Southern African Linguistics and Applied Language Studies <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> NISC Pty Ltd en-US Southern African Linguistics and Applied Language Studies 1607-3614 Copyright for articles published in this journal is retained by the publisher. Utilising lecturer input to inform the design of an audio e-assessment tool <p>With the rise of digital recording devices and web-based learning platforms, audio feedback has grown in popularity owing to easier distribution of recordings. Audio feedback is touted as having multiple advantages over written feedback. Although there are many studies reporting on the use of audio feedback and its effectiveness and efficiency, none of these have reported on the needs and requirements of lecturers to effectively provide audio feedback. Therefore, the aim of this article is to establish lecturers’ needs pertaining to audio feedback. For this purpose, lecturers interested in utilising audio feedback were invited to discuss their common frustrations and needs during a focus group interview regarding the provision of feedback. The findings of the focus group were in line with common frustrations regarding feedback in general as found in the literature. These findings were then interpreted to create a wish list for implementation in a lecturer-centred audio feedback system</p> Henk Louw Juan Steyn Jessica Pool Copyright (c) 2021-02-01 2021-02-01 38 4 269–281 269–281 Linguistic formation patterns of anglicised traditional Yorùbá anthroponyms <p>Yorùbá personal names have been studied from different perspectives. A critical look at the linguistic processes involved in the anglicisation of Yorùbá personal names appears to be relatively unexplored. As such, this study explores linguistic formation patterns of anglicised traditional Yorùbá anthroponyms. The study adopts the descriptive research design and analyses 50 samples of anglicised Yorùbá anthroponyms by drawing insights from the concepts of insertion or epenthesis, consonant clustering and diacritic removal in phonology. The research shows that some instances of the anglicised Yorùbá names include: <em>Hardebisi from Adebisi, Haryoh from Ayọ, Fehmih from Femi, Holar from Ọla</em> and <em>Hormosewah from Omosewa</em>. The finding of the research also reveals that prothesis, paragoge, consonant clustering and removal of diacritics are the linguistic formation patterns prevalent in the anglicised Yorùbá traditional anthroponyms. The researchers recommend further research on the role of gender in the anglicisation of names.</p> Augustina Ngozi Eze Sopuruchi Christian Aboh Deborah Ezinne Eze Copyright (c) 2021-02-01 2021-02-01 38 4 282–292 282–292 Are reading comprehension ability and its strategies transferable from L1 to L2? Evidence from upper-intermediate EFL learners in Iran <p>Considering the fact that being able to read efficiently would be a key tool for academic success, there has been a plethora of research conducted on this skill with a serious focus on the degree to which reading comprehension is the function of lexical and grammatical knowledge of the language. However, the present study was an endeavour to examine whether L2 (English) reading comprehension is ‘language-specific’ or related to ‘general reading proficiency’. Moreover, it has investigated reading comprehension strategies to see whether both poor and proficient Iranian readers use similar strategies for reading comprehension tasks in either languages or whether they employ different strategies depending on the language. The sample of 87 upper-intermediate Iranian EFL learners was recruited for the study that took seven months to complete. Statistical analyses revealed that L2 reading comprehension is not language-specific but primarily related to ‘general reading proficiency’. It was also found that proficient readers employed more or less identical strategies for reading comprehension tasks of different languages, while this was not the case for poor readers.</p> Mohammad Saber Khaghaninejad Copyright (c) 2021-02-01 2021-02-01 38 4 293–306 293–306 Towards modelled testing of productive knowledge of collocations <p>Accurate use of collocations is seen as a measure of a learner’s proficiency in a second/ foreign language. However, research is not conclusive as to how to best test productive knowledge of collocations and, more fundamentally, there is no agreement on how vocabulary size, i.e. word comprehension, influences collocation production within a constrained or unconstrained context. This article elaborates on a battery of tests aimed at examining these issues. The tests were presented to both English as Foreign Language (EFL) and English as Second Language (ESL) students. The findings indicate that constrained and unconstrained contexts may represent different levels of productive knowledge, casting doubt on the definition of productive knowledge collapsing the two contexts – constrained and unconstrained – into one construct. Furthermore, both levels are influenced by the size of a learner’s receptive knowledge, which confirms Gyllstad’s earlier observation on the relationship between receptive knowledge of collocations and vocabulary size, which is extended here to include productive knowledge. On the basis of these results, we argue that a new definition for ‘productive knowledge of collocations’ is in order, where productive knowledge is categorised according to four levels based on the amount of context provided to the learner.