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The research aimed to study genres of explaining the chain of transmission with apparent impurities according to Ibn Baz. The study used the narrative method. The research consisted of two sections on introducing Ibn Baz, the reasons, and Ibn Baz’s approach to explaining the chain of transmission with apparent impurities. The findings of this study revealed that Ibn Baz expands in Isnad justification (i.e. apparent rudes) based on the expansion of using the rude in its wide linguistic usage. The aspects of this were:narrator weakness and ignorance, and Apparent interruption. The researcher recommends to show the contribution of Hadith for Ibn Baz in general and Criticism of the Prophet's hadith in particular. [ABSTRACT FROM AUTHOR]

In 'Must We Mean What We Say?', Stanley Cavell defends the method of ordinary language philosophy while arguing that the special status of philosophical claims about language arises from the fact that these statements are expressions of self-knowledge. Recently, Nat Hansen (2017) has explored Cavell's position in relation to empirical research on linguistic usage. This paper challenges Hansen's reading of Cavell, and presents an alternative interpretation that withstands some of Hansen's objections. For Cavell, claims about 'what we say' are claims about observable matters of fact, but nevertheless they are not, and cannot ever be, observation-based claims. The point of observing ordinary usage is to remind the philosopher of what is contained within the practical mastery that she already possesses. [ABSTRACT FROM AUTHOR]

Within the last 15 years, more than 2.5 million "migrants" attended special language courses [so-called integration courses] in Germany. In the last three years "vocational language courses" increased, especially courses in the field of health care. The aim of the article is to show that language analysis in accordance with Edda Weigand's MGM can help to get a better insight into language usage, needed especially in the field of health care. By means of analysing one specific medical dialogue, the need for seeing language use as intercultural use will be discussed. [ABSTRACT FROM AUTHOR]

This study attempts to explore the linguistic "pragmatic" awareness in Wittgenstein, particularly since his perspective on language embodies a philosophical, linguistic, and communicative consciousness of great significance. Wittgenstein's thinking about language has taken a long trajectory throughout his life, actively engaging with the nature of form, image, and content as articulated in his early and later theories. His awareness and interests in language have manifested in various ways according to specific usage contexts. Based on this central observation, this study aims to define the framework of the approach we wish to develop between linguistics and philosophy, taking into account the effects of influence and functional interaction within the conceptual and productive apparatus of each. Contemporary analytical philosophy, by assigning language an active role as a method for analyzing various philosophical, linguistic, and intellectual texts and issues, and linguistics, as a critical turning point in contemporary studies, crystallizes communication and interaction through its foundational structure based on various fields of knowledge, particularly philosophy, as a conceptual key for any possible linguistic and non-linguistic knowledge. Wittgenstein's analytical philosophy of "ordinary language" serves as an excellent title for this philosophical-linguistic overlap, emphasizing the spoken linguistic expression as the sole or prominent evidence that reveals meaning solely through it, due to the mediation of the triadic relationship between (text - usage - understanding). [ABSTRACT FROM AUTHOR]

Copyright of Al-Adab / Al-ādāb is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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.)

The main objective of this study is to investigate how interactive factors affect the vocabulary usage of second language learners in their spoken language. Participants were 24 L1 Chinese undergraduate students of L2 English at an advanced level. L2 learners' vocabulary use was assessed via tokens, lexical diversity, and frequency-based lexical sophistication. Participants provided speech data in response to seven persuasive speaking tasks across three speaking modes: two monologic, two dialogic, and three trialogic. This study showed that the interactive factor has a varied effect on L2 learners' vocabulary usage. It positively influences the use of advanced vocabulary but does not affect the total number of words produced or the diversity of words used. Second, of all three speaking modes, the dialogic speaking mode is the best speaking condition to trigger L2 learners' use of advanced words. Third, the vocabulary employed in dialogues and trialogues can vary due to the inherent disparities between the two modes of speech. Therefore, we propose the use of the dialogic interactive factor and trialogic interactive factor instead of the term "interactive factor" to encompass two specific conditions in which there was a noticeable difference in the performance of L2 learners. [ABSTRACT FROM AUTHOR]

The article presents the discussion on renewed scholarly interest in Shakespeare's creative use of language and the tools available to understand it, such as updated glossaries and encyclopedias. Topics include role of resources like C.T. Onion's Shakespeare Glossary, the Arden Encyclopedia; and analyses of specific word usages in Shakespeare's works, exemplified by the word "O" in various plays.

