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In this research note I want to address some misunderstandings about the construct of redeployment and suggest that we need to fit these behavioural data from Yang, Chen and Xiao (YCX) into a broader context. I will suggest that these authors' work is not just about the failure of three models to predict equivalence classification. Equivalence classification is not the end of the story but only the beginning. We need to look at what cues are detected in the input, which subset of the input becomes intake, and how this intake is parsed onto phonological structures. The empirical results of YCX should not be viewed as some sort of non-result inasmuch as none of the proposed predictors of Mandarin equivalence classification foresaw that the Russian prevoiced stops and short-lag stops would be equated with the Mandarin short-lag stops. Rather, the empirical results need to be contextualized by considering such factors as cue reweighting as part of the learning theory which maps intake onto phonological representations. In this light, the results are not a repudiation of phonological redeployment, but help to shed light on the parsing of the acoustic signal, the importance of robust burst-release cues, and the non-local nature of L2 phonological learning (as opposed to noticing).

In addressing the widening research-practice gap in the field of second language (L2) education, an increasing emphasis has been placed on a bidirectional and mutually beneficial relationship between L2 researchers and practitioners. Through the lens of an ecosystems model, this qualitative study explored how seven researchers at a research center in China, who collaborated with practitioners and other stakeholders in developing English textbooks, impacted the local English language teaching (ELT) ecosystem and built a bridge between research and practice. Data sources included semistructured interviews, written reflections, and official documents, in an effort to provide a holistic perspective of researchers' experiences and changes in the textbook project. Results showed that with researchers' engagement, which was influenced by other participants at distinct levels of the ecosystem, a healthy ecosystem emerged as a result of the project. The engagement of the researchers with other participants contributed to value co-creation in the local ELT ecosystem, which was facilitated by the research center. The evolving new ecosystem is characterized by rich, multidirectional, and reciprocal energy flows among the stakeholders with differing roles. In particular, active agents, government support, dialogue platforms, and collaborative mindsets played important roles in facilitating researchers' engagement in the ecosystem.

Language is subject to a variety of pressures. Recent work has documented that many aspects of language structure have properties that appear to be shaped by biases for the efficient communication of semantic meaning. Other work has investigated the role of social pressures, whereby linguistic variants can acquire positive or negative evaluation based on who is perceived to be using them. While the influence of these two sets of biases on language change has been well documented, they have typically been treated separately, in distinct lines of research. We used a miniature language paradigm to test how these biases interact in language change. Specifically, we asked whether pressures to mark social meaning can lead linguistic systems to become less efficient at communicating semantic meaning. We exposed participants to a miniature language with uninformative constituent order and two dialects, one that employed case and one that did not. In the instructions, we socially biased participants toward users of the case dialect, users of the no-case dialect, or neither. Learners biased toward the no-case dialect dropped informative case, thus creating a linguistic system with high message uncertainty. They failed to compensate for this increased message uncertainty even after additional exposure to the novel language. Case was retained in all other conditions. These findings suggest that social biases not only interact with biases for efficient communication in language change but also can lead to linguistic systems that are less efficient at communicating semantic meaning.

On a 2022 fieldtrip to Ecuador, we encountered a large community of Media Lengua speakers in the province of Cotopaxi where the language was thought to be dormant. This is the same region where Pieter Muysken had first documented this 'mixed language' in the 1970s. However, subsequent fieldwork thereabout by several linguists had failed to turn up the language. This field report provides a brief introduction to Media Lengua, a description of our fieldwork in Cotopaxi, and insights into this variety of Media Lengua.

The COVID-19 pandemic has impacted not only how linguistic fieldwork is conducted but also how university-level field methods courses are taught. In this paper, we detail the methodology utilized during the 2020-21 academic year by the University of Hawai?i at Manoa Department of Linguistics for the entirely remote Field Methods sequence documenting Bua (Kubulau) Fijian. We discuss the advantages and disadvantages of conducting a field methods course using videoconferencing software and present recommendations for teaching such a course online. While the necessity of holding classes remotely will wane with the pandemic, we believe that remote modalities nevertheless show promise for future application and innovation in linguistic data collection and that competence in remote field methods should be taken as both a useful and necessary part of linguistic training.

