Papers reviewed and determined not to be word norm studies. Use the flag icon to report errors or suggest re-inclusion.
18265 papers
The article considers variants of paronyms compatibility and some mistakes of Turkmen students in the use of paronyms – words closed in pronunciation but not identical, and sometimes different in meaning. The vocabulary of foreign students entering the university does not always correspond to the needs of their language practice, often there is no knowledge of the paronyms necessary for it. The study of various paronyms combining variants with other words, semantic connections are as necessary as knowledge of grammatical rules and spelling norms. The correct using of the word in speech suggests, firstly, knowledge of the word structure and the lexical-semantic variants of the polysemy; secondly, analysis of the word-building composition with the individual morphemes meaning identification; thirdly, the ability to choose the word needed for a given context, for which it is necessary to determine its place in the lexical-semantic system, i.e. to find its connection with other words, to identify general and differential features in a given lexical group making up a certain semantic unity. As a result of observations of Turkmen students“ oral and written speech, the main reasons for the erroneous paronyms substitution are revealed, involving roots consonance. The same root paronyms are also confused because of inaccurate understanding of the prefixes, suffixes meaning and difference they bring to the word meaning. Considering the same root-words, there are many problems due to the fact that they are heterogeneous in the semantic and word-formation aspect. Paronyms like the same-root words, similar to synonyms. They have a number of common features which leads to the similarity of these two language units, and finally to the error occurrence while using paronyms in speech. The article also contains examples of training exercises for speech skills developing in the paronyms using at Russian language classes in the Turkmen audience.
Studies of human social perception become more persuasive when the behavior of raters can be separated from the variability of the stimuli they are rating. We prototype such a rigorous analysis for a set of five social ratings of faces varying by body fat percentage (BFP). 274 raters of both sexes in three age groups (adolescent, young adult, senior) rated five morphs of the same averaged facial image warped to the positions of 72 landmarks and semilandmarks predicted by linear regression on BFP at five different levels (the average, ±2 SD, ±5 SD). Each subject rated all five morphs for maturity, dominance, masculinity, attractiveness, and health. The patterns of dependence of ratings on the BFP calibration differ for the different ratings, but not substantially across the six groups of raters. This has implications for theories of social perception, specifically, the relevance of individual rater scale anchoring. The method is also highly relevant for other studies on how biological facial variation affects ratings.
The so-called epoch of the Internet, which has replaced the epoch of book, change dramatically the Russian literary language. That is to say, the language of media obtained the leading position amongst other language variations. The language of media is becoming a model language of the society and reflecting the current language practice. The media language represents the city linguistic norms and is focused on modernization (literary linguistic norms, in particular). This article is to set the hypotheses that there are two main form of the national modern literary language, existing in the modern information society. They are: 1) the elite literary language; 2) the mass literary language (and its implementation in the media as an option, which we mean “media language”). In mass-media communication, focused on mass media mind, literary standards are on the periphery of media content. Standard standards are superseded by norms of media communication, which draw their resources from the mass language of the whole society and themselves form this mass language. The present hypothesis is based on three fundamental principles: 1) the change of social status of modern media; 2) the definition of mass media language as common national language; 3) the concept of mediatization, which we develop in correlation to mass media language. This article concludes that traditional language norms are challenged by new technologies and are not relevant to speaking practice of mass media.
Difficulties in the regulation of emotion are hypothesized to play a key role in the development and maintenance of posttraumatic stress disorder (PTSD). The current study used functional magnetic resonance imaging (fMRI) to assess neural activity during task preparation and image presentation during different emotion regulation strategies, cognitive reappraisal and expressive suppression, in PTSD. Patients with combat-related PTSD (n = 18) and combat-exposed controls (n = 27) were instructed to feel, reappraise or suppress their emotional response prior to viewing combat-related images during fMRI, while also providing arousal ratings. In the reappraise condition, patients showed lower medial prefrontal neural activity during task preparation and higher prefrontal neural activity during image presentation, compared with controls. No difference in neural activity was observed between the groups during the feel or suppress conditions, although patients rated images as more arousing than controls across all three conditions. By distinguishing between preparation and active regulation, and between reappraisal and suppression, the current findings reveal greater complexity regarding the dynamics of emotion regulation in PTSD and have implications for our understanding of the etiology and treatment of PTSD.
