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stylisation</title> <meta name="description" content="Search results for: linguistic stylisation"> <meta name="keywords" content="linguistic stylisation"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="linguistic stylisation"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 939</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: linguistic stylisation</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">939</span> Evidence-Based Investigation of the Phonology of Nigerian Instant Messaging</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emmanuel%20Uba">Emmanuel Uba</a>, <a href="https://publications.waset.org/abstracts/search?q=Lily%20Chimuanya"> Lily Chimuanya</a>, <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Tar"> Maryam Tar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Orthographic engineering is no longer the preserve of the Short Messaging Service (SMS), which is characterised by limited space. Such stylistic creativity or deviation is fast creeping into real-time messaging, popularly known as Instant Messaging (IM), despite the large number of characters allowed. This occurs at various linguistic levels: phonology, morphology, syntax, etc. Nigerians are not immune to this linguistic stylisation. This study investigates the phonological and meta-phonological conventions of the messages sent and received via WhatsApp by Nigerian graduates. This is ontological study of 250 instant messages collected from 98 graduates from different ethnic groups in Nigeria. The selection and analysis of the messages are based on figure and ground principle. The results reveal the use of accent stylisation, phoneme substitution, blending, consonantisation (a specialised form of deletion targeting vowels), numerophony (using a figure/number, usually 1-10, to represent a word or syllable that has the same sound) and phonetic respelling in the IMs sent by Nigerians. The study confirms the existence of linguistic creativity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=figure%20and%20ground%20principle" title="figure and ground principle">figure and ground principle</a>, <a href="https://publications.waset.org/abstracts/search?q=instant%20messaging" title=" instant messaging"> instant messaging</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20stylisation" title=" linguistic stylisation"> linguistic stylisation</a>, <a href="https://publications.waset.org/abstracts/search?q=meta-phonology" title=" meta-phonology"> meta-phonology</a> </p> <a href="https://publications.waset.org/abstracts/70599/evidence-based-investigation-of-the-phonology-of-nigerian-instant-messaging" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70599.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">397</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">938</span> The Linguistic Fingerprint in Western and Arab Judicial Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asem%20Bani%20Amer">Asem Bani Amer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study handles the linguistic fingerprint in judicial applications described in a law technicality that is recent and developing. It can be adopted to discover criminals by identifying their way of speaking and their special linguistic expressions. This is achieved by understanding the expression "linguistic fingerprint," its concept, and its extended domain, then revealing some of the linguistic fingerprint tools in Western judicial applications and deducing a technical imagination for a linguistic fingerprint in the Arabic language, which is needy for such judicial applications regarding this field, through dictionaries, language rhythm, and language structure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20fingerprint" title="linguistic fingerprint">linguistic fingerprint</a>, <a href="https://publications.waset.org/abstracts/search?q=judicial" title=" judicial"> judicial</a>, <a href="https://publications.waset.org/abstracts/search?q=application" title=" application"> application</a>, <a href="https://publications.waset.org/abstracts/search?q=dictionary" title=" dictionary"> dictionary</a>, <a href="https://publications.waset.org/abstracts/search?q=picture" title=" picture"> picture</a>, <a href="https://publications.waset.org/abstracts/search?q=rhythm" title=" rhythm"> rhythm</a>, <a href="https://publications.waset.org/abstracts/search?q=structure" title=" structure"> structure</a> </p> <a href="https://publications.waset.org/abstracts/162132/the-linguistic-fingerprint-in-western-and-arab-judicial-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162132.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">937</span> Linguistic Trend in the Qur'anic Tafsir of 'Al Tahreer Wa Al Tanveer' by Sheikh Tahir Bin A'shur</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Numan%20Hasan">Numan Hasan </a> </p> <p class="card-text"><strong>Abstract:</strong></p> We have tried to highlight the linguistic trend in the Qur’anic Tafsir of ‘Al Tahreer wa Al Tanveer’ by Sheikh Tahir Bin A’shur, the brightest linguistic commentator in the modern era. We have started studying the life of Bin A’shur and his contributions to the field of Qur’anic knowledge. We have also studied to focus on the linguistic approach of ‘Al Tahreer wa Al Tanveer’ and emphasized the importance of linguistic interpretations. We have tried to have a clear understanding about the features and characteristics of his Tafsir. We have also reflected on the methodological approach and linguistic reference of his interpretation. In the conclusion we presented the main results of a research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sheikh%20Tahir%20Bin%20A%E2%80%99shur" title="Sheikh Tahir Bin A’shur">Sheikh Tahir Bin A’shur</a>, <a href="https://publications.waset.org/abstracts/search?q=tafsir" title=" tafsir"> tafsir</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistics" title=" linguistics"> linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=interpretation" title=" interpretation"> interpretation</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20studies" title=" Islamic studies "> Islamic studies </a> </p> <a href="https://publications.waset.org/abstracts/2375/linguistic-trend-in-the-quranic-tafsir-of-al-tahreer-wa-al-tanveer-by-sheikh-tahir-bin-ashur" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2375.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">376</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">936</span> The Latent Model of Linguistic Features in Korean College Students’ L2 Argumentative Writings: Syntactic Complexity, Lexical Complexity, and Fluency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jiyoung%20Bae">Jiyoung Bae</a>, <a href="https://publications.waset.org/abstracts/search?q=Gyoomi%20Kim"> Gyoomi Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores a range of linguistic features used in Korean college students’ argumentative writings for the purpose of developing a model that identifies variables which predict writing proficiencies. This study investigated the latent variable structure of L2 linguistic features, including syntactic complexity, the lexical complexity, and fluency. One hundred forty-six university students in Korea participated in this study. The results of the study’s confirmatory factor analysis (CFA) showed that indicators of linguistic features from this study-provided a foundation for re-categorizing indicators found in extant research on L2 Korean writers depending on each latent variable of linguistic features. The CFA models indicated one measurement model of L2 syntactic complexity and L2 learners’ writing proficiency; these two latent factors were correlated with each other. Based on the overall findings of the study, integrated linguistic features of L2 writings suggested some pedagogical implications in L2 writing instructions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20features" title="linguistic features">linguistic features</a>, <a href="https://publications.waset.org/abstracts/search?q=syntactic%20complexity" title=" syntactic complexity"> syntactic complexity</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20complexity" title=" lexical complexity"> lexical complexity</a>, <a href="https://publications.waset.org/abstracts/search?q=fluency" title=" fluency"> fluency</a> </p> <a href="https://publications.waset.org/abstracts/100664/the-latent-model-of-linguistic-features-in-korean-college-students-l2-argumentative-writings-syntactic-complexity-lexical-complexity-and-fluency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100664.