The paper explores the pivotal role of mothers in maintaining the Lithuanian language within the Lithuanian diaspora, drawing upon Spolsky's family language policy theory and Curdt-Christiansen's dynamic family language policy model. Analyzing data collected in 2011–2013 and 2015–2017, the study investigates various factors shaping family language policy, with a particular focus on the mother's influence. It examines the interplay between the mother's role, emigrants' language ideology, Lithuanian identity, language acquisition, proficiency, and language usage across different domains and emotional dimension of language attitudes. Quantitative analysis, considering respondents' parents' ethnicities, reveals that respondents with Lithuanian mothers exhibit stronger connections to Lithuanian identity, more frequent acquisition of Lithuanian as their first language, higher proficiency, and increased usage of Lithuanian within the family and as an inner language. Moreover, positive language attitudes towards the heritage Lithuanian language are more pronounced among those with Lithuanian mothers. However, emotional attitudes towards language did not significantly differ based on parental ethnicity. The paper concludes by discussing the heightened responsibility of mothers in language maintenance within the diaspora and the challenges they face in fulfilling this role. [ABSTRACT FROM AUTHOR]

This study investigates the acquisition and development of Indonesian as a second language among early childhood learners within the Indonesian diaspora at the Kepong Guidance Studio in Malaysia. Utilizing a qualitative case study methodology, data were collected through interviews, observations, and documentation involving 21 children aged 4-6 years, their educators, and the principal. Despite the structured Indonesian curriculum, findings revealed that the dominant use of Malay significantly influences language development. Teaching strategies incorporating traditional Indonesian games and songs were found to be effective in enhancing language acquisition. Observational data indicated that 60% of children aged 4-5 years showed significant development in understanding and using Indonesian, while 87.5% of children aged 5-6 years exhibited strong repetition and communication skills in Indonesian. However, challenges included inconsistent language usage and the influence of the children's first language, Malay. The study underscores the necessity of tailored educational strategies that address individual learning needs and emphasize active parental involvement to reinforce language skills acquired in educational settings. Triangulation ensured data reliability and validity, though the small sample size and context-specific nature limit the generalizability of the findings. These results highlight the importance of inclusive and adaptive learning environments that cater to the linguistic and cultural needs of diaspora children. Future research should explore the long-term impacts of these educational strategies on language proficiency and cultural identity, with a broader scope and larger sample sizes to enhance understanding and support effective educational policies and practices for diaspora communities globally. [ABSTRACT FROM AUTHOR]

The monograph "Language Inquiries - Who asks? Who is asked? How is it asked? What is asked? Why is it asked?" by Elke Donalies examines language inquiries and their structure. The author has analyzed language inquiries from various sources and divided them into 14 categories, including articles, pronunciation, meaning, foreign words, logic of language, orthography, phrases, political correctness, prepositions, stylistic devices, and word formation. The inquirers are concerned about language decay or feel uncertain due to changes in language. The main reasons for the inquiries are their own language usage or the language usage of others. The monograph provides an overview of various questions regarding language inquiries and is of interest to linguists and the field of German as a foreign language. [Extracted from the article]

Copyright of Journal of Comparative Literature is the property of Shahid Bahonar University of Kerman, Department of Persian Language & Literature 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.)

"Understanding Corpus Linguistics" by Danielle Barth and Stefan Schnell is an inclusive introductory textbook that covers the various dimensions of corpus linguistics (cl). The book explores the origins of cl as an independent field and highlights its differences from other approaches to human languages. It defines and exemplifies key concepts and terms in cl, discusses corpus composition and types, elaborates on linguistic variation, explains corpus queries and analysis, outlines the stages of corpus building, explores corpus annotation, discusses statistical methods in cl, and examines the contributions of cl to sociolinguistics, language documentation, and linguistic typology. The book provides practical examples and is written in simple language, making it suitable for students and novice researchers in the field. However, some chapters may go beyond the expectations of an introductory textbook, and the focus on language documentation and typology may neglect other areas of cl. Overall, the book is a valuable resource for gaining a basic understanding of cl and its contributions to other linguistic sub-disciplines. [Extracted from the article]

Copyright of Zeitschrift für Angewandte Linguistik is the property of De Gruyter 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.)

