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1
LOTHERINGTON, HEATHER, and YEJUN XU. "How to chat in English and Chinese: Emerging digital language conventions." ReCALL 16, no. 2 (November 2004): 308–29. http://dx.doi.org/10.1017/s0958344004000527.
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Rapid changes in language form and function occurring in digital environments present teachers and students of second languages alike with conundrums as to language and discourse standards. Factors affecting the changes that are emerging in digital English include the spatial and temporal possibilities and constraints of the medium, digital facilitation of case-creativity and iconic incorporation, and new social network configurations. This paper analyzes evolving changes in orthographic, syntactic, discourse and sociocultural conventions occurring in English and Chinese in digital environments, based on a small scale study conducted at York University in 2002–2003, noting trends across these languages as well as more limited, culturally and linguistically specific evolutions. The converging conventional changes occurring in these two major world languages suggest that similar transitions are happening generally in languages used for online communication, which has serious implications for second language instruction.
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Rodríguez-Gil, Maria E. "Deconstructing female conventions." New Approaches to the Study of Later Modern English 33, no. 1-2 (July 17, 2006): 11–38. http://dx.doi.org/10.1075/hl.33.1.04rod.
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Summary This paper examines Ann Fisher’s (1719–1778) most important and influential work, A New Grammar (1745?). In this grammar, the author did not follow the trend of making English grammar fit the Latin pattern, a common practice still in the eighteenth century. Instead, she wrote an English grammar based on the nature and observation of her mother tongue. Besides, she scattered throughout her grammar a wide set of teaching devices, the ‘examples of bad English’ being her most important contribution. Her innovations and her new approach to the description of English grammar were indeed welcomed by contemporary readers, since her grammar saw almost forty editions and reprints, it influenced other grammarians, for instance Thomas Spence (1750–1814), and it reached other markets, such as London. In order to understand more clearly the value of this grammar and of its author, this grammar has to be seen in the context of her life. For this reason, we will also discuss some details of her unconventional lifestyle: unconventional in the sense that she led her life in the public sphere, not happy with the prevailing idea that women should be educated for a life at home.
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Sweetser, Eve E. "English Metaphors for Language: Motivations, Conventions, and Creativity." Poetics Today 13, no. 4 (1992): 705. http://dx.doi.org/10.2307/1773295.
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Brooks, Maneka Deanna. "“She Doesn’t Have the Basic Understanding of a Language”: Using Spelling Research to Challenge Deficit Conceptualizations of Adolescent Bilinguals." Journal of Literacy Research 49, no. 3 (June 14, 2017): 342–70. http://dx.doi.org/10.1177/1086296x17714016.
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This article examines the alternative English spelling practices of a student who is considered to be a long-term English learner. It draws on a theoretical framework that integrates a social perspective on spelling with a rejection of idealized conceptions of bilingualism. The analyzed English spellings presented in this article were identified in eight texts that the focal student composed during her English language arts class. Notably, this examination was contextualized within the focal student’s linguistic and schooling history. The resulting findings document that the focal student was a simultaneous bilingual who had a troubled history with formal schooling—the place where many young people learn spelling conventions. The predominant practice that characterized her alternative spellings was her use of conventional English sound-to-letter relationships to create a written echo of the speech patterns of her home, school, and community. When her alternative spelling did not reflect these Englishes, they typically illustrated her familiarity with the normative spelling of particular words. Yet the practices that characterized her spelling meant that they strayed from accepted conventions (e.g., transposition/omission/insertion of letters). The focal student’s alternative spelling practices illustrated her familiarity with the English writing system and the depth of her knowledge of multiple Englishes.
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Kahn-Horwitz, Janina, Sara Kuash, Raphiq Ibrahim, and Mila Schwartz. "How do previously acquired languages affect acquisition of English as a foreign language." Written Language and Literacy 17, no. 1 (April 11, 2014): 40–61. http://dx.doi.org/10.1075/wll.17.1.03kah.
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The present study aims to examine the linguistic and orthographic proximity hypothesis in new script acquisition by comparing the performance of Circassian L1 speaking children who are emerging quadri-literates with Hebrew L1 speaking children who are emerging biliterates. Tests in decoding and spelling various English target conventions were conducted. Thirty 10 year old Circassian L1 speaking children were compared to 46 Hebrew L1 speaking children. Results show that the group of Circassian L1 speaking children outperformed the group of Hebrew L1 speaking children and showed a significant advantage in decoding and spelling target orthographic conventions. There were no significant differences between the two groups on decoding and spelling the silent 〈e〉, which provided a challenge for both groups. The results provide support for the linguistic and orthographic proximity hypothesis whereby phonemes and orthographic characteristics that exist in a child’s first or additional language system and writing system facilitate acquisition of orthographic conventions in a new language and writing system. Keywords: linguistic and orthographic proximity; decoding; spelling; Circassian; Hebrew; EFL
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Hung, Tony T. N. "‘New English’ words in international English dictionaries." English Today 18, no. 4 (October 2002): 29–34. http://dx.doi.org/10.1017/s0266078402004042.
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How such words are–and might be–handledThe author argues that, with the development of English as a world language and the burgeoning of new varieties of English (‘New Englishes’, or NE's), and with the inclusion of more and more NE words in international English dictionaries, there is a need for systematic and principled solutions to the proper phonetic representation of these words, instead of arbitrarily imposing the same transcription conventions on them as for ‘Old’ varieties of English (‘Old Englishes’, or OE's).
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Li, Xiangdong. "What is the publication language in humanities? The case of Translation Studies scholars." English Today 35, no. 2 (July 6, 2018): 42–49. http://dx.doi.org/10.1017/s0266078418000202.
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English is becoming the default language of knowledge construction and dissemination (Kuteeva & McGrath, 2014; Zheng & Gao, 2016; Fuentes & Gómez Soler, 2018). However, English as a monolingual and mono-rhetorical means of disseminating knowledge may maximize its ‘Tyrannosaurus rex’ side (Tardy, 2004; Espinet et al., 2015; Zheng & Gao, 2016). The use of English as an Academic Lingua Franca (EALF) is depicted as hegemonic, totalitarian, colonial and imperialistic, silencing other academic traditions, imposing Anglophone ideologies of norms and rhetorical conventions, and controlling other academic territories (Phillipson, 1992; Bennett, 2013). It is claimed that an orientation towards the norms and rhetorical conventions of the Anglo-Saxon discourse demotes non-English languages, cultures and rhetorical conventions (Tardy, 2004; Espinet, Izquierdo & Garcia–Pujol, 2015), disadvantages non-native English-speaking scholars and their scholarship (Flowerdew, 2013; Zheng & Gao, 2016), erodes alternative forms of knowledge construction (Martín–Martín, 2005; Bennett, 2011), and reduces intellectual, cultural and epistemological diversity (Tardy, 2004; Bennett, 2011).
