Papers reviewed and determined not to be word norm studies. Use the flag icon to report errors or suggest re-inclusion.
16504 papers
Abstract The Wedding Invitation is one of the significant text genres. Following genre analysis approach and discourse analysis (DA), the present research analysed the wedding invitation genres in Pakistan to explore generic structures, as well as the role played by the broader socio-cultural norms and values in shaping this genre. Therefore, a corpus of 50 wedding invitations in Urdu and English was randomly selected from cards received from January to June 2018. The results of this genre analysis revealed seven obligatory and one optional move in Urdu, while six obligatory and one optional move in English invitations. Through discourse analysis, it has been uncovered how religious association and cultural influence in Pakistani society shape textual selection. Little variation was displayed in the invitations of the two languages, presumably due to regional cultural reflections and recent influence of western values. A comparison of Pakistani and UK invitations showed differences not only in move selection but also in lexical choices which are shaped by the respective cultures.
Where readers move their eyes, while proceeding forward along lines of text, has long been assumed to be determined in a top-down word-based manner. According to this classical view, readers of alphabetic languages would invariably program their saccades towards the center of peripheral target words, as selected based on the (expected) needs of ongoing (word-identification) processing, and the variability in within-word landing positions would exclusively result from systematic and random errors. Here we put this predominant hypothesis to a strong test by estimating the respective influences of language-related variables (word frequency and word predictability) and lower-level visuo-motor factors (word length and saccadic launch-site distance to the beginning of words) on both word-skipping likelihood and within-word landing positions. Our eye-movement data were collected while forty participants read 316 pairs of sentences, that differed only by one word, the prime; this was either s)
Do commonly used statistical-learning tasks capture stable individual differences in children? Infants, children, and adults are capable of using statistical learning (SL) to extract information about their environment. Although most studies have looked at group-level performance, a growing literature examines individual differences in SL and their relation to language-learning outcomes: Individuals who are better at SL are expected to show better linguistic abilities. Accordingly, studies have shown positive correlations between SL performance and language outcomes in both children and adults. However, these studies have often used tasks designed to explore group-level performance without modifying them, resulting in psychometric shortcomings that impact reliability in adults (Siegelman, Bogaerts, Christiansen, & Frost in Transactions of the Royal Society B, 372, 20160059, 2017a; Siegelman, Bogaerts, & Frost in Behavior Research Methods, 49, 418–432, 2017b). Even though similar measures are used to assess individual differences in children, no study to date has examined the reliability of these measures in development. This study examined the reliability of common SL measures in both children and adults. It assessed the reliability of three SL tasks (two auditory and one visual) twice (two months apart) in adults and children (mean age 8 years). Although the tasks showed moderate reliability in adults, they did not capture stable individual variation in children. None of the tasks were reliable across sessions, and all showed internal consistency measures well below psychometric standards. These findings raise significant concerns about the use of current SL measures to predict and explain individual differences in development. The article ends with a discussion of possible explanations for the difference in reliability between children and adults.
Grammar anomalies are frequent in texts produced by second language learners. When describing these anomalies, two main issues arise: What is anomalous use of grammar? And how are grammar anomalies distinct from orthographic and lexical anomalies? We review earlier error-definitions and suggest defining grammar anomalies according to an explicit norm instead of L1 usage. We propose a broader definition of grammar than in previous studies, based on Boye & Harder (2012). The distinction between grammar, lexicon and orthography is illustrated with data from 28 adult L1 English learners of L2 Danish. In the corpus, 55.9 % of the anomalies were related to grammar. Finally, we discuss how definitions and procedures can be used in future studies of naturally occurring grammar anomalies.
The article deals with the formation of the philosophical and psychological basis of the moral code of masters of the oriental struggle. The constructivism of the religious and philosophical thought of Buddhism and Shintoism in this process is emphasized. The term of «busido» is analysed in lexical-semantic, artistic-figurative and constructive planes. The «warrior’s path» is the key conception of the phenomenon of samurai, the core of life and life-creation, the essence and meaning of a personality’s being, the basic model and the cultural core of the masters in oriental martial arts and samurai. Busido – «warrior’s path» – the samurai code is a set of rules, recommendations and norms of the behavior of a true warrior in battle and everyday life, military philosophy, known from the ancient times. The Samurai Code of Honor proved its ability to educate true warriors, fearless defenders of the native land, brave and courageous, whom the country has been proud of for centuries. The Code has contributed to the formation of the socio-political, moral, psychological, strategic and tactical and technical potential of samurai warriors. The typology of individuals is shown: searchers of death, players with death, who deliberately neglected mortal danger. Life laid on the altar of freedom of the Motherland is the holy fate of the warrior. The existence of life in a vast existential space reveals a universal opportunity for the creation of good deeds and love to a man. The victory of this eternal and boundless world emerges on the verge of life and death. The results of research of moral qualities in sport activities of karatists in kyokushinkai style of Donetsk region are presented. The training program of karatist’s moral qualities optimization is conducted, which includes: mastering of relaxation methods, self-development of consciousness, forming of moral qualities. The program provides the creation of the special social environment, realization of methods, stimulation of psychological mechanisms of sportsmen’s moral qualities development.
The article deals with the relevant linguistic issue of correlation between word spelling and the distinction of units belonging to different grammatical classes. The concepts of word and part of speech are contrasted. The author has revealed the peculiarities of lexical units functioning in written speech, which enables their part-of-speech status identification. The analysis of criteria, suggested by the linguists for differentiation of homonymous adverbs, preposition-and-case-form combinations, and derivative prepositions resulted in proposing a procedure of consecutive operations, accomplished to identify the part-of-speech status of grammatically homonymous words. The results of the linguistic experiment show how in speech practice native speakers solve the problems of part of speech determination and establishing the spelling of such words. It was revealed that the methods for distinguishing grammatical homonyms used by recipients, in many cases, do not lead to the correct solution. The existing codified guidelines are not applied while writing, as spelling of the major part of grammatically homonymous words does not meet the requirements of the norm. To solve the problem under consideration, it is necessary to adjust the content of spelling rules and change the spelling of a number of words, where traditional spelling principles are reflected.
Abstract This chapter discusses the existence of linguistic norms (defined as socially determined and commonly shared criteria for correctness of action specific to language). It considers linguistic structure and semantic compositionality, lexical semantics, speech acts, and implicit communication and concludes that there are no linguistic norms stricto sensu at any of these levels. However, social norms constraining communication in the intimate societies in which language evolved have left traces in contemporary languages, notably in the universal existence of implicit communication. Key words: linguistic norm, linguistic structure, semantic compositionality, lexical semantics, speech act, implicit communication, Grice, principle of cooperation, society of intimates, evolution of language.
Despite the rapid increase in the number and applications of plankton imaging systems in marine science, processing large numbers of images remains a major challenge due to large variations in image content and quality in different marine environments. We constructed an automatic plankton image recognition and enumeration system using an enhanced Convolutional Neural Network (CNN) and examined the performance of different network structures on automatic plankton image classification. The procedure started with an adaptive thresholding approach to extract Region of Interest (ROIs) from in situ plankton images, followed by a procedure to suppress the background noise and enhance target features for each extracted ROI. The enhanced ROIs were classified into seven categories by a pre-trained classifier which was a combination of a CNN and a Support Vector Machine (SVM). The CNN was selected to improve feature description and the SVM was utilized to improve classification accuracy. A serie)
Reading speed is achieved based on automatic word recognition and, together with prosody, constitutes an essential link between word recognition and text comprehension. Despite the relevance of reading speed acquisition for success at school, a high percentage of children growing up in poverty contexts face difficulties in achieving automatic word recognition. Consequently, this paper aims to contribute to the understanding of difficulties in reading speed acquisition in children growing in poverty contexts. Two studies were designed. In the first study, in order to explore the origin of difficulties in developing word reading speed, a comparison of the cognitive profiles of children from low-income backgrounds with and without difficulties in this ability was carried out. In a previous study, norms were obtained for accuracy and speed in a word reading test. Participants were 168 6th grade children from several educational institutions attending children growing up in poverty contexts in Buenos Aires, Argentina. In the present study, the same word reading test was administered to 96 6th grade children. Based on the norms obtained in the previous study, two groups of children were identified: a group who performed at or above the 50th percentile in reading accuracy but below the 30th percentile in reading speed and another group performing at or above the 50th percentile in both measures. The first group was made up of 22 children, and the second one, of 46 children. The remaining 28 children were not included in the study because they performed below the 50th percentile in reading accuracy. Additional tests measuring phonological awareness, rapid naming, verbal memory and word spelling were administered to children in both groups. Between-groups comparisons in these tasks showed that children with speed acquisition difficulties underperformed the other group in the tests tapping phonological awareness, rapid naming and spelling. These results suggest that the children in the group experiencing reading difficulties were still using the phonological route for word recognition. The second study aimed to explore whether a specifically designed educational intervention could enable children with low reading speed from the previous study to increase their reading speed.Both groups of children (with and without reading speed difficulties) were administered two additional reading tests: an experimental test comprising target words which would subsequently be included in the training study for the children with reading speed difficulties; and a reading test of additional words and pseudo words not targeted in the training study, but considered transfer items because they comprised sub lexical units that were included in the target words to be trained during the intervention. These same reading tests were re-administered as a post-test, after the reading intervention for the reading speed difficulties group. The training study aimed to promote reading speed via the acquisition of orthographic representations. The intervention involved two weekly individual sessions lasting 20 minutes each. Each child participated of a total of 15 sessions. Each session included repeated and accelerated reading of lexical units, as well as activities for promoting the analysis of sublexical units included in the target words and also present in the transfer pseudo words from the post-test. The comparison between the pre- and posttest performance of the training group showed a statistically significant increase in reading speed both of trained and transfer words, an increase that was not obtained for the comparison group. This result suggests that during the intervention children were able to develop orthographic representations of the trained lexical units, but also of the sub lexical units that were present in both the target and the transfer words. Educational implications from this study point to the importance of repeated and accelerated reading for increasing speed, a critical reading ability.
