Journal of Language and Pragmatics Studies

Analyzing conversational implicatures in a synchronous online class on pragmatics

2026-07-15T05:41:05+07:00

Conversational implicatures are inherent in everyday interaction. Understanding how they emerge in synchronous class discussions can help shape clear communication beyond what is explicitly stated, thus improving class interaction and class management. However, research on conversational implicatures based on Grice’s Cooperative Principle in synchronous class discussions remains limited in Philippine context. Hence, this study aims to analyze conversational implicatures produced by both the teacher and students in a synchronous classroom setting. Data were gathered from verbatim transcripts of teacher-student interactions and analyzed using the framework of Grice’s Cooperative Principle. The findings reveal that both the teacher and students produced conversational implicatures that were highly dependent on the contextual situation, reflecting the dynamic nature of interaction in the online classroom. However, the teacher produced more instances of maxim flouting (18 out of 27), with the Maxims of Quantity and Manner most frequently flouted, often as a strategy to encourage students to think critically and respond independently and at the same time create a less restrictive environment. Students also tended to flout the same maxims (unclear and ambiguous), though less frequently (9 out of 27), particularly during recitations, as a response to the communicative situation (e.g., class participation and peer discussion). In contrast, the Maxims of Quality were less frequently flouted, indicating that participants generally maintained truthfulness in classroom discourse, while there was no instance of Relation flouting. Despite these instances of maxim flouting, both the teacher and students, generally, were able to successfully interpret the intended meanings, demonstrating pragmatic competence in understanding conversational implicatures within classroom interaction. The study also suggests the need for further research examining additional factors and comparing virtual and face-to-face contexts to provide deeper insights into the role of conversational implicature in human interaction.

Unveiling the speech acts employed in an aggressive Nigerian Christian prayers sessions

2026-07-15T05:41:03+07:00

Humans perform speech act when they speak or write. These acts enhance discourse and conversation. This study explores the types of speech acts performed during energetic prayer sessions in a Nigeria church and the linguistic strategies employed in performing these acts. Data were gathered from 12 months research visit to the of Mountain of Fire and Miracles Ministry Headquarter church in Lagos, Nigeria. Through a qualitative analysis of prayer language, the research identifies various speech acts used to inspire spiritual fervor during prayer sessions. The speech acts identified include: commanding, requesting, denying of efforts, questioning, promising and making positive assertions. Findings reveal that the illocutionary forces of the speech acts were felicitous because they amplify spiritual intensity, foster a sense of community, and promote vibrant prayer experiences. The result demonstrates that language plays a vital role in shaping spiritual practices and experiences within the mountain of fire and miracles ministry.

A pragmasemantic analysis of lexical ambiguity in the Nigeria criminal code act

2026-07-15T05:41:02+07:00

Legal language tend to be prone to imprecision and multiplicity of meanings which may result in interpretive difficulties and inconsistent judicial outcomes. Despite that, it is observed that the Criminal Code Act (Chapter C38, Laws of the Federation of Nigeria), contains lexical ambiguity which may undermine legal certainty and effective justice delivery. This study investigates such ambiguities by identifying lexically ambiguous expressions in selected provisions. It analyses the ambiguities through Pustejovsky’s semantic qualia structure, and examines the role of pragmatic context using Gricean maxims. The study adopts a qualitative approach with purposive sampling of statutory provisions and judicial interpretations. It employs textual analysis combining semantic and pragmatic frameworks. Findings reveal that lexical ambiguity is pervasive, particularly in provisions central to criminal liability, and that violation of pragmatic principles, clarity, relevance, and sufficiency, contribute to interpretive inconsistencies. The study concludes that lexical ambiguity remains a significant source of legal indeterminacy and recommends the integration of pragma-semantic insights into legislative drafting, alongside interdisciplinary collaboration, to enhance clarity and promote effective justice delivery.

Parents’ beliefs in shaping family language planning: Narrative inquiry of Balti families living in Skardu

2026-07-15T05:41:07+07:00

Although language planning, which is done at state level plays a pivotal role in deciding the fate of indigenous or heritage languages, family language planning, which is based on language beliefs, language practices, and language management within the home domain, has an equally crucial role to play in contributing towards heritage language maintenance or loss. Being a relatively new field of inquiry, this area needs to be investigated concerning the heritage language communities in Pakistan, which is home to almost 74 indigenous languages. Considering the relevance of FLP and the inclusion of 27 indigenous languages spoken in Pakistan in UNESCO’s list of endangered languages, the current study aims to undertake a narrative inquiry of six Balti couples, three living in a joint family while three living in a nuclear family system in Skardu. The data collection instruments include the life stories of these six Balti couples, followed by a series of interviews with them, along with the observations based on their use of language(s) with their children and other family members in the home domain. Despite some similarities in the Balti couples’ approach to and use of their mother tongue in the home domain, the findings of the study indicate significant differences in their FLP, which can be attributed to the differences in their family structure as well as other internal and external factors, like their language attitude, language ideology, subjective ethnolinguistic vitality, educational background, profession, the place of residence, etc. The findings of the study can empower the stakeholders, who may be directly or indirectly affected by the linguistic choices made in the home domain, and how these linguistic choices shape their beliefs about FLP. The study is an attempt to reinforce the importance of heritage language maintenance to arrest the loss of heritage languages and cultures.