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Lindén, Krister, Heidi Haltia, Juha Luukkonen, Antti O. Laine, Henri Roivainen, and Niina Väisänen. "FinnFN 1.0: The Finnish frame semantic database." Nordic Journal of Linguistics 40, no. 3 (August 14, 2017): 287–311. http://dx.doi.org/10.1017/s0332586517000075.
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The article describes the process of creating a Finnish language FrameNet or FinnFN, based on the original English language FrameNet hosted at the International Computer Science Institute in Berkeley, California. We outline the goals and results relating to the FinnFN project and especially to the creation of the FinnFrame corpus. The main aim of the project was to test the universal applicability of frame semantics by annotating real Finnish using the same frames and annotation conventions as in the original Berkeley FrameNet project. From Finnish newspaper corpora, 40,721 sentences were automatically retrieved and manually annotated as example sentences evoking certain frames. This became the FinnFrame corpus. Applying the Berkeley FrameNet annotation conventions to the Finnish language required some modifications due to Finnish morphology, and a convention for annotating individual morphemes within words was introduced for phenomena such as compounding, comparatives and case endings. Various questions about cultural salience across the two languages arose during the project, but problematic situations occurred only in a few examples, which we also discuss in the article. The article shows that, barring a few minor instances, the universality hypothesis of frames is largely confirmed for languages as different as Finnish and English.
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Lotherington, Heather. "What Four Skills? Redefining Language and Literacy Standards for ELT in the Digital Era." TESL Canada Journal 22, no. 1 (October 1, 2004): 64. http://dx.doi.org/10.18806/tesl.v22i1.166.
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Over the last 15 years, the rapid development of information and communication technologies (ICT) has facilitated a revolution in how we use language. Online environments have facilitated creative and variable spelling using code hybridization and stylistic use of mechanical conventions such as punctuation and capitalization, lexical coinages, new genres and conversational shapes, new social networks, and digital identities. The traditional four-skills paradigm of text-based grammar study framing English-language teaching curricula no longer adequately describes language and literacies in the Information Era. This article examines changing language conventions in English used in online environments, theorizing directions for new and variable language conventions. The article makes the case that understanding relative language standards in digital environments is essential for teaching and testing appropriate and contemporary English language literacies.
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Disbray, Samantha, and Deborah Loakes. "Writing Aboriginal English & Creoles." Australian Review of Applied Linguistics 36, no. 3 (January 1, 2013): 285–301. http://dx.doi.org/10.1075/aral.36.3.04dis.
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Texts in Aboriginal English (AE) and creole varieties have been created by Indigenous and non-Indigenous writers for a range of purposes. In this paper, we focus on materials created in and for five educational contexts, and investigate the orthographic or spelling systems developed in each setting. Choices about orthography are guided by linguistic and non-linguistic considerations. They are sensitive to matters of prestige and identity, and new orthographic conventions are subject to comparison with ‘correct’, ‘standard’ spellings. We explore the processes, motivations and rationale that drive choices for the orthographic conventions and the diverse outcomes in the five settings.
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Rodríguez-Gil, Maria E. "Deconstructing Female Conventions: Ann Fisher (1719–1778)." Historiographia Linguistica International Journal for the History of the Language Sciences 33, no. 1-2 (2006): 11–38. http://dx.doi.org/10.1075/hl.33.1-2.04rod.
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This paper examines Ann Fisher’s (1719–1778) most important and influential work, A New Grammar (1745?). In this grammar, the author did not follow the trend of making English grammar fit the Latin pattern, a common practice still in the eighteenth century. Instead, she wrote an English grammar based on the nature and observation of her mother tongue. Besides, she scattered throughout her grammar a wide set of teaching devices, the ‘examples of bad English’ being her most important contribution. Her innovations and her new approach to the description of English grammar were indeed welcomed by contemporary readers, since her grammar saw almost forty editions and reprints, it influenced other grammarians, for instance Thomas Spence (1750–1814), and it reached other markets, such as London. In order to understand more clearly the value of this grammar and of its author, this grammar has to be seen in the context of her life. For this reason, we will also discuss some details of her unconventional lifestyle: unconventional in the sense that she led her life in the public sphere, not happy with the prevailing idea that women should be educated for a life at home.
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Rogovets, Anastasia S. "“What is Your Good Name?”: on Translating Multicultural Literature." Polylinguality and Transcultural Practices 16, no. 3 (December 15, 2019): 406–14. http://dx.doi.org/10.22363/2618-897x-2019-16-3-406-414.
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The article discusses distinguishing features of speech etiquette in Indian English and certain aspects of its translation into Russian. The relevance of this research topic is determined by the current spread of English as an international language and by the emergence of the World Englishes paradigm. In India there are a lot of cultural conventions that do not have English equivalents and, thus, cannot be expressed adequatelyby means of the English language. As a result of the language contact, Indian English has got an impact on its linguistic setting from Hindi and other regional languages. This linguistic transfer from Indian languages can be seen at various levels, including the use of politeness formulas. In this article the focus is made on the politeness formula “What is your good name?”, which is a polite way of asking someone’s name. This etiquette question is one of the most common Indian English politeness patterns, generalized all over India. The article analyzes the etymology of this expression and explains why it is frequently encountered in the speech of Indian English users, as well as to show the important role of such an analysis in overcoming translation difficulties.
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Bisiada, Mario. "Changing conventions in German causal clause complexes." Languages in Contrast 13, no. 1 (March 8, 2013): 1–27. http://dx.doi.org/10.1075/lic.13.1.01bis.
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This paper contributes to the field of diachronic corpus studies of linguistic change through language contact in translation by replicating Becher’s (2011) study which found a trend from hypotaxis to parataxis in concessive clause complexes of German popular scientific articles, and examining whether a comparable trend can be found in causal clause complexes in another genre. The study draws on a one-million-word translation corpus of English business articles and their German translations, as well as on a comparable corpus of German non-translations. The corpora consist of texts published in two time periods, 1982–3 and 2008. German translations of English causal conjunctions are compared for both time periods to determine diachronic changes in causal clause complexes. The comparable corpus is then analysed to find out whether those changes also happened in non-translated language. While a trend from hypotaxis to parataxis in both corpora can be observed, hypotaxis remains more frequent than parataxis. The study also detects a shift in preference for the causal conjunctions weil, denn and da, which partly causes the decrease in hypotaxis.
