Variation In Language Use Research Articles

Unraveling the Cross-Cultural Differences in Online Expression of Social Anxiety in Online Support Communities.

Individuals suffering from social anxiety disorder (SAD) are increasingly turning to online support communities for self-disclosure and social support. Despite the extensive body of research on online mental health discourses, the cultural nuances within SAD-related discussions remain underexplored. In this study, we examine the cultural differences in online expression of social anxiety by analyzing individuals' self-disclosure and support-seeking behaviors in social media posts. Using two-week data (n = 1,681) from two SAD support communities on the Reddit and Douban groups, we used both qualitative thematic analysis and quantitative semantic analysis to discern prevalent themes and linguistic attributes characterizing these online expressions. Our findings not only uncover common themes such as sharing personal experiences and seeking mutual validations in both communities but also identify their divergences, as Western users primarily sought advice and information in posts, whereas Chinese users were more inclined toward networking. Cultural variations in language use were evident, particularly in individuals' affect and their expression of personal and social concerns. Western users were more likely to convey negative emotions and delve into personal matters related to SAD, whereas Chinese users tended to grapple more with workplace anxieties. This study contributes to the cultural understanding of online mental health discourses and offers insights for crafting culturally sensitive interventions and supports for people with SAD.

Age-related differences in the interplay of fluency and complexity in Chinese-speaking seniors' oral narratives.

Previous studies on language production in normal ageing have primarily focused on distinct dimensions of older adults' spoken language performance, such as fluency and complexity. However, little attention has been paid to the complex, interconnected relations between these dimensions. Additionally, older adults have been treated as a homogeneous group, with little consideration for the differential characteristics of language performance across different stages of ageing. This study aims to investigate how increasing age impacts Chinese seniors' oral language performance, focusing on fluency (articulation rate and dysfluency rate), complexity (lexical and syntactic) and the potential interactions between these dimensions. Spontaneous oral narratives were collected from 60 normally ageing individuals, who were categorised into three groups: young-old (60-69 years old), middle-old (70-79 years old) and old-old (≥80 years old). Four measures for assessing language performance, namely, articulation rate, dysfluency rate, lexical complexity and syntactic complexity, were derived from the oral narratives. Dynamic systems techniques, including moving correlations, locally estimated scatterplot smoothing and Monte Carlo simulations, were employed for data analysis. This study revealed two major findings. First, across different age groups, the seniors' oral narratives significantly differed in the aspect of articulation rate and syntactic complexity. Specifically, both the young-old and the middle-old groups exhibited significantly higher articulation rates than the old-old group; the middle-old group also demonstrated significantly higher syntactic complexity compared to the old-old group. Second, the distinct subsystems (i.e., articulation rate, dysfluency rate, lexical and syntactic complexity) of seniors' oral narratives demonstrated varying interactions across different stages of ageing. While these subsystems tended to coordinate with each other in young-old individuals, they exhibited a greater tendency to compete in middle-old and old-old individuals. The findings reveal that subsystems of older adults' oral narratives display varying interactions with the increase of age, indicating that focusing solely on one dimension of language performance may result in inaccurate or misleading conclusions. Therefore, a multi-index comprehensive assessment should be employed for the enhancement of clinical evaluations of language performance in older adults. Additionally, it is vital to consider the interactional patterns (i.e., support or competition) between language subsystems when assessing language performance in normal ageing. What is already known on the subject Previous research on language production in normal ageing has primarily focused on distinct dimensions of older adults' spoken language performance, such as fluency, vocabulary richness and grammatical complexity, overlooking the intricate interconnections between these dimensions. However, investigating these connections is significant for a thorough and in-depth understanding of language production in late adulthood, which operates as a system comprising interconnected components. Furthermore, existing studies have predominantly treated older adults as a homogeneous group, comparing their language use to that of young people. This approach lacks justification, given the substantial variations in language use among seniors at different stages of ageing. What this paper adds to existing knowledge The present findings illuminate the dynamic nature of language production in normal ageing. Not only do the distinct dimensions or subsystems of older adults' oral narratives (e.g., articulation rate, dysfluency rate, syntactic complexity) change with age, but more important, the ways in which these subsystems interact with each other also evolve with age, resulting in changing states of spoken language production in the ageing process. More specifically, our study provides evidence that the interactions among subsystems of older adults' oral narratives predominately transition from supportive relationships in earlier stages to competitive ones at later stages of ageing. What are the potential or actual clinical implications of this work? The present study suggests the use of multiple linguistic indices related to various aspects of language performance to assess the spoken language production of older adults. This is highlighted by the observation that various dimensions of older adults' oral narratives continuously interact with one another across different stages of ageing, and hence focusing solely on one dimension of language performance tends to lead to inaccurate or misleading results. Additionally, the patterns of interaction (i.e., support or competition) between different dimensions of language performance may reflect older adults' capacity to coordinate and control attentional resources and therefore should be taken into consideration in clinical evaluations of language performance in older adults.

