Forum for Linguistic Studies

Investigating Arabic Guttural Coarticulation: Correlations of Larynx and Hyoid Bone Vertical Displacement with Vowel Formant Patterns

Fazia Karaoui — 2026-02-10

Guttural consonants in Arabic are characterized by articulation with an elevated larynx, a configuration that extends its influence to adjacent sounds. This coarticulatory effect produces measurable acoustic consequences, particularly in the formant structure of neighboring vowels. The present study investigates the relationship between larynx height, coarticulatory direction, and voicing in shaping the articulatory and acoustic modifications associated with guttural contexts. Using X-ray imaging, we examined the positional variations of the larynx during the production of the three short vowels /a, i, u/ adjacent to guttural consonants. Complementary acoustic analyses were conducted to evaluate the extent of formant shifts and changes in formant spacing induced by guttural spread. The findings indicate that guttural consonants exert a significant influence on vowel articulation and acoustics, with the magnitude of this effect strongly modulated by larynx height and voicing. By contrast, the direction of coarticulation (CV versus VC sequences) exhibited a comparatively weaker influence. Overall, the results provide clear evidence that laryngeal adjustments play a central role in the articulatory and acoustic properties of vowels in guttural environments. This study further demonstrates the utility of X-ray imaging for examining complex articulatory phenomena, offering valuable insights into the interplay between laryngeal movement and vowel acoustics in Arabic.

Sociolinguistic Features of Kazakh and English Business Terminology

Manshuk Mambetova — 2026-02-27

The rapid economic growth and ongoing digital transformation of Kazakhstan have had a profound influence on the terminological layer of the Kazakh language. The introduction of new technologies and the expansion of globalized business practices have necessitated the continuous renewal of the national lexical system. Business terminology, in particular, constitutes one of the most dynamic domains, with new concepts and terms emerging on a daily basis. This article aims to examine the sociolinguistic characteristics of Kazakh and English business terminology, with particular attention to the social, political, and economic factors that shape their formation and usage. The study is based on the comparative analysis of 1500 terminological units, examining their classification, structural patterns, and mechanisms of term formation in both languages. Particular emphasis is placed on the impact of English borrowings on the Kazakh business lexicon, as well as on the sociocultural dimensions embedded within business discourse. The research employs descriptive-analytical and comparative-contrastive methods, alongside systematization and classification approaches. The linguistic data were drawn from texts found on social media platforms, official websites, media sources, and business publications. The current sociolinguistic status of the Kazakh language is examined through external observation methods. The study confirms that international business terms borrowed from English significantly contribute to the functional expansion of the Kazakh language. While traditional principles of term formation tend to limit emotional expressiveness, the findings reveal an increasing presence of metaphorical expressions and semantic coloration in modern business terms. The dominant role of English in shaping contemporary Kazakh business vocabulary is also highlighted.

Digital Storytelling as a Tool for Enhancing Reading Comprehension among Grade Four English First Additional Language Learners in Vhembe Cluster

Israel Creleanor Mulaudzi — 2026-02-12

South African Grade 4 learners face persistent challenges in reading comprehension as they transition into English First Additional Language (EFAL) instruction, a problem intensified in rural schools where technological, linguistic, and pedagogical resources are limited. Although digital storytelling (DST) is widely recognised internationally as a promising multimodal literacy strategy, its application within resource-constrained EFAL classrooms remains significantly under-examined. This study addresses this gap by investigating how teachers in rural Limpopo understand, implement, and experience DST. Using an interpretive qualitative case study design, data were generated through semi-structured interviews, non-participant classroom observations, and teacher reflection journals, enabling a rich, triangulated understanding of pedagogical practices. Thematic analysis revealed that DST enhances learner engagement, vocabulary development, and reading comprehension when supported through guided teacher mediation, visual scaffolding, oral explanation, and culturally relevant narratives. To advance the field, this study presents the first DST comprehension model specifically designed for rural EFAL contexts, illustrating how multimodal and sociocultural processes intersect under conditions of infrastructural scarcity. The model demonstrates that adequate comprehension is driven not by technology alone but by strategic teacher facilitation and contextual adaptation. Findings further show that while DST holds strong pedagogical potential, its successful use depends on teacher confidence, digital self-efficacy, and access to low-tech, locally relevant resources. Strengthening teacher professional development, improving rural digital equity, and providing simplified multimodal teaching materials are essential steps toward scaling DST as a viable and context-appropriate comprehension strategy in rural South African classrooms.

Contemporary Perspectives on Multilingualism and Emotional Expression: An Interview with Professor Jean-Marc Dewaele

Jean-Marc Dewaele — 2026-02-25