This book examines the various patterns of nominal and pronominal address used in Jamaica and Trinidad, the two most populous islands of the English-speaking Caribbean. Given that the Anglo-Caribbean ...context has so far been largely neglected in address research, this study aims to provide an in-depth analysis of the linguistic means Jamaicans and Trinidadians have at their disposal and make use of to address each other. A particular focus will be on variation in the speakers' address behaviour with regard to their sex, age, social class, ethnicity, and regional background. The study draws both on data from a self-compiled corpus of postcolonial Jamaican and Trinidadian literary works, and on questionnaire and interview data collected during fieldwork. This book contributes to the ever-growing body of research in the field of nominal and pronominal address, and will be relevant to researchers interested in the fields of sociolinguistics, pragmatics, and World Englishes.
This study looks at the sociocultural context of address variation in spoken Italian, with a focus on singular pronouns tu, voi and lei. It offers a thorough examination of distance and power ...dynamics in service encounters in five Italian regions, and marks the introduction of Italian to the field of regional pragmatic variation.
In the spring of 1789, within weeks of the establishment of the new federal government based on the U.S. Constitution, the Senate and House of Representatives fell into dispute regarding how to ...address the president. Congress, the press, and individuals debated more than a dozen titles, many of which had royal associations and some of which were clearly monarchical.For Fear of an Elective Kingis Kathleen Bartoloni-Tuazon's rich account of the title controversy and its meanings.
The short, intense legislative phase and the prolonged, equally intense public phase animated and shaped the new nation's broadening political community. Rather than simply reflecting an obsession with etiquette, the question challenged Americans to find an acceptable balance between power and the people's sovereignty while assuring the country's place in the Atlantic world. Bartoloni-Tuazon argues that the resolution of the controversy in favor of the modest title of "President" established the importance of recognition of the people's views by the president and evidence of modesty in the presidency, an approach to leadership that fledged the presidency's power by not flaunting it.
How the country titled the president reflected the views of everyday people, as well as the recognition by social and political elites of the irony that authority rested with acquiescence to egalitarian principles. The controversy's outcome affirmed the republican character of the country's new president and government, even as the conflict was the opening volley in increasingly partisan struggles over executive power. As such, the dispute is as relevant today as in 1789.
Forms of Address in the Polish-Language Dialogue of Teachers and Learners in Ukraine
The article presents the results of a questionnaire survey on the forms of address in the Polish-language teaching ...environment in Ukraine. The analysis is based on 556 statements from 153 questionnaires completed by respondents from 16 towns in different regions of the country. The topic in focus is nominal and pronominal forms of address used by university teachers and teachers at language courses when talking to their students, and those used by learners when addressing their teachers. The study reveals the proportions of use of various forms of address in teaching situations in Ukraine against the background of their normative Polish equivalents. The results indicate, among others, the discrepancy between the teachers’ awareness of the Polish norm and their acceptance or even promotion of the form “pan/pani + name” when addressing the teacher, which is inconsistent with the general Polish language norm.
Sposoby zwracania się do adresata w polskojęzycznym dialogu wykładowców i uczących się w Ukrainie
Artykuł przedstawia wyniki badań ankietowych nad sposobami zwracania się do adresata w polskojęzycznym środowisku dydaktycznym w Ukrainie. Uwzględniono 556 wypowiedzi pochodzących ze 153 ankiet wypełnionych przez respondentów z 16 miast z różnych regionów Ukrainy. Zbadano nominalne oraz pronominalne sposoby zwracania się wykładowców szkół wyższych oraz kursów językowych do uczących się oraz uczących się do wykładowców. Badania ujawniają proporcje sposobów zwracania się stosowanych w sytuacjach dydaktycznych w Ukrainie na tle normatywnych odpowiedników w polszczyźnie ogólnej. Ujawniono m.in. rozdźwięk między uświadamianiem przez wykładowców normy ogólnopolskiej i akceptowaniem lub wręcz promowaniem przez nich niezgodnej z normą ogólnopolską formy adresatywnej „pan/pani + imię” podczas zwracania się do wykładowcy.
This study examines polymorphism of second person singular forms of address (2PS) in the Spanish of Medellin, Colombia. Polymorphism of 2PS is the usage of more than one 2PS directed toward the same ...person during the same interaction. Speakers from Medellin (N = 72) carried out an oral discourse completion task that consisted of 24 situations. Results showed that polymorphism is common in Medellin Spanish as it occurred 22.7% of the time. It was also found that polymorphism is constrained by three variables: change in speech act, speaker sex, and interlocutor relationship. In particular, a change in speech act, male speakers, and intimate interlocutors favored polymorphism. In addition, characteristics of polymorphism are identified. Findings demonstrate that polymorphism is not random but rather systematic and purposeful—it allows speakers to express different speech acts and emotions via the shift in 2PS. Results are discussed in light of broader implications and the future of polymorphism in the Spanish of Medellin.
