Papers reviewed and determined not to be word norm studies. Use the flag icon to report errors or suggest re-inclusion.
18265 papers
The article explores the problems of lexical and grammatical and specially legal interpretation of certain criminal procedural norms, in particular, those that regulate the victim's right to procedural communication in criminal proceedings. It is noted that the guiding principle of lawful interpretation is the principle of dialogical communication, where dialogue is understood as a dynamic and constructive way of thinking, creating, interpreting, leading from the analysis of legal and technical errors of legal norms to effective law-making and enforcement and developing in a spiral, because every dialogue must continue the previous ones and prepare the next ones.The notion of a lawful interpretation of a sectoral (criminal-procedural) legal norm is defined asa special independent form of official and informal interpretation, an actual need in which it exists before, during and after the application of the criminal-procedural norm, and is intended to ensure its interpretative evolution for the sake of effective legalization.It is emphasized that the importance and necessity of lexical and grammatical and special-legal interpretation is dictated by: the presence of gaps in sectoral (criminal-procedural) legislation; the existence of conflicts in sectoral (criminal procedural) legislation; availability of valuation concepts in sectoral (criminal procedural) legislation; the presence of issues related to legal and technical errors in sectoral (criminal) law; the presence of problems of the degree of legal regulation of the compositional construction of criminal procedural norms; the presence of issues related to the appeal to the linguistic structural elements of the criminal procedural norm.
An important question that arises from autobiographical memory research is whether the variables that influence memory in the laboratory also drive memory for autobiographical episodes in real life. We explored this question within the context of e-mail communications and investigated the variables that influence recall for personally familiar names and temporal information in e-mails. We designed a Web-based program that analyzed each participant’s year-old sent e-mail archive and applied textual analysis algorithms to identify a set of sentences likely to be memorable. These sentences were then used as the stimuli in a cued recall task. Participants saw two sentences from their sent e-mail as a cue and attempted to recall the name of the e-mail recipient. Participants also rated the vividness of recall for the e-mail conversation and estimated the month in which they had written the e-mail. Linear mixed-effect analyses revealed that recipient name recall accuracy decreased with longer retention intervals and increased with greater frequency of contact with the recipient. Also, with longer retention intervals, participants dated e-mails as being more recent than their actual month. This telescoping error was moderately larger for e-mails with greater sentiment. These findings suggest that memory for personally familiar names and temporal information in e-mails closely follows the patterns for autobiographical memory and proper-name recall found in laboratory settings. This study introduces an innovative, Web-based experimental method for studying the cognitive processes related to autobiographical memories using ecologically valid, naturalistic communications.
To qualitative researchers, social media offers a novel opportunity to harvest a massive and diverse range of content without the need for intrusive or intensive data collection procedures. However, performing a qualitative analysis across a massive social media data set is cumbersome and impractical. Instead, researchers often extract a subset of content to analyze, but a framework to facilitate this process is currently lacking. We present a four-phased framework for improving this extraction process, which blends the capacities of data science techniques to compress large data sets into smaller spaces, with the capabilities of qualitative analysis to address research questions. We demonstrate this framework by investigating the topics of Australian Twitter commentary on climate change, using quantitative (non-negative matrix inter-joint factorization; topic alignment) and qualitative (thematic analysis) techniques. Our approach is useful for researchers seeking to perform qualitative analyses of social media, or researchers wanting to supplement their quantitative work with a qualitative analysis of broader social context and meaning.
This article introduces a package developed for R (R Core Team, 2017) for performing an integrated analysis of multiple data blocks (i.e., linked data) coming from different sources. The methods in this package combine simultaneous component analysis (SCA) with structured selection of variables. The key feature of this package is that it allows to (1) identify joint variation that is shared across all the data sources and specific variation that is associated with one or a few of the data sources and (2) flexibly estimate component matrices with predefined structures. Linked data occur in many disciplines (e.g., biomedical research, bioinformatics, chemometrics, finance, genomics, psychology, and sociology) and especially in multidisciplinary research. Hence, we expect our package to be useful in various fields.
Most research groups studying human navigational behavior with virtual environment (VE) technology develop their own tasks and protocols. This makes it difficult to compare results between groups and to create normative data sets for any specific navigational task. Such norms, however, are prerequisites for the use of navigation assessments as diagnostic tools—for example, to support the early and differential diagnosis of atypical aging. Here we start addressing these problems by presenting and evaluating a new navigation test suite that we make freely available to other researchers (https://osf.io/mx52y/). Specifically, we designed three navigational tasks, which are adaptations of earlier published tasks used to study the effects of typical and atypical aging on navigation: a route-repetition task that can be solved using egocentric navigation strategies, and route-retracing and directional-approach tasks that both require allocentric spatial processing. Despite introducing a number of changes to the original tasks to make them look more realistic and ecologically valid, and therefore easy to explain to people unfamiliar with a VE or who have cognitive impairments, we replicated the findings from the original studies. Specifically, we found general age-related declines in navigation performance and additional specific difficulties in tasks that required allocentric processes. These findings demonstrate that our new tasks have task demands similar to those of the original tasks, and are thus suited to be used more widely.
This article presents a new method for reducing socially desirable responding in Internet self-reports of desirable and undesirable behavior. The method is based on moving the request for honest responding, often included in the introduction to surveys, to the questioning phase of the survey. Over a quarter of Internet survey participants do not read survey instructions, and therefore, instead of asking respondents to answer honestly, they were asked whether they responded honestly. Posing the honesty message in the form of questions on honest responding draws attention to the message, increases the processing of it, and puts subsequent questions in context with the questions on honest responding. In three studies (nStudy I = 475, nStudy II = 1,015, nStudy III = 899), we tested whether presenting the questions on honest responding before questions on desirable and undesirable behavior could increase the honesty of responses, under the assumption that less attribution of desirable behavior and/or admitting to more undesirable behavior could be taken to indicate more honest responses. In all studies the participants who were presented with the questions on honest responding before questions on the target behavior produced, on average, significantly less socially desirable responses, though the effect sizes were small in all cases (Cohen’s d ranging between 0.02 and 0.28 for single items, and from 0.17 to 0.34 for sum scores). The overall findings and the possible mechanisms behind the influence of the questions concerning honest responding on subsequent questions are discussed, and suggestions are made for future research.
Background: Spatial release of masking (SRM) is a measure of an individual’s ability to perform speech-noise segregation, which is usually quantified by the extent of improvement of the individual’s speech recognition performance when the noise is switched from a spatially co-located position (e.g., speech and noise both presented from the front) to a spatially separated position (e.g., speech presented from the front and noise presented from the right side) with reference to the target speech. SRM is a combined measure of head shadow and binaural unmasking benefits. SRM has only been investigated in young children at group level but not at individual participant level in the international literature due to the lack of reliable speech recognition test materials able to detect subtle statistically significant within-participant changes in speech-recognition-in-noise thresholds. Method: The performance to signal-to-noise ratio (P-SNR) functions of twenty-four disyllabic words were obt)
Progressive Supranuclear Palsy (PSP) patients present language disturbances in tasks like naming, repetition, reading, word comprehension and semantic association compared to Parkinson's disease (PD) and healthy controls (HC). In the present study we sought to validate a Screening for Aphasia in NeuroDegeneration (SAND) battery version specifically tailored on PSP patients and to describe language impairment in relation to PSP disease phenotype and cognitive status. Fifty-one PSP [23 with Richardson's syndrome (PSP-RS), 10 with predominant parkinsonism (PSP-P) and 18 with the other variant syndromes of PSP (vPSP)], 28 PD and 30 HC were enrolled in the present study. By excluding the tasks with poor acceptability (i.e., writing and picture description tasks) and increasing the items related to the remaining tasks, we showed that the PSP-tailored SAND Global Score is an acceptable, consistent and reliable tool to screen language disturbances in PSP. However, we failed to detect major di)
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)
Many Canadians experience unequal access to primary care services, despite living in a country with a universal health care system. Health inequalities affect all Canadians but have a much stronger impact on the health of vulnerable populations. Health inequalities are preventable differences in the health status or distribution of health resources as experienced by vulnerable populations. A geospatial approach was applied to examine how closely the distribution of primary care providers (PCPs) in London, Ontario meet the needs of vulnerable populations, including people with low income status, seniors, lone parents, and linguistic minorities. Using enhanced two step floating catchment area (E2SFCA) method, an index of geographic access scores for all PCPs and PCPs speaking French, Arabic, and Spanish were separately developed at the dissemination area (DA) level. To analyze how PCPs are distributed, comparative analyses were performed in association with specific vulnerable groups. G)
Time Perspective (TP) is an important area of research within the ‘psychological time’ paradigm. TP, or the manner in which individuals conduct themselves as a reflection of their cogitation of the past, the present, and the future, is considered as a basic facet of human functioning. These perceptions of time have an influence on our actions, perceptions, and emotions. Assessment of TP based on human language on Twitter opens up a new avenue for research on subjective view of time at a large scale. In order to assess TP of users’ from their tweets, the foremost task is to resolve grammatical tense into the underlying temporal orientation of tweets as for many tweets the tense information, and their temporal orientations are not the same. In this article, we first resolve grammatical tense of users’ tweets to identify their underlying temporal orientation: past, present, or future. We develop a minimally supervised classification framework for temporal orientation task that enables in)
