<abstract xmlns="http://www.w3.org/1999/xhtml">The quantity of target language input available to learners contributes to the understanding of target language development. The present paper reports on a longitudinal study of the relationship between the amount of non-native teachers’ EFL input and learners’ aural achievement in instructed SLA. Young learners (N=132) were followed over a three-year period. High variability in teacher use of EFL was found. Results of correlational analyses and group comparisons pointed to a longitudinal advantage of participants exposed to instruction dominated by teacher target language use during their first two years of formal EFL learning. Directions for future research on the use of different languages and their relation to learners’ achievement are discussed in the context of early formal foreign language study.</abstract>

Teacher target language input and young learners’ aural comprehension of English

<abstract xmlns="http://www.w3.org/1999/xhtml">This article measures the syntactic development indices in grade 5-12 English textbooks in Turkey. Through a usage-based construction grammar approach, it argues that the textbooks show an inconsistent development in verb-argument constructions (VAC) and other usage-based indices. The study employs an automatic software tool that detects variations in these indices and runs a statistical analysis on a corpus compiled by the author. Statistically significant results demonstrate that textbooks lack lexicogrammatical variation. As such, learners who use these textbooks are likely to experience a limited array of VACs that are limited in lemma-construction combinations. Findings also indicate that learners may not be exposed to the conventional usage patterns and frequencies of VACs when compared against a reference corpus. These findings may have an influence on the learners’ generalization process, their low-proficiency level in English, and poor idiomatic uses of the language.</abstract>

An analysis of lexicogrammatical development in English textbooks in Turkey: A usage-based construction grammar approach

<abstract xmlns="http://www.w3.org/1999/xhtml">The article is a part of a research project on how intertextuality is perceived by readers of media texts. The focus of the article is on how intertextual references are recognized, interpreted, and substituted by EFL respondents. Based on the results of the survey, conclusions are drawn to address the following research questions – whether respondents can recognize intertextual references as such in the context, whether they can interpret an utterance despite failing to detect intertextual segments, and whether there exists a correspondence between recognizability of an intertextual reference and attempts at defining and/or replacing it. This paper is an attempt to empirically verify theoretical views on intertextuality. The results of the survey provide insights into how intertextuality is perceived by respondents.</abstract>

Precarpathian National Vasyl Stefanyk University

Intertextuality in media discourse: A reader’s perspective

<abstract xmlns="http://www.w3.org/1999/xhtml">This study aims to explore the use of euphemistic strategies by Algerians and Americans when dealing with three unpleasant topics: death, lying, and disease. It also examines the effect of degree of formality on the use of euphemistic strategies. To achieve this objective, a discourse completion task (DCT) was distributed to 21 Algerians and 21 Americans. The data were analysed using SPSS. The data analysis revealed that there are some differences and similarities between the two groups. The euphemistic strategies used by the Americans when they deal with death topics are <italic>synonyms</italic> and <italic>part for the whole</italic>. The Algerians use <italic>part for the whole, overstatement,</italic> and <italic>synonyms</italic> when they deal with death. Regarding the topic of lying, the Americans employ strategies of <italic>understatement</italic> and <italic>deletion</italic>, whereas the Algerians use <italic>understatement</italic> and <italic>metaphor</italic>. As for the topic of disease, the Americans use <italic>vagueness</italic>, and the Algerians use <italic>vagueness</italic>, <italic>metaphor</italic>, and <italic>deletion</italic>. These findings reveal that both groups resort to euphemism when dealing with these three unpleasant topics. However, their use of euphemistic strategies is culture-bound.</abstract>

Euphemistic strategies in Algerian Arabic and American English

AHEAD OF PRINT

Volume 11 (2023): Issue 2 (December 2023)

Volume 11 (2023): Issue 1 (October 2023)

Volume 10 (2022): Issue 2 (December 2022)

Volume 10 (2022): Issue 1 (October 2022)

Volume 9 (2021): Issue 2 (December 2021)

Volume 9 (2021): Issue 1 (October 2021)

Volume 8 (2020): Issue 2 (December 2020)

Volume 8 (2020): Issue 1 (December 2020)

Volume 7 (2019): Issue 2 (December 2019)

Volume 7 (2019): Issue 1 (October 2019)

Volume 6 (2018): Issue 2 (December 2018)

Volume 6 (2018): Issue 1 (October 2018)

Volume 5 (2017): Issue 2 (December 2017)

Volume 5 (2017): Issue 1 (October 2017)

Volume 4 (2016): Issue 2 (December 2016)

Volume 4 (2016): Issue 1 (October 2016)

Volume 3 (2015): Issue 2 (December 2015)

Volume 3 (2015): Issue 1 (October 2015)

Volume 2 (2014): Issue 2 (December 2014)

Volume 2 (2014): Issue 1 (October 2014)

ExELL

 ExELL (Explorations in English Language and Linguistics) is an international peer-reviewed electronic journal, published as a joint project of the School of English Studies of the University Josip Juraj Strossmayer Osijek, Croatia and English Language and Literature Department of Tuzla University from Tuzla, Bosnia and Herzegovina.  The aim of the journal is to promote and facilitate academic exchange in English theoretical and applied linguistics. Our mission is to provide a linguistics journal based on data drawn from the English language that would reflect a wide range of interests and opinions. We want to create opportunities for scholarly communication by encouraging the dissemination of theoretical and research-informed insights using the Internet as a medium in order to make linguistics accessible to the widest possible audience.  The journal offers a wide range of theoretical, methodological, and educational approaches to English. We encourage submission of various topics about the English language and　 linguistics, such as: theoretical and descriptive approaches to English, synchronic and diachronic variability of English, cognitive approaches to English, discourse analysis, corpus linguistics, contrastive linguistics, applied linguistics, ELT/TEFL/ESP, second language acquisition, translation studies, the structure of contemporary varieties of English (phonology, morphology, syntax and semantics) and other topics related to exploration of English language and linguistics.  The journal is interested in papers which focus on defining new problems for the study of the English language and linguistics, providing new insights into the known problems and developing new methodologies to approach old and new problems.  The journal does not have article processing charges (APCs) nor article submission charges.  Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process. 