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">935</span> Translation and Sociolinguistics of Classical Books</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laura%20de%20Almeida">Laura de Almeida</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to present research involving the translation of classical books originally in English and translated into the Portuguese language. The objective is to analyze the linguistic varieties evident and how they appear in the other language the work was translated into. We based our study on the sociolinguistics theory, more specifically, the study of the Black English Vernacular. Our methodology is built on collecting data from the speech characters of the Black English Vernacular from some books such as The Adventures of Huckleberry Finn by Mark Twain. On doing so, we compare the two versions of a book and how they reflected the linguistic variety. Our purpose is to show that some translators do not worry when dealing with linguistic variety. In other words, they just translate the story without taking into account some important linguistic aspects which need attention, such as language variation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classical%20books" title="classical books">classical books</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20variation" title=" linguistic variation"> linguistic variation</a>, <a href="https://publications.waset.org/abstracts/search?q=sociolinguistics" title=" sociolinguistics"> sociolinguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a> </p> <a href="https://publications.waset.org/abstracts/59258/translation-and-sociolinguistics-of-classical-books" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59258.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">396</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">934</span> Functions and Pragmatic Aspects of English Nonsense</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natalia%20V.%20Ursul">Natalia V. Ursul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In linguistic studies, the question of nonsense is attracting increasing interest. Nonsense is usually defined as spoken or written words that have no meaning. However, this definition is likely to be outdated as any speech act is generated due to the speaker’s pragmatic reasons, thus it cannot be purely illogical or meaningless. In the current paper a new working definition of nonsense as a linguistic medium will be formulated; moreover, the pragmatic peculiarities of newly coined linguistic patterns and possible ways of their interpretation will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nonsense" title="nonsense">nonsense</a>, <a href="https://publications.waset.org/abstracts/search?q=nonse%20verse" title=" nonse verse"> nonse verse</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title=" pragmatics"> pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20act" title=" speech act"> speech act</a> </p> <a href="https://publications.waset.org/abstracts/36261/functions-and-pragmatic-aspects-of-english-nonsense" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36261.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">519</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">933</span> Linguistic Summarization of Structured Patent Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Y.%20Igde">E. Y. Igde</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Aydogan"> S. Aydogan</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20E.%20Boran"> F. E. Boran</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Akay"> D. Akay </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Patent data have an increasingly important role in economic growth, innovation, technical advantages and business strategies and even in countries competitions. Analyzing of patent data is crucial since patents cover large part of all technological information of the world. In this paper, we have used the linguistic summarization technique to prove the validity of the hypotheses related to patent data stated in the literature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=data%20mining" title="data mining">data mining</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20sets" title=" fuzzy sets"> fuzzy sets</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20summarization" title=" linguistic summarization"> linguistic summarization</a>, <a href="https://publications.waset.org/abstracts/search?q=patent%20data" title=" patent data"> patent data</a> </p> <a href="https://publications.waset.org/abstracts/74491/linguistic-summarization-of-structured-patent-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74491.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">272</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">932</span> Literature, Culture, and Shakespeare's Dramatization of Linguistic Scenes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cheang%20Wai%20Fong">Cheang Wai Fong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper takes language and its interconnection with power as a point of departure to analyze some linguistic scenes played up by William Shakespeare. By placing language into the big picture of literature and culture, and by reexamining the etymological relations between the three terms, language, literature and culture, the paper attempts to formulate an understanding of their more expansive meanings. It compares their respective traditional notions with their modern concepts brought up by literary critics, anthropologists and sociolinguists. Then it uses these expansive meanings to reinterpret Shakespeare’s linguistic scenes featuring language contentions, and to discuss Shakespeare’s success as a signification of literature’s role within the linguistic and cultural context of Elizabethan England. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture" title="culture">culture</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=literature" title=" literature"> literature</a>, <a href="https://publications.waset.org/abstracts/search?q=shakespeare" title=" shakespeare"> shakespeare</a> </p> <a href="https://publications.waset.org/abstracts/34051/literature-culture-and-shakespeares-dramatization-of-linguistic-scenes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34051.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">536</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">931</span> Emerging Virtual Linguistic Landscape Created by Members of Language Community in TikTok</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kai%20Zhu">Kai Zhu</a>, <a href="https://publications.waset.org/abstracts/search?q=Shanhua%20He"> Shanhua He</a>, <a href="https://publications.waset.org/abstracts/search?q=Yujiao%20Chang"> Yujiao Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the virtual linguistic landscape of an emerging virtual language community in TikTok, a language community realizing immediate and non-immediate communication without a precise Spatio-temporal domain or a specific socio-cultural boundary or interpersonal network. This kind of language community generates a large number and various forms of virtual linguistic landscape, with which we conducted a virtual ethnographic survey together with telephone interviews to collect data from coping. We have been following two language communities in TikTok for several months so that we can illustrate the composition of the two language communities and some typical virtual language landscapes in both language communities first. Then we try to explore the reasons why and how they are formed through the organization, transcription, and analysis of the interviews. Our analysis reveals the richness and diversity of the virtual linguistic landscape, and finally, we summarize some of the characteristics of this language community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20linguistic%20landscape" title="virtual linguistic landscape">virtual linguistic landscape</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20language%20community" title=" virtual language community"> virtual language community</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20ethnographic%20survey" title=" virtual ethnographic survey"> virtual ethnographic survey</a>, <a href="https://publications.waset.org/abstracts/search?q=TikTok" title=" TikTok"> TikTok</a> </p> <a href="https://publications.waset.org/abstracts/159621/emerging-virtual-linguistic-landscape-created-by-members-of-language-community-in-tiktok" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159621.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">930</span> A Linguistic Relativity Appraisal of an African Drama: The Lion and The Jewel</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20O.%20Adekunle">T. O. Adekunle</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20L.%20Makhubu"> R. L. Makhubu</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20N.