Whether states have Article III standing is a question that has in recent years induced a puzzling and nonstandard patterning of votes amongst the Justices of the Supreme Court. It is, of course, not uncommon for that bench to be characterized by sharp ideological divides. What is unusual and symptomatic in the state standing litigation context is rather this: Specific Justices seem to adopt divergent, seemingly inconsistent, positions on the same basic question of constitutional law when it is presented in different litigation matters.1 When it comes to state standing, the Court’s ideological divide is not merely acute but also inconstant and seemingly unstable.\nConsider two recent cases in an evenly divided eight-member Court has been unable to reach decision on this Article III issue. The Court as a result demurred from a decision in both cases, albeit to divergent effect in the two matters.2 Although we do not know the break down in votes in either case, I think it is reasonable to assign the “liberal” and “conservative”3 Justices to the opposite sides of the state standing issue in these two cases based on the questions and preferences evinced in the oral arguments and other indicia of judicial preferences. 4 That is, the liberals (conservatives) sometimes embraced state standing, and sometimes uniformly rejected it. This suggests that the question of state standing does not have an obvious and unidirectional ideological valence. It rather implies that its ideological valence is unstable for individual Justices, even holding constant the bench’s composition.\nA rather dismayingly plausible interpretation of this dynamic would begin with the basic unpredictability of Article III standing doctrine and its consequent vulnerability to partisan polarization effects among the Justices in high-profile public law litigation. Where a state presses a left-leaning position, the logic goes, Justices and commentators take predictable positions pro and contra—and vice versa. This happens because the doctrine either cannot or more contingently does not impose a frictional constraint on the expression of their normative priors. The ensuing constellation of votes and hence majority or dissenting opinions can be predicted with some confidence if one knows which president appointed a Justice and how they would vote on the merits of a case.\nSuch a view would not break new ground. The law reviews resound with complaints about standing doctrine’s mutability5 as well as its mismatch with attractive normative accounts of Article III ends.6 But complaints about its unique incoherence are somewhat overstated. Some degree of instability is probably inevitable in multimember bodies such as the Supreme Court given social choice dynamics.7 That this instability would take on familiar partisan form in cases concerning policy questions with obvious and strong partisan coloring—such as immigration law,8 environmental law,9 and national healthcare policy10 —is by no stretch surprising given the larger pattern of partisan polarization among the Justices.\nStill, it is not very satisfying to end the analysis with this stark “legal realist” conclusion.11 Nor did I think it is enough to simply assume it is possible to assert some “principled” account of state standing without thinking about why the doctrine has generated these concurrent but diametrically opposed votes on similar cases. Brute resort to partisanship as explanans is insufficient not because it lacks predictive power, or because it is somehow false. Rather, in the United States of the early twenty-first century, national partisan divides tend to track deep and consequential normative divides.12 Resiling to partisanship to account for doctrinal difference may be accurate,13 but it obscures far more interesting questions about how and why recondite matters of federal jurisdiction take on more readily cognized political colors. It fails to illuminate why a division of votes happens. To the extent that legal scholarship aims to map, and then plot potential pathways across, normative contestation, partisanship-based explanans can be both powerful and simultaneously unavailing for the task at hand. They beg the question of how we are to interpret ideological divisions on the Court by ousting an analysis of ideas with a brute act of taxonomy.\nNor do I think it is plausible to stipulate by fiat a single normative key to the state standing problem by appealing to text, original public meaning, or the like. There is already some air between the lexical anchors of Article III standing—the terms “case” and “controversy” in disconnected elements of the Constitution’s text—and the normative motors of current standing doctrine. That doctrine has further developed largely in terms of cases lodged by private litigants; its translation to state actors is not necessarily a neat or obvious one.14 There are hence a large number of disarticulated joints in the doctrinal armature tying constitutional meaning to its application in specific circumstances.\nAs a result of these gaps, theoretical ipse dixits are decidedly underwhelming. The litigated world is just too fluid to be nailed down by formalist or originalist certainties. This problem undermines perhaps the most cogent alternative analytic method to the approach I take here. This approach would turn to a historical consideration of states’ ability to lodge certain kinds of suits in federal courts.15 The leading historical approach in this vein, however, implicitly assumes that the background relationships of states vertically with the federal government and its own citizens, and also horizontally to other states, have been constant and stable enough to enable meaningful transhistorical comparisons. I am not sure that is right (in fact, I am pretty sure it is pretty clearly wrong). The need for some translation of historical doctrine to a contemporary context creates a need for normative criteria to evaluate whether the linkages between anterior doctrinal forms and constitutional norms persist or have evaporated.16 History, in short, entails normative exegesis as much as any other modality of constitutional inquiry.\nIn what follows, I offer a quite modest contribution to debates on state standing.17 I do not offer “right answers.” Rather, I posit that it is useful to understand the “stakes” of state standing. By “stakes,” I mean the practical consequences of resolving, one way or another, the unsettled doctrinal choices respecting to the ability of states to initiate a matter in federal courts. Why, that is, does state standing mater? An inquiry into stakes can usefully proceed step-wise. A first task is to identify the subset of state standing cases that presently elicit division among the Justices. A second task is to articulate the interesting normative consequences of narrowing or widening the Article III gauge in this contested class. Parts I and II attend respectively to these tasks.\nIn particular, I aim here to flesh out the multifarious character of downstream consequences plausibly related to state standing doctrine. For example, it is already a familiar claim in litigation over this Article III question that a denial of state standing will lead to an issue’s nonjusticiability. My analysis suggests we should be a bit skeptical of that notion. This skepticism, in turn, helps decenter what has become a modal concern in state standing debates. Instead, it suggests the value of attending to other, less familiar institutional-design implications, such as effects on the structural constitution and the incentives of state officials. In the end, I suggest that the latter may well be more important than any other concern.\nMy conclusion then draws back from the specifics of state standing to develop some more general reflections on the contents and aims of federal-court scholarship in an era of obvious and powerful partisan and ideological polarization. Put crudely, the animating worry there is whether the deepingly polarizing of American society, which the Court cannot escape, alters the way that scholars—putatively above the partisan fray—should talk about and think about the law of federal jurisdiction.
In Receive Our Memories, José Orozco, associate professor of history at Whittier College, offers a unique set of primary documents accompanied by a family history and local history, insightfully contextualized within the first half of twentieth-century Mexican history. It examines the life of a campesino (and great-grandfather of the author) Luz Moreno (1877–1953) from the town of San Miguel el Alto, Jalisco, through the 170 letters written to his eldest daughter Pancha (1901–2002), who had migrated to Stockton, California. Luz's letters reveal, from the perspective of a poor man in his own words, aspects of his philosophical inner self—one quite different from the taciturn and stoic outward persona. Indeed, Moreno's letters—sent to his eldest daughter from 1950, after she married rather late in life and emigrated, until his death a few years later—are as complex as they were frequent. Reserved and a man of few words in person, the ailing patriarch reveals in his letters to his favorite daughter his intense love for her and an “interior monologue,” while his prose “displays a conscious and persistent literary intent” (p. 10). In the historiography of immigration, Orozco's book is unique in that most letters examined to tell stories of migration are from the migrant's perspective, not from that of a family member left behind to struggle with the physical and emotional separation from a loved one. Orozco explains that Moreno “saw emigration as a threat to his religion, to the coherence of his family, and to the viability of a way of life that he once believed was immutable” (p. 40). In Moreno's own words from 1951, “Many go illegally to that Promised Land in search of the Dollar and they give more importance to it than to tending the corn in their own country. Compared to the Dollar, everything seems to be stacked against corn... What shall we do? Shall we only eat Dollars?” (p. 40). His letters and Orozco's analysis reveal the negative effects of modernity and modernization.Orozco has organized the content thematically and translated 80 of the original letters in these chapters, providing historical and historiographical context for each one. The themes include affective bonds, religion, poverty, letter writing and newspaper reading, and old age and dying. The first chapter tells the history of San Miguel el Alto and weaves the story of the entire Moreno clan into local and national political developments, with a focus on religious resistance. Especially rich in details about Pancha's life in Jalisco, this chapter decenters the somewhat persistent triumphalist narrative of the 1910 revolution through a careful depiction of these fervent Catholics and their participation in both Cristero rebellions (from 1926 and 1929 and from the mid-1930s to early 1940s, respectively) and the Sinarquista movement (from 1937 to 1950). Indeed, Orozco states that some Alteños considered the Cristero rebellions to be the true revolution rather than the 1910 movement against Porfirio Díaz. The story of the Moreno family highlights Catholic resistance to state power and the complexities of traditional, yet at times quite fluid, gender roles and norms. For example, Pancha served as secretary of feminine action for the Sinarquista party in the late 1930s and 1940s, for which she performed work considered acceptable for her gender such as sewing the party's flags, feeding members, and coordinating children's activities. But she also actively recruited new members, traveling with her uncle to neighboring locales. In 1916, the family had refused to let Pancha marry her sweetheart Juan; she defied them when he returned in 1950 to marry her, and the male family members eventually accepted the situation.Receive Our Memories demonstrates the elderly Luz Moreno's self-awareness of his life in poverty and how avid newspaper reading and his Catholic faith made him conscious of the global interconnectedness of “el miserable pueblo.” The letters also speak with sophistication to international political events and ideologies. Of particular concern to Moreno when writing to his daughter were the godlessness, greed, and capitalistic excesses of the United States and the threats that these posed to her Catholic soul. Perhaps less predictably, Moreno weighed in on heavy political and economic issues like the nuclear arms race, the Cold War, the Korean War, and the bracero program with tremendous detail. The book sheds light on the importance of the family economy (both in Jalisco and transnationally through remittances) and the indissoluble bonds of family in the face of migration. The text is accompanied by sketches by artist José Lozano, meant to harken back to “lexical-visual collaborations undertaken in the 1930s and 1940s” between Mexican artists and American radical intellectuals (p. x). Moreno's ability to connect to global political, economic, and social developments and his self-awareness about poverty and his relation to others in that struggle worldwide in his writings make them a unique source. It will be of interest to historians and anthropologists of Mexico and scholars studying the elderly, migration, and poverty in any geographic region. The letters combined with Orozco's careful contextualization of the economic, political, and religious milieus make the book ideal for undergraduate students and scholars alike.
