International Journal of Language & Linguistics最新文献

{"title":"Abstract Lexical Structure and Language Transfer in Second Language Learning","authors":"Xuexin Liu, Longxing Wei","doi":"10.30845/ijll.v7n3p1","DOIUrl":"https://doi.org/10.30845/ijll.v7n3p1","url":null,"abstract":"This study adopts the Bilingual Lemma Activation Model (BLAM) to investigate the sources of language transfer and the linguistic nature of interlanguage (IL). The BLAM assumes that the bilingual mental lexicon contains abstract elements called ‘lemmas’ underlying lexemes and that abstract lexical structure contains three levels: lexical-conceptual structure, predicate-argument structure, and morphological realization patterns. This study provides evidence in support of the BLAM’s claim that language-specific lemmas in contact in the bilingual mental lexicon and first language (L1) abstract lexical structure may influence second language (L2) learning and affects IL development. The typical language transfer instances from the IL production of adult native speakers of Japanese learning English as an L2 and adult native speakers of English learning Japanese as an L2. Based on the findings, this study concludes that language transfer should be viewed as lemma transfer during the activation of L1 knowledge at each level of abstract lexical structure. in the sense that lexical structure contains three abstract levels: lexical-conceptual structure, predicate-argument structure, and morphological realization patterns, and the mental lexicon contains abstract elements called „lemmas‟, which provide information about lexemes realized at each of these three levels. The crucial assumption underlying this model is that the lemmas contained in the bilingual mental lexicon are language-specific and are in contact in L2 learning. Three word This study applies the BLAM to the exploration of sources of language transfer at a rather abstract level of speech production process. This study is abstract in the sense that it goes beyond the surface observation and description of language transfer by investigating the nature and activity of the bilingual mental lexicon during IL production. As assumed in the BLAM, the bilingual mental lexicon contains language-specific lemmas underlying particular lexemes, and such language-specific lemmas are in contact in L2 learning. Different from most previous studies, this study discusses the phenomena of language transfer in terms of lemma transfer in three subsystems of abstract lexical structure: lexical-conceptual structure, predicate-argument structure, and morphological realization patterns. This study offers three implications for understanding the nature and role of language transfer in L2 learning and IL development. knowledge being learned. The BLAM predicts that sufficient acquisition of language-specific lemma specifications for the L2 abstract lexical structure becomes absolutely necessary for successful SLA. To make this happen, language-specific lemmas in the bilingual mental lexicon must be clearly separated during the process of L2 learning. This is because successful SLA involves language transfer as an unavoidable and transitional procedure, but language-specific lexicalization and grammaticalization patterns mu","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127465043","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":"Analyzing the Discourse of WhatsApp's Status","authors":"Hamid Ibrahim Al-Shishtawi","doi":"10.30845/ijll.v6n3p3","DOIUrl":"https://doi.org/10.30845/ijll.v6n3p3","url":null,"abstract":"The current study investigates the discourse of WhatsApp's status written by the users of WhatsApp application. The main goal of the study is to explore the types of status that people use. The discourse analysis of these status shows how the users manipulate in the language used to suit their concerns in order to represent their feelings. The study revealed that Whatsapp's status serve as a way to convey a specific messages, identities, and feelings through the language used by the users to be seen by others. Three hundred written status were collected and analyzed to investigate the types of them. Results indicate that the users of WhatsApp use standard and non-standard languages.