Copyright of Larq Journal for Philosophy, Linguistics & Social Sciences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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.)

"The Verticalization Model of Language Shift: The Great Change in American Communities" by Joshua R. Brown explores the concept of language shift in American communities. The book proposes the verticalization approach, which suggests that language shift occurs when decision-making power shifts from local to external institutions. The book presents case studies on immigrant and indigenous language communities in the United States, examining their transitions from minority to majority language use. The volume also includes commentaries that critique the verticalization model and offer alternative perspectives. Overall, the book provides valuable insights into language maintenance and shift, highlighting the complex factors that drive these processes. [Extracted from the article]

This study investigates trajectories of L2 development in writing in two genres over multiple time points in a semester-long ESL writing program. Conceptually replicating previous studies on genre and development, we analyzed 270 argumentative and narrative essays written by 45 ESL students to find developmental and genre differences, using fine-grained indices that tap into multiple dimensions of complexity. We found a genre effect on most complexity features, with significant differences between the genres. We also present evidence of growth in linguistic complexity, reporting linear developmental trajectories for lexical features but not for clausal or phrasal features. In addition, we found evidence of interaction effects between genre and time for some indices that are sensitive to unique combinations of genre and development. We conclude that development in L2 writing involves the nonlinear emergence of linguistic usages over time and that the developmental pattern can be distinct for different genres. [ABSTRACT FROM AUTHOR]

This paper examines the dynamics which led to the formation of Italian by reconstructing the language ideology of the teacher and polygraph Orazio Toscanella, i.e. one of those cultural mediators who, in the sixteenth‐century Venetian printing market, were actively involved in the promotion of the vernacular. Looking for traces of Toscanella's language ideology through a range of paratextual materials (title‐pages, prefatory letters), we reconstruct his ideas on the vernacular. These reveal an eclecticism which is not entirely coherent, but which can be understood in light of this polygraph's pedagogical objectives, and of his pressing need to respond to the market's requirements. By focusing on Toscanella's translation of Vives' Exercitatio, published in 1568 under the title Flores Italici, we then compare the ideas conveyed in the paratexts with the author's linguistic usage in the text: we thus show that Toscanella's eclectic ideas on language and his need to accommodate the market's requirements also shaped the type of vernacular he proposed to his readers. This focus on Toscanella's paratextual production allows us to investigate the way in which the 'high' vernacular model was re‐elaborated and disseminated to a broad audience, and the extent to which such re‐elaboration was influenced by commercial concerns. [ABSTRACT FROM AUTHOR]

This paper analyzes the way in which linguistic accuracy is formulated in El libro de estilo de la lengua española (2018), the latest normative publication by the Real Academia de la Lengua (Royal Spanish Academy) and the Asociación de Academias de la Lengua Española (Association of Academies of the Spanish Language). We show that more than half of the rules listed are of a diffuse, or fuzzy nature. We study three kinds of fuzzy rules: rules with a low deontic load, which have little prescriptive character; confusing rules, which are imprecise or subjective in nature; and rules for highly specific cases, with a very limited field of application. Finally, we note that it is not unusual for these three types to appear together. [ABSTRACT FROM AUTHOR]

Word frequency is one of the best predictors of language processing. Typically, word frequency norms are entirely based on natural-language text data, thus representing what the literature typically refers to as purely linguistic experience. This study presents Flickr frequency norms as a novel word frequency measure from a domain-specific corpus inherently tied to extra-linguistic information: words used as image tags on social media. To obtain Flickr frequency measures, we exploited the photo-sharing platform Flickr Image (containing billions of photos) and extracted the number of uploaded images tagged with each of the words considered in the lexicon. Here, we systematically examine the peculiarities of Flickr frequency norms and show that Flickr frequency is a hybrid metrics, lying at the intersection between language and visual experience and with specific biases induced by being based on image-focused social media. Moreover, regression analyses indicate that Flickr frequency captures additional information beyond what is already encoded in existing norms of linguistic, sensorimotor, and affective experience. Therefore, these new norms capture aspects of language usage that are missing from traditional frequency measures: a portion of language usage capturing the interplay between language and vision, which – this study demonstrates – has its own impact on word processing. The Flickr frequency norms are openly available on the Open Science Framework (https://osf.io/2zfs3/). [ABSTRACT FROM AUTHOR]

