{"id":693,"date":"2020-05-25T00:33:16","date_gmt":"2020-05-25T00:33:16","guid":{"rendered":"http:\/\/blogs.cardiff.ac.uk\/clcrseminars\/?page_id=693"},"modified":"2020-06-12T15:10:20","modified_gmt":"2020-06-12T15:10:20","slug":"abstracts","status":"publish","type":"page","link":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/pgr-conference\/abstracts\/","title":{"rendered":"Abstracts"},"content":{"rendered":"\n

Lexical Access in Bilingual Speech Production \u2018\u2019the hard problem\u2019\u2019: Evidence from Masked Priming of Picture Naming – Manal Alharbi<\/em><\/h4>\n\n\n\n

Past psycholinguistic research on bilingual word production investigating the manner of language selection process has adopted various methodologies, including the picture \u2013word interference, language mixing\/switching and phoneme monitoring paradigms, and produced conflicting results which might be attributed to task-related flaws (Costa et al. 2006; Kroll et al. 2010). Thus, in this research the masked priming paradigm in a picture naming task was used to investigate, for the first time, lexical access in Arabic-English bilinguals who use with different scripts. In experiment 1, subjects were asked to name cognate and non-cognate pictures that were preceded by a masked L1 prime word. Prime words were either related (i.e. the name of the picture in L1) or unrelated. Results showed a significant priming effect for cognates and non-cognates when preceded by related masked primes. This was interpreted as evidence that non-target lexical nodes were active and do not compete for selection. In experiment 2, subjects were asked to name non-cognate pictures that were preceded by masked prime words in L1. The prime words were either semantically related or unrelated. Results showed a semantic interference effect which was interpreted as evidence of lexical competition at the lexical level. A third experiment is on-going to investigate these contradictory findings.<\/p>\n\n\n\n

The Phonological Effect of Iraqi Arabic as a Heritage Language on Cardiff English as a Majority and Native Language for Adult Heritage Speakers of Arabic in Cardiff, the UK – Hamed Aljemaily <\/em><\/h4>\n\n\n\n

This\nresearch is intended to investigate the phonological effect of Iraqi Arabic as\na heritage language on the Cardiff English of relevant native speakers in the\nUK. It will attempt to find out any possible interference from Arabic as a non-dominant\nlanguage in the production of English as a majority language. In other words,\nit will auditorily and acoustically test whether Iraqi Arabic as a minority\nlanguage influences the production of English spoken in Cardiff, UK. To\nelaborate, the concentration will be on whether a peculiar accent is detected\nin their articulation of English segments based on accentedness ratings; and to\nlook at and pinpoint the acoustic characteristics of some segments to determine\nany potential deviation on the segment level that might result in different phonetic\nproperties in these segments. Furthermore, it will discuss the correlation\nbetween accentedness ratings and the acoustic measurements.<\/p>\n\n\n\n

For the\nmethodology, this data has been collected from two groups: an experimental\ngroup (namely, heritage speakers of Iraqi Arabic) and a control group (namely,\nmonolinguals in Cardiff English). The implemented instruments are a reading\nmaterial and a demographic questionnaire. Then, their audio recorded readings will\nbe rated by ten monolinguals in Cardiff English. In addition, acoustic\ncharacteristics for a number of segments will be measured and compared between\nthe two groups. The findings will present and discuss any possible overlap\nbetween these two languages focussing on the interference from Arabic in the\narticulation of English.<\/p>\n\n\n\n

The Role of Digital Multilingual Patterns & Functions on Branding and Self-Branding: An Investigation of Practices by Saudi Users on Twitter – Reem Al Madani <\/em><\/h4>\n\n\n\n

The increasing number of internet users means that\ncorporations and social media influencers build creative social media\nstrategies and interactive posts to engage with their followers and encourage\nthem to share the content related to them and their brand. The research project\nexamines the digital communication of corporations, social media influencers,\nand ordinary users with a focus on the multilingual practices used to\ncommunicate with the existing and potential virtual audience on Twitter in\nSaudi Arabia. The study aims at investigating the use of the different forms of\nModern Standard Arabic, Colloquial Arabic and English, in addition to the use\nof punctuation to express emotions and emoji in a corpus of more than 14,000\ntweets from corporations, social media influencers, and ordinary users.<\/p>\n\n\n\n

The poster will discuss the quantitative analysis of the\ndata collected from the corporations\u2019 accounts (9370 tweets). It will explain\nthe different language varieties and functions that emerged from the data. Furthermore,\nthe poster will showcase how the language choice plays a role in the function\nof the tweet. <\/p>\n\n\n\n

A Cross-Linguistic Study of Metadiscourse Markers in English Academic Writing of Saudi EFL Students and UK Native Speakers of English – Nasser Alqahtani<\/em><\/h4>\n\n\n\n

