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The Indonesia’s presidential election 2024, as one of the largest democratic nations, gained wide attention from both national and international media. This research carries out a pragmatic analysis of news report on the post-presidential election of Indonesia 2024 from selected national and international newspapers using Austin (1962) and Searle’s (1969) Speech Act Theory. 30 utterances were purposively taken from three newspapers (The Jakarta Post, The Guardian, and The New York Times). By implementing qualitative research method, this research analysis discussed three aspects of Speech Acts: locutionary, illocutionary, and perlocutionary. The result of the analysis showed that there was obvious finding on the reporting style of newspapers on the election outcome. Based on the analysis, assertive statements were dominantly found as it is in line with the nature of newspaper style; present factual information impartially, aiding in neutral and concise reporting. Directive statements wielded figures’ influence and attitudes toward ongoing issues. Commissive speech acts conveyed promises, pledges, and accusations persuasively, while declarative ones declared figures’ initiatives and actions on issues. Expressive speech acts reflected collective societal feelings, particularly regarding election outcomes.

Critical Thinking (Hereafter, CT) significantly correlates to the EFL students' speaking ability; students with high critical thinking perform better than students with low critical thinking. Several strategies can be implemented for initiating CT in the classroom. One of them is using language style conveyed by the teachers. However, few studies concern about this pragma-stylistic usage in the teaching-learning process. Therefore, this current study aims to analyze (1) types of pragma-stylistics strategies used by teachers in initiating the EFL university students' CT in oral mode; (2) the ways teachers use pragma-stylistics strategies in initiating the EFL university students' CT in oral mode; and (3) the teachers' perception of the students' response towards initiating the CT in oral mode. Qualitative descriptive using Interview was conducted to collect the data. The result showed that teachers prefer using Assertive-Stating, Assertive-Suggesting, Directive-Advising and Prolepsis strategies to initiate students' CT in their speaking classroom. They implement those strategies through some activities during the class, such as giving stimulus (text, audio, and video) in a particular theme, conducting group discussions or speaking club, providing instructions or questions, and giving feedback. Besides, the teachers pointed out that most students positively respond to the strategies that they have utilized. The strategies effectively motivate and encourage the students to enhance their CT. Furthermore, this study suggests language teachers initiate their students' CT through the pragma-stylistic strategies mentioned. Finally, further researchers are expected to discuss the same field in more comprehensive scopes with different language skills.

The article is devoted to the analysis of the role of the library institution in the preservation, dissemination and development of national languages. The author attempted a retrospective, comparative, axiological analysis of changes in the image of the library in accordance with the cultural characteristics of different eras. The main attention was aimed at identifying the linguistic and cultural features of library texts. It has been revealed and substantiated that in the ancient East the library served as a sacralized archive of texts mainly in the ancient Sumerian and Assyrian languages. Linguistic texts of ancient Eastern libraries connected sacred meanings and everyday life. In antiquity, lively dialogue and the dialectical development of thought came to the fore, so the library became a place for debate. The libraries of Alexandria, Pergamon, and private collections contained scrolls in different languages, but many of them were professionally translated into Greek. In medieval culture, the library became a library of one book, the Bible, which was copied in Greek and Latin. In the late Middle Ages, books in vernacular languages appeared in libraries, which contributed to the development of the latter. In modern times, the library becomes a way of education and mass dissemination of national literary languages. In the information age, the library acquires the global features of a «universal library»; the boundaries of the virtual and real space of the library are erased. A modern library acquires many functions: it provides information to users, is a place for holding various educational events, and educational games. In modern Russia, the library institution plays a huge role in preserving the languages of the small peoples of our country. Thus, libraries in all eras play an important role in the formation, preservation, dissemination and development of national languages.

The article examines the linguistic means of expressing the linguistic meaning of the «feature of the subject» in the military engineering sublanguage. Relative adjectives describing various properties of building materials and their single-root nouns are relevant for the construction sector. Adjectives denoting hydrophysical, thermophysical, physico-chemical, mechanical, chemical, technological, operational and special properties are used to characterize building materials. Quantitative numerals are less likely than ordinal adjectives to participate in the expression of the linguistic meaning of the «feature of the object» and are inconsistent, non-morphologized definitions, however, in the military engineering field they are active in characterizing the quantitative parameters of temperature, thickness, depth, height and other characteristics of construction objects. The onomasiological correlation between relative adjectives and participles in the construction sector is observed in constructions, «adjective name» is «an object with a certain quality»; «adjective name is an object made of a certain material»; «adjective name is an object built of a certain material». It was revealed that speakers prefer the use of relative adjectives to denote the construction materials used; participles — to denote construction technological processes; quantitative numerals — to denote the nomenclature of construction mechanisms. Adjectives and participles as part of terminological combinations represent a contamination of the linguistic meanings of «subject attribute» and «subject».

The identity of Russian culture and its historical development was determined by the most important verbal and visual archetypes. The first include some key words identified according to the principle of “basic lexemes of a given language” by M. Svodesh, and the language structure that arose in the Proto-Slavic and Old Slavic eras. The second should include the sacred plastic images of medieval Orthodoxy, largely inherited from the Old Russian pre-Christianity of the second half of the first millennium.

The article is devoted to the contribution of Vladimir Monomakh to the development of literature and state system of Rus. Large works of authorship: “Teachings” by Vladimir Monomakh; “Tale of the Blinding of Prince Vasilko Rostislavich” by the hegumen Vasily, close to Monomakh; the literary and historical epic of early Rus - the II (Monomakh's) edition of “Tale of Bygone Years” (1116/1117) by the Mikhailovsky hegumen Sylvester — are important parts of the foundation of future Russian literature. The prominent place of Vladimir Monomakh in the literary and state development of Rus is emphasized by the modern historian A.Yu. Karpov, especially singling out Monomakh's destruction of the Old Kiev construction of the “rota ascent” of the princes of Russia to the Kiev great throne, his actions on the arrangement of the central region of Russia, which was inherited by him, with a new political center founded by him — Vladimir-on-Klyazma (1108), in the long run — the forerunner of Moscow.

The article is devoted to the study of the formulas of speech etiquette, the most common in everyday communication of the speakers of the Shangodinsky speech of the Andalal dialect of the Avar language. The relevance of the study is due to the following factors: 1) the real threat of the disappearance of this speech (today, less than a hundred people live in the village of Shangoda; 2) the lack of a special scientific study of the speech in Shangoda, the data on which are scarce and contradictory. The main research objective of the presented article is to describe the communicative functions of etiquette formulas used in the everyday discourse of the Shangodinsky speech of the Andalal dialect, with the identification of their pragmatic and semantic potential. To solve this problem, the following research methods were used: synchronous-descriptive (for a systematic description of various types of etiquette formulas), a functional method (for a communicative-semantic analysis of speech etiquette formulas); method of component analysis (for the analysis of the semantic structure of speech formulas). The method of introspection also turned out to be in demand in the work. The scientific novelty of this study lies in the involvement in scientific circulation of previously unexplored original etiquette vocabulary from the sphere of everyday discourse of one of the unexplored dialects of the Avar language. The results obtained in this connection are new. They have a certain scientific and practical significance for linguistic Dagestan studies. The practical significance of the study conducted in this article lies in the fact that the results obtained in the course of the study can be used in the preparation of special courses on the theory of speech acts, on the principles of discourse construction, as well as in the preparation of lectures on ethno-linguistics, intercultural communication and linguoculturology for the Dagestan audience.

This article is dedicated to the lexical and stylistic analysis of advertising texts published in the official Telegram channel of Federal Agency for Youth Affairs («Росмолодежь», hereafter Rosmolodezh), in which Erich Fromm's philosophy is traced. The author identifies the category of advertising texts with such telegram posts that contain advertisements of Rosmolodezh’s projects and elements of social advertising. The author analyzes the lexical and stylistic techniques used by writers who create texts for the social network Telegram to influence the target audience (young people of Russia) through the Fromm's ideas «To Have or to Be?». As a result of the study, the author of the article identifies the main linguistic features used by writers in texts to attract readers’ attention in the advertising message.

This article presents a comparative stylistic and genre analysis of the messages delivered by Patriarch Kirill of Moscow and Archbishop Justin Welby of Canterbury. The study examines the unique stylistic elements and genre conventions employed in their respective messages, aiming to reveal the underlying rhetorical strategies, thematic emphases, and communicative techniques. Employing qualitative analysis methods, the paper explores how these religious leaders use language and genre to articulate their theological perspectives and address contemporary issues. The analysis underscores the differences and similarities in their approaches, reflecting their distinct cultural, theological, and institutional contexts. By comparing the messages of these prominent figures in the Russian Orthodox Church and the Anglican Communion, the study contributes to a deeper understanding of contemporary religious communication and its impact on global and local religious communities.

This article is devoted to the implementation of the principle of historicism in the process of teaching Russian language. It is noted that taking this principle into account allows to present language as a national-cultural phenomenon, as a multifunctional, historically developing system, and also helps to understand its structure and features of functioning.