The article explores the techniques of creating a humorous effect in the Italian film «The Taming of the Scoundrel», taking into account the audiovisual nature of the material under study. Modern approaches to defining the concept of humour in linguistics are examined and the main linguistic means of realization of humour are discussed, including contextual changes of lexical meanings of words, expletive constructions, rhetorical questions, accumulation of homogeneous terms, sentence, use of incompatible concepts, repetitions, contrasting comparisons, metaphors, black humour, hyperbole, grotesque synecdoche, antithesis etc. It was revealed that the humorous effect of the movie «The Taming of the Scoundrel» is based on a combination of two incompatible stereotyped images – residents of the Italian village and the city. The main method of humour creation was a combination of incompatible concepts and depictions of deviations from the norm (disrespect for a sick person, arrogant behaviour with a beautiful woman, rudeness towards a woman, secular nature of religion, when a monk trains the volleyball team, love and understanding towards animals and disrespect towards people). Special attention in the realization of humour is drawn to the visual elements, built on the principle of a combination of the inseparable, the deviation from the norm and hyperbolization. The dialogues show patterns of conversational style and simplicity of vocabulary and syntax, so they do not require the use of a variety of translation transformations. The article describes ways of translating Italian humour into Ukrainian and mechanisms for conservation the humorous effect. The vast majority of sentences are translated by literal translation. In some cases, lexical substitutions are used. For the most part, the humorous effect persists, except the case of translation of wordplay, realities, artistic comparisons. In some cases, the humorous effect could be conserved by choosing other translation strategies. The movie «The Taming of the Scoundrel» gained high popularity because of its simplicity of perception. Although Western humour differs from Eastern humour because of national cultural, socio-psychological differences, the humour in the movie «The Taming of the Scoundrel» is clear and understandable. The humorous effect is lost only in cases of linguistic or cultural identity of the phrases. However, the problem of creating a humorous effect in audiovisual contexts and its conservation in different cultural areas remains always urgent.
In Ukraine and in Belarus, the Russian language enjoys a very different status and reach. While in Belarus it is formally the “second state language”, being de facto the only one used in most spheres, and spoken by the majority of the population in both cities and small towns, in Ukraine it has a very limited use in public settings and is predominantly spoken by urban dwellers and only in some parts of the (admittedly large) country. What makes the situation of Russian similar in both countries is that it finds itself in competition with a closely related standard language, i.e. Belarusian or Ukrainian. Moreover, both have widespread substandard forms of mixed speech (so-called Trasyanka in Belarus and Suržyk in Ukraine). In daily life, most speakers to some degree make use of all three codes. Both countries exemplify the notion of Russian as a pluricentric language, as the Russian language in Ukraine and Belarus features a considerable number of specific traits. Some of these are of a contact-induced or substrate nature, and others are related to some dialects of Russian proper. These traits are observed on different levels, including phonetics, lexicon, morphology, and syntax. There is no codified “national norm” of Russian in either country; however, some of the local traits, mainly phonetic and lexical ones, are clearly perceived as different from those used in the metropolis and are discussed by the speakers. In the first empirical part, the chapter is concerned with data from recent sociodemographic surveys in Belarus and central Ukraine (1400 informants each) and addresses questions of assessed language use, language proficiency, as well as some symbolic dimensions of the languages. The second part deals with patterns of actual language use in Belarusian and Ukrainian families in which all three codes are present. Data stem from two corpora containing 400 000 words each. In both parts, we demonstrate the connection of language use with the sociodemographic characteristics of the speakers. In conclusion, we will point out the similarities and differences in the situation of Russian in both states.
espanolEn el presente trabajo se delinea la aportacion de la lengua vasca a la formacion de la norma castellana durante la Edad Media y el Siglo de Oro. Para llegar a tal fin, se perfila primero el marco historico de redes sociales y linguisticas operantes en el contacto del castellano con el euskera desde los origenes de la convivencia vasco-latino-romanica hasta el siglo XVII y se tiene en cuenta, despues, la doble direccion en el contacto vasco-castellano-romanico, sobrevenido historicamente tanto en la direccion del euskera hacia el castellano como del castellano al vascuence, sin olvidar que ha afectado tambien a territorio hoy frances. EnglishThe present article studies the Basque Language contribution to the Castilian linguistic Norm in the Middle Ages and the Golden Age. For this purpose will be first designed the historical frames operating since ancient times on the linguistic contact between Basque and Romance Languages in order to explain how the direction of the Basque-Romance contact has occurred in both directions respectively, taken into account that France domain has been also concerned.
[In English below.] Este artigo traz um recorte semântico-lexical do projeto de atlas linguístico da região do Médio Tietê, no Estado de São Paulo, Brasil. Dentre as dez localidades que perfazem a rede de pontos de investigação, apresentamos aqui dados do município de Santana de Parnaíba (SdP). Trata-se de dez questões onomasiológicas respondidas por informantes de perfis sociais distintos. As perguntas foram extraídas do questionário semântico-lexical do Atlas linguístico do Brasil (CARDOSO, 2014) e aplicadas após modificações. Elas tematizam características pessoais, fenômenos e entes no mundo físico, cujas respostas mais frequentes em SdP foram ‹raiz›, ‹urubu›, ‹joão-de-barro›, ‹varejeira›, ‹terçol›, ‹catarro›, ‹tagarela›, ‹mão-de-vaca›, ‹balanço› e ‹interruptor›. Para a elicitação, aplicou-se a técnica de entrevista em três passos, que basicamente consiste em (i) perguntar, (ii) insistir e (iii) sugerir (THUN, 2000). O objetivo do presente texto é (a) sistematicamente expor e brevemente comentar as (primeiras) respostas espontâneas dos parnaibanos. Adicionalmente, apresentamos: (b) três critérios de invalidação de respostas; (c) correlações internas linguístico-sociais; (d) contrastes das normas lexicais e formas mais frequentes apuradas em SdP com resultados de seis atlas linguísticos fora do perímetro da região do Médio Tietê; e (e) observações linguísticas complementares acerca das lexias. No Brasil, a pesquisa é financiada pela Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP), no âmbito do Projeto para a História do Português Paulista (PHPP), e, na Alemanha, pelo Serviço Alemão de Intercâmbio Acadêmico (DAAD). Palavras-chave: Médio Tietê. Dialeto Caipira. Dialetologia. Sincronia. Comparabilidade. Cite como (ABNT): FIGUEIREDO JR., S. R. Variação semântico-lexical em Santana de Parnaíba. LaborHistórico, v. 5, n. esp. 2, p. 58-82, 7 set. 2019. A semantic-lexical excerpt from our project of a linguistic atlas for the region of Médio Tietê, São Paulo State (Brazil), is presented here. The research field is formed by ten cities, each one defined as being a point of inquiry. Santana de Parnaíba (SdP), as one of them, is taken into account for this paper. Specifically, spontaneous answers to ten onomasiological questions provided by local residents with different social profiles. The questions were taken with modifications from the semantic-lexical questionnaire of the Linguistic Atlas of Brazil (CARDOSO, 2014). They are related to personal characteristics, as well as physical entities and phenomena, whose more frequent answers in SdP were ‹raiz›, ‹urubu›, ‹joão-de-barro›, ‹varejeira›, ‹terçol›, ‹catarro›, ‹tagarela›, ‹mão-de-vaca›, ‹balanço› e ‹interruptor›. For the elicitation, the three-step interview technique was employed, consisting basically in (i) asking; (ii) insisting; and (iii) suggesting (THUN, 2000). This paper aims to (a) expose systematically and offer brief comments on the (first) spontaneous answers of our SdP participants. Additionally, we (b) present three criteria for invalidating answers; (c) establish internal sociolinguistic correlations; (d) report a contrast between, on the one hand, lexical items that occurred as the most frequent or rather as norms in SdP; and, on the other hand, results of six other Brazilian linguistic atlases outside the Médio Tietê region; and finally (e) provide complementary linguistic observations on certain lexical occurrences. Within the framework of the Project for the History of Portuguese in São Paulo state (PHPP), this research receives funding from the São Paulo Research Foundation (FAPESP); in Germany, the German Academic Exchange Service (DAAD) also kindly finances this investigation. Keywords: Médio Tietê region; "Caipira" dialect; dialectology; synchrony; comparability. Cite as (APA): Figueiredo Jr., S. R. (2019). Variação semântico-lexical em Santana de Parnaíba. LaborHistórico, 5(spec. 2), 58-82.