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Iedema, Rick A. M. "Legal English." Australian Review of Applied Linguistics 16, no. 2 (January 1, 1993): 86–122. http://dx.doi.org/10.1075/aral.16.2.05ied.
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In this paper student Case Notes are analysed to exemplify the degrees of linguistic intricacy that come into play within the context of legal discourse – the ‘target discourse1-and to demonstrate that apprenticeship into this particular academic discourse community involves more than familiarisation with content specific material on the one hand and the control of common English structural conventions on the other. The discussion sets out to show that the intricate and often ‘hidden’ (as in ‘not made explicit’) linguistic demands academic discourses impose on NESB students need to be brought out into the open to highlight and clarify the association between specific lexicogrammatical realisations and generic meanings in the discourse. The paper concludes by emphasising the need for linguistically informed assistance for NESB learners at the tertiary level.
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Mack, Peter, Marjorie Donker, and George M. Muldrow. "Dictionary of Literary-Rhetorical Conventions of the English Renaissance." Modern Language Review 81, no. 4 (October 1986): 973. http://dx.doi.org/10.2307/3729621.
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Hodge, Gabrielle, Kazuki Sekine, Adam Schembri, and Trevor Johnston. "Comparing signers and speakers: building a directly comparable corpus of Auslan and Australian English." Corpora 14, no. 1 (April 2019): 63–76. http://dx.doi.org/10.3366/cor.2019.0161.
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The Auslan and Australian English archive and corpus is the first bilingual, multi-modal documentation of a deaf signed language (Auslan, the language of the Australian deaf community) and its ambient spoken language (Australian English). It aims to facilitate the direct comparison of face-to-face, multi-modal talk produced by deaf signers and hearing speakers from the same city. Here, we describe the documentation of the bilingual, multi-modal archive and outline its development pathway into a directly comparable corpus of a signed language and spoken language. We differentiate it from existing bilingual corpora and offer some research questions which the resulting corpus may be best placed to answer. The Auslan and Australian English corpus has the potential to redress several significant misunderstandings in the comparison of signed and spoken languages, especially those that follow from misapplications of the paradigm that multi-modal signed languages are used and structured in ways that are parallel to the uni-modal spoken or written conventions of spoken languages.
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Gatcho, Al Ryanne G., and Eduardo Teodoro B. Ramos, Jr. "Stylistic Analysis of Philippine English and Singaporean English in Automotive Review Articles." International Journal of Language and Literary Studies 1, no. 1 (July 30, 2019): 1–13. http://dx.doi.org/10.36892/ijlls.v1i1.23.
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English as a global language has been used widely in various communication modes. The communication in the automotive industry is highly characterized as technical therefore, it possesses certain features that may be exclusive to its communication type. Since today’s time veers on amalgamating World Englishes, this discourse analysis study investigates the stylistic features of Philippine English and Singaporean English.Three pairs of automotive review articles written by Filipino and Singaporean writers were subjected to compare and contrast the stylistic features of these two English varieties. The findings reveal that Philippine English and Singaporean English used in automotive communication are similar in terms of register, grammatical feature, and writer’s style. On the other hand, the two varieties differ in terms of article contents and conventions. The study has implications in the creation of curriculum in automotive engineering that emphasizes both technology teaching and language teaching.
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Chen Pichler, Deborah, Julie A. Hochgesang, Diane Lillo-Martin, and Ronice Müller de Quadros. "Conventions for sign and speech transcription of child bimodal bilingual corpora in ELAN." Language, Interaction and Acquisition 1, no. 1 (July 30, 2010): 11–40. http://dx.doi.org/10.1075/lia.1.1.03che.
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This article extends current methodologies for the linguistic analysis of sign language acquisition to cases of bimodal bilingual acquisition. Using ELAN, we are transcribing longitudinal spontaneous production data from hearing children of Deaf parents who are learning either American Sign Language (ASL) and American English (AE), or Brazilian Sign Language (Libras, also referred to as Língua de Sinais Brasileira/LSB in some texts) and Brazilian Portuguese (BP). Our goal is to construct corpora that can be mined for a wide range of investigations on various topics in acquisition. Thus, it is important that we maintain consistency in transcription for both signed and spoken languages. This article documents our transcription conventions, including the principles behind our approach. Using this document, other researchers can chose to follow similar conventions or develop new ones using our suggestions as a starting point.
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Gledhill, Ruth. "Structures of Discourse : Some implications for teachers of Aboriginal children." Aboriginal Child at School 17, no. 4 (September 1989): 3–10. http://dx.doi.org/10.1017/s031058220000688x.
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The English language differs from others both in the patterns and the sociolinguistic conventions of its discourse. This paper uses forms of greeting as a specific reference as to how crosscultural communication can break down when Aboriginal people and English speakers interact.Since children often rely on the spoken word as a basis for writing, and Aboriginal children rarely learn to write successfully in English, referring to the structure of Aboriginal languages offers a possible explanation of one contributive factor to this inability.
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Solli, Kristin, and Ingjerd Legreid Ødemark. "Multilingual Research Writing beyond English: The Case of Norwegian Academic Discourse in an Era of Multilingual Publication Practices." Publications 7, no. 2 (April 4, 2019): 25. http://dx.doi.org/10.3390/publications7020025.
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Although English is the dominant language of scholarly publication, many multilingual scholars continue to publish in other languages while they also publish in English. A large body of research documents how these multilingual scholars negotiate writing in English for publication. We know less, however, about the implications of such negotiations for other languages that scholars work in. We wanted to investigate trends in writing conventions in language other than English during a period when multilingual publication patterns have been common. Specifically, we examined changes in rhetorical patterns in the introduction sections of the 1994 and the 2014 volumes of three Norwegian-language journals in three different disciplines in the humanities and social sciences. Our findings show that while certain features of our material might be interpreted as the result of a non-English discourse community adopting dominant Anglo-American models, the overall picture is more complex. Our study indicates that we need more research that examines cross-linguistic textual practices that focus on English and any other languages that scholars may work in. We also consider the possible pedagogical implications of such a focus.
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Bocanegra Valle, Ana. "The Language of Seafaring: Standardized Conventions and Discursive Features in Speech Communications." International Journal of English Studies 11, no. 1 (June 1, 2011): 35. http://dx.doi.org/10.6018/ijes/2011/1/137091.