The use of metadiscourse (MD) in academic writing is a concern for students due to its explanatory and rhetorical nature (Nash, 1992). MD markers are words (e.g. first<\/em> and surprisingly<\/em>) that guide readers in a text and show the stance of the writer. MD has two main functions: textual and interpersonal, which are based on Halliday\u2019s (1973) macro-functions of language. On the textual level, MD guides the readers in the text to organize and interpret the content, and on the interpersonal level, MD turns the readers to the writer\u2019s perceptions and attitudes making texts more reader-friendly (Crismore & Farnsworth 1989). Crucially, the use of MD markers varies from one group to another depending on the cultural and institutional contexts (Hyland, 2005; 2017). Therefore, specific practices are witnessed in Saud students\u2019 writing as they come from a different society and culture (Alowayid, 2018). A few studies have looked at Saudi students\u2019 use of discourse markers, and concluded that students underuse and misuse markers which result in low quality of their writing (Daif-Allah & Albesher, 2013; Alowayid, 2018). Most MD studies investigate MD based on a functional approach i.e. communicative function (Hyland, 2005) but this study combines the functional approach and the basic constituents of the clause (subject, predicate, etc.) to determine the functions of the markers syntactically and communicatively. Using a corpus of 30 MA dissertations in Applied Linguistics, this study explores the differences and similarities of MD usage between three groups of participants: Saudis in Saudi Arabia, Saudis in the UK, and UK native speakers of English. This research adds to the emerging L2 academic writing literature on the use of MD cross-culturally. The results can be used to develop materials for teaching in KSA and to see what affect students\u2019 use of MD more the discipline or the institutional context (Saudi universities VS UK universities).<\/p>\n\n\n\n

Positive and negative evaluative language: A comparative study on British news reports of the ISIS conflict in Iraq and Syria using Appraisal theory – Zeen Al-Rasheed<\/em><\/h4>\n\n\n\n

Evaluation language conveys attitude towards\nan individual, situation and other beings or objects. It is both subjective and\nexists within a societal value-system (Hunston 1994: 191). I draw on Martin and\nWhite\u2019s Appraisal theory (2005) and some other studies such as: (Chiluwa and\nIfukor 2015, Chen 2014, Julian 2011) in order to investigate whether British\njournalistic accounts of Iraq and Syria produce similar or different evaluation\npatterns and to find out the types of group identities.<\/p>\n\n\n\n

The data I have chosen encompasses twelve\nBritish news reports from a range of newspapers. I divided them into two sets:\nsix of the sets related to the ISIS conflict in Iraq and the other six related\nto the conflict in Syria. In the poster, the main point I demonstrate is the\nanalysis outcomes regarding both sets of press reports. I show in a table the\nevaluative pattern results for some targets i.e., the appraised characters that\nare involved in the ISIS conflict. Based on these patterns, the similarities\nand differences among the targets have also been identified. Finally, the\nclassification of some targets as good or bad group is also demonstrated. There\nare, however, two of the targets that I have not decided yet under which group\nthey could be classified and therefore I have included two questions which are related\nto this issue of grouping. <\/p>\n\n\n\n

The Non-arbitrariness of the Emotive Hijazi Non-Lexical Expressions – Mashael Assaadi<\/em><\/h4>\n\n\n\n

In everyday speech, Hijazi Arabic is full of non-lexical Expressions\n(NLEs) that constitute independent utterances, and realize the speaker’s\nemotional states. For example, wah!<\/em><\/strong> realizes surprise, j<\/em><\/strong>\u026a<\/em>\u0295!<\/em> realizes disgust, etc. My study investigates\nthe non-arbitrary relationship between Hijazi NLEs (HNLEs) and their emotive meanings\nby considering them as semiotic signs. In semiotics, a sign is anything which refers\nto something else. Signs communicate meanings. NLEs signal emotional states and\nhence are signs.  <\/p>\n\n\n\n

Saussure (1916) states\nthat signs are arbitrary; their meaning is not predictable from the form. However,\nhe allows for some exceptions such as interjections. I argue that the NLEs are\nsimilar to interjections, as both of them are \u201cspontaneous expressions of\nreality dictated \u2026by natural forces\u201d (ibid 69). In other words, they show the\ninteraction between the socio-cultural and intrapersonal aspects of language\n(Wharton 2003; cf. Wierzbicka 1992). Like interjections, NLEs are inner\nexpressive speech with unusual vocalizations depending on specific situational\nand socio-cultural contexts. Based on Hjelmslev (1963) and Halliday and Matthiessen (2014)\nframework, I argue that the emotive\nHNLEs are semiotic signs that contain an internal dynamic system of\nstratification between two orders of the Hijazi NLEs\u2019 abstractions: the content\nplane of the Hijazi NLEs (i.e. the emotional meanings) and expression plane of\nthe Hijazi NLEs (i.e. the phonetic form). <\/p>\n\n\n\n

This study examines 34 HNLEs\nwhose meanings have been checked through an open questionnaire that elicited responses\nfrom Hijazi speakers of different social variables. I classify their answers to\nexplore the non-arbitrariness of those HNLEs. They have been mapped with Shaver\net al.\u2019s (2001) emotion classification. The data analysis shows that the HNLEs\nof every basic emotion are similar in their physical vocalizations. In other\nwords, the content of a specific emotion has a meta-redundant relationship with\nthe expression of the emotive Hijazi NLEs that realise this specific emotion,\nas they share some common vocalisations and emotional meanings. These common vocalisations show iconic representations,\nwhich in themselves are indexes for that emotional meaning. Specific feelings\nmotivate us to shape our mouth in a specific way. We produce those NLEs which\nhave unusual phonological structures to communicate these meanings (c.f. Darwin\n1872: 83, 91). <\/p>\n\n\n\n

Global Bilingual News: Same events, but variable perspectives – Banan Assiri<\/em> <\/h4>\n\n\n\n