This chapter surveys how impoliteness, broadly conceived, is approached and studied in Japan. It first gives a brief historical sketch of how impoliteness research has been marginalized and neglected among Japanese linguists, as opposed to accumulated research on politeness. The chapter then reviews selective areas in impoliteness research, beginning with pioneering lexical work in the first section. The second section discusses early descriptive studies and research utilizing the Japanese conceptual/analytical framework of taigū hyōgen, or treatment expressions. In light of the increasing use of digital technology, impoliteness via online platforms is examined in the third section, specifically case studies in cyberbullying and domestic violence reported by female victims on social media. Turning to the norms of impoliteness in communities of practice, the fourth section focuses on two different contexts, parliamentary debates and online discussion forums, which reveals that impoliteness occurs when respective community norms are violated. From the perspective of cultural anthropology, two phenomena unique to the Japanese context are described in the fifth section. One is the language behavior of Japanese idols and their fans in subcultural communities, where apparently rude language functions in potentially positive ways. The other is a “Curse Festival”, where participants are encouraged to yell rude things at mythical beings. The addition of these anthropological approaches to impoliteness broadens the scope of impoliteness research in Japan. This chapter is intended to help readers better understand how impoliteness has been approached and studied in Japan, which provides insight into the current trends and points toward future directions for research both local and global.
ABSTRAK Bahasa merupakan sebuah media perantara bagi manusia untuk saling berkomunikasi. Dimungkinkan adanya perbedaan bahasa terhadap gender yang berbeda dalam hal pilihan kata atau bagaimana bahasa itu disampaikan. Penelitian ini bertujuan untuk menganalisa lexical hedges tindak tutur representatif pemeran utama perempuan pada film Sweet 20 dan Orang Kaya Baru. Pemilihan film-film tersebut disebabkan karena film-film tersebut dimainkan oleh pemeran utama perempuan. Film Sweet 20 ditulis oleh penulis skenario wanita sedangkan Film Orang Kaya Baru ditulis oleh penulis skenario pria. Data-data di penelitian ini dianalisis menggunakan analisis wacana dan teori (S) Setting and scene, (P) Participants, (E) End, (A) Act sequence, (K) Key, (I) Instrumentalities, (N) Norms of interaction and interpretation, (G) Genre, Hymes (1974). Hasil dari penelitian ini menunjukkan bahwa terdapat empat dari 7 kategori lexical hedges yang ditemukan dalam kedua Film tersebut, yaitu Modal Auxiliary Verb, If Clause, Approximator of Degree, Quantity, and Time dan Introductory Phrases. Dari Film Sweet 20 ditemukan 49 dari 149 ujaran yang mengandung lexical hedges dalam tindak tutur representatif, sedangkan dalam Film Orang Kaya Baru ditemukan 16 dari 68 ujaran yang mengandung lexical hedges dalam tindak tutur representatif. Penelitian ini menyimpulkan bahwa terdapat 32,89% lexical hedges yang digunakan oleh pemeran utama wanita di Film Sweet 20, dan terdapat 23,53% lexical hedges yang digunakan oleh pemeran utama wanita di Film Orang Kaya Baru. Kemudian, menggunakan teori SPEAKING disimpulkan bahwa Film Sweet 20 memiliki latar dan mitra tutur yang beragam dibandingkan dengan Film Orang Kaya Baru yang berlatar di tempat yang hampir semuanya sama dan dengan mitra tutur yang sama pula. ABSTRACT Language is a medium of communication for every human being. It may differ between different gender in terms of the words or how it is delivered. This study is aimed at analyzing lexical hedges in the representative speech act of the main woman character, especially in Sweet 20 and Orang Kaya Baru Movie. The selection of this movie is because it is written by a woman writer. Therefore, the focus of this study is on the lexical hedges which are well-known as woman language. This study employs qualitative research method. This study aims to analyze the lexical hedges of the speech acts of the female lead actors in the film Sweet 20 and Orang Kaya Baru. The selection of these films was caused by the films being played by the female lead. The Sweet 20 film is written by a female screenwriter while the film Orang Kaya Baru is written by a male screenwriter. The data in this study were analyzed using discourse analysis and theory (S) Settings and scenes, (P) Participants, (E) End, (A) Act sequences, (K) Key, (I) Instrumentalities, (N) Norms of interaction and interpretation, (G) Genre, Hymes (1974). The results of this study indicate that there are four of the 7 categories of lexical hedges found in the two movies, namely Capital Auxiliary Verb, If Clause, Approximator of Degree, Quantity, and Time, as well as Introductory Phrases. From the Sweet 20 Movie, 49 of 149 utterances containing lexical hedges were found in representative speech acts, while in the Orang Kaya Baru Movie, 16 of 68 utterances containing lexical hedges were found in representative speech acts. This study concludes that there were 32.89% of the lexical hedges used by the female lead in Sweet 20 Movie, and 23.53% of the lexical hedges used by the female lead in Orang Kaya Baru Movie. Then, through the use of SPEAKING theory, it was concluded that the Sweet 20 Movie has a more diverse settings and speech partners compared to the Orang Kaya Baru movie in which almost all the places are the same and so are the speech partners.
English Abstract: The special status of the German language, its multinational character and national variability are always in the focus of attention of different sciences and give practical material for research. It is the example of the German language that clearly demonstrates how strong the nonlinguistic factors can influence the history of its development. Thus, a pronounced dialectic and regional differentiation stems from the Reformation and feudal fragmentation of the Middle Ages. As a result of the political influence of one or another dynasty, the German-speaking region is far from heterogeneity, despite the geographical unity. The consequence of these factors has become the formation of different versions of the German language: Hochdeutsch (in the German’s territory), Osterreichisches Deutsch (in the Austria’s territory), Schweizer Deutsch (in the Switzerland’s territory). There are certainly distinctive features of the German language in Luxembourg and Liechtenstein. Being the dynamic system the language is responsive to all transformations taking place in the society and changes together with it. Unfortunately, not always these changes have positive and progressive character. In the XXI century the situation worsens by practically unlimited influence of the media, first of all, due to the possibilities of the global network. If in the second half of the XX century the statement that the media is the fourth power was rather declarative, then nowadays it has become evident. Online versions of different editions provide mass audience with almost real time information, sometimes in telegraphic style. In this case, unfortunately, it is not possible to preserve the purity of language in the broadest sense. The language becomes simpler from lexical, grammatical and syntactical points of view, saturated with foreign words (der Think-Tank, point of no return, das Statement) and uncharacteristic constructions (in 2019 instead of 2019), even the norms of pronunciation are violated (China). In the pursuit of the audience’s attention, in the desire not only to inform the public about a particular event but to portray it as a sensation, the media often resorts to different creative means, particularly on the lexical level (lindnern, sodern, der Kurz-Schluss, das Leyen-Theater, das Erdogate). The analysis of such items demonstrates the clear link between usually high-profile events taking place in the society and a rise of language phenomena that differ from normative rules. It is worth noting that therefore through language and the imposition of foreign norms manipulative influence impacts the mass audience, which can be countered by the well-considered and strict language policy at the national level. Russian Abstract: Особый статус немецкого языка, его полинациональность и национальная вариативность всегда находятся в центре внимания различных наук и дают практический материал для исследований. И именно на примере немецкого языка наглядно видно, насколько сильным может быть влияние экстралингвистических факторов на историю его развития. Так, достаточно ярко выраженная диалектная и региональная дифференциация берет свое начало в Реформации и феодальной раздробленности средних веков. В результате политического влияния той или иной династии немецкоязычный регион не отличается гетерогенностью, несмотря на географическое единство. Следствием подобных факторов стало формирование различных вариантов немецкого языка: Hochdeutsch (на территории Германии), Osterreichisches Deutsch (на территории Австрии), Schweizer Deutsch (на территории Швейцарии). Безусловно, есть также отличительные особенности немецкого языка в Люксембурге или Лихтенштейне. Будучи подвижной системой, язык чутко реагирует на все происходящие в обществе преобразования и изменяется вместе с ним. К сожалению, не всегда эти изменения носят положительный и прогрессивный характер. В XXI веке ситуация усугубляется практически безграничным влиянием СМИ, прежде всего, благодаря возможностям всемирной сети. Если во второй половине прошлого века утверждение, что СМИ являются четвертой властью, было скорее декларативным, то в настоящее время это стало очевидным. Online-версии различных изданий предоставляют массовой аудитории информацию практически в режиме реального времени, иногда в телеграфном стиле. В этом случае, к сожалению, не удается сохранять чистоту языка в самом широком смысле слова. Язык упрощается, как с лексической или грамматической точек зрения, так и синтаксически, насыщается иноязычными словами (der Think-Tank, point of no return, das Statement) и нетипичными конструкциями (in 2019 вместо 2019), даже нарушаются нормы произношения (China). В погоне за вниманием аудитории, желанием не просто проинформировать о том или ином событии, а представить его сенсационно, в СМИ зачастую прибегают к различным креативным способам, прежде всего, на лексическом уровне (lindnern, sodern, der Kurz-Schluss, das Leyen-Theater, das Erdogate). При анализе подобных наименований прослеживается четкая взаимосвязь между происходящими в обществе событиями, как правило, резонансными, и всплеском языковых явлений, отличных от нормативных правил. Стоит отметить, что таким образом, через язык и навязывание «чужих» норм оказывается манипулятивное воздействие на массовую аудиторию, противостоять которому возможно посредством хорошо продуманной и жесткой языковой политики на государственном уровне.