For the past five years, the Alutiiq Museum and Archaeological Repository has been documenting intricacies of the Alutiiq language with the help of Elder speakers and a grant from the National Science Foundation (#1360839). The project's primary focus has been recording vocabulary, grammar, and ways of speaking for this threatened Native Alaskan language. However, historical texts also offer insight into Alutiiq speech. In the late 1700s, foreigners began writing words and phrases in Alutiiq, creating rare records of the language as spoken in the eighteenth, nineteenth, and early twentieth centuries. Staff members have been searching archival texts for archaic Alutiiq vocabulary to bring awareness of it to community members. Archives in Berkeley, California; Washington, DC; and St. Petersburg, Russia, have provided valuable linguistic information for addition to the corpus of Alutiiq language documentation. The project is breathing new life into ancestral vocabulary by sharing it with the last generation of first-language Alutiiq speakers for pronunciation and interpretation. It is also allowing students of Alutiiq to learn aspects of the language that have not been used in living memory.

Whilst the links between learner corpus research (LCR) and Second Language Acquisition (SLA) have long been debated, McEnery et al. (2019. "Corpus Linguistics, Learner Corpora, and SLA: Employing Technology to Analyze Language Use." Annual Review of Applied Linguistics 39: 74-92. doi:10.1017/S0267190519000096) claim that learner corpus data are not yet sufficiently integrated in SLA research. This article aims to go one way towards bridging the LCR/SLA gap by illustrating the benefits of collecting and analyzing data sets that better document multiliteracy practices. We first contextualize our work within the field of LCR where calls for more multidimensional data sets have been made. We then present a new database called MulTINCo - Multilingual Traditional, Immersion, and Native Corpus - collected in the framework of a project on Content and Language Integrated Learning in French-speaking Belgium. As our data set contains rich metadata and blends corpus data with other data types, we illustrate its potential for SLA research. In Sections 3 and 4, we describe the data collected and the interface. In the last section of the paper, we wrap up with a discussion on the methodological assets of such multidimensional data sets for SLA studies, and present directions for future research.

During the last 20 years, "Critical Inquiry in Language Studies" has played an important role in advancing research on critical applied linguistics. Although the level of scholarly interest in critical research and its visibility have increased, issues that critical research has attempted to problematize, such as normative ideologies of language and language education, continue to dominate policies, practices, and ordinary people's consciousness in the real world. Critical approaches to research should be grounded in praxis, namely, committed reflection and action for transformation. In order to further promote critical language studies with a vision of praxis, it is necessary to amplify a synergy between producing scholarly knowledge within academe and making efforts to put the knowledge into practice through concrete actions for transformation in the real world. This article examines some challenges that scholars face in forging the synergy, including institutional constraints and neoliberal expectations that dissociate research from local impact. Proposed ideas for praxis-oriented scholarly work include, but are certainly not limited to, decolonizing our minds, paying attention to and intentionally making a commitment to transformation, actively engaging with public scholarship for knowledge mobilization, legitimizing and encouraging multilingual scholarship, changing institutional expectations and practices, and actively connecting with communities.

The most recent studies on the acquisition of evidentiality, be it morphologically or syntactically encoded, have argued that the comprehension lag detected is due to factors having to do with others' authority or mental perspective, where "others" stands for other individuals involved in the experiment in various manners (e.g., the experimenter or someone in the props). However, these studies have yet to detect the age at which children eventually align with adults in comprehending the grammatical structure encoding the evidential interpretation when it is syntactically encoded. The comprehension study reported in this article has taken the aforementioned factors into consideration and has involved a large number of Greek-speaking children between second and fifth grades, along with an adult control group, to investigate syntactically encoded evidentiality. The results suggest that children align with adults in mapping source of evidence to sentence type during fourth grade, when they are 9 years old or older, suggesting that there should be additional factors behind the delayed comprehension of evidentiality. It is argued that these factors are mainly grammatical, and, most importantly, they arise to a larger extent in languages that encode evidentiality in the syntax

In this study of more than 1,000 typical and at-risk elementary Arabic-speaking students in Oman, we explore relationships between pragmatic (and other) language skills, literacy, cognition, and behavior and the degree to which demography impacts performance on associated tasks. We found, in most cases, that females performed better than males, students' performance improved between Grades 2 and 4 but declined in Grade 5, and at-risk students performed as well as their nonreferred peers except on a working memory task. Pragmatic competence was the best predictor of literacy proficiency, and vice versa, for both groups when controlling for other variables. Findings are discussed in the context of Omani education and the limited attention given to pragmatics in research on connections between language and literacy.