In a variety of research fields, including linguistics, human–computer interaction research, psychology, sociology and behavioral studies, there is a growing interest in the role of gestural behavior related to speech and other modalities. The analysis of multimodal communication requires high-quality video data and detailed annotation of the different semiotic resources under scrutiny. In the majority of cases, the annotation of hand position, hand motion, gesture type, etc. is done manually, which is a time-consuming enterprise requiring multiple annotators and substantial resources. In this paper we present a semi-automatic alternative, in which the focus lies on minimizing the manual workload while guaranteeing highly accurate annotations. First, we discuss our approach, which consists of several processing steps such as identifying the hands in images, calculating motion of the hands, segmenting the recording in gesture and non-gesture events, etc. Second, we validate our approach against existing corpora in terms of accuracy and usefulness. The proposed approach is designed to provide annotations according to the McNeill (Hand and mind: what gestures reveal about thought, University of Chicago Press, Chicago, 1992) gesture space and the output is compatible with annotation tools such as ELAN or ANVIL.
Abstract In this paper, we show how three often used and seemingly different discourse annotation frameworks – Penn Discourse Treebank (PDTB), Rhetorical Structure Theory (RST), and Segmented Discourse Representation Theory – can be related by using a set of unifying dimensions. These dimensions are taken from the Cognitive approach to Coherence Relations and combined with more fine-grained additional features from the frameworks themselves to yield a posited set of dimensions that can successfully map three frameworks. The resulting interface will allow researchers to find identical or at least closely related relations within sets of annotated corpora, even if they are annotated within different frameworks. Furthermore, we tested our unified dimension (UniDim) approach by comparing PDTB and RST annotations of identical newspaper texts and converting their original end label annotations of relations into the accompanying values per dimension. Subsequently, rates of overlap in the attributed values per dimension were analyzed. Results indicate that the proposed dimensions indeed create an interface that makes existing annotation systems “talk to each other.”
The article deals with the evaluative vocabulary used in modern German language criticism. The author gives examples of adjectives and other parts of speech from the texts relating to different directions of language criticism, within the framework of which either words that are politically incorrect or words and expressions that do not correspond to the grammatical and lexical norms of the German language are the object of criticism. Some characteristic features of language criticism in earlier periods, namely during National Socialism, are also described. At the same time, the paper notes that it is possible to implement language criticism through the text of a work of fiction. The use of a metaphor as a means of assessing criticized phenomena is analyzed.
Selecting items for designing psycholinguistic experiments can be a very hard and time-consuming process, because of the large number of variables that need to be controlled for. This is clearly the case for picture-naming experiments because, thanks to the collection of psycholinguistic norms on both pictures and their names, a large number of factors that affect naming speed and/or accuracy have been found. In the present study, a Bayesian meta-analysis was performed to determine the extent to which the variables that have generally been considered by researchers as important to control for are indeed worth taking into account. The meta-analysis revealed that most of the variables that are considered in picture-naming studies have a strong or very strong influence on naming speed (image agreement, name agreement, image variability/imageability, age of acquisition, and conceptual familiarity), whereas two variables that are very often taken into account (visual complexity and length) yielded null effects. The results were inconclusive for lexical frequency. At a methodological level, Bayesian meta-analyses constitute a very useful tool for guiding researchers when selecting materials for experiments.
