A cross-linguistic study of lexical iconicity and its manifestation in bird names

Abstract This dissertation is a cross-linguistic study of lexical iconicity. The study is based on a genealogically stratified sample of 237 languages. The aim is to contribute with an empirical study to the growing dialogue focusing on different forms of lexical iconicity. The conceptual framework of the present study is based on an analysis of types and means of lexical iconicity in the sample languages. Archaeological and cultural evidence are used to tie lexical iconicity to its context. Phenomena related to lexical iconicity are studied both cross-linguistically and language-specifically. The cognitive difference between imitation and symbolism is essential. Lexical iconicity is not only about the iconic relationship between form and referents, but also about how certain iconic properties may become conventional, means used to create sound symbolism. All the sample languages show some evidence of lexical iconicity, demonstrating that it is a universal feature. Nine comparisons of onomatopoeic verbs and nouns, with samples varying between six and 141 languages, show that typologically highly different languages use similar means for creating words based on sound imitation. Two cross-linguistic comparisons of bird names demonstrate that a vast majority of the Eurasian names of the common cuckoo and the world-wide names of crow and raven of the 141 genera are onomatopoeic.

Critical Discourse Analysis research methods for the English classroom

Critical Discourse Analysis (CDA) is an approach to analysing the discourses that operate in social contexts, such as classrooms in schools, and their material effects on people, such as teachers and learners. CDA offers a range of ways of engaging with the relationship between texts in context and the power they exercise. In this article, I overview key approaches and provide detail of Fairclough’s (1992, 2003) textually-oriented, linguistic method of CDA, with an example from my own research. I offer a challenge for English teachers, as researchers, to ‘make strange’ the familiar world of their classroom work, and in so doing, identify possibilities for productive change.

Taking the linguistic turn seriously: Strategy as a multifaceted interdiscursive phenomenon

Although we have seen a proliferation of studies examining the discursive aspects of strategy, the full potential of the linguistic turn has not yet been realized. This paper argues for a multifaceted interdiscursive approach that can help to go beyond simplistic views on strategy as unified discourse and pave the way for the new research efforts. At the meta-level, it is important to focus attention on struggles over competing conceptions of strategy in this body of knowledge. At the meso-level it is interesting to examine alternative strategy narratives to better understand the polyphony and dialogicality in organizational strategizing. At the micro-level, it is useful to reflect on the rhetorical tactics and skills that are used in strategy conversations to promote or resist specific views. This paper calls for new focused analyses at these different levels of analysis, but also for studies of the processes linking these levels.

Linguistic Polarization and Conflict in the Basque Country

This paper investigates the relationship between linguistic polarization and conflict in the Basque Country. During the 40 years of Franco’s dictatorship the use of the Basque language was banned. Therefore, there may be some linguistic roots underlying the conflict in the Basque Country. We show that at the municipality level, linguistic polarization reduces the level of conflict. This finding is robust to various ways of measuring linguistic and ideological polarization and the inclusion of other covariates. In addition, we find that a high level of the stock of human capital is beneficial for reducing conflict intensity.

An Analysis of English, Spanish and Basque Demonstratives in Narrative: a Matter of Viewpoint

[EN]This paper undertakes the study of the occurrence of non-corresponding demonstrative forms in Spanish, Basque and English in exactly the same linguistic context. It is proposed that the differenccs in the choice of the demonstratives result from the differences in the kind of iniormation that must be coded in each of the languages. Thus, I will argue that in Spanish and Basque the obligatory coding of the aspectual categories of the imperfect and the preterit has the function of imposing specific viewing arrangements onto the situations they designate. By contrast, in English, where the aspectual distinction is not overtly coded, the demonstrativcs are proposed to fulfil this function.

A Game-Theoreteic Analysis of Minority Language Use in Multilingual Societies

This chapter studies multilingual democratic societies with highly developed economies. These societies are assumed to have two languages with official status: language A, spoken by every individual, and language B, spoken by the bilingual minority. We emphasize that language rights are important, but the survival of the minority language B depends mainly on the actual use bilinguals make of B. The purpose of the present chapter is to study some of the factors affecting the bilingual speakers language choice behaviour. Our view is that languages with their speech communities compete for speakers just as fi rms compete for market share. Thus, the con ict among the minority languages in these societies does not take the rough expressions such as those studied in Desmet et al. (2012). Here the con flict is more subtle. We model highly plausible language choice situations by means of choice procedures and non-cooperative games, each with different types of information. We then study the determinants of the bilinguals ' strategic behaviour with regard to language. We observe that the bilinguals' use of B is shaped, essentially, by linguistic conventions and social norms that are developed in situations of language contact.