The article examines the role of representatives of a specific ethnic group of inhabitants of the South American steppes-Pampas — pastoralists-Gaucho nomads in the formation, formation and development of national Spanish-American literature based on its genres such as oral folk art, lyrical and epic poetry, drama, realistic and psychological novel. The existence of this ethnic type can be traced back to 1775, but the process of turning a Spanish shepherd into a half-breed Gaucho is still largely unclear. The formation of Gaucho literature can serve as an example of the emergence of folk literature in the countries of Spanish America. Gaucho poetry reached the culmination point of its development with «Martin Fierro» by H. Hernandez, however, it did not take much time for the gaucho theme to turn into prose: drama, short story and novel. The transition from poetry to prose, as well as the transition from oral to written poetry, did not take place immediately. Gaucho poetry continued to develop and gained prominence for the reworking of the legend of Santos Vega, but new forms of Gaucho literature were already supplanting poetry. The novel about the gaucho arose from a primitive popular print, but the popularity gained by the very first attempts to create a novel about the gaucho testified to the prospects of this genre, which soon attracted the attention of truly talented authors. Thus, the Gaucho gave his native land a regional literature, which became a model of cultural and spiritual independence for all countries of Spanish America. Having formed a whole trend in literature, the Gaucho archetype has left a noticeable mark in other forms of art and, perhaps, will serve as an example to national forces called upon to make the transition from imitation of European models to literary Americanism.

The article is devoted to the study of the US language policy in the field of teaching foreign languages, including Russian, and the relationship between language policy and the national security strategy of the country. At the same time, due to the lack of federal regulation in the field of teaching foreign languages, the creation and use of textbooks of the Russian language as a foreign language is not regulated and is given to the educational and regional organizations on the state level. Based on the study of textbooks of Russian as a foreign language compiled by American authors from the beginning of the 20th to the beginning of the 21st century, which is conducted according to several parameters — the content of the preface, methodological and motivational component, textual and lexical material, as well as the target audience — the author of the article concludes that textbooks do not reflect the real picture of cultural and social life in Russia, do not motivate learners, do not keep up with the changes taking place in Russian society, and thus create a false stereotypical image of our country among American students. The author sees the solution to this situation in the creation of digital textbooks of Russian as a foreign language.

This study investigates the roles of the teachers in promoting autonomous English language learning at Addis Ababa Science and Technology University. Its emphasis was on the roles of facilitator, guide/mentor, and inspirator/supporter and to what extent supporting environment helping to promote autonomous language learning are available and are used effectively. A survey questionnaire was distributed to 313 freshmen engineering students at Addis Ababa Science and Technology University where 24 students participated in FGD. Furthermore, an interview was conducted with four teachers to obtain supplementary data and for triangulation. The quantitative data was analyzed using SPSS and the qualitative data obtained from FGD and interview was analyzed using thematic analysis. The findings indicate that teachers were involved in very limited practices that promote autonomous language learning and used available supporting facilities ineffectively. Offering teachers with professional development programs on how to promote autonomous language learning will help develop learner autonomy.

Teachers’ role in enhancing the students’ speaking skills in EFL class is the focus of the research that needs to be investigated. This study focused on how teachers at two government high schools help students become more proficient speakers of English by examining their roles in this regard. A descriptive research design was used in the study, and both qualitative and quantitative data were analyzed. Students and their teachers participated in the study. 10 instructor respondents were selected on purpose and participated in the interview and classroom observation, whereas the 40 student respondents were selected at random and enrolled in answering the questionnaire. The survey's conclusions demonstrated that educators are not performing their jobs in a way that would benefit students develop their speaking fluency. It was also found that teachers prefer to teach grammar and reading rather than speaking because they are unwilling to invest the time and energy required to teach speaking. This poses a serious challenge to the learners’ language development. Since teachers are in charge of assisting pupils in learning more, they should be aware of this.

Artiklis vaadeldakse eesti keelt teise keelena omandavate 8–10-aastaste laste sõnavara ja konstruktsioonide arengut aasta jooksul 2022. ja 2023. aastal läbi viidud pildikirjelduskatse põhjal. Aasta jooksul suurenes õpilaste sõnavara, areng toimus kõikides sõnaliikides suhteliselt ühtlaselt, siiski oli lekseemide hulga kasv kõige suurem omadus- ja asesõnade puhul. Ka konstruktsioonides toimus märkimisväärne areng, lisandus uusi konstruktsioonitüüpe ning need muutusid komplekssemaks. Sõnavara ja konstruktsioonide hulk oli omavahel seotud: mida suurem oli õppija sõnavara 2022. a pildi kirjelduses, seda rohkem eri konstruktsioone oli lisandunud tema 2023. a pildikirjeldusse. Eri sõnaliikide sõnavara ulatus konstruktsioonide arengut ei paista mõjutavat. *** "Development of vocabulary and constructions in the speech of young learners of Estonian as a second language over the course of one year" The article examines the development of vocabulary and grammatical constructions on both phrase and clause level of children aged 8-10 years acquiring Estonian as a second language on the basis of a picture description test carried out in 2022 and 2023. Over the course of the year students’ vocabulary increased, development occurred relatively evenly in all parts of speech, however, the increase in the number of lexemes was the greatest for adjectives and pronouns. The growth of vocabulary was faster for children whose language skills were weaker in 2022. The constructions also developed significantly over the year: new types of constructions were added and they became more complex. In most children, the growth of structures was focused either on the phrase or on the clause level. The correlation between the number of lexemes and the number of constructions was significant: those children whose vocabulary was bigger in 2022 used more constructions in test conducted in 2023.The scope of the vocabulary of the different parts of speech does not seem to affect the development on the level of constructions. Data from the study on the relationship between vocabulary and constructions strongly support the view that syntactic development is driven by lexicon-level development, i.e. sufficient words must be acquired so that different types of constructions can be recognized and used.

Tekstikeskne emakeeleõpetus kui eesti keele ja kirjanduse ainekavade keskne põhimõte pole veel piisavalt juurdunud ning vajab metoodilist tuge. Varasemate uuringute järgi sobib tekstikeskse käsitlusviisi aluseks süsteemfunktsionaalsest keeleteooriast lähtuv Sydney koolkonna žanripedagoogika, mille esimene katsetus Eestis näitas, et lähenemist tuleks emakeeleõpetuse kontekstis arendada. Siinse uuringu eesmärk on proovida žanriõpetuse toestatud meetodit “Lugedes õppima”, et parandada õpilaste tekstiteadlikkust ja kirjutamisoskust. Küsime: kuidas aitab meetod “Lugedes õppima” toetada õpilaste tekstiloomet? Viisime läbi kaks eraldiseisvat tegevusuuringut kahes Eesti koolis. Esimene grupp koosnes 6. klassi õpilastest (n = 33) ja õpiti õudusjuttu, teises grupis olid gümnaasiumi.pilased (n = 15) ning õpiti arutlevat kirjandit. Õpilastekste analüüsisime struktuurianalüüsi ja lingvistilise tekstianalüüsi meetodil. Mõlemal juhul joonistus välja žanrile omane ülesehitusmudel ja iseloomulikud keelevahendid: õpilaste kirjutatud õudusjuttudes anti mitmekülgsete lausetarinditega edasi pinget, võeti üle õudusjutule iseloomulikke poeetilisi võtteid, kirjandites kasutati arutlusele omaselt hinnangulisust ja neutraalses stiilis modaalsõnu. *** "Applying genre studies to narrative and argumentative text writing" Text-centred L1 teaching as a central principle of Estonian language syllabi is not yet sufficiently established and requires methodological support. Based on a system-functional language theory (Halliday 1985, Halliday, Matthiessen 2014) and realization model (Martin 2009), it offers a suitable framework for a text-centred approach (Aruvee 2023). Sydney school's genre pedagogy (Rose, Martin 2012) provides comprehensive strategies to implement that framework in the classroom. The first pilot study of genre pedagogy in Estonia indicated that the approach must be developed and scaffolded (Aruvee 2021). The aim of this study was to implement the “Reading to Learn” (R2L) programme in order to increase students’ text awareness and quality of text creation. We focused on two genres: essay as argumentative text and horror story as narrative text, which are at the heart of L1 teaching. The R2L programme is known for systematic and scaffolded activities which engage students and integrate reading and writing in a meaningful way (Coyle, Meyer 2021). We asked: how does the “Reading to Learn” programme support students’ text composition and lexicogrammatical choices? The study consists of two independent action research studies conducted by two teachers in two Estonian schools. The first group (n = 33) learned to write horror stories, the second group (n = 15) learned argumentative texts. The students’ texts were analysed using the method of structural analysis and linguistic text analysis, based on the specific characteristics of each genre. 6th-grade students copied the structure of the original text, although not in the same order. The analysis of the word and sentence stratum showed that most of the students used appropriate style, which is not taught explicitly. Their language use was notable, as they copied the style appropriate for horror stories: they used the vocabulary of the original text or found alternatives, and also formed complex sentences and non-finite structures and stylistic features. Essay writers mostly used a given structure for argumentation, which made rhetorical moves more cohesive. Sentence-level analysis of the essays revealed that students used neutral language, modal verbs and adverbs to stress the value of their claims. The results show that in both cases the quality of texts improved: structure and linguistic features became more visible. We thus conclude that “Reading to Learn” provided the necessary scaffolding for text-centred L1 teaching.