While there is ample evidence that study abroad (SA) enhances oral fluency in a foreign language, the effects of different types of learning context on other aspects of oral skills, such as vocabulary use, have not received much attention in academic research and are less clear. The present study tries to fill this void by investigating lexical development in oral production by advanced learners of English experiencing two different contexts of acquisition: formal instruction (FI) at home, followed by a 3-month stay abroad (SA). Speech samples were elicited from a group of 30 Catalan/Spanish undergraduates before and after each learning context by means of an oral interview and were later analyzed in terms of lexical diversity, sophistication, density and accuracy. Additionally, we examined baseline data from 25 native speakers of English, elicited through the same task. Our results reveal that both contexts enhance significant development in lexical accuracy and that SA proves especially beneficial for growth in adverb density, which moves towards target-like norm and adds fluidity to learners’ speech. FI, in contrast, causes a significant impact on lexical sophistication, as learners seem to acquire more specific vocabulary during classroom instruction.
Communication is an essential part of human life. For the person with hearing and speaking disability, it is inconvenient to communicate with other people. In this paper, an end-to-end system to convert English voice to Indian Sign Language (ISL) gloss (written form of sign language) is proposed which will help deaf to communicate with others and vice versa. This system accepts English voice as an input and, converts it into the text using the speech recognition. From the recognized English text, ISL gloss is generated using the lexical database called WordNet. The focus of our work is to build a robust sign language machine translation system to convert the English text to ISL gloss using the linguistic database WordNet.
This paper presents a case study of the use of the NINJAL Parsed Corpus of Modern Japanese (NPCMJ) for syntactic research. NPCMJ is the first phrase structure-based treebank for Japanese that is specifically designed for application in linguistic (in addition to NLP) research. After discussing some basic methodological issues pertaining to the use of treebanks for theoretical linguistics research, we introduce our case study on the status of the Coordinate Structure Constraint (CSC) in Japanese, showing that NPCMJ enables us to easily retrieve examples that support one of the key claims of Kubota and Lee (2015): that the CSC should be viewed as a pragmatic, rather than a syntactic constraint. The corpus-based study we conducted moreover revealed a previously unnoticed tendency that was highly relevant for further clarifying the principles governing the empirical data in question. We conclude the paper by briefly discussing some further methodological issues brought up by our case study pertaining to the relationship between linguistic research and corpus development.
Neurodegenerative diseases causing dementia are known to affect a person’s speech and language. Part of the expert assessment in memory clinics therefore routinely focuses on detecting such features. The current outpatient procedures examining patients’ verbal and interactional abilities mainly focus on verbal recall, word fluency, and comprehension. By capturing neurodegeneration-associated characteristics in a person’s voice, the incorporation of novel methods based on the automatic analysis of speech signals may give us more information about a person’s ability to interact which could contribute to the diagnostic process. In this proof-of-principle study, we demonstrate that purely acoustic features, extracted from recordings of patients’ answers to a neurologist’s questions in a specialist memory clinic can support the initial distinction between patients presenting with cognitive concerns attributable to progressive neurodegenerative disorders (ND) or Functional Memory Disorder ()
The article focuses on the formation of future Ukrainian language and literature teachers stylistic competence. Ukrainian and foreign linguodidactic researchers achievements are theoretical generalized. The attempts to determine the membership of students-philologists stylistic competence are analyzed. Based on the analysis and synthesis of scientific sources, the notion of stylistic competence of the future Ukrainian language and literature teacher as a multicomponent and dynamic personality ability is learned, which is the result of teaching the Ukrainian language Stylistics, in particular the mastering of knowledge in Stylistics, the mastery of stylistic skills and abilities, the presence of motivational and value attitudes, and behavioral norms, as well as their experience in designing stylistically completed text in oral and written forms, used I linguistic resources for the purpose, conditions and targeted communication guidelines, the implementation of research exploration and future educational activities. The components of stylistic competence according to psychological factors are determined by motivational, knowledge (cognitive), activity, value, emotional, and reflective components. According to the content it is necessary to speak about the generalistic (Stylistics general concepts and categories assimilation) and level-style phonetic-stylistic, lexical-stylistic (lexical-stylistic and phraseological-stylistic), grammatical-stylistic (word-and-stylistic, morphological-stylistic, syntactically-stylistic) components. According to the activity features stylistic competence components are characterized: linguistic, communicative, self-educational, scientific research, methodical.
Lexical database of the lesser Sunda islands
The CHLG at a glance A parsed (= syntactically annotated) corpus of historical Low German in Penn-Treebank style. Allows for efficient, reproducible searches for a large number of morphosyntactic structures.
We recently introduced the EmojiGrid as an intuitive graphical self-report tool to measure food­evoked valence and arousal. The EmojiGrid is a Cartesian grid, labeled with facial icons (emoji) expressing different degrees of valence and arousal. The lack of verbal labels makes it a valuable, language-independent tool for cross-cultural research. Users can efficiently report their subjective ratings of both valence and arousal with a single click on the location of the grid that best represents their affective state after perceiving a stimulus. The EmojiGrid has previously been validated for the assessment of emotions evoked by food images. In this study we validated the EmojiGrid for the affective appraisal of odors. Observers (N=56, 24 males, mean age=24.3±4.6) smelled 40 randomly presented odors (27 food and 13 non­food smells), ranging from very unpleasant and arousing (e.g., feces, fish), via pleasant and calming (e.g., clove, cinnamon), to very pleasant and stimulating (e.g., peach, caramel). The odor samples consisted of felt pens, with tips that were impregnated with 4 ml of fluid odorant substance. Each pen was presented once, for about 5 seconds at 2 cm below both nostrils. The participants sniffed following a verbal command. Immediately after sniffing the pen was removed, and participants were given at least 30 s to smell fresh air. The participants reported their affective appraisal of each odor using the EmojiGrid. The resulting mean valence and arousal ratings closely agree with those from previous studies in the literature that were obtained with alternative rating tools. In addition, we find that the EmojiGrid yields the typical universal U-shaped relation between mean valence and arousal that is commonly observed for a wide range of affective sensory (visual, auditory, tactile, gustatory) stimuli. We conclude that the EmojiGrid is also a valid affective self-report tool for the assessment of odor evoked emotions.
The authors aim at presenting the results of their analysis of deviations from the speech norm (DSN) at the phonetic, morphological-syntactic and lexical levels in the speech of bilinguals in one special case of ethno-linguistic contacting, i.e. Shor-Russian bilingualism. The conclusions are based on the data of field recordings of bilingual speech and result from a newly developed annotation system ( error annotation ) in the Russian Speech Corpus of Russian-Turkic bilinguals in Southern Siberia. The authors find and characterise intralingual (interaction of the national language forms, written and oral communication modes) and cross-language (influence of the native Turkic languages) sources of influences on the Russian speech of bilinguals. The article substantiates the use of the norms of Russian literary writing as a speech standard, methods of analysis and literature (including theoretical works), the analysis of which makes it possible to conclude about the nature of the influences generating DSN. The regularity of the Shor-Russian interfering phenomena is noted in the speech of speakers of all the three age categories under consideration, while dialectal influences are recorded in the communication of respondents over 65 years of age. The study comprises a sociolinguistic analysis of the linguistic situation, a sociolinguistic and linguistic (focusing on the presentation of bilingual language experience) portrayal of bilinguals whose texts are analysed using standard and adapted questionnaires, consistently applied. The conclusion about a DSN type is made using the data on the norms of the Russian literary language, on variants of their implementation in written and oral spontaneous communication, on the peculiarity of the norms of territorial and social variants of the Russian language in the places of residence of the respondents and using the data on regular structures of the Shor language.