%20Ngwane"> C. N. Ngwane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research was designed to assess the validity of the Sapir Whorf hypothesis in relation to the linguistic and cultural notions of the Yoruba and Zulu language speakers’ via the evaluation of the culture enriched dramatic text The Lion and The Jewel by Wole Soyinka. The study queried both the hypothesis’ strong version, (language governs thought: linguistic classifications restrain and influence mental classifications); and its weak version, (linguistic classifications and their use influence thought as well as some other classes of non-linguistic activities) and their possible reliability. Participants were purposively selected and their ages ranged from 16-46 years old. The participants amounted to 38 (18 Yoruba and 20 Zulu) students of DUT who all speak both English and Zulu (Zulu participants) and English and Yoruba (Yoruba participants) and the mixed methods approach was used. Thus with the use of questionnaire and interviews the research questions were answered and the findings provided support for validity of the linguistic relativity hypothesis, languages indeed influence thought. The findings also revealed that linguistic influence on cognition is not limited to different language users alone, but also same language speakers per level of exposure to other languages and concepts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture" title="culture">culture</a>, <a href="https://publications.waset.org/abstracts/search?q=cognition" title=" cognition"> cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=DUT" title=" DUT"> DUT</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20relativity%20hypothesis" title=" linguistic relativity hypothesis"> linguistic relativity hypothesis</a>, <a href="https://publications.waset.org/abstracts/search?q=Sapir-Whorf%20hypothesis" title=" Sapir-Whorf hypothesis"> Sapir-Whorf hypothesis</a>, <a href="https://publications.waset.org/abstracts/search?q=The%20Lion%20and%20The%20Jewel" title=" The Lion and The Jewel"> The Lion and The Jewel</a>, <a href="https://publications.waset.org/abstracts/search?q=thought" title=" thought"> thought</a>, <a href="https://publications.waset.org/abstracts/search?q=Wole%20Soyinka" title=" Wole Soyinka"> Wole Soyinka</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoruba" title=" Yoruba"> Yoruba</a>, <a href="https://publications.waset.org/abstracts/search?q=Zulu" title=" Zulu"> Zulu</a> </p> <a href="https://publications.waset.org/abstracts/21533/a-linguistic-relativity-appraisal-of-an-african-drama-the-lion-and-the-jewel" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21533.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">453</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">929</span> A Critical Discourse Analysis of the Impact of the Linguistic Behavior of the Soccer Moroccan Coach in Light of Motivation Theory and Discursive Psychology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdelaadim%20Bidaoui">Abdelaadim Bidaoui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As one of the most important linguistic inquiries, the topic of the intertwined relationship between language, the mind, and the world has attracted many scholars. In the fifties, Sapir and Whorf advocated the hypothesis that language shapes our cultural realities as an early attempt to provide answers to this linguistic inquiry. Later, discursive psychology views the linguistic behavior as “a dynamic form of social practice which constructs the social world, individual selves and identity.” (Jorgensen & Phillips 2002, 118). Discursive psychology also considers discourse as a trigger of social action and change. Building on discursive psychology and motivation theory, this paper examines the impact of linguistic behavior of the Moroccan coach Walid Reggragui on the Moroccan team’s exceptional performance in Qatar 2022 Soccer World Cup. The data used in the research is based on interviews conducted by the Moroccan coach prior and during the World Cup. Using a discourse analysis of the linguistic behavior of Reggragui, this paper shows how the linguistic behavior of Reggragui provided support for the three psychological needs: sense of belonging, competence, and autonomy. As any CDA research, this paper uses a triangulated theoretical framework that includes language, cognition and society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20discourse%20analysis" title="critical discourse analysis">critical discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation%20theory" title=" motivation theory"> motivation theory</a>, <a href="https://publications.waset.org/abstracts/search?q=discursive%20psychology" title=" discursive psychology"> discursive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20behavior" title=" linguistic behavior"> linguistic behavior</a> </p> <a href="https://publications.waset.org/abstracts/163874/a-critical-discourse-analysis-of-the-impact-of-the-linguistic-behavior-of-the-soccer-moroccan-coach-in-light-of-motivation-theory-and-discursive-psychology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163874.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">90</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">928</span> Tracing the Evolution of English and Urdu Languages: A Linguistic and Cultural Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aamna%20Zafar">Aamna Zafar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Through linguistic and cultural analysis, this study seeks to trace the development of the English and Urdu languages. Along with examining how the vocabulary and syntax of English and Urdu have evolved over time and the linguistic trends that may be seen in these changes, this study will also look at the historical and cultural influences that have shaped the languages throughout time. The study will also look at how English and Urdu have changed over time, both in terms of language use and communication inside each other's cultures and globally. We'll research how these changes affect social relations and cultural identity, as well as how they might affect the future of these languages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20and%20cultural%20analysis" title="linguistic and cultural analysis">linguistic and cultural analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=historical%20factors" title=" historical factors"> historical factors</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20factors" title=" cultural factors"> cultural factors</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=syntax" title=" syntax"> syntax</a>, <a href="https://publications.waset.org/abstracts/search?q=significance" title=" significance"> significance</a> </p> <a href="https://publications.waset.org/abstracts/176314/tracing-the-evolution-of-english-and-urdu-languages-a-linguistic-and-cultural-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176314.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">927</span> Error Analysis of English Inflection among Thai University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suwaree%20Yordchim">Suwaree Yordchim</a>, <a href="https://publications.waset.org/abstracts/search?q=Toby%20J.%20Gibbs"> Toby J. Gibbs</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The linguistic competence of Thai university students majoring in Business English was examined in the context of knowledge of English language inflection, and also various linguistic elements. Errors analysis was applied to the results of the testing. Levels of errors in inflection, tense and linguistic elements were shown to be significantly high for all noun, verb and adjective inflections. Findings suggest that students do not gain linguistic competence in their use of English language inflection, because of interlanguage interference. Implications for curriculum reform and treatment of errors in the classroom are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interlanguage" title="interlanguage">interlanguage</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=inflection" title=" inflection"> inflection</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20students" title=" Thai students"> Thai students</a> </p> <a href="https://publications.waset.org/abstracts/12225/error-analysis-of-english-inflection-among-thai-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12225.