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nFrom Tunisia and rapidly across Egypt, Yemen,\nBahrain, Libya and Syria, and recently in Sudan, Algeria and Iraq, the \u2018quest\nfor democracy\u2019 movements that became popular in the media as the \u2018Arab Spring\u2019\nattracted global media interest. Besides their production and reception\nvariation (Clausen 2003), international news media may generate different\nemphases of the same event and assert different forms of narration to support\nparticular political, ideological and social perspectives. In this poster, I describe\nhow I employ both cross-linguistic corpus linguistics (Taylor, 2014; Vessey,\n2013) and critical discourse analysis to discusses how reporting of the same\nevents by the same news outlet in two languages may lead to a varied and\ncontradictory representations of particular political and social actors and\nvoices. This is of interest because it may problematize the notion that an\nindividual news source has a coherent news story or stance and adds empirical\nsupport for the notion of \u2018representation\u2019 in the reporting of events (Hall,\n1999). Also, I display how I apply News Values approach (Bednarek & Caple,\n2014) joined with the voices analysis (Bednarek, 2016), to explore representation\nof political and social actors in the \u2018Arab Spring\u2019 in the Arabic- and English-language\narticles of two international news outlets, Aljazeera and the BBC. In both\nAljazeera and the BBC, there was evidence of how discourse features change to\nindex legitimacy in the representation of political and social actors\u2019 voices\nin the \u2018Arab Spring\u2019 from contrasting cross-linguistic\/cultural perspectives. \n\n\n\n<\/p>\n\n\n\n

Using CADS to uncover how right-wing extremists generate an alternative rape culture in online narratives – Kate Barber<\/em><\/h4>\n\n\n\n

Right-wing extremism, in its many guises, is spreading and\nexpanding internationally (Caiani & Kr\u00f6ll 2015, p 331), particularly through\nonline platforms.  Linguistic analyses of\nfar-right discourses have traditionally focused on nationalist rhetoric or\nracist and ethnoreligious-based invective (see, for example, Brindle 2016).\nRecently, academic focus has been on group identity within the far-right (Gray\n2018, Lorenzo-Dus & Nouri 2020). \nHowever, the explicit anti-feminist stance held by some far-right\ngroups, and how this contributes to their collective identities and ideologies,\nremains underexplored.  Related to this,\nthe growing men\u2019s rights\nactivist movement known as the Manosphere<\/em> is appearing to move closer to the far\nright online (Romano 2016, Marwick & Caplan 2018).  The overall aim of this study is to highlight\nthe extent to which ascribed and inhabited identities in both the Alternative\nRight (Alt-Right) and the Manosphere<\/em> converge in the way they portray\nvictims and perpetrators of sexual violence, particularly through the manipulation\nof narrative discourses.<\/p>\n\n\n\n

The poster outlines findings from an ongoing corpus-assisted critical discourse analysis of blog posts from Manosphere<\/em> sites. Following a brief overview of the data and the XML mark up of lexical and clausal elements of the posts, the poster examines two aspects of the study: 1) the organisation of narrative components in news narratives from Manosphere blogs; and 2) how identities shift between narrative components to generate a shared alternative rape culture which excuses sexual violence against women while promoting white male victimhood.  It is hoped that this study will contribute to research on the relationship between identities and narrative in extremist rhetoric and, eventually, to work on countering violent extremism online.<\/p>\n\n\n\n

English language vocabulary pedagogy: Investigating the impact of explicit etymology and morphology teaching on children\u2019s vocabulary development in schools in Wales – Ellen Bristow<\/em><\/h4>\n\n\n\n

The ability to cope with different levels of lexical complexity is fundamental to an individual\u2019s success, both academically and in life post-education. To ensure individuals acquire the varying  levels, registers and a range of vocabulary necessary for this success, the Curriculum for Wales (2016) purports to expose children in Wales to the high-level and variety of vocabulary required. However, in Wales in 2019, the number of children reaching the expected standards in reading and writing by age eleven (end of Key Stage 2) decreased by 1.4% (Welsh Government 2019). Additionally, in 2019, the English language GCSE pass-rate in Wales dropped by 4.1%, with just 59.2% achieving an A*-C grade compared to 61% in 2018 and 63% in 2017 (Qualifications Wales 2019). This evidence suggests that there is a \u2018gap\u2019 between the vocabulary children should <\/em>know and understand, compared to what they actually <\/em>know and understand. Consequently, this doctoral project takes this vocabulary \u2018gap\u2019 as its central concept. Drawing upon theories of child vocabulary development (e.g. Clark 1993), derivational morphology acquisition (Tyler and Nagy 1989), English language pedagogical theory and practice (e.g. Quigley 2019; Murphy and Murphy 2019), and progression outcomes from the current and Draft Curriculum for Wales 2022 (2016; 2019), it examines whether integrating explicit etymology and morphology teaching into English language education could influence children\u2019s ability to use and comprehend complex academic vocabulary. <\/p>\n\n\n\n

A Methodological Approach to a Discursive Analysis of Judicial Activism – D\u00e9bora Cabral<\/em><\/strong><\/h4>\n\n\n\n