Multilingualism in Bugis Language Context: A Case Study on English Language Teaching Interactions

This study explores the intricate dynamics of multilingualism within the Bugis language context and its impact on English Language Teaching (ELT) at UPT SP SDN 251 Pae-Pae. With a focus on the Bugis community in Indonesia, the research delves into the complexities of language interaction in daily life and the teaching process. The Bugis language, embedded in rich cultural heritage, coexists with Indonesian and English, presenting a unique multilingual tapestry. The study employs a qualitative case study approach, including in-depth interviews with an English teacher. Findings reveal variations in language use within the family, community, and classroom contexts. Challenges arise in understanding nuanced meanings between languages, particularly in higher grades. The English teacher supports a multilingualism approach in teaching, emphasizing its role in enhancing students' adaptability and cultural sensitivity. The study contributes valuable insights to the broader discourse on language education and multilingualism in a globalized world, affirming the significance of a multilingual pedagogical approach in preparing students for diverse communication scenarios.

An Analysis of How Language Usage Show Systematic Pattern of Variation Based on Linguistics and Social Factors

This study aims to determine the pattern of systematic variation in language use based on social and linguistic factors seen from a pragmatic point of view. This type of research uses qualitative research methods. The data collection technique used in this study is a library research method that focuses on the study of various literature by analyzing the content in it. In addition, the data collection research used in this study was observation and interviews. The data analysis technique used is a content analysis technique. The research sample in this article is the people from Medan. Based on the results of the research that language can affect systematic variation based on social and linguistic factors. Based on pragmatic linguistic factors, language use can influence systematic variation due to several factors, such as habitual factors, environmental factors, and interest factors in certain language styles. While social factors can affect systematic variations in language use, especially occupational factors, because the work environment greatly determines how a person's language style in everyday life.This study aims to determine the pattern of systematic variation in language use based on social and linguistic factors seen from a pragmatic point of view. This type of research uses qualitative research methods. The data collection technique used in this study is a library research method that focuses on the study of various literature by analyzing the content in it. In addition, the data collection research used in this study was observation and interviews. The data analysis technique used is a content analysis technique. The research sample in this article is the people from Medan. Based on the results of the research that language can affect systematic variation based on social and linguistic factors. Based on pragmatic linguistic factors, language use can influence systematic variation due to several factors, such as habitual factors, environmental factors, and interest factors in certain language styles. While social factors can affect systematic variations in language use, especially occupational factors, because the work environment greatly determines how a person's language style in everyday life.

Von „Studierenden“, „Mitarbeiter*innen“ und „Professoren“ – Geschlechtergerechte Personenbezeichnungen zwischen Varianz und Normierung

Gender-fair language has been a controversial and topical issue in Germany for over 50 years, both in public and in the professional discourse of German linguistics. In this article, two contiguous studies of gender-fair language at German universities are presented. In the first part, university guidelines for gender-fair language usage are subjected to a content analysis. In the second part, linguistic practice in the area of person reference is studied using a corpus compiled from a range of text types used in the internal and external communication of universities. The relation between the existing variance of language use and institutional attempts at standardization of gender-fair language are examined. In the two studies presented, the interplay between theory and practice becomes evident: There are tensions between theories motivating the options presented for gender-fair language and the goals formulated in university guidelines clash with the observable variation in language use. This work contributes to the current dialog on compulsory regulations on gender-fair language by providing data from writing practice while shedding light on ongoing processes of language change.

Complex Natural Systems for Language

In this paper we want to show how complex systems theory can inform the theoretical development in natural phonology. This development leads us to propose complex natural systems modelling for language. We explain how complex systems help us understand both theoretical concepts from natural phonology, for example the concept of preference, as well as variation in language data, for example in English vowel realizations and Polish consonant clusters. We select from our respective research areas those exemplifications which clearly demonstrate substantial variation in language use.

