Papers reviewed and determined not to be word norm studies. Use the flag icon to report errors or suggest re-inclusion.
18265 papers
With the rapid development of the internet, social media has become an essential tool for getting information, and attracted a large number of people join the social media platforms because of its low cost, accessibility and amazing content. It greatly enriches our life. However, its rapid development and widespread also have provided an excellent convenience for the range of fake news, people are constantly exposed to fake news and suffer from it all the time. Fake news usually uses hyperbole to catch people’s eyes with dishonest intention. More importantly, it often misleads the reader and causes people to have wrong perceptions of society. It has the potential for negative impacts on society and individuals. Therefore, it is significative research on detecting fake news. In the paper, we built a model named SMHA-CNN (Self Multi-Head Attention-based Convolutional Neural Networks) that can judge the authenticity of news with high accuracy based only on content by using convolutional )
Objective of the research is to find out structural-semantic and functionally stylistic features of the borrowed vocabulary in poetry by Lina Kostenko. Methods. Theoretical — analysis and synthesis of literature of the researched issue; practical — to obtain factual materials and based on them make conclusions regarding structural-semantic and functionally stylistic features of the borrowed vocabulary in oeuvre by Lina Kostenko. Results. Language (and therefore speech) is both stylistics, orthoepia, and compliance grammatical norms, etc., but above all it is vocabulary. And the vocabulary of the speaker is characterized first of all by its purity, synonymous and phraseological richness, normativity of pronunciation and, finally, correlation of native (Ukrainian) foreign words. Vocabulary of the modern Ukrainian language was formed in the process of its extended historical development and is a product of many epochs. Its shaping and development is closely connected with the history of Ukrainian people. Based on the factual material selected, we can conclude that Lina Kostenko most often uses words that are borrowed from Western European languages 48 % from 100 % (German, French, English, Italian); for the most part, it uses them without changing the value, but uses it as a comparison. Non-Slavic borrowings (from Latin, Ancient Greek, Turkic) make up 44 % of the studied words, the meaning of which the poet sometimes changes; uses for comparison. The borrowing from the Slavic languages (Old Slavic, Polonism, Russian) used by L. Kostenko is only 8 %. The author uses them without changing the values. The poet uses the borrowed elements of other languages with stylistic instruction with the purpose of creating the non-national diversity in the basis of Ukrainian language. Lina Kostenko also makes extensive use of terminology. After all, the potentialities of the corresponding lexical category create an artistic image, being part of a certain tropical figure, comparing and enriching the artistic color, expressive elevation of the artistic environment. Usage of vocabulary of foreign origin without its abuse and distortions, the way Lina Kostenko does, is one of the ways to enrich the vocabulary of language.
The paper raises the question of the normative representation of socio-political terms in modern explanatory dictionaries, the elaboration of a correct definition that would reflect the key characteristics of the latest lexemes. Among the special features of socio-political nomination we can emphasize the following: high instability, if to compare with other groups of vocabulary; specifics of communicative influence; names emergence before the establishment of the phenomena itself; desemantization of frequently used words and phrases. Among the most important principles of dictionary compiling we point out: 1) the team of compilers formation (specialists in the field of knowledge to be covered by dictionary, who is responsible for selecting terms for the dictionary, and for the professional correctness and objectivity of the definitions; a linguist-terminologist who recommends which term to use by agreeing it with a definition and terms of other languages; Ukrainian philologist, who edits terms and their definition according to the norms of modern Ukrainian language; a programmer who provides the implementation of the project at a computer level that makes it possible substantially to improve the work of the group); 2) the creation of a dictionary database (the use of all available branch dictionaries (translated, interpretative, encyclopaedic); the use of scientific literature and periodicals (for example, there are many terms in the periodicity that have already been distributed but have not yet found their place in dictionaries), direct work with informants – specialists of the relevant branch, who will complement the existing bank with the frequently used terms, or with the terms difficult to translate into Ukrainian, the latest in the branch, do not have a unique interpretation among specialists etc.; 3) working out definitions; 4) choosing appropriate Ukrainian term or translating into Ukrainian. The analysis of the latest lexical material in comparison with the data of the earlier dictionaries makes it possible to talk about changes in the meaning of a number of words and phrases (including Sovietisms), about the emergence or actualization of political meanings in words from outside of the political sphere, about the complication of systemic links between the words of one nest, the blurring of the semantics of some units. The absolute unification of definition is impossible because of certain restrictions, such as: 1. the semantics of some words is not limited to the certain standard interpretation, it requires the introduction of a new generic concept into the definition; 2. the word with political semantics should organically fit into the vocabulary system, which includes the vocabulary of other thematic groups. In a language, a term may belong to several different fields of knowledge or have several meanings, only one of which belongs to the group under consideration. The standard definition can only be used unchanged if it is potentially can be used in different thematic groups and covers the semantics of a word that goes beyond the scope of politics, or if the political and non-political meanings can be clearly deduced in the dictionary article. It can be argued that the problem of unifying definitions at the level of the main part of the term-fund remains open in terminology, despite the fact that possible solutions to this problem have been repeatedly violated in the scientific literature. In addition, the study and practical application of extra-intronging factors of creation and use of certain terms helps to unify the terminology system itself.
Objective. The article presents the results of the empirical study of the impact of the Internet using experience on the process of the Internet texts understanding.
 Materials & Methods. Different theoretical methods and techniques were used for this purpose: deductive and inductive methods, analysis and synthesis, generalization, systematization. Empirical methods were used for this purpose: experiment (semantic and receptive), method of semantic and pragmatic interpretations, content analysis, subjective scaling procedure. Mathematical methods were used: primary statistics, checks on the normal nature of the data distribution, statistical output, taking into account statistical indicators of fashion and the scope of variation. As well as some interpretive methods that are based on specific principles of systemic, activity, cognitive and organizational approaches.
 Results. The author notes that Internet texts understanding is significantly different from the understanding of oral or written texts, since the Internet text is a pragmatically integral electronic document that constructing of conditionally completed text blocks in the form of «windows», that are opened in separate tabs of the browser, the order that depends on hyperlinks and user behavior. The peculiarities of the Internet texts include enhanced dialogue, divisibility, external informativity, reduced connectivity and comprehension, pragmatic and mostly formal integrity, conditional completeness, complicated structural, as well as hybrid and high degree of permeability, multimedia, presentation, inclination to speech game and collective authorship, saturation with neologisms, emoticons and abbreviations, fragmentation, non-compliance with linguistic norms, and the functioning of a special language etiquette.
 Conclusions. As a result of empirical research involving 716 respondents from different regions of Ukraine, it was determined that experience has the most significant effect on the understanding process at the reception stage, guiding users' activity and the accuracy of their expectations. Experience contributes to the accuracy of predicting the content of Internet texts by 15,0%. At the stage of interpretation, the adequacy and completeness of Internet texts interpretation with the accumulation of experience is improved by almost 10,0%. However, even experienced users were able to correctly interpret only a quarter of the dominant, while random – only a sixth part. Even less important is the experience and Internet activity at the stage of emotional identification, nor the assessment of comprehension, nor the coherence of emotional attitude is almost independent of the Internet using experience. With the accumulation of experience, users evaluate Internet texts more homogeneously, they are easier to realize their own attitude to the Internet texts, it becomes more consistent, however, they underestimate the complexity of Internet texts more than half of the cases, they are also inclined to share texts on the approval and critical like inexperienced readers.
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.
Approaching issues through the lens of nonnegotiable values increases the perceived intractability of debate (Baron & Spranca in Organizational Behavior and Human Decision Processes, 70, 1–16, 1997), while focusing on the concrete consequences of policies instead results in the moderation of extreme opinions (Fernbach, Rogers, Fox, & Sloman in Psychological Science, 24, 939–946, 2013) and a greater likelihood of conflict resolution (Baron & Leshner in Journal of Experimental Psychology: Applied, 6, 183–194, 2000). Using comments on the popular social media platform Reddit from January 2006 until September 2017, we showed how changes in the framing of same-sex marriage in public discourse relate to changes in public opinion. We used a topic model to show that the contributions of certain protected-values-based topics to the debate (religious arguments and freedom of opinion) increased prior to the emergence of a public consensus in support of same-sex marriage (Gallup, 2017), and declined afterward. In contrast, the discussion of certain consequentialist topics (the impact of politicians’ stance and same-sex marriage as a matter of policy) showed the opposite pattern. Our results reinforce the meaningfulness of protected values and consequentialism as relevant dimensions for describing public discourse and highlight the usefulness of unsupervised machine-learning methods in tackling questions about social attitude change.
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The author considers the creative approaches of contemporary journalists to solving the problem of literate introduction of the Ukrainian vocabulary into the language of mass media. It is noted that under the influence of the Russian language certain lexical units, the structure of which does not correspond to the Ukrainian norms of the creation of words, became established.
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.
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.