The book "Analogy and Contrast in Language: Perspectives from Cognitive Linguistics" explores the role of analogy and contrast in language and cognition. It challenges the idea that language is governed by a separate grammar module and argues that our linguistic abilities are rooted in our general cognitive abilities. The book is divided into two parts, with the first part focusing on theoretical issues and the second part presenting empirical research. The chapters cover various topics, including paradigmatic and syntagmatic relations, conceptual structures, sentence structures, aspectual distinctions, and metaphors of time and text organization. The book offers a comprehensive and diverse exploration of analogy and contrast in language and cognition, making significant contributions to the field of Cognitive Linguistics. [Extracted from the article]

Copyright of Larq Journal for Philosophy, Linguistics & Social Sciences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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.)

Speech-to-text recognition (STR) usage in lectures in English as the medium of instruction (EMI) has been recognized as an assistive technology, but previously reported studies have neglected to investigate the benefits of speech-enabled language translation (SELT) for learning. This study used either STR or SELT to help students in EMI lectures, specifically to increase their attention and meditation and also to decrease their learning anxiety. In this study, we used a mixed research method and collected the data as perceptions and mental state. Sixty-three students attended the lectures and they were categorized into two groups. Students in the STR group (n = 30) were exposed to STR texts, whereas the students in the SELT group (n = 33) were exposed to SELT texts; the affective factors in their learnings were also compared. The results showed that on comparison the attention and meditation levels in the SELT group were higher than those in the STR group, the learning anxiety decreased in lectures with SELT support, and the SELT group positively perceived the usefulness of SELT for learning. Based on the findings of this study, implications were drawn and suggestions were provided. [ABSTRACT FROM AUTHOR]

"Christine de Pizan en 2021" is a collection of nine articles that focus on issues relating to philology, linguistics, codicology, and manuscript illumination in the works of Christine de Pizan. The articles explore the genesis of her complex corpus of works, the different versions of her texts, and the ways in which she revised and authorized them over time. The contributors to this volume include both up-and-coming young scholars and well-established senior figures, providing a diverse range of perspectives on Christine de Pizan's work. The collection also includes analyses of the iconography and codicology of her manuscripts, as well as studies of her linguistic usage and its influence on her knowledge of Latin prose. Overall, this volume offers valuable insights into the study of Christine de Pizan's vast corpus and its development over time. [Extracted from the article]

Copyright of ABHATH is the property of ABHATH 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.)

An introduction is presented in which the editor discusses articles in the issue on topics including CASA for syntactic analysis, multi-dimensional regularity analysis in corpus linguistics and mental processes in learning vocabulary and collocations.

In multilingual societies, it is common to encounter different language varieties. Various approaches have been proposed to discuss different mechanisms of language shift. However, current models exploring language shift in languages in contact often overlook the influence of language ideologies. Language ideologies play a crucial role in understanding language usage within a cultural community, encompassing shared beliefs, assumptions, and feelings toward specific language forms. These ideologies shed light on the social perceptions of different language varieties expressed as language attitudes. In this study, we introduce an approach that incorporates language ideologies into a model for contact varieties by considering speaker preferences as a parameter. Our findings highlight the significance of preference in language shift, which can even outweigh the influence of language prestige associated, for example, with a standard variety. Furthermore, we investigate the impact of the degree of interaction between individuals holding opposing preferences on the language shift process. Quite expectedly, our results indicate that when communities with different preferences mix, the coexistence of language varieties becomes less likely. However, variations in the degree of interaction between individuals with contrary preferences notably lead to non-trivial transitions from states of coexistence of varieties to the extinction of a given variety, followed by a return to coexistence, ultimately culminating in the dominance of the previously extinct variety. By studying finite-size effects, we observe that the duration of coexistence states increases exponentially with the network size. Ultimately, our work constitutes a quantitative approach to the study of language ideologies in sociolinguistics. [ABSTRACT FROM AUTHOR]