Tracing the Origins of Hakka and Chaoshanese by Mitochondrial DNA Analysis

Hakka and Chaoshanese are two unique Han populations residing in southern China but with northern Han (NH) cultural traditions and linguistic influences. Although most of historical records indicate that both populations migrated from northern China in the last two thousand years, no consensus on their origins has been reached so far. To shed more light on the origins of Hakka and Chaoshanese, mitochondrial DNAs (mtDNAs) of 170 Hakka from Meizhou and 102 Chaoshanese from Chaoshan area, Guangdong Province, were analyzed. Our results show that some southern Chinese predominant haplogroups, e.g. B, F, and M7, have relatively high frequencies in both populations. Although median network analyses show that Hakka/Chaoshanese share some haplotypes with NH, interpopulation comparison reveals that both populations show closer affinity with southern Han (SH) populations than with NH. In consideration of previous results from nuclear gene (including Y chromosome) research, it is likely that matrilineal landscapes of both Hakka and Chaoshanese have largely been shaped by the local people during their migration southward and/or later colonization in southern China, and factors such as cultural assimilation, patrilocality, and even sex-bias in the immigrants might have played important roles during the process. Am J Phys Anthropol 141:124-130, 2010. (C) 2009 Wiley-Liss, Inc.

A corpus-driven error analysis of the oral and written production of Leaving Certificate Spanish learners

The Leaving Certificate (LC) is the national, standardised state examination in Ireland necessary for entry to third level education – this presents a massive, raw corpus of data with the potential to yield invaluable insight into the phenomena of learner interlanguage. With samples of official LC Spanish examination data, this project has compiled a digitised corpus of learner Spanish comprised of the written and oral production of 100 candidates. This corpus was then analysed using a specific investigative corpus technique, Computer-aided Error Analysis (CEA, Dagneaux et al, 1998). CEA is a powerful apparatus in that it greatly facilitates the quantification and analysis of a large learner corpus in digital format. The corpus was both compiled and analysed with the use of UAM Corpus Tool (O’Donnell 2013). This Tool allows for the recording of candidate-specific variables such as grade, examination level, task type and gender, therefore allowing for critical analysis of the corpus as one unit, as separate written and oral sub corpora and also of performance per task, level and gender. This is an interdisciplinary work combining aspects of Applied Linguistics, Learner Corpus Research and Foreign Language (FL) Learning. Beginning with a review of the context of FL learning in Ireland and Europe, I go on to discuss the disciplinary context and theoretical framework for this work and outline the methodology applied. I then perform detailed quantitative and qualitative analyses before going on to combine all research findings outlining principal conclusions. This investigation does not make a priori assumptions about the data set, the LC Spanish examination, the context of FLs or of any aspect of learner competence. It undertakes to provide the linguistic research community and the domain of Spanish language learning and pedagogy in Ireland with an empirical, descriptive profile of real learner performance, characterising learner difficulty.

"The Heart of Irish-Language Proverbs": A Linguo-Stylistic Analysis of Explicit Metaphor

Metaphor has featured frequently in attempts to define the proverb (see Taylor 1931, Whiting 1932, Mieder 1985, 1996), and since the advent of modern paremiological scholarship, it has been identified as one of the most salient markers of ‘proverbiality’ (Arora 1984) across a broad spectrum of world languages. Significant language-specific analyses, such as Klimenko (1946), Silverman-Weinreich (1981), and Arora (1984) have provided valuable qualitative information on the form and function of metaphor in Russian, Yiddish, and Spanish proverbs respectively. Unfortunately, no academic scholarship has engaged with the subject of metaphor in Irish proverbs. This study builds on international paremiological research on metaphor and provides for the first time a comprehensive quantitative and qualitative analysis of the form, frequency, and nature of linguistic metaphors in Irish proverbs (1856-1952). Moreover, from the perspective of paremiology, it presents a methodological template and result-set that can be applied cross-linguistically to compare metaphor in the proverbs of other languages.

