Video Analysis

Introduction

Sociolinguistics

It is the descriptive study of the effect of any and all aspects of society, including cultural norms, expectations, and context, on the way language is used, and society's effect on language. It differs from sociology of language, which focuses on the effect of language on a society. Sociolinguistics overlaps considerably with pragmatics. It is historically closely related to linguistic anthropology, and the distinction between the two fields has been questioned.

It also studies how language varieties differ between groups separated by certain social variables (e.g., ethnicity, religion, status, gender, level of education, age, etc.) and how creation and adherence to these rules is used to categorize individuals in social or socioeconomic classes. As the usage of a language varies from place to place, language usage also varies among social classes, and it is these sociolects that sociolinguistics studies.

Video Analysis

This video is about Turah Parthanaya wants to know how some common words are pronounced in different languages. He asks his three friends (Nastya from Russia, Nino from Laos, Jenny from Colombia) to pronounce several words with their own languages. The words in this video are commonly about name of country, but there are few words that are not about name of country.

There are several sociolinguistics features that can be found in this video, such as:

1. Lingua Franca

In this video the language that is used as lingua franca is Russian. Most of the time people in the video speak with Russian, even Turah Parthanaya who is from Indonesia mostly speak with Russian.

2. Code Switching and Code Mixing

Code switching and code mixing in this video is mostly combination between Indonesian and Russian. In the beginning of the video Turah still mostly uses Bahasa Indonesia and add an utterance or word from Russian so he can communicate with his friends. In some moments Turah speaks with English like in 0:59 and 1:29. For the rest of the video he mostly speaks with Russian.

3. Gender and Age

Gender and age aspect in this video are not really emphasized. They all speak with same style, it is because they have known each other or close friend. For age aspect, people in the video likely have same age. There is no solid proof about it but people will mostly make friends with people around their age. In gender aspect, there is only one moment where masculinity and feminism is emphasized, it is on minute 7:48 when the Jenny is asked to pronounce Norwegia with her native language.

4. Standard Variety

Though in the video Russian mostly used when communicating with each other, other language such as Bahasa Indonesia and English are still used. Bahasa Indonesia in this video is still in Standard/Formal language, though there are one or two words that is not on standard form. Keep in mind that Analysis of Bahasa Indonesia in this video is not about the subtitles.

English in this video is still on standard format. They speak with proper pronunciaton,  structural and grammatical. For Russian itself, apparently they speak Russian with informal form.The only proof about it is the subtitle on this video. Subtitles in this video is Bahasa Indonesia, and it is on informal form. If the subtitles accurately translate the Russian, than Russian in this video is not on standard format.

5. Function of Speech

There are six functions of speech in sociolinguistics, but there are only 3 function of speech that can be found in this video. The first one is function of expressive. This function is least used in the video. People in the video don't express much their feelings in the video. Nastya is the only one who often expresses her feelings through the video.

The second one is function of directive. This function is used quite often (approximately twice of first function) during the whole video especially by Turah (it's because he is the YouTuber on the video). He asks his friends to pronounce several words with their native language. The third one is function of referential. This function dominates the entire video and as well dominates the utterance in the real life

6. Politeness and Cross Cultural Communication

Politeness and Cross Cultural Communication in this video are not really emphasized. The main reason is because all people in the video have known each other well. Although politeness is not really emphasized it doesn't mean the words on the video is not proper. They still speak with proper language or words, but they don't use words that show about their status level. They also avoid use utterance that can possibly result in the misunderstanding between themselves. It is because they are from completely different cultures.

Link Video: https://youtu.be/Xzg0hBEoPJ4

In this post I would like to continue sharing about an International Journal. The title of the Journal is THE ERROR ANALYSIS OF DERIVATIONAL MORPHOLOGY IN EFL’S ENGLISH NARRATIVE COMPOSITION. Actually this post is just a repetition task. The difference is only the chosen Journal, but this Journal still has relationship with the previous Journal.