This PhD research aims to explore how\njudicial activism and judicial bias are linguistically enacted, and to what\nextent there is an institutional identity of impartiality in Judge Moro\u2019s Lava Jato<\/em> sentencing decisions. Opera\u00e7\u00e3o Lava Jato<\/em> (Operation Car Wash), a\nBrazilian Federal Police investigation, unveiled a network of corruption that\nincluded executives from major Brazilian companies and prominent politicians. These sentencing decisions will be examined\nunder the light of corpus linguistics and van Dijk\u2019s sociocognitive critical\nstudies (2008; 2014; 2018) in order to contribute to the worldly discussion of\nthe role of the judiciary in a democratic society. This poster presents\nspecifically the methodological approach to analyse judicial activism and some\nof the next steps to analyse judicial bias and impartiality.  Judicial activism has\nbeen an ongoing discussion among law scholars (e.g. Baptista and Puerari 2017; Castilho 2018; Dias and\nZaghlout 2016; Kmiec 2004; Nascimento 2011; Ribeiro 2018). In\nthe linguistic field, however, no linguistic work on judicial activism has been\nfound. In the Brazilian setting, there are studies on polyphony, i.e. the many\nvoices, present in sentencing decisions (Catunda 2010, Valverde et. al 2013),\nargumentation in sentencing decisions (Pistori and Banks-Leite 2010),\nstereotypes and subjectivity (Cabral and Concei\u00e7\u00e3o 2017), and how social actors\nin the penal court context are represented (Fuzer 2010), but there is no study\non judicial activism. For that reason, before examining Judge Moro\u2019s Lava Jato <\/em>sentencing decision corpus, it\nwill be necessary to identify the types of linguistic features that might\ncharacterise activism, and then, more specifically, judicial activism, and only\nthen analyse Judge Moro\u2019s sentencing decisions.<\/p>\n\n\n\n

An Empirical Investigation into the Nature and Degree of Nominality – Alex Carr<\/em><\/h4>\n\n\n\n

While it is widely accepted that\nnouns and verbs constitute two separate lexical classes, this\ndistinction has been shown to be unsatisfactory due to variably applied\ncriteria which inconsistently mix morphology, syntax and semantics (Lyons\n1977:423). For example, one problem is that semantic distinctions such as event\nvs\u202fobject are not reliable, e.g. the noun \u2018fire\u2019 behaves verbally, like a\ndeverbal noun, but this meaning is not inherited from a\nverb (Vendler 1967:141). Hanks\n(2013:73) suggests that lexical items, in\nisolation, do not possess inherent meaning, but \u201cmeaning potential\u201d,\nwhich is activated when placed in a context. In\nthe field of Lexical Semantics, the analysis of word meaning from the \u2018Semasiological\u2019 perspective\nprovides a beneficial heuristic to view the various meanings a nominal can\nexpress. By exploring the multidimensional interconnections of meaning within\nlexical items, we can examine how such nominals can express both event and\nobject semantics. Nevertheless, while this analysis has allowed us to explore\nthe semantics of nominals at a level that cannot be attained from only looking\nat classifications of lexical class, it does not explicitly provide us with\nempirical data on how the semantics of these nominals generally behave. Therefore, the aims of this\nresearch are threefold: (1) to determine how the nature and degree\nof nominality can be evaluated, (2) to determine how object,\nstate, and event meaning come to be expressed in nominal forms and (3) to\nexamine the relationship between the syntactic behaviour and the semantic\nproperties of underived event nominals (UENs). <\/p>\n\n\n\n

A contrastive study into the lexico-grammatical reactances of two intransitive verbal categories – Lucy Chrispin<\/em><\/h4>\n\n\n\n

Within the theory of Systemic Functional Linguistics (SFL),\nHalliday (1994) proposes six process types that each represents a different\nexperience. These process types are concerned with the transitivity system, and\nare formed from the lexico-grammatical interface of the verb and surrounding participants\nand circumstances. Whilst some instances of language fit neatly into a specific\nprocess type category, others are not always obvious, and this can lead to\ndiscrepancies in process type analysis (O\u2019Donnell\net al. 2009).\nIn particular, there lacks reliable lexio-grammatical reactances to distinguish behavioural processes from\nmaterial processes that are intransitive, i.e.\nneither take\na that-complement, they both favour the present progressive tense, and\nbehaviourals are typically intransitive. This raises the question as to why these experiences are theoretically\noutlined in two separate categories. Thus, this paper seeks to test the\ntheoretical claims about both categories using empirical data, and in doing so,\nattempts to identify any lexico-grammatical reactances that can be used to\ndifferentiate behavioural processes from intransitive material processes. The\ndata includes a sample of five verbs that typically occur in behavioural\nprocesses and five verbs that typically occur in intransitive actions, using\nthe Corpus of Contemporary English (Davies\n2008-). The paper highlights the value in\nusing Hanks\u2019 (2004) Corpus Pattern Analysis (CPA) combined with aspectual\nanalysis (Van\nRompaey 2013, pp.181\u2013219) to reveal similarities in four lexico-grammatical\nreactances \u2013 animacy, intransitivity, -that complements, and grammatical aspect\n\u2013 with the major difference lying in the lexical aspect.<\/p>\n\n\n\n

Determining the impact of Syntactic Intelligibility on the Regognition of the Emotional Speech Signal – Matthew Coombe<\/em>s<\/h4>\n\n\n\n

The result was a survey which invited\nparticipants to listen to a number of voices speaking short sentences, and to\nthen rate their affective response through a series of likert-based scales. As\nbefore, three sets of spoken-word stimuli were produced – the first being\nrecognised lexically and grammatically as English, with the second containing\nreduced levels of recognisable grammar and syntax – with the third set\n(constructed language) reduced to minimal values, thus meaning English was in\nno way distinguishable from the spoken words. <\/p>\n\n\n\n