In Krashen's theory of second-language acquisition he claims that there is distinction between language acquisition and language learning, a distinction which other second-language acquisition researchers have called "perhaps the most important conceptualization" in the field and which has made possible the most productive models of SLA. According to Krashen, acquisition is a subconscious process, while learning is conscious. Although both play a role in developing second-language competence, acquisition is far more important, since the competence developed through it is responsible for generating language and thus accounts for language fluency. The second-language student can use learned rules to "monitor" or correct his language either before or after the moment of production. Monitoring serves a limited function, however, since it can operate only when there is sufficient time, when the focus is on form, and when the necessary rule has been learned. According to Krashen, learned competence and acquired competence develop in very different ways. In his view, language learning occurs through the formal study of rules, patterns, and conventions, a study which enables one to talk about and consciously apply the knowledge gained. Language acquisition, however, occurs quite differently, for it develops exclusively, Krashen believes, through "comprehensible input." That is, second- language students acquire language competence by exposure to language that is both understandable and meaningful to them. It is in this context the present study is undertaken, to validate Krashen's theory, and the article has conducted an extensive review of literature from Google scholar, Scopus, ERIC and other sources.

The analysis of spoken language has been integral to a breadth of research in social science and beyond. However, for analyses to occur with efficiency, language must be in the form of computer-readable text. Historically, the speech-to-text process has occurred manually using human transcriptionists. Automated speech recognition (ASR) is advertised as an efficient and inexpensive alternative, but research shows this method of speech-to-text is prone to error. This paper investigates the viability of using error prone ASR transcriptions as part of the methodological process of language analysis. Results show that at the individual feature level, analysis of ASR transcriptions differ dramatically from human transcriptions. However, when the same features are used for classification, a common machine learning task, performance results between ASR and human transcriptions are similar. We present these findings and conclude with a discussion on the methodological considerations for researchers who opt to use automated speech recognition for social science research.

Second language acquisition (SLA) research offers valuable insight on how languages are learned and how they coexist and influence each other. Sign language learners offer unique perspectives on SLA, allowing researchers to test theories that are otherwise constrained by access to only one modality. Current literature on sign language learning focuses primarily on bimodal bilinguals, mostly hearing adults learning their first sign language (M2L2 learners). However, other groups of L2 signers exist, including deaf learners who have previously acquired a sign language and are learning a new one (M1L2 learners). M1L2 acquisition offers unique insights into complex interactions including multilingualism, modality, and timing of acquisition. We argue that M1L2 signers are a key comparison group for investigations of various L2 and so-called modality effects and also represent a crucial test case for re-examining the traditional constructs of "native speaker/signer" and the effects of initial language delay or deprivation on subsequent language acquisition.

The purpose of this research is to support the language revitalization and reclamation of Nuu-wee-ya', a Dene language from Southern Oregon and Northern California, and to contribute to the discussions on methodological particularities of archive-based research for language revitalization. Nuu-wee-ya' is a sleeping language comprising three dialects (Tututni/Upper Coquille, Tolowa, and Galice), two of which are currently being reawakened through community efforts and philological analysis of archival materials. Native American philological analysis for language reclamation is a burgeoning field needing methodological introspection. This paper describes the semantic function of a small subsection of verbal prefixes: na-, ni-, nu-, ne-, and nv-. I also provide commentary on unique factors of language reclamation from a philological analysis. It is hoped that this work can provide information on approaches to analyzing verb semantics to further speaker-learner reclamation of a sleeping language, furthering the development of methodologies in the field of Native American philology as well as contributing to the understanding of the semantic use of verbal prefixes in Dene languages. May this work support the growth and use of Nuu-wee-ya' language and culture.te

The aim of this paper is to support and foster the research on the Croatian Glagolitism within the digital humanities framework, by identifying and examining the features of a virtual research environment that would enhance the possibilities of an interdisciplinary collaborative research of Croatian Glagolitism in a digital environment, supported by the use of digital methods and tools. A survey was conducted among scholars in the Croatian Glagolitism to find out their opinions on the use of digital tools and methods in researching Glagolitism, and get an insight into their experience with digital tools and methods in their research. The scholars were also asked to identify the digital infrastructure elements that would be the most useful and applicable for their research process. This study 1) summarizes the feedback of scholars in Glagolitism obtained in a survey that examined their expectations of a virtual research infrastructure for studies in Glagolitism, 2) provides a fresh insight into the current situation regarding virtual research environments and manuscript studies and 3) gives a proposal of features that a virtual research environment should have to enable collaborative interdisciplinary research in Glagolitism.