DISCUSSIONS

Based on some theories mentioned above, there are some errors found on the learners’ English narrative composition. Mostly, the errors are about affixes. The above descriptions showed about the errors happened in derivational morphology.
The errors are about derivational in noun, adverb, gerund after preposition and after certain verb, to-infinitive, participle in present and passive, modals and adjective. Here are the discussions about the derivational morphology found in the learners’ English narrative composition.

Derivational in Noun
1. The lady could control her curiously.
The word “curiously” is wrong because it is an adverb meanwhile after the word “her”, it needs noun. The noun of “curiously” is “curiosity”, so the sentence becomes The lady could control her curiosity.
2. He walked to school with his angry face.
The sentence is wrong because the word “angry” is an adjective as for in this sentence it needs noun after the word “his”. The correct sentence is He walked to school with his anger face.

Derivational in Adverb
1. The shepherd boy screamed loud for help.
The sentence is wrong because the word “loud” is an adjective, meanwhile after the word “screamed”, which shows about verb, it needs a noun or an adverb. In this sentence, it needs an adverb and the adverb for “loud’ is “loudly”. The correct sentence is the shepherd boy screamed loudly for help.
2. Charlie still kept patient and considered that it was the smartest parrot.
The explanation of the sentence is same as the above sentence. The adverb for “patient” is “patiently”. The correct sentence is Charlie still kept patiently and considered that it was the smartest parrot.

Derivational in Gerund after Preposition
1. After arrived at home, he put the stone on the table.
The sentence is wrong because after the word “after”, which shows as a preposition, should be followed by a noun or verb –ing as a gerund. In this sentence needs verb –ing as a gerund and the verb –ing of “arrive” is “arriving”. The correct sentence is after arriving at home, he put the stone on the table.
2. The man spent a long time for thought.
The explanation for the second sentence is same as the first sentence. The word “thought” is the past participle of “think.” In this sentence needs verb –ing as a gerund after “for.” The verb-ing of “think” is “thinking,”so the correct sentence is the man spent a long time for thinking.
The rest of the errors are about derivational in gerund after certain verb, to-infinitive, and participle in the present and passive, modals and adjective.

Derivational Gerund after Certain Verb
1. Finally, they stopped fought.
The sentence is wrong because after the word “stopped” should be followed by gerund. There aresome certain verb that should be followed by gerund, they are stop, mind, enjoy, keep, finish, quit, postpone, put off, consider, think about, discuss, talk about, understand, tolerate, admit, advise, can’t help, mention, etc. The gerund of “fought” is “fighting”, so the correct sentence is finally, they stopped fighting.

Derivational in to Infinitive
1. Anastasya tried to stole the fairy Godmother’s wand and she could steal it.
The sentence is wrong because after the word “tried to” should be followed by to infinitive, meanwhile the word “stole” is the past participle of “steal” so the correct sentence is Anastasya tried to steal the fairy Godmother’s wand and she could steal it.

Derivational in Present Participle
1. Anna Maria cried and her mother hugged her cry baby.
The sentence is wrong because the function of the word “cry” is as an adjective and this is present participle so the word “cry” should be changed into “crying”. The correct sentence is that woman hugged her crying baby.

Derivational in Passive Participle
1. He went home with the shooting bear.
The sentence is wrong because the function of the word “shoot” is as an adjective and this is passive participle so the word “shoot”should be changed into “shot”. The correct sentence is He went home with the shot bear.

Derivational in Modals
1. Anastasya tried to steal the fairy Godmother’s wand and she could stole it.
The sentence is wrong because after the word “could” as a modal should be followed by verb 1. There are some common modals in English, they are can, could, may, might, will, would, shall, must and should. The verb 1 of “stole” is “steal”,so the correct sentence is Anastasya tried to steal the fairy Godmother’s wand and she could steal it.

Derivational in Adjective
20. They were getting hungrier.
The sentence is wrong because the word “hungrier” is the comparative form of “hungry”, meanwhile the sentence needs adjective after to be in past time “were”. The correct sentence is They were getting hungry.