Rather than approaching an\ninternational audience (as was the case for the pilot study), it was decided to\ntarget a population within a given area – later to be decided as the county of Cornwall. This would ensure that bias\nbetween dialect, accent and other such nuances would be kept to a minimum. The\ndata from this survey would then be used later when subsequent studies would be\ntargeting more metropolitan areas. <\/p>\n\n\n\n

The purpose of accessing this data is\nto represent a profile of aesthetic preferences to vocal acoustics, and how\nthis differs both nationally and internationally with respect to the\naforementioned factors relating to geolocalisation.<\/p>\n\n\n\n

Keepin\u2019 it real: Styling authenticity on Twitter disinformation accounts – Aurora Goodwin<\/em><\/h4>\n\n\n\n

Disinformation is currently one of the\nbiggest threats to global democracy (World Economic Forum 2016), causing\ngovernments to create regulations to censor and control distributions of \u2018fake\nnews\u2019 (West 2017). One of the most prominent disinformation campaigns was that\nled by the Internet Research Agency during the US Presidential Election of\n2016, leading to the indictment of 13 Russian nationals on the grounds of\n\u2018defrauding the United States\u2019 (US Department of Justice 2018).<\/p>\n\n\n\n

Using a pre-existing data set compiled\nof a total of 3837 accounts identified as belonging to the Internet Research\nAgency, I aim to combine qualitative and quantitative methods to investigate\nauthentication processes carried out by some of the most followed accounts. The\nanalytical chapter currently in progress is aimed at investigating how\ndisinformation accounts style their profile meta-data to authenticate\nperformances of identity.<\/p>\n\n\n\n

Metadata is broadly used to refer to\n\u2018data about data\u2019 (Foulonneau and Riley 2008:3). Within social media research,\nspecifically on Twitter, metadata has been defined as \u2018characteristics of a\nTwitter profile that (are independent of tweet content)\u2019 (Morgan-Lopez et al\n2017). I focus specifically on usernames and handles, and hope to expand this\nto profile pictures and bios in the future.<\/p>\n\n\n\n

This poster\nwill focus on the progress of my current chapter, specifically my analysis of\nusernames and handles, and their contribution towards authenticating processes.<\/p>\n\n\n\n

What’s So Special About The Circus? (And Who Says So) –Katharine Kavanagh<\/em><\/h4>\n\n\n\n

This research is a corpus-assisted critical discourse study into\nthe values attributed to the experience of attending circus performances. Underlying\nconcepts of value are seen to materialise through cognitive stances that are\nrealised in texts as evaluation (Thompson and Alba-Juez, 2014:10; Bednarek and Caple,\n2017:78). Evaluation is\nalso a key registerial feature of promotional genres, both those framed as\nmarketing and those framed as reviews \u2014otherwise known as \u2018interested\u2019 and\n‘disinterested’ genres (Shaw, 2009). In the circus field, my previous\nresearch has found that reviews readily available to the British public only\nrepresented a limited variety of the values that can be attributed to the\nexperience of attending circus productions (and did so in a non-dialogic,\nauthoritative fashion, occluding the possibility of alternatives). It follows\nthat there are experiential values held by members of UK circus audiences that\nare not publicly represented. To discover the extent to which this is the case,\nand the way any such discrepancies manifest, my study combines Audience\nResearch and Corpus Linguistics methods to compare the evaluation realised in\nthree subcorpora: audience interview transcripts; circus reviews; and corresponding\npublicity blurbs. The various values represented will be identified by triangulating\nkey semantic domain analysis (Rayson et al., 2004) with APPRAISAL\nanalysis (Martin and White, 2005). The keyness analysis will use the\nfull circus evaluation corpus as reference, while each subcorpus will be\nproportionately sampled, with the samples coded for APPRAISAL features using\nUAM CorpusTool (O\u2019Donnell, 2008). This poster presents the rationale\nfor this research and the proposed methodology.<\/p>\n\n\n\n

Morphological Regularities and Patterns in English Word Formation – Kateryna Krykoniuk<\/em><\/h4>\n\n\n\n

The poster provides an overview of the thesis entitled Morphological\nPatterns and Regularities in English Word Formation<\/em>. It, first, centers\naround the aim, the methodology and theoretical problems substantiated in the\nresearch. As follows from the dissertation title, its main objectiveis to identify\nfundamental patterns, relations and regularities that determine how morphemes\nare organized in English words. Further, different methodological toolsaredeployed in this\nresearch. Specifically, a sample of lexemes (40,000) was formalized with the\nhelp of formal morphological analysis<\/em>, which transforms lexemes into\nformulas containing morphological information. Then, the morphological formulae were\nclassified and organized using macros written in the VB, which resulted in the\nformation of a morphological meta-corpus\u2014a set of formally represented\nmorphological patterns of English words. Lastly, various statistical analyses\nare used to explore various aspects of this meta-corpus (e.g. Principle\nComponent Analysis, regression modelling, conditional inference trees and\nforests). In addition, theoretical problemssubstantiated in this thesis\nconcern (a) constraints of suffix ordering and the interaction between affixes\nand word bases, (b) the impact of type and token frequency of morphemes and of\nmorphological patterns on English word formation grammar, (c) such typological\ncharacteristics of English as isolation, agglutination and fusion, and (d) the\nrelatively newly-established concepts of global and potential productivity\n(Baayen 1991). The second part of the poster describes the structure of the\nthesis by looking at the dissertation chapters. Finally, at the bottom of the\nposter, two questions are raised for the purpose of the feedback. <\/p>\n\n\n\n