The article discusses the practice of lucid dreaming and its historical and cultural significance. It explores the concept of self-awareness in dreams as described in ancient religious texts such as the Vedas and Upanishads, as well as in Buddhist and Daoist traditions. The article also provides practical tips for becoming a lucid dreamer, such as keeping a dream journal and using dreamsigns as cues for recognizing dream states. It highlights the differences in attitudes towards lucid dreaming between Asian religious traditions and the Abrahamic traditions, and suggests that the current interest in lucid dreaming in the modern West may be a cultural rebound effect. [Extracted from the article]

The objective of this research is to describe the impact of gadget usage on the social and linguistic development of primary school students. The study used the mixed-methods sequential explanatory design. In determining the subject of the research--namely, 251 children consisting of second graders and fifth graders in Jakarta, Indonesia--we used purposive sampling. Purposive sampling was also used to determine the research location--namely, two public primary schools and two private primary schools in Central and South Jakarta. As for the data collection, questionnaires, interviews, and observations were employed, resulting in quantitative data presented statistically in tables and charts. The regression analysis performed to figure out the social development of the primary school students in Jakarta resulted in a score of 0.000, suggesting that the students possess social capabilities and skills displayed when they are among their peers--namely, understanding the emotional conditions of their friends, accepting themselves, and maintaining friendship. The students are also capable of comprehending the thought, feeling, and behavior of their friends, thus enabling them to develop well-being skills. A regression analysis score of 0.001 suggests that gadget usage at home and at school influence the linguistic development of the primary school students. Our qualitative analysis corroborates the regression score by suggesting that gadget usage improves the growth and development of the social and linguistic behavior of the primary school students. In light of the impacts of gadget usage on the social and linguistic development of the primary school students, it is highly recommended that both the school and the parents put in place a code of ethics and educational guidance regarding gadget usage to mitigate the negative impacts of gadgets on students. [ABSTRACT FROM AUTHOR]

The article explores ChatGPT's conscious and unconscious beliefs about good writing, emphasizing clarity, coherence, purpose, audience awareness, and grammar. Topics include examining ChatGPT's writing values, exploring the role of purpose in writing, and analyzing the impact of standardized grammar on inclusivity and linguistic diversity.

The article titled "The referee of languages. Annotations on the norm and usage in the Royal Spanish Academy" analyzes the relationship between the norm and usage in the linguistic thinking of the Royal Spanish Academy from its foundation to the present day. The author examines different academic works, such as the Dictionary of Authorities, and highlights the importance of usage as a lexicographic criterion. The influence of the norm and usage on grammar and phonetics and phonology is also analyzed. In addition, a case study is conducted on the academic Blas Antonio de Nasarre and his contribution to the history of language and linguistic ideas in the 18th century. In summary, the article offers a well-documented reflection on the relationship between the norm and usage in the Royal Spanish Academy. [Extracted from the article]

This paper focuses on the evolution of loanwords from the end of the 19th century to modern Spanish on the basis of columns on the language (CSL). The main objective is to study the tensions between norm established by Spanish language institutions or their representatives and the actual use of loanwords by Spanish speakers. We start from the idea that language is closely related to nationalist ideology, near purism. If we relate loan, dictionary and columnism, we can reflect on how ideological positions and norm conceptions have evolutioned in lexical creation. To this end, we will establish four periods by selecting several columnists, we will contrast their opinion with the academic norm through the contemporary dictionary and we will check the actual use in the academic corpus. The results will show whether the norm, in principle always on alert and resistant to the incorporation of foreign words, and the real use of the speakers are contrary or converge. Finally, the ideological implications of this type of attitude on the part of both the Academy and the columnists will be reflected. [ABSTRACT FROM AUTHOR]

This paper presents the results of a pragmalinguistic analysis of the manifestations of polyphony through reported speech, and oralization within a corpus of Columns about Language published in the Spanish press between 1960 and 2020. Based on the polyphonic theory and oralization in the media, as well as in previous studies on linguistic ideologies in the press, this mixed analysis aims at finding the most frequent reported speech and oralizing mechanisms present in the corpus, and identifying their discursive functions within these texts. The results show that, with few differences and throughout the period considered, the columns favor direct speech and interrogative statements. These strategies allow, in most cases, to reproduce other people’s discourses that are critically evaluated, and to establish a relationship of complicity with the readers of the column. [ABSTRACT FROM AUTHOR]