Problems of intercultural communication have been of the research interests for several decades. The term “intercultural communication” (in the narrow sense) appeared in scientific works in the seventies of the 20th century. At that time, a scientific direction was formed in the study of communicative failures and their consequences in situations of intercultural communication. Subsequently, the concept of intercultural communication extended to such areas as translation theory, foreign language teaching, comparative culturology, and others. But even so far, the study of intercultural communication focuses on the behavior of people who encounter language and cultural differences during a communicative act and the consequences of these differences. The works by F. Batsevych, P. Donets, A. Levytskyi, V. Manakin, M. Berhelson, D. Hudkov, V. Sado- Donets, A. Levytskyi, V. Manakin, M. Berhelson, D. Hudkov, V. Sadochin, O. Leontovich, S. Ter-Minasova and other Ukrainian and foreign scientists are devoted to the theoret- ts are devoted to the theoretical and empirical issues of intercultural communication. The aim of the study is to find out the influence of linguistic and cultural factors on the process of intercultural communication. Intercultural communication participants are carriers of different cultures. The closer the cultures, the easier it is to communicate between their representatives. The remoteness of cultures can be an obstacle for understanding. Therefore, even lexical units to determine well-known concepts require additional interpretation and background cultural knowledge. For those who master Foreign language it should become, a tool for verbal communication, as well as a means of immersion into a foreign-language picture of the world, a foreign-speaking cultural environment, where their laws and rules prevail (and not only grammatical ones). Thus, the use of certain grammatical forms of pronouns is one of the decisive indicators of communication status. The formality / informality of communication in the Ukrainian language primarily depends on the use of language constructions with the personal pronouns ти/ви. Pronouns to designate a polite appeal are also in other European languages. But in English there is no form of personal pronoun with the named function. The markers of the official English-language communication are etiquette forms of appeal, greetings, farewells. In the English-language official communication, traditional etiquette formulas of courtesy are used correspondingly to literary norms, and in the informal one – they use speech constructions inherent in colloquial style. It allows to distinguish between formal and informal communication even when a specific form of a personal pronoun is absent. Learning a foreign language, one must pay attention not only to the language, but also to cultural differences, to get acquainted with the rules of communicative behavior in the foreign linguocultural space. In order to achieve success in intercultural communication, the linguistic and cultural components become of great importance. Knowledge of the language and cultural codes in their interaction allows to prevent communicative problems and conflicts, to realize the vision diversity of the world through the prism of other languages and cultures.
THE PUBLICATION OF THE DOUGLAS FIR Group's (DFG, 2016) article reminded me of recurring paradigm debates in our field over the last 3 decades (e.g., Firth & Wagner, 1997, 2007; Zuengler & Miller, 2006). The essence of these debates revolves around the critical question of whether or not we should attribute primacy to the individual brain or the social world when exploring language learners’ learning processes. By their very nature, these paradigm debates are serious and have significant implications for research and practice, as they help to define what counts as legitimate second language acquisition (SLA) research. My colleagues often call the paradigms in these debates “bubbles,” which both envelop us and enable our intellectual pursuits. We pursue our intellectual interests through the bubble surrounding us, which often deflects reality into constructions. As a language teacher educator, I believe that the constructions in these paradigms should be put to the test by language learners and teachers in practice, so that we may recognize whether they constitute sensible solutions or responses to the challenges we face in an increasingly diverse world. For this reason, I believe that the DFG's proposal has significant implications for language teacher education, since it recommends “practical, innovative, and sustainable solutions that are responsive to the challenges of language teaching and learning in a multilingual world” (p. 20). In this commentary, I will first explain how my intellectual efforts so far have been related to the basic tenets in the DFG framework. Then I discuss how the framework, enriched by the collection of papers in this volume, presents both challenges and learning opportunities for language teachers. I conclude that transforming these challenges into learning opportunities will necessitate substantial reforms in many language teacher education programs. I welcome the publication of the DFG article on a transdisciplinary framework for SLA in a multilingual world because such a framework fits closely with the intellectual journey I myself have undertaken since my doctoral studies some years ago. Starting my academic career as a language learning strategy researcher, I have been interested not so much in strategies in and of themselves but in understanding why language learners adopt particular strategies in a given context (e.g., Gao, 2010). In that sense, my research on language learning strategies has always been transdisciplinary, drawing on sociocultural perspectives on language learning and debates about agency and structure in the social sciences (Layder, 1990) to inform my interpretation of learners’ strategic language learning narratives. In my research I portray language learners’ strategy use not only as a cognitive choice, but also as a choice facilitated or constrained by contextual conditions (e.g., Gao, 2007, 2010). To some extent, then, my multifaceted approach to language learners’ strategy use echoes the theoretical considerations captured by the DFG framework while applying them to a particular area of inquiry. At the same time, it is fair to say that, although the publication of my doctoral thesis as a research monograph was positively reviewed by some researchers in the field, overall, its ideas have not received much attention in the academic community. In part, this may be due to the fact that language learning strategy researchers face an almost insurmountable challenge posed by those advocating the replacement of the construct with self-regulated learning capacity (e.g., Rose et al., 2018; Tseng, Dörnyei, & Schmitt, 2006). But much larger issues are at play: Socializing with SLA researchers at major applied linguistics conferences frequently leaves me with the impression that my approach, at best, is alternative to more mainstream and dominant approaches, perhaps even marginal. Fortunately, after I became a language teacher educator that discomfort has gradually subsided—most likely because my new role challenged me to commit myself to conducting research that spoke more directly to the concerns of language teachers. Immersing myself in research with explicit pedagogical implications, I realized that language learning and teaching take place in a complex milieu, mediated by a variety of conditions and relationships within and beyond the confines of classroom walls. It is well known that many of these are beyond the teachers’ control. And yet, having been socialized into a professional culture that has long assigned responsibility for learner success to them, they are eager to find ‘best practices’ that would assure that success. With regard to motivation, for example, language teachers often look to teacher educators for ‘magic’ ways through which they might ‘trigger’ a redoubling of efforts on the part of their learners. However, even though motivation is indeed a key factor in explaining variations in learners’ achievements (Boo, Dörnyei, & Ryan, 2015), motivation is an extraordinarily multifaceted phenomenon, arising from the interaction between individual language learners’ beliefs and attitudes, input and influences from social agents (e.g., peers, parents, teachers) within the different social groups (or communities) to which they belong, as well as ideological discourses about learning at the macro-contextual level (Gao, 2010; Harvey, 2017; Lanvers, 2018). As I stated at the outset, discussions of paradigm shifts are hardly new in the language studies field. Even so, I welcome the DFG framework with its 10 research themes as a key intellectual resource underlying transdisciplinary, innovative research that can generate critical insights for language learners and teachers to improve their well-being. That positive assessment may, in part, stem from the fact that the DFG framework directly connects my work to some of the central debates in our field, rather than relegating it to the periphery. Far more important, however, is my belief that the DFG framework can serve as a pedagogical resource for language teachers thatenables them to position their teaching within the big picture of learning and teaching and, thereby, encourage them to re-commit themselves to supporting their own language learners by any means whatsoever. It also provides a guide for language teacher educators to help language teachers maneuver strategically in pursuit of professional development. In other words, the framework not only presents a research resource map that underpins holistic inquiries into “language learning and teaching” by “taking into account forces beyond individual learners” (DFG, 2016, p. 20); it also maps out the complexity of the learning and teaching that language teacher educators need to impart to language teachers for their professional development. The collection of studies in this issue can be approached from different perspectives, but as a language teacher educator I believe that they highlight at least four challenges for teacher educators in the preparation of language teachers: (a) the deficit discourses about language learners associated with the monolingualism bias in SLA research (Ortega, 2019, this issue), (b) integrating a broadened theorization of cognition in teaching (Ellis, 2019, this issue), (c) taking a usage-based approach to linguistics to inform pedagogical decisions (Hall, 2019, this issue; LaScotte & Tarone, 2019, this issue), and (d) becoming fully empowered agents in the pedagogical process (Larsen–Freeman, 2019, this issue). The first three challenges raise critical questions about why language teachers teach, how language learners learn (and hence how language can be taught), and what is to be taught. Properly addressed, language teacher education programs will present rich, meaningful learning opportunities that are essential to language teachers’ professional development as they learn the task of teaching in a multilingual world. The last challenge goes to the heart of language teachers’ professional development as the DFG framework envisions it. One of the most significant challenges in my career as a language teacher educator has been to help language teachers recognize the deleterious consequences of the reigning monolingual prejudice in SLA research, which has led to the enshrining of native speaker norms as the privileged target of all language learning and teaching. Perhaps such a goal is achievable by a select few learners in highly unusual circumstances and, most likely, even then at considerable costs (e.g., financial and social). But its dominance (for an example in the Chinese context, see Wang, 2015) based on a fundamental bias in favor of a small group of privileged language learners is extraordinarily difficult to address—much less resist—for researchers, teacher educators, teachers, and learners alike. Research conducted in Western,educated, industrialized, rich, and democratic contexts (“WEIRD” research) prides itself on producing complex and elaborate justifications and procedures that are intended to inform language teachers’ pedagogical decisions. But teachers in other contexts may find their arguments as well as their educational recommendations both unpersuasive and irrelevant, not least because of the glaring gap between the biases of such academic research and their own pedagogical reality. Even more important, by reducing the complex reality