Victim Voices: Analysing Child Discourse in Online Sexual Grooming Interactions – Ruth Mullineux-Morgan<\/em> <\/h4>\n\n\n\n

Online Child Sexual Grooming (OCSG) is an\ninternet-enabled communicative<\/em>\nprocess of entrapment in which an adult uses language and\nother semiotic modes (e.g. images) to lure a minor into taking part in sexual\nactivities online and, at times, also offline (Lorenzo-Dus et al 2020:16).\nResearch into the language used in OCSG has proposed an Online Grooming\nDiscourse Model (OGDM) which reveals that offenders regularly deploy a range of\nprocesses (Deceptive Trust Development, Isolation, Compliance Testing and Sexual\nGratification) to carry out sophisticated relational work to create\ninterpersonal closeness with their target victims (Lorenzo-Dus et al 2016).\nWhat we currently lack is an understanding of how child victims of OCSG\ninterpret offenders\u2019 strategic use of language. <\/p>\n\n\n\n

This\nposter outlines the proposed approach aimed at filling this important gap in\nknowledge. Data comes from three hitherto\nun-examined sources (i) children\u2019s accounts of their experiences of OCSG in a\ncounselling context via a national helpline; (ii) police data of social media\ninteractions between children and groomers; and (iii) focus groups with child\nprotection and helpline counselling professionals. <\/p>\n\n\n\n

Early\nfindings from an analysis of the child\u2019s discourse about the groomer\u2019s communication\nand behaviour are presented. These reveal a dissonance with the OGDM, with\n79.4% of children\u2019s utterances within the Compliance\nTesting<\/em> process seeming to fall outside previously identified\nsub-strategies. Instead, children refer to threats, blackmail and harassment,\nappearing therefore, to indicate the presence of communicative coercion (Chiang\net al 2018; Schneevogt et al 2018; Chiang & Grant 2019). In order to probe\nthis finding further this research will draw on im-politeness theory (Brown\n& Levinson, 1987; Culpeper 2011). Further, the\nchild\u2019s evaluation (feelings and opinions) of their experiences of OCSG will be\nanalysed drawing on the modified AFFECT subsystem of Appraisal theory (Martin\n& White, 2005; Bednarek, 2008) proposed by Benitez-Castro &\nHidalgo-Tenorio (2019).  <\/p>\n\n\n\n

Automatic grammar induction from free text using insights from Cognitive Grammar – Vigneshwaran Muralidaran<\/em><\/h4>\n\n\n\n

Identifying the grammatical structure of a sentence is useful in many Natural Language Processing applications such as Document Summarisation, Discourse Analysis, Language Prediction and Machine Translation. With the availability of syntactic treebanks, supervised parsers have been developed successfully for many major languages. However for minority languages with low resources, this poses a challenge. My research aims to find a linguistically motivated approach that automatically induces grammatical structures from free sentences with very little or no annotation. Although primarily developed for Welsh (and English), this work can be readily adapted to different languages including low-resource minority languages. We draw the basic outlook of linguistic analysis from Cognitive Grammar. Our approach identifies grammatical patterns from a free text by recognising domain-independent, general, cognitive patterns of local coherence that occur in natural language utterances. The implementation is also motivated to reflect some of the general psycholinguistic properties of parsing by humans – such as incrementality, connectedness and expectation. As there are multiple valid ways to assemble component schemas into a complex, there is no one gold standard to compare the output against. Therefore we evaluated the system by generating new sentences using the component schemas as templates and asked human volunteers rated them on a scale of 1 to 5. Using Wordnet information along with Parts Of Speech tags resulted in better prediction and improved the rating of the sentences generated for evaluation in English. We have to yet conduct the volunteer evaluation for Welsh.<\/p>\n\n\n\n

Following a long Summer of\ncompartmentalising, an updated thesis structure based on the pilot studies was\ncompleted during my second year. A number of improvements relating to the\nhuman-computer interaction via the interface design. along with some of the\nwording and the questions pertaining to the necessary information required from\nthe participants were made in retrospect to the pilot. <\/p>\n\n\n\n

The Language Of Student Complaints Procedures In The UK Higher Education Sector – Lisa Pomfrett<\/em><\/h4>\n\n\n\n

Regulatory, policy\nand guidance documents are a common feature of the modern Higher Education\nsector.  Yet, whilst research on the\nlanguage of the classroom and academia is growing, there is a distinct lack of\nresearch on the language of these documents. \nMy research will add to existing knowledge of the language of\nnon-academic text in the sector through looking at these documents as both a\ntool for the reader to use for guidance and as a mechanism to create \/\nreinforce internal relationships within the sector.  <\/p>\n\n\n\n

