in the Kɨbhwanɉi DP. Data were obtained from Makete District in Njombe Region, Tanzania. They were collected through acceptability judgement, document review and focus group discussion (FGD). The findings of the study show that the functional categories that head the DP in Kɨbhwanɉi are: augments, the prenominal possessive formative –nya, and prenominal demonstratives. An augment and the formative –nya occur pre-nominally with their nouns where they function as determiners. The prenominal demonstrative is raised from its original (base generated) position below D. It has also been found that modifiers may range from one to six. This yields the order (DEM)/(AUG)/(DISTR)/(POSS) > N > POSS > QUANT > DEM > NUM > ADJ > REL. The order of these modifiers is not rigid. For the purpose of encoding emphasis or focus, the order may change, thus making the order neutral.","PeriodicalId":309195,"journal":{"name":"Journal of Linguistics and Language in Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122595231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tanzania and Kenya: Appraisal of Continued Richness in Languages","authors":"M. Mous","doi":"10.56279/jlle.v16i1.6","DOIUrl":"https://doi.org/10.56279/jlle.v16i1.6","url":null,"abstract":"The article is a plea for sustaining the indigenous languages of Tanzania and Kenya. These languages display an impressive richness in diversity which is diminishing currently. It is important to appreciate the value of the current linguistic diversity and that of multilingualism. The article is based on a presentation at a conference of the Languages of Tanzania project and hence is biased towards the Tanzanian situation. I argue that the success of the language policy of promoting Kiswahili now opens the ways to support the local languages that pose no threat to national unity. Given that this article is a plea and one making ample use of my personal experiences of linguistic research in Tanzania and Kenya the style is more personal and lacks the usual detachment of academic papers.","PeriodicalId":309195,"journal":{"name":"Journal of Linguistics and Language in Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127959256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Semiotic Resourcefulness of Okutongerera among Haya Newlyweds","authors":"G. Muganda, Antoni Keya, Frolence Rutechura","doi":"10.56279/jlle.v16i1.8","DOIUrl":"https://doi.org/10.56279/jlle.v16i1.8","url":null,"abstract":"This paper examines okutongerera incantations to determine their semiotic resourcefulness in the giving of presents to Haya newlyweds. The data are from three wedding ceremonies which took place in Bukoba town, Kagera Region. The analysis is informed by social semiotic theory. The findings indicate that the incantations use security-related expressions, precautionary expressions, well-wishing expressions, and main-use-of-thetools/ weapon expressions. These expressions are accompanied by different symbolic actions. The findings show that okutongerera incantations are relatively more resourceful than other kinds of incantations as they have more to communicate regarding the life of the newlyweds than the other kinds do.","PeriodicalId":309195,"journal":{"name":"Journal of Linguistics and Language in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129687845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}