The aim of this paper is to analyse the discursive construction of Standard Spanish in a corpus of language columns written in Spain during the 19th and the 20th centuries. Drawing on the framework of glottopolitics, we examine the socalled «Standard Language ideology» (Milroy/ Milroy [1985] 1991, 1), according to which one specific variety is intrinsically superior to the rest, one that is «correct» and should thus be prioritised as a model for language performance and «good» usage, in this case, in the Hispanic world. The relevance of metalinguistic discourse in the analysis of language columnism lies not only in the existing debates concerning the prestigious and stigmatised linguistic uses, but also in its contribution to the construction of an ideological scenario regarding what a language must be. In this respect, the texts of the selected columnists contribute to the construction of Spanish as the only national, common and standard language on both sides of the Atlantic. [ABSTRACT FROM AUTHOR]

The paper analyses verbs of drinking in English and Serbian using the method of contrastive analysis of the meanings of the verbs in the corpus. The paper provides not only the analysis of the synonymous lexical relations among these verbs and their interrelations, but also the specific elements that each dictionary entry consists of. The analysis is threefold as it contrasts not only English verbs and Serbian verbs of drinking respectively, but also contrasts the verbs between the two languages in order to obtain contextually appropriate translation(s). The results of the analysis in the paper show the similarities and differences between the specific language usage of verbs of drinking in the two languages. They also show that the action of drinking in English and in Serbian is expressed using a range of different verbs that provide a more specific description of the drinking action, but that the conceptualisation of the action of drinking is similar in both languages. The meanings of such specific verbs of drinking have been contrasted and a proposal for one type/model of dictionary that would contrast English and Serbian verbs of drinking has been provided. [ABSTRACT FROM AUTHOR]

This study proposes a local grammar approach to intercultural speech act studies, which is demonstrated by an investigation into apologies in Hong Kong, Singaporean, Indian, and British Englishes. Drawing on data taken from the respective components of the International Corpus of English, the investigation revealed a mixed picture of the ways in which apologies were performed by speakers of the Englishes under examination, which may be ascribed to the differences existing in cultural norms of the target language and those of one's own and, consequently, a strategic compromise between speakers' efforts to conform to the cultural norms of the target language and efforts to retain their own. This leads to a further argument that apologies in the three selected Asian Englishes might have undergone a mixed process of language indigenisation and pragmatic nativisation. Methodologically, the study shows that local grammars can reliably quantify speech act realizations across contexts or corpora, thereby offering a useful methodology to facilitate intercultural, and other kinds of contrastive, speech act studies. [ABSTRACT FROM AUTHOR]

Mikhail Bakhtin is one of the most influential theorists of literary criticism in the twentieth century whose ideas, particularly in the field of novel criticism, have been widely embraced by scholars in literary studies worldwide. In Iran, however, the Bakhtinian approach is less known compared with other critical approaches such as mythological-archetypal criticism or psychoanalytical criticism. Bakhtin initially started his literary scholarship in association with the Russian Formalists, but gradually distanced himself from their viewpoints and established his own independent approach in criticism. The Russian Formalists believed the function of language in literary texts to be "defamiliarisation". As such, they argued that figures of speech are tools that poets and writers use in order to make the literary use of language different from its non-literary usage. Bakhtin disagreed with the Formalists and argued that language also has social and discursive aspects that need to be taken into account so that the critic would be in a position to offer insights into the deeper, hidden layers of social behaviour. Therefore, unlike the Formalists who focused their attention on the rhetorical and formal aspects of literary works, Bakhtin tried to analyse literature as discourse. Highlighting the social aspects of the novel, he emphasizes that the critic's central concern should be to investigate how language is used in the novel. In his view, language in the novel, in distinction to poetry, is marked by concreteness. Therefore, novelistic prose is always orientated towards concrete details, as it also is in journalistic as well as legal and political texts. This concrete orientation necessitates that linguistic usage in the novel be consistent with actual language use by social groups. Concentrating on the novel as an essentially polyphonic genre marked by heteroglossia, he put forward a theory about the carnivalesque in the novel.This essay aims to expound the Bakhtinian approach in literary criticism by focusing on the tripartite concepts of "polyphony", "heteroglossia" and "carnival". To do so, we first discuss Bakhtin's ideas on the essential contrast between the language of poetry and the language of the novel and then move on to consider his viewpoints on the multiplicity of voices in the novel, linguistic reflection of social stratification in this genre, and its carnivalesque qualities. In order to clarify the theoretical aspects of the Bakhtinian approach, we complement our exposition of Bakhtin's theory with critical readings of three sample texts of Persian literature, which include selected extracts from Ferowsi's Shahnameh, a poem by Mehdi Akhvan Salles entitled "Sonnet No. 3", and the novel Shazdeh Ehtejab by Hooshang Golshiri. In the conclusion to this essay, we offer our assessment of the potentialities as well as the limitations of Bakhtin's theory in literary criticism in addition to drawing a perspective of the expansion and updating of this critical approach. [ABSTRACT FROM AUTHOR]