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This paper portrays how English language is constructed and displayed by shipboard crews and shore-based personnel when communicating through radiotelephony. Based on internationally-recognized recommendations for implementation when ships communicate with each other or with shore-based stations as well as on examples of current practice contained in marine communication manuals, this paper explores the message patterns, the standardized conventions, and the general and discursive practices governing speech communications at sea. Firstly, marine communications are defined and the role of Maritime English in the shipping industry for ensuring a safe and efficient passage discussed. Then, the standardized language of the sea is explained. Next, a move-step model to the analysis of the stages making up communicative exchanges at sea is applied and the main general and discursive features that prevail in such exchanges described. Finally, two examples help to illustrate the model and features presented and discussed.
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Salas, Naymé, and Markéta Caravolas. "Dimensionality of Early Writing in English and Spanish." Journal of Literacy Research 51, no. 3 (July 18, 2019): 272–92. http://dx.doi.org/10.1177/1086296x19858146.
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Writing development is understood to be a multidimensional task, heavily constrained by spelling in its early stages. However, most available evidence comes from studies with learners of the inconsistent English orthography, so our understanding of the nature of early writing could be highly biased. We explored writing dimensions in each language by assessing a series of text-based features in children’s texts between mid-Grade 1 to mid-Grade 2. Results revealed that two constructs, writing conventions and productivity, emerged in both languages, but the influence of orthographic consistency started to be evident in the later time points. Other constructs of text generation seemed to emerge later and were less stable over time. The article thus highlights the language-general underpinnings of early text-writing development and the impact of orthographic consistency; furthermore, it strengthens the view that some writing components develop before others. We discuss implications for the assessment of early written products.
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Wigglesworth, Gillian, Jane Simpson, and Deborah Loakes. "Naplan language assessments for Indigenous children in remote communities." Australian Review of Applied Linguistics 34, no. 3 (January 1, 2011): 320–43. http://dx.doi.org/10.1075/aral.34.3.04wig.
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The National Assessment Program - Literacy and Numeracy (NAPLAN) assessments are designed to assess literacy and numeracy of all Australian school children in years 3, 5, 7 and 9, and to act as diagnostics as to whether children are meeting intended educational outcomes. Tests began in May 2008, and have been run annually since then. Results of the 2008 tests indicated that Indigenous children in remote communities had the lowest test scores, and results were used to make a policy decision that effectively scrapped bilingual education in the Northern Territory. In this paper, we evaluate the literacy component of the NAPLAN test for Year 3, and the language samples for each year level. Literacy components assess reading, writing and language conventions (grammar, spelling and punctuation), and we focus on the reading and language conventions components. We argue that the NAPLAN tests need to be very carefully monitored for appropriateness for the assessment of children living in remote Indigenous communities. This is because tests are standardised on groups of English language speaking children. The content of some sample tests relies on cultural knowledge which Indigenous children cannot be expected to have. Spelling tests need to be monitored to ensure that they are testing spelling rather than grammatical knowledge. Finally, it is difficult to create language convention tests which are truly diagnostic because of the mixed test population of native English speakers, ESL learners and EFL learners in remote Indigenous communities.
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Stoianova, Tetiana. "LINGUISTIC SPECIFICITY OF ENGLISH AND CHINESE OFFICIAL PAPERS AND BUSINESS STYLE." Naukovy Visnyk of South Ukrainian National Pedagogical University named after K. D. Ushynsky: Linguistic Sciences 2020, no. 30 (March 2020): 183–99. http://dx.doi.org/10.24195/2616-5317-2020-30-12.
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The article is devoted to the study of the linguistic characteristics of official business style documents in English and Chinese. The relevance of the topic is explained by the growing pace of globalization, which requires the correct and accurate formation of international documents. The study is based on a comparison of stylistic and grammatical characteristics and rules for the composition of the text of an official business document, in particular declarations, conventions and resolutions in both languages. Consideration of the concepts of an international organization, an international document, a regulatory agreement, etc., allowed the exploration of the essence and importance of such institutions as the UN and UNESCO, which directly create the declarations, conventions and resolutions that are considered in the article. A review of existing studies on the functional styles of both languages revealed the features of the formation of the official business style of the English and Chinese languages, and their influence on the features of the formation of official business documents. Familiarization with the latest work of scientists has allowed us to obtain more accurate and relevant research results. The purpose, aim and basic features of the regulatory documents of the Chinese and English languages do not differ, however, certain speech differences are traced. The main differences of the Chinese official business style are explained by the influence of the linguistic and cultural features of this language, which include morphological features, rules for loan words formation in the Chinese language, and some grammatical features that are presented in the article. The main reason for the changes and the formation of the modern official business language was the transition from Wenyang to Baihua, but with the preservation of a significant number of Wenyang clericalism. The article presents and analyzes examples of the English and Chinese parts of documents, which made it possible to conduct a quantitative analysis and generalize the features of documents of both languages at the syntactic level in the form of a table.
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Taavitsainen, Irma. "Meaning-making practices in the history of medical English." Journal of Historical Pragmatics 18, no. 2 (December 31, 2017): 252–70. http://dx.doi.org/10.1075/jhp.00005.taa.
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Abstract Genres work through conventions of communicative patterns. Variation in them is related to sociolinguistic parameters of writers and readers as well as situational and contextual factors, including culture. Conventions of writing change slowly and there are elements that remain constant throughout centuries but acquire new connotations. I shall first discuss genre theories and methods of studies at the interface between language and literature, and then provide a case study. The top genre of scholastic research was the commentary with a distinct genre structure. It was first introduced in Middle English in the fourteenth and fifteenth centuries and became established in Early Modern English, as my examples will show. The transition period is particularly intriguing as the old thought style began to give way to new ideas, and observation proved inherited wisdom erroneous. Commentaries had an afterlife in spurious writings, providing an empirical example of genre dynamics and proving the usefulness of the notion of genre script as applied in this case study.1
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Muir, Tom. "Three Views of a Secret: The "Mønsterlig"." Kvinder, Køn & Forskning, no. 2-3 (November 27, 2017): 55–69. http://dx.doi.org/10.7146/kkf.v26i2-3.110552.
