Southern African Linguistics and Applied Language Studies 2021-08-30T15:10:26+00:00 Publishing Manager Open Journal Systems <em>Southern African Linguistics and Applied Language Studies</em><span> publishes articles on a wide range of linguistic topics and acts as a forum for research into ALL the languages of southern Africa, including English and Afrikaans. Original contributions are welcomed on any of the core areas of linguistics, both theoretical (e.g. syntax, phonology, semantics) and applied (e.g. sociolinguistic topics, language teaching, language policy). Review articles, short research reports and book reviews are also welcomed. Articles in languages other than English are accompanied by an extended English summary.</span><div><span><br /></span></div><div>Read more <a href="" target="_blank">here</a>. </div> Translation and feminism in post-Islamic revolution Iran: A sociological approach 2021-08-30T13:56:45+00:00 Ali Jalalian Daghigh Mohammad Sadegh Kenevisi Jariah Mohd Jan <p>With the 1979 Islamic revolution in Iran, the pre-revolution secular modernisation process was interrupted and, as believed by the liberal&nbsp; activists, the Islamisation of rules and domination of political Islamic views in the society imposed restrictions on Iranian women. This led specifically part of the urban, educated middle-class women to be inclined toward secular-oriented feminism in their struggle against inequalities. Inspired by Luhmann’s social systems theory, the current study investigates the social function of translation in&nbsp; communicating feminist ideas in the environment and context of Iran. The study is conducted through a thematic analysis of summaries of domestic (locally authored) and translated books on women’s rights published in post-revolutionary Iran. The differences in the ideas covered in the translated books compared to those in domestic books are discussed, demonstrating the unique role of translation as a communication medium in making external feminist ideas accessible to the Iranian people and disseminating them in the society, potentially contributing to the challenge against the official fundamentalist view and discourse on women’s rights.</p> 2021-08-30T00:00:00+00:00 Copyright (c) The predictive power of vocabulary, syntax and metacognitive strategies for L2 reading comprehension 2021-08-30T14:04:56+00:00 Mohamadreza Sarbazi Reza Khany Leyla Shoja <p>This article reports on an empirical study that investigated the relative predictive powers of metacognitive awareness of reading strategies, L2 lexical knowledge (depth and breadth combined), and syntactic knowledge for reading comprehension performance in English as a foreign language (EFL) context across two language proficiency levels in Iran. Participants comprised 177 Iranian EFL university students (82 males, 95 females; mean age = 19.17 years; SD = 1.829). The results produced from multiple regression analysis revealed that vocabulary, syntax, and metacognitive strategies can collectively predict 0.88 of changes in reading comprehension. More specifically,<br>vocabulary, syntax, and metacognitive strategies each can predict 0.54 (t = 5.56, p = 0.001), 0.33 (t = 2.66, p = 0.008) and 0.15 (t = 1.96, p = 0.05) of variance in reading comprehension respectively. However, as for the moderation effect of language proficiency on the predictive power of the three variables for reading comprehension, it turned out that it moderated the predictive power of vocabulary knowledge for reading comprehension performance in a significant way. Results are discussed considering the relevant literature.</p> 2021-08-30T00:00:00+00:00 Copyright (c) V<sub>2</sub> elision in root-suffix hiatus contexts in Malawian CiTonga (Bantu N.15) 2021-08-30T14:22:26+00:00 Winfred Mkochi <p>The elision of V<sub>2</sub> in root-suffix hiatus contexts has previously been alluded to as the need to preserve V<sub>1</sub> when it belongs to a prominent position (a phenomenon known as positional faithfulness) such as a root or a content word. This article suggests a new factor: certain prosodic domains impose their own pattern of vowel elision in hiatus contexts. The prosodic stem in CiTonga, a southern Bantu language spoken in Malawi, for instance, requires that hiatus within it be resolved through elision of V<sub>2</sub>, and not V<sub>1</sub>. V<sub>2</sub> elision in clitic-clitic contexts also suggests that clitics in this language are most likely parsed by the prosodic stem, thereby creating a right-edge misalignment between a morphological stem and a prosodic stem. The parsing of clitics by the prosodic stem in CiTonga is unlike other languages (e.g. Zezuru, a dialect or variant of the Shona language) where clitics are parsed by the prosodic word.