Bearing in mind the big role media plays in shaping public opinion and the importance of understanding how ideologies can be conveyed to the public through language, this study uses qualitative analysis to investigate the discursive representation changes around the existence of the Taliban or what they call themselves now, the Islamic Emirate, in the Afghan media before and after the power shift. In specific, it illustrates how linguistic devices are used to transmit the discourse changes through the used language in the Afghani newspaper to legitimize or delegitimize having the Taliban in Afghanistan. The primary data of this study consists of articles published in English from a digitalized newspaper published in Afghanistan. This study uses Corpus Linguistics to organize the findings around the representation of the Taliban in the gathered data. Findings results were analyzed through CDA and Fairclough, the three-dimensional model, to reveal the alteration that occurred to the discourse, which can, in turn, show the way how language devices are used to circulate the Taliban’s various images among the recipients.

This article investigates the role of direct input in the code-mixing of three bilingual children aged 2–4 years acquiring English as one language, and either German, Polish, or Finnish as the other. From a usage-based perspective, it is assumed that early children’s utterances are item-based and that they contain many lexically fixed patterns. To account for such patterns, the traceback method has been developed to test the hypothesis that children’s utterances are constructed on the basis of a limited inventory of chunks and frame-and-slot patterns. We apply this method to the code-mixed utterances, suggesting that much of the code-mixing occurs within frame-and-slot patterns, such as Was ist X? as in Was ist breakfast muesli? “What is breakfast muesli?” We further analyzed each code-mixed utterance in terms of priming. Our findings suggest that much of the early code-mixing is based on concrete lexically fixed patterns which are subject to input occurring in immediately prior speech, either the child’s own or that of her caregivers.

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Chinese measure words are bound morphemes that can classify nouns/verbs and form a determinative-measure-word compound with numeral, demonstrative, or specifying determinatives. Dr. Yuanren Chao distributes Chinese measure words into nine categories: individual measure words (Mc), individual measure words associated with verb-object construction (Mc’), group measure words (Mg), partitive measure words (Mp), container measure words (Mo), temporary measure words (Mt), standard measure words (Mm), quasi-measure words (Mq), and measure words of verbs of actions (Mv). The complicated measure word system is a big challenge for Chinese as a second language learners. This study investigates learners’ lexical, semantic, and syntactic characteristics of acquiring Chinese measure words. Learners’ and native speakers’ spoken and written language data are extracted from three authoritative Chinese learners corpora and three authoritative native speaker corpora. Corpus linguistic methods are used in this study. To explore the three linguistic features, this study conducts quantitative and qualitative analyses. The quantitative analysis explores learners’ lexical diversity, sophistication, and accuracy. The findings reveal that learners’ lexical diversity of using measure words is lower than native speakers and English-speaking learners’ is lower than non-English-speaking learners’. Learners’ lexical sophistication of using measure words did not grow with proficiency levels and therefore cannot predict or indicate learners’ language proficiency levels. Likewise, learners’ lexical accuracy of using measure words vary from category to category. Advanced learners have lower accuracy than beginner and intermediate learners, and English-speaking learners are lower than non-English-speaking learners. The qualitative analysis examines learners’ semantic and syntactic behaviors with two case studies. The first case study analyzes nine specific measure words that belong to multiple categories that can reflect learners’ semantic expressions of word choices. The second case study dissects the syntactic structures of ge ‘an individual,’ zhong ‘kinds, species,’ and xie ‘some’ (they are the three most frequent measure words used by learners) and explores learners’ co-selection of determinatives, measure words, and nouns. The results of the first case study show that learners’ semantic expressions are not controlled by the frequency of semantic categories but are likely affected by a topic/genre. The second case study indicates that learners tend to overuse or underuse special grammar patterns without understanding correct usage. The whole study aims to bring attention to Chinese measure words in second language teaching and corpus linguistic methods as teaching and research tools. It will help second language teachers and linguists to gain a deeper understanding of how learners would grasp a classification system and their linguistic characteristics of acquisition. Keywords: corpus linguistics, Chinese measure words, second language acquisition

English is used as a lingua franca to communicate when interlocutors' do not share a first language (DeBartolo, 2014). This is prominent in academia, where teachers and students in international exchange programs communicate daily in English as a lingua franca (ELF). Previous research suggests that ELF speakers in this context use discourse markers (DM) as a pragmatic strategy to support their output and maintain a comprehensible discourse. However, most previous studies only used small corpora for qualitative analysis. This thesis adds to preceding research by combining qualitative and quantitative analysis of new data from an ELF corpus previously not used from this perspective. The context of the study is ELF spoken between students and teachers during academic consultation hours and possible pragmatic strategies in their use of the DMs yeah, okay and so. The analysis shows frequent use of DMs for both groups, but, perhaps due to the speaker roles, they favour different ones. For example, teachers use the function to explain and elaborate fourfold to students, this supports the nature of teacher exposition. Conversely, students' most frequently used functions indicate an active listener role, such as signalling receipt of messages. The results from this study indicate that, in an academic ELF context, teachers and students frequently use these DMs as pragmatic strategies to support their output and indicate attentiveness.

This paper offers an inductive, exploratory study on the role of input and individual differences in the early code-mixing of bilingual children. Drawing on data from two German-English bilingual children, aged 2–4, we use the traceback method to check whether their code-mixed utterances can be accounted for with the help of constructional patterns that can be found in their monolingual data and/or in their caregivers’ input. In addition, we apply the tracebackmethod to checkwhether the patterns used by one child can also be found in the input of the other child. Results show that patterns found in the code-mixed utterances could be traced back to the input the children receive, suggesting that children extract lexical knowledge from their environment. Additionally, tracing back patterns within each child was more successful than tracing back to the other child’s corpus, indicating that each child has their own set of patterns which depends verymuch on their individual input. As such, these findings can shed new light on the interplay of the two developing grammars in bilingual children and their individual differences.