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In a world where English – and its attendant writing conventions – is the dominant language of research, it becomes increasingly important to explore academic patterns of writing and teaching, and their related etymologies. In particular, this article investigates the relationship between the Norwegian “mønster” and the English “monster”, arguing that monsters allow us to make space for new kinds of writing, new languages of thought. Monstrosity, and monstrous patterns – meanings that are available in Norwegian rather than English – let slip alternative ways of thinking about teaching, writing and teaching writing. This is done through an exploration of the work of the literary critic Barbara Johnson, who gives us three uncanny topics – prosopopoeia, monuments and repetition compulsion – that help us release the warnings (Latin:“monere”) from mønstre (Norwegian: “patterns”). The article argues that prosopopoeia, monuments and repetition can help us to hear the monster within mønstrene (the patterns). At the same time, the paper seeks a critical self-awareness of its status as an English language text about a Norwegian word. Acknowledging that these conventions are themselves historical and cultural artefacts – are mønstre – the article therefore tries to interrupt and unravel itself in the hope of making space for alternative kinds of writing.
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Chang, Chia-chien, and Michelle Min-chia Wu. "Address form shifts in interpreted Q&A sessions." China and Chinese 11, no. 2 (September 2, 2009): 164–89. http://dx.doi.org/10.1075/intp.11.2.04cha.
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This paper examines the use of address forms in interpreter-mediated question and answer (Q&A) sessions in international conferences. The address forms analyzed include both the names and the pronouns the questioners used to address the presenters. The data were collected from two conferences held in Taiwan during which Chinese/English simultaneous interpretation were provided. The Q&A pairs were divided into three categories: (1) bilingual/multilingual communication between questioners and presenters who spoke different languages; (2) monolingual communication between questioners and presenters who spoke the same language, (3) English-as-lingua-franca communication between questioners and presenters who spoke different language but chose to use English as a common language. The results show that (1) shifts in address forms occurred most frequently in interpreter-mediated bilingual/multilingual communication, (2) simultaneous interpreters tended to conform to target-culture conventions in their renditions of address forms, even though their decisions were still influenced by the cognitive constraints ubiquitous in the process of simultaneous interpreting.
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Van der Walt, Christa. "The category Language Structures and Conventions in the CAPS for English First Additional Language: A critical analysis." Journal for Language Teaching 52, no. 1 (November 19, 2018): 170. http://dx.doi.org/10.4314/jlt.v52i1.9.
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Gledhill, Ruth. "Structures of Discourse: Some Implications for Teachers of Aboriginal Children." Aboriginal Child at School 22, no. 2 (August 1994): 27–32. http://dx.doi.org/10.1017/s0310582200006118.
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The English language differs from others both in the patterns and the sociolinguistic conventions of its discourse. This paper uses forms of greeting as a specific reference as to how cross cultural communication can break down when Aboriginal people and English speakers interact.
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Jacobson, Peggy F., and Patrick R. Walden. "Lexical Diversity and Omission Errors as Predictors of Language Ability in the Narratives of Sequential Spanish–English Bilinguals: A Cross-Language Comparison." American Journal of Speech-Language Pathology 22, no. 3 (August 2013): 554–65. http://dx.doi.org/10.1044/1058-0360(2013/11-0055).
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Purpose This study explored the utility of language sample analysis for evaluating language ability in school-age Spanish–English sequential bilingual children. Specifically, the relative potential of lexical diversity and word/morpheme omission as predictors of typical or atypical language status was evaluated. Method Narrative samples were obtained from 48 bilingual children in both of their languages using the suggested narrative retell protocol and coding conventions as per Systematic Analysis of Language Transcripts (SALT; Miller & Iglesias, 2008) software. An additional lexical diversity measure, VocD, was also calculated. A series of logistical hierarchical regressions explored the utility of the number of different words, VocD statistic, and word and morpheme omissions in each language for predicting language status. Results Omission errors turned out to be the best predictors of bilingual language impairment at all ages, and this held true across languages. Although lexical diversity measures did not predict typical or atypical language status, the measures were significantly related to oral language proficiency in English and Spanish. Conclusion The results underscore the significance of omission errors in bilingual language impairment while simultaneously revealing the limitations of lexical diversity measures as indicators of impairment. The relationship between lexical diversity and oral language proficiency highlights the importance of considering relative language proficiency in bilingual assessment.
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Kordić, Ljubica. "Metaphoric Use of Denotations for Colours in the Language of Law." Studies in Logic, Grammar and Rhetoric 58, no. 1 (June 1, 2019): 101–24. http://dx.doi.org/10.2478/slgr-2019-0019.
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Abstract In many papers dealing with the stylistic features of legal texts, metaphor is highlighted as a stylistic figure often used in the language of law. On a daily basis we can witness the frequent use of metaphoric collocations like soft laws, hard laws, silent partner, hedge funds, etc. In this paper, the author analyses the use of denotations for colours as constituent parts of metaphoric collocations in the language of law. The analysis is conducted by using a comparative approach to examples extracted by means of computer technology from international bills and conventions available online. In the main part of the paper, examples are classified by using a colour denotation as the main criterion for the classification. After that, the examples are compared with corresponding expressions used in German and Croatian. Taking into account the main principle of the Skopos translation theory that differences between cultures strongly influence the translation process, the hypothesis of this research is that in many cases there will be no lexical equivalence between collocations with colour denotation in three languages. Due to the fact that international bills and conventions build the corpus of the research, and that the English language has become the lingua franca of international communication, it can be expected that some metaphoric terms and collocations would be literally translated from English. Conclusions drawn from the comparative analysis of legal collocations containing denotations for colours can be interesting to lawyers and LSP teachers in the field of law. In this sense, results of the research can contribute to motivational aspects of teaching Legal English and Legal German.
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Colina, Sonia. "Contrastive Rhetoric and Text-Typological Conventions in Translation Teaching." Target. International Journal of Translation Studies 9, no. 2 (January 1, 1997): 332–50. http://dx.doi.org/10.1075/target.9.2.07col.
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Abstract This paper illustrates the relevance of contrastive rhetoric research to Translation Studies and shows how it can be applied to translation pedagogy. After a brief descriptive analysis of the recipe genre in English and Spanish, student translations are examined. It is shown that the work of novice translators is one case in which source-language textual features are transferred into the target text. The effects of explicit instruction on textual-features and text-typological conventions are examined by comparing student translations: a significant improvement in the work of students exposed to explicit instruction is indicative of the benefit of pedagogical intervention. The evidence presented also indicates that translation competence is in fact separate from bilingualism.