The field of applied linguistics is a remarkable case of deep intersection of the skewed geopolitics of knowledge (epistemic inequalities) and language (the ascendency of English as both a topic of research and academic lingua franca). The dominance of the Anglo-sphere through epistemology and language in applied linguistics renders the process of decolonization even more problematic than in other fields, for the only available tools to decolonize are those of coloniality. We argue that despite the end of formal decolonization and the incessant decolonial impulses, the Global South(s) may be still colonizable. Through ages of epistemic dominance, the Global South(s) may have encountered some tensions and challenges to exercise and legitimize ways of theorizing and doing applied linguistics research "otherwise." That is, these alternative visions and praxis may again be underpinned by western traditions of thought that have shaped their foundational understandings of what language, linguistics, and practicality are. Epistemological delinking may be impossible as long as decoloniality itself is enunciated through the dominant voices and channels and according to the rationalities against which decoloniality in applied linguistics has been made to be understood. We go beyond the usual question of whether decolonization is possible, to ask: What decolonialities are possible to account for the Global South(s) and their varying degrees of colonizability? We employ what we term 'collective introspection-retrospection' as an epistemological journey of re-knowing, re-feeling, re-sensing, and re-imagining alternative epistemologies in applied linguistics.

Language teachers report having limited direct contact with research and research findings despite generally positive perceptions of research (Borg 2009; Marsden and Kasprowicz 2017; Nassaji 2012). Key reasons teachers give are 1) practical - a lack of time and access, and 2) conceptual - academic papers can be difficult to read (Plavén-Sigray et al. 2017). In turn, researchers worry their research is not (or does not need to be) relevant to pedagogy. This paper reports on one large-scale initiative to bridge some research-pedagogy divides: Open Accessible Summaries in Language Studies (OASIS; oasis-database.org). OASIS aims to facilitate interaction between research and pedagogy, by making research into language learning, language teaching, and multilingualism physically and conceptually accessible. The freely available, one-page OASIS summaries, written in non-technical language, provide information about what the study was about, its importance, what the researcher(s) did and found. Four major international journals now require authors to write these summaries, and many others encourage their authors to write them. We discuss how and why OASIS was established, how the initiative has been received, and how summaries have contributed to professional development activities. We also and highlight some of the challenges we have encountered and discuss future directions.

The current study aims at exploring some syntactic and semantic underlying problems in three English translations of the meanings of Surat Quraish; that is in English translations of AbdelHaleem, Khan and Mohammed Taj Al-Din Al-Hilai and Pickthall. Also, the study aims at probing how the three translators deal with some syntactic and semantic underlying problems and constrains in their renderings of the meanings of Surat Quraish into English. Four Ayahs of Surat Quraish were purposefully selected to address the research questions and categorized into semantic, and syntactic problems. The study shows that there are some syntactic, and semantic underlying problems in the translation of the meaning of Surat Quraish into English rendered by Abdel-Haleem, Khan and Mohammed Taj Al-Din Al-Hilai and Pickthall. Moreover, the types of the syntactic, and semantic underlying problems are lack of cohesion and coherence as well as the translation strategies employed by the three translators. The study also recommends that translators of the Holy Quran must adopt footnotes, paraphrase, modulation, transposition and transliteration, and other translation strategies to avoid a probable loss of the intended meaning of the Message.

This paper takes a system dynamic approach to study homogeneous texts where the dynamics of the lexical richness of such texts over time are of the focal concern. It is hypothesized that the progress of the lexical complexity is driven by how far away this process is from the maximum level of complexity, while is subject to the fluctuations due to the dynamic nature of the system. It is shown that the lexical dynamics of homogeneous texts can be effectively modeled by a stochastic differential equation with proper upper bounds. The linguistic validity and the statistical goodness of the model are empirically tested with the texts of CGWR. Given the ubiquity of the diffusion phenomena in various settings of language and linguistic studies (e.g. language development), the findings of the current work should provide a useful methodological reference in comparison to classic approaches such as statistical regressions.

This study aims at investigating how borrowed nouns from English are inflected for plural and gender in Colloquial Saudi Arabic (CSA). The attempt is also made to account for the possible linguistic factors which may affect this inflection in light of some theories in morphology. The analysis is based on more than 250 loanwords collected from different sources (dictionaries, social, media, and TV series). The results showed that foreign nouns are found to be marked for all types of plural (broken plural (BP), female sound plural (FSP), and masculine sound plural (MSP)). More than 77% of borrowed nouns are inflected for FSP. However, this result disagrees with the plural formation rule operating in native nominal stems, which states that BP is the most common, and SP seldom occurs. Views from morphology theory as proposed by Abd-Rabbo (1990) and McCarthy and Prince (1990a; 1990b) were employed to account for this phenomenon. Another feature which is also peculiar to FSP formation is related to the attachment of "--ha:t" and "--ya:t" to singular borrowed nouns to form FSP instead of "--a:t." Like plural marking, gender assignment to borrowed nouns is also subject to the CSA rules. All English loan nouns are inflected either for masculine by attaching the [phi] morpheme (the unmarked) or feminine gender by attaching "--ah" (the marked). Out of the three functions of the feminine marker "--ah" introduced by Drozdík (1998), the inflectional function is the only function that is found at work within foreign nouns. The study concludes with recommendations for further research on loanword variation with regard to plural formation and other morpho-syntactic processes across the different dialects of Arabic.