of multilingual competence to dichotomies like native and nonnative, monolingual and bilingual, they inflict additional, deeply disturbing insecurities beyond those that are already part of the complex endeavor of language learning and language use—and do so for both the multilingual learners as well as their teachers (cf. Ortega, 2019, this issue). Over the years I have found that it is ineffective to address the impact of deficit discourses on language teachers simply by changing the ways in which we describe language learners and learning, for example by changing “language barrier” to “language difference.” Without a fundamental shift in how teachers can understand the verynature of their professional work and, accordingly, the nature of their commitments and responsibilities, well-intentioned replacive words with positive meanings all too soon assume the same negative connotations that have pervaded the earlier deficit discourses. As suggested by Ortega, only when language teacher education programs incorporate social justice and equity into their core missions can we begin to tackle this deep-seated bias. That means, language teacher educators need more research that pertains to a myriad of aspects of language use and language learning as these describe the vast majority of language learners who do not belong to the over-studied multilingual elites. One obvious starting point for such research might be the multilingual teachers themselves who, around the globe, bring particular strengths to their work and—as we hear over and over again from their students—are role models that inspire and motivate, often for a lifetime. For years, language teachers have been urged to provide “authentic language” through “natural learning” (e.g., Widdowson, 1998, p. 705; original italic). However, language teachers “need to make language and language learning a reality for learners” (Widdowson, 1998, p. 715), a demand that draws attention to theorization about language cognition in context. By focusing on language learning within micro and macro contexts, the DFG framework presents a theorization of cognition as socially distributed and as taking place within a human body that connects cognition and the world. Individual learners’ language cognition is dependent on context and is enacted through learner action upon the context (e.g., Atkinson et al., 2018; Zuengler & Miller, 2006). This recognition underpins the growth of a variety of theories of language learning, including sociocultural perspectives (e.g., Lantolf, 2009), complex dynamic system theory (e.g., Larsen–Freeman, 1997), and usage-based approaches to language development (e.g., Ellis & Larsen–Freeman, 2006). With regard to language pedagogy development, these perspectives on language learning imply the necessity for language teachers to draw on what language learners are exposed to outside the classroom in order to develop meaningful pedagogical activities in the classroom, which will prepare them well for the task of using the language in real life. In other words, language teachers need to consider “frequent and rich participation in the second-language life worlds into which the learner ‘bricolages’ his or her way” (Ellis, 2019, this issue, p. 52) as both the starting and end points for language teaching activities within the classroom toward language learning and use. Considering the fact that many language learners (particularly those in low-resource situations) have few opportunities to use the language outside the classroom, it remains a critical task for language teachers to develop, create, and sustain learners’ meaningful access to these “second-language life worlds,” not least because doing so may help reduce inequity among language learners in the learning process. However, most language teacher education programs that I am aware of have yet to develop language teachers’ capacity to promote language use beyond the classroom in low-resource teaching contexts. The socially distributed nature of cognition, as outlined by Ellis, draws attention to the significance of the gaps that different language learners may experience in their exposure to the target language and their ultimate language learning achievement. This requires language teacher educators and language teachers to work out ways to address these gaps and minimize the impact of social inequity on language learners’ learning progress. The usage-based understanding of language, as one fundamental pillar of the DFG framework, presents another significant challenge for language teachers and language teacher educators. For years, we have engaged in debating form versus meaning in language teaching. But as Hall (2019, this issue) argues, a usage-based understanding of language necessitates fundamental shifts in conceptualizing a number of key constructs in language teaching, such as replacing “language competence” with “language repertoire,” and “language expertise” as well as “grammar” with “semiotic resources” and “semioticregisters.” Drawing on interactional linguistics, Hall (2019, this issue) presents grammatical practices as “shaped by actional turns…within interactional sequences” (p. 84), and conversation analysis as seeking to uncover “the publically witnessable universal infrastructure, as exhibited in the methods used by members to achieve social order” (p. 86). In light of such an understanding of language, many language teacher education programs will need to examine critically how they theorize language so that the programs can prepare language teachers with “theories of language that foreground meaning rather than structure” (Lantolf, 2009, p. 274). Among the consequences of such an approach will be that language teachers should encourage learners to deploy lexical and grammatical resources from different registers to establish their own voices or enact those of others, as revealed in LaScotte and Tarone's (2019, this issue) study on language learners’ differential development of complexity, accuracy, and fluency in different ‘voice’ environments. In sum, the articles in this collection present a coherent transdisciplinary framework, which entails significant challenges for language teachers and language teacher educators in the pursuit of a more equitable world through language education. To overcome these challenges, we must recognize language teachers as reflexive and reflective agents, who are able to critically evaluate knowledge resources and uncertain conditions before making pedagogical decisions that advance their professional ideals. That means, we need to understand how teacher agency underlies professional development. Larsen–Freeman (2019, this issue) enriches the Douglas Fir Group framework with a temporal element with regard to learner agency. That enables her to capture the dynamism of the framework as compared with the earlier, more flat and two-dimensional portrayal. Language teachers’ professional development, too, can be seen as a dynamic process emerging from interaction between teacher agency and contextual structures as outlined in the framework. While the DFG framework can be used as a resource to help language teachers appreciate the complexity and dynamism of language learning and teaching, it is also a roadmap for them to see how their professional learning might unfold in the specific contexts where they learn and teach. Depending on where we locate agency in the framework, agency can be theorized as capacity or phenomenon/doing (Priestley et al., 2012). If we place agency with “individuals engaging with others” in the framework, we may consider it as “the socio-culturally mediated capacity to act purposefully and reflectively on [one's] world” (Rogers & Wetzel, 2013, p. 63; see also Ahearn, 2001). Such a consideration acknowledges social contributions to the development and exercise of agency, but it may not be well suited to helping us to “identify agentic actions,” as agency and structure are mutually constitutive in this conceptualization (Hitlin & Elder, 2007, p. 173). For this reason, it is, perhaps, more appropriate to regard language teachers’ agency as phenomenon/doing, or something “achieved and not as merely … a capacity or possession of the individual” (Priestley et al., 2012, p. 197), a position that confirms the significance of adding Larsen–Freeman's (2019, this issue) temporal element to the DFG framework. Inevitably, its integration into language teacher education programs compels language teachers to critically examine and change their beliefs about language, learning, and teaching. The traditional emphasis on language structure in language teacher education programs does not help language teachers to prepare learners for using language structures as semiotic resources to create meanings and assert themselves. Rather, it creates an irresistibly tempting—though false—sense of security and authority for language teachers. Without the aid of deterministic language rules and orderly language development paths as these have been suggested by many SLA studies, language teachers will be called to “confront, resist and work out pedagogical conflicts” as well as “overcome unequal power relations” in professional practice, in which “teacher agency plays a key role” (Tao & Gao, 2017, p. 347). That means that we must recognize their “rights” to control and their “responsibility” to sustain their professional development for the task of language teaching, positions that are reflected in the DFG framework (see also, Johnson, 2006, p. 250). Since language teachers learn and teach in a broader milieu of preset conditions and prior experiences in particular contexts, their agentic responses may be manifest in the forms of compliance, resistance, and negotiation over the course of time. Language teacher educators and researchers need to critically examine and endeavor to change structural elements (e.g., conceptions of language learning and teaching endorsed by the powerful) that might have constrained language teachers’ learning and the application of new pedagogical ideas in a given teaching context. In other words, language teacher educators not only need to provide knowledge and experience to enable transformation among language teachers; they should also explore ways to create and sustain the contextual conditions that are conducive to changes in their learning and professional practice. Publication of the DFG (2016) article may be regarded as a in the development of what counts as SLA research. The framework can be seen as a point for a group of SLA researchers who on related to language teaching In my it also language teacher educators like me to how the framework can be used to inform the development of language teacher education programs by why we teach what we teach, and how we teach Language teacher education programs should on language teachers who are to social justice and equity in teaching, who are critically aware of the significant impact that contextual conditions may have on language learners’ learning, and who can help language learners develop semiotic resources to assert themselves in contexts. central tenets of dynamic complex system theory with a rich understanding of teacher agency may prepare language teacher educators and language teachers for a understanding of their own professional The DFG framework can also as a map to guide language teachers’ efforts to prepare themselves for the task of learning to create a more equitable world through language teaching. of us a difficult process of in which agency will a critical role in transforming our understanding and our pursuit of professional For the of a more equitable we must and
Abstract When bilinguals name pictures while in ‘monolingual mode’, we expect that under conditions of language-constraint and no cognate facilitation, factors influencing lexical retrieval in monolinguals ought to exert similar effects on bilinguals. To this end, we carried out a L1-only naming task on early Hindi–English bilinguals. Results of linear mixed effects analysis reveal AoA, Familiarity, Image Agreement and Codability (availability of alternate names) to be the most significant predictors of lexical retrieval speed for early bilinguals, confirming our expectations. However, we report, for the first time, a by-subject variation in Codability for bilinguals. Implications of the results are discussed in the context of current theories of bilingual lexical access and competition. In preparation for this study, Hindi norms from bilinguals for items in the Snodgrass and Vanderwart set have been established, which will be of use for stimuli selection in experimental studies involving bilinguals.