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Awramiuk, Elżbieta, and Michał Citko. "Unseized opportunity. Respelling of English words in L1 Polish textbooks." Crossroads. A Journal of English Studies, no. 30(3) (2020): 23–38. http://dx.doi.org/10.15290/cr.2020.30.3.02.
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The purpose of this study is to present the results of an analysis of several Polish textbooks, popular in primary schools (grades 4-6, age 10-13), to demonstrate how Polish textbooks give the pronunciation of English words. Authors of textbooks use their native orthographic convention for sound form signalization called respelling. It is a simple and convenient strategy for indicating pronunciation more accurately than normal spelling. However, respelling of English words poses some problems related to the use of L1 alphabet for decoding foreign language sounds, such as domestication or omitting relevant phonetic information. Another problem concerns the indistinct separation of the two forms of language – written and spoken – due to the use of letters for signalling sound form. L1 classes create a perfect opportunity for students to develop their linguistic awareness. This opportunity, however, does not seem to be fully embraced by the authors of the textbooks. Generally, there is a lack of wellthought- out solutions aimed at the orthoepic competence concerning phonetic transcription conventions. Thus, some ways of clarification of how the sounds of spoken language are represented in written form are proposed.
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Lee, Ahrong. "Prescriptive adaptation of English stops in initial S-clusters into Korean." Korean Linguistics 15, no. 1 (May 24, 2013): 101–17. http://dx.doi.org/10.1075/kl.15.1.06lee.
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This study investigates the role of prescriptivism and the influence of orthographic conventions on the adaptation of English loanwords in Korean. An experiment is conducted in which native speakers of Korean produce on-line adaptations of English nonce words with word-initial clusters of s-plus-stop (/sp-, st-, sk-/). The results show that Korean listeners categorize English voiceless unaspirated stops as Korean tense stops in the absence of corresponding English graphemes, whereas they select Korean aspirated stops when presented with their English spellings (p, t, c/k). This reveals a prominent bias in borrowing toward substitution by the phonetically closest sounds in the recipient language, albeit only when the role of source language orthography is suppressed.
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Kang, Jennifer Yusun. "How do narrative and language skills relate to each other?" Narrative Inquiry 22, no. 2 (December 31, 2012): 307–31. http://dx.doi.org/10.1075/ni.22.2.06yus.
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Past studies on narratives have identified two main dimensions of narrative production: the story-related narrative quality, which relates to the narrative structure and evaluations, and the language-related quality, which relates to the appropriate use of linguistic devices that contribute to the overall discourse cohesion. Although studies on the language development of monolinguals and bilinguals have demonstrated the developmental nature of the two different narrative dimensions, little attention has been paid to the potential relationship between them. Thus, this study aimed to identify the interrelationship between the two main narrative quality skills and explored the role of cross-language facilitations for performance on each of these narrative dimensions. Oral Frog Story narratives produced by 70 six-year-old Korean English as a Foreign Language (EFL) learners were analyzed. The findings indicated that the two narrative sub-dimensions play facilitative roles for each other within English (L2), and that there are cross-language contributions for only the linguistic quality of narratives. The findings are discussed in relation to the bilingual children’s language proficiency and the degree of differences in narrative conventions across the two languages.
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Crawford, Troy, Irasema Mora Pablo, Martha Lengelign, and Douglas Goodwin. "From Contrastive Rhetoric towards Perceptions of Identity: Written Academic English in Central Mexico." Colombian Applied Linguistics Journal 15, no. 1 (July 15, 2013): 9. http://dx.doi.org/10.14483/udistrital.jour.calj.2013.1.a01.
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This research looks at two students at the end of a four year period in academic writing as a second language using open interviewsand textual analysis of academic papers. While the initial focus of the research was on the development of rhetorical features in academictexts, issues more oriented to identity construction emerged through the data analysis, implying that long term academic writing in a secondlanguage may be more akin to literacy development. The results seem to show that while the participants express a strong identity with Englishas writers, the actual writing is more in tune with conventions of Spanish. This suggests an apparent conflict of English as a tool for writingand Spanish as the language of the individual.
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Molés-Cases, Teresa. "Manner salience and translation: A case study based on a multilingual corpus of graphic novels." Lebende Sprachen 49, no. 5 (October 8, 2020): 346–68. http://dx.doi.org/10.1515/les-2020-0020.
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AbstractThis paper examines the salience of Manner-of-motion and its translation in a multilingual corpus of graphic novels, with the dual aim of further investigating the role of visual language in Slobin’s Thinking-for-translating hypothesis and identifying the relevant translation techniques. Many studies that draw on the hypothesis have shown, for instance, that, in the translation process from a satellite-framed language (e. g. German, English) into a verb-framed language (e. g. Spanish, French), Manner-of-motion is usually omitted, whereas in the translation process between languages belonging to the same typological group, it is generally transferred, although some intratypological variation has also been identified in the literature. The corpus studied allows both inter- and intratypological analyses: it is composed of two graphic novels by the Austrian cartoonist Ulli Lust and their corresponding translations into Spanish, French and English. The resulting data were compared with previous research in the field. The paper concludes that, although visual language minimizes the consequences of Thinking-for-translating, the conventions and restrictions of graphic novels deserve greater attention within this framework.
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Tereszkiewicz, Anna. "Responding to customer complaints on English and Polish corporate profiles on Twitter." Pragmatics and Society 10, no. 2 (July 5, 2019): 205–29. http://dx.doi.org/10.1075/ps.15019.ter.
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Abstract The study investigates the strategies used by English and Polish companies in the process of handling customer complaints on Twitter. Since English and Polish are recognized as representatives of negative and positive politeness cultures, respectively, the analysis was to examine if there are differences in politeness conventions in customer-provider interaction on Twitter. The study found that although similar strategies are used by English and Polish companies in responding to complaints, the frequency of the respective strategies is different. The results of the analysis confirm differences in the use of positive and negative politeness strategies as well as differences in the level of directness in interaction between English and Polish profiles.
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Uba, Sani Yantandu. "Metadiscourse in Research Article Genre: A Cross-Linguistic Study of English and Hausa." English Language Teaching 13, no. 2 (January 16, 2020): 57. http://dx.doi.org/10.5539/elt.v13n2p57.