This study focuses on the metadiscourse category of endophoric markers in Estonian, Latvian, and Lithuanian linguistics research articles. The aim is to investigate whether language, writing tradition, or disciplinary conventions play a more significant role in the variation of these metadiscourse markers across the three languages. Furthermore, the study seeks to determine whether the use of endophoric markers might reflect distinct writing traditions in the Baltic states. For the study, we collected corpora from the key linguistics journals in Estonian, Latvian, and Lithuanian. Comparison of different types of endophoric markers, including reviewing and previewing markers, visuals, and references to the whole text, reveals a number of language- and discipline-specific differences in the distributional properties and functions of these metadiscourse markers. This crosslinguistic variation of endophorics might be attributed to different writing styles or writing traditions in the Baltic states. *** "“Vt järgnevat arutelu siinse uuringu lõpus”: tekstisisesed viited eesti, läti ja leedu teadusartiklites" Artikkel uurib metadiskursuse üht kategooriat, tekstisiseseid viiteid (ingl endophoric markers) eesti, läti ja leedu keeleteaduslikes artiklites. Eesmärk on välja selgitada, kas tekstisiseste viidete varieerumist võib mõjutada rohkem keel, kirjutamistraditsioon või valdkondlikud tavad. Otsitakse vastust küsimusele, kas tekstisiseste viidete kasutusmustrid peegeldavad Balti riikide erinevaid kirjutamis traditsioone. Uurimisandmestiku moodustavad kolm omakorpust, millest igaühte on kogutud keeleteaduslikud artiklid ühes keeles. Analüüs keskendub teadus artiklites esinevatele eri tüüpi tekstisisestele viidetele: 1) ees- või 2) tagapool kirjutatule, 3) visuaalsetele elementidele või 4) kogu tekstile osutavatele keelenditele. Analüüsi tulemusena ilmnesid mitmesugused keele- ja valdkonnaspetsiifilised eripärad nii metadiskursuse markerite jaotuses kui ka funktsioonides. Sellist tekstisiseste viidete varieerumist keeliti võib põhjendada erinevate kirjutamisstiilide või -traditsioonidega Balti riikides.

Tänapäeva hariduses on kirjutamisel keskne roll ja seetõttu on oluline ka see, kuidas kirjutamist toetatakse ja juhendatakse. Artiklis anname ülevaate Eesti gümnaasiumide ja ülikoolide uurimis- ning lõputööde juhenditest. Kogusime uurimiseks 60 juhendit ja analüüsisime neid, et näha, mida juhendid tavapäraselt sisaldavad ning millist abi need (üli)õpilasele kirjutamisprotsessi eri etappides pakuvad. Analüüsist selgus, et juhendites moodustasid sisuteemad ((üli)õpilastööde liigid; teema valik; kavandamine; allikate valik ja käsitlemine; ülesehitus; keel ja stiil; eetilised põhimõtted) vaid 22% juhendite kogumahust, ülejäänud 78% oli pühendatud vormistusele jm formaalsetele aspektidele. Sisuteemadest käsitleti kõige sagedamini töö ülesehitust, vähim räägiti töö kavandamisest. Rõhuasetused juhendites viitavad kirjutamise mõtestamisele Eesti haridussüsteemis üldisemalt: tähelepanu pööratakse eelkõige lõpptulemusele ja selle nõuetekohasusele, samas tulemuseni jõudmise protsess jäetakse sageli tagaplaanile. *** "Academic writing guidelines: TNR, 12, 1.5 and done?" In the article, we introduce an analysis of guidelines for theses and other written assignments in Estonian high schools and universities. We have collected 60 guidelines and analyzed them quantitatively to see what topics they contain and in which proportions, and qualitatively to see how those topics are presented and explained. The goal of this study was to understand how guidelines assist students throughout the process of writing longer assignments. First of all, it is important to emphasize that written guidelines are only a part of the guidance students receive (in addition to writing courses, seminars etc), yet they are regulated and more centralized at the institutional level compared to other options (e.g selective courses or Bachelor’s/Master’s seminars which can vary by teacher). Our analysis of the guidelines shows that they mainly focus on formal aspects. Only 22% of the total volume of guidelines (in pages) is dedicated to aspects related to the actual writing process and the content of the paper (planning, structure, working with sources, use of language). The rest is concerned with requirements on formatting, citation styles, submitting and defending the thesis etc. Of the content and process-related topics, the most attention is paid to the structure of the paper, which is mentioned in all guidelines, whereas the planning and drafting stage is discussed only in 14 guidelines out of 60. It can thus be concluded from our analysis that the guidelines for writing in Estonian high schools and universities appear to be oriented more toward form than content. The students receive thorough and detailed instructions on what the final text must look like, but the process of creating the text itself is often neglected. Our suggestion is to keep that tendency towards form in mind while creating or updating guidelines in order to make them more content-rich and therefore encouraging and motivating – all that to support (university) students in creation of meaningful texts.

Selleks et kirjutamise õpetamist koolis efektiivsemaks ja loomulikumaks muuta, tuleks seni tavapärase tulemusele orienteeritud õppe asemel rakendada protsessikesket lähenemist. See tähendab, et kirjutamist käsitletakse teadlikult mitmest erineva sisuga etapist koosneva tegevusena. Selline kirjutamisviis aitab kognitiivseid võimeid optimaalsemalt kasutada, sest kirjutaja keskendub korraga üht tüüpi tegevusele. Protsessikeskse kirjutamise lahutamatu osa on valmivale tööle etappide vahel saadav tagasiside. Erinevalt lõpus valmis tööle antavast tagasisidest võimaldab protsessi käigus antud tagasiside kirjutajal oma teksti jooksvalt muuta ja täiendada ning seeläbi kogu kirjutamisprotsessi vältel õppida. Vähem oluline pole ka see, et tagasiside – ning kooli kontekstis eriti kaasõppija tagasiside – toob kirjutamise lähemale oma algsele sotsiaalsele funktsioonile. *** "I write, therefore I communicate" Writing always involves communication: between the reader and the writer, as well as between texts. Teaching writing should, therefore, help the students to understand and utilise this communicative function. One means of implementing this philosophy in education is shifting away from result-oriented teaching to process-oriented teaching. This involves dividing writing into different activities (most commonly prewriting, writing and reviewing) as well as giving and receiving peer feedback between those stages. In the article, we introduce the benefits of the process-oriented view on teaching writing and discuss its relevance to the Estonian educational system.

Värvingupartikkel ju võimaldab eesti keeles kergelt rõhutada ning tugevdada lauses esitatut, vihjates endastmõistetavusele või teadaolemisele. Artiklis analüüsitakse, kuidas ja mis eesmärgil see endastmõistetavus keelekasutuses avaldub. Kui seni on partiklit ju käsitletud enamasti suulise kõne või seda jäljendava näidenditeksti põhjal, siis käesolev uurimus kirjeldab selle partikli abil tuvastatavaid omamoodi näiliselt kaasava tõsikindluse ilminguid kahes kirjalikus registris eesti keele ühendkorpuse (ÜK 2021) akadeemiliste tekstide ja perioodikaväljaannete allkorpuste materjali põhjal. Analüüsi aluseks on vaieldamatust argumentatsiooni tööriistana uuriva Marie-Anne Paveau eeldiskursuste teooria, millest lähtuvalt kirjeldatakse ju abil väljendatava endastmõistetavuse toetumist eelnevale teadmisele, tüüpilistele näidetele või samalaadse kogemuse üldistamisele. Kokkuvõttes sedastatakse ju rolli n-ö meenutava informeerimise markerina adressaadi informeerimise ja kaasamise pingeväljas. *** "The Estonian discourse particle ju as a marker of obviousness in Estonian academic and journalistic texts" The Estonian particle ju serves to emphasize or reinforce an utterance, suggesting that the information conveyed is obvious or based on common knowledge. While discussions about the use of this particle in Estonian have primarily focused on spoken language or texts that imitate it, this study concerns written argumentation, exploring the role of ju as a marker of uncontroversial information (Panov 2020) and thus as an indicator of “pre-discourses” (Paveau 2006) in academic texts and periodicals represented in the Estonian National Corpus 2021. The analysis illustrates how ju signals reliance on obviousness in these texts in three argumentation patterns: 1) drawing on prior knowledge, 2) citing typical examples, and 3) formulating generalized statements based on similar experiences. Between informing or involving the addressee in the speech act, the particle ju has thus a kind of reminding informative function.