Copyright of Jahrbuch für Germanistische Sprachgeschicht is the property of De Gruyter 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.)

Copyright of Italica Wratislaviensia is the property of Wydawnictwo Adam Marszalek 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 study explores the significance of mobile phone usage in English language learning among students at the National University of Modern Languages. By administering an open-ended questionnaire to a sample of 100 Pakistani students enrolled in Advanced English for the Master of English program, the research investigates how smartphones are used, the attitudes and behaviors of students, and the challenges encountered in utilizing mobile technology within the learning environment. The findings demonstrate that smartphones play a crucial role in enhancing students' English language learning, as most participants express a positive view regarding their use in language instruction. This research presents a novel teaching approach for ESL students, underscoring the importance of a robust pedagogical foundation and appropriate training. Additionally, the study suggests the need for further exploration through experimental studies to examine the efficacy of smartphones in English language learning. The outcomes of this study contribute to a comprehensive understanding of the effective integration of mobile technology in ESL education, providing valuable insights for educators and researchers in the field. [ABSTRACT FROM AUTHOR]

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Data-Driven Learning (DDL) is a method for learning languages that involves analyzing language usage trends and finding patterns in language data, utilizing technology and statistics. One of the key benefits of DDL is that it allows students to focus on the most relevant and useful language data for their needs. Data-driven learning is an effective approach to language learning that can help students develop their language skills more quickly and efficiently by using data and technology to guide their learning. This case study aims to see if DDL has a positive effect on students' language achievement, digital literacy, and learning motivation. The study has enrolled 28 preparatory class students from a state university and seven native English speakers, comprising four Australians, one American, one Canadian, and one English individual. The native speakers are asked to verbally describe five images and respond to three pertinent questions. The audio recordings of their responses are transcribed by the students, and the data is then entered into AntConc, a corpus analysis toolkit. The students are able to investigate authentic English speech and recognize unknown linguistic structures. The study will clarify its findings and outcomes using quotations from the transcribed speech as well as the students' responses to the DDL activities. The findings imply that DDL is an effective method for teachers who are willing to experiment with alternative ways of teaching a language. It appears that using Data-Driven Learning (DDL) as a teaching strategy has produced largely positive results. Students seem to have responded favorably to the approach, and it has succeeded in increasing their awareness of language and how to study it. Additionally, it appears that DDL has improved learning circumstances over time for all students, particularly those who generally aren't motivated or engaged during traditional classes. The use of technology in the classroom has promoted group projects and boosted involvement from all students, including those with learning challenges. [ABSTRACT FROM AUTHOR]

The chapter picks out grammaticalization theory, (cognitive) construction grammar and historical sociolinguistics as three research traditions that have substantially informed Anthonissen's work, but have left some of its central research questions underexplored. It is, however, not entirely accurate to draw such a sharp distinction, as the later chapters in part III still engage thoroughly with the theoretical and empirical literature surveyed in part II as well as other empirical studies that do (or do not) align with Anthonissen's findings. Following chapter 2, Anthonissen surveys extant literature on the historical development of the English passive in chapter 3, "Systemic change and the rise of the passive". Finally, while there is nothing about chapter 6 that does not interest me, the most appealing sections are presented at the end, when Anthonissen discusses the "effects of the social landscape" in which the authors are situated (pp. 164-72). [Extracted from the article]