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The aim of conducting this study came from a need to explore contrastive study in using metadiscourse features between English and Hausa in research article genre. This study investigated what metadiscourse features are frequently used across two languages in research article genre. A sub-corpus of ten research articles was compiled from each language. The study adopted Hyland’s (2005) typology of metadiscourse features. The results of the study show that there are certain commonalities and differences in using the features across the languages. In terms of similarity, both groups of writers typically used all categories of metadiscourse features. They are almost having a similar frequency of boosters and attitude markers. On the other hand, writers from Hausa research article typically had a high frequency of self-mention, whereas writers from English had a low frequency of the feature. One remarkable feature in Hausa sub-corpus is the use of proverbs and idioms. This study recommends raising awareness of students in relation to linguistic and social conventions of their disciplines.
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Suwalska-Kołecka, Anna. "Stefan Themerson: on labels, bilingualism and disinfection of words." Tekstualia 3, no. 46 (July 4, 2016): 55–62. http://dx.doi.org/10.5604/01.3001.0013.4202.
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This article is devoted to Stefan Themerson, Polish-born avant-garde artist, fi lmmaker, poet, novelist, and philosopher, whose artistic ventures escape easy categorizations. He wrote in three languages: Polish, French, and English, however, the choice of language is not purely the result of the change of the country where he lived. Writing in a foreign language may be seen as the writer’s conscious artistic decision and yet another device he implemented to avoid perceiving the world in terms of labels. Fascinated by language, Themerson is fully aware that transgressing its boundaries is tantamount to transgressing the fossilised vision of the reality for the multiplicity of languages means multiplicity of points of view. Therefore Themerson uses different languages, mixes playfully styles and conventions because he wants his conclusions to be always open to revision. His bilingualism is an attempt to distance himself from the language itself and overcome the limitations of style.
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Chick, J. Keith. "The interactional accomplishment of discrimination in South Africa." Language in Society 14, no. 3 (September 1985): 299–326. http://dx.doi.org/10.1017/s0047404500011283.
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ABSTRACTIn this paper I attempt to show what a micro approach involving fine-grained sociolinguistic analyses has to contribute to the understanding of the causes of discrimination on grounds of race in South Africa. I present analyses of intra- and intercultural encounters involving native speakers of English and Zulu which suggest that differences in sociocultural background and discourse conventions contribute to misinterpretation of intent and misjudgement of attitude and ability. Repeated stressful encounters of this kind, I suggest, generate negative cultural stereotypes. Finally, I sketch how the larger, structural, historically given forces, which are the concern of macro studies, combine with the results of intercultural encounters to achieve a negative cycle of socially created discrimination. (Interactional sociolinguistics, culture-specific discourse conventions. intercultural communication failure and prejudice, South African English)
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Arsyad, Safnil. "The Indonesian and english argument structure." Australian Review of Applied Linguistics 22, no. 2 (January 1, 1999): 85–102. http://dx.doi.org/10.1075/aral.22.2.06ars.
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This study examined and compared the rhetorical structure of argumentative texts written by three groups of university students: 1° twenty Indonesian texts written by Indonesian native speakers (I.I); 2° ten English texts written by Indonesian native speakers (I.E); and 3° ten English texts written by English native speakers (A.E). Following the argumentative text analysis model developed by Tirkkonen-Condit (1984 and 1986) and Connor (1990), the data were analysed using top-down and bottom-up analysis techniques at macro organisational text level. The results indicated that the text organisational structures of argumentative texts in English and in Indonesian were different in respect of the frequency of occurrence of sections—introduction, evaluation and conclusion— and of the sub-sections of refutation, sub-claim, and induction within the problem section. Cultural differences between English and Indone-sian may have played a crucial role in the text rhetorical differences. Also, the I.E. text features are more similar to those of the A.E. texts than to those of the I.I. texts. The study indicates that the Indonesian students need to study the conventions of rhetorical structures and text features of English argumentative texts in order to be able to write good argumentative texts in English.
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Olivo, Warren. "Phat Lines." Written Language and Literacy 4, no. 1 (March 19, 2001): 67–85. http://dx.doi.org/10.1075/wll.4.1.05oli.
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This paper focuses on the spelling conventions used in a corpus of written rap music lyrics intended for public consumption. The non-standard spellings evident in this corpus are used deliberately for various purposes, one of which is to graphically represent the phonological and syntactic features of African American Vernacular English (AAVE). This use of non-standard orthography can be seen as a way for the writer to demonstrate a positive evaluation of the non-standard speech forms that characterize rap music performances. Other non-standard spellings bear no relation to the grammar or phonology of AAVE. However, through the use of processes such as “inversion”, these non-standard spellings invoke alternative meanings while simultaneously calling attention to the arbitrariness of dominant spelling conventions. It is argued that, overall, the non-standard spelling conventions employed in rap music lyrics function to create and sustain hip-hop culture as an “anti-society”.
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Mosesova, Milana, and Tatyana Shiryaeva. "Verbalization of Performative Units in English Texts of International Conventions: Morphological Aspect." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 5 (January 2021): 110–21. http://dx.doi.org/10.15688/jvolsu2.2020.5.10.
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The article presents the results of a study devoted to the analysis of the morphological features of the texts of international conventions operating within the English legal discourse. Close attention is paid to the characteristics of the main language means by which the aspect of performativity is actualized in legal context. The texts of international conventions relating to various special areas of the life of society comprise the material of the study. The analysis of empirical material has enabled the authors to identify the most frequent models of performative units in the texts of international conventions: 1) constructions with modal verbs; 2) constructions with infinitives; 3) adjectives / adverbs; 4) pronouns / prepositions (with semantics of default). The designated performative models are functionally aimed at the actualization of prohibition and prescription of certain actions. In addition, the authors describe the parts of speech classification of key linguistic units verbalizing the meaning of performativity in the analyzed legal documents. The database of performative units developed in the course of the study is of great importance. It contains 250 items, its fragment is presented in the article. The study can become the basis for further analysis of performative units in the context of their structural-semantic, lexical, grammatical features, as well as in lexicographical practice in compiling a bilingual legal dictionary, which includes, along with the actual legal terms, the professional vocabulary commonly used by communicants in legal sphere.
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Murphy, Bróna. "Exploring response tokens in Irish English — a multidisciplinary approach." International Journal of Corpus Linguistics 17, no. 3 (December 31, 2012): 325–48. http://dx.doi.org/10.1075/ijcl.17.3.02mur.
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Schneider & Barron (2008) discuss the effect of macro-social factors such as region, ethnic background, age, social status and gender on intra-lingual pragmatic conventions, and state that, to date, they have received comparatively little attention in the study of pragmatics. This paper chooses two macro-social factors, age and gender, and focuses on how they impact on the use of response tokens in Irish English. Not only does the paper shed light on the use of variational pragmatics as a framework for corpus-based studies but it also brings together research on sociolinguistics and corpus linguistics, which has, to-date, been scarce (Baker 2010). The paper reveals the importance of avoiding the exploration of sociolinguistic variables in isolation and concludes by highlighting the importance of interdisciplinary research and the merits of fine-grained sociolinguistic investigations using small corpora.