CONCLUSIONS
There are some mistakes related to the derivational morphology found in the learners’ English narrative composition. The mistakes found mostly in derivational in noun. The mistakes are happened because; (1) Most of the learners haven’t mastered the target language well so they tended to make mistakes in their mother tongue; (2) Mostly the mistakes happened in derivational noun; (3) The learners’ weren’t familiar with the derivational morphology; (4) It needs well comprehension about using derivational morphology in writing especially writing English narrative composition; (5) The changing in derivational morphology should be learnt well not only to the EFL but also to the learners who want to write well.

In this post I would like to continue sharing about an International Journal. The title of the Journal is THE ERROR ANALYSIS OF DERIVATIONAL MORPHOLOGY IN EFL’S ENGLISH NARRATIVE COMPOSITION. Actually this post is just a repetition task. The difference is only the chosen Journal, but this Journal still has relationship with the previous Journal.

Introduction.

There are many aspects of grammar that should be mastered by learners which can cause some errors in learning English. Thus, the study of the language involved the learners in appraisal of all of the following levels of the expression: language phonology which studies about sounds, morphology which studies about meaningful combination of sounds, lexis which examines about words, syntax which investigates about meaningful combination of words, semantic which studies about meaning and discourse which studies about how syntax is combined.

There are two kinds of morphology; they are derivational and inflectional morphology. Derivational morphology discusses about the morphemes can be used to form new words. It also studies the principles governing the construction of new words, without reference to the specific grammatical role a word might play in a sentence. Inflectional morphology occurs with nouns, pronouns and verbs. It also studies the way in which words vary (or “inflect”) in order to express grammatical contrasts in sentence.

Literature Review

The term morphology takes its origin from morph which means form, shape, etc. and ology which involves the study of something. August Schleicher, a German linguist, named morphology as a sub-discipline of linguistics in 1859 for the first time.
Aronoff, (2011, p. 2) stated that morphology referred to the mental system involved in word formation or to the branch of linguistics that deals with words, their internal structure and how they are formed. Kolenchery (2015) written that morphology sold with the construction of words. Knowing, knowingly and unknowingly are kinds of derivational morphology. The base word is understood, and it is added to morphemes –ing, -ly and un-. Morphemes are related to morphology as they are attached to the words to change the meaning of the words.
Morphological processes fulfill two primary purposes, they are (1). To create new words in a language; and (2). To modify existing words. Morphology is the study of word formation.

Methodology

Descriptive method was used to do the research. There are three types of descriptive methods: observation, case study and survey designs. Observational method as a part of descriptive method was used to take the data for this study.
Descriptive method was used as (Best, 1974) explained that descriptive method is the method which tries to give the explanation about the symptoms relating with the recent situation. It consists on the effort of giving the note, the analysis and the interpretation of the recent symptoms which have the characteristics as follows: try to give the fact, straight to the problem and the recent variables aren’t manipulated by the researcher.

In this post I would like to continue sharing about an international journal. The title of the journal is The Role of Morphology in the Process of Language Acquisition and Learning. In previous post I shared a little of methodolohy of the Journal, and in this post will share a little about the discussion or the result of the journal.

Word formation rules allow the combination, in a fixed order, of words and affixes and affixes and words to form new derived and compound lexical units. They opérate on words and affixes contained in the dictionary, and on new lexical formations produced by previous operations of the morphological rules. Each rule contains a series of conditions which determine the bases on which they opérate and a series of constraints and filters which restrict their productive power. Simplifying it considerably we can reduce word formation rules to three; they can be formulated in the following way:

1. (prefix - (w)) -» Derived word: inaccurate, reopen
2. ((w) - sufflx) -» Derived word: industrial, wordless
3. ((w) - (w)) -* Compound word: headache, apple tree

The meaning of complex and compound words is componential only when the structure is transparent to the speaker, when they are the result of the application of a word formation rule which is currently productive. Once formed, words may take on unpredictable meanings, which cannot be deduced from the meanings of their component parts. But even in tranparent words there is always a meaning which is proper to the compound; shoemaking in English is not only the actíon of making shoes, but the activity or job which consists in making shoes.