In the context of the modern scientific paradigm of linguistics, the linguoculturological approach to the study of linguistic units is becoming more and more relevant. Proverbs occupy a special place as accumulators of cultural values and the centuries-old experience of a certain ethnic group. They form an important part of the communicative funds of ethnic groups (in particular, Russian and Mari), reflect the specifics of their thinking, and the national cultural semantics. This article traces and describes the evolution of the linguistic world-image of Russian and Mari linguocultures, considers the problem of creating stereotypical views about national culture and the features of ethnic mentality. The purpose of this research is to consider the basic components and features of verbalization of the lexical units "um" in Russian and "ush" in the Mari language and to give their contrastive description as fragments of ethnolinguo-cultural world-image. To this end, we carried out a thorough analysis of the definitions of wellknown explanatory dictionaries that represent the constant mental unit "um/ush" in the context of proverbs as ethnoculturally marked. The study is based on dictionaries and collections of proverbs and sayings of the Russian and Mari languages, the choice of which was determined by the objectives of the study and the popularity of these publications. The corpus of the Russian paroemiological material consists of about 1500 paroemias, in the Mari language, it includes about 400 paroemias. The comparative analysis method allowed us to determine ethnocultural similarities and differences of the "um/ush" phenomenon among the representatives of two different language families. By comparing lexicographic interpretations with these peoples' naive stereotypical representations of "mind", mirrored by their paroemiosphere, where the semantic boundaries of the lexical units "um / ush" expand, we have come to the conclusion that the languages under study are characterized by a commonality of fundamental values, while the differences are reflected in nuances of expression, distribution, and combinatorics of the norms.
The article deals with the actual problem of the modern society – the formation of the linguistic aesthetic culture of the future teacher of Ukrainian language and literature during the acquisition of professional education in the process of studying the subjects of the linguistic cycle. A cultural-language excursion was made on the program material of the course «Modern Ukrainian Literary Language». We focus on the provision of linguistic aesthetic culture has been explored by observing linguistic norms – orthographic, punctuation, orthoepic, accentual, lexical and phraseological, grammatical (morphologic and syntactic), stylistic. Attention is paid to the most current violations of linguistic norms and variants of their correction, in particular: lexical ones, which consist of the use of stylistically unmotivated linguistic variants concerning tautology, pleonasm, verbosity, words used in an intrinsic sense, interference phenomena and words that are not match the depicted era, etc.; phraseological, concerning rules of use of persistent phrases without distortion of their content and grammatical structure for influence on the interlocutor; morphological concerning interlingua interference, non-normative formations that do not correspond to the grammatical categories of genus, number, case, degree, person, time, method, condition, tense. Disorders of noun, adjective, numeral, pronoun, adverb and verbal disorders that have the ability to distort the aesthetic culture of Ukrainian verbal and written speech are highlighted and the ways of overcoming them are indicated. Violations of syntactic norms in phrases that are expressed by incorrect forms of matching, non-normative without the preposition control, incorrect control in an atypical combination of a noun and a numeral, non-normative prepositional control when choosing a preposition, the use of one preposition in the meaning of another. The focus is on syntactical errors in simple sentences with incorrect coordination of subject and predicate, violation of the homogeneity of the series, incorrect construction of sentences with participle and adverbial turns; in complex sentences that indicate the detachment of a subordinate signifier from an explanatory word and unmotivated parceling as unjustified sentence breaks. Methods of teaching for the prevention of mistakes are offered, the system of exercises for improvement of linguistic norms with the purpose of formation of linguistic aesthetic culture of the future teacher-philologist is grounded.
The paper deals with the effects of prescriptivism on the Lithuanian language. The research includes one domain of language use – radio and television, and one aspect of language – lexicon, in the period between 1960 and 2010. The investigation is corpus-based and focuses on the use of words that are classified as “incorrect” by the Lithuanian norm-setters. The study is important both as a discussion of the impact of prescriptivism on language change in general, as well as of the indirect influence of media on language, since media can affect the symbolic evaluation of specific language forms.The paper consists of five chapters. The first chapter “Review of the research” discusses the theoretical assumptions and concepts needed for further analysis: it gives an overview of studies on the effects of prescriptivism conducted in Lithuania and elsewhere, presents the concepts of second-level indexicality and style, and outlines the key characteristics of media change in Lithuania that are relevant to the study. Studies on the success of prescriptivism do not give a definite answer as to whether prescriptivism works. Institutionalisation and a high degree of stigmatisation of the corrected language forms can be listed among the factors that increase its success; prescriptivism is likely to be less successful when the “forbidden” language forms are too convenient to be given up, or when prescriptivist rules are too complicated for lay language users and the rules contradict each other. In the case of media, the effect of prescriptivism is said to be weakened by media commercialisation.When applied to the analysis of non-standard words, first-order indexicality refers to situations when the non-standard forms are used as value-free instances of ordinary speech, in already established meanings; in these cases, the speakers are not aware that they are using “incorrect” forms. Second-order indexicality refers to cases when non-standard words are used for additional function, e.g., to express a speaker’s particular identity or to construct a certain (informal, friendly) speech style. The concept of style, referring to the social differences between individual speakers, is used to analyse the use of words in concrete situations. The paper gives an overview of three sociolinguistic concepts of style that are relevant in this study: style as a degree of formality (e.g., when the speaker accommodates to the formal context of the media and uses less non-standard words); as audience and referee design (e.g., use of non-standard words in programmes for young audiences); and as a speaker design (e.g., play with language by the programme host in order to construct a fun persona).In the study of non-standard lexis, it is important to account for certain features of Lithuanian media development, such as the Soviet period, which was characterised by the use of newspeak, and the commercialisation of the media in the contemporary period. Accordingly, the paper analyses the uses of incorrect words as a part of newspeak and their use for the entertainment-related purposes such as language plays in present times. The paper also addresses the transitory period of radio and TV development, which has features from both the previous and the later periods, as well as some unique characteristics of language use.The second chapter “Radio and TV speech in the prescriptive discourse” presents an analysis of the metalinguistic discourse on media speech produced by Lithuanian prescriptivists from the pre-war period up to now. The analysis shows how this discourse preserved the same dominant idea about media’s role in language standardisation. On the one hand, during this whole time, radio and television were approached as responsible for teaching listeners and viewers the “correct language”; on the other hand, simultaneously, the language of radio and television was perceived as failing to conform to the prescriptive norms set by the norm-setters. The huge societal shifts that happened during this time did not make a major influence on this discourse. It remained very stable during different periods of time. The social, cultural and political changes in society and the media were taken into account only by adjusting the argumentation – by presenting patriotic, moral, ideological or legal motives that were meant to justify the language prescriptions.The third chapter “Research methods and data” presents the Corpus of Radio and TV speech, the concept of non-standard words, and the sources of prescriptivist corrections used in the analysis. The corpus of radio and TV speech includes data from 1960 to 2011 and is constructed in a balanced way to represent the periods of Lithuanian radio and TV development (Soviet, transitory, contemporary), as well as programme genres (talk programmes, information programmes, journals/features/documentaries). The speakers are coded into six types: news reader/voice-over, talk show host, expert, celebrity, hero and vox populi. For the analysis, the non-standard words that are classified as “incorrect” in the normative tradition of the Lithuanian language were coded. These include old (mainly, Slavic) and new (mainly, English) loans, the so-called hybrid words (that have a borrowed part), semantic loans, translations, as well as some lexicalised uses of words and some lexicalised syntactic constructions. Two types of words are analysed – individual lexical words and functional words. The latter include various fillers and discourse markers, as well as pronoun constructions with tai (e.g. kažkas tai ‘some(body)’). Non-standard words were identified from older and present style guides, including the database of language corrections created by the State Commission of the Lithuanian Language.The fourth chapter “Change in the number of non-standard words: a quantitative analysis” investigates development of the use of non-standard words on radio and TV, as well as the frequency of usage of the non-standard lexical forms. According to the corpus data, the average frequency of non-standard words by one speaker is 17 per thousand words, which makes up about 2–3 “incorrect” words per minute. Non-standard discourse markers and fillers (9.8/1000 words) are used most frequently, whereas individual lexical words (5.6/1000 words) are much less frequent, and pronoun constructions with tai (1.6/1000 words) are rarer still. Closer analysis revealed that the only statistically significant change between the analysed periods (Soviet, transitory and contemporary) was a decrease of the frequency of non-standard lexical words in the contemporary period compared to the previous ones. The frequency of discourse markers/fillers and pronoun constructions with tai did not