Scielo RSS <![CDATA[Stellenbosch Papers in Linguistics Plus (SPiL Plus)]]> http://www.scielo.org.za/rss.php?pid=2224-338020190001&lang=pt vol. 56 num. lang. pt <![CDATA[SciELO Logo]]> http://www.scielo.org.za/img/en/fbpelogp.gif http://www.scielo.org.za <![CDATA[<b>An analysis of metaphorical idioms in South African Indian English</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2224-33802019000100001&lng=pt&nrm=iso&tlng=pt This study looks at a selected number of expressions used in the variety of English known as "South African Indian English" (SAIE). Mesthrie (1992, 2010a) compiled a dictionary of expressions used within this language variety, which is the primary source of data for this study. Mesthrie has also published numerous scholarly works documenting various aspects of SAIE (cf. Mesthrie 1991, 1992a). A selection of five metaphorical idioms have been chosen for analysis, and the meanings as put forth by Mesthrie (1992, 2010a) have been cross-checked with 10 native speakers of SAIE, as well as the author's native-speaker intuitions. The informants were all middle-class, professional, educated persons of Indian origin, who speak English as a first language; they were all between 30 and 60 years of age, and reside either in Johannesburg as internal economic migrants from Durban, or currently reside in Durban. As this analysis is undertaken through the lens of Conceptual Metaphor Theory, the various metaphorical idioms are analysed as expressions of underlying conceptual metaphors, which confirms the idea that many entrenched idiomatic expressions are surface manifestations of underlying conceptual metaphors, and therefore part and parcel of the same human conceptual system. The analysis follows an adapted format used by Kövecses (2010), whereby the metaphorical idiom is stated, followed by the meaning, then the underlying conceptual metaphor. A table illustrating how the idiom is typically mapped in context, followed by a brief discussion of the import, is also in line with Kövecses (2010). One of the key findings is that this is indeed a viable approach to the study of idioms in general, and a more comprehensive study should be made of more expressions like these to see whether or not all entrenched expressions can be viewed as emanating from underlying conceptual metaphors. <![CDATA[<b>Mind the gap: Towards determining which collocations to teach</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2224-33802019000100002&lng=pt&nrm=iso&tlng=pt Collocations form part of formulaic language use that is considered by many scholars as central to communication (Henriksen 2013; Wray 2002). Today, most scholars agree that teaching collocations to second and/or foreign language users (henceforth "L2 students") is a must. This study offers a reflection on the directions L2 researchers and teachers may explore, and that could contribute to modelling the teaching of collocations or at least spark the debate on this issue. The fundamental point raised here is the extent to which pedagogy may be informed by knowing the most common lexical collocations (combinations of content words) and using frequency of collocates as a key factor in selecting which collocations to bring to learners' attention. The results from this study indicate that out of the eight different lexical collocations, adjective+noun and verb+noun collocations are the most common, and should therefore be introduced first. Furthermore, most collocates ("co-occurring words" in Sinclair's (1991) terms) come from the 1,000 and 2,000 most frequent words. Therefore, this study suggests that the same way that "[u]sing the computational approach as a starting point makes it possible to distinguish between collocations of varying frequency of use" (Henriksen 2013: 32), frequency may be used to select the target words and their collocates once collocations have been identified. This could potentially contribute to addressing the issue of selection criteria of which collocations to teach. <![CDATA[<b>Definition and design: Aligning language interventions in education</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2224-33802019000100003&lng=pt&nrm=iso&tlng=pt The management of language diversity and the level of mastery of language required by educational institutions affect those institutions from early education through to higher education. This paper deals with three dimensions of how language is managed and developed in education. The first dimension is the design of interventions for educational environments at policy level, as well as for instruction and for language development. The second concerns defining the kind of competence needed to handle the language demands of an academic institution. The interventions can be productive if reference is made throughout to the conditions or design principles that language policies and language courses must meet. The third dimension concerns meeting an important requirement: the alignment of the interventions of language policy, language assessment and language development (and the language instruction that supports the latter). This paper employs a widely-used definition of "academic literacy" to illustrate how this definition supports the design of language assessments and language courses. It is an additional critical condition for effective intervention design that assessments and language instruction (and development) work together in harmony. Misalignment among them is likely to affect the original intention of the designs negatively. Similarly, if those interventions are not supported by institutional policies, the plan will have little effect. The principle of alignment is an important, but not the only, design condition. The paper will therefore conclude with an overview of a comprehensive framework of design principles for language artefacts that may serve to enhance their responsible design. <![CDATA[<b>Extended exponence in isiNdebele morphology</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2224-33802019000100004&lng=pt&nrm=iso&tlng=pt This article discusses extended exponence and headedness in the context of isiNdebele morphology. An attempt will be made to distinguish extended exponence from circumfixes. Headedness will be discussed in general, and how it is expressed in extended exponence. The main submission in this article is that isiNdebele has derivational and inflectional extended exponents, and that extended exponents are predominantly left-handed in nature. This assumption is founded on the premise that the terminal affixes of extended exponents can be done away with in some contexts. The study also establishes that morphological heads can either be right members of a word or left members.