To learn an added language means to acquire some knowledge of the language system which allows the learner to express himself with the greatest fluency possible. During the last two decades or so linguists have been looking for evidence to test the philosophical bases of the linguistic thought brought about as a consequence of Chomsky's linguistic revolution. Nowadays psycholinguists coincide in stating that added language acquisition is favoured by the learner's interaction in the added language creating his own grammatical constructions and building hypotheses on their use.

Something very important for the added language teacher is the contribution of the learner's native language to the learning of the added language. Language theoreticians have not reached a general consensus about it yet. We will make some remarks regarding the acquisition of words and the rules of word formation. We assume that learning takes place when we associate new concepts and ideas with others acquired before. In the added language learning situation the influence of the first language is noticeable in those structures whose similarity in the native and in the target language is patent. An example is the influence of the native language lexicón on that of the added language during the learning process

In this post I would like to continue sharing about an international journal. The title of the journal is The Role of Morphology in the Process of Language Acquisition and Learning. In previous post I shared literature reviews of the Journal, and in this post I will share about the methodology.

Honestly this Journal has no methodology (I know it sucks, I wouldn't be surprised if no one believe me). In order to overcome the problem I decided to take some types of methodology from internet that are possibly suitable with the journal, and of course it is based on my point of view (it's not much, but at least it's honest work).

1. Descriptive
Descriptive research includes surveys and fact-finding enquiries of different kinds. The major purpose of descriptive research is description of the state of affairs as it exists at present. In social science and business research we quite often use the term Ex post facto research for descriptive research studies. The main characteristic of this method is that the researcher has no control over the variables; he can only report what has happened or what is happening.

2. Conceptual or Empirical
Conceptual research is that related to some abstract idea(s) or theory. It is generally used by philosophers and thinkers to develop new concepts or to reinterpret existing ones. On the other hand, empirical research relies an experience or observation alone, often without due regard for system and theory. It is data based research, coming up with conclusions which arc capable of being verified by observation or experiment.

In this post I would like to continue sharing about an international journal. The title of the journal is The Role of Morphology in the Process of Language Acquisition and Learning. In previous post I shared a little of Introduction of the Journal, and in this post will share a little about literature review. Honestly this Journal has no literature review, so I take some statement form the literature expert.

For the generativists language is not static, complete, but a dynamic, always developing phenomenon, a process of the mind of the speaker. They have as a goal the description of this linguistic capacity of the human brain. Chomsky says: It is necessary to reject this [Saussure's] concept of langue as merely a systematic inventory of ítems and to return rather to the Humboldtian conception of underlying competence as a system of generative process (Aspects 4).

Closely related to this is the productivity of morphological rules. The variety of patterns and the lack of productivity of many of them has provoked the apathy of linguists for morphology. But there are also some linguists who consider morphology as productive as syntax (see Di Sciullo and Williams 7-10).

We cannot afford to look into the human brain in order to watch how it processes language. To solve this problem linguistics build hypotheses which have to be contrasted with new linguistic data in order to verify their appropriate working. In this way we are able to build the theory of a particular language, its grammar. This grammar attempts to describe the «linguistic competence of the fluent native speaker of the language» (Radford 2).

In this first post on the 4th semester I would like to share about an international journal. The title of the journal is The Role of Morphology in the Process of Language Acquisition and Learning. The main reason why I share an international journal in this post is because this is a task that was given by lecturer.
After sharing the title and the journal the next thing to do is to tell a little about the journal. In this post I use Introduction section of the journal to tell a little bit about the journal. In the introduction the writer starts explaining about linguistics from a linguistics periode.  In the structuralist period linguistics became a scientific discipline. During this period linguistics succeeded among other things in the identification and analysis of the units of language from the simplest, the phoneme, to the most complex, the sentence.
Then there is a very important goal of linguistic, it is the rank of morphology in the grammar of a particular language. Word formation started to attract the attention of linguists as a consequence of Chomsky's publication in 1970, which caused one of the most important divisions in the linguistic field.
Nowadays morphology is considered an autonomus component on the same footing as syntax and semantics. Morphological rules have formal characteristics and principies of their own, and their study has led linguists to discover that the morphological subcomponent is rule-governed and its rules have more generality than they were originally accorded.