From the current available research, it is evident that further evidence is needed to understand Second Language Acquisition (SLA) processes under planned bilingualism approaches in English as a Second Language (ESL) environments. This study employs an explanatory single case strategy to investigate the oral proficiency and SLA experiences of a native-like English speaker brought up by second language (L2) English-speaking parents in a Spanish-speaking country. The main participants were Victoria, a 27-year-old, and her father Rafael who chose a planned bilingualism approach for her daughter's upbringing in Colombia. Data collection instruments included 51 questionnaires and 2 individual semi-structured interviews. The findings suggest that the concepts of English nativeness and language ownership ought to be based on categorisations of language expertise or proficiency rather than on other categorisations such as country of origin, nationality or the number of languages people speak. Impersonal L2 input sources such as films seem important in a learner's SLA process. Parents' involvement with the target language and interest in its culture are also important in a learner's successful SLA process in ESL environments.

Pakistani English is a variety of English language concerning Sentence structure, Morphology, Phonology, Spelling, and Vocabulary. The one semantic element, which makes the investigation of Pakistani English additionally fascinating is the Vocabulary. Pakistani English uses many loan words from Urdu language and other local dialects, which have become an integral part of Pakistani English, and the speakers don't feel odd while using these words. Numerous studies are conducted on Pakistani English Vocabulary, yet a couple manage to deal with morphology. Therefore, the purpose of this study is to explore the morphological integration of Urdu loan words in Pakistani English. Another purpose of the study is to investigate the main reasons of this morphological integration process. The Qualitative research method is used in this study. Researcher prepares a sample list of 50 loan words for the analysis. These words are randomly chosen from the newspaper "The Dawn" since it is the most dispersed English language newspaper in Pakistan. Some words are selected from the Books and Novellas of Pakistani English fiction authors, and concise Oxford English Dictionary, 11th edition. The results show that, when the Urdu language loan words are morphologically integrated in Pakistan English, they do not change their grammatical category. Moreover, four distinguished morphological process are identified in integration of these loan words. The results also reveal that deficit hypothesis is the main reason of this lexical borrowing.

The present study focuses on long distance scrambling and operator movement from embedded clauses to sentence initial position in Turkish. It proposes that the scrambling of the arguments out of the complement clauses is possible due to the fact that such phrases move cyclically through phases in Turkish. It is also asserted that the adjuncts that have nominal features can scramble to the sentence initial position by using the spec DP position as an escape hatch similar to the arguments. On the other hand, the Phase Impenetrability Condition is violated in the movement of the non-nominal adjuncts out of such clauses. In the analysis of the adjunct clauses, it is asserted that the Late Adjunction Hypothesis successfully explains all types of extractions out of such clauses in Turkish. Arguments, adjuncts or their operators cannot be moved out of relative clauses or adverbial clauses since these clauses adjoin to the derivation post-cyclically. Turkish data support the assertion that extractions out of adjuncts are banned universally.

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.

Linguistic geniuses such as Heinrich Schliemann have long fascinated many with their exceptional capabilities to master multiple languages on top of their own mother tongues. These individuals are believed to be able to extract the probabilistic, abstract patterns underlying a target form's linguistic and frequency distribution in second language (L2) input--often with considerable efficiency and effectiveness. In the study of Second Language Acquisition (SLA), interest in such remarkable talent for picking up languages is by and large undertaken by the notion of "language aptitude" and its corresponding strands of research. That said, language aptitude remains one of the most confounded constructs in L2 individual differences research, especially from a definitional point of view.

This study aims to advance the understanding of sociolinguistic competence among near-native speakers and to further knowledge about the acquisition of variable structures. We conduct a quantitative analysis of variable future-time expression in informal conversations between near-native and native speakers of French. In addition to examining linguistic constraints that have been investigated in previous research, we build on prior work by introducing a new factor that enables us to consider the role that formality of the variants plays in the use of variable future-time expression. We conclude by comparing these new findings to those for the same dataset and other variable structures (namely, negation and interrogatives, Donaldson, 2016, 2017) and by advocating for more research that consists of multiple, complementary analyses of the same dataset.