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.
Reviewed by: The SBL Commentary on the Septuagint: An Introduction ed. by Dirk Büchner Stephen A. Long dirk büchner (ed.), The SBL Commentary on the Septuagint: An Introduction (SCS 67; Atlanta: SBL Press, 2017). Pp. xviii + 259. Paper $37.95. This volume provides the basic principles for the Society of Biblical Literature Commentary on the Septuagint (SBLCS) and offers seven studies to illustrate the approach of the series. Albert Pietersma writes an introductory essay, "The Society of Biblical Literature Commentary on the Septuagint: Basic Principles," which expounds the Preamble to the Guidelines for the SBLCS. The illustrative studies are the following: Robert J. V. Hiebert, "In the Beginning: A Commentary on the Old Greek Text of Genesis 1.1–2.3"; Larry Perkins, "'Drawn from the Water': A Commentary on the Old Greek Text of Exodus 2.1-10"; Dirk Büchner, "Leuitikon 3.1-17: The Sacrifice of Deliverance"; Spencer A. Jones, "Balaam, Pagan Prophet of God: A Commentary on Greek Numbers 22.1-21"; Cameron Boyd-Taylor, "A Tale of Two Eunuchs: A Commentary on Greek Esther 2.19-23 and A.12-17"; Claude E. Cox, "It's a Question of Intelligence: Iob 34"; and Jannes Smith, "God, Judges, Snakes, and Sinners: A Commentary on the Old Greek Text of Psalm 57 (MT 58)." Finally, an appendix contains the text of the "Preamble to the Guidelines for the Contributors to the SBL Commentary on the Septuagint." Pietersma's essay explains the distinction—fundamental to the SBLCS—between the text-as-received and the text-as-produced. Applied to translation literature such as the Septuagint, the text-as-produced refers to the translated text "as an entity dependent on its source text … in distinction from the translated text, cut loose from its historical moorings, and therefore a free standing text, or 'the text in its own right,' as it is sometimes called" (p. 2; emphasis original). As Pietersma repeatedly emphasizes, the SBLCS aims to elucidate only the text-as-produced—that is, it studies the Old Greek solely qua translation. "Crucial for determining the linguistic make-up of the text-as-produced, or rather its constitutive character, is, on the one hand, to map the translated text onto its source text, in order to establish what sort of translation one is dealing with, and, on the other, to consult Greek composition literature of the period in order to determine what sort of Greek document it is" (pp. 7-8; emphasis original). Put differently, the only "meaning" of significant interest to the SBLCS is defined by the Preamble to the Guidelines (section 1.4.1) as follows: "The [End Page 741] meaning of the text is best understood as encompassing both what the translator did and why" (emphasis original). More on this in a moment. Apart from Pietersma's essay, three chapters stood out for me. First, Büchner's commentary argues that the Greek translator of Leviticus 3 was concerned not with a culturally or technically accurate portrayal of ritual but with providing "a conduit to the language units of the original through etymologizing or through existing translational precedent" (p. 121). In so doing, the translator was often guided by terminology related to Greek θυσία—resulting in some curious renderings of the source language. Second, the essay by Boyd-Taylor on Esther is worthy of mention as an example of tackling problems raised by a composite text when the aim is solely to comment on the text-as-produced. Finally, the essay by Cox illustrates the extent of the editing, abbreviating, and interpretation present in Greek Job. These 256 pages relentlessly pursue the question of translational "meaning" as defined above. What this entails practically is perhaps best illustrated by quoting some typical examples. Consider the comment on the first clause of Gen 1:18, explaining the translation adopted for the heavenly luminaries' "rule over" the day and night: "In his choice of ἄρχω + genitive direct object, G fashions an acceptable translation that conforms to the norms of the target language rather than attempting to replicate the Hebrew idiom ב לשמ" (p. 43). Or, consider the comment on lexical innovation with regard to the "blessing" pronounced in Gen 1:22: "G...
This article is devoted to the identification of the essence, content and specific features to develop the military students’ lexical culture from the universities of EMERCOM of Russia. It is emphasized that the lexical culture of the specialists of EMERCOM of Russia is based on the observance of lexical norms and the appropriateness of using lexical means.
Reviewed by: Textplicating Iconophones: Articulatory Iconic Action in "Ulysses," by Nurit Levy Congrong Dai (bio) TEXTPLICATING ICONOPHONES: ARTICULATORY ICONIC ACTION IN "ULYSSES," by Nurit Levy. Amsterdam: John Benjamins Publishers, 2016. xviii + 331 pp. $158.00 cloth, ebook. The significance of Joyce's language experiments and the influence that this experimentation has had on the meaning of his work is already widely recognized. In Nurit Levy's Textplicating Iconophones: Articulatory Iconic Action in "Ulysses," however, the author uses a new approach to reading Ulysses in an attempt to illustrate the ways that the semantic message is transmitted by articulatory and acoustic representations. Levy calls this process "articulatory iconic action" and [End Page 189] discusses the question raised in the text's opening sentence—"Is or is not language iconic acoustically?" (3)—while Ulysses is mainly used as a case study to demonstrate how the linguistic idea is applied (306). Therefore, the author's greatest concern is to show how "articulatory actions and their acoustic phenomena support messages without recourse to text-external information, that is, from the distribution of phonemes alone" (67). Levy studies the phonemes and phonotactics in Ulysses and attempts to define the relationship between the articulatory elements and the semantic aspects there. This intention is captured by the word "iconophones" used in the title of her book. She avoids using language that might show a direct relation between iconic meaning and articulated sounds, even though she does think that the acoustic effect of words can be decisive and can illuminate the semantic message held therein. Such precise language, specialist terminology, and the necessary care that Levy adopts can make her writing difficult for the reader. The "meaning" Levy gives to the phonemes "ŋ," "d," "ts," and "s" depends mostly on their phonological distinctions, such as the aperture and continuity in their articulation. Therefore, she describes "meaning" as neither informational nor conceptual but instead as "a linguistic norm abstracted from linguistic practice" (xv). For example, meanings might include prolongation, alienability, distance, closeness, transition, delimitation, boundaries, continuity, integration, or control. This raises a question: if this kind of "universal" meaning is supposed to coincide with every phoneme, since the content is decided through articulatory characters rather than the context, would the semantic message that Levy finds in Ulysses by studying the arrangement of these phonemes be too limited and too farfetched for a special text such as Ulysses? It is a question that has been raised often regarding the work of the Columbia School of Linguistics, which is the basis of Levy's linguistic perspective. The Columbia School is still considered, in the words of Alan Huffman, "the most radical on today's linguistic scene."1 In its difference from the popular linguistics influenced by Ferdinand de Saussure, the Columbia School finds that "both substance and structure have their place in linguistics, in both phonology and grammar."2 Traditionally linguistic meaning is believed to be arbitrary, and grammar is considered to correspond to what Aristotelian scholars call logical and regular patterns of thought. Ulysses is especially comparable to the Columbia School of Linguistics methodology, as it exploits the linguistic capacity to express subtleties of sense and feeling. Joyce's writing contains many neologisms and illogical sentences that deviate from the traditional grammar in order to imitate the subtlety of senses and feelings. According to Levy, the best way to explore the articulatory iconic contribution to the semantic content occurs when the [End Page 190] author leaves the lexical and syntactic tradition to find new ways to imitate nonlinguistic sounds. The neologisms imitating the mewing of the cat in the third episode in Ulysses are one of her examples (69). Levy believes that Joyce is clearly aware of the articulatory iconicity he employs here and throughout Ulysses. In other examples, the two Ulysses sentences Levy studies are taken from the third and thirteenth episodes respectively.3 Although the episodes are separated by some distance, Levy believes that the resemblance in the sounds and graphemes between the "ts" in "[t]hat is why mystic monks" and in "[t]hat's how that wise man what's his name with the burning glass" (U 3.38, 13.1138-39) is "perhaps not by chance...