My\nresearch will explore written communication in the Higher Education sector\nsurrounding student complaints procedures. \nUsing a genre-based approach and corpus linguistic methodologies,\nrelevant regulations, policies, student guidance and staff guidance documents\nwill be analysed to determine how obligation and commitment to act are\ncommunicated; if there is evidence that documents can be considered individual genres\nand representation of hierarchical \/ power relationships within the documents.  The research is embedded in practices of the\nmodern Higher Education sector and data used for this research aims to reflect\nthis through looking at all users of the documents (staff and students) as well\nas selected missions groups that represent two distinct types of Higher Education\ninstitutions in the current sector (Russell Group and Post-1992).<\/p>\n\n\n\n

\u2018All incriminatory information in this work is written \u201cin character\u201d and must not be confused with an actual plan, or strategy to attempt to harm any individuals or infrastructure\u2019:  Virtual responsibility in criminal narratives – Emily Powell<\/em><\/h4>\n\n\n\n

The positioning of the self as similar or different to a past or future self (Bamberg 2012) is particularly relevant to criminal narratives because of the possibility that someone who intends to harm others may enable themselves to act by compartmentalising different parts of themselves in some way (Cohen 2001). The creation of a virtual self within such narratives may therefore enable an offender to preserve their own moral identity by viewing their future acts as separate to their current identities as good people (Maruna 2004), or conversely, may allow the killer to rehearse their agency and their role as killers through their narrative using hypothetical situations (Brockmeier 2009; Bruner 2004). <\/p>\n\n\n\n

This study uses a corpus linguistic approach to diachronically analyse stylistic changes in a corpus of texts written by mass murderers (Anders Breivik, Elliot Rodger, Dylan Klebold, and Eric Harris), and explores the way in which they navigate their moral agency by presenting themselves as similar or different to their hypothetical or virtual selves, and linguistically blurring the lines between virtual and real-life killing. <\/p>\n\n\n\n

The vocalic inventory of late Old Northumbrian – Elisa Ram\u00edres P\u00e9rez<\/em><\/h4>\n\n\n\n

Unlike Present-Day English, Old English (ca. 7th c. to 1150) is considered to be a rather phonemic language, in the sense that there existed a more robust sound-letter correspondence. While the reconstruction of the Old English consonantal system has presented challenges of its own, it is the reconstruction of the vocalic system of Old English which has proven most problematic (Minkova 2014: 175-176). According to the authorities in the field of diachronic phonology, the Old English vocalic inventory contained short and long vowels as well as short and long diphthongs (Campbell 1959; Lass 1994; Hogg 2011; Minkova 2014). In addition to these, there also existed a number of vocalic digraphs, that is, combinations of two vowels, which, despite their similarity in spelling, did not behave or develop phonologically like diphthongs did. The main complication for my PhD project, which studies the weak verbal system in the Northumbrian dialect of Old English (10th c.), is that the phonological accounts of Old English are majorly based on the semi-standardised West-Saxon dialect. It is known that these two dialects are considerably different. Most crucially for my project, Cole (2019) demonstrated that Northumbrian spelling reflects changes in pronunciation more faithfully than West-Saxon does. Similarly, Stenbrenden (2016) convincingly argued that the development and orthographic representation of certain Old English long vowels differed in northern dialects from more southern ones. Based on these recent discoveries, my poster will outline how I intend to interpret and classify vowels as presented in Northumbrian texts.<\/p>\n\n\n\n

Question types and constraint in police-victim interaction: A case study – Kate Steel<\/em><\/h4>\n\n\n\n

This presentation examines the questions asked by first-response police officers who are attending a reported domestic abuse incident. There is a wealth of research on questioning in investigative interviews (Oxburgh et al. 2010), including work which examines particular strategies in relation to witnesses\u2019 vulnerability (e.g. Aldridge and Luchjenbroers 2008). First-response call-outs also centre on the pursuit of institutional goals through questioning; eliciting the reported victim\u2019s first account of \u2018what happened\u2019 is the primary means by which officers determine if an offence has occurred and ascertain the evidentially relevant details. Yet call-outs differ from investigative interviews in key aspects, including the increased potential for urgency and distress, and the lack of official guidance around what officers can say (cf. MoJ 2002). Despite the centrality of questions within this unique speech context, there has been no previous empirical research in this vein, presumably due to the complexities around researcher access.  <\/p>\n\n\n\n

The case study\npresented forms part of a wider investigation into officers\u2019 control of victims\u2019\nvoices and their interactional spaces during first-response call-outs. Data\nextracted from body-worn video footage is analysed to address the following questions: Which question\ntypes are employed by the officers? To what degree do these questions constrain\nthe scope of the victim\u2019s responses? Analysis is informed by Newbury and\nJohnson\u2019s (2006) typology of information- and confirmation-seeking questions. The\npresentation will demonstrate how officers\u2019 selection of certain question types\nrestrict the victim\u2019s contributions, with implications in relation to her\nvulnerability and the reliability of the evidence produced. <\/p>\n\n\n\n

Identity performance of older Greek-Cypriot Facebook users: Communicative Functions Analysis<\/strong> – Stephanie Tilliridou<\/em><\/h4>\n\n\n\n

This study investigates how older Facebook users do\nidentity work on their Facebook walls. The research question to be examined is:\nhow do older Facebook users use semiotic and linguistic features to project\ndifferent online identities on Facebook wall posts.  The data collection methods used include: 1)\nobserving the participants’ activity on Facebook and 2) collecting and\nrecording their Facebook wall posts in the form of screen-shots during a\n6-month period. 2842 posts were collected during a period of 6 months from 13\nolder Facebook users. Even though \u2018the age at\nwhich people are considered \u201colder\u201d is variable\u2019 (Van House 2015, n.p),\nFacebook older users are defined in this study as people who are aged over 45\nyears old. <\/p>\n\n\n\n