Research shows many problems and ambiguities of second language acquisition (SLA), which have made learners and readers worldwide unsatisfied. Therefore, this study attempts to highlight theories and research that have comprehensive explanations of the problems and ambiguities of second language acquisition, which learners of English as a Foreign Language (EFL) face while learning a second or foreign language. After that, the study discusses a framework discussion on second language acquisition (SLA). It discusses the historical background of SLA research on different decades and the most notable views of different scholars throughout the past decades on second language acquisition. This study is a longitudinal research that identifies the advantages that could be an assist to English as Foreign Language (EFL) learners. Longitudinal research is always based on the qualitative method. This study's data is based on the qualitative method that collects views, opinions, materials, and earlier studies on second language acquisition (SLA). It reveals the most significant theories which precisely connected to second language acquisition (SLA) and largely to applied linguistics. The study resulted in that: (1) second language acquisition still has several doubts and ambiguities in its many different aspects; and (2) in this study, the researcher summarizes second language acquisition (SLA) research's main goals and draws comparisons on the scholars' dissimilarities between language learning and second language acquisition (SLA) on different perceptions that could give insights towards learning of second and foreign languages easily by the English as Foreign Language (EFL) learners.

On June 12, 2018, Dr. Hansun Zhang Waring's Language Socialization class at Teachers College, Columbia University had the great pleasure and honor of being joined by Dr. Bambi Schieffelin, Collegiate Professor at New York University. A co-founder (with Elinor Ochs) of the field of language socialization, Dr. Schieffelin has done extensive research on linguistic anthropology, language ideology, literacy, missionization, and much, much more. She is the author of the ethnography "The Give and Take of Everyday Life: Language Socialization of Kaluli Children," co-author of the classic chapter "Language Acquisition and Socialization: Three Developmental Stories and Their Implications," and co-author of the "Handbook of Language Socialization"--a foundational reference work for all language socialization scholars. In this interview, she shares her path to Language Socialization (LS), experiences from her groundbreaking LS work in Papua New Guinea, affordances, obstacles, and recent developments in LS research, and key takeaways for LS researchers.

Juliane House has split translation into "overt" and "covert" types. Translation has been classified by Lawrence Venuti into "domestication" and "foreignization". This research attempted to compare the translation typologies rendered by House and Venuti. House' and Venuti's translation typologies are similar in 8 points and differ in 4 ones. Overt translation corresponds to foreignization and covert translation to domestication. Dichotomy is neither superior nor inferior to the others.

This study concerns the development of the determiners MINE/MY and THINE/THY in the Early Modern English period. The -N forms had essentially been ousted before words starting with consonants over the Middle English period, and over the subsequent centuries, these forms also fell into disuse before words starting with initial vowels and "h." While the rise of the N-less variants has been the object of several previous studies, the present investigation aims at accounting for the fate of the declining N-variants in the "Corpus of English Dialogues 1560-1760," a data source comprising speech-related texts. We look into the chronological stages of development for the declining MINE and THINE forms, the genres that maintained these forms longest, and the speaker groups that were the last to use the forms. Comparisons are made with the results obtained in previous studies on MINE/MY and THINE/THY variation.

This paper traces the development of two roughly synonymous nominalizing suffixes during the Early Modern English period, the Romance "-ity" and the native "-ness." The aim is to assess whether these suffixes were favored in particular registers or followed similar paths of development, and to ascertain whether the ongoing processes of standardization and vernacularization may have affected their diachronic evolution. To this purpose, the type frequencies and rates of aggregation of new types of the two suffixes were analyzed in seventeen different registers distributed along the formal-informal and the speech-written continua. Results indicate that "-ness" tends to lose ground in favor of "-ity" between the sixteenth and the eighteenth centuries, a change which seems to have begun in formal written registers and spread towards 'oral' ones, probably aided by a general trend in written registers for the adoption of a more learned and literate style during the eighteenth century.

In this paper, the role and nature of language and language development will be discussed. Research and theory in second language acquisition has demonstrated that (i) language is an abstract, implicit and complex system. Input (ii) plays a key role in language development; despite the fact that some knowledge of language is innate (iii). Overall, language development (iv) is ordered and stage-like and instruction (v) has a limited role. Theoretical and pedagogical implications will be highlighted.