Assessing and measuring impact of a digital collection in the humanities: An analysis of the SPHERE (Stormont Parliamentary Hansards: Embedded in Research and Education) Project

Although a substantial corpus of digital materials is now available to scholarship across the disciplines, objective evidence of their use, impact, and value, based on a robust assessment, is sparse. Traditional methods of assessment of impact in the humanities, notably citation in scholarly publications, are not an effective way of assessing impact of digital content. These issues are problematic in the field of Digital Humanities where there is a need to effectively assess impact to justify its continued funding and existence. A number of qualitative and quantitative methods exist that can be used to monitor the use of digital resources in various contexts although they have yet to be applied widely. These have been made available to the creators, managers, and funders of digital content in an accessible form through the TIDSR (Toolkit for the Impact of Digital Scholarly Resources) developed by the Oxford Internet Institute. In 2011, the authors of this article developed the SPHERE project (Stormont Parliamentary Hansards: Embedded in Research and Education) specifically to use TIDSR to evaluate the use and impact of The Stormont Papers, a digital collection of the Hansards of the Stormont Northern Irish Parliament from 1921 to 1972. This article presents the methodology, findings, and analysis of the project. The authors argue that TIDSR is a useful and, critically, transferrable method to understand and increase the impact of digital resources. The findings of the project are modified into a series of wider recommendations on protecting the investment in digital resources by increasing their use, value, and impact. It is reasonable to suggest that effectively showing the impact of Digital Humanities is critical to its survival.

Personalising Crime and Crime-fighting in Factual Television:an Analysis of Social Actors and Transitivity in Language and Images

This article addresses the lack of work on media and crime in Critical Discourse Analysis (CDA), using an example of a factual television crime report. The existing research in media studies and criminology points to the way that the media misrepresents crime by distorting public understandings and backgrounding structural issues, such as poverty, which are related to crime thereby legitimising a criminal justice system that serves the interests of the powerful in society. Using social actor and transitivity analysis, this article shows how multimodal CDA can make an important contribution as it reveals the more subtle linguistic strategies and visual representations by which this process is accomplished, showing how each plays a part in the recontextualisation of social practice. This programme backgrounds which crimes are committed but foregrounds mental states and the neutrality of policing.

Multimodal Critical Discourse Analysis (MCDA)

Critical Discourse Analysis (CDA) has probably made the most comprehensive attempt to develop a theory of the inter-connectedness of discourse, power and ideology and is specifically concerned with the role that discourse plays in main-taining and legitimizing inequality in society. While CDA’s general thrust has been towards the analysis of linguistic structures, some critical discourse analysts have begun to focus on multimodal discourses because of the increasingly impor-tant role these play in many social and political contexts. Still, a great deal of CDA analysis has remained largely monomodal. The principal aim of this chapter is therefore to address this situation and demonstrate in what ways CDA can be deployed to analyse the ways that ideological discourses can be communicated, naturalised and legitimated beyond the linguistic level. The chapter also offers a rationale for a multimodal approach based on Halliday’s Systemic Functional Linguistics (SFL), by which it is directly informed

A conceptual analysis of research literature on teachers' ideology and literacy practices: extending the dialogue through a secondary analysis of high school English as an additional language contexts /

This thesis provides a conceptual analysis of research literature on teachers' ideology and literacy practices as well as a secondary analysis of three empirical studies and the ways in which the ideologies of the English as an Additional Language (EAL) (Street, 2005) teachers in these contexts impact the teaching of literacy in empowering/disabling ways. Several major theoretical components of Cummins (1996, 2000), Gee (1996, 2004) and Street (1995, 2001) are examined and integrated into a conceptual triad consisting of three main areas: power and ideology, validation of students ' cultural and linguistic backgrounds, and teaching that empowers. This triad provides the framework for the secondary analysis of three empirical studies on the ideologies of secondary EAL teachers. Implications of the findings from the conceptual and secondary analyses are examined in light of the research community and secondary school teachers of EAL.

Cross-Linguistic Transfer (CLT) in Bilingual Speakers : Neural Correlates of Language Learning