change. Regarding the speaker types, the uses of non-standard words decreased in those groups that are within easier reach of prescriptivism – news readers/voice-overs and talk show hosts. Also, to a lesser extent, in the group of experts. Those groups of speakers that are less likely to be subjected to language correction practices (ordinary people) did not seem to change their behaviour: the number of non-standard words in their speech did not decrease, on the contrary, a slight increase has been noticed. These findings confirm the effects of institutionalised prescriptivism. Regarding genres, non-standard words are least frequent in information programmes, which are mostly based on the reading of written texts. Lists of the most frequent non-standard words during the three periods overlap to a great extent, which means that despite prescriptivist practices, the most frequent non-standard words do not disappear from the air.The fifth chapter “Change in the functions of non-standard words: a qualitative analysis” investigates specific communicative situations of the usage of non-standard words and takes into account the media-related and societal contexts, as well as the stylistic and social functions of the corrected lexis. A common trait of the use of non-standard words during all periods, interpreted as the first level of indexicality, is the use of common, everyday vocabulary, most likely without being aware of the “incorrect” status of the chosen forms. Also, non-standard words are used as a part of professional language, in this case the speaker might be aware that he or she is using an ‘incorrect’ word, but chooses to use it nevertheless for convenience or because of its indexical value for professional identity. During all the periods, non-standard words are also used as indices of informal and authentic communication between close acquaintances; this function is performed by all types of the studied non-standard words, particularly old borrowings and frequent fillers.The study identified a few style- and social meaning-related uses of non-standard lexis that explain the choice of the corrected forms instead of the required equivalents. In the Soviet period, some non-standard words were used as a part of Soviet newspeak; old borrowings were used in references to the ideological enemies of Soviet rule, mainly the ones from pre-war Lithuania. In certain cases, these words were employed due to their stylistic value in an intimate and authentic discourse. The late Soviet period saw the first use of non-standard words as markers of informal communication. The use of non-standard words in the transitory period shows some of the functions from the Soviet period, e.g., they are used as an element of newspeak, albeit without the Soviet ideological value, or as expressions of informality. A particular feature of this period is the use of non-standard words as an index of live and authentic speech, which was not allowed during Soviet times, as a means of authentic communication, and the criticism and violation of Soviet taboos. The contemporary period is marked by a huge variety of functions of non-standard words. It brings in a number of new style-related functions of non
Reviewed by: The SBL Commentary on the Septuagint: An Introduction ed. by Dirk Büchner Stephen A. Long dirk büchner (ed.), The SBL Commentary on the Septuagint: An Introduction (SCS 67; Atlanta: SBL Press, 2017). Pp. xviii + 259. Paper $37.95. This volume provides the basic principles for the Society of Biblical Literature Commentary on the Septuagint (SBLCS) and offers seven studies to illustrate the approach of the series. Albert Pietersma writes an introductory essay, "The Society of Biblical Literature Commentary on the Septuagint: Basic Principles," which expounds the Preamble to the Guidelines for the SBLCS. The illustrative studies are the following: Robert J. V. Hiebert, "In the Beginning: A Commentary on the Old Greek Text of Genesis 1.1–2.3"; Larry Perkins, "'Drawn from the Water': A Commentary on the Old Greek Text of Exodus 2.1-10"; Dirk Büchner, "Leuitikon 3.1-17: The Sacrifice of Deliverance"; Spencer A. Jones, "Balaam, Pagan Prophet of God: A Commentary on Greek Numbers 22.1-21"; Cameron Boyd-Taylor, "A Tale of Two Eunuchs: A Commentary on Greek Esther 2.19-23 and A.12-17"; Claude E. Cox, "It's a Question of Intelligence: Iob 34"; and Jannes Smith, "God, Judges, Snakes, and Sinners: A Commentary on the Old Greek Text of Psalm 57 (MT 58)." Finally, an appendix contains the text of the "Preamble to the Guidelines for the Contributors to the SBL Commentary on the Septuagint." Pietersma's essay explains the distinction—fundamental to the SBLCS—between the text-as-received and the text-as-produced. Applied to translation literature such as the Septuagint, the text-as-produced refers to the translated text "as an entity dependent on its source text … in distinction from the translated text, cut loose from its historical moorings, and therefore a free standing text, or 'the text in its own right,' as it is sometimes called" (p. 2; emphasis original). As Pietersma repeatedly emphasizes, the SBLCS aims to elucidate only the text-as-produced—that is, it studies the Old Greek solely qua translation. "Crucial for determining the linguistic make-up of the text-as-produced, or rather its constitutive character, is, on the one hand, to map the translated text onto its source text, in order to establish what sort of translation one is dealing with, and, on the other, to consult Greek composition literature of the period in order to determine what sort of Greek document it is" (pp. 7-8; emphasis original). Put differently, the only "meaning" of significant interest to the SBLCS is defined by the Preamble to the Guidelines (section 1.4.1) as follows: "The [End Page 741] meaning of the text is best understood as encompassing both what the translator did and why" (emphasis original). More on this in a moment. Apart from Pietersma's essay, three chapters stood out for me. First, Büchner's commentary argues that the Greek translator of Leviticus 3 was concerned not with a culturally or technically accurate portrayal of ritual but with providing "a conduit to the language units of the original through etymologizing or through existing translational precedent" (p. 121). In so doing, the translator was often guided by terminology related to Greek θυσία—resulting in some curious renderings of the source language. Second, the essay by Boyd-Taylor on Esther is worthy of mention as an example of tackling problems raised by a composite text when the aim is solely to comment on the text-as-produced. Finally, the essay by Cox illustrates the extent of the editing, abbreviating, and interpretation present in Greek Job. These 256 pages relentlessly pursue the question of translational "meaning" as defined above. What this entails practically is perhaps best illustrated by quoting some typical examples. Consider the comment on the first clause of Gen 1:18, explaining the translation adopted for the heavenly luminaries' "rule over" the day and night: "In his choice of ἄρχω + genitive direct object, G fashions an acceptable translation that conforms to the norms of the target language rather than attempting to replicate the Hebrew idiom ב לשמ" (p. 43). Or, consider the comment on lexical innovation with regard to the "blessing" pronounced in Gen 1:22: "G...
The article deals with the problem of using a literary text in teaching Ukrainian as a foreign language, in particular, the need to take into account psychological factors when working with a literary text in a language class.The universal nature of fiction literature motivates and justifies the usage of such educational material. Fiction deals with universal and eternal problems: love, separation, hope, faith, struggle, death, betrayal, etc. Therefore, the literary text can excite people of different nationalities. The paper analyzes the psychological and psycholinguistic approaches to reading fiction and using it in teaching. A complete perception of a literary text is possible provided that the semantic fields of the text and semantic fields (primarily emotional) of the reader intersect. Stimulation of the emotional sphere contributes to the effective development of speech skills and facilitates the memorization of lexical units and grammatical and stylistic norms. Therefore, taking into account the interests of foreign students is a main factor for selecting literary texts and organizing effective work with them in the process of teaching Ukrainian as a foreign language. The author defines the specifics of communication “an author – a literary text in a foreign language – a reader”. It is carried out with the help of an intermediary. Such an intermediary is a teacher or an author of a book on literary reading. They select a literary text appealing to the audience, adapt it if necessary, offer comments and a task system, and draw the readers’ attention to important points that can inspire interest and cause discussion, help to establish a parallel between the literary text and the students’ life experience. Thus, the teacher acts as the moderator of the reading process helping to bring the artistic space of the literary text close to the foreign reader’s personality. The author gives examples from her own experience in teaching the Ukrainian language to foreigners using literary texts. Motivated reading and effective discussion of the texts are possible if the students are personally interested in the problems, the events, the heroes’ fate, and the author’s position.
The article is devoted to the assessment of the network community as a collective subject, as a group of interconnected and interdependent persons performing joint activities. According to the main research hypothesis, various forms of group subjectness, which determine its readiness for joint activities, are manifested in the discourse of the network community. Discourse constitutes a network community, mediates the interaction of its participants, represents ideas about the world, values, relationships, attitudes, sets patterns of behavior. A procedure is proposed for identifying discernible traces of the subjectness of a network community at various levels (lexical, semantic, content-analytical scales, etc.). The subjective structure of the network community is described based on experts' implicit representations. The revealed components of the subjectness of network communities are compared with the characteristics of the subjectness of offline social groups. It is shown that the structure of the subjectness of network communities for some components is similar to the structure of the characteristics of the subjectness of offline social groups: the discourse of the network community represents a discussion of joint activities, group norms, and values, problems of civic identity. The specificity of network communities' subjectness is revealed, which is manifested in the positive support of communication within the community, the identification and support of distinction between "us" and "them". Two models of the relationship between discursive features and the construct "subjectness" are compared: additive-cumulative and additive. The equivalence of models is established based on the discriminativeness and the level of consistency with expert evaluation by external criteria.