Globalization and the increasing demand for spoken English teachers

Globalization has led to an increasing demand for English language skills worldwide, particularly in non-native English-speaking countries. This has resulted in the need for trained spoken English teachers who can effectively teach English as a second language to non-native speakers. Training of spoken English teachers has become an important aspect of globalization, as it involves preparing teachers to teach English as a global language, which includes the cultural, social, and linguistic aspects of the language. The training of spoken English teachers must be relevant to the local context, and should aim to produce teachers who are capable of using modern teaching techniques and technology to enhance language learning. One of the challenges in training spoken English teachers is the lack of standardization in English language teaching. This is because of the variations in language use, pronunciation, and vocabulary among different English-speaking countries. However, globalization has facilitated the development of standardization in English language teaching, which has enabled the creation of standardized curriculums and teaching materials. Globalization has brought about a greater need for trained spoken English teachers. The training of these teachers must take into account the local context, while also incorporating modern teaching techniques and technology. Standardization in English language teaching has also facilitated the training of spoken English teachers, which has resulted in the production of more effective and competent teachers who are capable of teaching English as a global language.

Author Identification on Anonymous Regional Literature

Abstract: In order to identify the author of a given text, researchers have used many different methods. One such method is forensic linguistics which examines stylistic and content-based aspects of a text in an effort to determine who wrote it. Another area where author identification is often useful is bot detection; this involves identifying automated accounts on social media or other websites. Finally, marketing research can also be utilized for identifying the authors behind advertisements. Despite significant progress having been made with English texts, there remains much work to be done when it comes to regional variations in language use. In this study, we aim to build a machine learning model that will be able to identify the probable author of the provided anonymous text using various lexical and syntactic variables of the literature.

Language Use and Disciplinarity: A Literature Review

Disciplinary variation in language use is one of the focal topics in academic discourse research. This paper critically reviews extant literature studies on the close relationship between language use and disciplinarity, in an attempt to clarify the different perspectives, both theoretical and methodological, in exploring the discipline-specific nature of academic discourses. This paper points out that the previous studies mainly adopted a form-first approach to analyzing the lexico-grammatical features of disciplinary discourses and calls for more attention to the meanings, functions, and discourse-semantic patterns in discourses across disciplines by adopting a function-first approach.

Situating language register across the ages, languages, modalities, and cultural aspects: Evidence from complementary methods.

In the present review paper by members of the collaborative research center "Register: Language Users' Knowledge of Situational-Functional Variation" (CRC 1412), we assess the pervasiveness of register phenomena across different time periods, languages, modalities, and cultures. We define "register" as recurring variation in language use depending on the function of language and on the social situation. Informed by rich data, we aim to better understand and model the knowledge involved in situation- and function-based use of language register. In order to achieve this goal, we are using complementary methods and measures. In the review, we start by clarifying the concept of "register", by reviewing the state of the art, and by setting out our methods and modeling goals. Against this background, we discuss three key challenges, two at the methodological level and one at the theoretical level: (1) To better uncover registers in text and spoken corpora, we propose changes to established analytical approaches. (2) To tease apart between-subject variability from the linguistic variability at issue (intra-individual situation-based register variability), we use within-subject designs and the modeling of individuals' social, language, and educational background. (3) We highlight a gap in cognitive modeling, viz. modeling the mental representations of register (processing), and present our first attempts at filling this gap. We argue that the targeted use of multiple complementary methods and measures supports investigating the pervasiveness of register phenomena and yields comprehensive insights into the cross-methodological robustness of register-related language variability. These comprehensive insights in turn provide a solid foundation for associated cognitive modeling.

Understanding the expression of loneliness on Twitter across age groups and genders.

Some individuals seek support around loneliness on social media forums. In this work, we aim to determine differences in the use of language by users—in different age groups and genders (female, male), who publish posts on Twitter expressing loneliness. We hypothesize that these differences in the use of language will reflect how these users express themselves and some of their support needs. Interventions may vary depending on the age and gender of an individual, hence, in order to identify high-risk individuals who express loneliness on Twitter and provide appropriate interventions for these users, it is important to understand the variations in language use by users who belong to different age groups and genders and post about loneliness on Twitter. We discuss the findings from this work and how they can help guide the design of online loneliness interventions.