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130526386","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 Audio-Visual Integrated Approach to Japanese Language and Culture","authors":"Xuexin Liu","doi":"10.30845/ijll.v6n1p1","DOIUrl":"https://doi.org/10.30845/ijll.v6n1p1","url":null,"abstract":"One of theobvious challenges in teaching a foreign language is how to provide learners with access to the target language environment, where learners can receive, comprehend and interact with the target language input. ‘Acculturation’ is an important process of second or foreign language acquisitionbecause the target language knowledge and skills are embedded in and driven by the target culture.This paper proposes an audio-visual integrated approach to Japanese language and culture as a bridge to acculturation for desirable learning outcomes. It discusses why it becomes necessary to use audio-visual materials as a teaching strategy, suggests how such materials should be applied to classroom teaching and learning, outlines the roles that teachers should play in an audio-visual classroom, and proposes the methods of using audio-visual materials. It concludes that it is indispensable to use technology and integrate it into the foreign language curriculum to enhance meaningful and successful learning.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130966320","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":"Frère d’âme : parcours d’une conscience","authors":"Malak Nabil Halabi","doi":"10.30845/ijll.v6n4p4","DOIUrl":"https://doi.org/10.30845/ijll.v6n4p4","url":null,"abstract":"","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132063397","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":"Yoruba Proverbs as Expression of Socio- Cultural Identity in the South-Western, Nigeria","authors":"O. Olanrewaju, Felicia Titilayo","doi":"10.30845/ijll.v7n3p6","DOIUrl":"https://doi.org/10.30845/ijll.v7n3p6","url":null,"abstract":"The paper highlights the use of proverbial expressions as means for expressing some socio-cultural identities among the Yoruba people of south western Nigeria. Within the Yoruba traditions, values, and norms that are verbally expressed through proverbs, there are some inherent cultural traits that are easily identified with by both the speakers and listeners. For effective understanding of these proverbs, a brief historical background of the Yoruba ethnic group is considered. The theoretical framework used is on Diderik Baten’s Contextual Theory of Meaning. It holds that the meanings of sentences in terms of actions and observations are seen in relation to the functions performed relating to the background beliefs. The study reveals that proverbs are used directly, indirectly as tools for bringing out inherent traits that run through a particular group of people; the Yoruba are culturally unified with such traits as hard work, tolerance, perseverance, politeness, ethical norms and common sense. It is recommended that its study be given prominence in the curricular of schools and tertiary institutions in Nigeria. Proverbs are strong tools for identity among the peaceful nation . The above proverbs provided better understanding of the cultural heritage as a look at the selected proverbs in the paperhave reflected the expression of hopefulness, warning,and provision of cultural and social educational legacy that worth being identified with by the youths. Evidently, this study shows that; proverb is an important tool that has been used to illuminate the society, invigorate the individuals, it has also been used as a binding wire to sustain the norms and cultural values in most indigenous society like the Yoruba before the advent of colonisation and westernisation that affected their initial speedy growth.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126759044","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 Comparative Study of e-Writing and Traditional Writing Classroom to Improve English Writing Ability and Motivate Autonomous Learning of Thai EFL Learners","authors":"Pongpatchara Kawinkoonlasate","doi":"10.30845/IJLL.V6N2P4","DOIUrl":"https://doi.org/10.30845/IJLL.V6N2P4","url":null,"abstract":"The purposes of this quasi-experimental study were: 1) to compare students’ writing ability before and after receiving e-Writing program and traditional writing classroom., 2) to compare the differences in learner satisfaction and motivation after receiving e-Writing and traditional writing classroom., and 3) to explore learner autonomy after receiving the two different kinds of teaching methods. The informants were 60-second year students who were divided by quota sampling method into two groups (A and B) of 30 learners each. Group A received an e-Writing method, whereas Group B received a Traditional writing classroom. The research instruments used for data collection were lesson plans, e-Writing program, learner perception questionnaires, interview questions, and English writing test (Pretest and Posttest). The quantitative data were collected and analyzed using average, standard deviation, and t-test. Interview data was analyzed by means of content analysis. The quantitative finding revealed that the English writing ability of the students group under e-Writing teaching was significantly higher than the controlling group at the .001 level. From the questionnaire results, the overall levels of satisfaction and autonomous learning after receiving the e-Writing program were found to be good. Additionally, the interview results showed that the students seemed to enjoy the lessons more in the e-Writing which appeared to promote more learner autonomy than the traditional writing classroom. Recommendations were made and presented in two categories: benefits of future practice and further research.