James P. Lantolf is George and Jane Greer Professor Emeritus of Language Acquisition and Applied Linguistics and former director of the Center for Advanced Language Proficiency Education and Research at the Pennsylvania State University, USA. He is currently Adjunct Professor of Applied Linguistics in the same academic unit at Xi'an Jiaotong University. He is founder of the Sociocultural Theory and Second Language Learning research group, which has been holding an annual meeting to discuss research in progress on second language acquisition from the perspective of sociocultural theory since 1993. He is founding editor of "Language and Sociocultural Theory" (Equinox Press, 2013 to present) and was co-editor of "Applied Linguistics" (Oxford University Press, 1993-1998). He served as President of the American Association for Applied Linguistics (AAAL) in 2004 and was recipient of the AAAL Distinguished Scholarship and Service Award in 2016. He has co-authored or co-edited nine books and has published more than 140 articles and book chapters. His seminal book entitled "Sociocultural Theory and the Genesis of Second Language Development" (2006, coauthored with Steven L. Thorne) published by Oxford University Press coupled with a co-edited volume "Vygotskian Approaches to Second Language Research" (1994, coedited with Gabriela Appel) ushered in a new upswing of research on language development and teaching from the sociocultural theory vantage point. His latest co-edited book "The Routledge Handbook of Sociocultural Theory and Second Language Development" was published in 2018. The following is a written interview with James P. Lantolf conducted by Saeed Karimi-Aghdam. Dr. Karimi Aghdam is Associate Professor of English Language and Didactics in the Faculty of Education and Arts at Nord University, Norway. He is a member of the editorial board of "Language and Sociocultural Theory" and serves on the advisory board of the "Journal of Applied Linguistics and Applied Literature: Dynamics and Advances."

Understanding how language is used in specific contexts and the reasons for this can be helped by examining historical change in genres. In this study focusing on business communication, texts serving the same purpose of demanding payment for a debt but separated by 4,000 years are analysed. The ancient text is a Sumerian cuneiform tablet which is compared to two modern model business letters. The texts are investigated through a genre analysis focusing on functions and linguistic features and a multidimensional register analysis. Both analyses produce similar results with the main exception being the sequencing of functions. The lack of much meaningful change in business communication in the last 4,000 years is likely to be due to the dominant influence of communicative purposes in guiding how language is used.

Albeit the research into Arabic slang has been extensively explored, little empirical evidence addresses the use of Arabic slang in the educational context. This study therefore examines the use of Arabic slang among students in one Islamic higher education in Southeast Sulawesi, Indonesia. It applies an interpretative case study design. The results reveal that Arabic slang in a learning context is soft, easily acceptable, and memorable. It does not involve harsh words, symbols of resistance, or curses. In practice, slang is delivered in the form of declarative sentences that serve to convey information. In addition, it comprises imperative and interrogative sentences to give orders and ask questions, respectively. It arises out of a combination of habit and creativity problems, thus shortening or oversimplifying Arabic sentences. To overcome this issue, campus leaders have developed coaching models, including establishing debating competitions in Arabic, holding Arabic camps, applying integrative learning, and raising students' awareness of the importance of official Arabic containing particular social values. This research shows that Arabic slang can represent an alternative medium for learning Arabic among students, both in Indonesia and the wider world.

This research discussed education and dialectology, examining the relation of Orang Rimba (OR) isolect in three places at Jambi Province. Different levels of education in each group of OR also influence language maintenance at proto-language. Language shift will occur when OR communicate with the villagers. The number of OR children who go to school does not guarantee a language shift. This study's benefit was to find out the proto vocabulary that still maintenance and shifted, to know the status of isolect from each group of OR to find out their kinship relations, and to know that education levels may not always affect vocabulary shifts. Dialectometry formula used from Guitar, Proto Austronesian (PAN) used theory from Wurm and Wilson, Proto Malayic (PM) used opinion from Adelaar. This study used qualitative and quantitative to answer different formulation of the problems. The result was: firstly, lexically and phonologically, the status of OR isolect in Jambi, including three regencies consisted of two dialects, four subdialects, and four speeches. There were 5 proto vocals and 19 proto consonants phonemes of OR in Jambi Province. The result of affixation identification at PM *tAr-; *mAN-; *(mb)Ar-; *-an; and *kA-an found innovation and no relic. Secondly, the reflex of PAN and PM at OR Malay dialect having the highest value in maintaining its proto-language (relics) occurred in DP 5,6 Muaro Jambi Regency. Thirdly, the number of children attending school in the villages of Nebang Parah and Nyogan was higher compared to other OR groups. The number of children attending school was in line with the high percentage of protolanguages used.

This study aims to analyze the derivation of weak active participles (APs) from triconsonantal imperfective verbs within the X-slot model of autosegmental phonology. The first stage of the research involves building a corpus of APs from a well-established corpus-based dictionary, namely [characters omitted] 'Dictionary of Modern Arabic Language'. The corpus contains 620 APs which are categorized, in accordance with the position of the glide in their stems, into initially, medially, finally and doubly weak APs. The analysis reveals that despite having irregular surface representations, the underlying representations of weak APs are parallel to those of their strong counterparts. The surface irregularities of these APs are attributable to the inherent instability of the glides which causes them to be susceptible to diverse phonological rules. These phonological rules are given accurate and simple representations in autosegmental phonology due to the autonomy that elements on different tiers have in this approach.

