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Peculiarities of Metathesis in Kunha Language
Full text linkThis paper focuses on metathesis, a linguistic phenomenon observed in the unique language called Kunha, a part of the North-Dravidian language family, where sounds are swapped within words. So, instead of the anticipated order of ..xy.. in a sequence of participating sounds, we encounter ..yx.. The final segments of a word can vary depending on the context; in some cases, they appear as a vowel followed by a consonant, while in others, they may be a consonant followed by a vowel. Metathesis in the Kunha language (Odisha, India), analysing its phonological patterns and linguistic implications from a synchronic perspective. Data was collected via 5,000 lexicons and sociolinguistic interviews with NORMs in Sundergarh and Sambalpur districts of Odisha state, alongside comparisons to Kurux and Dravidian etymological sources. Theoretical frameworks categorise metathesis as (1) copy-delete/coalescence operations, (2) transposition outcomes, or (3) allomorphy-driven CV/CC/CVC rearrangements. The results focus on Kunha’s pervasive yet irregular CV/CC/CVC metathesis, previously undocumented, highlighting its typological rarity and challenges for linguistic prediction. For example, the word /oɽok/ ‘bark of a tree’ in Kurux, changes to /uɽku:/ in Kunha. Similarly, /calkur/ ‘sand, gravel’ in Kurux, transforms to /calkri:/ in Kunha. These peculiarities in sound change are not limited to CV (consonant-vowel) clusters; they also occur in CC (consonant-consonant) clusters. For instance, /maːkcuːɳɖ/ ‘name of a flower’ in Kurux, changes to /maːskuːɽ/ in Kunha, resulting in the sound change from [kc] to [sk]. Additionally, metathesis can affect CVC (consonant-vowel-consonant) order, as seen in the transformation of /letheɽ okk-aː/ ‘to sit with the legs crossed’ in Kurux, into /thepeɽ okk-aː/ in Kunha, yielding the change from [leth] to [thep]. Due to these sound transpositions, there is an emergence of a new speech variety called Kunha
Language Attitude of Millennial Sundanese Speakers: A Sociolinguistic Perspective
Full text linkThis study aims to identify the language attitude tendencies of the millennial Sundanese-speaking group in the city of Bandung, along with the factors that influence them. A sociolinguistic approach using a mixed-methods design is employed to measure the dominance of language attitudes among millennials within various domains of their daily communication. This can indicate whether this generation is inclined to maintain their mother tongue or shift toward using other languages in their interactions. A total of 97 individuals responded to the distributed questionnaire; however, only 80 met the predetermined criteria. In this context, the researcher utilized a modified version of the instrument developed by Cohn (2013). In addition, interviews and observations were conducted to gain a deeper perspective on the language attitude tendencies of this millennial group. Millennials like Indonesian and international languages better than Sundanese online because they perceive them as more functional and global. However, though Sundanese use declines in everyday life, a significant majority of respondents are also concerned about language conservation and have encouraged electronic means of preserving Sundanese to thrive in new communication spaces. This study determines that while millennials are cognizant of Sundanese’s cultural and identity value, pragmatic limitations such as speech-level complexity and technological influence are contributing factors in its gradual decline. The findings emphasize the need for innovative strategies, including online content creation and policy implementation, to preserve the use and liveliness of Sundanese among the younger generations
Negotiating Honor Through Indirectness: Off-Record Politeness Strategies in Sasak Elopement Rites
Full text linkThis study examines the off-record politeness strategies employed by the Pembayun Adat leaders during the Sasak elopement ceremony of the Sorong Serah ritual (Merariq). Using qualitative ethnography research. The study’s data were collected through participant observation, semi-structured interviews, and sixteen-hour audio-visual recordings of fifteen Sorong Serah ceremonies conducted in Lombok Timur, Indonesia. The data analysis employs Brown and Levinson’s (1987) politeness models, revealing four strategies: hinting, associative clues, overstating, and metaphorical. These strategies enable Pembayun to manage face-threatening acts (FTAs) used in critique, requests, and negotiations with minimal risk of confrontation. The results show that Pembayun politeness in this context is not merely a matter of linguistic preferences, but also a performance in cultural expectations of morality and ceremony. The study suggests a need to theorize a more culturally situated approach to politeness that captures the nexus between communication’s ethical and symbolic aspects in ritual contexts. By situating politeness in lived practices, this study contributes to cross-cultural pragmatics and ethnographic linguistics, providing relevant applications for intercultural communication, ritual language analysis, and culturally responsive dialogue strategies. It advances politeness theory by emphasizing the need for culturally specific models that account for moral symbolism, high-context communication, and collectivist norms
Language Materiality and Transmodal Production in EFL Classroom: The Case of Dayaknese Students
