TY - CHAP A1 - Shtaltovna, Yuliya ED - Lazebna, Nataliia ED - Kumar, Dinesh T1 - Linguistic Democratization of the Modern English Language: Functional Parameters of English Youth Slang Neologisms T2 - Studies in Modern English N2 - No abstract available. KW - English youth slang KW - neologism Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-296514 PB - Würzburg University Press CY - Würzburg ER - TY - JOUR A1 - Schulz, Ninja T1 - Auxiliary DO in Asian Englishes JF - World Englishes N2 - To indicate emphasis, auxiliary do is used in affirmative contexts (do+) when no other auxiliary is present. It is thus rooted in the grammatical system of do‐support; however, do+ does not always bear stress and can fulfil various discourse‐marking functions (Nevalainen & Rissanen, 1986). Positioned at the intersection of grammar and discourse, do+ constitutes an interesting study for its use in ‘non‐native’ varieties of English since it can be assumed that the more salient grammatical functions are easier to master for learners. Focusing on Asian Englishes in contrast to Inner Circle varieties, this exploratory paper assesses the frequency and distribution of do+ in the spoken and written parts of eight ICE components. KW - auxiliary DO KW - Asian Englishes KW - grammar Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-262630 VL - 40 IS - 4 SP - 502 EP - 518 ER - TY - JOUR A1 - Reber, Elisabeth T1 - Constructing evidence at Prime Minister's Question Time: An analysis of the grammar, semantics and pragmatics of the verb see JF - Intercultural Pragmatics N2 - Abstract Constructing evidence constitutes a practice to establish the speaker's authority at Prime Minister's Question Time (PMQT), a weekly half-hour session in the British House of Commons. Here the verb see constitutes a resource for both the questioning Leader of the Opposition (LO) and Members of Parliament (MP) as well as for the responding Prime Minister (PM) to claim first-hand perceptual experience. This paper takes an integrated approach, offering a combined analysis of the grammatical formatting, semantics and pragmatics of the verb see in the context of evidential moves at PMQT. It shows how the verb see is functional in referring to the perceptual basis of a claim made and how its grammatical formatting is reflective of the contingencies of the local interactional context. The analysis is grounded in 32 sessions of PMQT (ca. 16 hrs of video-recordings). The results can be summarised as follows: 1) The evidential function of the verb is achieved through its context-specific grammatical formatting and semantics. 2) The reference to the perceptual basis of a claim evoked by see may co-occur with epistemic qualification and evaluative expressions. 3) The formatting of the verb may be indexical of the political relationship between the questioner and the responding PM. KW - parliamentary interaction KW - perception KW - evidentiality KW - epistemic modality KW - see Y1 - 2014 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-195549 SN - 1613-365X SN - 1612-295X N1 - Dieser Beitrag ist mit Zustimmung des Rechteinhabers aufgrund einer (DFG-geförderten) Allianz- bzw. Nationallizenz frei zugänglich. VL - 11 IS - 3 SP - 357 EP - 387 ER - TY - THES A1 - Medynska, Thomas T1 - Metaphorik in der ministeriellen Fragestunde in Parlamenten des Commonwealth of Nations – eine kontrastive Analyse unter spezieller Berücksichtigung von pragmatischen und interkulturellen Gesichtspunkten T1 - Metaphors in ministerial question times in parliaments of the Commonwealth of Nations - a contrastive analysis in special consideration of pragmatic and intercultural aspects N2 - In demokratischen Regierungssystemen sind die Minister als Agenten der exekutiven Staatsgewalt gegenüber dem Parlament für ihre Handlungen verantwortlich. Die ministerielle Fragestunde ist hierbei ein gewichtiges Kontollinstrument und Gegenstand der vorliegenden kontrastiven Metaphernanalyse unter spezieller Berücksichtigung von pragmatischen und kulturellen Gesichtspunkten. Neben einer Diskussion und Kontextualisierung kognitiver Metapherntheorien wird vor allem im Rahmen einer Korpusanalyse festgestellt, welche Quelldomänen in diesem Diskursgenre quantitativ am häufigsten und qualitativ am bedeutsamsten für das zum Zeitpunkt der globalen Wirtschafts- und Finanzkrise relevante Makrotopik der Wirtschaftsrezession auftreten; außerdem welche interkulturellen Variationen und Konventionaliäten in den konzeptuellen Metaphern bestehen. N2 - In the course of this contrastive metaphor analysis the metaphoric source domains in the parliamentary discourse of question time are qualitatively and quantitatively examined against the background of cognitive metaphor theories . A detailed original corpus analysis of three versions of question time reveals which intercultural variations and conventionalities exist in the assessed conceptual metaphors KW - Englisch KW - Politische Sprache KW - Metapher KW - Commonwealth KW - Parlament KW - Fragestunde KW - Minister KW - Metaphorik KW - Diskursanalyse KW - kognitive Semantik KW - Korpuslinguistik Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-112089 ER - TY - CHAP A1 - Maniruzzaman, Md. ED - Lazebna, Nataliia ED - Kumar, Dinesh T1 - Blended Learning in the New Normal: EFL Student and Teacher Perceptions and Reactions T2 - Studies in Modern English N2 - To reopen educational institutions and return to the classroom, we all need to modify how we act to successfully face the challenges of the new normal resulting from the COVID-19 pandemic and entailing our insights into and the