<strong>🌙 This is an alpha pre-release of spaCy v2.1.0 and available on pip as <code>spacy-nightly</code>. It's not intended for production use. See here for the updated nightly docs.</strong> <pre><code class="lang-bash">pip install -U spacy-nightly </code></pre> If you want to test the new version, we recommend using a new virtual environment. Also make sure to download the new models – see below for details and benchmarks. ⚠️ Due to difficulties linking our new <code>blis</code> for faster platform-independent matrix multiplication, this nightly release currently doesn't work on Python 2.7 on Windows. We expect this to be corrected in the future. ✨ New features and improvements Tagger, Parser, NER and Text Categorizer <strong>NEW:</strong> Experimental ULMFit/BERT/Elmo-like pretraining (see #2931) via the new <code>spacy pretrain</code> command. This pre-trains the CNN using BERT's cloze task. A new trick we're calling <em>Language Modelling with Approximate Outputs</em> is used to apply the pre-training to smaller models. The pre-training outputs CNN and embedding weights that can be used in <code>spacy train</code>, using the new <code>-t2v</code> argument. <strong>NEW:</strong> Allow parser to do joint word segmentation and parsing. If you pass in data where the tokenizer over-segments, the parser now learns to merge the tokens. Make parser, tagger and NER faster, through better hyperparameters. Add simpler, GPU-friendly option to <code>TextCategorizer</code>, and allow setting <code>exclusive_classes</code> and <code>architecture</code> arguments on initialization. Add <code>EntityRecognizer.labels</code> property. Remove document length limit during training, by implementing faster Levenshtein alignment. Use Thinc v7.0, which defaults to single-thread with fast <code>blis</code> kernel for matrix multiplication. Parallelisation should be performed at the task level, e.g. by running more containers. Models & Language Data <strong>NEW:</strong> 2-3 times faster tokenization across all languages at the same accuracy! <strong>NEW:</strong> Small accuracy improvements for parsing, tagging and NER for 6+ languages. <strong>NEW:</strong> The English and German models are now available under the MIT license. <strong>NEW:</strong> Statistical models for Greek. <strong>NEW:</strong> Alpha support for Tamil, Ukrainian and Kannada, and base language classes for Afrikaans, Bulgarian, Czech, Icelandic, Lithuanian, Latvian, Slovak, Slovenian and Albanian. Improve loading time of <code>French</code> by ~30%. CLI <strong>NEW:</strong> <code>pretrain</code> command for ULMFit/BERT/Elmo-like pretraining (see #2931). <strong>NEW:</strong> New <code>ud-train</code> command, to train and evaluate using the CoNLL 2017 shared task data. Check if model is already installed before downloading it via <code>spacy download</code>. Pass additional arguments of <code>download</code> command to <code>pip</code> to customise installation. Improve <code>train</code> command by letting <code>GoldCorpus</code> stream data, instead of loading into memory. Improve <code>init-model</code> command, including support for lexical attributes and word-vectors, using a variety of formats. This replaces the <code>spacy vocab</code> command, which is now deprecated. Add support for multi-task objectives to <code>train</code> command. Add support for data-augmentation to <code>train</code> command. Other <strong>NEW:</strong> Enhanced pattern API for rule-based <code>Matcher</code> (see #1971). <strong>NEW:</strong> <code>Doc.retokenize</code> context manager for merging and splitting tokens more efficiently. <strong>NEW:</strong> Add support for custom pipeline component factories via entry points (#2348). <strong>NEW:</strong> Implement fastText vectors with subword features. <strong>NEW:</strong> Built-in rule-based NER component to add entities based on match patterns (see #2513). <strong>NEW:</strong> Allow <code>PhraseMatcher</code> to match on token attributes other than <code>ORTH</code>, e.g. <code>LOWER</code> (for case-insensitive matching) or even <code>POS</code> or <code>TAG</code>. <strong>NEW:</strong> Replace <code>ujson</code>, <code>msgpack</code>, <code>msgpack-numpy</code>, <code>pickle</code>, <code>cloudpickle</code> and <code>dill</code> with our own package <code>srsly</code> to centralise dependencies and allow binary wheels. <strong>NEW:</strong> <code>Doc.to_json()</code> method which outputs data in spaCy's training format. This will be the only place where the format is hard-coded (see #2932). <strong>NEW:</strong> Built-in <code>EntityRuler</code> component to make it easier to build rule-based NER and combinations of statistical and rule-based systems. <strong>NEW:</strong> <code>gold.spans_from_biluo_tags</code> helper that returns <code>Span</code> objects, e.g. to overwrite the <code>doc.ents</code>. Add warnings if <code>.similarity</code> method is called with empty vectors or without word vectors. Improve rule-based <code>Matcher</code> and add <code>return_matches</code> keyword argument to <code>Matcher.pipe</code> to yield <code>(doc, matches)</code> tuples instead of only <code>Doc</code> objects, and <code>as_tuples</code> to add context to the <code>Doc</code> objects. Make stop words via <code>Token.is_stop</code> and <code>Lexeme.is_stop</code> case-insensitive. Accept <code>"TEXT"</code> as an alternative to <code>"ORTH"</code> in <code>Matcher</code> patterns. Use <code>black</code> for auto-formatting <code>.py</code> source and optimse codebase using <code>flake8</code>. You can now run <code>flake8 spacy</code> and it should return no errors or warnings. See <code>CONTRIBUTING.md</code> for details. 🔴 Bug fixes Fix issue #1487: Add <code>Doc.retokenize()</code> context manager. Fix issue #1537: Make <code>Span.as_doc</code> return a copy, not a view. Fix issue #1574: Make sure stop words are available in medium and large English models. Fix issue #1585: Prevent parser from predicting unseen classes. Fix issue #1642: Replace <code>regex</code> with <code>re</code> and speed up tokenization. Fix issue #1665: Correct typos in symbol <code>Animacy_inan</code> and add <code>Animacy_nhum</code>. Fix issue #1748, #1798, #2756, #2934: Add simpler GPU-friendly option to <code>TextCategorizer</code>. Fix issue #1773: Prevent tokenizer exceptions from setting <code>POS</code> but not <code>TAG</code>. Fix issue #1782, #2343: Fix training on GPU. Fix issue #1816: Allow custom <code>Language</code> subclasses via entry points. Fix issue #1865: Correct licensing of <code>it_core_news_sm</code> model. Fix issue #1889: Make stop words case-insensitive. Fix issue #1903: Add <code>relcl</code> dependency label to symbols. Fix issue #1963: Resize <code>Doc.tensor</code> when merging spans. Fix issue #1971: Update <code>Matcher</code> engine to support regex, extension attributes and rich comparison. Fix issue #2014: Make <code>Token.pos_</code> writeable. Fix issue #2329: Correct <code>TextCategorizer</code> and <code>GoldParse</code> API docs. Fix issue #2369: Respect pre-defined warning filters. Fix issue #2390: Support setting lexical attributes during retokenization. Fix issue #2396: Fix <code>Doc.get_lca_matrix</code>. Fix issue #2464, #3009: Fix behaviour of <code>Matcher</code>'s <code>?</code> quantifier. Fix issue #2482: Fix serialization when parser model is empty. Fix issue #2644: Add table explaining training metrics to docs. Fix issue #2648: Fix <code>KeyError</code> in <code>Vectors.most_similar</code>. Fix issue #2671, #2675: Fix incorrect match ID on some patterns. Fix issue #2693: Only use <code>'sentencizer'</code> as built-in sentence boundary component name. Fix issue #2728: Fix HTML escaping in <code>displacy</code> NER visualization and correct API docs. Fix issue #2754, #3028: Make <code>NORM</code> a <code>Token</code> attribute instead of a <code>Lexeme</code> attribute to allow setting context-specific norms in tokenizer exceptions. Fix issue #2769: Fix issue that'd cause segmentation fault when calling <code>EntityRecognizer.add_label</code>. Fix issue #2772: Fix bug in sentence starts for non-projective parses. Fix issue #2779: Fix handling of pre-set entities. Fix issue #2782: Make <code>like_num</code> work with prefixed numbers. Fix issue #2833: Raise better error if <code>Token</code> or <code>Span</code> are pickled. Fix issue #2838: Add <code>Retokenizer.split</code> method to split one token into several. Fix issue #2870: Make it illegal for the entity recognizer to predict whitespace tokens as <code>B</code>, <code>L</code> or <code>U</code>. Fix issue #2871: Fix vectors for reserved words. Fix issue #2901: Fix issue with first call of <code>nlp</code> in Japanese (MeCab). Fix issue #2924: Make IDs of displaCy arcs more unique to avoid clashes. Fix issue #3012: Fix clobber of <code>Doc.is_tagged</code> in <code>Doc.from_array</code>. Fix issue #3027: Allow <code>Span</code> to take unicode value for <code>label</code> argument. Fix issue #3048: Raise better errors for uninitialized pipeline components. Fix issue #3064: Allow single string attributes in <code>Doc.to_array</code>. Fix issue #3093, #3067: Set <code>vectors.name</code> correctly when exporting model via CLI. Fix issue #3112: Make sure entity types are added correctly on GPU. Fix issue #3122: Correct docs of <code>Token.subtree</code> and <code>Span.subtree</code>. Fix issue #3128: Improve error handling in converters. Fix issue #3248: Fix <code>PhraseMatcher</code> pickling and make <code>__len__</code> consistent. Fix issue #3277: Add en/em dash to tokenizer prefixes and suffixes. Fix serialization of custom tokenizer if not all functions are defined. Fix bugs in beam-search training objective. Fix problems with model pickling. ⚠️ Backwards incompatibilities This version of spaCy requires downloading <strong>new models</strong>. You can use the <code>spacy validate</code> command to find out which models need upda
The present study attempted to analyze the reading passages of CSAT(Collage Scholastic Aptitude Test) from 2016 to 2019, which included two years of data before and after criterion-referenced testing was introduced. The categories analyzed are as follows: descriptive analysis, lexical diversity, syntactic complexity, cohesion index, readability index, and vocabulary frequency. Two different types of analysis were conducted by using web-based software, Coh-Metrix and VocabProfile. The ANOVA results suggested that there were no substantial differences between two different types of testing approaches: norm-referenced vs. criterion-referenced testing. Rather, the results showed considerable consistency in terms of syntactic complexity, lexical diversity, cohesion, or vocabulary frequency between the two types of testing. The study calls for further research on the construct validity of CSAT in order to provide rationale for the criterion-referenced testing and its usefulness in this educational context in Korea.