This study offers methodological synergy in the examination of factorial structure in second language (L2) research. It illustrates the effectiveness and flexibility of the recently developed exploratory structural equation modeling (ESEM) method, which integrates the advantages of exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) into one complete measurement model. Two sets of data were collected using the L2 Passion Scale, which measures a dualistic model of passion. Study 1 participants were 220 L2 students. A comparison was made between the CFA and the ESEM models. The results demonstrated the superiority of the ESEM method relative to CFA in terms of better goodness-of-fit indices and realistic correlated factors. These results were replicated in another sample of 272 L2 students, providing support for the predictive validity using a structural ESEM model. Guidelines are provided and Mplus syntax files (codes) are included to help analysts apply the methods. We also make the data available publicly. Overall, this research demonstrated the usefulness of ESEM for examining the construct, discriminant, and convergent validity of L2 scales over CFA.

Replication is a research methodology designed to verify, consolidate, and generalize knowledge and understanding within empirical fields of study. In second language studies, however, reviews share widespread concern about the infrequency of replication. A common but speculative explanation for this situation is that replication studies are not valued because they lack originality and/or innovation. To better understand and respond to the infrequency of replication in our field, 354 researchers were surveyed about their attitudes toward replication and their practices conducting replication studies. Responses included worldwide participation from researchers with and without replication experience. Overall, replications were evaluated as relevant and valuable to the field. Claims that replication studies lack originality/innovation were not supported. However, dissemination issues were identified: half of published replication studies lacked explicit labeling and one quarter of completed replications were unpublished. Explicit labeling of replication studies and training in research methodology and dissemination can address this situation.

Control by compound antecedent stimuli in verbal behavior represents an understudied but promising area of research. To date, reference to compound verbal stimulus control has generally only included descriptions of convergent multiple control. A sizeable experimental literature exists on the topic of compound stimulus control, which differs from convergent multiple control in that the stimulus elements often do not have a prior conditioning history (i.e., do not separately strengthen any response). The current study attempted to bridge the experimental and verbal behavior literatures by including a two-component antecedent verbal stimulus during intraverbal training for which neither component currently served an evocative function. Subsequent analyses of stimulus control suggested overshadowing by temporal location in the compound verbal stimulus and lack of emergence of the divergent intraverbal relation across all sets. Additional research is needed on compound stimulus control and verbal behavior researchers may be poised to answer several questions relevant to the experimental and verbal behavior literatures on the topic.

A comprehensive theory of child language acquisition requires an evidential base that is representative of the typological diversity present in the world's 7000 or so languages. However, languages are dying at an alarming rate, and the next 50 years represents the last chance we have to document acquisition in many of them. Here, we take stock of the last 45 years of research published in the four main child language acquisition journals: "Journal of Child Language," "First Language," "Language Acquisition" and "Language Learning and Development." We coded each article for several variables, including (1) participant group (mono vs multilingual), (2) language(s), (3) topic(s) and (4) country of author affiliation, from each journal's inception until the end of 2020. We found that we have at least one article published on around 103 languages, representing approximately 1.5% of the world's languages. The distribution of articles was highly skewed towards English and other well-studied Indo-European languages, with the majority of non-Indo-European languages having just one paper. A majority of the papers focused on studies of monolingual children, although papers did not always explicitly report participant group status. The distribution of topics across language categories was more even. The number of articles published on non-Indo-European languages from countries outside of North America and Europe is increasing; however, this increase is driven by research conducted in relatively wealthy countries. Overall, the vast majority of the research was produced in the Global North. We conclude that, despite a proud history of crosslinguistic research, the goals of the discipline need to be recalibrated before we can lay claim to truly a representative account of child language acquisition.

Increased second language acquisition (SLA) research interest in the effect of planning on subsequent L2 oral production has typically examined the effect of planning on the syntactic complexity, accuracy, lexical complexity, and/or fluency (CALF) of L2 production. However, the results of research in this domain are inconclusive. This study, a research synthesis and meta-analysis of SLA research on the effects of planning on the CALF of L2 oral production, attempts to facilitate a direct comparison of such research, first by examining the role of planning in theoretical models of (i) speech production, (ii) task complexity, and (iii) task readiness; second by summarizing the features of SLA research on planning; and finally by comparing the results of quantitative research on the effect of planning on subsequent L2 production. The results of the research synthesis portion of the study suggest a number of consistencies in SLA research on planning to date, whereas the results of the meta-analysis portion of the study suggest clear effects of planning on L2 oral production and have clear pedagogical implications for L2 instruction.