This study examines metadiscourse markers across a corpus of Estonian and Lithuanian journal articles in the field of linguistics. We aim to 1) compare the global use of all the metadiscourse markers across the languages and texts, making distinctions between these languages and specific academic journals, and 2) to discern whether similar and/or different patterns can be identified across the languages and whether such patterns also manifest across various academic journals. We find that Estonian writers use self-mentions more frequently in methods sections than Lithuanian counterparts. Comparing journals, the Lithuanian journal Kalbotyra shows more transition markers, code glosses, and endophoric markers, while the Estonian ERÜ aastaraamat relies more on transition markers in results and discussion sections. Despite discipline similarities, variations emerge in specific sections and interpersonal categories across languages and journals. The study provides insights into metadiscourse patterns and their role in different languages and academic contexts, offering potential guidance for future research and practice in non-English academic writing. *** "Metadiskursuse mustrite keeltevaheline võrdlus: valdkondlikud sarnasused ja artikliosade erinevused" Artikkel käsitleb metadiskursuse markereid eesti ja leedu keeleteaduslikes ajakirjades. Meie eesmärk on 1) võrrelda kõigi metadiskursuse markerite üldist kasutust tekstides keeliti, otsides nii keeltes kui ka ajakirjade kaupa ilmnevaid erinevusi, ning 2) leida keeliti võimalikud sarnased ja/või erinevad mustrid ja selgitada välja, kas need mustrid tulevad esile ka eri ajakirjades. Tulemused näitavad, et eesti autorid kasutavad artiklite meetodiosas enesele osutamisi (ingl self mentions) sagedamini kui leedu autorid. Ajakirjade võrdluses leidub leedu ajakirjas Kalbotyra rohkem sidususmarkereid (transition markers), täpsustavaid markereid (code glosses) ja tekstisiseseid viiteid (endophoric markers), samal ajal kui Eesti Rakenduslingvistika Ühingu aastaraamatus jäävad sellised lugejat juhatavad markerid rohkem tulemuste ja arutelu osadesse. Vaatamata valdkondlikele sarnasustele ilmneb siiski erinevusi teatud artikliosades ja interpersonaalse metadiskursuse kategooriates nii keeliti kui ka ajakirjade lõikes. Uurimus heidab valgust metadiskursuse kasutusmustritele ja nende rollile eri keeltes ja akadeemilistes kontekstides ning võib olla edaspidi suunanäitajaks mitteingliskeelsete akadeemiliste tekstide uurijatele ja praktikutele.

Eestikeelsele õppele üleminek toob kaasa vajaduse arendada eesti keele kui teise keele (E2) õppeks sobivat õppevara, sealhulgas luua keeleõppemänge. Uurimuse eesmärk oli välja selgitada õpetajate hinnangud lastele koostatud keeleõppemängude kasutusvõimaluste, valikukriteeriumite ja -põhimõtete kohta. Selleks küsitlesime 50 koolieelse lasteasutuse õpetajat, kellel oli kogemus eesti keelt kui teist keelt kõnelevate laste õpetamisel. Andmete analüüsil kasutasime kombineeritud meetodeid. Õpetajad leidsid, et keeleõppemäng peab aitama omandada sõnavara ja hoidma õpimotivatsiooni. Kõige vähem hinnati võimalust kujundada lapse käitumist õppimisel ja ajaplaneerimisoskust. Mängu valides tähtsustati enim mängu sisuga seotud ja mõnevõrra vähem mängu läbiviimist iseloomustavaid kriteeriumeid. Põhimõtetest nimetati teise keele oskuse arendamist, lapse individuaalsusega arvestamist ja teadmiste kujundamist. Õpetajate hinnangul sobivad varajaseks keeleõppeks sellised mängud, mis arvestavad laste erineva keeletaseme ja huvidega ning aitavad arendada ka teisi õppe- ja kasvatustegevuste valdkondi. *** "Possibilities and selection of games for early Estonian as a second language learning according to teachers’ assessment" One way to acquire a language in an age-appropriate way is to use language-learning games. Previous studies have shown that there is a lack of suitable materials for language learning in preschools, including language-learning games, and teachers consciously do not choose games and rather focus on school-like learning. The transition to learning in Estonian requires the development of learning materials, including creating games that are suitable for learning Estonian as a second language. To support the learning of a second language, teachers must know how to choose games that consider the unique nature of language learning in preschools. The research aimed to determine how teachers assess the possibilities of using language-learning games for children and their selection criteria and principles. Fifty preschool teachers who had experience teaching children who speak Estonian as a second language were surveyed. The data were analyzed using mixed methods. The study revealed that the preschool teachers valued language-learning games as an opportunity to help children acquire a new vocabulary and culture while supporting children's interests and motivation. The teachers believed that language-learning games were not very useful in developing the general skills of children. When choosing language-learning games, the teachers rated most highly the criteria related to the substantive side of the games as, in their opinion, games should contain various exercises and tasks. The teachers proceeded from the principle that, in addition to developing language skills, the game should consider each child’s individuality and integrate other areas of learning into the language game. According to the teachers, games that take into account children's different language levels and interests and also help develop other areas of learning and educational activities are suitable for language learning.

Kõne on isikuti varieeruv ja suur osa sellest, kui jutukas keegi on või kui kiiresti ta räägib, sõltub tema isikuomadustest. Individuaalse varieeruvuse kõrval on aga leitud ka sotsiodemograafilisi mustreid, näiteks et vananedes kõnetempo aeglustub, aga ka et naised räägivad meestega võrreldes aeglasemalt, selgemalt ja ilmekamalt. Artiklis vaatame kahe eesti keele spontaanse kõne korpuse põhjal, kuidas suhtlussituatsioonis kõnetempo sõltuvalt vanusest, soost ja vestluspartnerist muutub, ning kõrvutame tulemusi loetud kõne andmetega. Kuna kõnetempot on seostatud ilmekusega, siis vaatame ka kõnelejate soravust, mõõtes takerdumiste, venituste ja sõnakorduste esinemist. Tulemused näitavad, et spontaankõnes on kõnetempo loetuga võrreldes oluliselt kiirem ning vanusest tingitud erinevused väiksemad. Kõige olulisem kõnetempo mõjutaja suhtluses on vestluspartneri kõnetempo. Soravusel ei avaldunud seost kõnetempoga. Teismelised arenevad vanusega soravamaks, kuid täiskasvanutel soravuses muutusi ei ilmnenud. *** "Variation of speech rate and fluency in Estonian" Speech varies from person to person, and much of how talkative someone is or how fast they speak depends on their personal characteristics. However, along with individual variability, sociodemographic patterns have also been found, for example, that the speech rate slows down with age, but also that women speak slower, clearer and more vividly than men. In the article we look at how the speech rate changes depending on age, gender and the interlocutor in a spontaneous communication situation based on the two Estonian speech corpora, Teen Speak in Estonia and the Phonetic Corpus of Estonian Spontaneous Speech. In order to account for the effect of the speaking situation, we compare the spontaneous data of the adult speakers with the read speech data from the Estonian Northwind and tSun corpora. Since speech rate has been associated with expressiveness, we also look at the fluency of speakers by counting the occurrences of segmental lengthening, restarts, and word repetitions. The results show that the speech rate in spontaneous speech is significantly faster and age-related differences are smaller compared to read speech. In spontaneous interaction the speaker’s speech rate is the most influenced by the speech rate of the interlocutor. Speech fluency was not correlated with speech rate. Teenagers become more fluent with age, but adults showed no change in fluency.

Artiklis keskendume tehnoloogia arengule kui mõjutegurile, mis kujundab keelekeskkonda ning toetab mitme keele arengut väikelapse- ja koolieelses eas. Uurimuse ajendiks on juhtum, kus telerit mittevaatavast eestikeelsest perest pärit kaks last hakkasid end mängusituatsioonides väljendama inglise keeles, olles sellega varem kokku puutunud vaid YouTube’i vahendusel meelelahutuse eesmärgil. YouTube’i kui digitaalse õpiruumi fenomeni paremaks mõistmiseks viisime lapsevanematega läbi poolstruktureeritud standardiseerimata paariintervjuud, et uurida, kuidas on võimalik kodus enne kooliiga toetada L1-st erineva keele omandamist nutiseadmete ja YouTube’i abil. Intervjuude analüüsimisel kasutasime kvalitatiivse sisuanalüüsi meetodit. Uurimistulemusena selgus, et vanemate rollid on dünaamilised ning need muutuvad lapse kognitiivse, sotsiaalse ja keelelise arengu käigus koosvaatamisest mentorluseni. *** "A smart device as a magic wand? Parents’ perspective on the impact of YouTube on young children’s second language acquisition" The present article explores the role of technology in shaping language environments and supporting the acquisition of multiple languages among young children and preschoolers. The study focuses on a case where children from an Estonian-speaking family, pseudonymised as Karola and Oskar, began expressing themselves in English in gaming situations, having previously encountered the language primarily through entertainment content on YouTube. Karola started emulating English-speaking YouTubers at the age of five and even created her own videos, while Oskar mainly used English when playing with his toys. The study aims to answer three research questions: when and how the children started using smart devices; how their choices in online content evolved as the children grew; and what roles the parents played in this process. To better understand the phenomenon of YouTube as a digital learning space, a semi-structured non-standardized paired interview was conducted with the children's parents. The goal was to investigate how it is possible to support the acquisition of a language different from L1 at home using smart devices and YouTube. The analysis of the interviews employed qualitative content analysis methods. The results reveal that children started watching short cartoons and animated songs in L1 at the age of one or two. However, as the number of appropriate resources in Estonian on YouTube was limited, they soon opted for cartoons and videos in English. As children grew, they selected the content to watch on the basis of the characters they could relate to. The language in the videos also progressed from simple clearly pronounced words and phrases to fluent authentic use of English. The analysis indicated that parental roles are dynamic and evolve alongside the child's cognitive, social, and linguistic development, ranging from supervision during media consumption to active mentorship.

