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Internationally, most prestigious and influential academic journals are published in English, and therefore a mastery of the language is necessary to ensure engagement with the international scientific community. There is debate in the literature as to whether the dominance of English might lead to the marginalization of contributions from academics for whom English is a second language. The present study explores through interviews the insights of 11 humanities and social sciences academics working at two Japanese universities ranked in the top 50 globally. The findings indicate that most of the participants view English as the logical vehicle for reaching a wider audience for their research. Despite an acknowledgement that publishing in English presents problems from both linguistic and pragmatic perspectives, these academics do not, on the whole, believe that current standards need to be revisited. These issues are discussed in light of the changing realities of academic environments, and the need to ensure accessible pathways for those who can and should be contributing to knowledge construction in the global academy. [ABSTRACT FROM AUTHOR]

Although the efficacy levels of interdisciplinary teacher collaboration attained at pre-university level are well documented, research in higher education contexts is still scarce. Macaro et al. (2016) earlier reported on a quasi-experimental intervention project conducted in Türkiye with an objective to promote collaboration between nine pairs of English language specialists and content teachers from four universities, and the analyses of the pre- and post-intervention interviews suggested that this sort of collaboration can be highly beneficial. This paper, however, puts the research tool, the Collaborative Planning Tool (CPT), into perspective by describing a learning-centred approach to research design as a way to better understand interdisciplinary teacher collaboration. By re-examining the extant research data (audio-recorded discussions of 72 collaborative planning sessions), this paper presents new findings (clustered under three emerging themes: use of the CPT; interplay between language and content; and the role of feedback in lesson planning), suggesting that the CPT can provide an effective framework for interdisciplinary teacher collaboration in EMI university settings. A discussion of the concept of quality in EMI is also presented. [ABSTRACT FROM AUTHOR]

This paper presents a corpus-based exploratory study of the figurative conceptualizations of visual, auditory, and olfactory stimuli in English and Hungarian. Through a manual semantic analysis of altogether 6,800 occurrences of 18 sensory nouns (three per sensory modality in each language) in the TenTen corpora, the following conceptualization types of perceptual stimuli have been examined: reification, agentification, animization, and personification. The paper presents the relative frequencies of these conceptualizations along with their subtypes and concrete linguistic manifestations in English and Hungarian. Among a number of interesting observations that call for further investigations, the following findings merit special attention: (1) visual stimuli have the lowest values in every category; (2) in both languages, agentification is the most typical in the case of olfaction; (3) with the exception of representations of olfactory stimuli as living beings, every conceptualization type is more frequent in the Hungarian data. [ABSTRACT FROM AUTHOR]

This article offers theoretical and programmatic reflection on how the impact of culture on language change should be accounted for from a radically usage-based diachronic construction grammatical perspective, with a focus on how cultural change can cause constructions to disappear from a language. It approaches this question through an assessment of how culture is incorporated in Schmid's (2020) Entrenchment-and-Conventionalization model of 'the dynamics of the linguistic system'. Against the backdrop of various proposals on the effect of 'democratization' in Anglo-Saxon culture on subtractive historical developments in the modal domain of English, and based on a study of interpersonal variation in the intrapersonal longitudinal development of a declining modal construction, the paper argues that the influence of culture on language change is mediated by entrenchment and that culture has a more extensive impact on entrenchment than the EC-model currently allows for. [ABSTRACT FROM AUTHOR]

Copyright of Journal of English-Medium Instruction is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper investigates the so-called South African English busy progressive (for example, I'm busy working). Linguistic literature on South African English (SAfE) often states that this construction is a typical feature of this variety of English. The use and the frequency of this construction is mostly attributed to the influence of the Afrikaans [BUSYPROG XCOMP VINF] construction, as in Ek is besig om te werk ('I am working'). The aim of this paper is twofold: Firstly, it critically evaluates some of the claims that have been made about the so-called "SAfE busy progressive" and, secondly, it uses a corpus- and usage-based approach that employs a greater assortment of available corpus data from SAfE and other English varieties, as well as available information on the Afrikaans and Dutch progressives, to explore the possibility of new insights into the use of busy in English aspectual constructions. [ABSTRACT FROM AUTHOR]

This paper presents a single-author case study which demonstrates that the statistical modelling technique change point analysis (CPA) can provide compelling evidence of prescriptive impact at an idiolectal level. It has been hypothesized that Late Modern English review periodicals consistently pushed a prescriptive agenda, and that this impacted language use (McIntosh, 1998; Percy, 2009). A lack of empirical research has, however, left these claims unsubstantiated, partly because evaluating prescriptivist endeavours has proven challenging. Using a purpose-built 3-million-token idiolectal corpus spanning 7 decades, this paper reports that it is possible to discern a striking change in usage. Use of CPA enables this change to be located precisely, and correlated to the author's exposure to a prescriptive review of her work. In demonstrating how effectively CPA can provide a sophisticated correlation indicative of causality, this paper showcases the suitability of this technique to the study of prescriptivism. [ABSTRACT FROM AUTHOR]