National audience
Temporal lobe epilepsy with amygdala enlargement (TLE-AE) is increasingly recognized as a distinct adult electroclinical syndrome. However, functional consequences of morphological alterations of the amygdala in TLE-AE are poorly understood. Here, two emotional stimulation designs were employed to investigate subjective emotional rating and skin conductance responses in a sample of treatment-naïve patients with suspected or confirmed autoimmune TLE-AE (n = 12) in comparison to a healthy control group (n = 16). A subgroup of patients completed follow-up measurements after treatment. As compared to healthy controls, patients with suspected or confirmed autoimmune TLE-AE showed markedly attenuated skin conductance responses and arousal ratings, especially pronounced for anxiety-inducing stimuli. The degree of right amygdala enlargement was significantly correlated with the degree of autonomic arousal attenuation. Furthermore, a decline of amygdala enlargement following prompt aggressive immunotherapy in one patient suffering from severe confirmed autoimmune TLE-AE with a very recent clinical onset was accompanied by a significant improvement of autonomic responses. Findings suggest dual impairments of autonomic and cognitive discrimination of stimulus arousal as hallmarks of emotional processing in TLE-AE. Emotional responses might, at least partially, recover after successful treatment, as implied by first single case data.
Abstract \nA tourism website is essentially an important domain in realizing the tourism products. Indeed, official tourism websites can be very powerful tool in representing the norms and values, which travelers should purportedly observe. However, there is only limited research on the constructions of tourism destination images and in particular on how official tourism websites promote products. Therefore, this study aimed at examining how the effective use of language and visual elements in realizing the Indonesian culinary on the official tourism website of Indonesia (OTWI). Implementing a discourse approach, the analysis was conducted on both language and visual elements. Discourse analysis, text and visual imaginary of the official tourism websites were selected for investigation. The use of lexical and syntactical aspects in the official tourism website of Indonesia are the focus of textual analysis. Furthermore, visual elements such as modality and salience are also looked over. The findings revels that both, textual and visual elements, types complement each other as tourism discourse resources in realizing Indonesian culinary as the tourist attraction on OTWI.
The cognitive nature of Ukrainian nickname constructionThis article is devoted to the study of the cognitive nature of the informal anthroponym creation mechanisms in the everyday communication of Ukrainian speakers. The article traces the role of the associative factors, nominational motives, and cultural, historical and social circumstances that play a direct role in the emergence of informal naming. The article also examines the wide variations in unofficial anthroponyms in spoken Ukrainian, their uniqueness, and their temporal and local character. On one hand, nicknames are not codified. They are prone to variation and susceptible to temporality. On the other hand, they are regulated by certain lexical and word-building norms, as well as custom. It is observed that nicknames reveal both a direct and an indirect (metaphorical) nomination. The article emphasises the cognitive nature of informal names, which is based on a direct or metaphorical resemblance to well-known public figures from the past or present: politicians, actors, artists, musicians, athletes, artists, writers, television characters, etc. Occupations and professions are also analysed as sources of semantic associations which give rise to informal names. It has been revealed that there is a large number of teacher nicknames based on internal associative connections, in which sarcasm is especially expressive. The article also examines the cognitive-axiological mechanisms of nicknames, the emergence of which is associated with an unusual event or a special situation in the life of the named individual. Poznawcza natura tworzenia przezwisk w języku ukraińskimNiniejszy artykuł poświęcony jest badaniu poznawczej natury mechanizmów tworzenia potocznych antroponimów w codziennej komunikacji Ukraińców. Autorzy przedstawiają rolę czynników asocjacyjnych, przyczyny nominacji, uwarunkowania kulturalno-historyczne i społeczne, które bezpośrednio wpływają na pojawienie się potocznego nazewnictwa. Autorzy wskazują również na szeroką różnorodność nieoficjalnych antroponimów w ukraińskim języku mówionym, ich szczególny koloryt, charakter okolicznościowy i lokalny. Z jednej strony przezwiska nie są skodyfikowane, nie podlegają zmianom, nie są podatne na upływ czasu, z drugiej strony są regulowane przez pewne normy leksykalne i słowotwórcze, prawo zwyczajowe. Należy zauważyć, że przezwiska wykazują zarówno bezpośrednią, jak i pośrednią (metaforyczną) nominację. Autorzy podkreślają poznawczą naturę nieoficjalnych nazw, które powstały w oparciu o bezpośrednie lub metaforyczne podobieństwo do innych znanych osób w życiu publicznym kiedyś i obecnie: polityków, aktorów, artystów, muzyków, sportowców, artystów, pisarzy, bohaterów telewizyjnych itp. Przeanalizowano również korzenie i związki semantyczne w nieoficjalnym nazewnictwie, motywowane zajęciem lub profesją ludzi. Stwierdzono, że istnieje duża liczba przydomków nauczycieli, które pojawiły się poprzez wewnętrzną asocjację, w której delikatna natura i sarkazm są szczególnie wyraziste. Zwrócono również uwagę na poznawczo-aksjologiczne mechanizmy pseudonimów, których pojawienie się wiąże się z nietypowym zdarzeniem lub szczególnym przypadkiem w życiu osoby go noszącej.