This study sought to find out which style of radio advertisement performance listeners consider likable, and which acoustic features differentiate the likable from the unlikable. The same spokespersons presented a gender neutral pretend-advertisement in two styles: calm and energetic. Listeners had to rate the likability of the performances. The results showed that listener likability scores were consistent and did not depend on listener gender. The listeners overwhelmingly preferred advertisements presented in a calm style, regardless of the performer or their age or gender. For each advertisement, 88 parameters of the extended Geneva Minimalistic Acoustic Parameter Set (eGeMAPS) were calculated. Most of these significantly differentiated likable and unlikable performances. Likable performances were characterised by lower pitch, faster articulation rate, a quieter voice with no abrupt changes in loudness, and a breathy voice. The study showed the importance of determining which performance style listeners prefer, as the voice of the performer is directly affected by the performance style. Listeners might like a voice in one style, but not the other. *** "Hääle ja esitusstiili eelistus raadioreklaamis" Uurimuse eesmärk oli teada saada, millist raadioreklaamide esitust peavad kuulajad meeldivaks ja millised akustilised tunnused eristavad meeldivat mittemeeldivast. Ühed ja samad reklaamiesitajad (30 naist ja 30 meest) esitasid sooneutraalset reklaami rahulikus ja energilises stiilis. Kuulajad hindasid reklaami esituste meeldivust. Hindajateks olid 18 naist (vanus 35–64 aastat, M = 46,4 aastat, SD = 8,4) ja 18 meest (vanus 34–65, M = 45,7 aastat, SD = 6,9). Tulemused näitasid, et kuulajate meeldivushinnangud olid sarnased ega sõltunud kuulaja soost. Kuulajad eelistasid ülekaalukalt rahulikus stiilis esitatud reklaame, sõltumata esitajast, tema vanusest ja soost. Reklaamiesituste akustiliseks analüüsiks kasutati vabavaralist tööriista openSMILE. Igale reklaamiesitusele arvutati Geneva minimaalse akustiliste parameetrite laiendatud kogumi (eGeMAPS) 88 parameetrit. Neist enamik eristas meeldinud ja mittemeeldinud esitusi oluliselt. Meeldinud esitusi iseloomustas muuhulgas madalam põhitoon, suurem artikulatsiooni kiirus, vaiksem hääl ilma järskude valjuse muutusteta ja kahisev hääl. Samuti oli iseloomulik pigem neutraalne kui emotsionaalne esitus. Analüüsist järeldus, et oluline on leida vastavasse kultuuri sobiv reklaami esitusstiil. Kuna esitaja häälekõla on otseselt seotud esitusstiiliga, siis see võib kuulajale ühes stiilis meeldida, teises aga mitte.

Artiklis kirjeldame keeleoskustasemetest lähtuva eesti keele kui teise keele (E2) pedagoogilise õppijagrammatika koostamise võimalusi veebikeskkonnas. Esmalt selgitame pedagoogilise õppijagrammatika üldpõhimõtteid ja toome näiteid õppijagrammatikatest. Seejärel käsitleme täiskasvanud õppijale suunatud E2 grammatikakäsiraamatuid ja grammatikakomponenti sisaldavaid veebimaterjale, võttes fookusesse õppevara sihtgrupi, seose keeleoskustasemetega, kasutatava metakeele ja harjutusvara. Analüüs näitas, et puudu on keeleõppijat tasemelt tasemele suunav õppijagrammatika koos diagnostiliste testide ja harjutustega, mis arvestaks korraga nii grammatika- kui ka sõnavarapädevuse arengut. Artiklis tutvustame põhjalikult Eesti Keele Instituudi veebirakenduses Õpetaja Tööriistad esitatud E2 grammatikapädevuse kirjeldust, mis võimaldab viia E2 grammatikaõpet ja õppevara vastavusse keeleõppijate grammatikapädevusega keeleoskustasemeti. Viimases osas pakume välja teise keele õppijatele mõeldud veebigrammatika võimaliku kontseptsiooni, mis näeb ette grammatikateemade ja harjutusvara esitamist tasemete kaupa, arvestades sihtgrupi (noor või täiskasvanud keeleõppija) sõnavara ulatust. *** "Pedagogical grammar of Estonian as a second language for learners at different proficiency levels" Language teaching, learning, and assessment are currently based on the CEFR framework. In this article, we explore the fundamental principles of pedagogical grammar in the context of CEFR and its Companion Volume and describe in detail the principles of compilation of a CEFR-based Estonian grammar profile, which is the first attempt to create a systematic overview of Estonian as a Second Language (L2) learners’ grammar competence development. We also present the results of an analysis of E2 grammar teaching materials with the focus on their alignment with CEFR reference levels, the use of meta-language, and the availability of practice materials. Our analysis of E2 teacher's grammar books revealed the absence of an E2 teacher’s grammar book that would comprehensively consider the development of learners' grammar and vocabulary competence across proficiency levels and explain to teachers what, when, and how to teach. The analysis of E2 learner's grammar books highlighted a strong emphasis on morphology teaching. Typically, E2 learner's grammar books are not aligned to specific CEFR reference levels; they are written in the learners' first language(s) and include exercises with answers. E2 online grammar learning materials tend to address individual grammar topics and primarily target higher language proficiency levels. In the paper, we propose a methodology and outline suitable resources for compiling a CEFR-based pedagogical E2 learner's grammar on an online platform. The new resource should allow for the simultaneous consideration of learners' grammar and vocabulary proficiency development while supporting their communication needs. Learners should have access to level-appropriate grammar explanations, the opportunity to take diagnostic and assessment tests, and the ability to complete exercises with automatic checks and substantive feedback. The platform is intended to support independent learning and enable language learners to progress from one grammar competence level to another.

In the past ten years, in the context of higher education Wikipedia has started to be seen as a friend, not a foe. Hence a number of courses involve a variety of Wikipedia-based tasks. The aim of the present article is to assess the suitability of Wikipedia-based authentic writing tasks from the students’ perspective. The qualitative content analysis of students’ learning journals has indicated that the process of writing is well supported by dividing the task into separate stages and providing feedback at every stage. Nevertheless, the teaching process should also involve raising learners’ genre awareness as the knowledge that students get while reading Wikipedia might not be sufficient for writing an article that would meet all the genre requirements. *** "“Vaata, mu esimene Vikipeedia artikkel!“ Üliõpilaste suhtumine autentsesse žanripõhisesse protsessikeskesse kirjutamisülesandesse" Kuna Wikipedia on kasutussageduselt seitsmes veebisait maailmas ja üliõpilased puutuvad sellega tahes-tahtmata kokku, on viimase kümmekonna aasta jooksul jõutud arusaamiseni, et Wikipediasse tuleb suhtuda kui sõpra, mitte kui vaenlasse. Seetõttu on eri õppeainetesse ülikoolides lõimitud mitmesuguseid Wikipedia-põhiseid ülesandeid. Muu hulgas on Wikipedia artikli kirjutamist õpetatud (žanripõhise) protsessikeskse tekstiloome põhimõtetest lähtudes, kuid vähe on uuritud, kuidas üliõpilased sellesse ülesandesse suhtuvad. Üliõpilaste suhtumine on aga oluline, sest see on tihedalt seotud õpikogemuse tähenduslikkusega. Artikli eesmärk on hinnata Wikipedia artiklil põhineva autentse kirjutamisülesande sobivust üliõpilaste kirjaliku väljendusoskuse arendamisel, otsides vastust küsimusele, kuidas tulevad üliõpilased toime žanripõhise protsessikeskse tekstiloome etappidega ja millist õpikogemust žanripõhine kirjutamisülesanne üliõpilastele pakub. Artiklis käsitletakse 2019. aasta sügissemestril Tartu Ülikooli väljendusõpetuse aines kasutatud ülesannet, mille raames pidid õigusteaduse üliõpilased koostama erialase eestikeelse Wikipedia artikli. Ülesanne koosnes seitsmest etapist: eeltööst, mustandist, kaasüliõpilaste tagasisidest, puhtandist, õppejõu/õppeassistendi tagasisidest, lõppvariandist ja selle tagasisidest. Artikli kirjutamise ajal (9 nädala vältel) pidasid üliõpilased vabatahtlikult õpipäevikuid, kuhu tegid vähemalt kümme sissekannet vabalt valitud teemal (kokku 40 õpipäevikut; u 75 lk). Andmed kodeeriti kvalitatiivse sisuanalüüsi põhimõtetest lähtudes nii deduktiivselt kui ka induktiivselt, kasutades tarkvara NVivo. Nii nagu varasemates uurimustes, leidis ka praegusel juhul kinnitust, et Wikipedia artikli kirjutamine sobib kirjaliku eneseväljenduse aine õppeülesandeks. Selle käigus läbitakse samad uurimistöö protsessi etapid nagu näiteks referaadi kirjutamisel, aga kuna Wikipedia kaudu edastatakse teavet avalikkusele, mitte lihtsalt õppejõule, suurendab see vähemasti osa üliõpilaste huvi kirjutamise vastu (eeldusel et on õnnestunud valida huvipakkuv teema). Samas pööravad üli.pilased kirjutamise ajal lugejatele siiski võrdlemisi vähe tähelepanu: vaid need, kes lähtusid kasust laiemale auditooriumile juba teema valimisel, arvestasid lugejaga ülesande eri etappides, ülejäänute puhul ilmnes vajadus arvestada lugejaga peamiselt mustandijärgse tagasiside etapis. Lisaks peavad üli.pilased huvitavaks Wikipedia artiklit kui žanri, sest sellega ei olda kirjutajatena varem kokku puututud. See aga tähendab, et õppetöös ei piisa sellest, kui tutvustada artikli kvaliteedi kriteeriume ja vormistusnõudeid ning näidata häid artikleid. Žanriteadlikkuse suurendamiseks on vaja põhjalikult käsitleda ka artiklite struktuuri ja keelekasutust, et üliõpilastel tekiks selgem arusaam žanritavadest.