Cognitive linguistics considers language as a window into human consciousness providing insights into its structuresand reflecting fundamental properties of the human mind. Therefore, it reveals new prospects in studying binary oppositionswithin human consciousness via their language manifestations. This study aims to analyse the interplay of cognitivemechanisms of contradistinction and conceptual metaphors. The paper presents an empirical investigation of the binaryopposition LIGHT-DARK based on the data of the Associative Thesauri. The working hypothesis is that associative networkis motivated by hierarchical conceptual structures existing in the speakers’ minds. Therefore, responses evoked by certainstimuli can be regarded as the reflection of corresponding conceptual structures. The responses obtained via AE confirm atight connection between LIGHT and DARK and human ability of seeing as it was described by Wierzbicka (1996: 288).Furthermore, the obtained responses give possibility to trace the ways, in which LIGHT – ABILITY OF SEEING –REASONING, on the one hand, and DARK – INABILITY TO SEE – ABSENCE OF KNOWLEDGE/EDUCATION, onthe other hand, are interconnected and all together generate metaphors in systematic way. The analysis of the responsesreveals binary oppositions interacting with the opposition LIGHT – DARK. The consciousness of contemporary bearers oflanguages and cultures preserves deep-rooted relations of the light – dark opposition with the corresponding parts of otherbinary oppositions, namely day – night; sun – moon; white – black, red – black; sky – earth; happiness – unhappiness, life –death, etc. within the evaluative opposition positive – negative. Blended with metaphorical mappings, the LIGHT – DARKopposition creates complex mental images, which can be termed ‘oppositional metaphors’. SourcesEAT - Kiss, G.R., Armstrong, G., Milroy, R. (1972). The Associative Thesaurus of English. Edinburgh.https://w3id.org/associations/eat.nt.gzKR - Kent, Grace Helen & Rosanoff, A. J. 1910. A study of association in insanity. In American journal of insanity67 (1 & 2).MWAN - Jenkins, James J. 1970. “The 1952 Minnesota word association norms”. Leo Postman, Geoffrey Keppel(eds.), Norms of Word Association. Academic Press. 1-39.OED – Online Etymology Dictionary https://www.etymonline.com/UAT – Martinek, Svitlana. 2007. Ukainskyi asociatyvnyi slovnyk [Ukrainian associative thesaurus] (2 vols). LvivUniversity Press.References1. Brent, Berlin & Kay, Paul. 1991. Basic Color Terms: Their Universality and Evolution. University of CaliforniaPress.2. Deese, James. 1965. The structure of associations in language and thought. Baltimore: The Johns HopkinsPress.3. Evans, Nicholas & Levinson, Stephen C. 2009. “The myth of language universals: language diversity and itsimportance for cognitive science”. Behavioral and brain sciences 32(5): 429–492.4. Hampe, Beate. 2005. “When down is not bad, and up not good enough: A usage-based assessment of the plus–minus parameter in image-schema theory”. Cognitive Linguistics 16(1): 81–112.5. Hargrave, Susanne. 1982. “A report on colour term research in five Aboriginal languages”. Work Papers of SIL-AAB (Series B) 8: 201–226.6. Heine, Bernd. 1997. Cognitive Foundations of Grammar. Oxford University Press.7. Hertz, R. 2004. Death and the Right Hand. Routledge.8. Jones, Rhys & Meehan, Betty. 1978. “Anbarra Conept of Colour”. Hiatt, Lester Richard (ed.), AustralianAboriginal Concepts. Canberra: Australian Institute of Aboriginal Studies. 20–39. Kay, Paul & McDaniel, Chad K. 1978. “The Linguistic Significance of the Meanings of Basic Color Terms”.Language 54(3): 610–646.Krzeszowski, Tomasz P. 1997. Angels and devils in hell: Elements of axiology in semantics. Warsaw: Energeia.Lakoff, George & Johnson, Mark. 1980. Metaphors we live by. Chicago: The University of Chicago Press.Lakoff, George & Johnson, Mark. 1999. Philosophy in the flesh: The embodied mind and its challenge towestern thought. New York: Basic Books.Lakoff, George. 1987. Women, fire and dangerous things: What categories reveal about the mind. Chicago:The University of Chicago Press.Luodonpaa-Manni, Milla, Esa Penttila, & Viimaranta, Johanna. 2017. “Introduction”. Luodonpaa-Manni, Milla& Penttila, Esa & Viimaranta Johanna (eds.), Empirical Approaches to Cognitive Linguistics: Analyzing Real-Life Data. Cambridge Scholars Publishing. 1–21Paradis, Carita. 2016. “Corpus methods for the investigation of antonyms across languages”. Koptjevskaja-Tamm, Maria & Juvonen, Paeivi (eds.), The Lexical Typology of Semantic Shifts. De Gruyter. 131–156.Shmiher, Taras. 2011. “The cognitive foundations of translation studies analysis: translating the concept ofGRACE from the SERMON ON LAW AND GRACE of Hilarion of Kyiv”. Inozemna philologia 123: 154–160.Sweetser, Eve. 1990. From etymology to pragmatics: metaphorical and cultural aspects of semantic structure.Cambridge: Cambridge University Press.Talmy, Leonard. 2003. “Concept structuring systems”. Toward a cognitive semantics. Vol. 1. Cambridge, MA:MIT Press.Taylor, John R. 2003. “Meaning and context”. Cuyckens, Hubert (ed.), Motivation in Language: Studies inHonor of Gunter Radden. John Benjamins Publishing. 27–48Toporov, Vladimir N. 1987. “Ob odnom arkhaicheskom indoyevropeyskom elemente v drevnerusskoydukhovnoy kul'ture *svet-.” [About one archaic Indo-European element in the ancient Russian spiritual culture* svet-] B. A. Uspenskiy (ed), Yazyki kultury i problemy perevodimosti. Moskva: Nauka. 184–252.Weinreich, Uriel. 1963. “On the Semantic Structure of Language.” Greenberg, Joseph H. (ed), Universals ofHuman Language. Cambridge, Mass: MIT Press. 114–171.Wierzbicka, Anna. 1996. Semantics: Primes and Universals. Oxford University Press.
Recent research within the computational social sciences has shown that when computational models of lexical semantics are trained on standard natural-language corpora, they embody many of the implicit biases that are seen in human behavior (Caliskan, Bryson, & Narayanan, 2017). In the present study, we aimed to build on this work and demonstrate that there is a large and systematic bias in the use of personal names in the natural-language environment, such that male names are much more prevalent than female names. This bias holds over an analysis of billions of words of text, subcategorized into different genres within fiction novels, nonfiction books, and subtitles from television and film. Additionally, we showed that this bias holds across time, with more recent work displaying the same patterns as work published tens or hundreds of years previously. Finally, we showed that the main cause of the bias comes from male authors perpetuating the bias toward male names, with female authors showing a much smaller bias. This work demonstrates the potential of big-data analyses to shed light on large-scale trends in human behavior and to elucidate their causes.
Syntactic structure of sentences obtained from Constituency Parsing is fundamental information in many Natural Language Processing tasks. However, due to the lack of available resources and the complex linguistic features of Vietnamese, the research into Constituency Parsing has not received enough attention in this language. To the best of our knowledge, the study presented in this paper is one of the first investigations to explore this task in Vietnamese. In this work, we present a Spanbased approach which focuses on representing spans through the use of contextualized pre-trained embeddings to obtain optimal parse trees for Vietnamese sentences. The conducted experiments indicate that our system achieved promising results on the VLSP Vietnamese Treebank dataset by significantly outperforming existing methods. The results of this study support the view that encoding context information into the representation of words is effective in improving the parsing performance of Vietnamese. Consequently, this idea can be generalized to apply to other tasks such as Dependency Parsing or other low-resource languages.
The determination of the semantic extent of lexical units which refer to the nomination of an individual has led to a more precise lexical image of the speech of the Svrljig area, but also to the understanding of the cultural identity of a single linguistic community. In a word, the formation of these lexical units is primarily based on visual perception (color, size, shape and the like). At the same time, their final form was also influenced by the socio-cultural specificities of the speech community which rested on the traditional human life values of people living in a rural environment. The volume and diversity of the nominations used to denote physical characteristics reflect a clear cultural specificity of the speech community in which everything that disrupts the ideal of a natural image and is not in accordance with the social norms is deemed negative.