Today, a number of etymologically related native and non-native English and German suffixes derive nouns and adjectives from entire phrases, suggesting that these suffixes have evolved clitic-like properties. By providing a diachronic analysis of dictionary entries that is underpinned by corpus searches, this paper traces how this property of the schemas of German ‑ig, ‑er and ‑ismus and of English ‑y, ‑er and ‑ism has evolved in the respective languages. The present analysis reveals that some developments appear to have taken place in parallel, while others are language-specific, which offers novel insights to our understanding of diachronic change affecting morphological schemas. [ABSTRACT FROM AUTHOR]

The category of adverbs in Chinese, as is its counterpart in English, is featured by morphological, syntactic and semantic heterogeneity. The heterogeneity poses the questions of the categorial coherence and the conflicting criteria in identifying adverbs. This paper starts with the definition of adverbs in Cognitive Grammar and analyzes degree adverbs, temporal adverbs, scope adverbs, manner adverbs, attitude adverbs and negation adverbs in Chinese. It is found that they all profile a relationship with a relational trajector, consistent with the proposal in Cognitive Grammar, but the precise relationship has to be specified. Some adverbs can also serve as mental space builders. Moreover, the morphological and syntactic behaviors of adverbs can be motivated to different degrees by their semantic functions. The paper attempts to establish the categorial status of adverbs. It develops the semantic account of lexical categories and motivates the formal aspects of language from meaning. [ABSTRACT FROM AUTHOR]

This paper uses a trinocular approach – i.e. from below, from above and from roundabout – to describe Theme as point of departure (POD) in English and Spanish casual conversation (thus avoiding the more controversial 'what-the-clause-is-about' aspect of Theme). This research is part of a long-term contrastive study which includes the description of POD in academic writing and a crosslinguistic comparison of POD in academic writing and casual conversation. Among the main findings in this paper, the following stand out: (a) the identification of a conversational texture characterised by the interplay of textual and interpersonal strands of meaning; and (b) different POD arrangements of English and Spanish clauses in casual conversation, motivated by different ways of enacting communicative exchange. [ABSTRACT FROM AUTHOR]

European Union (EU) institutions are highly multilingual environments where international communication is very goal-oriented, as they produce and define policies and regulations applied to all member states. This paper aims at exploring how disagreements and conflicting opinions are conveyed in such contexts through the qualitative analysis of debates in recorded meetings of the European Parliament Committee on the Environment, Public Health and Food Safety. Two meetings from two different parliamentary terms (2014–2019 and 2019–2024) will be analyzed. The study will adopt a pragma-rhetorical approach, drawing on studies on politeness and conversation analysis techniques and focusing especially on the management of Face Threatening Acts in English turns. Attention will also be paid to language choice, codeswitching, and to the international use of English. Results show that conflict and overt disagreements in the data are very rare, with speakers displaying instead careful mitigation of the language used, especially when English is employed. [ABSTRACT FROM AUTHOR]

Research on L2 interactional competence (IC) has become increasingly focused on how L2 speakers develop and recalibrate linguistic resources to do interactional work, i.e., how L2 speakers develop a grammar-for-interaction (Pekarek Doehler 2018). In this paper, I use interactional linguistics to track one L2 German speaker's IC development over 11 months by analyzing her use of German also (English 'so') in formulations (see Deppermann 2011; Heritage & Watson 1979, 1980). In initial months, the L2 speaker uses also exclusively to do work on her own prior talk, e.g., in upshots, consequences, and unpackings. The L2 speaker's initial also uses contribute to moves that maintain intersubjectivity by ensuring her co-interactant's understanding of her own talk. In later months, the L2 speaker diversifies her uses of also, including uses oriented to co-interactants' prior talk that address manifest problems of intersubjectivity: to preface an other-correction of an incorrect candidate understanding, and to preface turns addressing a co-interactant's problem of understanding. The L2 speaker's changing also uses demonstrate her ability to contribute to interactional organization in increasingly diverse ways, evidencing a developing grammar-for-interaction. I end by calling for more research on the L2 development of linguistic resources that primarily serve interactional functions, such as particles. [ABSTRACT FROM AUTHOR]

