Indian Journal of Language and Linguistics
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Re-evaluating Affixes and Clitics in Munda Multi-verb Constructions
No full textLanguages from the same genetic lineage often exhibit differences in certain parameters, but significant variation in their morphological typology is uncommon. Austroasiatic languages present a notable paradox, where Munda languages are categorized as polysynthetic, while Mon-Khmer languages are considered isolating. This contrast within the same linguistic family, with both sub-branches occupying opposite ends of the synthesis continuum, is particularly intriguing. This paper aims to explore whether the morphological disparity between Munda and Mon-Khmer languages can be reconciled by examining specific bound elements in Munda languages that contribute to their synthetic characteristics. The study conducts a detailed analysis of numerous bound elements in Munda languages, comparing these to similar structures in Mon-Khmer languages. The focus is on understanding whether these bound markers are better classified as clitics rather than affixes, especially in the context of multi-verb constructions. The analysis suggests that many bound elements in Munda languages are more likely to be clitics rather than affixes. The study specifically investigates phrase-level affixation involving multi-verbs, concluding that when these markers attach at the phrase level, they should be considered clitics. This study sheds light on the synthetic nature of Munda languages within the Austroasiatic family, arguing for a reclassification of certain bound markers as clitics rather than affixes, particularly in multi-verb constructions. This reclassification could help reconcile the typological differences observed between Munda and Mon-Khmer languages
Recollection of Myths and Linguistic Construction of the Marwari Identity
Get PDFMarwari is one of the widely spoken languages in Rajasthan, with 45–50 million people speaking it in the Marwar region of western Rajasthan, India. Although historically linked with the Mahajani script, Marwari is usually written in the Devanagari script indicating the broader socio-cultural changes that take place within the society. They have developed their own socio-cultural identity, molded by both internal and external factors. The present study is carried out to examine how these changes, including dialectal differences, form and are affected by the linguistic construction of Marwari identity. The Marwaris of Rajasthan are seen to confront a variety of obstacles in terms of preservation, standardization, and recognition, particularly in the context of national and regional identity movements. So, this study addresses the research problem by examining how the linguistic practices, including dialectal variants, contribute to the development and reinforcement of Marwari identity, as well as how these practices have evolved over time in response to sociopolitical influences. The data gathered for this study are based on sociolinguistic approach, including qualitative interviews, participant observation, and textual analysis to explore the changing relation between language and identity. It also focuses on the mythological, historical, and sociopolitical settings of Marwari identity assertion movements, examining their impact on linguistic outcomes. Thus, this study reveals that in Marwari community, the dialectal variances are not only related to linguistic differences but they are intricately linked to socio-cultural identity, influencing how Marwari speakers see themselves and are regarded by others. It also emphasizes the need for deeper understanding of knowledge on how language and identity interact within the Marwari-speaking community, as well as insights into the larger dynamics of language preservation and cultural continuity
Language Choice Among Children of Couples of Different Languages: A Case Study of Techiman Municipality in the Brong Ahafo Region of Ghana
Get PDFGhana is a multilingual country with an average Ghanaian being exposed to at least more than one language. This linguistic situation often impacts language choices among bi/multi-lingual families where parents from different linguistic backgrounds face the reality of deciding which language(s) to expose their children to. This study investigates possible opportunities and challenges that the children of Ghanaian couples of different languages face in choosing the language(s) to speak with either parents or both parents at home using families in Techiman in the Bono East Region of Ghana as a case study. The study, therefore, sought to answer the key question, “What language(s) do children of couples of different languages speak at home with their parents?” Using the purposive sampling technique, the study collected data using questionnaires which were analysed using the bivariate data analysis procedure of Content Analysis (CA). The analyses of the data show that the children of couples of different languages spoke English and Twi/Bono as the major unmarked codes used at home. Some other languages such as Dagomba/Mampruli, Gonja, Sissala, and Hausa were also used at home by a minority of the respondents. The study further found that speaking multiple languages helped the children to make friends seamlessly and to participate in school, church, and mosque activities, and the languages play certain roles in those domains. The study also shows that the main domains where the children of Ghanaian couples of different languages choose a particular code or language are schools, churches, and markets. The outcome of the study contributes to studies on family language use and has implications for language maintenance
The Interplay between Teacher Support, Behavioral Engagement, and Academic Performance among Chinese Secondary EFL Learners
Get PDFTeacher support is a crucial form of social support available to secondary school students, particularly within classroom settings. Numerous studies have investigated the relationship between perceived teacher support and academic achievement, consistently showing a positive predictive relationship. However, limited research has delved into the underlying mechanisms linking perceived teacher support and academic achievement, particularly within EFL (English as a Foreign Language) learning, especially in the Chinese educational setting. Therefore, this study aimed to examine the predictive influence of perceived teacher support on EFL achievement and the mediating role of behavioral engagement between these constructs. Data was collected from 688 Chinese secondary school students aged 12 to 15 (M =12.97, SD = 0.76). Results demonstrated a positive correlation between perceived teacher support, behavioral engagement, and EFL achievement. Furthermore, behavioral engagement fully mediated the relationship between perceived teacher support and EFL achievement. Implications, limitations, and directions for future research are also discussed
Language Death Perspectivation of Planned or Unplanned Language Death