The article deals with the specificity of the pragmatic effect of the speech-act realization of biblical images-symbols in the mystical thrillers by Frank Peretti, the American postmodernism writer, whose worldview is based on Protestantism (Christianity). Biblical images-symbols artistically embodied into the mystical thrillers are biblical intertexts. Implemented in literary texts by lexical means, the biblical imagessymbols as biblical intertexts embody archetypal (biblical) representations and, at the same time, author’s associations while expressing the most significant ideas and guidelines for fictional texts The pragmatic analysis of the speech acts made it possible to develop a typology of pragmatic (perlocutionary) effects of the speech-act realization where biblical images-symbols are artistically embodied. The pragmatic effect is revealed in such statements, as representative, directive, comissive, and expressive. The pragmatic effect can be successful or unsuccessful, and manifested in verbal, nonverbal, and mixed forms. The perlocutionary effect can be considered as successful if it reaches the speaker’s goal. The unsuccessful perlocutionary effect is a situation where the result of communication does not meet the expectations of the speaker. The verbal successful pragmatic effect is expressed by the verbal behavior of the addressee, which corresponds to the intentions of the interlocutor. This reaction may be explicit or implicit. The explicit reaction is the use of clichéd forms of communication that are acceptable to a particular social group. The implicit response is the concealment of the implicit meanings that underlie the recipient’s verbal response to a particular message. The nonverbal successful pragmatic effect is expressed by the nonverbal behavior of the addressee, who silently obeys the speech intention of the interlocutor. The mixed successful perlocutionary effect is manifested in both nonverbal and verbal speech behavior of the addressee, which corresponds to the intentions of the interlocutor. The verbal unsuccessful pragmatic effect is expressed by speech behavior of the addressee, that does not meet the intentions of the interlocutor. This reaction may be explicit or implicit too. The nonverbal unsuccessful pragmatic effect is expressed by the nonverbal behavior of the addressee. The mixed unsuccessful pragmatic effect is manifested simultaneously in the nonverbal and verbal speech behavior of the addressee, that does not meet the intention of the interlocutor, thus, the perlocutionary effect is exacerbated by both reactions. The analysis of the characters’ biblically-marked contexts, which implemented different types of speech acts, revealed the factors of success / failure of the perlocutive effect, which may be as follows: congruity / incongruity of participants of communication, expectedness (predictability)/ unexpectedness (unpredictability) of the results of communication, relevance / irrelevance of the communication situation, congruence / incongruence with the norms of culture of behavior.
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.
Many of the criminal cases analysed by the Prosecution Office of the Federal District and Territories are repetitive and processing them can be streamlined by providing similar previous cases as template. We investigate the use of information retrieval techniques to enable automated identification of similar cases and evaluate if semantic search performs better than lexical search in the task of assisting legal opinion writing. As a proof of concept, syntactic indexing (TF-IDF and BM25) and semantic indexing (Latent Semantic Indexing - LSI and Latent Dirichlet Allocation - LDA) techniques were evaluated using document collections from two public prosecutors offices. In addition, we evaluate model enrichment with the use of recorded data about the cases, and also with the legal norm citations observed in documents. Baseline document collections sampled from full document collection from two public prosecutors offices were used for model evaluation utilizing Normalized Discounted Cumulated Gain (NDCG) as metric. We conclude that there is no significant performance difference between semantic and syntactic indexing techniques. In addition, we observe no significant performance gain with model enrichment. We chose the BM25 technique as more adequate because it has a good balance between performance and simplicity.
Abstract This article explores the continuing linguistic impact of the Mandarin Union Version by investigating and contrasting two Chinese translations of William Paul Young's global bestseller The Shack (2007): the Traditional Chinese version Xiaowu (《小屋》, 2009) and the Simplified Chinese version Pengwu (《棚屋》, 2010). Ever since its publication, the Mandarin Union Version has served as the predominant Bible within Mandarin-speaking Protestant communities across the world. This has brought about the standardisation of terminology in Chinese Protestantism. The Shack, though widely marked as a Christian novel, is also known for its unconventional fictional representations of Christianity that some Christians think depart from orthodoxy. Both Xiaowu and Pengwu were published by non-Christian publishing houses for a general readership. However, Xiaowu, translated by a Christian, exhibits a significant number of phrases that specifically belong to Chinese Christian terminology shaped by the Mandarin Union Version. Pengwu is a contrast in this regard. By comparing extracts from these two Chinese versions, this article highlights how far the Mandarin Union Version has contributed to the formation of the linguistic repertoire of Mandarin-speaking Christian translators as well as linguistic norms for translated Christian-themed texts into Chinese.
As the most commonly used English in international economic and trade exchanges, Economic and Trade English has its unique linguistic norms and stylistic features. Economic and trade translation requires translators to have a strong sense of context and professionalism in economic and trade English. Its translation principles are stylistic suitability and lexical correspondence. Translators should use four-character structure, business formulas and sentence structure adjustment to guide translation practice. According to different types of texts, they should use unused terms accurately, so as to be faithful to the original text, express accurately and unify standard translation principles.
The article is devoted to the question of selecting a special (terminological) vocabulary for a comprehensive explanatory dictionary and its lexicographic normalization (standardization). Of particular relevance, this problem occurs today, when there is an active replenishment of the terminology in various fields of science, technology, production, etc. The language policy regarding the dynamic nature of the norms of the literary language consists in its codification – the establishment of rules of use in dictionaries and grammar. The main principle of graphic design of words in the dictionary of an interpretative type is the strict observance of the rules of the spelling. Independent standardization (bringing terminology to a single system) from the necessity of the first priority solving a number of problems caused by violations of the lexical general literary norm. The most typical spelling mistakes that occur in dictionaries are outlined, and the ways of overcoming them are proposed. The combination of objective updating of the lexical structure with the consciously carried on by linguists subjective updating has become a specific feature of work on organization, codification and development of the Ukrainian vocabulary. In a chain of terms on the notation of the notion “bringing something into a uniform” there is a certain hierarchical subordination: systematization – normalization – unification – codification – standardization “observance of the only stable grammatical and stylistic norms on the national language”. The question of the place of special vocabulary in general dictionaries is one of the most difficult in modern lexicography, especially today, when there is an active replenishment of the vocabulary by terms of various branches of science, technology, production. Theoretical lexicography substantiates the necessity of introducing terms into the register of explanatory dictionaries, which is the core of the terminology and at the same time a part of the literary language. Practical work on the dictionary reveals various tendencies in fixing the new words of the special vocabulary: from the aspiration of its full coverage to the reasoned selection. There are several main criteria for selecting terminological units for a general-purpose dictionary: 1) the social significance of the terms of science and technology; 2) structural features contributing to the term adaption by the system of literary language; 3) the scope of the special vocabulary. The stable tendency of productivity growth of syntactic derivation in the Ukrainian language is noted – replenishment of the terminological fund by terms of phrases, and also the criteria of the selection of such multi-component phrases, their codification and standardization are outlined. The main tendencies, which are traced in the new dictionaries, are noted. One of the most important is devoted to the foreign words entry into Ukrainian and problems connected with their spelling. Violations of spelling norms caused by wrong adaptation of borrowings in modern dictionaries are pointed out, and the negative influence of spelling mismanagement of borrowings on the functioning of the Ukrainian lexemes is emphasized. As a result, a well-considered way of building and normalizing the Ukrainian literary lexicon is the principle of a reasonable balance between tradition and the need for renewal.
Recent work has shown that listeners process words faster if said by a member of the group that typically uses the word. This paper further explores how the social distributions of words affect lexical access by exploring whether access is facilitated by invoking more abstract social categories. We conduct four experiments, all of which combine an Implicit Association Task with a Lexical Decision Task. Participants sorted real and nonsense words while at the same time sorting older and younger faces (exp. 1), male and female faces (exp. 2), stereotypically male and female objects (exp. 3), and framed and unframed objects, which were always stereotypically male or female (exp. 4). Across the experiments, lexical decision to socially skewed words is facilitated when the socially congruent category is sorted with the same hand. This suggests that the lexicon contains social detail from which individuals make social abstractions that can influence lexical access. [ABSTRACT FROM AUTHOR], C)
Literary language is a style or form of language used in literary writing. The intent of this investigation is to disclose how and why literary writers foreground their texts and what meanings and effects are associated with foregrounding, deviation, creativity, Style and aesthetics on literature. This paper therefore appraised the characteristics of the language of literature, with a view to revealing the potency of creativity, style and aesthetics in some African and non-African poems and novels, which in turn portrays the skilfulness and dexterity of literary writers. Specifically, it examined the foregrounded parts of selected literary works; and to achieve this purpose, linguistic benchmarks were applied to these literary works. The descriptive system of data analysis, primary and secondary data collection methods and the foregrounding/deviation theory were employed. This survey therefore revealed that the literary genius contravenes the linguistic norms deliberately because he or she believes that the most proficient means of achieving distinction in writing is the use of distorted and strange forms. Thus, style heightens the language of literature to create a special effect and special meaning to the audience in order to arousing the interest and consciousness of the reader and society at large.Key Words: Deviation, Foregrounding, Literary Artist, Literature and Stylistics.