after-effects of the pandemic. More specifically, the new normal might encompass online education we are getting used to during the pandemic and the age-old onsite education as well. Thoughtfully integrated, online and onsite learning combine to create blended learning. However, the pertinent literature reveals that English as a foreign language (EFL) students and teachers differently perceive and react to blended learning in diverse contexts. This study was designed to explore student and teacher perceptions of and reactions to blended learning in the Department of English, Jahangirnagar University in the new normal. Fifty undergraduates of EFL and eight teachers of the department participated in the study. To collect data from them, the Student Questionnaire and the Teacher Questionnaire were used. And the data were processed by applying the SPSS programme module. The findings revealed that the majority of the students and the teachers had mostly positive perceptions of blended learning, although the former did not have sufficient exposure to online learning and the latter lacked adequate insights into online teaching. Further, both the students and the teachers expressed mostly positive reactions to blended learning in the new normal, though the former deemed online examinations inadequately smooth and reliable, and the latter had insufficient experience of online instruction and assessment. The study categorically recommends reforming the curriculum, adopting relevant instructional strategies, developing suitable materials, customizing the assessment, integrating and installing technology, training the teachers, upskilling the students for blended learning, improving the infrastructure, and adjusting the management. KW - new normal KW - blended learning KW - undergraduates of EFL and teachers KW - perceptions KW - reactions Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-296508 PB - Würzburg University Press CY - Würzburg ER - TY - CHAP A1 - Mangada, Gladys G. ED - Lazebna, Nataliia ED - Kumar, Dinesh T1 - ESL/EFL in Teaching and Learning Process T2 - Studies in Modern English N2 - Teaching comprises all types of disciplines and teachers need to look outside the confines of English as a Second Language. The acquisition of knowledge comes in a variety of the learners’ educational potential. English as a Second Language in teaching and learning, focuses on active learner’s involvement and reduction of coercion. Indeed, Gibran’s thoughts remain true that “wisdom leads one to discuss his or her potentials. To realize this, teachers in all educational levels have to portray a less dominant classroom role in accord with the importance of classroom interaction in the teaching learning process. N.A. Flaunders retorted that “in the average classroom someone is talking for two-thirds of the time, two-thirds of the task is direct influence.” What does this mean? Students’ participation or interaction in the classroom has a significant content to enhance their linguistic competence and its core basis is how to use the language as the most important factor in the classroom. Comprehending the information caters one to establish a fair and well-balanced condition that teachers are facilitators, and the learners are to stay in the frontline. In today’s classroom setting, the adoption-adaption of teaching strategies focuses on the learners’ ability to have a strong command or fluency of the language. ESL is learned around the globe and the learners’ interests are the primary goals in the teaching and learning pro� cess. Colin Blakemore once said that “True knowledge, as Plato argues, must be within us all, and learning consists of solely of discussing what we already know.” In an ESL classroom, discovery of knowledge is not a new game. Teachers do perform their tasks and the learners serve not as passive listeners but as active recipients in the transformation-sharing of all the five macro skills namely speaking, reading, writing, listening, and viewing. In fact, if commitment, knowledge of subject-matter for independent learning, and management of learning are packaged in one big box, both the teachers and the learners will operate a mutual process of generating a lively culture and quality of educational life. With the aforementioned views I had experienced in teaching ESL, the teacher’s passion for teaching and attitude in dealing with the learners create a strong impact on the learners cognitive, affective, and psychomotor domains. KW - English KW - teaching process KW - learning process Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-296490 PB - Würzburg University Press CY - Würzburg ER - TY - CHAP A1 - Lut, Kateryna A1 - Starenkova, Hanna ED - Lazebna, Nataliia ED - Kumar, Dinesh T1 - The Relationship between Language, Culture, and Development of Society T2 - Studies in Modern English N2 - The paper analyses specific characteristics of language that influence the development of culture and societies. The problem of the connection between language and culture has occupied the minds of many famous scientists: some believe that language is a part of the culture as a whole; others think that language is only a form of cultural expression. Undoubtedly, language constitutes a vital component of the cultural background underlying social development. Language is an essential means of communication and interaction. However, language is at the same time sovereign about culture as a whole and can be separate from culture or compared to culture as an equal element (i.e., that language is neither a form nor a component of