Get PDFThe present paper is a conceptual paper which explores the innate nature of languages exploring how they are in constant flux. From their sociological birth to them being politically accepted, languages go through a plethora of changes. This paper explores concepts like high and low varieties of language e.g. Hindi in playgrounds and Hindi used to teach; the concept of prestige associated with a language, as well as concepts like elaborate and restricted code by Basil Bernstein. It explores the creole continuum and how they are connected to language death. Diglossic conditions may also lead to languages being used over another leading to language disuse. Certain linguistic groups, despite having a working language, assimilate themselves with a larger language due to many possible reasons (economic, political, geographical or anything else). This paper will take the discussion forward with how policy decisions can also lead to systematic extinction of certain languages due to the farsightedness of language planning. Paulo Friere (Friere, 1985) spoke about how local languages can be the backbones of language education. This paper explores the inability of state level language planning policies at incorporating local languages into the curriculum leading to eventual endangerment of the language over generations. This paper will also look at languages with shared script and how it might be the result of language imperialism over centuries. The content and opinions expressed are that of the authors and are not necessarily endorsed by/do not necessarily reflect the views of Azim Premji University
Language Shift and Maintenance of Chittagonian Language towards Standard Bengali Language
Get PDFThis study aims to investigate which form of Bengali, Chittagonian or Standard, is most commonly used by native Chittagong speakers in their everyday lives. In other words, it seeks to determine if there is a language shift and the maintenance of Chittagonian amid Standard Bengali's dominance. The native speakers of Chittagonian from 19 distinct locations in the Chittagong district participated in the study. The study's time frame was from May 2022 to August 2022, and 117 respondents were interviewed using a formulated questionnaire. Descriptive statistics is used for quantitative analysis. The study's findings demonstrate that language usage preferences vary depending on the context. According to the results, most respondents are comfortable using Chittagonian with family and in their neighborhoods. In contrast, Standard Bengali is widely used in education and public settings because it effectively conveys information. The study concluded that as most of Chittagong's local people continue to speak Chittagonian, it is not at imminent risk of being completely displaced. Although the Chittagonian language is shifting in education and public places, the transition is gradual, and the language is still safe. It indicates that Chittagonian is preserved by locals and will continue to be used for generations to come
Navigating Identity: A Study of the Khasis in Meghalaya's Multilingual Borderlands
Get PDFThis paper attempts to study the factors that influence identity perception of the Khasis in a language contact environment in four borders of Meghalaya. The study finds that the ecology of contact, intermarriage, and migration play a significant role in shaping the linguistic and cultural identity perception of the Khasis. The study also demonstrates that the language that people use in a particular community is not just a matter of communication, but is also influenced by the social and cultural context of the contact environment. Apart from utility and value, the kind of motivation associated with language can perceptively affect one’s language and cultural identity. The study provides valuable insights into the complex factors that influence cross-border multilingualism and its impact on identity formation. The findings of the study have implications for the understanding of multilingualism in a contact situation on one hand, and the underpinnings of language and cultural in identity formation
Phonological representation skills in typically developing Preschoolers
Get PDFPhonological representations are considered the source of speech sound information that forms the basis of spoken words. Phonological awareness tasks, as well as other expressive tasks, are used to infer phonological representations. However, receptive tasks are increasingly used to assess phonological representations in preschool children. Since the phonological structures vary in each language, there is an increasing need to examine the underlying representations in various languages. The present study evaluated articulation error identification for vowels and consonants in Malayalam speaking preschool children aged 3.6 to 5 years. An articulation error identification and correction test for vowels and consonants developed by the investigators was administered to all the participants. Thirty words with clusters within the vocabulary of children aged 3.6 to 5 years were used as target items for the test. The results revealed that age had a significant effect on the scores obtained in the tasks, with children in the older age group scoring higher than the younger age group. Better scores were obtained for consonants than for vowels, signifying a developmental trend in the ability to detect subtle articulatory modifications. From the results it is evident that preschool children have developed adequate phonological representations to distinguish errors in a single phoneme. The results also support the pivotal role of articulation error identification tasks for the assessment of underlying phonological representations in preschool children. Data of Phonological representations in Malayalam speaking preschool children is less. This study aimed at understanding the phonological representations in Malayalam speaking preschool children in the age range of 3.6-5.0 years
On Indo–European /H/
Get PDFThe existence of a phoneme /h/ in Proto–Indo–European is still the subject of debate in academic circles. While the supporters of the laryngeal theory take its existence foregranted along with other phonemes of an abstractly laryngeal nature, the detractors of this theory are basically divided between those who deny its existence and those others, supporters of the so–called monolaryngealist theory, who do accept its existence
Language Errors among Iranian EFL Students with High and Low Levels of Writing Anxiety
Get PDFWriting is known as one of the major important language skills and it is the most difficult language skills for most EFL and ESL learners. In addition, anxiety is one of the factors that many language learners face with it in the writing process. This paper examines language errors among Iranian students of English with high and low levels of writing anxiety. For this purpose, 250 English language learners from universities of the south of Iran were participated in this research. This research used two tools to collect data: the Second Language Writing Anxiety Questionnaire (SLWAI), which was a pre-test containing 22 items and three subscales of physical anxiety, avoidance behavior, and cognition based on a Likert point scale. In addition, a language test in the form of essay writing was used to recognize their different categories and main errors in the writing performance. The results of this research showed that there is a negative relationship between students' anxiety and the number of errors in their writing performance. This study discusses the implications of this finding for English language learners and teachers