Problems of intercultural communication have been of the research interests for several decades. The term “intercultural communication” (in the narrow sense) appeared in scientific works in the seventies of the 20th century. At that time, a scientific direction was formed in the study of communicative failures and their consequences in situations of intercultural communication. Subsequently, the concept of intercultural communication extended to such areas as translation theory, foreign language teaching, comparative culturology, and others. But even so far, the study of intercultural communication focuses on the behavior of people who encounter language and cultural differences during a communicative act and the consequences of these differences. The works by F. Batsevych, P. Donets, A. Levytskyi, V. Manakin, M. Berhelson, D. Hudkov, V. Sado- Donets, A. Levytskyi, V. Manakin, M. Berhelson, D. Hudkov, V. Sadochin, O. Leontovich, S. Ter-Minasova and other Ukrainian and foreign scientists are devoted to the theoret- ts are devoted to the theoretical and empirical issues of intercultural communication. The aim of the study is to find out the influence of linguistic and cultural factors on the process of intercultural communication. Intercultural communication participants are carriers of different cultures. The closer the cultures, the easier it is to communicate between their representatives. The remoteness of cultures can be an obstacle for understanding. Therefore, even lexical units to determine well-known concepts require additional interpretation and background cultural knowledge. For those who master Foreign language it should become, a tool for verbal communication, as well as a means of immersion into a foreign-language picture of the world, a foreign-speaking cultural environment, where their laws and rules prevail (and not only grammatical ones). Thus, the use of certain grammatical forms of pronouns is one of the decisive indicators of communication status. The formality / informality of communication in the Ukrainian language primarily depends on the use of language constructions with the personal pronouns ти/ви. Pronouns to designate a polite appeal are also in other European languages. But in English there is no form of personal pronoun with the named function. The markers of the official English-language communication are etiquette forms of appeal, greetings, farewells. In the English-language official communication, traditional etiquette formulas of courtesy are used correspondingly to literary norms, and in the informal one – they use speech constructions inherent in colloquial style. It allows to distinguish between formal and informal communication even when a specific form of a personal pronoun is absent. Learning a foreign language, one must pay attention not only to the language, but also to cultural differences, to get acquainted with the rules of communicative behavior in the foreign linguocultural space. In order to achieve success in intercultural communication, the linguistic and cultural components become of great importance. Knowledge of the language and cultural codes in their interaction allows to prevent communicative problems and conflicts, to realize the vision diversity of the world through the prism of other languages and cultures.
Reviewed by: Textplicating Iconophones: Articulatory Iconic Action in "Ulysses," by Nurit Levy Congrong Dai (bio) TEXTPLICATING ICONOPHONES: ARTICULATORY ICONIC ACTION IN "ULYSSES," by Nurit Levy. Amsterdam: John Benjamins Publishers, 2016. xviii + 331 pp. $158.00 cloth, ebook. The significance of Joyce's language experiments and the influence that this experimentation has had on the meaning of his work is already widely recognized. In Nurit Levy's Textplicating Iconophones: Articulatory Iconic Action in "Ulysses," however, the author uses a new approach to reading Ulysses in an attempt to illustrate the ways that the semantic message is transmitted by articulatory and acoustic representations. Levy calls this process "articulatory iconic action" and [End Page 189] discusses the question raised in the text's opening sentence—"Is or is not language iconic acoustically?" (3)—while Ulysses is mainly used as a case study to demonstrate how the linguistic idea is applied (306). Therefore, the author's greatest concern is to show how "articulatory actions and their acoustic phenomena support messages without recourse to text-external information, that is, from the distribution of phonemes alone" (67). Levy studies the phonemes and phonotactics in Ulysses and attempts to define the relationship between the articulatory elements and the semantic aspects there. This intention is captured by the word "iconophones" used in the title of her book. She avoids using language that might show a direct relation between iconic meaning and articulated sounds, even though she does think that the acoustic effect of words can be decisive and can illuminate the semantic message held therein. Such precise language, specialist terminology, and the necessary care that Levy adopts can make her writing difficult for the reader. The "meaning" Levy gives to the phonemes "ŋ," "d," "ts," and "s" depends mostly on their phonological distinctions, such as the aperture and continuity in their articulation. Therefore, she describes "meaning" as neither informational nor conceptual but instead as "a linguistic norm abstracted from linguistic practice" (xv). For example, meanings might include prolongation, alienability, distance, closeness, transition, delimitation, boundaries, continuity, integration, or control. This raises a question: if this kind of "universal" meaning is supposed to coincide with every phoneme, since the content is decided through articulatory characters rather than the context, would the semantic message that Levy finds in Ulysses by studying the arrangement of these phonemes be too limited and too farfetched for a special text such as Ulysses? It is a question that has been raised often regarding the work of the Columbia School of Linguistics, which is the basis of Levy's linguistic perspective. The Columbia School is still considered, in the words of Alan Huffman, "the most radical on today's linguistic scene."1 In its difference from the popular linguistics influenced by Ferdinand de Saussure, the Columbia School finds that "both substance and structure have their place in linguistics, in both phonology and grammar."2 Traditionally linguistic meaning is believed to be arbitrary, and grammar is considered to correspond to what Aristotelian scholars call logical and regular patterns of thought. Ulysses is especially comparable to the Columbia School of Linguistics methodology, as it exploits the linguistic capacity to express subtleties of sense and feeling. Joyce's writing contains many neologisms and illogical sentences that deviate from the traditional grammar in order to imitate the subtlety of senses and feelings. According to Levy, the best way to explore the articulatory iconic contribution to the semantic content occurs when the [End Page 190] author leaves the lexical and syntactic tradition to find new ways to imitate nonlinguistic sounds. The neologisms imitating the mewing of the cat in the third episode in Ulysses are one of her examples (69). Levy believes that Joyce is clearly aware of the articulatory iconicity he employs here and throughout Ulysses. In other examples, the two Ulysses sentences Levy studies are taken from the third and thirteenth episodes respectively.3 Although the episodes are separated by some distance, Levy believes that the resemblance in the sounds and graphemes between the "ts" in "[t]hat is why mystic monks" and in "[t]hat's how that wise man what's his name with the burning glass" (U 3.38, 13.1138-39) is "perhaps not by chance...
The paper raises the question of the normative representation of socio-political terms in modern explanatory dictionaries, the elaboration of a correct definition that would reflect the key characteristics of the latest lexemes. Among the special features of socio-political nomination we can emphasize the following: high instability, if to compare with other groups of vocabulary; specifics of communicative influence; names emergence before the establishment of the phenomena itself; desemantization of frequently used words and phrases. Among the most important principles of dictionary compiling we point out: 1) the team of compilers formation (specialists in the field of knowledge to be covered by dictionary, who is responsible for selecting terms for the dictionary, and for the professional correctness and objectivity of the definitions; a linguist-terminologist who recommends which term to use by agreeing it with a definition and terms of other languages; Ukrainian philologist, who edits terms and their definition according to the norms of modern Ukrainian language; a programmer who provides the implementation of the project at a computer level that makes it possible substantially to improve the work of the group); 2) the creation of a dictionary database (the use of all available branch dictionaries (translated, interpretative, encyclopaedic); the use of scientific literature and periodicals (for example, there are many terms in the periodicity that have already been distributed but have not yet found their place in dictionaries), direct work with informants – specialists of the relevant branch, who will complement the existing bank with the frequently used terms, or with the terms difficult to translate into Ukrainian, the latest in the branch, do not have a unique interpretation among specialists etc.; 3) working out definitions; 4) choosing appropriate Ukrainian term or translating into Ukrainian. The analysis of the latest lexical material in comparison with the data of the earlier dictionaries makes it possible to talk about changes in the meaning of a number of words and phrases (including Sovietisms), about the emergence or actualization of political meanings in words from outside of the political sphere, about the complication of systemic links between the words of one nest, the blurring of the semantics of some units. The absolute unification of definition is impossible because of certain restrictions, such as: 1. the semantics of some words is not limited to the certain standard interpretation, it requires the introduction of a new generic concept into the definition; 2. the word with political semantics should organically fit into the vocabulary system, which includes the vocabulary of other thematic groups. In a language, a term may belong to several different fields of knowledge or have several meanings, only one of which belongs to the group under consideration. The standard definition can only be used unchanged if it is potentially can be used in different thematic groups and covers the semantics of a word that goes beyond the scope of politics, or if the political and non-political meanings can be clearly deduced in the dictionary article. It can be argued that the problem of unifying definitions at the level of the main part of the term-fund remains open in terminology, despite the fact that possible solutions to this problem have been repeatedly violated in the scientific literature. In addition, the study and practical application of extra-intronging factors of creation and use of certain terms helps to unify the terminology system itself.
Recent scholarship suggests that social norms are becoming more permissive of prejudicial talk about immigrants in the United States (Crandall, Miller, & White, 2018). This is in keeping with trends observed internationally (e.g., Krzyżanowski, 2018; Vollmer & Karakayali, 2018). Past studies of discourse about immigration in the United States have identified a number of patterns — most notably those relating immigrants to threat (e.g., Santa Ana, 2002) — though some have found patterns framing immigration as beneficial (e.g., Strauss, 2012). This study explores discursive patterns about immigrant education in online comments from American newspapers. It focuses on change exhibited by exploring salient lexical and thematic patterns in 2016 comments relative to such patterns in 2009 comments. Using a corpus linguistics design, keyword, thematic, and other analytical techniques were applied to identify and describe the most prominent new patterns in the 2016 comments. Seven themes, through which immigration was framed negatively, emerged as new and salient in 2016. The article also includes discussion of cross-thematic patterns (e.g., a zero-sum framework) identified in the analysis.