Deceiving participants about the goals or content of a study is permitted in psychological research but is largely banned in economics journals and subject pools. This ban is intended to protect a public good: If experiencing deception causes participants to be suspicious in future studies, and suspicion meaningfully influences their behavior, then the entire field suffers. We report a survey of psychologists’ and economists’ attitudes toward deception (N = 568) and a large, nondeceptive multisite study in which we measured participants’ histories, suspicion levels, and behavior in four common economic tasks (N = 636). Economists reported more negative attitudes toward deceptive methods and greater support for the deception ban than did psychologists. The results of the behavioral study, however, do not support the “public good” argument for banning deception about the goals or content of a research study: Participants’ present suspicion was not clearly related to past experiences of deception, and there were no consistent behavioral differences between suspicious and credulous participants. We discuss the implications of these results for the ongoing debate regarding the acceptability of deceptive research methods.
This article is devoted to the concept of norm definition in language communication, the establishing cases of deviation from different types of norms in political communication, and understanding of the language meanings that confirm the violation of the norm in the speeches of German politicians. The speeches of German politicians Sarah Wagenknecht, F.-M. Stritmayer were analysed on the basis of observance and violation of linguistic and communicative norms. Cases of violation of norms in the process of speech action "charges" were revealed. Language norms in German political communication are generally respected. The violation of the communicative norm is most often expressed by confrontational communicative strategy, conflict and speech action "blame", which are verbalized by means of various language tools - lexical, stylistic, syntactic, rhetorical. Speech action "blame" is explicated through negative emotional assessment, criticism of the opponents’ actions.
The authors of the article focus on the difficulties experienced by younger students in mastering the spelling norms of the Russian language. This is the inability to immediately distinguish in the consciousness of the signified and signifying, the inability to correctly determine the word stress and a number of others. The teacher should know the methods of formation of students ' concept of "phoneme" and the ability to recognize other phonetic units of the language. It is emphasized that the phonetic work should precede the graphic one, based on the development of the speech-motor apparatus. The authors present a description of some methods of formation of the phonetic competence, such as: exercises on the distinction between words as lexical units and as a "phonetic word", the correct syllabification, accent, modelling, awareness similarsocial functions.
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.
Early language acquisition is a complex cognitive task. Recent data-informed approaches showed that children do not learn words uniformly at random but rather follow specific strategies based on the associative representation of words in the mental lexicon, a conceptual system enabling human cognitive computing. Building on this evidence, the current investigation introduces a combination of machine learning techniques, psycholinguistic features (i.e., frequency, length, polysemy and class) and multiplex lexical networks, representing the semantics and phonology of the mental lexicon, with the aim of predicting normative acquisition of 529 English words by toddlers between 22 and 26 months. Classifications using logistic regression and based on four psycholinguistic features achieve the best baseline cross-validated accuracy of 61.7% when half of the words have been acquired. Adding network information through multiplex closeness centrality enhances accuracy (up to 67.7%) more than adding multiplex neighbourhood density/degree (62.4%) or multiplex PageRank versatility (63.0%) or the best single-layer network metric, i.e., free association degree (65.2%), instead. Multiplex closeness operationalises the structural relevance of words for semantic and phonological information flow. These results indicate that the whole, global, multi-level flow of information and structure of the mental lexicon influence word acquisition more than single-layer or local network features of words when considered in conjunction with language norms. The highlighted synergy of multiplex lexical structure and psycholinguistic norms opens new ways for understanding human cognition and language processing through powerful and data-parsimonious cognitive computing approaches.
Abstract The article focuses on a comparison of English-Estonian code-copying in blogs and in vlogs. This paper applies a usage-based approach, combining a cognitive angle with the code-copying framework. The aim is to provide a holistic view on contact-induced language change by applying bottom-up analysis of naturalistic multilingual language use. In contact linguistic literature it has been observed that there is a preference for insertions vs. alternations depending on sociolinguistic setting (community type, generation, proficiency) and structural properties of the languages involved. Research on English-Estonian language contacts has shown that in blogs there is no clear preference for either. From a different point of view, it has been observed that lexical impact (global copying in the terms of code-copying framework) precedes semantic and structural impact (selective copying) but provide no explanation. Comparisons between blogs (750 entries and 275,263 words from 45 bloggers) and vlogs (5,5 hours, approximately 36,854 words from 5 vloggers) shows that global copies and alternations heavily prevail over other types of copying, yet the number of selective copies is somewhat higher in vlogs and of mixed copies in blogs. Selective copies are loan translations rather than structural changes. We assume that (1) prevalence of global copies and alternations depends on genre norms (blogs and vlogs are constructed as non-monolingual, highly individualized genres); (2) as selective copies are mostly loan translations, it implies the role of meaning and cognitive aspects: idioms and fixed expressions are figurative and cognitively prominent; combinational properties and grammatical meanings are abstract; so, the more abstract the meaning is, the more cognitive effort and time is required for entrenchment and conventionalization; (3) copying and alternation is denser in vlogs because the genre is oral and spontaneous vs. written, edited genre of blog.
On the results of the linguistic analysis of the text of the Constitution of the Russian Federation and the requirements that are imposed by legal discourse to the language of legal documents the authors reveal a set of obligatory characteristics of the language of the legal document, including definiteness, accuracy, clearness, stylistic neutrality, and language correctness. Application of these characteristics to assessing the quality of the text of Russian Constitution lead to finding some contextual gaps which might cause difficulties in understanding of some provisions in the basic law of the country. Violations of the accuracy and clarity of statements include those provisions of the Constitution in which lexical units are implemented in different meanings. In such cases, the distortion of meaning is possible at the stage of understanding (interpretation) of the verbal form. The articles of the Constitution also reveal a violation of clarity, which is accompanied by legal and linguistic uncertainty. The article provides examples of formulations that do not comply with the rules and norms of the use of language means in legal acts, as well as proposed ways to overcome these inconsistencies. It is argued that the development and application of a special linguistic methodology focused on communicative and rhetorical analysis of legally significant texts will allow more effective linguistic interpretation of normative legal acts, including the Constitution of the Russian Federation, as well as ensure uniformity of their application.
This article analyzes two translations and one adaptation of Gulliver’s travels, by Jonathan Swift, a novel originally published in the eighteenth century. The main goal of this study is to observe if translators and adaptors have applied the standard norm of Brazilian Portuguese as a tool to carry out a temporal distancing effect derived from both lexical selection and adoption of particular linguistic structures that attain a semantic, syntactic and stylistic representation of such effect. The results show that, in fact, translators has resorted to strategic use of certain lexical items and grammatical structures that bring out a temporal distancing effect, but some editions have displayed hybrid linguistic structures in line with some informal register, which includes one of the adaptations analyzed, particularly destined for young readers.