In cognitive linguistics, grammatical structure is known to be representative of meaning. This is also true of English articles. In this paper, we argue that the choice of article, when the grammar allows it, is dependent on the wider discourse context and most importantly on how the speaker construes this context. Using survey data from 181 native speakers of English, we show that the choice of article depends on the activation of semantic frames and how speakers may choose to highlight different elements of a frame to construe the situation differently. We rely on Entropy to measure the restrictiveness of a context and to identify particular contexts in which choice is allowed or inhibited. We find that some contextual features such as the specificity of the referent are more restrictive while Hearer Knowledge is more open to construal. [ABSTRACT FROM AUTHOR]

Little attention has been paid to the English Superlative Object Construction (SOC), as in She worked her hardest. The historical grammarians Jespersen (1909–1949) and Poutsma (1904–1929) are the only ones who do touch on the SOC, and they do so in passing relying on what seem to be the prototypical examples of the construction. This empirical evidence, though valuable for a first characterisation of the pattern, is insufficient to provide a detailed analysis of the form, function, frequency, and distribution of the SOC in Present Day English from the perspective of Construction Grammar. Based on usage-based data from COCA, this paper argues that the SOC qualifies as an intensifying comparative construction. Despite being low frequent and showing a set of highly entrenched, lexicalised units (e.g., smile [X] prettiest, work [X] hardest), the SOC is relatively productive, especially in informal registers where the construction can be easily accommodated to serve emotive, phatic, and conative functions. [ABSTRACT FROM AUTHOR]

Different models of L3 acquisition have different predictions about the cross-linguistic effects of previous learning. The 'Cumulative Enhancement Model' predicts that both L1 and L2 have cumulative facilitative effects on L3, but L2 the Status Factor (L2SF) claims that L2 has stronger effects on L3 acquisition. Similarly, while the Typological Primacy Model claims that among the already acquired languages, a typologically similar language transfers more properties to L3, the Linguistic Proximity Model predicts a transfer of structurally similar properties from the previously learnt languages. On the other hand, the Scalpel Model, besides considering linguistic similarity, gives importance to factors such as frequency of use and nature of the input, language dominance, and learning context. The current paper contributes to this debate by presenting data collected from two groups of Balochi learners of English in Balochistan (Pakistan) who were taught British English (BrE) aspiration contrast in plosives at the allophonic level after they had acquired Pakistani English (PakE) as adult L2 learners. Thus, Balochi was L1, PakE L2, and BrE L3 of the learners. After teaching for more than a year, the learners were tested for accuracy in VOTs for BrE plosives. The results support the L2SF and Scalpel Model. [ABSTRACT FROM AUTHOR]

This paper proposes an explanatory model for the lexical representation of the native speakers' lexical knowledge of English prepositions. Lexical knowledge of prepositions as relational predicates includes argument structure (trajector-landmark) as in Cognitive Grammar, situation types (position vs state) as in Functional Grammar, lexical hierarchies (spatial subdomains) based on semantic primitives, as in Natural Semantic Metalanguage, and embodied perceptual parameters configured in four dimensions, namely, geometry, topology, force-dynamics and function (from Cognitive Linguistics). This model is illustrated here by expounding three lexical templates compatible with constructional templates in the Lexical Constructional Model, representing the semantic decomposition of English prepositions at, on and in. [ABSTRACT FROM AUTHOR]

This article discusses a special issue of the journal Languages in Contrast, which focuses on comparing crosslinguistic complexity. The issue includes six papers that explore structural differences and degrees of complexity in English compared to other languages such as German, Norwegian, Spanish, and Swedish. The papers cover various aspects of complexity, including lexical complexity, morphosyntactic complexity, and phrasal and clausal complexity. The findings shed new light on the differences in complexity across languages and aim to inspire further research in this area. [Extracted from the article]

This paper proposes a sociolinguistic approach to understanding the phenomenon of divergence from the standard norms of English that can be observed in public texts in the Greek city of Thessaloniki's translation landscape. This approach fits in with the growing body of research that recognises that not all translations are carried out by professional translators. Certainly in the case of Thessaloniki, translations are typically carried out by non-professionals who draw on the linguistic experience and resources they possess in order to communicate with visitors and residents who do not understand Greek. As a result, several linguistic and pragmatic divergences from Standard English can be observed in the target text, which native speakers of English seem to be willing to disregard, provided that the message is intelligible. The sociolinguistic approach adopted in this paper reveals the translators' effective use of the English language in conveying the message of the Greek source text, on the basis of the judgements expressed by translation professionals as well as native speakers of Greek and English. [ABSTRACT FROM AUTHOR]