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126079899","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 Use of QIin the Pre-Qin Period of China: A Corpus-Based Study","authors":"Changrong Li, Hongkun Li","doi":"10.30845/ijll.v7n2p9","DOIUrl":"https://doi.org/10.30845/ijll.v7n2p9","url":null,"abstract":"QI (air) is one of the key concepts throughout the development of Chinese traditional philosophy and culture. This study explores the thought of QI in the pre-Qin period of China by a corpus-based quantitative study of the meanings of QI in the scriptures of this period. Results show that a majority of the meanings of QI have been produced in the pre-Qin period and there is a priority list of scriptures in terms of the contributions of the meaning extension of QI. The period of the Spring and Autumn and Warrior States (a period before Qin Dynasty) is an important stage when QI was used extensively and many philosophical thoughts related to QI were produced.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125054164","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 Contrastive Analysis of English and Wolof Noun Phrases","authors":"Hafissatou Kane","doi":"10.30845/ijll.v7n2p13","DOIUrl":"https://doi.org/10.30845/ijll.v7n2p13","url":null,"abstract":"","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126282077","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":"Syntactic and Semantic Abilities of Bilingual versus Monolingual Preschoolers with Language Impairment and ADHD","authors":"Eliane Ramos, M. Suarez, Katie C. Hart, P. Graziano","doi":"10.30845/IJLL.V6N2P1","DOIUrl":"https://doi.org/10.30845/IJLL.V6N2P1","url":null,"abstract":"This study examined the semantic and syntactic abilities of monolingual versus bilingual children with concurrent LI and ADHD in English. Sixteen children aged 4 to 7 years of age presenting with concurrent LI and ADHD participated in the study, eight were in the monolingual group and eight in the bilingual group.A story retell task was used to elicit narratives from each participantwhich were then analyzed for various syntactic and semantic productions. No differences were found between the 2 groups in useof grammatical morphology, percentage of mazes produced, and mean length of utterance. The bilingual group had higher rates of complex sentences and lexical diversity, while the monolingual group produced a higher number of utterances per narrative sample.The study concluded that bilingualism presents no disadvantage for children with concurrent LI and ADHD and, in this particular study, indicated an advantage for sentence complexity and vocabulary diversity.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128257219","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":"In Search of Duras’s Ourika","authors":"Rosalind R. Dawson","doi":"10.30845/ijll.v7n2p2","DOIUrl":"https://doi.org/10.30845/ijll.v7n2p2","url":null,"abstract":"Ourika, the French novelette by Claire de Duras has been a point of avid discussion from its publication in 1823 to the present. By 1824 the story had been reprinted in second, third and fourth editions, adapted for the stage, and lauded by such nineteenth century luminaries as Chateaubriand, Goethe and Sainte-Beuve. A likeness of the protagonist, a slave girl raised as a French aristocrat, was commissioned by Louis XVIII. In her introduction to Ourika‘s 1977 English translation, literary critic Joan DeJean writes, ―In a few months, the anonymously and privately printed novel had evolved from a story Duras entertained her friends within the privacy of her popular salon 1 ,‖ to ―one of the most widely circulated novels of the day‖ (Duras viii). In his foreword Fowles distinguishes the book as the ―first serious attempt by a white novelist to enter a black mind‖ (xxx). DeJean concurs, ―Duras [has] created an African character who is truly an individual and not simply a type...a heroine designed more than anything to make the experience of prejudice as it is endured by its victim...a reality‖ (Durasxi, xii). While DeJean‘s conclusions reflect a pervasively shared view, they are, like Duras‘s rendering of her protagonist, highly problematic. Contrary to Fowles‘s assertion, Ourika signifies stock character: the maltreated Negress who is inexorably impelled to hate herself because she is black. Rather than inspiring deeper understanding, the portrait elicits pity.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"34 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116593621","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}