This paper explores the phenomenon of code-switching between Egyptian Arabic and English in vlogs published by young Egyptian women. Based on evidence from a total of 5 hours of recordings, language choices of female vloggers in product review videos were observed and analysed. Primarily, Muysken’s typology of code-switching (subdivision into insertion, alternation, congruent lexicalization) was used to classify the tokens. Secondly, all of them have been analysed from a usage-based perspective. All types of CS were attested in the material, the prevalent one being insertions. Lastly, an attempt was made to find patterns similar for some of the participants or all of them. *** "Egiptuse araabia ja inglise keele koodivahetus Egiptuse naisvlogijate tootevideotes" Artikkel käsitleb noorte Egiptuse vlogijate keelevalikuid ning Egiptuse araabia ja inglise keele koodivahetust. Viie sisulooja videomaterjali analüüsitakse Muyskeni (2000) koodivahetuse tüpoloogia ja kasutuspõhise meetodi abil. Analüüsile eelneb Egiptuse sotsiolingvistilise situatsiooni kirjeldus, mis loob konteksti tulemuste paremaks mõistmiseks. Analüütilises osas selgitatakse näidete varal koodivahetuse eri tüüpe. Analüüsitakse mitte ainult iga informandi individuaalseid omadusi, vaid tuvastatakse ka nendevahelisi ühiseid mustreid.

Indonesia comprises various ethnic cultures, which has its own uniqueness. One element of culture is a livelihood system. The Minangkabau ethnic community has a uniqueness that is represented by the tradition of migrating and the livelihood system of trading. Migrants were initially only carried out by men but later were also joined by women. Many Minangkabau women migrants are successful in their overseas and trading businesses. This prompted this research to be carried out with the title Minangkabau Woman Creativepreneurship. This paper applies qualitative approach, with ethnographic research methods and an anthropolinguistic paradigm. The informants in this research were 10 Minangkabau women who were creative in running their businesses. The location of this research is Dharmasraya Regency, West Sumatra Province. This research found 7 (seven) Minangkabau Woman Creativepreneurship values, namely: (1) religiosity, (2) hard work, (3) discipline, (4) honesty, (5) never giving up, (6) thriftiness, and (7) creativity. These values were internalized from the teachings of the Minangkabau adat. It is deemed that cultural values are represented in and internalized from language in the form of adages, forming attitudes, character, ethos and ethics and behavior, leading to their success. These findings are relevant to the current state of unemployment rates and in motivating local cultural education in the education system.

This study aims to discuss the acoustic profile of Deli Malay Language (Bahasa Melayu Deli) vowels from phonetics. In collecting data, the research will involve 15 DML native speakers. The speakers involved were between 20-40 years old. The data was obtained by recording the speaker’s voice in a quiet room with a consistent microphone distance of about 30 centimeters from the lips. Teak speakers will read syllable words containing target vowels in sentences with DML vowels. The pronunciation target vowel is placed on the first syllable. This study found that Deli Malay has seven vowels, namely vowels /i/, /e/, /ə/, /a/, /o/, /u/ and /ↄ/. DML vowel positions /i/ and /e/are high and medium front vowels. While the vowels /o/, /u/ and /ↄ/ are high and medium back vowels. Meanwhile, the vowels /a/ and / ə / are mid and low mid vowels. Later, this acoustic study calculated approximate vowel measurements based on F1 and F2 from the spectrogram at Praat. The measurement of the sound quality of forman vowels in Malay deli vowels is vowel /a/ F1 = 876 Hz and F2 = 1701 Hz vowel /i/ F1 = 533 Hz and F2 = 2328 Hz, vowel /e/ F1 = 689 Hz and F2 = 2204 Hz, vowels / ə/ F1= 692 Hz and F2= 1686 Hz, vowels /o/ F1= 650 Hz and F2= 1459 Hz, /ↄ/ F1= 658 Hz and F2= 1373 Hz, and /u/ F1= 524 Hz and F2 = 1383 Hz. This study provides a detailed analysis of the acoustic properties of Deli Malay vowels, contributing to a deeper understanding of the phonetic characteristics of the language. This can be valuable for linguists and researchers studying Malay languages and their phonetic systems.

In 2020, one news that shook the world was the murder of an Afro-American named George Floyd by Minneapolis police officers. This study focuses on the media coverage of George Floyd’s murder case by two news outlets, CNN and Aljazeera. We used a Corpus-assisted Critical Discourse Analysis (CACDA) technique to compare how each news outlet portrayed the social actors involved in the incident and to identify if any social actors were excluded from the reporting, eventually revealing which side each media was inclined to. The analysis was based on Theo Van Leeuwen’s theory and utilized the Antconc application. The data used in this study consists of ten news articles, five from CNN and Aljazeera, published between May and July 2020. A literature study was conducted to collect the data. The Antconc corpus-processing application was then used to process the large amount of data collected, enabling quick, extensive, and comprehensive analysis. We uploaded all ten articles to the Antconc application and used the frequency feature to identify the five most used words in the ten news articles. The top five words were further analyzed using van Leeuwen’s critical discourse analysis, excluding irrelevant particles. The result shows that CNN aligned with the police and Aljazeera aligned with Floyd. By the ideological stances of CNN and Aljazeera, readers can become more aware of potential biases in news articles concerning George Floyd’s murder.

Contemporary ESL education focuses on screen-based reading, specifically in the context of university level learners. Also, a sudden shift from paper bound reading activities to screen-based tasks was inevitable in response to COVID-19 outbreak. In this regard, the case of inferential and advanced level reading among the young ESL learners of developing countries appears researchable because of the general low digital literacy of these learners. This study, therefore, aimed to investigate the effect of reading mode shift from paper to screen on the inferential comprehension performance among Pakistani ESL learners at university level. A total of 426 undergraduate learners were sampled from Bachelor of Science program in a well-known university in the city of Lahore, Pakistan. Inferential reading was conceptualized through Bloom’s higher order thinking skills, that is, Analyzing, Evaluating and Creating skills therefore the reading comprehension test was based on these skills. Adopting sequential test administration, first the paper-based reading test, and later the screen-based reading was given. The obtained data were analyzed using Rendell’s XCALIBRE and SPSS V. 26.0. The logit scale descriptives, learner ability (θ), and mean scores demonstrated that the learners performed significantly higher in the paper test as compared to screen test. Moreover, it was found that the effect of reading mode shift was larger in Creating skill. The findings may have significant implications for reading mode selection, enhancement of digital competence and effect of reading mode shift in developing countries with inadequate IT facilitation and digital literacy among ESL learners.

Glocalization is the practice of combining global and local approaches. In English language teaching, it involves adapting materials to reflect the students’ local environment while still equipping them with intercultural communication skills. Nevertheless, it is a phenomenon that teachers are unfamiliar with in many parts of the world. Guided by glocalization research, this study aims to study the teaching practices of university instructors of English as a foreign language (EFL) in Yemen, Algeria, and France, as well as their attitudes towards glocalization. A mixed-methods approach was adopted, including both a questionnaire addressed to 78 teachers and interviews with a select group of 21 EFL professors and instructors working in the three countries, to understand and analyze their use of a glocalized approach for teaching EFL. The results revealed that EFL teachers in all three countries recognized the importance of applying a glocalized approach in their classrooms and used a variety of strategies, technologies, and materials to implement it. Finally, the study found no significant differences in the attitudes of EFL teachers in Yemen, Algeria, and France towards adopting glocalized approaches. Still, some noticeable differences can be observed, particularly in how teachers in the different countries glocalized their classrooms. French participants, for example, focused on the types of documents studied in class and how they were selected, while the Algerian and Yemeni participants focused their comments on their general strategies. This study highlights the awareness of EFL teachers of the importance of including local values while teaching a foreign language to their students.