This paper reports on a case study implemented at the University of Salento and, partially, at the Autonomous University of Barcelona, concerning the use of subtitles as a didactic tool to develop intercultural communication skills. This study examines the intralingual and interlingual translations of the reportage Fortress Italia: Capsized in Lampedusa, about migrant arrivals in Italy and Europe. Although the video is of interest to international viewers, the lack of proper subtitling may undermine its accessibility to non-native English speakers. On the one hand, subtitles do not appear when Standard English is used, so the comprehension of those utterances depends on the receivers' listening skills; on the other hand, the official retextualizations are characterized by formal register and editorial additions that may affect their readability. For these reasons, an alternative rendering was commissioned to a number of undergraduate and postgraduate students of Translation and Interpreting, in order to enquire into new areas of adoption of English as an International Language and as a Lingua Franca. The analysis of the selected corpus of extracts will pinpoint the strategies of lexical and structural simplification and condensation, along with the selection of specific verb tenses and aspects, which are expected to enhance the envisaged recipients' understanding of the video's message. Since these features of English are actively selected, by the subjects that were involved in this research, so as to foster cross-cultural communication between the authors and viewers of the news report, this study contends that specific lingua-franca uses can be activated when subtitling multimodal texts. Hence, the notion of 'audiovisual mediation' will be introduced in order to label an approach to audiovisual translation aiming to: (i) make the illocutionary force accessible and acceptable to the envisaged, international audience; and (ii) overcome the conventional associations between dubbing and domestication, and subtitling and foreignization. [ABSTRACT FROM AUTHOR]

This paper is an exploration of the variety of French-speaking cats on Twitter. Among the many creative phenomena that the internet has produced, animal-related language varieties, the language used by pets, have been explored as early as the 2000s, yet with a strong and almost exclusive focus on English. I first describe the shared repertoire of lexical, semantic, phonographic, and syntactic features used by French-speaking cats, and show how the simultaneous use of a childlike code and a formal register constructs the sociolinguistic persona of cats as ambivalent animals. I argue that the French variety has become "enregistered" (Squires 2010) insofar as it is perceived and ideologically constructed as a variety of its own while promoting a welcoming culture towards new members. In doing so, cats show that the belonging to a community of practice, notably by drawing on a common repertoire of resources, does not need to be linked with processes of exclusion. [ABSTRACT FROM AUTHOR]

This paper investigates how late L2 learners resolve filler-gap dependencies (FGD) in real-time and how proficiency and working memory (WM) modulate their brain responses in an event-related potential (ERP) experiment. A group of intermediate to highly proficient Mandarin Chinese learners of English listened to sentences such as "The zebra that the hippo kissed *the camel on the nose ran far away," in which the extra noun phrase "the camel" created a 'filled-gap' effect. The results show that although L2 behavioral responses are comparable to native speakers and are positively correlated with proficiency and WM span, the brain responses to the filled gap are qualitatively different. Importantly, L2 processing patterns did not become more nativelike with higher proficiency levels or greater WM capacity. Specifically, while the native speakers exhibited a P600 typically observed for syntactic violations and repair, the L2 group produced a prefrontal-central positivity. Similar ERPs have previously been reported to reflect domain-general attentional and non-structural-based processes, suggesting that the L2 group has a reduced sensitivity to structural requirements for gap positing in the online resolution of FGDs. Our findings are discussed in light of various proposals accounting for L1-L2 processing differences, including the Shallow Structure Hypothesis. [ABSTRACT FROM AUTHOR]

English reflexive anaphora in cases of VP-ellipsis may allow for strict and sloppy readings. A few L2 studies (Epoge, 2012; Park, 2016; Ying, 2005) have focused on determining the role that L2 proficiency may exert on learners' choices in bare, referential, and non-referential contexts. This paper provides data from 104 Spanish learners of English (A2, B1, and B2 levels) and 32 native speakers of English. Results showed that participants tended to interpret reflexives sloppily in bare and non-referential contexts, whereas strict readings prevailed in referential ones. There existed significant differences in the interpretation of learners versus native speakers, whilst the differences among the three learner groups were not so marked. However, the least proficient group differed most from native speakers. Findings partially confirm previous research and discrepancies may be tentatively ascribed to extraneous variables (e.g., the learners' L1, the range of the proficiency levels, or the characteristics of the control groups). [ABSTRACT FROM AUTHOR]