Full text linkGlobalization has ushered English language teaching (ELT) to a radical shift which results in the incorporation of post-humanist paradigm in ELT. Ironically, however, this paradigm has not been thoroughly considered in ELT in periphery contexts where sociocultural-semiotic symbols as language materiality abound. In this article we consider language materiality as part of cultural materiality and social life which highlights transmodal elements a key concept in parallel localization within communities. The present study examines how the indigenous Dayak community in Kalimantan, Indonesia, utilizes materiality and transmodal production in EFL classrooms to facilitate knowledge construction through interactions with diverse objects, symbols, and resources. An instant ethnography was employed to capture transmodal moments, such as from writing to speaking, video to text, or speech to action, which result in dynamic transformations and expansions of meaning in the multimodal discourses classroom to students who have not previously learned English in their primary school. Multimodal Conversation Analysis (MCA) was used to analyze the data, which revealed that materiality is a transmodal production that encourages students to create meaning via their own lenses. As the students immersed themselves in the phase-by-phase engagement with semiotic symbols related to their English classes, the result shows that they improved their communication skills, comprehension, and access to knowledge. Based on their understanding of English, the knowledge they gain provides them with the opportunities to think critically. Furthermore, transmodal through materials can be applied as sources for students to make meaning
Language Policy and the Pursuit of a New Linguistic Identity in Morocco: A Critical Analysis of Pro-English Discourse on Twitter
Full text linkMorocco’s sociolinguistic landscape has been shaped by enduring historical, political, and ideological forces that continue to structure public discourse on language policy. Moroccan language policy has fluctuated between the unassailable dominance of French in economic, educational and political domains and Arabisation initiatives to reinstate Arabic as the language of national identity. Recently, online campaigns, particularly on social media platforms like Twitter, called for the displacement of French in favour of English as the primary foreign language in the country. Drawing on a corpus of tweets posted between 1 September 2021 and March 2023, this paper uses corpus-assisted discourse studies to examine language ideologies articulated in Arabic, English, French, and Tamazight posts. Findings reveal that English, on one hand, is framed as a language of global opportunity, related to scientific advancement, professional mobility, and cultural modernity. On the other hand, French is portrayed as a colonial remnant, indicative of restricted economic horizons and historical inequality. Concurrently, Arabic and Tamazight emerge in the data not only as symbols of national identity but also as ideological anchors, invoked by some users to advocate for linguistic sovereignty. However, these official languages remain discursively marginal concerning science, technology, and international communication. This paper sheds light on the digital negotiation of Morocco’s linguistic future, where public discourse blurs the boundaries between language policy, colonial past, economic aspirations, and globalisation. By tracing these discursive struggles, this study adds substantially to the understanding of the evolving role of social media in shaping language planning and language ideologies
Pedagogical Translanguaging by EFL Teachers in English Classes in Vietnam
No full textThis study was undertaken to explore the ways EFL teachers used translanguaging between English and Vietnamese in their classes at a university context. Specifically, it aimed to document the alignment of translanguaging theory with classroom evidence in response to calls for research in this direction. A mixed methods design was adopted to conduct the study. Data were collected from two sources: recorded classroom observations in the natural EFL classes in Vietnam and stimulated recall interviews. The stimulated recall interviews with EFL teachers were carried out when the recording had been completed and extracts of the teachers’ translanguaging reviewed. The extracts indicate that during their English teaching, the EFL teachers employed translanguaging frequently to manage classroom activities, provide emotional support, and encourage students’ participation. Besides, the stimulated recall interviews reveal that the teachers translanguaged purposefully to scaffold students with English vocabulary and grammar. They also switched between the two languages to create humor and foster a friendly classroom environment to make students feel comfortable during learning. Their use of translanguaging was found to facilitate students’ metalinguistic awareness and learning new concepts in the English lessons. Overall, the findings from both sources complement each other, revealing the purposeful translanguaging of the teachers for both teaching and managing classes. The study’s findings contribute to supporting intentional translanguaging in context-sensitive language instruction. In addition, the results provide practical implications for EFL teachers to employ translanguaging to assist students in their English learning and more importantly to teach more effectively. The findings also suggest implications for policies embracing the use of L1 intentionally when needed by both EFL teachers and students
Translation Strategies and Cultural Representation in Middle Eastern Restaurant Menus in Klang Valley, Malaysia
No full textThis study examines the translation strategies used in the Klang Valley Region of Malaysia. The primary objectives of this research are to identify the most common strategies, analyze the effectiveness of the menu descriptions, and provide recommendations for improving translation practices in the food industry. A qualitative research design was employed, utilizing a frequency and descriptive analysis framework. Data were collected from a sample of Middle Eastern restaurant menus through convenience sampling. The strategies identified were categorized based on Vinay and Darbelnet’s model of translation strategies, while Nida and Taber’s componential analysis examined the effectiveness of the menu descriptions. The findings reveal that literal translation, transliteration, generalization, and cultural substitution are the most commonly used strategies, each with varying degrees of effectiveness in maintaining cultural integrity and communicative clarity. The results highlight the tension between preserving authenticity and ensuring comprehensibility, underscoring the importance of functional and culturally sensitive translation in multicultural food settings. This research contributes to the broader field of applied translation studies by shedding light on underexplored domains of culinary discourse and offers practical implications for menu translators, restaurateurs, and tourism stakeholders aiming to improve cross-cultural communication