</p> 2021-08-30T00:00:00+00:00 Copyright (c) Lexical cohesion in the translation of English-Swahili health care texts 2021-08-30T14:36:27+00:00 Douglas Ondara Orang’i Manqoba Victor Ndlovu <p>Lexical cohesion plays an integral role in ensuring that texts are cohesive. It is, however, not yet established if lexical cohesion remains the same once texts are translated from English into Swahili. It is against this backdrop that this article set out to describe the network of lexical chains in English-Swahili health care texts and establish if there is any variation in the use of lexical cohesion thereof. The data used in this study is extracted from Orang’i’s doctoral study. In this article, the researchers focused on lexical cohesion as the basis for manually comparing the coupled pairs. It is a descriptive-explanatory study. The researchers, first, found out that there is no significant difference in the lexical cohesion as used in both the source and target texts. Secondly, it was established that Swahili health care texts contain slightly more lexical items than their English counterparts. Translators, in an attempt to make explicit what may be considered implicit in the&nbsp; target text if an equivalent lexical item is used, resort to using more synonyms and this makes them more cohesive. It also emerged that translators of health care texts have limited licence to significantly change the lexical items as used in the source texts. </p> 2021-08-30T00:00:00+00:00 Copyright (c) Vocabulary knowledge and academic achievement revisited: General and academic vocabulary as determinant factors 2021-08-30T15:10:26+00:00 Ahmed Masrai James Milton <p>It is uncontroversial to suggest that in order to be successful in academic study through the medium of English as a Foreign Lanuage, a learner will need a large general vocabulary and knowledge of academically relevant vocabulary, and the latter usually means knowledge of Coxhead’s influential Academic Word List (AWL). However, a large general vocabulary is likely to include all or most words from the AWL, so the contribution of knowledge of the AWL specifically to academic success is unclear. This article reports a study where the impact of word frequency in the test of the AWL is controlled, so the separate effects on grade point average (GPA) of AWL knowledge and general vocabulary size can be better understood. To this end, 61 native Arabic speaking learners of EFL took a test of AWL and a test of general vocabulary size, and their GPAs were collected. Results indicate that general vocabulary size explains nearly 47% of the variance in GPA and that knowledge of the AWL adds an additional 11.5 % to the explanation of the variance. The discussion addresses the varying importance of general and academic vocabulary to academic success.</p> 2021-08-30T00:00:00+00:00 Copyright (c) Assessing EFL learners’ written performance: The case of task repetition 2021-08-30T14:45:16+00:00 Zahra Fakher Ajabshir Fatemeh Poorebrahim <p>Previous second language acquisition (SLA) research on task repetition has mainly addressed oral production, and the contribution of task&nbsp; repetition to various aspects of writing has received scant attention. This study aimed to investigate the accuracy, complexity and fluency of written productions of intermediate-level English as a foreign language (EFL) learners once they were exposed to two task repetition types: content repetition (repeating the same task with the same procedures) and procedural repetition (repeating the same procedures with different content). Eighty-six participants were randomly assigned to either content repetition or procedural repetition groups and were engaged in dictogloss tasks three times over a two-week period, with the content of the text differing for the procedural group each time. The results of mixed ANOVAs revealed no difference between the two groups in general accuracy, but the procedural group was superior in terms of task-induced accuracy (error-free use of passive voice). Concerning complexity, the procedural group outperformed in lexical complexity and some sub-dimensions of syntactic complexity. Both groups were also found to perform equally well in terms of fluency. The findings suggest implications for second language (L2) contexts. </p> 2021-08-30T00:00:00+00:00 Copyright (c) Expert writers’ structural outlines in research papers: An inquiry into social sciences 2021-08-30T14:57:29+00:00 Xianqing Luo Jason Miin-Hwa Lim <p>While novice writers are often expected to lucidly demonstrate the order in which different components of their reports are arranged, it is not clear as to whether such outlines are sufficiently prevalent in some social sciences. Neither are we certain about the range of&nbsp; structurerelated language resources that can be introduced to novice writers. Based on an in-depth textual analysis and specialist informants’ inputs, this study ascertained the prevalence of structural outlines, reasons for using or avoiding them, and the linguistic resources needed to present them in high impact journals in two social science disciplines, namely ethnic studies (ES) and industrial&nbsp; relations (IR). It was found that the majority of the ES researchers avoid structural outlines, but most of the IR researchers incorporate them for reasons associated with the research methodologies chosen. While ES researchers prefer to use locative adverbials and different tenses, IR researchers tend to employ passive structures in structural outlines. Expert writers in both disciplines, however, rely on the use of nominalisations denoting discourse categories and personal pronouns in combination with communication, accomplishment and&nbsp; activity verbs. Recommendations are provided on how instructors can prepare relevant teaching materials to raise students’&nbsp; consciousness of the prevalent lexico-grammatical choices needed.</p> 2021-08-30T00:00:00+00:00 Copyright (c) <i>Book review</i>: Critical Discourse Analysis, Critical Discourse Studies and Beyond 2021-08-30T15:01:49+00:00 Theresa Catalano Linda R. Waugh <p>No Abstract.</p> 2021-08-30T00:00:00+00:00 Copyright (c) <i>Book review</i>: Contrastive Studies of English and Chinese Lexis 2021-08-30T15:07:12+00:00 Shao Bin <p>No Abstract.</p> 2021-08-30T00:00:00+00:00 Copyright (c)