Probing Personal Pronouns in English Speeches to Actuate

Professor Cheryl Hamilton of American Tarrant County divided speeches into two types： One is informative speeches, and the other is persuasive speeches. It is obvious that the speech to actuate should be more inspired and motive than the speech to convince. So the language of the speech to actuate should have some special features. Personal pronoun is one of the basic elements of language. It is widely used in our daily speaking, and for a speaker, it is also an effective way to control the emotion of listeners. Different personal pronouns have different effects in a speech, and this thesis has analyzed the effects of personal pronouns in the speech to actuate respectively with the examples of “I Have a Dream” made by Martin Luther King and “My Education, My Future” made by Barack Hussein Obama Jr., the president of America. From the analysis, we can see the concrete role every pronoun played in the speeches of different styles, and how it impacts the success of a speech. Such an analysis and probe leads to a better understanding on the art of English speaking, which can help the learners of English make these skills in their charge.

A Diachronic Study of the Phenomena of Personal Pronouns with Attributives in Southeast Asia Huayu

Based on the phenomenon of personal pronouns with attributives,this paper investigates the development and evolution of grammar in Southeast Asia Huayu.The results showed that the personal pronouns with attributives have shown an upward development trend in the centuries-old Huayu,as evidenced by the increasing number and frequency of their use,and the expansion of the range of personal pronouns that can carry attributives as well as the types of attributives.In addition,investigating the use of this linguistic phenomenon in Huayu,Putonghua,and Mandarin in a global perspective,it can be found that the three maintain a greater consistency.

English Classroom Discourse Analysis: Based on the Interpersonal Meta-function

Classroom discourse analysis plays a significant role in linguistics and language teaching. The present research is a case study, aiming to explore how the Interpersonal meta-function is reflected in the English classroom discourse, as well as to provide some suggestions for pedagogical improvement based on the findings. The results of the analysis indicate that in terms of Mood, the declarative clause is most frequently used, followed by the interrogative and imperative clause respectively; in terms of modality, the teacher uses modal verbs and Mood Adjuncts to express the degree of certainty; in terms of personal pronouns, the teacher prefers to use the first person plural pronouns. It is suggested that the class should be student-centered and that an equal teacher-student relationship should be established.

Affective Meaning of Pronouns in a Russian Sample

The present study examines affective meaning of pronouns （in Russian） represented by the semantic differential. Of direct relevance to the present study is the theory of affective meaning propounded by Osgood. Two hypotheses were tested. According to a ＂magnitude＂ hypothesis, affective dimensions （each of evaluation, potency, and activity taken separately） differ in their magnitude across pronouns I, My, Me, and They. A ＂structural＂ hypothesis stated that the affective dimensions yield latent factors across （the generality） and within （the concept-scale interaction） the pronoun concepts. Repeated-measures analysis of variance （1-way ANOVA） and confirmatory factor analysis were employed to process data. It was found that each of the evaluation and potency measures yield a significant magnitude change across the pronouns, but there was indicated no significant change across the pronouns with respect to the activity dimension. Therewith, the pronoun My gained a salient value and the pronoun They the smallest value. Using confirmatory factor analysis five models were tested. Among them one model was good fit to the data. It engaged a four-factor solution resulted in that four pronouns are latent affective distinct but related factors and the evaluation, potency, and activity are their indicators.

Explicitation of Personal Pronoun in Chinese Translation

Based on the comparable corpus of translated Chinese and original Chinese,this paper studies the explicitation of personal pronouns in translated Chinese.The results show that:(1)on the whole,the explicit characteristics of personal pronouns in translated Chinese are obvious;(2)The explicitation of the third personal pronoun is more obvious than that of the first and second personal pronouns,and the translation process,purpose and strategy and the source language shining through effect are the reasons for the explicitation.

Corpus-based Comparison of Plural First-personal Pronoun in Argumentative Essays of Chinese EFL Learners and Native Students

The goal of this study is to compare the use of plural forms of the first personal pronouns by native English speakers andChinese EFL learners in their argumentative essays from the aspect of collocation,based on English native college students’writ-ten-English corpus LOCNESS and Chinese learner corpus of written-English WECCL.The results showed that under the influenceof the oral features of written English of Chinese EFL learners,the transferability of native language,and the collective value of Chi-nese culture,Chinese EFL learners overuse the plural forms of the first personal pronoun"we"and"our"in the argumentative es-says and often collocate"we"with auxiliary verbs"should""must",which are not commonly used in argumentative essays of na-tives students.

A Preliminary Study of ＂I＂ and ＂We＂ in Teachers＇ Talk in a Military Academy

This paper is a qualitative study of how and why English teachers in military academy use personal pronoun I and inclusive and exclusive we. Through analysis of teachers＇ use of/and we in the taped videos, some differences in the frequency use of inclusive we and exclusive we have been found and a number of effects the inclusive pronouns create are illustrated. Specifically, the paper reveals how 1 and we help teachers create a sense of authority in the classroom, showing how teachers are aligning with the students. Inclusive pronouns can act as a positive politeness device by imparting knowledge, organizing the contents, and highlighting the important and difficult points. It is noticed that there is fuzziness between inclusive personal pronoun and exclusive pronoun, which can be manipulated by the teacher to create authority or closeness with students.