This qualitative descriptive study aims to explore the pragmatic significance of rarely researched Javanese silly gags. The primary objective is to examine the markers and implications of these gags in daily communication, particularly focusing on their various categories. Utilizing social media fragments as the primary source, the research employs the note-taking method for listening. Subsequent steps include the identification, classification, and characterization of Javanese silly gags into five distinct categories: (1) Silly jokes for enthusiasm, (2) Silly jokes for sarcasm, (3) Silly jokes for satire, (4) Silly jokes for exasperation, and (5) Silly jokes for enigmatic humor. The equivalent analysis method is then applied, specifically using contextual equivalents through a comparative linking technique for in-depth data analysis. The emphasis on context is considered a crucial factor in conducting purpose-oriented pragmatic studies. The analysis reveals valuable insights into the diverse functions of Javanese silly gags, showcasing their significance in daily communication. The identified categories provide a comprehensive understanding of how these gags serve various purposes, from expressing enthusiasm to conveying sarcasm, satire, exasperation, and enigmatic humor. The social media fragments prove to be rich sources for uncovering the nuances of Javanese silly gags and their markers. The findings of this study shed light on the multifaceted nature of Javanese silly gags, highlighting their importance in preserving a unique form of humor. The study emphasizes the potential threat posed by the younger generation’s lack of comprehension. It underscores the need to preserve and understand Javanese silly gags in the evolving landscape of communication. Overall, this research contributes to the broader understanding of pragmatic aspects in Javanese humor, emphasizing the cultural and communicative significance of these often-overlooked forms of expression.

The objective of this research is to describe the assimilation process in the Toba Batak language, specifically as it is spoken in Pintu Padang Village, located in North Sumatra, Indonesia. Assimilation is a type of sound change that is not the same to become the same or almost the same. This process can occur between segments in a word and between components in compound words. So, it is essential to formalize it by describing the sound features that undergo these changes. The data was gathered through observation and interviews. Listening to Batak Angkola speakers communicate with one another allowed for observations. Simultaneously, interviews were conducted by directly interviewing informants who were chosen based on particular criteria. Three individuals were interviewed using a structured interview format. In addition, a set of unstructured interviews was carried out with several other speakers. For this purpose, a generative phonology approach is used. Data analysis was carried out by the distributional method with the segmenting immediate constituents technique. After that, the distinctive features of the sound are explained. The results of this research show that assimilation took place in nasal consonants [m], [n], and [ŋ], which met the consonants [k], [p], [s], [t], [l], and [c]. The sounds [m], [n], and [ŋ] appear in the forms [p], [t] and [k], respectively. Then, the sound [n] appears in the form [l] and [c] when it meets the sounds [l] and [c] too. Generally, it can be inferred that sound modifications in the form of assimilation are homorganic.

The research aims to examine the connection between language, culture, and environment by analyzing the representation of nature in Minangkabau proverbs and its cultural implications and cognitive awareness in traditional Minangkabau society. It is a descriptive study that analyzes meaning and cultural representation through a cultural linguistics approach. The research used 287 proverbs from various written Minangkabau resources, including tambo and books containing Minangkabau proverbs. The study focuses on three sustainability pillars: social, environmental, and economic. The research findings show that Minangkabau proverbs frequently utilize symbolism of nature and the environment to describe and reflect cultural values and rules of Minangkabau customs. The natural representations reveal the close relationship between the Minangkabau people and nature and the cognitive awareness and shared knowledge passed down from generation to generation. The results of this study highlight the need for further research on Minangkabau proverbs to explore cultural values and wisdom that can support program sustainability. Hence, preserving and promoting cultural heritage values are crucial for sustainable development, as it can contribute to socio-economic development and create new values for future generations.

Research on writing strategies has defined their characteristics and focused on their contribution to writing gains over the last few decades. However, little has been written about how Moroccan EFL students perceive and use these strategies in their attempts to produce an essay. This paper seeks to fill that gap by investigating the employment of writing strategies by 245 students majoring in English at a university. The data were collected through a questionnaire, inspired by some related existing scales, and interviews were conducted with a group of participants. The participants were sampled adhering to the convenience type of sampling since the data collection was completed in one of the students’ usual classes. Combining both quantitative and qualitative analyses, findings demonstrated that writing strategies were used to a higher extent, with the students’ strong tendency to deploy memory and compensation strategies. It was also found that there is a positive and significant correlation between students’ use of writing strategies and argumentative writing. The qualitative findings added that the although the participants said they practiced writing strategies, the majority did not know how to use them. Some implications and recommendations are also discussed. The current study has provided useful insights into students’ readiness to use writing strategies in the Moroccan context and how their use may mitigate their difficulties in producing a well-argued essay.

Non-canonical coordination occurs when non-constituents are conjoined. Two major types of non-canonical coordination are gapping and non-constituent coordination (NCC). Non-canonical coordination has received interest for its relevance to core issues in syntax, such as constituency and phrase structure. The aim of this article is twofold. First, it provides empirical evidence for non-canonical coordination from Jordanian Arabic (JA) via an experimental investigation. Two acceptability judgment tasks (rating on a Likert scale) were designed to investigate the status of gapping and NCC in JA. A generalized linear model (GLM) was fit to the data, using the (glm) function from the mlogit package in R. There was a main effect of gapping (χ 2 = 13.203, p < 0.001) and NCC (χ 2 = 15.371, p < 0.001) on the acceptability of the constructions in the positive direction. Second, the article provides an analysis of the facts that is couched in terms of left-to-right syntax via a hybrid analysis that assumes that non-canonical coordination can have two sources: a complementizer phrase source and a vP source.

This research, entitled " Language Style Found in Guillermo del Toro's Pinocchio Movie", aims to analyze the language styles and the factors contributing to the variance in the characters' speech styles within the film. The research employs a qualitative descriptive method, where data was collected through a thorough analysis of the movie, a meticulous examination of the movie script, and the subsequent identification of language styles and factors based on the characters' dialogues. The analysis is framed within Joos's (1967) theory of language styles and Holmes's (2013) theory of language factors. These styles are noticeable based on speaker context, formality, audience, and conversation setting. The research findings highlight the use of five distinct language styles - frozen, formal, consultative, casual, and intimate - in the characters' dialogues. A variety of factors, such as the participants in the conversation, the setting, the subject matter, and the function of the dialogue, influenced these styles. Furthermore, the predominant language style in the movie is casual, comprising fifteen instances, while the frozen style is represented by only one occurrence. This research thus offers valuable insights into the complex interplay between language style and its influencing factors within the realm of film dialogue.

The paper deals with the organization of linguistic education aimed at developing communicative and speech skills. The research concentrated on its textual component in foreign students as part of a writing course. The study was part of the project on linguistic and didactic potential of online correspondence, which highlighted a problem area in the speech behavior of foreign students who were in correspondence with Russian native speakers. The issue had to deal with the text organization of letters. The research team addressed the speech and thinking activity of the foreign students and, subsequently, turned to the cognitive tools for arranging the written and speech material, i.e., the frame. The frame analysis revealed a linguodidactic genre frame model with the stages of framing and reframing. During the framing stage, the students mastered the actual communicative-speech material to form the content of the subject-situational frame as an integral part of the genre frame. Further development was expansion-oriented. The framing made it possible to acquire textual norms, which led to the text frame, i.e., the second component of the genre frame. The reframing stage was aimed at developing the textual competence based on context complication and stylistic transformations of the original meanings. The article introduces various types of lexical, syntactical, and textual transformations, as well as stylistic transformations that allow non-native speakers to express the same meaning with stylistically diverse linguistic means.

Television is a global phenomenon with national peculiarities. This article introduces a chronological and comparative analysis of the development of television in West and East Germany. A systematic view of this phenomenon involves both technical and social aspects. From a technical innovation available to the privileged, it turned into a mass medium that performs an integrative function by shaping and broadcasting the current discourse. The research objective was to find out the specifics of television in Germany and correlate the global trends with the national context. The XX century erased the borders between such incompatible phenomena as dictatorship and democracy, and all these phenomena affected the content of TV shows, people’s attitude to television, its new genres, social functions, etc. The author revealed five stages in the development of German television. Stage I (late XIX century – 1945) was the age of technical discoveries, attempts at their practical implementation, and the early regular broadcasting during the period of National Socialism. Stage II (late 1940s – 1950s) marked the restoration of television broadcasting and the parallel development of television in the Federal Republic of Germany and the German Democratic Republic. Stage III (1960s –1970s) clarified the institutional framework and social functions of television. Stage IV (1980s – mid-1990s) saw the emergence of new broadcasting technologies and commercial TV channels, as well as the collapse of the Eastern bloc and the reunification of Germany. Stage V (since 1990s) is connected with digitalization.

