Investigation of Phonetic Structures of Language in Terms of Emotions, Beliefs and Attitudes

It is abundantly obvious that a variety of various considerations are considered when one makes the decision on whether or not to self-identify as multilingual. It is not yet obvious what other components are involved; nevertheless, it is probable that certain constructs are involved, such as feelings, beliefs, and attitudes; these will be discussed in more detail in the following paragraphs. Modeling identities that span many languages involves the use of hidden variables. According to Cook and Citation2008, language experience is connected to a wide variety of historical, cultural, and social aspects, in addition to repertoires and affinities ( Block , Citation2009; Norton Peirce , Citation1995). Students are likely to be influenced, both in the past and in the present, in their perception of themselves as multilingual by the amount of exposure to and interaction with languages that they have had at home, in the classroom, while traveling, in the community, or using digital means. Likewise, a number of researchers (e.g. Ceginskas, 2010; Fielding, 2016) have noticed that the potential of students engaging with the many languages in their repertory has an effect on both the students' knowledge of multilingualism and their own definition of the term. In addition, we contend that prior experience will also have an important bearing on the final result in a major way. Because of this, we made the decision to include it as a latent variable in order to investigate the connection between multilingual identity. This manifesto is directed for the community of sociolinguists in order to support the immediate need of moving forward with a cross-cultural research paradigm. This paradigm will combine a larger variety of languages, including those spoken in Western and non-Western civilizations as well as those spoken in the many cultural groupings and communities found within the countries that we are researching. This will allow us to see things from a broader perspective and open doors to exciting new opportunities that will ultimately lead to new discoveries. An expanded perspective is not only required for conducting scientific research that involves questioning the cultural and linguistic foundations of our knowledge, but it is also required as an ethical requirement that requires us to use our professional expertise for the benefit of all speech communities. Not only is an expanded perspective required for conducting research that involves questioning the cultural and linguistic foundations of our knowledge, but it is also required for conducting research