•Polymorphism of second person singular forms of address is typical of paisa Spanish.•Polymorphism of second person singular forms of address is systematic.•Polymorphism can be explained by changes in speech act.•Polymorphism is a purposeful tool that speakers utilize.•Polymorphism is expected to be maintained in the Spanish of Medellin.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Salutations verbales Maria Del Pilar Mestre de Caro
Lenguaje (Cali, Colombia),
07/2022, Volume:
50, Issue:
2
Journal Article
Peer reviewed
Open access
Les salutations verbales expriment la politesse et la bienveillance envers l’interlocuteur au moment d’entamer ou de clore une conversation. Bien qu’elles soient apprises dès la petite enfance, dans ...le cas de la langue maternelle, ou dès les premiers niveaux de l’étude des langues étrangères, l’intériorisation de leur emploi ne se limite pas à un simple apprentissage des routines verbales. Bien au contraire, la maîtrise de ces actes de langage implique la prise en compte de variables indépendantes comme l’âge, le sexe, le niveau socio-économique et éducatif de l’interlocuteur, ainsi que le degré de formalité de la situation de communication. Ces facteurs jouent un rôle essentiel dans la compréhension et la sélection de ces mots. Pour mieux comprendre la problématique, cet article propose de parcourir une brève sélection de travaux portant sur l’origine, l’évolution et la pragmatique des salutations (approches diachroniques et synchroniques). À partir de la littérature du savoir-vivre et des études ethnographiques, sociolinguistiques et interactionnistes, nous cherchons à adopter une approche théorique pertinente pour saisir le fonctionnement des salutations en contexte, principalement en français. Dans un deuxième temps, nous analysons deux corpus linguistiques authentiques et un dialogue cinématographique, où l’on observe que les maladresses dans l’emploi des salutations ou des termes d’adresse peuvent être à l’origine des malentendus communicationnels. Nous tenons donc compte ici des variables pragmatiques des salutations, des termes et des pronoms d’adresse, afin de formuler quelques remarques explicatives qui peuvent s’avérer utiles aux enseignants, ainsi qu’aux apprenants de FLE.
In the evolving landscape of global education, understanding the intricacies of interpersonal dynamics in academic settings across different linguacultures is paramount for building effective ...multicultural teaching environments. This study investigates the usage of T/V pronominal forms of address within teacher-student interactions in Chinese and Russian academic contexts. It aims to reveal similarities and differences in the usage of pronominal forms of address in the two linguacultural contexts and unveil the impact of sociocultural factors, namely power and solidarity, on their choice. The data were obtained from a parallel questionnaire survey with the participation of 360 students (260 Chinese mainland students and 100 Russian students) and an interview with 30 students from each country. Employing a comprehensive dual-methodology approach, this study combines quantitative analyses of T/V forms of address frequencies with qualitative insights on their pragmatics, appropriateness, and students’ preferences from interviews. The findings revealed distinct T/V form usage strategies in Chinese and Russian academic discourse. They showed that Chinese teachers predominantly use the T form for students, while students use both V and T forms for teachers. Conversely, Russian settings show a prevalence of the reciprocal V form in teacher-student interactions, with some limited usage of the T form by teachers with students. The results underscore the significance of hierarchical relationships, the demonstration of power distance, and, at the same time, solidarity in the Chinese context, while Russian students and teachers emphasise reciprocal formality in relationships and maintain boundaries. We suggest that different types of interaction between teachers and students in two cultural contexts are due to differences in the sociocultural organisation of society and cultural values. The study provides insights for educators and researchers navigating linguistic and cultural diversity in academic contexts and contributes to effective interaction in a multicultural educational environment.
The study of forms of address in translation is a type of register analysis that provides an interesting insight into the way specific linguistic patterns are transferred from one language to ...another. This article explores how the forms of address are rendered in the Turkish translation of A Jangada de Pedra (1986) by the Portuguese author José Saramago. Paratextual and textual analyses demonstrate that this work has been translated into Turkish through the English translation of the book, and that the English translation has influenced the choices of the Turkish translator. The findings of the study seem to support the hypothesis that using a mediating language/text that lacks similar forms of address as the ultimate source and the target languages/texts can cause shifts in tenor, which results in a different reading of interpersonal relationships between fictional characters in the target text.
Abstracta
El sistema de formas de tratamiento ha experimentado distintos procesos de variación a lo largo de la diacronía y la diatopía de la lengua española, más aún durante el español clásico (o ...‘áureo’). Sus implicaciones pragmáticas, socio-discursivas y culturales hacen de los tratamientos un sistema en ‘crisis’ (
Hummel, 2020
), con múltiples variables cuyos valores necesitan fijarse e irse actualizando en la comunicación. Recogemos aquí los avances recientes de la investigación en este campo y los aplicamos en un contexto de enseñanza/aprendizaje del español: para ello, proponemos un enfoque didáctico textual, válido tanto en las clases de secundaria en Lengua Castellana y Literatura como en las clases de E/LE. El texto escogido para discutir estos problemas lingüísticos es un fragmento de una novela de
Las aventuras del capitán Alatriste
, que recrea la lengua del siglo XVII. La metodología de análisis demuestra que, mediando las adaptaciones pertinentes y partiendo de los textos adecuados, casi cualquier problema filológico y/o lingüístico-teórico puede plantearse para su aprendizaje en enseñanza secundaria y en E/LE.
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