Copyright of Chinese as a Second Language is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Set against a background of societal pressure and preference for English language education in Hong Kong, this paper explores the policy and practice of English medium instruction (EMI) from the perspective of one group of content subject teachers. Grounded in Bakhtin's dialogism, the paper reports the results of a qualitative study that used in-depth interviews to explore the perspectives and experiences of these teachers as they implement EMI policy in Hong Kong schools. The results reveal the existence of several discourses of EMI in Hong Kong that position the teachers at community, institutional, and professional levels. The results also suggest that the interplay of EMI discourses can offer content subject teachers positions which they regard as undesirable. Suggestions for ensuring that the voices of these teachers are heard within the context of teacher professional development opportunities in EMI settings are considered and implications for future research are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Journal of English for Research Publication Purposes is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article studies projection and examines alternative modes of construing processes of saying/ speech events and the variation across three registers where projection is particularly important. It is one of many articles that describe and discuss projection as a semantic fractal manifested in a variety of lexicogrammatical environments. The first paper in this series, which was published in 2018 by Arús-Hita et al. in Word was an investigation of quoting and reporting strategies of speech and thought across six genetically unrelated languages (Arabic, Dagaare, English, Hindi, Japanese and Spanish). This paper, however, has a much narrower scope. It first looks at all participants in the verbal clause in Arabic, then it focuses on the main one – the Sayer. Since verbal projection is quite pervasive in different areas of the lexicogrammar, it only makes sense to look into these fractal motifs to have an idea about the different guises under which the Sayer appears. News reports, academic discourse and fictional narratives have been analysed to properly account for the registerial variety in construing the role of the Sayer in verbal clauses across metafunctions. [ABSTRACT FROM AUTHOR]

This paper addresses the unique challenges a translator would have when translating a text from a postcolonial country, especially one that has significance amongst the language speakers, such as Cilapattikaram. This paper compares three English translations of Cilapattikaram, a centuries-old Tamil poem that has an undeniable significance among the Tamil-speaking population. By analyzing three English translations of Cilapattikaram, done in the 1930s, 1960s, and 1990s, respectively, the paper examines how translation situated in the political space of decolonization and regional identity affects the text for a better understanding of the dilemmas of the translator and the effect of translation has on the meanings of the text. [ABSTRACT FROM AUTHOR]

Although swearing is often perceived as intrinsically offensive language, it is how swearing use is indexed against a person's understanding of local social norms that constructs swearing as offensive. This paper presents an analysis of swearing within a social context where high frequency swearing is a norm: a male rugby team in New Zealand. Drawing upon a dataset collected from ethnographically collected authentic interactions, an analysis of the frequency of swear words and a comparison with other English corpora is presented, followed by an interactional sociolinguistic analysis of how swearing is used in interactions. The aim of the paper is to demonstrate not only how swearing can be used to engender solidarity, but that a range of socio-pragmatic functions of swearing such as intensifying and indexing a vernacular identity, can be used in performing leadership. [ABSTRACT FROM AUTHOR]

This article shares the story of a locally-educated English as an additional language author who attributed her fledgling research publications in English-medium international journals to an innate interest in languages, extensive experience of text engagement and mediation, and the kindness of "strangers". The study draws from journal entries, publication records, and correspondence with significant others over ten years, during which the author went from an undergraduate English-major student to an author's translator and editor before trying to conduct and publish her own research in an English as a foreign language context. From an insider perspective, the personal account reflects on the confusion and struggle of a peripheral author who learnt to navigate her way towards research and publication without the ease of resource access, supervisor guidance, academic training, and support networks. Tracking how the author perceived research and scholarship along her journey, it considers the role of language as a means of academic authors' self-cultivation and providing egalitarian access to the world of knowledge and research that transcends structural constraints. The article also critically examines the centre-periphery tension in scholarly publishing and offers implications to help engage resource-deprived, disadvantaged authors in an increasingly interconnected world of knowledge construction. [ABSTRACT FROM AUTHOR]

Error Analysis was developed by early Second Language Acquisition (SLA) researchers as a way to investigate interlanguage and better understand the second-language learning processes. While it is no longer an active branch of research in SLA, it remains a useful tool for those concerned with accuracy in language use. Given the elevated importance of accuracy in English for Research and Publication Purposes (ERPP), this may be one area where Error Analysis may continue to inform research and praxis. The high degree of language precision demanded in ERPP contexts can be a source of frustration for many engaged in scholarly publication, especially those for whom English is an additional language, such as the Japanese scientists studied in this paper. For Japanese scientists and possibly others, an empirical profile of their most frequent error patterns may help them to better deal with accuracy in research writing. With this motivation, this study applies a corpus-assisted error analysis framework to quantify sentence-level grammar errors and identify the most frequent error patterns in the research article manuscripts of Japanese scientists. A corpus of 53 research article manuscripts with 4,495 errors comprises the primary data. Additionally, two raters and a comparison of errors from scientists from six different L1 backgrounds are employed to triangulate the data and investigate the reliability and generalizability of the findings. Findings reveal that the top ten most frequent errors comprise 52.9%, or half of all errors in the corpus, and are dominated by errors with determiners and prepositions. [ABSTRACT FROM AUTHOR]