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">467</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">926</span> Cross-Dialect Sentence Transformation: A Comparative Analysis of Language Models for Adapting Sentences to British English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shashwat%20Mookherjee">Shashwat Mookherjee</a>, <a href="https://publications.waset.org/abstracts/search?q=Shruti%20Dutta"> Shruti Dutta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores linguistic distinctions among American, Indian, and Irish English dialects and assesses various Language Models (LLMs) in their ability to generate British English translations from these dialects. Using cosine similarity analysis, the study measures the linguistic proximity between original British English translations and those produced by LLMs for each dialect. The findings reveal that Indian and Irish English translations maintain notably high similarity scores, suggesting strong linguistic alignment with British English. In contrast, American English exhibits slightly lower similarity, reflecting its distinct linguistic traits. Additionally, the choice of LLM significantly impacts translation quality, with Llama-2-70b consistently demonstrating superior performance. The study underscores the importance of selecting the right model for dialect translation, emphasizing the role of linguistic expertise and contextual understanding in achieving accurate translations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cross-dialect%20translation" title="cross-dialect translation">cross-dialect translation</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20models" title=" language models"> language models</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20similarity" title=" linguistic similarity"> linguistic similarity</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20NLP" title=" multilingual NLP"> multilingual NLP</a> </p> <a href="https://publications.waset.org/abstracts/184401/cross-dialect-sentence-transformation-a-comparative-analysis-of-language-models-for-adapting-sentences-to-british-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184401.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">925</span> Group Consensus of Hesitant Fuzzy Linguistic Variables for Decision-Making Problem</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chen%20T.%20Chen">Chen T. Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Hui%20L.%20Cheng"> Hui L. Cheng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the different knowledge, experience and expertise of experts, they usually provide the different opinions in the group decision-making process. Therefore, it is an important issue to reach the group consensus of opinions of experts in group multiple-criteria decision-making (GMCDM) process. Because the subjective opinions of experts always are fuzziness and uncertainties, it is difficult to use crisp values to describe the real opinions of experts or decision-makers. It is reasonable for experts to use the linguistic variables to express their opinions. The hesitant fuzzy set are extended from the concept of fuzzy sets. Experts use the hesitant fuzzy sets can be flexible to describe their subjective opinions. In order to aggregate the hesitant fuzzy linguistic variables of all experts effectively, an adjustment method based on distance function will be presented in this paper. Based on the opinions adjustment method, this paper will present an effective approach to adjust the hesitant fuzzy linguistic variables of all experts to reach the group consensus. Then, a new hesitant linguistic GMCDM method will be presented based on the group consensus of hesitant fuzzy linguistic variables. Finally, an example will be implemented to illustrate the computational process to enhance the practical value of the proposed model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=group%20multi-criteria%20decision-making" title="group multi-criteria decision-making">group multi-criteria decision-making</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20variables" title=" linguistic variables"> linguistic variables</a>, <a href="https://publications.waset.org/abstracts/search?q=hesitant%20fuzzy%20linguistic%20variables" title=" hesitant fuzzy linguistic variables"> hesitant fuzzy linguistic variables</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20function" title=" distance function"> distance function</a>, <a href="https://publications.waset.org/abstracts/search?q=group%20consensus" title=" group consensus "> group consensus </a> </p> <a href="https://publications.waset.org/abstracts/123438/group-consensus-of-hesitant-fuzzy-linguistic-variables-for-decision-making-problem" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123438.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">924</span> Decision-Making using Fuzzy Linguistic Hypersoft Set Topology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Saqlain">Muhammad Saqlain</a>, <a href="https://publications.waset.org/abstracts/search?q=Poom%20Kumam"> Poom Kumam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language being an abstract system and creative act, is quite complicated as its meaning varies depending on the context. The context is determined by the empirical knowledge of a person, which is derived from observation and experience. About further subdivided attributes, the decision-making challenges may entail quantitative and qualitative factors. However, because there is no norm for putting a numerical value on language, existing approaches cannot carry out the operations of linguistic knowledge. The assigning of mathematical values (fuzzy, intuitionistic, and neutrosophic) to any decision-making problem; without considering any rule of linguistic knowledge is ambiguous and inaccurate. Thus, this paper aims to provide a generic model for these issues. This paper provides the linguistic set structure of the fuzzy hypersoft set (FLHSS) to solve decision-making issues. We have proposed the definition some basic operations like AND, NOT, OR, AND, compliment, negation, etc., along with Topology and examples, and properties. Secondly, the operational laws for the fuzzy linguistic hypersoft set have been proposed to deal with the decision-making issues. Implementing proposed aggregate operators and operational laws can be used to convert linguistic quantifiers into numerical values. This will increase the accuracy and precision of the fuzzy hypersoft set structure to deal with decision-making issues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20quantifiers" title="linguistic quantifiers">linguistic quantifiers</a>, <a href="https://publications.waset.org/abstracts/search?q=aggregate%20operators" title=" aggregate operators"> aggregate operators</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-criteria%20decision%20making%20%28mcdm%29." title=" multi-criteria decision making (mcdm)."> multi-criteria decision making (mcdm).</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20topology" title=" fuzzy topology"> fuzzy topology</a> </p> <a href="https://publications.waset.org/abstracts/164348/decision-making-using-fuzzy-linguistic-hypersoft-set-topology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164348.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">923</span> Linguistic Codes: Food as a Class Indicator</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elena%20Valeryevna%20Pozhidaeva">Elena Valeryevna Pozhidaeva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This linguistic case study is based on an interaction between the social position and foodways. In every culture there is a social hierarchical system in which there can be means to express and to identify the social status of a person. Food serves as a class indicator. The British being a verbal nation use the words as a preferred medium for signalling and recognising the social status. The linguistic analysis reflects a symbolic hierarchy determined by social groups in the UK. The linguistic class indicators of a British hierarchical system are detectable directly – in speech acts. They are articulated in every aspect of a national identity’s life from preferences of the food and the choice to call it to the names of the meals. The linguistic class indicators can as well be detected indirectly – through symbolic meaning or via the choice of the mealtime, its class (e.g the classes of tea or marmalade), the place to buy food (the class of the supermarket) and consume it (the places for eating out and the frequency of such practices). Under analysis of this study are not only food items and their names but also such categories as cutlery as a class indicator and the act of eating together as a practice of social significance and a class indicator. Current social changes and economic developments are considered and their influence on the class indicators appearance and transformation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic" title="linguistic">linguistic</a>, <a href="https://publications.waset.org/abstracts/search?q=class" title=" class"> class</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20indicator" title=" social indicator"> social indicator</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20class" title=" food class"> food class</a> </p> <a href="https://publications.waset.org/abstracts/40156/linguistic-codes-food-as-a-class-indicator" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40156.