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- Volume 76, Issue, 1987
ITL - International Journal of Applied Linguistics - Volume 76, Issue 1, 1987
Volume 76, Issue 1, 1987
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Textual Cohesion in Hindi
Author(s): Rajendra Singh and Balkrishan Kachroopp.: 1–24 (24)More LessThe purpose of this paper is to summarize some preliminary research on textual cohesion in Hindi. The study of linguistic cohesion attempts to isolate linguistic devices used to ‘link’ sentences in a discourse. The present study was undertaken to find out exactly what cohesion devices are used in Hindi and how the linking texture of Hindi discourses differs from that of English.
Although both Hindi and English use some of the same cohesion devices, there are both quantitative and qualitative differences in their textures. This paper focuses on Hindi-particular cohesion devices and on devices differentially exploited to Hindi and English.
An example of a Hindi particular cohesion device is ‘Adjective Promotion’. The differential exploitation of the device of co-referential NP provides an example of the second type of difference between the two languages. Hindi uses it far more frequently than English.
Our results also provide evidence for the hypothesis that parallel sublanguages of Hindi and English are more alike in their cohesive texture than are different sub-languages of either of these two languages. ‘Stylistic contact’ in the domain of more technical sublanguage may provide an explanation for this.
Our study shows not only what some of the Hindi-particular cohesion devies are but also how a large number of shared cohesion devices are differentially exploited by different languages and what sorts of trade-offs are made amongst the major types of cohesion devices (semantic, syntactic, morphological, and lexical).
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Speech Act Functions
Author(s): Efurosibina Adegbijapp.: 43–62 (20)More LessThis paper examines samples of spoken data with a view to elucidating the problem of the performing of speech acts in a Second language context of English usage. The encoding and decoding of speech acts, the author shows, involve a network of cognitive processes in which the linguistic competence of the participants, their world knowledge, their psychological state, and their knowledge of socially and culturally relevant factors of the situation are accessed, activated, and put to work in the process of inferring the meaning and the speech act function of utterances; a process which is essentially one of semantic and pragmatic decision-making. For communication to succeed, participants in the communicative event must share mutual factual background information and be able to activate this when it proves relevant to the discourse at hand. Incompetence in the use of the target language may lead to the performance of an unintended speech act and the decoder's misinterpretation. Therefore, speakers of English in a Second language or multilingual context should make allowance for unintended speech acts, and should be particularly sensitive to the total context of communication.
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Varieties of Today’s English
Author(s): Ali M. El-Sayedpp.: 63–86 (24)More LessToday’s English refers to a state or states of the English language as used by its speakers. There are many varieties of English spoken throughout the world. Today’s English is a term that does not describe a single regional or national variety of English, but a language that extends beyond the national borders of native speakers to include second and foreign language speakers. Recent research focuses on the state of the language, the diversity of its users, the contexts of its use, and the effects on the communities using it.
It has been the practice of those in authority in the Ministries of Education and universities in the Arab World in general and the Arabian Gulf in particular to hire many native speakers of English to teach English in schools and universities. The assumption was that natives with native speakers’ accent are more effective teachers than teachers of English whose native language is Arabic.
Why should an Arab student learn, for instance RP and not any other variety? The writer advocates the practice of hiring a greater percentage of Arabic speaking teachers to teach English in Arab schools and universities. Hiring a particular native speaker of English to teach English to Arab students forces those students to listen and be exposed to a particular variety instead of an international variety that is intelligible and international enough to be accepted by every one. Besides, listening and speaking to a Britisher more an American are not of great importance to Arab students. What is more important are the two skills of reading and writing since they are the only two channels through which western science and technology could be transferred to Arabs. Because of the nature of Arab students’ motivation, the writer advocates the use of more suitable cultural materials.
Volumes & issues
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Volume 175 (2024)
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Volume 174 (2023)
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Volume 173 (2022)
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Volume 172 (2021)
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Volume 171 (2020)
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Volume 170 (2019)
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Volume 169 (2018)
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Volume 164 (2012)
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Volume 137 (2002)
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Volume 135 (2002)
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Volume 133 (2001)
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Volume 131 (2001)
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Volume 129 (2000)
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Volume 127 (2000)
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Volume 125 (1999)
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Volume 123 (1999)
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Volume 121 (1998)
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Volume 119 (1998)
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Volume 117 (1997)
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Volume 115 (1997)
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Volume 113 (1996)
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Volume 111 (1996)
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Volume 109 (1995)
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Volume 107 (1995)
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Volume 105 (1994)
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Volume 103 (1994)
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Volume 101 (1993)
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Volume 99 (1993)
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Volume 97 (1992)
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Volume 95 (1992)
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Volume 93 (1991)
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Volume 91 (1991)
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Volume 89 (1990)
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Volume 87 (1990)
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Volume 85 (1989)
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Volume 83 (1989)
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Volume 81 (1988)
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Volume 79 (1988)
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Volume 77 (1987)
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Volume 76 (1987)
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Volume 75 (1987)
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Volume 74 (1986)
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Volume 73 (1986)
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Volume 72 (1986)
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Volume 71 (1986)
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Volume 70 (1985)
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Volume 69 (1985)
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Volume 67 (1985)
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Volume 66 (1985)
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Volume 65 (1984)
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Volume 64 (1984)
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Volume 63 (1984)
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Volume 62 (1983)
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Volume 60 (1983)
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Volume 59 (1983)
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Volume 56 (1982)
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Volume 55 (1982)
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Volume 54 (1981)
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Volume 53 (1981)
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Volume 52 (1981)
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Volume 51 (1981)
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Volume 49 (1980)
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Volume 48 (1980)
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Volume 47 (1980)
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Volume 45 (1979)
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Volume 44 (1979)
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Volume 43 (1979)
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Volume 41 (1978)
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Volume 39 (1978)
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Volume 38 (1977)
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Volume 37 (1977)
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Volume 36 (1977)
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Volume 35 (1977)
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Volume 34 (1976)
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Volume 33 (1976)
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Volume 32 (1976)
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Volume 31 (1976)
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Volume 30 (1975)
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Volume 29 (1975)
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Volume 28 (1975)
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Volume 27 (1975)
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Volume 25 (1974)
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Volume 24 (1974)
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Volume 23 (1974)
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Volume 22 (1973)
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Volume 21 (1973)
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Volume 20 (1973)
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Volume 19 (1973)
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Volume 18 (1972)
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Volume 17 (1972)
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Volume 16 (1972)
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Volume 15 (1972)
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Volume 14 (1971)
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Volume 13 (1971)
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Volume 12 (1971)
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Volume 11 (1971)
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Volume 10 (1970)
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Volume 9 (1970)
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Volume 8 (1970)
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Volume 7 (1970)
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Volume 6 (1969)
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Volume 5 (1969)
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Volume 4 (1969)
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Volume 3 (1969)
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Volume 2 (1968)
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Volume 1 (1968)
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The updated Vocabulary Levels Test
Author(s): Stuart Webb, Yosuke Sasao and Oliver Ballance
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