Volume 17, Issue 2 -

Metonymy and metaphor are fundamental and ubiquitous meaning-generating tropes that operate on a conceptual, not just a verbal, level. The goal of this paper is to demonstrate to scholars outside of the Conceptual Metaphor Theory and Conceptual Metonymy paradigm how these two tropes cue meaning verbally, visually, musically, sonically, and multimodally in five Chinese clips promoting Chinese cities and Chinese trade fairs, all produced after, and in the spirit of, president Xi Jinping’s “Belt and Road” initiative (2013). We also pay attention to how interpretations are to some extent bound to differ depending on whether the audience does or does not have detailed knowledge of Chinese culture. We end by briefly arguing that a full analysis of the clips – as indeed of most discourses – requires awareness of yet other tropes as well as expertise in other humanities disciplines.

This paper investigates four bilingual interjections: na wa, shikena, ehn, and ehen, with the objective of exploring their sources, meanings, frequencies, spelling stability, positions, collocational patterns and discourse-pragmatic functions in Nigerian English. The data which were obtained from the Nigerian component of the Global Web-based English corpus were analyzed quantitatively and qualitatively, using the theory of pragmatic borrowing. The results indicate that na wa , which is loaned from Nigerian Pidgin, is actually a modified form of a Hausa expression, na wahala, shikena is borrowed from Hausa, while ehn and ehen are loaned from Yoruba. Na wa is an emotive interjection, shikena and ehen are cognitive interjections, while ehn can function both as phatic and as emotive interjections. Both ehn and ehen also function as pragmatic markers. The study thus extends research on the discourse-pragmatic features of Nigerian English.

The paper examines the formation of requests for sharing goods in Polish and Norwegian by focusing on the use of imperatives and Can I -interrogatives in informal settings. The study first identifies the contextual, material and embodied configurations that contribute to the selection of constructions. Then, it explores the moral roots of the divergent use of formats in similar configurations across the two languages. Employing a multimodal interactional-linguistic approach to comparable conversational data from Polish and Norwegian reality show corpora, the study demonstrates that the selection of format relies on the object’s control status and the requester’s orientation to contingencies. Imperatives are selected when the object is controlled by the requestee and no contingencies are recognized. Can I -interrogatives mark orientation to contingencies and have two realization patterns: Depending on whether the object is controlled by the requestee or not, they are used as transfer or permission requests, respectively. The study also reveals cultural differences in the selection of imperatives and transfer interrogatives across the languages. The Polish participants most often treated sharing as the requestee’s social obligation, using imperatives in the environments in which their Norwegian counterparts chose transfer interrogatives and marked that the requestee’s readiness to share was not taken for granted.

New technology such as fully-automated interactive spoken dialogue systems (SDS), which allow learners to engage in multi-turn conversations with an automated agent, could provide a means for second and foreign language learners (L2) to practice form-function-context mappings in oral interaction. In this study, we investigated how learners interacted with an automated agent as they engaged in an SDS task that required them to make two requests. We examined the requests employed by 107 L2 learners, exploring in particular the request strategies and modifications used. We first transcribed verbatim all audio-recorded dialogues. Then, all turns were coded as to whether they contained a request or not. All turns that were identified as including requests were then coded for four categories adopted from Cross-cultural Speech Act Realization Patterns project: (1) Level of directness, (2) Request strategy, (3) External modifiers, and (4) Internal modifiers. Direct requests were most frequently used and learners’ preferred request strategies were want-statements and query preparatories. Additionally, they employed more internal than external modifications – a finding that seems contrary to most interlanguage studies on request realization. Moreover, we found distinct request realizations when comparing L1 Hungarian and L1 Japanese learners of English. We discuss the findings with regard to previous interlanguage studies on request realization, the potential impact of an automated agent, and ways automated spoken dialog systems might be used to implement individualized feedback to raise learners’ pragmatic awareness.