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">403</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">922</span> Pedagogical Tools In The 21st Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Aherrahrou">M. Aherrahrou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Moroccan education is currently facing many difficulties and problems due to traditional methods of teaching. Neuro -Linguistic Programming (NLP) appears to hold much potential for education at all levels. In this paper, the major aim is to explore the effect of certain Neuro -Linguistic Programming techniques in one educational institution in Morocco. Quantitative and Qualitative methods are used. The findings prove the effectiveness of this new approach regarding Moroccan education, and it is a promising tool to improve the quality of learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20and%20teaching%20environment" title="learning and teaching environment">learning and teaching environment</a>, <a href="https://publications.waset.org/abstracts/search?q=Neuro-%20Linguistic%20Programming" title=" Neuro- Linguistic Programming"> Neuro- Linguistic Programming</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20learning" title=" quality of learning "> quality of learning </a> </p> <a href="https://publications.waset.org/abstracts/17911/pedagogical-tools-in-the-21st-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17911.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">355</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">921</span> Raising Multilingual Awareness towards Plurilingual Competence Development: Through Which Approach and Which Pedagogical Material-A Case Study in the Greek Primary Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eftychia%20Damaskou">Eftychia Damaskou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article intends to place the question of the adequate approach for teaching multilingualism within the public education. Linguistic education, as it is defined by the Common European Framework of Reference for the Languages, is no longer the proficiency in one or two languages. It’s about the development of a linguistic repertoire, where all linguistic skills find their place. In fact, the linguistic theories that frame the development of plurilingual competence point out the affective and intercultural aspect of such a process, insisting on an awareness of linguistic diversification, rather than an acquisition of communicative competence in many languages. In this spirit, our article attempts to go beyond a mere plurilingual awareness, present a research based on an experience in class, within 115 pupils, aiming at the development of plurilingual competence in five unknown foreign languages. This experience was held through a teaching unit personally conceived and applied, and consisted of a series of 6 activities based on a cross-linguistic content approach. The data analysis proves to be very interesting, as it reveals the development of plurilingual competences, as well as positive attitudes towards less common languages by the majority of our sample. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multilingual%20awareness" title="multilingual awareness">multilingual awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20teaching%20material" title=" multilingual teaching material"> multilingual teaching material</a>, <a href="https://publications.waset.org/abstracts/search?q=plurilingual%20competence" title=" plurilingual competence"> plurilingual competence</a> </p> <a href="https://publications.waset.org/abstracts/8809/raising-multilingual-awareness-towards-plurilingual-competence-development-through-which-approach-and-which-pedagogical-material-a-case-study-in-the-greek-primary-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8809.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">451</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">920</span> Managing Linguistic Diversity in Teaching and in Learning in Higher Education Institutions: The Case of the University of Luxembourg</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Argyro-Maria%20Skourmalla">Argyro-Maria Skourmalla</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today’s reality is characterized by diversity in different levels and aspects of everyday life. Focusing on the aspect of language and communication in Higher Education (HE), the present paper draws on the example of the University of Luxembourg as a multilingual and international setting. The University of Luxembourg, which is located between France, Germany, and Belgium, adopted its new multilingualism policy in 2020, establishing English, French, German, and Luxembourgish as the official languages of the Institution. In addition, with around 10.000 students and staff coming from various countries around the world, linguistic diversity in this university is seen as both a resource and a challenge that calls for an inclusive and multilingual approach. The present paper includes data derived from semi-structured interviews with lecturing staff from different disciplines and an online survey with undergraduate students at the University of Luxembourg. Participants shared their experiences and point of view regarding linguistic diversity in this context. Findings show that linguistic diversity in this university is seen as an asset but comes with challenges, and even though there is progress in the use of multilingual practices, a lot needs to be done towards the recognition of staff and students’ linguistic repertoires for inclusion and education equity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20diversity" title="linguistic diversity">linguistic diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Luxembourg" title=" Luxembourg"> Luxembourg</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20practices" title=" multilingual practices"> multilingual practices</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/169634/managing-linguistic-diversity-in-teaching-and-in-learning-in-higher-education-institutions-the-case-of-the-university-of-luxembourg" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169634.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">919</span> New Recipes of Communication in the New Linguistic World Order: End of Road for Aged Pragmatics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shailendra%20Kumar%20Singh">Shailendra Kumar Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the rise of New Linguistic World Order in the 21st century, the Aged Pragmatics is palpitating on the edge of theoretical irrelevance. What appears to be a new sociolinguistic reality is that the enlightening combination of alternative west, inclusive globalization and techno-revolution is adding novel recipes to communicative actions, style and gain among new linguistic breed which is being neither dominated nor powered by the western supremacy. The paper has the following main, interrelated, aims: it is intended to introduce the concept of alternative pragmatics that can offer what exactly is needed for our emerging societal realities; it asserts as to how the basic pillar of linguistic success in the new linguistic world order rests upon linguistic temptation and calibration of all; and it also reviews an inevitability of emerging economies in shaping the communication trends at a time when the western world is struggling to maintain the same control on the others exercised in the past. In particular, the paper seeks answers for the following questions: (a) Do we need an alternative pragmatics, one with alternativist leaning in an era of inclusive globalization and alternative west? (b) What are the pulses of shift which are encapsulating emergence of new communicative behavior among the new linguistic breed by breaking yesterday’s linguistic rigidity? (c) Or, what are those shifts which are making linguistic shift more perceptible? (d) Is New Linguistic World Order succeeding in reversing linguistic priorities of `who speaks, what language, where, how, why, to whom and in which condition’ with no parallel in the history? (e) What is explicit about the contemporary world of 21st century which makes linguistic world all exciting and widely celebrative phenomenon and that is also forced into our vision? (f) What factors will hold key to the future of yesterday’s `influential languages’ and today’s `emerging languages’ as world is in the paradigm transition? (g) Is the collapse of Aged Pragmatics good for the 21st century for understanding the difference between pragmatism of old linguistic world and new linguistic world order? New Linguistic world Order today, unlike in the past, is about a branding of new world with liberal world view for a particular form of ideal to be imagined in the 21st century. At this time without question it is hope that a new set of ideals with popular vocabulary will become the implicit pragmatic model as one of benign majoritarianism in all aspects of sociolinguistic reality. It appears to be a reality that we live in an extraordinary linguistic world with no parallel in the past. In particular, the paper also highlights the paradigm shifts: Demographic, Social-psychological, technological and power. These shifts are impacting linguistic shift which is unique in itself. The paper will highlight linguistic shift in details in which alternative west plays a major role without challenging the west because it is an era of inclusive globalization in which almost everyone takes equal responsibility. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20globalization" title="inclusive globalization">inclusive globalization</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20linguistic%20world%20order" title=" new linguistic world order"> new linguistic world order</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20shift" title=" linguistic shift"> linguistic shift</a>, <a href="https://publications.waset.org/abstracts/search?q=world%20order" title=" world order"> world order</a> </p> <a href="https://publications.waset.org/abstracts/38616/new-recipes-of-communication-in-the-new-linguistic-world-order-end-of-road-for-aged-pragmatics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38616.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">343</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">918</span> Foreign Language Reading Comprehenmsion and the Linguistic Intervention Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Silvia%20Hvozd%C3%ADkov%C3%A1">Silvia Hvozdíková</a>, <a href="https://publications.waset.org/abstracts/search?q=Eva%20Stranovsk%C3%A1"> Eva Stranovská</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the article is to discuss the results of the research conducted during the period of two semesters paying attention to selected factors of foreign language reading comprehension through the means of Linguistic Intervention Program. The Linguistic Intervention Program was designed for the purpose of the current research. It refers to such method of foreign language teaching which emphasized active social learning, creative drama strategies, self-directed learning. The research sample consisted of 360 respondents, foreign language learners ranging from 13 – 17 years of age. Specifically designed questionnaire and a standardized foreign language reading comprehension tests were applied to serve the purpose. The outcomes of the research recorded significant results towards significant relationship between selected elements of the Linguistic Intervention Program and the academic achievements in the factors of reading comprehension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20learning" title="foreign language learning">foreign language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20intervention%20program" title=" linguistic intervention program"> linguistic intervention program</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20learning" title=" social learning"> social learning</a> </p> <a href="https://publications.waset.org/abstracts/122732/foreign-language-reading-comprehenmsion-and-the-linguistic-intervention-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122732.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">119</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">917</span> English Loanwords in Nigerian Languages: Sociolinguistic Survey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Surajo%20Ladan">Surajo Ladan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English has been in existence in Nigeria since colonial period. The advent of English in Nigeria has caused a lot of linguistic changes in Nigerian languages especially among the educated elites and to some extent, even the ordinary people were not spared from this phenomenon. This scenario has generated a linguistic situation which culminated into the creation of Nigerian Pidgin that are conglomeration of English and other Nigerian languages. English has infiltrated the Nigerian languages to a point that a typical Nigerian can hardly talk without code-switching or using one English word or the other. The existence of English loanwords in Nigerian languages has taken another dimension in this scientific and technological age. Most of scientific and technological inventions are products of English language which are virtually adopted into the languages with phonological, morphological, and sometimes semantic variations. This paper is of the view that there should be a re-think and agitation from Nigerians to protect their languages from the linguistic genocide of English which are invariably facing extinction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20change" title="linguistic change">linguistic change</a>, <a href="https://publications.waset.org/abstracts/search?q=loanword" title=" loanword"> loanword</a>, <a href="https://publications.waset.org/abstracts/search?q=phenomenon" title=" phenomenon"> phenomenon</a>, <a href="https://publications.waset.org/abstracts/search?q=pidgin" title=" pidgin"> pidgin</a> </p> <a href="https://publications.waset.org/abstracts/43617/english-loanwords-in-nigerian-languages-sociolinguistic-survey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43617.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">864</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">916</span> Manipulative Figurative Linguistic Violence of Contemporary National Anthems: A Socio-Cognitive Critical Discourse Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samson%20Olasunkanmi%20Oluga">Samson Olasunkanmi Oluga</a>, <a href="https://publications.waset.org/abstracts/search?q=Teh%20Chee%20Send"> Teh Chee Send</a>, <a href="https://publications.waset.org/abstracts/search?q=Gerard%20Sagaya%20Raj%20Rajo"> Gerard Sagaya Raj Rajo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is ironical that the national anthems of many nations that are in the forefront of the global condemnation of violence of all forms have portions or expressions that propagate various forms of linguistic violence which advocate attacking opponents, going to war, shedding blood and sacrificing lives. These diametrically contradict contemporary yearnings for global tranquility and the ideals of the United Nations established for the maintenance of international peace and harmony aimed at making the world a safe haven for all and sundry. The linguistic violence of many national anthems is manipulatively constructed /presented via the instrumentality of the figurative or rhetorical language. This helps to linguistically embellish the violent ideas communicated and makes them sound somehow better or logical to the target audience with the intention of cognitively manipulating them to accept or rationalize such violent ideas. This paper, therefore, presents the outcome of a linguistic exploration/examination of national anthems which reveals elements or cases manipulative figurative linguistic violence in the anthems of twenty-one (21) nations. The paper details a Socio-Cognitive Critical Discourse Analysis of the manipulative figures of comparison, contrast, indirectness, association and sound used to convey the linguistic violence of the identified national anthems. Finally, the paper advocates the need for linguistic overhaul of affected anthems so that the language of anthems which epitomize nations can be pacific and in tandem with contemporary global trends. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=national%20anthems" title="national anthems">national anthems</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20violence" title=" linguistic violence"> linguistic violence</a>, <a href="https://publications.waset.org/abstracts/search?q=figurative%20language" title=" figurative language"> figurative language</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive" title=" cognitive"> cognitive</a>, <a href="https://publications.waset.org/abstracts/search?q=manipulation" title=" manipulation"> manipulation</a>, <a href="https://publications.waset.org/abstracts/search?q=CDA" title=" CDA "> CDA </a> </p> <a href="https://publications.waset.org/abstracts/37767/manipulative-figurative-linguistic-violence-of-contemporary-national-anthems-a-socio-cognitive-critical-discourse-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37767.