This article reports a field study of event-based time concepts, their linguistic expression and their use in time reckoning practices in three indigenous cultures and languages of Brazil: Huni Kuĩ (Pano, North-West Amazonia), Awetý and Kamaiurá (Tupi Guaraní; Xingu National Park). The results are based on ethnographic observation, interview, conversation and structured language elicitation tasks. The three languages all have rich inventories of lexical and phrasal expressions for event-based time intervals, based on environmental and celestial indices and social norms. Event-based time intervals in the domains of life stages, times of day and night, and seasons are documented. None of the cultures employ metric (calendar and clock) time units, but hybrid calendars representing blends of the 12 months yearly cycle and the indigenous seasonal indices are produced as art works. The number system in each culture and language is documented, and the use of numbers in time reckoning practices, together with notational cognitive artifacts, is described. Metonymic spatial indices for time intervals and temporal landmarks are common, but metaphoric space-time mapping is almost entirely absent. In two languages, event terms can be used in conjunction with some motion verbs (Moving Time), but these usages do not signify motion on a timeline; they are more related to appearance and disappearance. Moving Ego expressions cannot be used in any of the languages. "Past" and "future" are not lexicalized concepts, but these notions can be metaphorically conceptualized in terms of embodied perception and cognition. They are not thought of as "in front of" or "behind" the experiencer. There is no evidence in any of the three languages of a conceptual timeline. The similarities between time concepts in the three languages, and their similarity with the previously studied Amondawa language, suggests the possibility of a cultural areal complex extending over a large part of South America.
Severe developmental deficits in face recognition ability (developmental prosopagnosia, or DP) have been vigorously studied over the past decade, yet many questions remain unanswered about their origins, nature, and social consequences. A rate-limiting factor in answering such questions is the challenge of recruiting rare DP participants. Although self-reported experiences have long played a role in efforts to identify DPs, much remains unknown about how such self-reports can or should contribute to screening or diagnosis. Here, in a large, population-based web sample, we investigated the effectiveness of self-report, used on its own, as a screen to identify individuals who will ultimately fail, at a conventional cutoff, the two types of objective tests that are most commonly used to confirm DP diagnoses: the Cambridge Face Memory Test (CFMT) and the famous faces memory test (FFMT). We used a highly reliable questionnaire (alpha = .91), the Cambridge Face Memory Questionnaire (CFMQ), and revealed strong validity via high correlations of .44 with the CFMT and .52 with the FFMT. However, cutoff analyses revealed that no CFMQ score yielded a clinical-grade combination of sensitivity and positive predictive value in enough individuals to support using it alone as a DP diagnostic or screening tool. This result was replicated in an analysis of data from the widely used PI20 questionnaire, a 20-question self-assessment of facial recognition similar in form to the CFMQ. We therefore recommend that screens for DP should, wherever possible, include objective as well as subjective assessment tools.
Existing event detection algorithms for eye-movement data almost exclusively rely on thresholding one or more hand-crafted signal features, each computed from the stream of raw gaze data. Moreover, this thresholding is largely left for the end user. Here we present and develop gazeNet, a new framework for creating event detectors that do not require hand-crafted signal features or signal thresholding. It employs an end-to-end deep learning approach, which takes raw eye-tracking data as input and classifies it into fixations, saccades and post-saccadic oscillations. Our method thereby challenges an established tacit assumption that hand-crafted features are necessary in the design of event detection algorithms. The downside of the deep learning approach is that a large amount of training data is required. We therefore first develop a method to augment hand-coded data, so that we can strongly enlarge the data set used for training, minimizing the time spent on manual coding. Using this extended hand-coded data, we train a neural network that produces eye-movement event classification from raw eye-movement data without requiring any predefined feature extraction or post-processing steps. The resulting classification performance is at the level of expert human coders. Moreover, an evaluation of gazeNet on two other datasets showed that gazeNet generalized to data from different eye trackers and consistently outperformed several other event detection algorithms that we tested.
This paper describes a set of Prolog modules with predicates to access the information stored in the lexical database WordNet. The aim is to use the defined predicates for empowering (fuzzy) logic programming systems for approximate reasoning tasks. To achieve this goal it is necessary to have means to calculate the degree of relationship between the words. Because WordNet relates words but does not give graded information of the relation between those words, it is necessary to implement standard methods to compute that gradation.
The aim of the present research is to study features of verbalization of gender asymmetry and gender stereotypes in the Russian culture of language. Data of lesbian dating sites, as well as blogs, an interview of the famous people who are openly positioning themselves as representatives with atypical gender identification of the personality, serving as a material of this research, are analyzed. Thematic blocks are revealed, in which recipients define the gender identity and simulate a moral and value-oriented state through verbally transmitted (1) "values"; (2) "assessment"; (3) "feelings"; and (4) "interests". The article describes the grammatical forms of a masculine gender of nouns, adjectives and verbs pointing to neutral gender of individuals, which is not keeping within "Procrustean bed" of the standard norms of existence of a biological and social gender. The publication examines the European queer identity concepts of Elisabeth Grosz, Teresa de Lauretis and Eve Kosofsky Sedgwick acquiring special relevance in connection with gender deconstruction and, as a result, mass legitimation ofsame-sex marriages in many countries of Europe and separate states of the USA. The characteristics of a generalized image of the atypical female language personality implemented with the help of the dominating lexical and syntactic means of the emotivity expression are noted. The conclusion can be drawn that in general the speech portrait of heroines meets typical gender expectations of women, it is emotionally charged thanks to colloquial, slangy lexicon, existence of constructions among which are units which underwent truncation; estimated negative lexicon; abbreviations; foreign-language lexicon; and neologisms. At the syntactic level the analyzed means of expressional syntax, nonjudgmental speech, despite stated earlier gender-neutral, give to the speech "womanlike nature", emotionality and randomness of thinking. Involvement in child-free subculture is noted that in general distinguishes representatives of lesbian culture from individuals of traditional feminine type, as a rule, of persons interested to leave posterity behind. According to observations, most of men androgynes have indistinct verbal limits of gender identity that demonstrates, first, lack of an exact term framework for people with gender asymmetry; secondly, informs on indistinct representations of own gender identity; and thirdly, allows identification of sexual roles of partners in the relationships.
It analyzes the literary and journalistic work of ngel de Campo (1868-1908) and the various phonetic, morphosyntactic and lexical records that appear in it both in dialogues and in the different narrative voices in order to see if its vitality continues in the Mexican dialect current or has followed other courses. The analyzed phenomena express the popular and cultured linguistic norms of the Spanish that was spoken in Mexico City at the end of the XIX century and the beginning of the XX, thanks to the record that the author makes especially of the marginalized social classes of the Mexican capital.
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.
Some Remarks On the Development of Russian Prostorečie The paper provides a brief outline of Russian prostorečie (urban popular language), which is the supraregional language variety spoken by uneducated or half educated urban population, that doesn’t know the norms of standard language. Phonetic, morphosyntactic and lexical peculiarities of this language variety are illustrated by means of a real sample of Russian prostorečie: a letter written by an 80-year-old woman. The article also focuses attention on the development of a new prostorečie, which, with respect to old prostorečie, is characterized exclusively on lexical plane, and is the source by which slang and professional elements penetrate into the standard language.
The field of psychology relies heavily on evidence from North America and Northern Europe. Universally applicable models require input from around the globe. Indigenous lexical studies of personality, which define the most salient person-descriptive concepts and their structure in a population, provide this. Such results are reported from two nonindustrialized communities, representing 2 of the 3 main language families of Africa, in groups with differing cultural characteristics. Maasai participants, traditionally herders in rural Kenya and Tanzania, have a highly structured, traditional culture. Supyire-Senufo participants are traditional horticulturalists in Mali. The 203 most common person-descriptive terms in Maasai were administered to 166 participants, who described 320 persons (166 highly regarded, 154 less so). The optimal emic solution included 5 factors: virtue/moral-character, debilitation/vulnerability, boldness/surgency, hubris/pride, and timidity. In the Maasai context, descriptions of well-regarded individuals were exceptionally uniform, suggesting the role of personality language in norm socialization in tight, traditional cultures. In Supyire, 115 participants used 208 person-descriptive terms to describe 227 targets (half highly regarded). The optimal emic solution included 10 factors: social self-regulation, well-being, vitality/resilience, broadmindedness, diligence versus laziness, madness, stubbornness versus attractiveness, acceptance versus discontent, hurry/worry, and peacefulness. The best convergence between the languages was at the 3-factor level, where factors relate to moral character, low agreeableness coupled with high extraversion, and emotional stability. Beginning with the 4-factor level, content related to local cultural characteristics became apparent. In both languages, 2-factor solutions matched the Big Two, but 3-, 5-, and 6-factor solutions failed to overlap with etic Pan-Cultural Three, Big Five, or Big Six models. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
The article reveals the socio-political content of the XVII century. Both dependence on foreigners and the influence of internal tensions between tribes on the political life of the Safavid state are investigated. In such historical circumstances, the cultural environment is also based on sources that have not yet been identified. Under such circumstances, a description of the language is given. In particular, during the period of the Shah Abbas (during the rule of other shahs), attitudes toward the Turkish language are expressed in contradictory ideas. It has been established that the stage of the XVII century literary language is not a way out, but history as a turning point. This is proved, on the one hand, by scientific data, as well as facts about language. As a result of the research, it turns out that the language policy that underlies the existence of the state and the nation is carried out in the direction of Turkic rule in the 17th century. The article contains the rich language of the real world, including the introduction of the Turkish language in the history of the 17th century Azerbaijani literary language, the decline of the Persian language (including the accompanying Arabic language), the destruction of cults, as well as the intensification of new processes, such as differentiation, stabilization and democratization examples. In the 17th century, as in all periods of the history of the Azerbaijani literary language or at all stages of historical development, the process of defining a literary language and defining different styles (charming, scientific, official epistolary) took place. Style plays a significant role in relationships. In volume, the rate is determined in style and appears. As a result, it is noted that the 17th century very dynamically develops phonetic, lexical and grammatical norms in the direction of nationalization. The development of literary language, of course, all levels of language are available. But what if you want to translate it into one language? The real fact, which is obvious, or hidden, or not, is voluminous in the volume, which is a lexical system, which leads to great changes. This does not mean that in other languages, such as the phonological system, the language is checked and the file is checked. All, that is, it is not so, but here is a breakthrough for change. This is not an idea or an idea of ignorance and ignorance, but there is no certainty that changes in language change. The truth is that everything that creates a change in the original of another phenomenon, which confirms the existence of legality. The definition of phonetic norms for a certain period of time (continent, period or phase) is contained in a volume that is one of the other publicly available versions of the phone in the language, and, in each other's eyes, by removing from one-dimensional parallels, stabilization in language and content.