Le but de cette thèse est d'étudier les corrélats comportementaux et neuronaux du transfert inter-linguistique (TIL) dans l'apprentissage d’une langue seconde (L2). Compte tenu de nos connaissances sur l'influence de la distance linguistique sur le TIL (Paradis, 1987, 2004; Odlin, 1989, 2004, 2005; Gollan, 2005; Ringbom, 2007), nous avons examiné l'effet de facilitation de la similarité phonologique à l’aide de la résonance magnétique fonctionnelle entre des langues linguistiquement proches (espagnol-français) et des langues linguistiquement éloignées (persan-français). L'étude I rapporte les résultats obtenus pour des langues linguistiquement proches (espagnol-français), alors que l'étude II porte sur des langues linguistiquement éloignées (persan-français). Puis, les changements de connectivité fonctionnelle dans le réseau langagier (Price, 2010) et dans le réseau de contrôle supplémentaire impliqué dans le traitement d’une langue seconde (Abutalebi & Green, 2007) lors de l’apprentissage d’une langue linguistiquement éloignée (persan-français) sont rapportés dans l’étude III. Les résultats des analyses d’IRMF suivant le modèle linéaire général chez les bilingues de langues linguistiquement proches (français-espagnol) montrent que le traitement des mots phonologiquement similaires dans les deux langues (cognates et clangs) compte sur un réseau neuronal partagé par la langue maternelle (L1) et la L2, tandis que le traitement des mots phonologiquement éloignés (non-clang-non-cognates) active des structures impliquées dans le traitement de la mémoire de travail et d'attention. Toutefois, chez les personnes bilingues de L1-L2 linguistiquement éloignées (français-persan), même les mots phonologiquement similaires à travers les langues (cognates et clangs) activent des régions connues pour être impliquées dans l'attention et le contrôle cognitif. Par ailleurs, les mots phonologiquement éloignés (non-clang-non-cognates) activent des régions usuellement associées à la mémoire de travail et aux fonctions exécutives. Ainsi, le facteur de distance inter-linguistique entre L1 et L2 module la charge cognitive sur la base du degré de similarité phonologiques entres les items en L1 et L2. Des structures soutenant les processus impliqués dans le traitement exécutif sont recrutées afin de compenser pour des demandes cognitives. Lorsque la compétence linguistique en L2 augmente et que les tâches linguistiques exigent ainsi moins d’effort, la demande pour les ressources cognitives diminue. Tel que déjà rapporté (Majerus, et al, 2008; Prat, et al, 2007; Veroude, et al, 2010; Dodel, et al, 2005; Coynel, et al ., 2009), les résultats des analyses de connectivité fonctionnelle montrent qu’après l’entraînement la valeur d'intégration (connectivité fonctionnelle) diminue puisqu’il y a moins de circulation du flux d'information. Les résultats de cette recherche contribuent à une meilleure compréhension des aspects neurocognitifs et de plasticité cérébrale du TIL ainsi que l'impact de la distance linguistique dans l'apprentissage des langues. Ces résultats ont des implications dans les stratégies d'apprentissage d’une L2, les méthodes d’enseignement d’une L2 ainsi que le développement d'approches thérapeutiques chez des patients bilingues qui souffrent de troubles langagiers.

The role of ‘Shared Memories’ in shaping nationalist movements : a comparative historical analysis of the Flemish and Québécois nationalist movements

Les mouvements nationalistes flamands et québécois divergent en concernant leur structure; par exemple le nationalisme flamand s'est développé comme un mouvement chrétien-démocrate, alors que le nationalisme québécois contemporain s’est galvanisé autour d'une idéologie laïque de gauche. Par ailleurs, il existe un contraste entre les poids sociodémographique, politique et économique portés par la région de Flandres en Belgique, et ceux portés dans la province du Québec au Canada. Cependant, malgré les influences divergentes structurelles et systémiques, les mouvements nationalistes flamand et québécois ont développé et maintenu des profils très similaires. Par exemple, les deux mouvements nationalistes se définissent par une distinction ethnolinguistique, les deux ont un discours nationaliste parallèle axé sur la nécessité de préserver et de protéger la langue et la culture de la communauté nationale, et les deux se concentrent sur l'obtention d'une redistribution des pouvoirs culturels et politiques. Dans ce mémoire, nous proposons que le profil nationaliste ressemblant du mouvement nationaliste flamand et québécois puisse être expliqué par le développement d'un « nationalisme ethnolinguistique de contestation », qui était initialement mis en place par les nationalistes flamands et québécois cherchant à corriger les effets d'une « division culturelle du travail ». Ce sentiment d’un nationalisme de contestation ethnolinguistique est instrumentalisé et perpétué par les nationalistes flamands et québécois en évoquant certains « souvenirs partagés », qui sont trouvés dans le récit historique de la communauté nationale. Ces souvenirs partagés, ainsi que leurs représentations symboliques, reflètent les sentiments de protestation, injustice et victimisation, qui sont vitaux pour les nationalistes flamands et québécois dans le maintien de leur expression parallèlement à un nationalisme de contestation ethnolinguistique en Flandres et au Québec.