Instructors at most career levels can agree there is irony in our expectations of students’ writing abilities. While we want our students to write well, and often bemoan their abilities, relatively few of us actually teach writing skills (Guilford 20012001, Robertson 20042004, Reynolds and Thompson 20112011). The real paradox, according to Reynolds and Thompson, is that while writing and associated communication skills are fundamental to most careers in ecology, “the teaching of writing is not central to science education” (Reynolds and Thompson 20112011). Few undergraduate biology courses “make explicit what most scientists agree […] that comprehension of primary scientific papers and communication of scientific concepts are two of the most important skills” students must learn (Brownell et al. 20132013). It would be easy to blame the lack of writing instruction in science courses on associated instructional challenges, but there are likely more straightforward reasons why ecologists do not emphasize writing skill development in their courses: Bean (20112011), an academic, consultant, and writing program administrator, adds to the list: In 2011, Bean published Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. In it, he productively counters these reasons for reluctance on the part of academic educators. The rest of this article will focus on some of the highlights from Engaging Ideas and associated scholarship that may be most immediately valuable to university science instructors. A rarity in a market flooded with books advising on how to become a better writer, Engaging Ideas emphasizes how to become a better writing instructor. In the early chapters, Bean outlines the research and theory underpinning current best practices in writing pedagogy and the scholarship of rhetoric and composition. The rest of Engaging Ideas is an immensely accessible, cross-curricular, writing instruction how-to book. It is also one specifically calibrated for the busy academic instructor. Consistent with current research on science writing instruction (and writing instruction more generally), Bean takes a “writing across the curriculum” approach which (1) discredits many of the myths obstructing science-related writing instruction efforts and (2) provides accessible and actionable recommendations for how we can enhance science learning through writing skill development in our own classrooms. Bean has taught and studied cross-disciplinary writing since 1976, and his tone is collegial and reasonable. He acknowledges, and is intimately familiar with, the challenges facing instructors throughout academia. His book is an explicit invitation to collaborate on the important work of developing students who can think and write critically. Bean's invitation is well-founded and timely. Results of a recent, informal, non-representative poll of readers of a well-regarded ecology blog bear this out (Merkle 20182018). Of 97 respondents, 77% (75/97) feel they should teach writing more than they do. Perhaps surprisingly, small class sizes, advanced courses, and TA availability were not the primary reasons people do not teach writing. However, other time-based reasons were as follows: Lack of time for grading time-intensive assignments (70%; 42/60) was the dominant reason, along with lack of time to support students (60%; 36/60). Lack of writing instruction (30%; 18/60) followed. The literature documents additional reasons. During a review of faculty perspectives on the importance of academic writing and instructional responsibility, Wei Zhu found, “much of what students need to write, particularly in upper division undergraduate and graduate level courses, is specifically tied to their disciplines” (2004). However, many professors perceive writing instruction responsibility as secondary to content knowledge (2004). Worse, Jackson et al. found that, among the faculty they surveyed, no academic science faculty felt they bore “any of the responsibility for developing discourse competence in students” (Jackson et al. 20062006). Essentially, Bean argues, we often pose our students reading and writing problems in a dialect they have not yet mastered (Bean 20112011), without feeling responsibility for helping them learn the dialect. Jackson et al. further highlight the issue of mismatched reading versus expected writing output. The undergraduate science courses Jackson et al. studied emphasized textbook readings, despite the primary written discourse of science taking place in academic peer-reviewed articles and the majority of assignments being article-esque laboratory reports (2006). This is a surmountable issue. Julie A. Reynolds and her colleagues hypothesize that the reluctance of STEM faculty “to incorporate writing in their courses derives largely from a lack of awareness of the research on the effectiveness of [writing teaching methods], since most published findings are in journals not regularly read by STEM faculty and the majority of studies use methods unfamiliar to most scientists” (Reynolds et al. 20122012). We can do something about this, by reading up on this literature. We can also reach across campus to our colleagues in English and Rhetoric and Composition Departments as well as the experts running our campus writing centers. Stepping out of our disciplinary box in this way can be mutually productive (e.g., Heard 20162016). Further, Melissa Kosinski-Collins and Susannah Gordon-Messer provide a case study for how to overcome misconceptions based on lack of familiarity with best practices in writing instruction. Cosinski-Collins and Gordon-Messer incorporated writing assignments of varying lengths throughout multi-session biology laboratories. They observed considerable improvement in both students’ comprehension of processes and their ability to articulate experiment design, execution, and results (20102010). Throughout Engaging Ideas, Bean uses examples akin to Cosinski-Collins and Gordon-Messer's efforts. And these three authors are not alone in asserting that “integrating writing and critical thinking components into a course can increase the amount of subject matter students actually learn.” However, Bean's particular contribution is in articulating both how these components contribute to subject matter mastery and how to get students to that point. For example, he discourages using quizzes and lecturing about assigned readings in favor of approaches such as (1) confirming that some texts are challenging, (2) assigning material not covered in class, (3) reducing the number of readings, and (4) developing and assigning reading guides. Commonly in some disciplines, reading guides are question sets that “define key terms with special disciplinary meanings, fill in needed cultural knowledge, explain the rhetorical context of the reading, illuminate the rhetorical purpose of genre conventions, and ask critical questions for students to consider as they progress through the text” (Bean 20112011). Furthermore, Bean admonishes us not to confuse the draft-like nature of examination essays with the potential polish of revised writing. In particular, excessive “worrying about spelling, grammar, and structure when you are trying to discover and clarify ideas can shut down any writer's creative energy.” To frame this point, Bean paraphrases P. Hartwell's insightful and useful grammar categories, which organize writing and speaking into the following: (1) native grammar learned in childhood, (2) academic and scientific study of grammar, (3) Standard Written English (which Bean points out is a prestige dialect), (4) parts-of-speech grammar, and (5) stylistic grammar (e.g., Strunk and White's Elements of Style). Importantly, Bean explains the documented detrimental effects of error-seeking and fixating on sentence-level errors. He provides insight into why we should not prioritize grammar. He couples this advice with a series of recommendations for how to shift grading, correction, and students’ own goals toward clarity, organization, and self-correction instead of “handbook grammar” perfection (Bean 20112011). Bean also frames the grammar issue in historical and socio-political lights, and gives particular emphasis to an argument shared by other writing instruction scholars (Bean 20112011). That is, ecology instructors (and indeed all writing-related instructors) should aim for writing skills that enable students to be actively intellectual citizens, rather than enshrining critical writing and thinking exclusively within the purview of academia (Harris 20122012). Bean asserts that it is how our language is structured, and a lack of complex reading experience, which impedes the production of writing that “is both a process of doing critical thinking and a product that communicates the results of critical thinking.” Make no mistake; Bean does not recommend teaching science writing as creative writing (although there are fine examples of how this synthesis can be powerful and productive, e.g., Skillen and Bowne 20142014). However, Bean is explicit: We can easily and inadvertently squelch students’ enthusiasm for thinking and writing about ecology by forcing them to adhere to rules and processes that we ourselves do not even follow (Bean 20112011). Bean further cautions us against assuming our simply need to be drilled on grammar, in order to execute an articulate and insightful laboratory report or research paper. He cites one study of American English speakers who, when asked to analyze new information by writing about it, “experienced partial or total linguistic collapse…Grammatical, lexical, and syntactic skills they seemed to have mastered disintegrated. Their papers were nearly incomprehensible” (Bean 20112011). “It may well be,” Bean hypothesizes, “that competence in editing and correctness is a late-developing skill that blossoms only after students begin taking pride in their writing and seeing themselves as having ideas important enough to communicate” (Bean 20112011). Other research suggests such skill development is also contingent upon students fully understanding the importance of writing for their own professional work outside of college (Guilford 20012001). Substantiating this premise, Bean cites cognitive research which indicates “that the frontal lobes of the brain, which seldom reach full maturity until age twenty-three to thirty, are needed for complex writing tasks that require writers first to wrestle with advanced, domain-specific knowledge and then to read their emerging texts from the audience's perspective” (Bean 20112011). In essence, we are asking students to do things their brains are not yet mature enough to do on their own. Throughout Engaging Ideas, Bean demonstrates both the pitfalls of leaving students to their own devices and the feasibility of us helping them meet our expectations. Shifting the focus from grammatical error to “writing as thinking” frees us and our students to focus on articulating the big ecological ideas we want them to appreciate, synthesize, and retain. Even so, Bean's lasting contribution to academic ecology instructors will not just be to emphasize students’ use of content versus merely acquiring content and using commas correctly. Engaging Ideas’ most essential contribution regards how students actually learn new information. He writes: “As cognitive research has shown […], to assimilate a new concept, learners must link it back to a structure of known material, determining how a new concept is both similar to and different from what the learner already knows. The more that unfamiliar material can be linked to the familiar ground of personal experience and already existing knowledge, the easier it is to learn” (Bean 20112011). So, our students will more readily connect to complex theories of speciation and conspecific competition if they are invited, through writing assignments, to make connections between these processes and the biological knowledge they already possess. Or better yet, students may learn to write and think more compellingly through making analogies between their own personal experiences and these foundational ecological principles. Bean suggests several ways to facilitate these past experience–new knowledge connections: (1) Students are assigned to explain the concept in writing to someone who has never heard of it (perhaps a relative or friend); (2) students are provided data and methods from a research article and directed to write the introduction and conclusion, according to disciplinary norms; (3) students are provided templates with fill-in-the-blank spaces designed to teach specific, formal writing structures expected in the discipline; (4) students are prompted to write short, summary-response essays about articles or course lectures. If organized in a sequential fashion, these assignments can also build students’ confidence in their capacity to write longer texts that meet disciplinary expectations (Bean 20112011). Herein lies Bean's book's overall utility; in it, he details how we can jumpstart developmental processes that bring students to this level of sophisticated writing. In short, Bean advocates two tools: (1) Use “scaffolding exercises that encourage students to take notes, generate ideas during prewriting, make an outline, or learn the structural features of different genres” and (2) link all new learning “to preexisting neural networks already in the learner's brain.” Do so by using “informal writing assignments aimed at helping students probe memory, connect new concepts to old networks, dismantle blocking assumptions, and understand the significance of the new concept” (Bean 20112011). Bean challenges us to pose writing problems that (1) compel students to develop research-substantiated argumentative positions and (2) require revision that results in refined expression and critical thinking. He provides a stand-out case study that could certainly be replicated in ecology classes: A business professor assigns numerous one- to two-page essays arguing for or against increasingly complex theses. These essays require research, data analysis, and reasonable argument development; revisions for higher grades are encouraged. Providing revision opportunities, Bean maintains, is of utmost necessity. He encourages requiring multiple drafts of even seemingly straightforward writing tasks (Bean 20112011). While this suggestion might seem obvious, subjects of a study exploring science faculty perceptions of their role in writing instruction reported providing few or zero revision opportunities (Zhu 20042004). However, research Bean cites indicates revision is central to students mastering discipline-specific writing (and writing more generally). Throughout Engaging Ideas, Bean provides guidance, in some cases step-by-step, for the following: (1) shifting the focus from grammar to critical thinking through writing, (2) designing writing assignments that are directly relevant to science course topics, (3) scaffolding writing assignments and revision to support student skill development, and (4) re-thinking our expectations to encompass the significant responsibility of instructors to model and mentor students toward enhanced writing skills. With Bean's book in hand, we no longer have an excuse to mutter into our cups about our students’ lack of skills. Bean and the bulk of the writing instruction literature make it clear—we can tap into a body of scholarship that will help us help our students meet mutual expectations. Engaging Ideas is an invaluable guide to doing so. Meghan Duffy, Jeremy Fox, and Kelly Kinney provided valuable comments on prior versions of this manuscript.
