In China, due to the lack of a real language learning environment, the main place for students to contact English is the classroom. Therefore, teachers’ discourse in the classroom has an important impact on learners’ language acquisition. Specifically, on the one hand, teacher talk can organize and manage classroom teaching. On the other hand, it is conducive to students’ language input. At the same time, senior high school is a key period for students to learn English. The impact of excellent teacher talk on students’ language acquisition is beneficial. As a result, at this stage, it is vital to study teacher talk. Based on the input hypothesis proposed by Krashen and the interaction hypothesis proposed by Long, this article selects a senior teacher and her class in Zhengji senior high school in Jiangsu Province as the research object, and uses the method of naturalistic observation to observe and record the teacher’s discourse in the classroom. Then, through the analysis of the data, the current situation of English teachers’ classroom discourse in senior high schools is investigated in three ways in this thesis: the quantity of teacher talk, questioning methods and feedback methods, analyzes the existing problems, and tries to offer some sound counsel. Through research and analysis, this article draws the following conclusions: 1. Teachers are fully aware of the main role of students in classroom discourse, are changing the traditional teacher-centered teaching model, and strive to make students more involved in classroom activities. 2. Teachers should reasonably use the method of questioning in the classroom to combine display questions with referential questions, so as to cultivate students’ innovative thinking ability. 3. Teachers should use a variety of feedback methods to continuously stimulate students’ learning motivation and increase the number of possibilities for kids to develop language.

This study investigated one of Kenya’s foremost political commentary vlogs – The 5th Estate as a rich site on how multimodal resources are marshaled by Mutahi Ngunyi, the vlog’s creator and political analyst, to construct the identity of an authoritative political analyst. Whereas there are several studies on identity construction on social media platforms, little research on identity construction focusing specifically on vlogging exist. More so, there is scanty investigation of identity construction strategies used by vloggers who specialise in political commentary. Using the Systemic Functional – Multimodal Discourse Analysis (SF-MDA) approach, the research investigated how audience reaction aid in the construction of individual’s identity. The research adopted a qualitative perspective and more specifically a descriptive-interpretive design. Data which included vlogs posted on The 5th Estate since its establishment on 19th February, 2019 to date constituted the population of study from which four most popular vlogs were sampled. Data for research was collected, transcribed and analysed using content analysis technique. Knowledge generated by this study is expected to fill the existing gaps in political communications and new media research concerning identity construction in social media. The study could also be useful to politicians, political influencers and government agents who may want to adopt vlogging to communicate to their audience efficiently and effectively. The study concluded that audience reaction plays an important role in shaping Identity of an individual by affirmation of the message, use of descriptive words that describe the author, or titles ascribed to the author.

Stylistics is a branch of linguistic studies, which uses the linguistic features in analysing literary texts and other works of art. Stylistics is also seen as the academic study of styles, where a scholar can look at the language and style of any author he chooses to study. This research work looks at the Ijaw linguistic features Ebi Yeibo employs in The Fourth Masquerade to send his intended messages to his readers. The work's title is The Significance of the Ijaw Linguistic Features in Ebi Yeibo's The Fourth Masquerade. The Ijaw linguistic features are identified and interpreted to the readers. The theoretical frameworks chosen as guides to the study are: Leo Spitzer's Philological Circle and Geoffrey N. Leech's Style as Deviation models. The study adopts the Qualitative Approach as the methodology because it is interpretative, descriptive, analytic and evaluative in nature. The aim of the study is to project the fact that code-mixing and code- switching are veritable linguistic tools in a language contact situation. The data of the study is collected through primary and secondary sources, which include: the careful reading of the primary texts, excerpts from a personal interview with the author, and comments from other critics. The work is significant to both researchers, scholars, critics and the society in general because it reveals that an analysis of a literary text from a linguistic standpoint is possible. The study explicates that Yeibo uses lexical borrowings, Ijaw idioms/proverbs, native rhetorical patterns, semantic extension and dislocation, etc. to address the themes of corruption, oppression, poverty, protest, bureaucratic inefficiency of government and institutional and moral decay of the Niger Delta.

In the current professional and educational environment, students must enhance their language abilities to capitalize on career and academic opportunities. Although reading is a crucial skill for youngsters, many struggle to comprehend, understand, and assimilate the content. This study investigates an interactive supplementary tool that enhances reading proficiency and facilitates students' comprehension of the text. During the academic year 2022–2023, a cohort of 120 female students was surveyed over the course of two semesters. The data collection methods used in this study consisted of a questionnaire that examined students' perspectives on advertising materials utilized in reading skills classrooms, along with a semi-structured questionnaire administered at the end of each unit. The results of this study suggest that the usage of commercial advertising improved students' reading ability, making it a great resource for teaching language skills.