When exceptions matter: bilinguals regulate their dominant language to exploit structural constraints in sentence production

ABSTRACT What we say generally follows distributional regularities, such as learning to avoid “the asleep dog” because we hear “the dog that’s asleep” in its place. However, not everyone follows such regularities. We report data on English monolinguals and Spanish-English bilinguals to examine how working memory mediates variation in a-adjective usage (asleep, afraid), which, unlike typical adjectives (sleepy, frightened), tend to resist attributive use. We replicate previous work documenting this tendency in a sentence production task. Critically, for all speakers, the tendency to use a-adjectives attributively or non-attributively was modulated by individual differences in working memory. But for bilinguals, a-adjective use was additionally modulated by an interaction between working memory and category fluency in the dominant language (English), revealing an interactive role of domain-general and language-related mechanisms that enable regulation of competing (i.e. attributive and non-attributive) alternatives. These results show how bilingualism reveals fundamental variation in language use, memory, and attention.

‘You could win Masterchef with this soup. Can I get some more?’ Request production and the impact of instruction on young EFL learners

This paper presents a study exploring the impact of concept-based instruction of requests with two intact classes of young learners of English (aged 12–13) in a Norwegian primary school. Based on sociocultural theory, the instruction aimed to promote agentive language use by focusing on two main dimensions: firstly, introducing scientific concepts and language resources related to the pragmalinguistic dimension, i.e. internal and external modification strategies to increase the learners' pragmalinguistic repertoire; secondly, presenting the sociopragmatic dimension, such as the situation, familiarity, and interlocutor age. In this study, learners’ internalisation of pragmalinguistic resources, displayed through increased variation in language use, is viewed as a prerequisite for agency. The learners’ request production was tested through a video-prompted oral discourse completion test (VODCT) in a pre-, post- and delayed post-test. The results reveal an increased variation and use of modal verbs and supportive moves following the instruction. In addition, their distribution varied depending on the interlocutor's age and familiarity. The learners also started using downgraders introduced during instruction. However, except for please, downgraders were not commonly used, which suggests that these require further scholarly attention. Overall, the young learners’ pragmalinguistic development displayed in the present study reveals a potential for teaching pragmatics through concept-based approaches.

Unexplained versus explained symptoms: The difference is not in patients' language use. A quantitative analysis of linguistic markers

ObjectivePatients with medically unexplained symptoms (MUS) are believed to have a deviant way of talking about complaints. This study systematically compared linguistic markers in symptom presentations of patients with MUS and medically explained symptoms (MES). MethodsThis content analysis (cross-sectional study) conceptualized relevant linguistic markers based on previous research about MUS communication. Linguistic markers included negations (“not”), intensifiers (“very”), diminishers (“a little”), first or third person subject (“I” vs. “my body”), subjectivity markers (“I think”) and abstraction (“I'm gasping for breath” vs. “I'm short of breath”). We also coded valence, reference to physical or mental states, and consultation phase. We compared 41 MUS and 41 MES transcribed video-recorded general practice consultations. Data were analyzed with binary random intercepts models. ResultsWe selected and coded 2752 relevant utterances. Patients with MUS used less diminishers compared to patients with MES, but this main effect disappeared when consultation phase was included as predictor. For all other linguistic variables, the analyses did not reveal any variation in language use based on whether patients had MUS or MES. Importantly, utterances' valence and reference to physical or mental state did predict the use of linguistic markers. ConclusionWe observed no systematic variations in linguistic markers for patients who suffered from MUS compared to MES. Patients varied their language use based on utterances' valence and reference to physical or mental states. Current ideas about deviant patient communication may be based on stigmatized perceptions of how patients with MUS communicate, rather than actual differences in their talk.

Variation in language use is different from variation in genes

Abstract This commentary discusses some aspects of Haider’s model of grammar change that are problematic from the perspective of usage-based approaches to language change. These aspects include (i) the postulated equivalence between intentionality and teleology, (ii) the metaphorical nature of Darwinism when applied to other domains, and (iii) the nature of explanations of language change. With respect to (i), it is argued that equating intentionality with teleology disregards the fact that innovation in grammar is not unprincipled like in genes. With respect to (ii), the question is whether a comparison between as different concepts as human behaviors/brains and genes/populations can be considered as more than a metaphor (however powerful). Finally, with respect to (iii), a number of diachronic-typological studies are discussed that concur to suggest that variation in speakers’ verbal productions is largely adaptive, and therefore selection operates on a skewed pool of variants in which non-adaptive/dysfunctional variants are a minority (if any).