The present study aims to investigate the semantic value of the German spatial preposition jenseits ('beyond'). It is argued that our conceptualization of the spatial-physical world and how we interact with objects in our environment transforms a prepositions' primary meaning into domains of meaning that are tied to time or social interactions. While the study of the semantic structure of English prepositions has received attention, German prepositions, particularly less frequently used ones such as hinter ('behind') or jenseits, present a gap in research. It is attempted to show that the different senses of jenseits form a semantic network in which meaning extensions of the spatial, primary sense of jenseits are motivated by varying construal patterns imposed upon an observed scene. The description of the semantic structure of jenseits also draws on previous studies on its English counterpart, beyond (Boers, 1996; Lindstromberg, 2010). Based on the sample collected for the purpose of this study, this paper analyzes 1000 occurrences of the preposition jenseits in the DWDS-subcorpus Die Zeit. The analysis shows that a high frequency of the occurrences found in the sample constitute non-spatial meanings of jenseits and thus encode a configuration between objects in more abstract domains. Furthermore, the notion of metaphorical mapping is used to explain the conceptualization and metaphorical transfer of spatial jenseits to abstract domains of human experience. [ABSTRACT FROM AUTHOR]

As an intertextual and culture-specific expression, allusion activates two texts simultaneously, embedding them with intended meaning from the source culture but not necessarily in the target culture. In the context of L1 translation being the majority, allusions can be puzzles that cause "cultural bumps" for translators unfamiliar with the source culture and language. It is a concern whether translators can accurately and appropriately handle allusions, e.g., proper-name and key-phrase allusions. This paper focused on the novice translator's utilization of translation strategies in both directions of translation to find out how they deal with proper-name allusions and what might influence their choice of strategies. The results suggest that the translators have distinct preferences for the strategies used to translate proper-name allusions in both directions of translation. The findings further identified potential factors that motivated the novice translators' decision-making process. They revealed their translation competence and awareness that may influence the decision-making of translators handling proper-name allusions. [ABSTRACT FROM AUTHOR]

The paper argues that interlocutors in intercultural interactions rely mainly on co-constructed temporary norms rather than on codified norms of the target language. There is a complex interplay of codified and emergent norms that drives interaction. Temporary norms emerge through temporary communicative extension of the system (TCE) that are expressions, chunks and utterances that violate the existing relatively definable norms and conventions of target language use, but still make sense in actual situational contexts and can be considered possible outputs of the English language system. TCEs function as building blocks for temporary norms, and they can also be building blocks in common ground development. The paper demonstrates these functions through examples in intercultural interactions. [ABSTRACT FROM AUTHOR]

The aim of this contribution is to assert the role of didactic audiovisual translation as a helpful tool for enhancing metalinguistic skills in a foreign language classroom in Italy; more precisely, the paper will offer an analysis of how foreign language teachers can introduce their students to the idea of sociolinguistic variation, by observing how lexical and morphosyntactic changes can occur in the translation process from an Italian source text into an English target text and/or vice versa. The following sociolinguistic variables will be examined through the lens of audiovisual translation, applied to a range of text types including films and an opera libretto turned into surtitles in English: (1) diamesic variation, making students reflect on such aspects as coarse expressions and taboo words, in relation to the Australian film Ned Kelly; (2) diachronic variation, exploring the multidisciplinary possibilities offered by opera surtitling with a focus on the opera Falstaff by Giuseppe Verdi; (3) diatopic, diastratic and diaphasic variations, commenting upon some examples from the Italian films Mio cognato (My Brother-In-Law) and L'uomo che comprò la luna (The Man Who Bought the Moon). [ABSTRACT FROM AUTHOR]

The aim of this paper is to analyze a set of didactic materials developed to teach English as an Additional Language at a Brazilian public school in Rio de Janeiro. Such materials were designed to invite 7th grade students with diverse social, racial, and economic backgrounds to learn about the world and the English language from viewpoints that delineate a decolonial stance (Mignolo, 2010; Kumaravadivelu, 2016; Jansen, 2017). Grounded on the notions of Critical Race Literacy (Ferreira, 2014) and Critical Language Awareness (Alim, 2005), this paper looks into didactic activities built upon emancipatory (Freire, 1996) and transgressive (Pennycook, 2006; hooks, 2013) approaches to Applied Linguistics and Language Education, understanding English Language classrooms as privileged arenas for the construction of ideas on race. The methodological approach is based on the premises of a Dialogical Discourse Analysis (Brait, 2006/2018) to identify centripetal and centrifugal forces (Bakhtin, 1981) in the didactic materials produced. Results have indicated that the discourse genres selected (Bakhtin, 2003/1979 apud Tilio, 2017) and the set of activities developed are permeated by social voices (Bakhtin, 1981) that promote decolonial dialogues in the English language classroom. [ABSTRACT FROM AUTHOR]