The article is devoted to the question of selecting a special (terminological) vocabulary for a comprehensive explanatory dictionary and its lexicographic normalization (standardization). Of particular relevance, this problem occurs today, when there is an active replenishment of the terminology in various fields of science, technology, production, etc. The language policy regarding the dynamic nature of the norms of the literary language consists in its codification – the establishment of rules of use in dictionaries and grammar. The main principle of graphic design of words in the dictionary of an interpretative type is the strict observance of the rules of the spelling. Independent standardization (bringing terminology to a single system) from the necessity of the first priority solving a number of problems caused by violations of the lexical general literary norm. The most typical spelling mistakes that occur in dictionaries are outlined, and the ways of overcoming them are proposed. The combination of objective updating of the lexical structure with the consciously carried on by linguists subjective updating has become a specific feature of work on organization, codification and development of the Ukrainian vocabulary. In a chain of terms on the notation of the notion “bringing something into a uniform” there is a certain hierarchical subordination: systematization – normalization – unification – codification – standardization “observance of the only stable grammatical and stylistic norms on the national language”. The question of the place of special vocabulary in general dictionaries is one of the most difficult in modern lexicography, especially today, when there is an active replenishment of the vocabulary by terms of various branches of science, technology, production. Theoretical lexicography substantiates the necessity of introducing terms into the register of explanatory dictionaries, which is the core of the terminology and at the same time a part of the literary language. Practical work on the dictionary reveals various tendencies in fixing the new words of the special vocabulary: from the aspiration of its full coverage to the reasoned selection. There are several main criteria for selecting terminological units for a general-purpose dictionary: 1) the social significance of the terms of science and technology; 2) structural features contributing to the term adaption by the system of literary language; 3) the scope of the special vocabulary. The stable tendency of productivity growth of syntactic derivation in the Ukrainian language is noted – replenishment of the terminological fund by terms of phrases, and also the criteria of the selection of such multi-component phrases, their codification and standardization are outlined. The main tendencies, which are traced in the new dictionaries, are noted. One of the most important is devoted to the foreign words entry into Ukrainian and problems connected with their spelling. Violations of spelling norms caused by wrong adaptation of borrowings in modern dictionaries are pointed out, and the negative influence of spelling mismanagement of borrowings on the functioning of the Ukrainian lexemes is emphasized. As a result, a well-considered way of building and normalizing the Ukrainian literary lexicon is the principle of a reasonable balance between tradition and the need for renewal.
The article considers the influence of virtual communication in social networks on the lexical and orthographic change of oral speech representation. The development of computer technologies creates groups of interest, forums and social networks in the Internet where the language of virtual communication becomes more variable moving from its being symbolic to a more creative one, when users get the opportunity not just to exchange short messages but express their opinion. A new sphere of communication originates a new lexical layer of transformers and promotes the convergence of written and oral types of speech interaction. The analysis of correspondence in social networks and examples from Japanese sources have showed that the language of Japanese politeness Keigo is not used in networks which can create certain difficulties in choosing the right forms in real communication. Conversely, simple or familiar forms allowed in written language are scarce and their automatic transfer to everyday life can become a hindrance to establishing social contacts. Actively integrating in the Japanese language neologisms most often conform to the norms of Japanese phonetics and grammar, but they cause significant deviations in a written fixation of the transmitted text. The lack of a visual contact in social networks forms a written oral speech, the analysis and consideration of which is important for an adequate perception of information and for a better orientation in the Japanese Internet space.
Some Remarks On the Development of Russian Prostorečie The paper provides a brief outline of Russian prostorečie (urban popular language), which is the supraregional language variety spoken by uneducated or half educated urban population, that doesn’t know the norms of standard language. Phonetic, morphosyntactic and lexical peculiarities of this language variety are illustrated by means of a real sample of Russian prostorečie: a letter written by an 80-year-old woman. The article also focuses attention on the development of a new prostorečie, which, with respect to old prostorečie, is characterized exclusively on lexical plane, and is the source by which slang and professional elements penetrate into the standard language.
Introduction. The purpose of the article is the analysis of verbalization of maidenhood concepts in traditional culture. The materials of the study are dialect dictionaries, as well as the materials of dialectological expeditions conducted by Tomsk State University linguists from 1947 to nowadays in the dialects distribution territory of the Middle Ob Region. The use of this material allows us to explore the concept of maidenhood, taking into account the changes taking place in the dialect culture and caused by both linguistic and extralinguistic factors. Results. Concepts of maidenhood are objectified in the lexical and phraseological dialect units, nominating maidens and characterizing their behavior. In peasant culture, marriage was considered as the fulfillment of the main female life purpose. Therefore, society demonstrated the importance attached to the preservation of maiden honor. It was reflected in a number of stable combinations that denominate a virgin. Noncompliance with this form was a great disgrace for a girl and her parents. The loss of virginity and the birth of a child before marriage are characterized by units containing seme `shame‘. Zoomorphic metaphors are also used in dialect speech, indicating the comparison of extramarital relations with the animal world, in which the rules of human society do not operate. Marriage for a girl in traditional culture is perceived as a necessity, this fact is evidenced by the analysis of ritual lyrics. In dialectal folklore ditties are recorded with the intention of warning or recommendations not to marry. The use of a large number of verbs, the grammatical form of which reflects the lack of participation of the girl in the decision to marry is also characteristic. The analysis of the units nominating wedding ceremonies confirms the idea that marriage was economically beneficial and did not depend on emotional attachment. The wedding is treated as a ritual transition, initiating a girl to the status of a woman. At the same time, the transformation of the concept of maidenhood is shown due to social, historical and economic factors. Dialect speakers note a change of social norms. They condemn the behavior of modern girls, in relationships with the opposite sex before marriage, and the lack of a sense of shame for that matter. Dialect speakers also mention the disappearance or simplification of the wedding rite and the absence of legal relations between the spouses.
This project was supervised by Prof. Esther Dromi, Tel-Aviv University. The aim of this project was to generate Hebrew lexical development norms for toddlers aged 12-24 months. The norms presented here can be used by scientists and language clinicians as reference to the expected developmental curves for research and practice purposes. Data were collected from Hebrew-speaking parents of 881 healthy monolingual toddlers (12-24 months old). Parents completed a web version of the Hebrew adaptation of the MacArthur-Bates Communicative Development Inventories - Words and Gestures (MB-CDI-WG) as well as a background questionnaire. Parents reported on their child’s receptive and expressive lexicons, and action and gesture use. Hebrew-speaking clinicians please refer to the general guidelines.