Following the establishment of the Republic of Turkey on the 29th of October 1923, Mustapha Kemal Ataturk began the implementation of fundamental reforms for the creation of a new identity for the Turkish nation. One of the most important reforms was the adoption of Latin script in place of Arabic, as well as the cleansing of the Turkish language of Arabic and Persian linguistic influence and borrowed words. It is from then onwards that the Turkish language began to change continually and was modelled under the control of the Turkish Linguistic Society in whose undertakings numerous linguists, writers and cultural workers took part. Many books were published: grammar books that established norms for the Turkish language, single-language dictionaries, dictionaries of neologism to replace archaic and Ottoman words, dual-language dictionaries, orthographic rule books, professional and scientific journals, as well as organizing many Turkish Language congresses in which all aspects and issues related to language usage were discussed and studied. Since it is a known fact that languages are constantly undergoing transformation in space and time, all these changes, especially during the last twenty years, had been under the watchful eyes of numerous linguists who were responsible for scrutinizing all relevant aspects of the language on the grammatical, lexical and socio-cultural levels. However, many of these changes had not been promptly and adequately processed in the relevant Turkish language grammar books, a fact that today poses a special problem for persons studying the Turkish language. Thus, in this paper we have focused our attention solely on atypical usage of the language on grammatical and lexical levels, without carrying out any deeper analysis of those instances because such an undertaking would require of us to enter the domain of linguistic field-work research. Within the spoken and written Turkish language certain grammatical and lexical forms have been shortened for reasons of economy in expression. Also, present is a degree of language degeneration, a spoiling and tainting of the language that is occurring due to the strong influence of social networks and text-messaging apps for which it is not important to be grammatically correct or free from any orthographic and writing mistakes, rather the aim is that they be as short as possible, so that they could be typed out rapidly and dispatched even quicker. Considering that the movement for linguistic purism was of prime importance for the cleansing of the language of loanwords, a paradoxical situation has been appearing in recent years where there is an unstoppable influx of Anglo-Saxon words, as well as the return in usage of long-discarded and forgotten archaic words within the standard language. The agglutinative structure of the Turkish language is especially susceptible to the derivation of new hybrid-words in the sociolects that often represent a mixture of the Turkish and English languages, which for the younger generations is much more acceptable than the slightly forced and politicized usage of archaic words that have been replaced by Turkish language equivalents quite some time ago.
Evidence accumulation models (EAMs) have become the dominant models of rapid decision-making. Several variants of these models have been proposed, ranging from the simple linear ballistic accumulator (LBA) to the more complex leaky-competing accumulator (LCA), and further extensions that include time-varying rates of evidence accumulation or decision thresholds. Although applications of the simpler variants have been widespread, applications of the more complex models have been fewer, largely due to their intractable likelihood function and the computational cost of mass simulation. Here, I present a framework for efficiently fitting complex EAMs, which uses a new, efficient method of simulating these models. I find that the majority of simulation time is taken up by random number generation (RNG) from the normal distribution, needed for the stochastic noise of the differential equation. To reduce this inefficiency, I propose using the well-known concept within computer science of “look-up tables” (LUTs) as an approximation to the inverse cumulative density function (iCDF) method of RNG, which I call “LUT-iCDF”. I show that when using an appropriately sized LUT, simulations using LUT-iCDF closely match those from the standard RNG method in R. My framework, which I provide a detailed tutorial on how to implement, includes C code for 12 different variants of EAMs using the LUT-iCDF method, and should make the implementation of complex EAMs easier and faster.
[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.
We present a Bayesian nonlinear mixed-effects location scale model (NL-MELSM). The NL-MELSM allows for fitting nonlinear functions to the location, or individual means, and the scale, or within-person variance. Specifically, in the context of learning, this model allows the within-person variance to follow a nonlinear trajectory, where it can be determined whether variability reduces during learning. It incorporates a sub-model that can predict nonlinear parameters for both the location and scale. This specification estimates random effects for all nonlinear location and scale parameters that are drawn from a common multivariate distribution. This allows estimation of covariances among the random effects, within and across the location and the scale. These covariances offer new insights into the interplay between individual mean structures and intra-individual variability in nonlinear parameters. We take a fully Bayesian approach, not only for ease of estimation but also for inference because it provides the necessary and consistent information for use in psychological applications, such as model selection and hypothesis testing. To illustrate the model, we use data from 333 individuals, consisting of three age groups, who participated in five learning trials that assessed verbal memory. In an exploratory context, we demonstrate that fitting a nonlinear function to the within-person variance, and allowing for individual variation therein, improves predictive accuracy compared to customary modeling techniques (e.g., assuming constant variance). We conclude by discussing the usefulness, limitations, and future directions of the NL-MELSM.
Despite the rapid increase in the number and applications of plankton imaging systems in marine science, processing large numbers of images remains a major challenge due to large variations in image content and quality in different marine environments. We constructed an automatic plankton image recognition and enumeration system using an enhanced Convolutional Neural Network (CNN) and examined the performance of different network structures on automatic plankton image classification. The procedure started with an adaptive thresholding approach to extract Region of Interest (ROIs) from in situ plankton images, followed by a procedure to suppress the background noise and enhance target features for each extracted ROI. The enhanced ROIs were classified into seven categories by a pre-trained classifier which was a combination of a CNN and a Support Vector Machine (SVM). The CNN was selected to improve feature description and the SVM was utilized to improve classification accuracy. A serie)
The article is dedicated to a lexical analysis of adjectival nouns with the –ota suffix in Adam Mickiewicz’s Pan Tadeusz. Out of five nouns, viewed against the 19th century language norm, four are definitely archaisms. These are the words: ciemnota meaning <ciemność - darkness>, szczodrota (generosity) and some uses of the words cnota (virtue) and hołota (the poor and badly educated). On top of the noun ciemnota meaning <ciemność - darkness> which is a typical Easter Borderlands archaism, they should be traced back to the literary tradition. This is corroborated by the fact that the poet used them in an informed way to make the text sound like Old Polish. Therefore, with respect to the function and the archaic origin, the nouns with the –ota suffix in the text of “Pan Tadeusz” can be divided into two groups: stylistic archaisms which come from the literary tradition (szczodrota, partly cnota and hołota) plus systemic archaisms which belong to Mickiewicz’s idiolectal system (ciemnota meaning <ciemność - darkness>).
In this paper, we propose a hybrid approach for sentence paraphrase identification. The proposal addresses the problem of evaluating sentence-to-sentence semantic similarity when the sentences contain a set of named-entities. The essence of the proposal is to distinguish the computation of the semantic similarity of named-entity tokens from the rest of the sentence text. More specifically, this is based on the integration of word semantic similarity derived from WordNet taxonomic relations, and named-entity semantic relatedness inferred from Wikipedia entity co-occurrences and underpinned by Normalized Google Distance. In addition, the WordNet similarity measure is enriched with word part-of-speech (PoS) conversion aided with a Categorial Variation database (CatVar), which enhances the lexico-semantics of words. We validated our hybrid approach using two different datasets; Microsoft Research Paraphrase Corpus (MSRPC) and TREC-9 Question Variants. In our empirical evaluation, we showed that our system outperforms baselines and most of the related state-of-the-art systems for paraphrase detection. We also conducted a misidentification analysis to disclose the primary sources of our system errors.