The present paper aims at expanding the English as an International Language (EIL) paradigm and providing new insights into the current status and role of EIL. The main focus of the study is on information structuring (IS) in dialogic speech events to show how IS affects the use of particular constructions, namely it-clefts, wh-cleft and topicalisation (left dislocation) which seem to show higher frequency in EIL than in standard English (Biber et al. 1998). For the purpose of this preliminary study, samples of spoken ELF data including private dialogues and academic discussions were selected from the VOICE (Vienna-Oxford International Corpus of English) to investigate left-right asymmetries in EIL interactions, which is an area still lacking of attention with respect to lexical and other phrasal phenomena. [ABSTRACT FROM AUTHOR]

This paper aims at exploring the potentials and limits of translation and English as International Language as tools of inclusion in accessible tourism. Accessible tourism can be defined as a form of tourism that enables people with access requirements, including mobility, vision, hearing and cognitive dimensions of access, to function independently and with equity and dignity through the delivery of universally designed tourism products, services and environments. This research will try to identify the main linguistic, translational and multimodal features characterising a series of accessible tourism texts in English and Italian, in order to show how translation and English as International Language may increase, or sometimes hinder, the actual level of accessibility and promotional aims of these texts, raise awareness on disability issues and, mostly, contribute effectively to the development of a more inclusive and egalitarian society. [ABSTRACT FROM AUTHOR]

This paper compares use of collocations by Italian learners writing in and translating into English, conceptualising the two tasks as different modes of constrained language production and adopting Halverson's (2017) revised Gravitational Pull Hypothesis as a theoretical model. A particular focus is placed on identifying a method for comparing datasets containing translations and essays, assembled opportunistically and varying in size and structure. The study shows that lexical association scores for dependency-defined word pairs are significantly higher in translations than essays. A qualitative analysis of a subset of collocations shared and unique to either mode shows that the former set features more collocations with direct cross-linguistic links (connectivity), and that the source/first language seems to affect both modes similarly. We tentatively conclude that second/target language salience effects are more visible in translation than second language use, while connectivity and source language salience affect both modes of bilingual processing similarly, regardless of the mediation variable. [ABSTRACT FROM AUTHOR]

This paper focuses on the inflectional morphology of Latin masculine proper names in Old English. Most common Latin loans are perfectly integrated into the Old English system. Latin proper names, however, like late scholarly loans, show both Latin and Old English inflectional endings in an apparently chaotic distribution. By analysing a selection of 833 tokens from The Old English Martyrology, this paper shows that despite variation, a clear pattern resulting from a combination of the Latin and Old English systems can be detected. While the inflectional endings of one language dominate in some cases, e.g. Latin in the nominative and Old English in the dative, other inflections, e.g. the genitive thematic vowel + ‑s, result from a combination of both languages based on phonetic or spelling similarities. The result is a mixed paradigm predominantly modelled after Old English a-stem nouns. [ABSTRACT FROM AUTHOR]

The paper investigates a range of facts exhibiting reconstruction effects. We consider facts concerning anaphor binding, variable binding, quantifier scope and binding condition C in A-bar-movement structures (questions, relative clauses and topicalization) as well as VP fronting in English and Chinese. Our findings provide strong support to the copy theory of movement and identify some areas that need further refinement. [ABSTRACT FROM AUTHOR]

Both 'Educational Linguistics' and 'Pedagogical Linguistics' have demonstrated the importance of linguistic knowledge in teaching/learning second/foreign languages. More recently, there have been concrete proposals that insights from formal linguistics and theoretical acquisition research may also play a role in pedagogy. Indeed, many observed difficulties in L2 can be traced back to lack of knowledge, on the part of teachers, of certain abstract linguistic concepts. In this paper, two English constructions (constructions with Object pronouns and DP-internal concord) claimed to be problematic for the learner/teacher in the absence of any linguistic knowledge will be investigated in terms of their abstract properties. The implication is that such linguistic knowledge will speed up the process of learning. This will be supported by previous findings on aspectual contrasts in English and Arabic where such knowledge clearly obtains, causing the learning process to be relatively rapid. Evidence for the presence of this knowledge in the learners comes from observation of the transitional stages in the learning process which indicate that the learner is on the right track to learning. The research hypothesis will be argued to have significant implications for teaching, and thus, if correct, will corroborate some recent findings. [ABSTRACT FROM AUTHOR]

The comparison of constructions across languages faces a major challenge: Both similarities and differences can appear on the whole scale from form to meaning. In this paper, we propose an approach combining the descriptive and explanatory power of Construction Grammar and Frame Semantics by applying the analysis of constructions and frames on a full-text scale. More concretely, we propose a contrastive and translatological analysis of (partially) schematic constructions in English, Brazilian Portuguese and German which may diverge in form, but are relatable to one another across languages by their conventional pragmatics and/or the semantic frames they evoke. [ABSTRACT FROM AUTHOR]