The article introduces attraction marketing methods employed by Russian monthly popular science magazine Diletant. The authors compared the printed version and the website. The paper magazine attracts the reader mainly by the topic name printed on its cover as a unique creolized text. The further semantics of the front media text includes various aspects of the main topic. Color highlights both topical issue and regular features. The comparative analysis with the online version revealed some significant differences. The website has a muted color scheme and minimal animation; it contains neither video nor audio materials. Like in the printed version, the function of attraction belongs mainly to illustrations and subtitles. Online Diletant is interactive in navigation, tests, and surveys, which are, however, the only form of interactivity: the site does not provide comments, forums, “likes”, etc. Such limited use of attention-seeking tools makes the digital version of Diletant uncompetitive and inferior to its paper issue.

Internet sites are tools of communication that require a comprehensive study of all aspects, e.g., that of the virtual author who carries out communicative intentions through Internet discourse. A virtual author is a collective figure represented in the discourse of a company website. The authors modelled a virtual author as a collective representative of an educational institution that promotes a positive image of this institution while informing about its agenda and activities. The analysis involved 50 news headlines published on the official website of the Kuzbass Institute of the Federal Penitentiary Service of Russia in 2022-2023. The methods of content and intent analyses made it possible to identify the units of the propositional frame, such as a) participants of events, i.e., subjects; b) predicates that characterize the participants and indicate the type of the event; c) chronotope. The virtual author of the news content appeared to be the Institute as a collective person that expresses their communicative intentions by informing the audience, thus shaping a positive image. As a subject, the virtual author reported news about the object, i.e., the Institution, and implemented the communicative intentions, i.e., to inform and promote a positive image. Each subject was part of the university staff: We are Together; We are a Team; We Participate in Important Events; We have Socially Significant Partners; We are the Best; We Support the City, the Region, and the Country, etc. The communicative intention to create an image of a successful university determined the choice of lexical units used in the propositional frame to explicate the objective mode and implicate the subjective one.

Amateur film discourse is a new special subtype of discourse that has not yet been subjected to scientific research. Its participants have no special cinema education: they discuss the film industry based on their own life experience, ideas, and values. This work was part of the contemporary anthropocentric paradigm, where language comes to the fore as the most important property of human beings. The article identifies the genre of amateur film discourse using online Russian comments to the screen adaptation of Henry James’s What Maisie Knew (1897), directed by S. McGehee and D. Siegel (2012). The methods of comparison and discourse analysis revealed sincerity in the way the commentors evaluated their impressions. The commentors seemed focused on the plot and the action. The discourse was highly emotional and colloquial, filled with aposiopesis and rhetorical questions.

The response pragmatics in political Internet discourse is one of the most interesting and understudied aspects of modern virtual communication. This research featured a model of non-professional Internet discourse in the genre of political Internet commentary and its pragmatics. The resulting models correlated with the general model, which was based on the communicative intentions of the authors of political Internet comments. The empirical material involved feedback lines from readers of the RIA Novosti news agency. Determining the textual entity by its sender’s macrointension, the authors established the genre of Internet commentary as reactive. The pragmatic options for response patterns were based on the addressee’s communicative role and the reactive macrointension implemented in non-professional Internet discourse. The paper describes two reactive models of non-professional discourse: 1) reaction to a political event; 2) reaction to a pragmatic context. The method of linguistic and pragmatic discourse analysis revealed that the reactive models contained the following types of reaction: positive, negative, and twofold. However, the Internet comments also included an interpretative component. The reactive intention of the subjects of non-professional Internet discourse was combined with their intention to introduce a fragment of personal experience.

Linguistics of response is a branch of dialog studies that focuses on response lines as part of a conversation, including conditions needed to implement the commenting intent in a virtual dialogue. According to the hypothesis, virtual commenting occurs when the initial line falls into the sphere of modus reflection of the native speaker. This condition realizes itself when the native speaker makes the decision to comment on an event. Modus reflection is a manifestation of the native speaker’s emotional and evaluative attitude to the original message. In this case, modus reflection appears as a metalinguistic activity. The descriptive analysis involved 614 response comments to an online news article entitled Subway Crossings: Street Gangs Where Flower Stalls Should Be. The research revealed three conditions when the commenting intent is realized in an online dialog: the initial line falls into the mode of agreement; the initial line falls into the mode of disagreement; the initial line falls into the neutral mode.

Higher education institutions of the Southern Federal District appeal to new media to promote their services. Although Russian universities are undergoing active digitalization, this process remains largely understudied. This research traced the media activity of ten key universities located in the Southern Federal District that possess the highest local and federal ratings in Russia. The research objective was to identify the best practice of using new media tools by institutions of higher education in this region. The focus was on such digital communication platforms as websites, video hosting, messengers, and social networks. The methods of content analysis, comparative analysis, and classification revealed that universities with the most effective new media have the broadest coverage in the regional information field and are far ahead of their competitors as the academic leaders in their region. The weaknesses and strengths of their communication strategies underwent a quantitative and qualitative analysis, with the focus on the Southern Federal University.

Advertising is constantly developing as it attempts to keep pace with the ever-changing reality. German producers of cosmetics advertise their brands in German-language online magazines, and these ads often reflect the current changes at the language level. The authors identified and described the current naming methods and patterns in online advertising of German cosmetic brands. The naming strategies followed the rapid global changes and adapted to the constantly emerging new cosmetic products. The most recent nominations proved to be structurally and semantically diverse. Along with the typical German word-formation, they demonstrated some novel methods, which indicated the most recent transformations in the language. The modern German cosmetic advertising is subject to the process of neologization. While each neoplasm adds to the linguistic expressiveness of the language in general, it increases the reader’s involvement in each particular ad. The neologisms were coined in line with German as well as English patterns while some were combinations of them both.

The article discusses the issues of saving articulatory efforts and related cognitive costs. The research relied on Western studies that link some phonetic changes to the desire of communicants to reduce articulatory efforts in the process of voicing speech segments. This desire is connected with the need to optimize the language system. Communicants try to simplify complex articulations and get rid of sounds that require significant muscular efforts of speech organs, thus changing the language system. The paper introduces examples of how some linguistic units are used in everyday speech and how these units are simplified due to the high frequency of their use. The author comes to the conclusion that frequency generates careless articulation while maintaining effective communication. The reasons for simplified articulation should be sought primarily at the deep level of the generation of primary semantic recording, i.e., in cognition, and not in the muscular work of the speech apparatus. If language is a tool that shapes a product of mental activity, the answers to the questions of language transformations should be sought directly in the cognitive sphere.

پژوهش حاضر با هدف بررسی راهبردهای زبانیِ منجر به پدیده ایران‌هراسی در شبکه العربیه، انجام گرفته‌است. به این ‌منظور، دو نظریه چارچوب‌سازی انتمن (Entman, 2014) (بازنمایی اهداف مؤلف از متن با استفاده از روش‌های تفسیری و بازنمود محتوای پنهان با دلالت‌های ضمنی متن و تفسیر آن) و مربع ایدئولوژیک ون‌دایک (Van Dijk, 2005) (تقویت نکته‌های مثبت و نادیده‌انگاری نکته‌های منفی گروه خودی و تقویت نکته‌های منفی و نادیده‌انگاری نکته‌های مثبت گروه غیر خودی) انتخاب شد. سپس، 20 متن در بازه جولای تا دسامبر 2021 در خبرگزاری العربیّه از ژانر تحلیل سیاسی با موضوع‌های مسائل ایران و با هدف تبیین راهبرد‌های زبانی این خبرگزاری در فرآیند چارچوب‌سازی رسانه‌ای بررسی شده‌است. در اجرای نظریه‌ها، توجه اصلی بر تحلیل راهبردها و تکنیک‌های زبانی بوده و کوشش شد تا اندازة ممکن از نقد سیاسی پرهیز شود تا یافته‌های پژوهش مبتنی بر مبانی علمی ‌باشد. یافته‌های پژوهش نشان می‌دهد معرفی ایران به‌عنوان تهدیدی برای امنیت منطقه، مداخله‌گری در امور داخلی کشورها، ایستادگی در برابر خواست ملت‌ها، روحیة استعمارگری و تأکید بر همسوسازی کشورهای اسلامی علیه ایران مهمترین چارچوب‌های العربیّه بوده‌است. العربیّه همچنین برای جبران کمبود ادلّه و اسناد قطعی و غیر قابل مناقشه برای گزاره‌های خبری و تحلیلی خود به استفاده از تکنیک‌ها و روش‌های اقناع رسانه‌ای و بهره‌گیری از ظرفیت ادبی زبان عربی برای سودهی به مخاطب عرب در راستای اهداف و سیاست‌های رسانه‌ای خود پرداخته‌است. در کاربست راهبردهای زبانی، بیشترین سهم به قطبی‌سازی، فاصله‌گذاری، هم‌معنایی، پیش‌انگاشت، هم‌دلی و اغراق تعلق دارد که چگونگی برگزیدن آن‌ها برای چارچوب‌های مختلف هوشمندانه بوده و با هدف‌های العربیّه هماهنگی دارد. در مقابل، هرگونه کنش‌گری منفی از سوی عربستان با سانسور روبه‌رو شده و گفتمان سکوت دربارة نقاط منفی گروه خودی بر این رسانه حاکم است.