Strategies, Errors, and Challenges in Translating Culture-Specific Items in Chinese-English Literary Works : A Systematic Review
Full text linkIn this paper, the Chinese to English literary translation of Culture-Specific Items (CSIs) published between 2019 and 2024 is analyzed. Different types of CSIs, such as idioms, historical references, proverbs, and culturally specific phrases, are among the most difficult items to translate because of their deep cultural meaning and the challenge in finding appropriate English equivalents. Although exploration of cultural factors and their translations has become increasingly popular, particularly in Translation Studies, systematic reviews of CSIs especially in Chinese to English literary contexts are limited. We employed a qualitative content analysis to synthesize the findings of 25 selected and refined articles. Among them, 18 were empirical articles, while seven were reviews, mainly focusing on the theoretical and conceptual features of CSIs, collected from Google Scholar, JSTOR, and PubMed databases. Three major themes were identified: (1) definitions and typologies of CSIs, (2) translation strategies, and (3) translation errors. We found that among the various strategies and procedures involved in translating CSIs, domestication, foreignization, annotation, adaptation, and literal translation were the most popular, each acknowledging their context-specific efficiencies and limitations. Furthermore, the identified translation errors included cultural misinterpretation, loss of style, omission, and loss of functionality. These errors could often hinder reader comprehension and negatively influence the narrative. Based on the findings, we recommend maintaining a balance between linguistic and cultural faithfulness, emphasizing genre sensitivity, recognizing the significance of translator visibility, and in-depth exploration of the context, and functional equivalence. Conducting empirical reception studies, in addition to further examination of genre representation, integration of human evaluation, and exploring the potential role of translation technology in translating cultural items could offer theoretical and practical guidance to literary translators dealing with cultural items
EFL Students’ Experience in Distance Learning during COVID-19 from a Multidimensional Transactional Distance Perspective
Full text linkEmergence learning during the COVID-19 pandemic was a challenging experience for many learners possibly due to the physical and psychological distance. This distance conceptualized as a transactional distance according to Moore’s theory is a critical issue in distance learning. Therefore, the present study attempted to (1) determine Saudi EFL students’ levels of perceived transactional distance in distance learning, (2) measure the impact of the interaction of course structure, dialogue and learner autonomy on Saudi EFL students’ perceived TD in distance learning during the COVID-19 pandemic (3) examine the effect of socio-demographic and environmental factors on their perceived transactional distance. By administering a multidimensional electronic (e-)survey to 189 students joining distance learning in a Saudi public university, the study provided evidence of learners’ high levels of perceived dialogue, structure, and autonomy, along with low levels of perceived transactional distance. The correlation analyses showed that dialogue, structure, and learner autonomy significantly and inversely correlate with learners’ transactional distance. The ANOVA analysis revealed that the interaction of dialogue and course structure significantly impacts the perceived transactional distance. Moreover, learners’ levels of perceived transactional distance varied according to their socio-demographic and environmental factors, specifically age, gender, university discipline/major and number of online courses taken by them. The study provides useful pedagogical implications for technology use in sustaining learners’ online learning experiences in terms of dialogue, structure and autonomy and in reducing their perceived transactional distance. Thus, the study is useful for promotion of the distance learning potentials in higher educational institutions
Receptive and Productive Collocational Knowledge, Vocabulary Size, Motivation, and Self-Efficacy in ESL Reading Comprehension
Full text linkIn reading research and pedagogy, it is important to understand the nuances of collocation competence in ESL learners’ reading comprehension of English-language learners, investigate the interrelationships, and evaluate the mutual effect. This study aimed to determine the relationship between receptive and productive collocational knowledge, vocabulary size, motivation, and reading comprehension performance of Royal Malaysian Air Force technicians, focusing on the setting of Institute Technology Aerospace (ITAS) in Kedah State in Malaysia. Using a quantitative design, three tests (receptive/productive collocations, vocabulary size) and two questionnaires (motivation, self-efficacy) were administered to 200 technicians studying English reading comprehension courses. These participants were selected through a random probability sampling technique to ensure an unbiased representation of the target population. Data were analysed descriptively and inferentially, conducting correlation and regression analyses. After determining the correlations, three regression models were conceived to evaluate the most contributing variable. The findings revealed that the receptive collocational knowledge of these ESL learners was the most predictive of their reading results, which briefly means that it enhances reading performance. Moreover, all variables had positive and significant correlations with reading performance. In contrast, receptive and productive collocational competence and vocabulary size had higher correlation values than motivation and self-efficacy. The study offers significant theoretical implications for the field of reading research, especially in the Southeast Asian region, and practical implications for teachers, learners, and assessors of ESL reading comprehension