Employing Frame Semantics as implemented in the Berkeley FrameNet database, this paper analyzes English sentences expressing concerns of risk derived from the British National Corpus and their Japanese translations (created for the purposes of the current study). It introduces the ideas of content and interpretation predicates, frame integration, and head-switching as effectual devices for recognizing obscure constructional equivalences across languages. Our findings shed light on the development of a new contrastive framework for verbal predicativity: that is, a framework based on the recognition of content and interpretation predicates and how it intersects with the categorical distinction in lexicalization patterns between verbs and adverbs. [ABSTRACT FROM AUTHOR]

Starting from an initial analysis on the nature of the speech act of invitation and its relationships with (im)politeness, this paper contrasts the perception that Spanish and English speakers have of such a speech act. The aim pursued is that of determining whether there are patterns of cultural variation –and, if this is the case, also of social variation– in this sense. The analysis combines quantitative and qualitative methodology and is based on the answers to a questionnaire by 240 informants (carefully selected according to their geographical origin, age, sex and academic training) who were shown two variants of a dialogue with a sequence invitation–justified rejection–insistence on the invitation. The results obtained confirm the expected existence of cultural differences, although only partially coincident with the profiles traditionally described in the specialized bibliography, in addition to the presence of fairly clearly defined parameters of social variation, both cross-cultural and specific to one or the other culture. [ABSTRACT FROM AUTHOR]

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This paper explores Alyawarr English, a new contact language spoken in Ipmangker, a remote Alyawarr community of Central Australia. Focusing on language use by children and drawing on a corpus of 50+ hrs of naturalistic video recordings, several aspects of Alyawarr English are examined in detail. The analysis centres on the origins of nominal and verbal morphology, with comparison to the patterns of replication evidenced in other new Australian contact languages. This reveals that children's Alyawarr English has several points of symmetry with these languages. Nominal inflectional morphology is primarily derived from Alyawarr sources. Verb morphology is primarily derived from Kriol/English sources. The lexicon is derived from both Kriol/English and Alyawarr sources. Variation between morphology of Alyawarr and Kriol/English sources is also considered in each domain, to further elucidate what gets replicated and why in the ongoing development of new Australian contact languages. [ABSTRACT FROM AUTHOR]

Speech act studies often compare two or more groups of speakers by analyzing how often each group uses a given strategy to realize a speech act. Since the goal of such studies is to compare groups, they often do not discuss the variation that exists within the groups and, by extension, what can be considered a speech act tendency for a given group. To illustrate within-group variation and how such variation can be interpreted to identify the speech act tendencies of a group, this study used e-mail refusals of requests written by 50 native speakers of English as a case study. Data were collected using a discourse completion task and analyzed for participants' strategies to refuse a request. Descriptive statistics show a considerable amount of variation in this rather homogenous group of English speakers but also allow for the identification of both commonly and rarely used refusal strategies. These findings highlight the importance of considering the commonly used strategies and the rarely used strategies when attempting to empirically identify speech act tendencies for teaching and assessment purposes. Implications of the results for future research, teaching, and assessment practices are discussed. [ABSTRACT FROM AUTHOR]

This paper investigates concessive markers, primarily subordinators, in the English-Norwegian Parallel Corpus. The initial question is how English and Norwegian concessive markers compare with regard to their frequencies and syntactic functions, both intra- and cross-linguistically. Overall, the languages are relatively similar. However, individual concessive markers differ in frequency, syntactic flexibility and possibly formality in original texts in both languages. The second research question concerns the placement of concessive clauses. Again the languages are rather similar, but there is variation within both languages, with subordinators having individual positional preferences. Finally, the translations of the subordinators are examined. Concessive markers are overrepresented in Norwegian translations and underrepresented in English translations compared to originals. While translation correspondences are often congruent, the mutual correspondence between pairs of subordinators is low. Changes made in translation suggest that Norwegian chooses coordination more often than English, thus displaying less syntactic complexity. [ABSTRACT FROM AUTHOR]

Corpus-based contrastive studies have successfully addressed the empirical study of crosslinguistic similarities and differences and may also contribute to understanding complexity across languages. This paper aims at (dis)proving whether the Spanish subjunctive mood shows greater complexity than its English correspondences as translations or sources of the Spanish subjunctive forms. It also explores a trade-off between language levels, i.e., whether higher morphological complexity is linked to syntactic and lexical complexity. The data come from a bidirectional English-Spanish corpus, and the word-alignment-based metric system has been used to quantify morphological complexity. Syntactic and lexical complexity were also investigated and computed using tests of statistical significance. Results corroborate that Spanish presents higher complexity in this verbal area in all three levels, morphological, syntactic, and lexical: the hypothesized trade-off between higher morphological complexity on the one hand, and lower syntactic and lexical complexity on the other is not validated by our data. [ABSTRACT FROM AUTHOR]