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Mohammed, Mazin Jasim. "The Impact of Socio-Pragmatic Instruction on the Performance of Iraqi EFL Learners in the Compliment Response Strategies." لارك 1, no. 13 (May 24, 2019): 368–90. http://dx.doi.org/10.31185/lark.vol1.iss13.825.
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The purpose of the present study is to examine the impact of the instruction in the English sociopragmatic awareness among Iraqi EFL learners in the speech act of complimenting responses . It is well-known that sociopragmatic aspects of language use vary across different languages and cultures .Such aspects map out the socio-cultural norms and conventions as well as the strategies that underlie the pragmatic performance of different language speakers in a variety of target language situations . Being a teacher for more than ten years in an Iraqi university , the researcher has noticed that Iraqi EFL learners entertain a low ability to communicate effectively in responding to the speech act of complimenting , despite the fact that many of them have a perfect dominion of the target language grammar rules . However, it seems that L2 teachers often overlook pragmatics, which constitutes a crucial element of language ability of L2 learners ; this might be attributed to the difficulty of its teaching . The resulting lack of pragmatic competence of L2 learners can lead to pragmatic failure and , more importantly , to a complete communication breakdown . It is hypothesized that Iraqi EFL learners are not proficient in responding appropriately to compliments when put in real-life situations due to their inadequate pragmatic competence .Hence , it is very necessary to provide them with socio-cultural knowledge incorporated into the EFL classroom if we are aiming at fruitful communication .The second hypothesis states that socio-cultural knowledge plays a significant role in enhancing Iraqi EFL learners' performance in responding to compliments in English appropriately .The present study has shown that Iraqi EFL learners perform significantly different forms of compliment responses from those produced by native speakers of English in terms of quality . The results reached at validate the hypothesis put forward , and call for the importance of instructing Iraqi EFL learners concerning socio-cultural norms and conventions of L2 they are studying .
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Conde-Silvestre, J. Camilo. "Multilingualism and Language Contact in the Cely Letters." Anglia 139, no. 2 (June 1, 2021): 327–64. http://dx.doi.org/10.1515/ang-2021-0023.
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Abstract The Cely Letters is a well-known collection of correspondence exchanged by members of this London family of wool merchants and their associates between 1472 and 1488. A substantial part of the corpus was written and received by factors based in Calais, which had been an English outpost in France since 1346 and was strategically connected to the wool marts of the Low Countries. The great majority of the letters are monolingual English texts, thus attesting to the widespread use of the vernacular in personal correspondence by the late fifteenth century. Nevertheless, behind the monolingual English surface, traces of multilingualism are revealed. In this paper, I intend to analyse this issue with a twofold purpose. In the first place, attention will be paid to the multilingual background of the letters, considering both the persistent use of French in late medieval England and the specificity of the business transactions carried out at Calais and the marts, where language contact must have been the norm. In the second place, different textual reflections of such contact in the letters are examined and classified, both as regards the generic conventions of letter writing and as part of the multilingual business context where they were produced and received.
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Lund, Jennifer. "Chinese Students Negotiating L2 English Writing Identity: Navigating Introductory Composition at a U.S. University." International Journal of Literacy, Culture, and Language Education 5 (August 6, 2017): 60–76. http://dx.doi.org/10.14434/ijlcle.v5i0.26930.
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This small scale ethnographic study explores the L2 English academic writing identity negotiation of three Chinese students within the context of an introductory composition course at a U.S. Midwestern university focused on the needs of international students. Through individual interviews and classroom observations, it was investigated whether participants’ previous language learning experiences and current language ideologies play a significant role in their attitudes towards acquiring L2 academic literacy skills in English. Another point of interest was how these students shape their ‘imagined communities’ in respect to second language writing and whether they experience any kind of ‘inferiority of identity’. Resultsconcluded that students were implicitly and explicitly aware of English as a dominant discourse and were able to describe specific stylistic differences between Chinese and English argumentative writing that seemed to have some effect on their conscious development of thought patterns in organizing writing assignments in a given socio‐‐‐cultural setting. Further notice of how L2 students accommodate or resist English academic writing conventions and how they may self‐‐‐marginalize their own L1 merits greater attention.
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Lehto, Anu. "Complexity in national legislation of the Early Modern English period." Journal of Historical Pragmatics 11, no. 2 (June 18, 2010): 277–300. http://dx.doi.org/10.1075/jhp.11.2.05leh.
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This paper concentrates on Early Modern English statutes printed in the late fifteenth and sixteenth centuries. The study considers the development of complexity and the rise of modern writing conventions by following the diachronic pragmatic view. The analysis also draws on genre studies and underlines the sociohistorical impact on linguistic changes. Complexity is assessed by a systematic method that observes the textual structure and syntax. The material consists of legislative documents in Early English Books Online; six of the documents were transcribed and compiled into a small-scale corpus. The results indicate that complexity was a common feature in the Early Modern English period: coordination and subordination are frequently used, and the sixteenth-century documents have an increasing tendency to favour subordination. During the sixteenth century, legislative sentences and text type structure become more regular and correspond to present-day practices.
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Mishina-Mori, Satomi. "Cross-linguistic influence in the use of objects in Japanese/English simultaneous bilingual acquisition." International Journal of Bilingualism 24, no. 2 (February 14, 2019): 319–38. http://dx.doi.org/10.1177/1367006919826864.
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Aims: This study investigates whether, to what extent, and in which direction interface structure induces cross-linguistic influence (CLI) in the use of objects in Japanese/English simultaneous bilinguals. Design: Year-long observations of parent–child interactions in two two-year-olds were conducted to observe the changes taking place at the earliest stages of development. Data analysis: A total of 48 recording sessions were transcribed and coded using Computational Human Articulatory Theory conventions and were compared with mean length of utterance-matched monolingual data drawn from the CHILDES database. Findings: We report a temporary influence from Japanese to English and a mild influence from English to Japanese. Originality: This study offers evidence of CLI in object use in less-studied language pairs. Implications: The data support the interface hypothesis and further suggest that the language combination affects the intensity of influence due to the degree of the overlap. Our data also add evidence to the proposal that without language dominance, CLI occurs from the overt language to the language with null options.