DOI 10.1515/stuf-2014-0004 stuf 2014; 67(1): 35 – 45
Siwi addressee agreement and
Abstract: Siwi, a Berber language of Egypt, shows gender/number agreement
of medial demonstratives with the addressee. Such phenomena are cross-
linguistically very rarely reported, and are not discussed in major surveys of
the typology of demonstratives (Diessel 1999; Imai 2003). However, within
person-oriented demonstrative systems, such marking amounts to an iconic rep-
resentation of addressee anchoring. The pragmatics of Siwi
Spatial Deixis in Akkadian 17
Spatial Deixis in Akkadian:
Demonstrative Pronouns, Presentative Particles
and Locational Adverbs
by N. J. C. Kouwenberg – Leiden
The older dialects of Akkadian, Old Babylonian and Old Assyrian, have a three-term
deictic system for the expression of spatial deixis, which is person-oriented, i. e., it has
separate forms for first person, second person and third person deixis to refer to an entity
near the speaker, near the addressee, and away from both the speaker and the addressee,
respectively. It consists of three deictic bases
-mails replace rather informal telephone calls, but at the same time adopt writing conventions of business letters and resort to formal politeness norms. As a result, writers of business e-mails shift between informal and formal as well as between person-oriented and problem-oriented styles.
These varying stylistic repertoires in business e-mails reveal that the “vast diversity of settings and purposes of e-mail use outweigh any common linguistic features” ( Androutsopoulos 2006 ). (2) Studies focusing on complaints or disagreements in business contexts are rare. Orthaber and
The present article explains why it is important to consider newspapers’ formats and content sections in discourse analyses. It performs a comparative analysis of the choice and naming of content sections in the print and online editions of three major Norwegian newspapers published in 2010. The concept of paratexts is stressed and used as an analytical tool through a four-dimensional framework. The analysis shows that sections that appear across paper brands and platforms refer quite conventionally to specific topics and genres, whereas sections that appear solely online rather tend to highlight social functions, social roles and social actors. Through their paratexts, the online-specific sections answer questions of who and why instead of what. In this sense, there seems to be a discursive development in the principles underlying text classification and navigation, turning towards a more dialogical and person-oriented discourse online.
In this paper we propose a more explicit framework for definition and evaluation of objectivity and (inter)subjectivity in the modality domain. In the proposed operational framework, we make a basic distinction between the modality notions that serve an ideational function (i.e., dynamic modal notions) and those with an interpersonal function (i.e., deontic and epistemic evaluations). The modality notions with ideational and interpersonal functions are content and person-oriented, respectively. While all dynamic modal notions are characterized by objectivity, deontic and epistemic modal notions may display a degree of (inter)subjectivity depending on their embedding context. Our main claim is that (inter)subjectivity can hardly be argued to be the inherent property of certain modality forms and types, but rather it is essentially a contextual effect. We functionally-operationally define (inter)subjectivity as the degree of sharedness an evaluator attributes to an epistemic/deontic evaluation and its related evidence/deontic source. (Inter)subjectivity is realized by (at least) one or a combination of three contextual factors, viz. the embedding syntactic pattern, the linguistic context and the extralinguistic context of a modality marker. Since both descriptive and performative modal evaluations involve a degree of (inter)subjectivity, performativity, which refers to speaker’s current commitment to his evaluation, is viewed as an independent dimension within modal evaluations and plays no part in the expression of (inter)subjectivity.
-number distinctions of Angaataha can be placed into matrices
of three patterns. They are (1) personoriented, (2) mode oriented, and
(3) a combination of the two, that is, mixed orientation.
3.1 PersonOriented Matrices
The chart of Fig. 3 shows the personoriented pattern.
S D P
Fig. 3. Basic tight series antecedent medial, personoriented.
There is a morphophonemic alternation in the form of person-number
suffixes: M and W are both the phoneme /p/ when they are preceded by
a stem final long vowel and followed by a short vowel. They are respec
readability index, fog count and flesch reading ease formula) for navy enlisted personnel. No. RBR-8-75. Naval Technical Training Command Millington TN Research Branch. Lakhal, Sawsen, Éric Frenette, Serge Sévigny and Hager Khechine. 2012. Relationship between choice of a business major type (thing-oriented versus person-oriented) and Big Five personality traits. The International Journal of Management Education 10(2): 88-100. Newman, Matthew L., James W. Pennebaker, Diane S. Berry and Jane M. Richards. 2003. Lying words: Predicting deception from linguistic styles
clusters to each other. XBmod ranges between −1, indicating a very poor model, and 1, indicating an excellent model. An XBmod value greater than 0.5 indicates a well separable partitioning of data; less than 0.2 means that either the data do not exhibit a clear cluster structure or there are two or more clusters that are very similar to each other. Based on the arguments of Vargha et al. (2016) in our person-oriented study QCs belonging to the cohesion type (EESS% and HCmean) are most informative, but global separation indices (PB) and minimal separation indices (SC
L iterature Aditya, S., Elloy, D. F., & Huang, H. C. (2014). The moderated relationship between job burnout and organizational cynicism. Management Decision , 52 (3), 482-504. Bergman, L. R., & Lundh, L. G. (2015). Introduction: the person-oriented approach: Roots and roads to the future. Journal for Person-Oriented Research , 1 , 1-6. Bianchi, R., Schonfeld, I. S., & Laurent, E. (2015). Burnout-depression overlap: a review. Clinical Psychology Review , 36 , 28-41. Cieslak, R., Shoji, K., Douglas, A., Melville, E., Luszczynska, A., & Benight, C. C. (2014
constraints imposed by the school
The study has five main parts. Part A reviews cognitive (Chapter A I),
person-oriented (Chapter A II) and subject-oriented (Chapter A III) studies
in the field of teachers’ experiential knowledge. Part B then gives an outline
of the theory (Chapter B I) and methods (Chapter B II) used in the study.
Parts C and D offer an analysis of the verbal data collected from re-
spondents. The study argues that teachers’ experiential knowledge about
language teaching can only be fully understood and appreciated when seen
in context. Part C