</p> Déogratias Nizonkiza Kris Van de Poel Tobie Van Dyk Henk Louw Copyright (c) 2021-02-01 2021-02-01 38 4 307–322 307–322 User studies on the Sepedi Copulative Decision Tree <p>User studies on the Sepedi Copulative Decision Tree is an evaluation of the value of a writing assistant for the copulative constructions in Sepedi (Northern Sotho). It reflects on the different static and dynamic constructions of the identifying, descriptive and associative copulative in the different verbal moods. The aim of this article is to determine to what extent the use of the Tree assisted users to express copulatives correctly. Data collection was done by means of a questionnaire completed by 36 second-year students at a tertiary institution. Analysis of the data includes the identification of the most problematic copulatives, an evaluation of the contribution made by the Tree, typical errors made by the students and their comments and feedback on the virtues and shortcomings of the Tree. The Tree entails a step-by-step sequence of mostly binary choices mainly in a text production situation. The results of the investigation indicate that the tool meets its stated aims, i.e. correction of errors, confirmation of correct responses and identification of the most problematic copulatives and common errors made by learners of Sepedi. It is concluded that utilisation of the tool resulted in a substantial increase in the production of correct copulatives</p> Daniel J. Prinsloo Copyright (c) 2021-02-01 2021-02-01 38 4 323–335 323–335 Methodological differences matter: Identification thresholds and corpus composition in lexical bundle research <p>In lexical bundle research, it has been a common practice to extract and compare lexical bundles across different corpora based on certain identification thresholds. This line of study adopts varying frequency and dispersion thresholds because the corpora compared always differ in the sizes and/or the numbers of texts. However, few studies have ever considered the consequences of these methodological differences. To bridge the gap, a series of experiments were conducted to explore the impact of identification thresholds and corpus composition on bundle extraction and the results of cross-corpora comparison. The first set of experiments demonstrated that different identification thresholds applied to the same pair of corpora may yield conflicting results, which indicated that the methodological differences could be one source of mixed results in the literature. Further, after removing the influence of differences in the sizes and/or the numbers of texts, the second set of experiments revealed that increasing the dispersion thresholds proportionally to offset the differences in the numbers of texts actually favours the corpus with a smaller number of texts. This study highlighted the interactive relationship between frequency thresholds and dispersion thresholds and the key role of dispersion thresholds in filtering bundles. The article also discusses the methodological implications for future contrastive lexical bundle research.</p> Fan Pan Copyright (c) 2021-02-01 2021-02-01 38 4 336–350 336–350 Verb stem influence on object marking in Chiyao <p>This article examines the influence of verbal syntactic and semantic features on the occurrence of the object marker in Chiyao (P21), a Bantu language of Tanzania, Mozambique and Malawi. The article categorises verb stems into three main groups: those that take an obligatory object marker; those that block the occurrence of the object marker; and those that neither require nor block the object marker. The analysis shows that some monotransitive verbs denoting visual and mental perception take an obligatory object marker regardless of the syntactic context or semantic features of their respective object NPs. A similar pattern is exhibited by unextended ditransitive verbs. On the other hand, verbs in the middle voice and those occurring in cognate object constructions restrict the occurrence of the object marker. Between these two extremes are the verbs that pose no restriction to object marking as they can occur with or without the object marker depending on syntactic structure, pragmatic context and object noun features. This last category constitutes the majority of the verbs and is considered unmarked. It is concluded that verbal semantic and syntactic features are important aspects to consider in any account of the conditions for object marking in Chiyao.</p> Julius Taji Copyright (c) 2021-02-01 2021-02-01 38 4 351–365 351–365 Book review: Interdisciplinary Research Discourse: Corpus Investigations into Environment Journals <p>Paul Thompson and Susan Hunston 2020, Routledge, Oxford &amp; New York, xiii+265 pages, Price: €18.99 (ebook).</p> Huayong Li Jianting Luo Copyright (c) 2021-02-01 2021-02-01 38 4 366–368 366–368 Book Review: Innovation in Language Learning and Teaching: The Case of the Middle East and North Africa <p>Hayo Reinders, Christine Coombe, Andrew Littlejohn, Dara Tafazoli (eds) 2019 Palgrave Macmillan. ISBN 978-3-030-13412-9 (hbk), xxv+285 pp. $139.99</p> Hamzeh Moradi Jianbo Chen Copyright (c) 2021-02-01 2021-02-01 38 4 369–371 369–371