Human listeners can focus on one speech stream out of several concurrent ones. The present study aimed to assess the whole-brain functional networks underlying a) the process of focusing attention on a single speech stream vs. dividing attention between two streams and 2) speech processing on different time-scales and depth. Two spoken narratives were presented simultaneously while listeners were instructed to a) track and memorize the contents of a speech stream and b) detect the presence of numerals or syntactic violations in the same (“focused attended condition”) or in the parallel stream (“divided attended condition”). Speech content tracking was found to be associated with stronger connectivity in lower frequency bands (delta band- 0,5–4 Hz), whereas the detection tasks were linked with networks operating in the faster alpha (8–10 Hz) and beta (13–30 Hz) bands. These results suggest that the oscillation frequencies of the dominant brain networks during speech processing may be r)
Lately, discourse structure has received considerable attention due to the benefits its application offers in several NLP tasks such as opinion mining, summarization, question answering, text simplification, among others. When automatically analyzing texts, discourse parsers typically perform two different tasks: i) identification of basic discourse units (text segmentation) ii) linking discourse units by means of discourse relations, building structures such as trees or graphs. The resulting discourse structures are, in general terms, accurate at intra-sentence discourse-level relations, however they fail to capture the correct inter-sentence relations. Detecting the main discourse unit (the Central Unit) is helpful for discourse analyzers (and also for manual annotation) in improving their results in rhetorical labeling. Bearing this in mind, we set out to build the first two steps of a discourse parser following a top-down strategy: i) to find discourse units, ii) to detect the Cen)
Background: Centile curves and standard scores are common in epidemiological research. However, standardised norms and centile growth curves for language disorder that reflect the entire UK local school population do not exist. Methods: Scores on six language indices assessing receptive and expressive functioning of children were obtained from the SCALES population survey. Monolingual English speaking participants were aged between five and nine years. Children who attended special schools at study intake, or who were learning English as an additional language were excluded. We constructed language norms using the LMS method of standardisation which allows for skewed measurements. We made use of probability weights that were produced from a two-step logistic model. Distributions of estimated standard scores from an intensively assessed sub-population and from the full population were contrasted to demonstrate the role of weights. Results: Non-overlapping centile curves and standard)
The Canary Islands' indigenous people have been the subject of substantial archaeological, anthropological, linguistic and genetic research pointing to a most probable North African Berber source. However, neither agreement about the exact point of origin nor a model for the indigenous colonization of the islands has been established. To shed light on these questions, we analyzed 48 ancient mitogenomes from 25 archaeological sites from the seven main islands. Most lineages observed in the ancient samples have a Mediterranean distribution, and belong to lineages associated with the Neolithic expansion in the Near East and Europe (T2c, J2a, X3a...). This phylogeographic analysis of Canarian ancient mitogenomes, the first of its kind, shows that some lineages are restricted to Central North Africa (H1cf, J2a2d and T2c1d3), while others have a wider distribution, including both West and Central North Africa, and, in some cases, Europe and the Near East (U6a1a1, U6a7a1, U6b, X3a, U6c1). In)
It is well known that people who read print or braille sometimes make eye or finger movements against the reading direction. The way these regressions are elicited has been studied in detail by manipulating linguistic aspects of the reading material. Actually, it has been shown that reducing the physical intensity or clarity of the visual input signal can also lead to increased regressions during reading. We asked whether the same might be true in the haptic realm while reading braille. We set the height of braille dots at three different levels (high, medium, and low) and asked adult blind, practiced braille readers to read standardized texts without any repetition of content. The results show that setting the braille dot height near the tactile threshold significantly increased the frequency of regressive finger movements. Additionally, at the lowest braille dot height, braille reading speed significantly diminished. These effects did not occur at braille dot heights that were close)
Several self-report measures of conspiracist beliefs have been developed in Western populations, but examination of their psychometric properties outside Europe and North America is limited. This study aimed to examine the psychometric properties of three widely-used measures of conspiracist beliefs in Iran. We translated the Belief in Conspiracy Theory Inventory (BCTI), Conspiracy Mentality Questionnaire (CMQ), and Generic Conspiracist Belief Scale (GCBS) into Persian. Factorial validity was examined using principal-axis factor analysis in a community sample from Tehran, Iran (N = 544). Further, the relationships between scores on these measures and hypothesized antecedents (i.e., education, schizotypal personality, information processing style, superstitious beliefs, religiosity, and political orientation) were examined. Overall, we failed to find support for the parent factor structures of two of the three scales (BCTI and GCBS) and evidence of construct validity for all three scal)
Everyday speech is produced with an intricate timing pattern and rhythm. Speech units follow each other with short interleaving pauses, which can be either bridged by fillers (erm, ah) or empty. Through their syntactic positions, pauses connect to the thoughts expressed. We investigated whether disturbances of thought in schizophrenia are manifest in patterns at this level of linguistic organization, whether these are seen in first degree relatives (FDR) and how specific they are to formal thought disorder (FTD). Spontaneous speech from 15 participants without FTD (SZ-FTD), 15 with FTD (SZ+FTD), 15 FDRs and 15 neurotypical controls (NC) was obtained from a comic strip retelling task and rated for pauses subclassified by syntactic position and duration. SZ-FTD produced significantly more unfilled pauses than NC in utterance-initial positions and before embedded clauses. Unfilled pauses occurring within clausal units did not distinguish any groups. SZ-FTD also differed from SZ+FTD in pr)
Background: Whilst there has been extensive study of the mechanisms underlying the regulation for pictures, the ability and the mechanisms beyond the regulation of words remains to be clarified. Similarly, the effect of strategy when applying a regulatory process is still poorly explored. The present study seeks to elucidate these issues comparing the effect of regulation and of strategy to both neutral and emotional words and pictures. Methodology/Principal findings: Thirty young adults applied the strategy of distancing to the emotions elicited by unpleasant and neutral pictures and words while their subjective ratings and ERPs were recorded. At a behavioral level, participants successfully regulated the arousal and the valence of both pictures and words. At a neural level, unpleasant pictures produced an increase in the late positive potential modulated during the regulate condition. Unpleasant linguistic stimuli elicited a posterior negativity as compared to neutral stimuli, but)
As the airline industry has become ever-more competitive and profitability more tenuous, airline service quality management has grown more important to airlines. Although many studies have focused on the evaluation of airline service quality, some common limitations need to be noted. First, traditional fuzzy logics were utilized to present linguistic variables as fuzzy numbers. However, precise quantification of lower and upper bounds with a single number is often difficult; thus, interval-valued fuzzy sets that represent the lower and upper bounds in the fuzzy number as an interval form should be applied instead. Second, while some studies have applied various multiple-criteria decision-making method [MCDM] and the service quality (SERVQUAL) method for evaluation of airline service quality, few have utilized grey relational analysis (GRA, a simple and data-driven MCDM method applicable to environments with incomplete information) and the service performance (SERVPERF), a performance-)
Background: Social media has become increasingly important for communication among young people. It is also often used to communicate suicidal ideation. Aims: To investigate the link between acute suicidality and language use as well as activity on Instagram. Method: A total of 52 participants, aged on average around 16 years, who had posted pictures of non-suicidal self-injury on Instagram, and reported a lifetime history of suicidal ideation, were interviewed using Instagram messenger. Of those participants, 45.5% reported suicidal ideation on the day of the interview (acute suicidal ideation). Qualitative text analysis (software ATLAS.ti 7) was used to investigate experiences with expressions of active suicidal thoughts on Instagram. Quantitative text analysis of language use in the interviews and directly on Instagram (in picture captions) was performed using the Linguistic Inquiry and Word Count software. Language markers in the interviews and in picture captions, as well as a)
In the light of the most recent critical debate, sixteenth-century Petrarchism has been divested of the simple dichotomy between norm and rejection, similarity and dissimilarity, imitation and deviation in relation to Petrarch's model or Bembo's codification, and qualified as a complex and composite movement in which both significant constants and equally significant variations should be identified. In the frame of this dialectic, we analyse Michelangelo Buonarroti's Rime in comparison to the original model of Rerum vulgarium fragmenta. The analysis highlights the fact that Michelangelo's genius distorts the reference model and deviates from it in a material, tragic and expressionist sense, rather than offering a harmonious result of a strict observance of Petrarchism. Michelangelo, however, achieves this effect by employing the same rhetorical and expressive tools as Petrarch. The paper presents a comparative analysis illustrated by numerous examples of the rhetorical figures of antithesis, oxymoron, synonymy and a wide array of metaphors and lexical choices.