culture). KW - language KW - culture KW - expression KW - development KW - communication KW - interaction KW - component KW - social KW - connection KW - background Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-296484 PB - Würzburg University Press CY - Würzburg ER - TY - CHAP A1 - Lubbungu, Jive A1 - Moonga, Ireen A1 - Muyuni, Audrey A1 - Zimba, Samson ED - Lazebna, Nataliia ED - Kumar, Dinesh T1 - English Language Variation: Creation of Zambian English (ZamEnglish) T2 - Studies in Modern English N2 - In the present chapter, an attempt has been made to discuss the need to create Zambian English to address English language variations in Zambia. No language in the world can remain the same after interacting with other languages. The present chapter intends to propose and support the idea of using ‘Zambian English’ for both formal and informal business. Such a measure would create the communicative competence that the majority of the Zambians have always longed for. In Zambia, the purpose of using English language office is to deliberate day to day’s business. On the contrary, this has been found to be an obstacle to those who lack principles of command in the language usage, but are able to construct sentences for communicative purposes yet are deprived in international interactions. The views expressed in this chapter are those of the language experts who were engaged in a conver� sation with regard to the possibility of creating what would be known as Zambian English (ZamEnglish). KW - Zambian English KW - language variation KW - speech community Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-296477 PB - Würzburg University Press CY - Würzburg ER - TY - CHAP A1 - Lazebna, Nataliia A1 - Prykhodko, Anatoliy ED - Lazebna, Nataliia ED - Kumar, Dinesh T1 - English-language Digital Discourse of Human-Machine Communication T2 - Studies in Modern English N2 - The paper focuses on digital discourse. This is a speech-intellectual product of innovative information technologies, a phenomenon, which needs further interdisciplinary and linguistic interpretation. The English-language digital discourse shows how linguistic verbal communication is mediated by digits and to what extent these Signum and Verbum unity reigns over the world. The paper analyzes the ways and methods of integrated and differential use of verbal and non-verbal sign systems in the English language as compared to programming languages, considering the types of synchronous changes in the socio-cultural dimension of the sign. This research describes the processes of signs transformation during their functioning in programming languages and in the English language, common and distinctive features in the arrangement of grammatical, lexical-semantic, and graphic means of (natural) English and (artificial) programming languages in their projection on different modes of communication in the system Human ↔ Machine. Programming languages are constituted by verbal means of the English language with additional use of its own semiotic resources, which testifies to their integrative linguistic and mathematical nature. The specific representation of ElDD conveys its reciprocal nature when the English language using its own tools combines them with the elements of the programming languages thus creating an effective toolkit for self-process KW - English-language digital discourse KW - linguistics KW - semiotics KW - digit KW - text processing KW - programming languages Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-296468 PB - Würzburg University Press CY - Würzburg ER - TY - CHAP A1 - Kushch, Elina ED - Lazebna, Nataliia ED - Kumar, Dinesh T1 - The aphoristic potential of presidential rhetoric of G. Bush Jr. T2 - Studies in Modern English N2 - This research paper concentrates on the analysis of the aphoristic potential of G. W. Bush’s presidential rhetoric. Aphorisms are the most ancient laconic forms of expressing original and completed thoughts which reveal the peculiarity of their authors’ world perception and worldview. From this perspective, these units can serve as the means of values codification. Repeatability and widespread use of aphorisms in various communications contribute to transmitting the values and ideas between the generations. Political aphorisms, which are a combination of aphoristic expressions from political communication and discourse, play an important role in this process. The authors of these expressions are not only politicians, but also philosophers, historians, writers, celebrities of different nationalities and generations. Presidential rhetoric is an integral and significant part of political discourse. The use of aphorisms as the means of codification of national and common human values in President G. W. Bush’s formal addresses and speeches is intentional. It makes them concise and original, influential and convincing. Aphoristic expressions denoting common human values show the ideas and beliefs of their authors, as well as the politician, about life, justice, equality, freedom, faith, family. Aphorisms defining national values become the means of updating concepts of democracy, unity and diversity, freedom and security, success, and opportunity to fulfill one’s potential in American society. The distinctive feature of G.W. Bush’s rhetoric is the frequent use of aphorisms whose authors are the Founding Fathers. KW - aphorism KW - common human values and national values KW - political discourse KW - presidential rhetoric Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-296456 PB - Würzburg University Press CY - Würzburg ER -