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">332</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">915</span> Linguistic Analysis of Holy Scriptures: A Comparative Study of Islamic Jurisprudence and the Western Hermeneutical Tradition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sana%20Ammad">Sana Ammad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The tradition of linguistic analysis in Islam and Christianity has developed independently of each other in lieu of the social developments specific to their historical context. However, recently increasing number of Muslim academics educated in the West have tried to apply the Western tradition of linguistic interpretation to the Qur’anic text while completely disregarding the Islamic linguistic tradition used and developed by the traditional scholars over the centuries. The aim of the paper is to outline the linguistic tools and methods used by the traditional Islamic scholars for the purpose of interpretating the Holy Qur’an and shed light on how they contribute towards a better understanding of the text compared to their Western counterparts. This paper carries out a descriptive-comparative study of the linguistic tools developed and perfected by the traditional scholars in Islam for the purpose of textual analysis of the Qur’an as they have been described in the authentic works of Usul Al Fiqh (Jurisprudence) and the principles of textual analysis employed by the Western hermeneutical tradition for the study of the Bible. First, it briefly outlines the independent historical development of the two traditions emphasizing the final normative shape that they have taken. Then it draws a comparison of the two traditions highlighting the similarities and the differences existing between them. In the end, the paper demonstrates the level of academic excellence achieved by the traditional linguistic scholars in their efforts to develop appropriate tools of textual interpretation and how these tools are more suitable for interpreting the Qur’an compared to the Western principles. Since the aim of interpreters of both the traditions is to try and attain an objective understanding of the Scriptures, the emphasis of the paper shall be to highlight how well the Islamic method of linguistic interpretation contributes to an objective understanding of the Qur’anic text. The paper concludes with the following findings: The Western hermeneutical tradition of linguistic analysis developed within the Western historical context. However, the Islamic method of linguistic analysis is much more highly developed and complex and serves better the purpose of objective understanding of the Holy text. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Islamic%20jurisprudence" title="Islamic jurisprudence">Islamic jurisprudence</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20analysis" title=" linguistic analysis"> linguistic analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=textual%20interpretation" title=" textual interpretation"> textual interpretation</a>, <a href="https://publications.waset.org/abstracts/search?q=western%20hermeneutics" title=" western hermeneutics"> western hermeneutics</a> </p> <a href="https://publications.waset.org/abstracts/65399/linguistic-analysis-of-holy-scriptures-a-comparative-study-of-islamic-jurisprudence-and-the-western-hermeneutical-tradition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65399.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">329</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">914</span> Extraction of Compound Words in Malay Sentences Using Linguistic and Statistical Approaches</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zamri%20Abu%20Bakar%20Zamri">Zamri Abu Bakar Zamri</a>, <a href="https://publications.waset.org/abstracts/search?q=Normaly%20Kamal%20Ismail%20Normaly"> Normaly Kamal Ismail Normaly</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Izani%20Mohamed%20Rawi%20Izani"> Mohd Izani Mohamed Rawi Izani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Malay noun compound are phrases that consist of two or more nouns. The key characteristic behind noun compounds lies on its frequent occurrences within the text. Therefore, extracting these noun compounds is essential for several domains of research such as Information Retrieval, Sentiment Analysis and Question Answering. Many research efforts have been proposed in terms of extracting Malay noun compounds using linguistic and statistical approaches. Most of the existing methods have concentrated on the extraction of bi-gram noun+noun compound. However, extracting noun+verb, noun+adjective and noun+prepositional is challenging due to the difficulty of selecting an appropriate method with effective results. Thus, there is still room for improvement in terms of enhancing the effectiveness of compound word extraction. Therefore, this study proposed a combination of linguistic approach and statistical measures in order to enhance the extraction of compound words. Several preprocessing steps are involved including normalization, tokenization, and stemming. The linguistic approach that has been used in this study is Part-of-Speech (POS) tagging. In addition, a new linguistic pattern for named entities has been utilized using a list of Malays named entities in order to enhance the linguistic approach in terms of noun compound recognition. The proposed statistical measures consists of NC-value, NTC-value and NLC value. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Compound%20Word" title="Compound Word">Compound Word</a>, <a href="https://publications.waset.org/abstracts/search?q=Noun%20Compound" title=" Noun Compound"> Noun Compound</a>, <a href="https://publications.waset.org/abstracts/search?q=Linguistic%20Approach" title=" Linguistic Approach"> Linguistic Approach</a>, <a href="https://publications.waset.org/abstracts/search?q=Statistical%20Approach" title=" Statistical Approach"> Statistical Approach</a> </p> <a href="https://publications.waset.org/abstracts/66422/extraction-of-compound-words-in-malay-sentences-using-linguistic-and-statistical-approaches" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66422.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">913</span> Sociolinguistics and Language Change</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Banazzouz%20Halima">Banazzouz Halima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Throughout the ages, language has been viewed not only as a simple code of communicating information but rather as the most powerful and versatile medium of maintaining relationships with other people. While,by the end of the 18th century, such matters of scientific investigation concerning the study of human language began to occur under the scope of “Linguistics” generally defined as the scientific study of language. Linguistics, thus, provides a growing body of scientific knowledge about language which can guide the activity of the language teacher and student as well. Moreover,as times passed, the linguistic development engaged language in a broadly practiced academic discipline having relationship with other sciences such as: psychology, sociology, anthropology etc. Therefore, “Sociolinguistics” was given birth during the 1960’s. In fact, the given abstract is mainly linguistic, inserted under the scope of “Sociolinguistics” and by far it highlights on the process of linguistic variation and language change to show that all languages change through time and linguistic systems may vary from one speech community to another providing there is a sense of vitality where people of different parts of the globe may mutually and intelligibly communicate and comprehend each other. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20change-sociolinguistics" title="language change-sociolinguistics">language change-sociolinguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20context-speech%20community" title=" social context-speech community"> social context-speech community</a>, <a href="https://publications.waset.org/abstracts/search?q=vitality%20of%20language" title=" vitality of language"> vitality of language</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20variation" title=" linguistic variation"> linguistic variation</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20dialectology" title=" urban dialectology"> urban dialectology</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20dialectology" title=" urban dialectology"> urban dialectology</a> </p> <a href="https://publications.waset.org/abstracts/15717/sociolinguistics-and-language-change" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15717.