This paper describes the process of adapting the Stanford Coreference resolution module to the Basque language, taking into account the characteristics of the language. The module has been integrated in a linguistic analysis pipeline obtaining an end-to-end coreference resolution system for the Basque language. The adaptation process explained can benefit and facilitate other languages with similar characteristics in the implementation of their coreference resolution systems. During the experimentation phase, we have demonstrated that language-specific features have a noteworthy effect on coreference resolution, obtaining a gain in CoNLL score of 7.07 with respect to the baseline system. We have also analysed the effect that preprocessing has in coreference resolution, comparing the results obtained with automatic mentions versus gold mentions. When gold mentions are provided, the results increase 11.5 points in CoNLL score in comparison with results obtained when automatic mentions a)
Languages have inherent characteristics that make them their own and differentiated entities within their phyla and families. Even messages written in any language and later encrypted by cryptographic systems do not lose all of their characteristics, there remain aspects that help the cryptanalyst to recover them without knowing the decryption keys. For the characterization of the languages we will consider the frequencies of their graphemic and phonetic units and the Index of Coincidence, tools of fundamental utility in the field of Cryptography. Their diachronic invariance or survival over time in one language and their ability to discriminate against other languages will be analized. In order to do so, we will examine a total of 101 languages of which 261 texts have been taken. All of them are very diverse in style and time, taking us through a wide linguistic and temporal spectrum that will cover the period from the 6th century BC to the present day. [ABSTRACT FROM AUTHOR], Copyri)
The linguistic environment of the classroom is influential to young children’s language development. To date, however, literature on the linguistic environment of child-care centers has largely examined teacher practices or children’s aggregate environment, overlooking the child’s first-person experiences and differentiated experiences within the classroom. In this study we used a new method in the educational setting that captures the learner’s perspective: head-mounted cameras. Thirteen children in one preschool classroom wore a head-mounted camera to capture their first-person experiences in one morning session, including interactions with others and the features of the child-directed speech (CDS) addressed to them. Results revealed that, from children’s personal view, the linguistic environment of the classroom is more dynamic from what previous studies have reported. Children interacted for longer with their teachers than their peers and heard more CDS from them, but for some chi)
Twitter was an integral part of Donald Trump’s communication platform during his 2016 campaign. Although its topical content has been examined by researchers and the media, we know relatively little about the style of the language used on the account or how this style changed over time. In this study, we present the first detailed description of stylistic variation on the Trump Twitter account based on a multivariate analysis of grammatical co-occurrence patterns in tweets posted between 2009 and 2018. We identify four general patterns of stylistic variation, which we interpret as representing the degree of conversational, campaigning, engaged, and advisory discourse. We then track how the use of these four styles changed over time, focusing on the period around the campaign, showing that the style of tweets shifts systematically depending on the communicative goals of Trump and his team. Based on these results, we propose a series of hypotheses about how the Trump campaign used socia)
It is easier to indicate the ink color of a color-neutral noun when it is presented in the color in which it has frequently been shown before, relative to print colors in which it has been shown less often. This phenomenon is known as color-word contingency learning. It remains unclear whether participants actually learn semantic (word-color) associations and/or response (word-button) associations. We present a novel variant of the paradigm that can disentangle semantic and response learning, because word-color and word-button associations are manipulated independently. In four experiments, each involving four daily sessions, pseudowords—such as enas, fatu or imot—were probabilistically associated with either a particular color, a particular response-button position, or both. Neutral trials without color-pseudoword association were also included, and participants’ awareness of the contingencies was manipulated. The data showed no influence of explicit contingency awareness, but clear )
There is ongoing debate on whether object meaning can be processed outside foveal vision, making semantics available for attentional guidance. Much of the debate has centred on whether objects that do not fit within an overall scene draw attention, in complex displays that are often difficult to control. Here, we revisited the question by reanalysing data from three experiments that used displays consisting of standalone objects from a carefully controlled stimulus set. Observers searched for a target object, as per auditory instruction. On the critical trials, the displays contained no target but objects that were semantically related to the target, visually related, or unrelated. Analyses using (generalized) linear mixed-effects models showed that, although visually related objects attracted most attention, semantically related objects were also fixated earlier in time than unrelated objects. Moreover, semantic matches affected the very first saccade in the display. The amplitudes o)
Recent work has shown that listeners process words faster if said by a member of the group that typically uses the word. This paper further explores how the social distributions of words affect lexical access by exploring whether access is facilitated by invoking more abstract social categories. We conduct four experiments, all of which combine an Implicit Association Task with a Lexical Decision Task. Participants sorted real and nonsense words while at the same time sorting older and younger faces (exp. 1), male and female faces (exp. 2), stereotypically male and female objects (exp. 3), and framed and unframed objects, which were always stereotypically male or female (exp. 4). Across the experiments, lexical decision to socially skewed words is facilitated when the socially congruent category is sorted with the same hand. This suggests that the lexicon contains social detail from which individuals make social abstractions that can influence lexical access. [ABSTRACT FROM AUTHOR], C)
The article reveals the socio-political content of the XVII century. Both dependence on foreigners and the influence of internal tensions between tribes on the political life of the Safavid state are investigated. In such historical circumstances, the cultural environment is also based on sources that have not yet been identified. Under such circumstances, a description of the language is given. In particular, during the period of the Shah Abbas (during the rule of other shahs), attitudes toward the Turkish language are expressed in contradictory ideas. It has been established that the stage of the XVII century literary language is not a way out, but history as a turning point. This is proved, on the one hand, by scientific data, as well as facts about language. As a result of the research, it turns out that the language policy that underlies the existence of the state and the nation is carried out in the direction of Turkic rule in the 17th century. The article contains the rich language of the real world, including the introduction of the Turkish language in the history of the 17th century Azerbaijani literary language, the decline of the Persian language (including the accompanying Arabic language), the destruction of cults, as well as the intensification of new processes, such as differentiation, stabilization and democratization examples. In the 17th century, as in all periods of the history of the Azerbaijani literary language or at all stages of historical development, the process of defining a literary language and defining different styles (charming, scientific, official epistolary) took place. Style plays a significant role in relationships. In volume, the rate is determined in style and appears. As a result, it is noted that the 17th century very dynamically develops phonetic, lexical and grammatical norms in the direction of nationalization. The development of literary language, of course, all levels of language are available. But what if you want to translate it into one language? The real fact, which is obvious, or hidden, or not, is voluminous in the volume, which is a lexical system, which leads to great changes. This does not mean that in other languages, such as the phonological system, the language is checked and the file is checked. All, that is, it is not so, but here is a breakthrough for change. This is not an idea or an idea of ignorance and ignorance, but there is no certainty that changes in language change. The truth is that everything that creates a change in the original of another phenomenon, which confirms the existence of legality. The definition of phonetic norms for a certain period of time (continent, period or phase) is contained in a volume that is one of the other publicly available versions of the phone in the language, and, in each other's eyes, by removing from one-dimensional parallels, stabilization in language and content.
Theoretical background: It is a well-known fact that a name should be original and distinguish a business from the competition. It should also meet several other criteria, such as being easy to pronounce and remember, and being connected with the specifics of the company’s operations. Company names, as with any other names, are important because people react to a word the same way they react to the object this name denotes. Therefore, the length of a company name and the words it contains are important. Moreover, in the marketing nomenclature what carries the most significance is not the word itself but the so-called connotation, i.e. the direct reference to the object of the word and the entire set of features connected with it. When creating their own company names, entrepreneurs often use this aspect to better communicate with their target audience. This is enforced by both the growing competition and the expectations of consumers. In recent years, considerable innovativeness can be observed on the part of entrepreneurs who depart from traditional terms and decide on unusual names. Purpose of the article: The following article presents trends in Polish company names from the perspective of marketing efficiency on the one hand, and linguistic innovation on the other. The purpose of the article is to determine the kind of linguistic changes and their assessment from the viewpoint of communication effectiveness. Research methods: The empirical section includes the analysis of 247 names of companies that provide hairdressing services, while the theoretical section concerns the issues of creating a brand and the lexical side of it. In particular, the considerations concern the linguistic norms and marketing principles behind creating company names. Main findings: The findings indicate that the names ceased to be original but from a marketing perspective they became more effective. The names became more efficient in terms of marketing communication, for example, the words "studio" and "academy" ( studio or akademia in Polish) carry a lot of content and connote expertise, knowledge and elite. Of course, the name and surname of an owner (which were popular in the past for hairdressing companies' names) does not include such information. Of further interest is that foreign sounding words have also disappeared almost completely; in particular, the number of words from English has decreased. Therefore, by using words with a more universal meaning and domestication in the Polish language, a company evokes positive reactions and associations, which are very important in the first contact between a customer and a company.
Individual variability in word generation is a product of genetic and environmental influences. The genetic effects on semantic verbal fluency were estimated in 1,735 participants from the Brazilian Baependi Heart Study. The numbers of exemplars produced in 60 s were broken down into time quartiles because of the involvement of different cognitive processes—predominantly automatic at the beginning, controlled/executive at the end. Heritability in the unadjusted model for the 60-s measure was 0.32. The best-fit model contained age, sex, years of schooling, and time of day as covariates, giving a heritability of 0.21. Schooling had the highest moderating effect. The highest heritability (0.17) was observed in the first quartile, decreasing to 0.09, 0.12, and 0.0003 in the following ones. Heritability for average production starting point (intercept) was 0.18, indicating genetic influences for automatic cognitive processes. Production decay (slope), indicative of controlled processes, wa)
Discourse markers are words and expressions (such as: firstly, then, for example, because, as a result, likewise, in comparison, in contrast) that explicitly state the relational structure of the information in the text, i.e. signalling a sequential relationship between the current message and the previous discourse. Using these markers improves the cohesion and coherence of texts, facilitating reading comprehension. Although often included in tools that support the rhetoric structuring of texts, discourse markers have hardly been explored in writing support tools for learners of a second language. However, learners of a second language, including those at advanced levels, have trouble producing these lexical items, frequently replacing them with items from their native language or with literal translations of items in their own language, which often do not result in proper lexical items in the second language. In addition, students learn a single marker per function and use it repeatedly, producing monotonous texts. With the aim of contributing to reducing these difficulties, this paper presents a lexicon that will be used to support the task of automatically detecting and correcting discourse marker errors. Several heuristics have been evaluated to generate different types of errors. Automatic translation methods were used to semi-automatically compile the lexicon used in these heuristics. Similarity measures were also combined with these heuristics to correct discourse marker errors. The evaluated methods proved to be suitable for the task of identifying some types of discourse marker errors and can potentially identify many others, as long as new lexical inputs are incorporated into them.