This corpus-based study explores writer-reader visibility (WRV) features in the writing by young Swedish learners of English. Specifically, using Petch-Tyson’s (1998) framework, this study examines the use of WRV features in essays written by young Swedish learners in lower and upper secondary school, and compares their use to that of Swedish university-level learners. The findings align with Hasund and Hasselgård’s (2022) observation based on young learners that “the tendency to be visible writers starts early” (p. 19). Yet, as the writing proficiency or experience of this learner population increases, their visibility decreases by relying less on WRV devices. This study contributes to the understanding of how young learners’ use of WRV features in their writing develops and provides insights into writing instructions for young learners of English.

This paper focuses on the use of English epicene pronouns in discourse which most individuals are exposed to on an everyday basis. Gender-based linguistic reforms have been implemented since the beginning of the 1970s, to achieve a more non-sexist language. In the present study Corpus linguistics has been applied to investigate the use of personal pronoun he and the personal pronoun singular they in relationship with these linguistic reforms. The present study uses data from both written and spoken English between the 1930s and 2019. The data is collected from corpora COHA and COCA to diachronically study patterns of the use of generic he and singular they when used as anaphoric reference to an antecedent of unknown gender. To narrow the searches in corpora, indefinite compound pronouns are used in collocation with the epicene pronouns as linguistic features. Systematic sampling and mapping of the data lay the ground for the analysis that determines if patterns in the language can be related to the gender-based linguistic reforms. The evidence from the data collected for the present study shows that there are changes in use of male biased pronouns before and after the gender-based linguistic reforms. From the data conducted for the present study the evidence shows trends in the figures that the neutralization strategy can be related to the changes, to some extent. The diachronic development is discussed in connection with reforms, guidelines and previous conducted studies in more detail and suggestion on further studies are presented.

Idiolect refers to an individual’s unique use of language. Therefore, the author of a text can be identified by his/her use of language. This study is focused on Joan Hambidge’s recognisable idiolect across the boundaries of genres. It is expected that Hambidge will have a unique and recognisable idiolect, regardless of the genre she writes in. By making use of forensic linguistic principles, methods and applications, it has been shown that it is possible to determine an individual’s idiolect. Even though forensic principles are specifically focused on identifying an author, the methodology used in the research field can be applied to a corpus linguistic study to determine how clearly an individual’s idiolect features across the boundaries of genres. By researching the research subject, explaining her oeuvre, creating a literary background, as well as discussing the literary approaches that Hambidge uses in her respective genres, and what she writes about, the necessary literary background was created, which contributes to the complete image of Hambidge and her influences. By creating this background, it is possible to determine which external factors have an influence on Hambidge's idiolect. Linguistic research was done to determine the origin and background of sociolinguistics; as well as factors that can influence an individual’s idiolect. The background of forensic linguistics was provided, as well as the various corpus linguistic methods that can be used in a study such as this one. After the background was provided, the empirical analysis was executed, in which both stylistic and stylometric analyses were performed by making use of inter- and intra-corpus linguistic research, according to which Hambidge’s idiolect was identified. To identify Hambidge’s idiolect, the Taalkommissie corpus was used as a reference corpus to determine whether the idiosyncratic characteristics that were found in the Hambidge corpus truly are a unique feature or whether they can also be found in the Taalkommissie corpus. The application and execution of the methods made it possible to determine to which extent, if at all, Hambidge has a unique idiolect, and how this idiolect features across the boundaries of genres. The research has determined that Joan Hambidge has a unique idiolect and that the idiolect is especially clear when research is done about her corpus in its entirety. When Hambidge’s separate genres were compared to each other, it was clear that genre influences idiolect, but also that Hambidge did not follow the prescribed genre conventions. Even though the two novels that were compared, did not match as was expected, the other, various genres did agree. Various categories were identified, from which it is clear that distinguishing characteristics can be found in Hambidge’s corpus. It can therefore be said without a doubt that Hambidge has a unique idiolect across the boundaries of genres. / MA (Afrikaans and Dutch), North-West University, Potchefstroom Campus, 2014

The thesis explores the form, function and sociolinguistic distribution of explicit apologies in the spoken part of the British National Corpus. The sub-corpus used for the study comprises a spoken text mass of about five million words and represents dialogue produced by more than 1700 speakers, acting in a number of different conversational settings. More than 3000 examples of apologising are included in the analysis. Primarily, the form and function of the apologies are examined in relation to the type of offence leading up to the speech act. Aspects such as the sincerity of the apologies and the use of additional remedial strategies other than explicit apologising are also considered. Variations in the distributions of the different types of apologies found are subsequently investigated for the two independent variables speaker social identity (gender, social class and age) and conversational setting (genre, formality and group size). The effect of the speaker-addressee relationship on the apology rate and the types of apologies produced is also examined. In this study, the prototypical apology, a speech act used to remedy a real or perceived offence, is only one of a number of uses of the apology form in the corpus. Other common functions of the form include discourse-managing devices such as request cues for repetition and markers of hesitation, as well as disarming devices uttered before expressing disagreement and controversial opinions. Among the speaker social variables investigated, age and social class are particularly important in affecting apologetic behaviour. Young and middle-class speakers favour the use of the apology form. No substantial gender differences in apologising are apparent in the corpus. I have also been able to show that large conversational groups result in frequent use of the form. Finally, analysis of the effects of the speaker-addressee relationship on the use of the speech act shows that, contrary to expectations based on Brown & Levinson’s theory of politeness, it is the powerful who tend to apologise to the powerless rather than vice versa. The study implies that formulaic politeness is an important linguistic marker of social class and that its use often involves control of the addressee.