<strong>Abstract </strong> <br />Using new methods to analyze poems with particular language is a fundamental requirement. One of these methods is theory of "literary reading" in the process of interpretation of text, especially poetry, which was introduced by Michel Riffater, a French literary critic and professor of poetry in 20th century, in his book "Poem Semiotics". In his opinion, semiotic method helps reader in interpretation and analysis of metaphorical basis of texts, especially in poetry, and reveals hidden semantic layers for him or her. Although Riffater′s method isn′t true in all kinds of poetry especially narrative, it would be helpful in certain types of poetry, especially lyric poems, in our own literature. <br />Here reader travels to mental background of writer or poet through considering level of manifestation of metaphors, conventional poetry′s interpretations and beliefs, hi or her own poetry metaphors and beliefs, exploring semantic infrastructure of text and the magic of vocabulary alignments. He also finds out underlying layers of text, thereby analyzing complex and obscure text. <br />Because Bidel's poem is always associated with consecutive deviation from norms and systematic rules, and through accumulation of lexical and cluster combinations, surprises readers with new metaphor, interpretation of his poems can be a model for explaining poet's plan and mental coherence. This method forces reader to reflect about Bidel's poetry and find new implications of his poetry. This process advances reader mathematically and systematically, and through hypograms, he or she understands and receives final matrix of poetry. Also, by this kind of reading of Bidel sonnet, we can reach the predominant structure in most of his sonnets. <br /><strong>Hypogram</strong> <br />Hypogram is a picture connoisseur of poetry in minds of reader and presents central concept of poetry in colorful, widespread, strange and unfamiliar clothes. In fact, hypograms are the key issues of a poem, and poetry matrix is compiled through collecting hypograms. <br /><strong>Matrix</strong> <br />Matrix is the dominant meaning of a piece of poetry and the fundamental proposition of poetry and the roots of the hypograms, which gradually develops in the reading of poetry in the mind of audience, but practically does not exist in poetry and produces poetry hypograms. Matrix exists as an inanimate soul in semantic context of poetry and shows itself behind all the metaphors and poetic images, leading to unity and integrity of poetry. <br /> The process of Riffater′s interpretation can be summarized as follows: 1. reading text for regular reception; 2. highlighting elements that look unusual and preventing a conventional interpretation; 3. discovering hypograms or unclear parts in texts; and, 4. finding a matrix of hypograms that is a sentence or word and can produce hypograms and text. <br />By reflecting on matrix of sonnet and finding hypograms, one can conclude that all verses serve a single basis and inner meaning. With discovery of various types of hypograms, one can find a correlation between words of sonnet and unique message of poet, and it helps in interpretation of other similar poetries. In this study, for the first time, we have applied theory of Riffater in understanding Bidel Dehlavi poetry. In the process of interpreting a sonnet of Bidel, we reached hypograms such as distress, tears in the time of dawn, retreat, apologies, love and moving and understanding inner of human, all of which had a mystical meaning and thus we arrived at the matrix of "excellence and reaching God." This matrix is seen in the background of most of Bidel's sonnets. <br />Investigating resurrection of vocabularies in Bidel's poem would remove stain of failure from Persian language. Combining parts of a sonnet showed perfect power of Persian language and ability of Bidel in combining words. In the end, we must say that in interpretation of Persian poetry, which is an unfamiliar space, this method can be used. But, still remains a big space for such studies concerning adapting theory of Riffater to other Persian poems. It is hoped that we have taken a step in this direction.
The article discusses specific features of the anecdote as a speech genre, analyzes communicative-pragmatic principles of creating a comic effect in anecdotes based on the wordplay. It is noted that the concept of «anecdote», despite the fact that it is widely used in modern literary criticism and linguistics, does not have a single interpretation and a precise theoretical definition, which is explained by its genre uniqueness and complexity of a cognitive-pragmatic nature. It is emphasized that the most important part of the work of this genre is its finale, originally known to the narrator. It is the last climax phrase that contains the unexpected and unpredictable final semantic resolution that constitutes the anecdote as such. Among the features inherent in the actual anecdotal texts are: small volume, lack of authorship, reproducibility, indefinite chronotope, stereotypicality of plot schemes, relatively constant set of characters, ambivalence of the meaning of language units, intertextuality, situational functioning, etc. The dominant category of the anecdote text is minimalism, manifested in the choice of details, the number of heroes, laconic form, the volume of compositional components. It is stated that formation of the types of anecdotes took place along two lines: folk and literary. A modern anecdote, in contrast to the literary jokes of previous years, as a rule, is a speech genre, not a literary one, which determines its specificity. It is noted that anecdotes are divided into situational (subject, referential), in which the comic nature of the described situation is not related to the linguistic design, and language (linguistic), which are based on the playing out of certain linguistic phenomena. The comic effect in the latter is based on purely linguistic mechanisms and depends on the choice of the used speech means. An integral part of creating a comic effect in linguistic anecdotes is violation of certain norms, or incongruence, in the implementation of which the leading role is played by the language game. The game potential of phonetic, lexical, word-building, morphological and syntactic means, as well as precedent phenomena involved in speech works of this type are described. Particular attention is paid to punning outplaying of polysemy and various types of homonymy as one of the most popular means of creating a language joke. It is concluded that peculiarity of the game means, used for creating a humorous effect, lies in their function: they have an additional evaluative connotation, express different degrees of negative loading and take part in creating comic ambiguity in the statement.
This special issue includes a study of the effects of prescriptivism on the speech of Lithuanian radio and television in the period between 1960 and 2010. The investigation is corpus-based and focuses on the use of lexical items that are classified as “incorrect” by the Lithuanian norm-setters.
 Editor of the special issue: Loreta Vaicekauskienė
How various types of focus differ with respect to exhaustivity has been a topic of enduring interest in language studies. However, most of the theoretical work explicating such associations has done so cross-linguistically, and little research has been done on how people process and respond to them during language comprehension. This study therefore investigates the associations between the concept of exhaustivity and three focus types in Chinese (wh, cleft, and only foci) using a trichotomous-response design in two experiments: a forced-choice judgment and a self-paced reading experiment, both with adult native speakers. Its results show that, whether engaged in conscious decision-making or an implicit comprehension process, the participants distinguished only-focus and cleft-focus from wh-focus clearly, and also that there are specific differences between only-focus and cleft-focus in conscious decision-making. This implies that, in terms of the relationship between exhaustivity and)
The given article deals with the research of the examples of lexicalsemantic interference of English and Russian in the field of professional-oriented translation. The study of interference in the framework of technical translation remains relevant in connection with the fact that the translation of technical literature requires knowledge not only of the basics of translation, but also of professional knowledge in a particular branch of science and technology. The article is aimed to analyze the characteristics of lexical-semantic interference in teaching translation in a language university. The methods of the experiment (collection of practical research material) and analysis (quantitative and semantic analysis of the materials obtained) are used in the research. The materials of the linguistic experiment allowed us to select some examples of the most significant violations of the lexical-semantic norms of the Russian language when translating commonly used terms in an Englishlanguage technical text. The results of the study revealed the main characteristics of lexical-semantic interference in the translation of a technical text from the point of view of the divergence of semantics of commonly used vocabulary in the context of professional-oriented translation. The results of the study can be used in the study of English, in teaching various aspects of translation, in studying issues of general linguistics and theory of language.
The practice of euthanasia activates the debate about the scope of therapeutic eff orts in limited situations and involves the society in the discussion of values and social beliefs implicated in the management of the person. The objective was to analyze the social representations about euthanasia between students of law and medicine. A free association questionnaire was applied with the inductor term: euthanasia, with 120 university students. The data were separately submitted to a prototypical analysis (IRaMuTeQ Software) and to a multiple correspondence analysis -MCA (R.TeMiS Software). Through the prototypical analysis, some variations were identifi ed in the central core hypothesis, which referred to the possibility of two distinct social representations. Through the MCA, a lexical fi eld was observed, linked to the image of death for the Medicine group and to values and norms for the Law group, with religion as a signifi cant variable in the reorganization of the representational fi eld, being able to accentuate a negative and condemnatory dimension on this practice.
Abstract Previous studies have established some differences in the use of nominal address terms in Cameroon French and in Western-based varieties of French. For instance, the use of kinship terms and social titles in Cameroon French diverges in many ways from their use in Hexagonal French. Also, Cameroon French speakers tend to use a wide range of lexical strategies (e.g., semantic shift, derivation, conversion, compounding, lexical borrowing) to generate address terms that take into account their communicative needs, interpersonal relationships involved, and sociocultural exigencies and norms. The aim of this chapter is to highlight the creativity involved in the emergence of a system of nominal forms of address original to Cameroon French and to show the pragmatic intents behind the emergence of these forms. Taking a postcolonial pragmatic perspective, I look at some innovative processes in the use of nominal address terms and discuss contexts in which they are employed. I also examine how some address terms are used in the realization of different types of speech acts by highlighting the sociocultural constraints and illocutionary intents behind the choices of Cameroon French speakers.
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.
This work introduces a lexical search model based on a type of knowledge graphs, namely word association norms. The aim of the search is to retrieve a target word, given the description of a concept, i.e., the query. This differs from traditional information retrieval models were complete documents related to the query are retrieved. Our algorithm looks for the keywords of the definition in a graph, built over a corpus of word association norms for Mexican Spanish, and computes the centrality in order to find the relevant concept. We performed experiments over a corpus of human-definitions in order to evaluate our model. The results are compared with a Boolean information retrieval (IR) model, the BM25 text-retrieval algorithm, an algorithm based on word vectors and an online onomasiological dictionary–OneLook Reverse Dictionary. The experiments show that our lexical search method outperforms the IR models in our study case.