Conceptualising love in Yorùbá socio-cultural contexts

2026-07-15T05:40:58+07:00

The examination takes a novel approach to how the Yorùbá culture conceptualises love. The rationale for the study is that, while many studies examine proverbs related to love and marriage, none have focused solely on proverbs about love. The scarcity of such studies has left a vital gap in research exploring how love is contextualised in both romantic and non-romantic contexts. The present study, therefore, investigates how the Yoruba tribe contextualises love within its socio-cultural milieu. Guided by Searle's (1969) speech act theory and Brown and Levinson’s (1987) politeness theory, the study collected data through purposive sampling, gathering Yoruba love proverbs from two Yoruba language tutors. The study’s findings demonstrate that Yorùbá love proverbs and expressions comment on love in both romantic and non-romantic contexts. Love in a romantic context depicts love as a feeling and commitment, while love in a non-romantic context presents love as a foundational factor in human relationships and love as a means of negotiating one’s needs at the expense of others. This research contributes to African cultural studies by demonstrating how foundational cultural concepts like love are encoded, transmitted, and negotiated through oral traditions, offering necessary insight into Yorùbá worldview and social relationality.

Language policies and teacher strategies for promoting psychological inclusiveness in the diverse classroom in Aba aducation zone

2026-07-15T05:41:00+07:00

This study examined the influence of language policies on classroom inclusivity and the strategies employed by teachers to promote psychological inclusiveness in linguistically diverse secondary school classrooms in Aba Education Zone, Abia State, Nigeria. A descriptive survey design was adopted. Using stratified random sampling, 200 junior and senior secondary school teachers were selected. Data were collected via a structured four-point Likert-scale questionnaire and analyzed using descriptive statistics and inferential statistics (independent samples t-test; one-way ANOVA) at α = 0.05. Language policies exerted limited practical influence on psychological inclusiveness (cluster mean = 2.48), revealing a persistent policy-practice gap. Teachers nonetheless employed diverse inclusive strategies including differentiated instruction, code-switching, and culturally responsive pedagogy (cluster mean = 2.79). Key implementation barriers included inadequate training, resource deficits, and weak administrative support (cluster mean = 2.67). No statistically significant differences in inclusive strategy use were found by gender (t = 0.743, p = .458) or teaching experience (F = 1.032, p = .380). This study contributes empirical evidence on the disconnect between language policy intent and classroom reality in a linguistically complex Nigerian urban zone, offering actionable insights for policymakers, curriculum designers, and teacher educators.

Impoliteness and turn taking in selected Gbas Gbos interaction among Nigerians on X

2026-07-15T05:40:56+07:00

Impoliteness strategies, a concept that underscores how people’s self-worth is bruised in interactions, have been investigated at different levels in Nigerian scholarship, particularly on social media. Most of these studies have been premised on socio-political issues, whereby Nigerians have employed impoliteness strategies towards government authority. Few studies have explored impoliteness and turn-taking strategies among Nigerians on X. This gap necessitated the present study to examine the impoliteness strategies and turn-taking in gbas gbos interaction among Nigerian netizens on X. The study’s data was collected using a purposive data collection approach from X social media platform. The data was bound by Culpeper’s (1996) impoliteness framework and conversation analysis by Harvey Sacks et al. (1975). The study’s findings unwrapped that gbas gbos interactions are marked with gross impoliteness, using strategies such as bald-on-record, positive, negative, and mock or sarcasm impoliteness. Conversational analysis via turn-taking highlighted how the participants observed turn-taking rules during the interaction.

Degree and forms of codeswitching: Academic and social engagement impact among ESL college education students

2026-07-15T05:40:54+07:00

This study investigated language alternation, specifically code-switching and translanguaging, among second-year education students at DEBESMSCAT, analyzing its manifestations and effects on academic and social engagement. Utilizing an Explanatory Sequential mixed-methods design, the research initially quantified code-switching prevalence and forms through a comprehensive survey. Subsequently, in-depth qualitative interviews explored students' subjective experiences, language preferences, and perceived impacts on learning, understanding, and social interaction. Findings indicate that code-switching is a pervasive communicative strategy across all examined majors, functioning as both a cognitive and social resource that enhances participation and collaboration. Science and Filipino students extensively employ it for conceptual clarification in academic settings, while Social Studies students predominantly use it in informal, peer-based, and collaborative interactions. Despite its demonstrable utility in enhancing comprehension, participation, and engagement, students reported challenges in balancing practical communication practices with institutional English-only mandates, expectations, and specific academic requirements. Furthermore, language alternation was found to support confidence-building, collaborative learning, inclusivity, and positive peer relationships in diverse classroom contexts, thereby fostering deeper understanding. The study concludes that language alternation serves as an indispensable, dynamic tool fostering understanding, confidence, and peer solidarity, thereby underscoring the necessity for pedagogies that validate, support, and effectively integrate students' multilingual competencies within higher education environments.