The random and the non-random in intra-individual L2 variation

AbstractWhen intra-individual variation in language use is discussed it tends to be seen as not having much significance. The recognizability of the relation of variants to each other is (usually tacitly) acknowledged; intra-individual variation is often attributed to influence across different varieties of the language in question (and, in L2 variation, also across languages); in addition such variation is frequently seen as a concomitant of the way in which the given linguistic feature develops. None of these commentaries actually has much to do withrandomness; all seem to relate to identifiable complexes of correlation. The present article begins by exploring how the concept of randomness is to be understood and defined. It proceeds to explore the relationship of intra-individual linguistic variation to the recognizability of the connections between variables, to cross-varietal influence and to acquisitional trajectories. It probes the question of whether, in the light of theputativelyexplanatory factors for intra-individual variation considered, much room remains for its treatment as straightforwardly random.

Linguistic Evidence for the Dissociation Between Impurity and Harm: Differences in the Duration and Scope of Contamination Versus Injury

Previous research has shown that harm and impurity are relevant to a different extent across individuals and transgressions. However, the source of these differences is still unclear. Here, we combine language analysis and social-moral psychology to articulate the core defining features of impurity versus harm. In Study 1 (a–c), we found systematic variation in language use, indicating that people infer that contamination, unlike injury, affects a target completely and irreversibly, rendering them a transmitter of contamination. In Study 2 (a–b), we investigated how evoking intuitions about these core features of contamination—completeness, irreversibility, and transferability—influences judgments of impurity and harm. We found that implying effects on a target were complete and irreversible altered judgments of impurity, but not harm. Overall, our research supports the conclusion that impurity and harm are substantially distinct in cognition and moral judgment; unlike harm, impurity connotes negative effects that spread continually across space and time.

Variation in Language Use across Gender

This paper investigates the differences in language use across gender. This current paper accounts for this verity of use within several linguistic features. On the one hand, prestige and conformity are analyzed to determine how the two genders differ according to these two aspects. On the other hand, linguistic features: lexicon, sound production "phonology", were discussed in the light of the difference across gender. The aim was to state explanations of the existence of these differences. The outcomes of this analytical and descriptive research showed that men and women use language differently.

Gender variations in language use by male and female bloggers: A corpus-based comparative analysis

The present study endeavours to investigate the influence of gender on language use among male and female bloggers by identifying Lakoff's "features of women's language," as listed in her seminal work Language and Woman Place that is widely credited as the pioneering and most influential feminist study on the relationship between language and gender. She discovered some variations on how women and men used language and proposed a Deficit model which described how women's lower status and inferior role in society are exacerbated by this language use. In the present study, Lakoff's deficit theory was chosen as a model for analysing gender's influence on linguistic use among male and female bloggers through a modest-sized quantitative comparative analysis. To identify the "features of women's language" as listed by Lakoff and analyse the gendered linguistic variations, the researcher used stratified random sampling and generated two gendered corpora from the Blog Authorship Corpus, one for male bloggers and the other for female bloggers. The researcher then used the KWIC and WORDS functions in the Lancsbox (v4.5) to calculate the frequency of each language attribute in the blogs. The results revealed that linguistic features found by Lakoff differed substantially between male and female languages (1975). Furthermore, the existence of some common language use differences and similarities showed that Lakoff's arguments regarding gender effects on language use are still valid and should be studied using broader corpora of written and spoken language grounded in various cultural settings since different uses of language often result in multiple variations in communication. This research may help writers, readers, and teachers better comprehend gender differences, especially in terms of linguistic characteristics as identified by Lakoff.

Language and meaning making: Register choices in seventh- and ninth-grade students' factual writing

Register refers to functional variation in language use across contexts. Developing a repertoire of lexical and grammatical choices for instantiating academic registers is key to literacy success in school. This study examined register choices adolescent learners made in factual writing, a key genre of schooling that is also highly valued in the workplace and society. A total of 93 seventh- and ninth-grade students from an American public school were asked to write about crocodilians based on a “wordless” picture book. Their writing was coded for presence of a range of academic and everyday register features, as well as content quality. Statistical and qualitative analyses revealed that (a) the students juxtaposed features of academic and everyday registers in ways that prevented them from presenting knowledge precisely, densely, authoritatively, and logically; (b) academic register use and content quality were significantly impacted by social class but not grade level or gender; and (c) register choices and content quality were positively correlated, with academic register associated with more scientific content. These findings suggest that adolescents need considerable support to develop linguistic tools and awareness that enable them to cope with the literacy demands of academic learning in secondary schooling.