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">628</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">912</span> Multilingual Females and Linguistic Change: A Quantitative and Qualitative Sociolinguistic Case Study of Minority Speaker in Southeast Asia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stefanie%20Siebenh%C3%BCtter">Stefanie Siebenhütter</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Men and women use minority and majority languages differently and with varying confidence levels. This paper contrasts gendered differences in language use with socioeconomic status and age factors of minority language speakers in Southeast Asia. Language use and competence are conditioned by the variable of gender. Potential reasons for this variation by examining gendered language awareness and sociolinguistic attitudes will be given. Moreover, it is analyzed whether women in multilingual minority speakers’ society function as 'leaders of linguistic change', as represented in Labov’s sociolinguistic model. It is asked whether the societal role expectations in collectivistic cultures influence the model of linguistic change. The findings reveal speaking preferences and suggest predictions on the prospective language use, which is a stable situation of multilingualism. The study further exhibits differences between male and females identity-forming processes and shows why females are the leaders of (socio-) linguistic change. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20construction" title=" identity construction"> identity construction</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20minorities" title=" multilingual minorities"> multilingual minorities</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20change" title=" linguistic change"> linguistic change</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networks" title=" social networks"> social networks</a> </p> <a href="https://publications.waset.org/abstracts/114211/multilingual-females-and-linguistic-change-a-quantitative-and-qualitative-sociolinguistic-case-study-of-minority-speaker-in-southeast-asia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114211.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">159</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">911</span> Ways for Improving Citation of the Cyrillic Publications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Victoria%20Y.%20Garnova">Victoria Y. Garnova</a>, <a href="https://publications.waset.org/abstracts/search?q=Vladimir%20G.%20Merzlikin"> Vladimir G. Merzlikin</a>, <a href="https://publications.waset.org/abstracts/search?q=Denis%20G.%20Yakovlev"> Denis G. Yakovlev</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrei%20%D0%90.%20Amelenkov"> Andrei А. Amelenkov</a>, <a href="https://publications.waset.org/abstracts/search?q=Sergey%20V.%20Khudyakov"> Sergey V. Khudyakov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment of novelty of studies submitted in Russian publications is given by the method citation analysis to identify scientific research with a high degree of innovation. This may be the basis of recommendations for subjects new joint projects setting of the RF and the EU. Apart from not the best rating of Russian publications (may even its lack) current IT ensure open access to the WEB-sites of these journals that make possible own expertise selective rapid assessment of the advanced developments in Russia by interested foreign investors. Cited foreign literature in Russian journals can become the subject of study to determine the innovative attractiveness of scientific research on the background a specific future-proof abroad. Authors introduced: (1) linguistic impact factor Li-f of journals for describing the share of publications in the majority language; (2) linguistic citation index Lact characterizing the significance of scientific research and linguistic top ones Ltop for evaluation of the spectral width of citing of foreign journals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=citation%20analysis" title="citation analysis">citation analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20citation%20indexes" title=" linguistic citation indexes"> linguistic citation indexes</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20impact%20factor" title=" linguistic impact factor"> linguistic impact factor</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20projects" title=" innovative projects"> innovative projects</a> </p> <a href="https://publications.waset.org/abstracts/36651/ways-for-improving-citation-of-the-cyrillic-publications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36651.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">317</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">910</span> Linguistic World Order in the 21st Century: Need of Alternative Linguistics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shailendra%20Kumar%20Singh">Shailendra Kumar Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the 21st century, we are living through extraordinary times as we are linguistically blessed to live through an era in which the each sociolinguistic example of living appears to be refreshingly new without any precedence of the past. The word `New Linguistic World Order’ is no longer just the intangible fascination but an indication of the emerging reality that we are living through a time in which the word ‘linguistic purism’ no longer invokes the sense of self categorization and self identification. The contemporary world of today is linguistically rewarding. This is a time in which the very existence of global, powerful and local needs to be revisited in the context of power shift, demographic shift, social psychological shift and technological shift. Hence, the old linguistic world view has to be challenged in the midst of 21st century. The first years of the 21st century have thus far been marked by the rise global economy, technological revolution and demographic shift, now we are witnessing linguistic shift which is leading towards forming a new linguistic world order. On the other hand, with rising powers of China and India in Asia in tandem the notion of alternative west is set to become a lot more interesting linguistically. It comes at a point when the world is moving towards inclusive globalization due to vanishing power corridor of the west and ascending geopolitical impact of emerging superpower and superpower in waiting. Now it is a reality that the western world no longer continues to rise – in fact, it will have more pressure to act in situation when the alternative west is looking for balanced globalization. It is more than likely that demographically strong languages of alternative west will be in advantageous position. The paper challenges our preconceptions about the nature of sociolinguistic nature of world in the 21st century. It investigates what a linguistic world is likely to be in the future in contrast to what was a linguistic world before 21st century. In particular, the paper tries to answer the following questions: (a) What will be the common linguistic thread across world? (b) How unprecedented transformations can be mapped linguistically? (c) Do we need alternative linguistics to define inclusive globalization as the linguistic reality of the contemporary world has already been reshaped by increasingly integrated world economy, linguistic revolution and alternative west? (d) In which ways these issues can be addressed holistically? (e) Why linguistic world order is changing dramatically? (f) Is it true that the linguistic world around is changing faster than we can even really cope? (g) Is it true that what is coming next is linguistically greater than ever? (h) Do we need to prepare ourselves with new theoretical strategies to address emerging sociolinguistic reality? <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alternative%20linguistics" title="alternative linguistics">alternative linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20linguistic%20world%20order" title=" new linguistic world order"> new linguistic world order</a>, <a href="https://publications.waset.org/abstracts/search?q=power%20shift" title=" power shift"> power shift</a>, <a href="https://publications.waset.org/abstracts/search?q=demographic%20shift" title=" demographic shift"> demographic shift</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20psychological%20shift" title=" social psychological shift"> social psychological shift</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20shift" title=" technological shift"> technological shift</a> </p> <a href="https://publications.waset.org/abstracts/39275/linguistic-world-order-in-the-21st-century-need-of-alternative-linguistics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39275.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">337</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=linguistic%20stylisation&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=linguistic%20stylisation&page=3">3</a></li> <li class="page-item"><a class="page-link" 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