This analysis chapter focuses on the data analysis of\nFacebook wall posts based on their communicative function in order to identify\nthe purposes these wall posts achieve and what identity work is done through\nachieving these purposes. The analysis was partly directed from previous literature (e.g\nLee, 2011; Tagg et. al., 2017) using content analysis. Lee\u2019s (2011)\nclassification was used as a starting point for the categorisation of\ncommunicative functions, while new categories derived from the data in question.\n By taking into account the types of events and\nactivities the participants selected for sharing with their Facebook friends,\nthe ways in which the participants present themselves to their social network could\nbe inferred and, thus, the range of identities they deem relevant for this type\nof interaction. <\/p>\n\n\n\n

Identification and Analysis of Visual Irony in Political Cartoons of the Algerian Civil War (1992-2002) – Sabrina Toumi<\/em><\/h4>\n\n\n\n

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nMy PhD research looks\nat metaphor, metonymy and irony in political cartoons depicting the Algerian\ncivil war and the high state censorship imposed on the independent press throughout\nthe 1990s (Labter, 1995; Evans and Philips, 2007). The 540 cartoons in my data\nset were published in El Khabar<\/em>, El<\/em> Watan<\/em>,\nand Libert<\/em><\/a>\u00e9<\/em> newspapers between January 1992 and December\n2002. I examine the rhetorical\nfigures both in isolation and regarding how they interact in many instances.\nThe present poster is concerned specifically with the analysis of visual irony\nin the cartoons. It reports on the results as well as addressing some of the\nchallenges encountered during my pilot analysis of a hundred cartoons which I\nselected randomly from the larger data set. Adopting the echo-mention view of\nirony (Sperber and Wilson, 1981), my analysis aimed to identify the\noccurrences, the properties, and the functions of visual irony in the\ncartoons.  I also drew on Clift\u2019s (1999)\nnotion of irony as \u2018framed evaluation\u2019 which serves as a vehicle of criticism\ntowards the object\/victim of irony. These views are coupled with Scott\u2019s (2004)\ndistinction between word-based and wordless types of visual irony. While irony\nis found to be a potent figure in the analysed cartoons, it is a very complex\nfigure to capture.  \n\n\n\n<\/p>\n\n\n\n

The Acquisition of Sociolinguistic Competence in a Welsh Immersion Context – Katharine Young<\/em><\/h4>\n\n\n\n

Previous\nresearch in Canada has shown that students in French immersion classrooms often\nstruggle to acquire the range of styles available to L1 speakers and so, it\ncould be said, do not reach full sociolinguistic competence (Mougeon et al.,\n2010). Welsh-medium education differs insofar as pupils from Welsh-speaking and\nnon-Welsh-speaking homes are taught together and that the proportion of pupils\nfrom different language backgrounds differs between areas. Despite work on the\nacquisition of grammatical features (e.g. Binks\n& Thomas, 2016) and phonological variation (e.g.\nMennen, Kelly, Mayr, & Morris, 2020) in the speech of pupils in\nWelsh-medium education, little is known about;<\/p>\n\n\n\n

 a) the stylistic repertoire of pupils from\nWelsh-speaking homes;<\/p>\n\n\n\n

(b)\nthe extent to which pupils from non-Welsh-speaking homes acquire this\nrepertoire; and<\/p>\n\n\n\n

(c)\nwhether the sociolinguistic competence of those from non-Welsh-speaking homes\ndiffers between Welsh-dominant and English-dominant areas.<\/p>\n\n\n\n

Previous\nwork (Young,\n2019) on stylistic variation in Welsh classrooms has shown that,\naccording to teachers, the range of variation between formal and informal\nvariants is highly dependent on the feature and changes in register (spoken vs\nwritten, classroom vs outside the classroom). However, this data was drawn from\nteacher reports across types of Welsh teaching (Welsh as a First Language and\nWelsh as a Second Language), and the current project will focus on stylistic\nvariation produced by pupils of Welsh as a First Language only (where home\nlanguage backgrounds are mixed), in a number of registers, with a view to\nunderstanding the constraints on the acquisition of sociolinguistic competence\nin Welsh-immersion settings. <\/p>\n","protected":false},"excerpt":{"rendered":"Lexical Access in Bilingual Speech Production \u2018\u2019the hard problem\u2019\u2019: Evidence from Masked Priming of Picture Naming - Manal Alharbi Past psycholinguistic research on bilingual word production investigating the manner of […]","protected":false},"author":1824,"featured_media":0,"parent":564,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-693","page","type-page","status-publish","hentry"],"meta_box":[],"_links":{"self":[{"href":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/wp-json\/wp\/v2\/pages\/693","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/wp-json\/wp\/v2\/users\/1824"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/wp-json\/wp\/v2\/comments?post=693"}],"version-history":[{"count":24,"href":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/wp-json\/wp\/v2\/pages\/693\/revisions"}],"predecessor-version":[{"id":1071,"href":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/wp-json\/wp\/v2\/pages\/693\/revisions\/1071"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/wp-json\/wp\/v2\/pages\/564"}],"wp:attachment":[{"href":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/wp-json\/wp\/v2\/media?parent=693"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}