One of the activities of the members of Ukrainian human rights and national liberation movement in the 1960– 1970s was the protection of the rights of Ukrainian language for free development and functioning expansion as counteraction to the strengthening of Russification strategy in the USSR. In his journalistic and linguistic works, the human rights activist, dissident, and pedagogue Oleksa Tykhyi raised the problems of preserving and developing Ukrainian language as a major factor of national self-identification. He expressed concern about its status in Ukraine, clearly identified the reasons for this and seeked the ways to improve the situation. The goal of the paper is an attempt to comprehend and illuminate the vocabulary activity of O. Tykhyi, which was closely related to his teaching activity and active civil and ideological position as a defender of Ukrainian language. The paper uses the following methods: descriptive method, contextual analysis and structural analysis of linguistic units. The material of this study was the “Dictionary of Words Inappropriate to the Norms of Ukrainian Literary Language» by Oleksa Tykhyi. It is found out that the words, not compliant with the norms of Ukrainian language and recorded in the vocabulary, include lexical and morphological Russianisms, adoptions from other languages through the Russian language as well as word-forms copied from the Russian language. In general, the vocabulary contains about one and a half thousand lexical units that are not specific to the Ukrainian language, each one is presented with a synonymic number of Ukrainian equivalents. Most of them are lexical Russianisms, i. e. words directly transposed from the Russian language without phonetic adaptation that substituted specific Ukrainian words. Some of them functioned only in spoken language, while others were codified in lexicographic works. A number of Ukrainian synonyms provided to each of the analyzed tokens demonstrates the artificiality and unnecessity of such adoptions. Analysis of the material of the vocabulary of Oleksa Tykhyi shows the negative consequences of Russification for the lexical composition of Ukrainian language and for the level of the language culture of population.
This paper describes the development of the first syntactically-annotated corpus of Breton. The corpus is part of the Universal Dependencies project. In the paper we describe how the corpus was prepared, some Breton-specific constructions that required special treatment, and in addition we give results for parsing Breton using a number of off-the-shelf data-driven parsers.
Older adults tend to suffer a decline in some of their cognitive capabilities, being language one of least affected processes. Word association norms (WAN) also known as free word associations reflect word-word relations, the participant reads or hears a word and is asked to write or say the first word that comes to mind. Free word associations show how the organization of semantic memory remains almost unchanged with age. We have performed a WAN task with very small samples of older adults with Alzheimer’s disease (AD), vascular dementia (VaD) and mixed dementia (MxD), and also with a control group of typical aging adults, matched by age, sex and education. All of them are native speakers of Mexican Spanish. The results show, as expected, that Alzheimer disease has a very important impact in lexical retrieval, unlike vascular and mixed dementia. This suggests that linguistic tests elaborated from WAN can be also used for detecting AD at early stages.
This thesis investigates the development of oral narrative competence from age 4 to 6 in Swedish monolinguals (N=72) and in both languages of Swedish-German (N=46) and Swedish-Turkish (N=48) bilinguals growing up in Sweden. Picture-based fictional narratives were elicited with Cat/Dog and Baby Birds/Baby Goats from the Multilingual Assessment Instrument for Narratives (MAIN, Gagarina et al. 2012) and A2/B2 from the Edmonton Narrative Norms Instrument (ENNI, Schneider et al., 2005). Vocabulary, character introduction and narrative macrostructure were studied. Vocabulary production scores on Cross-linguistic lexical tasks (CLTs, Haman et al., 2015) were compared to NDW (number of different words) in narratives. Production of macrostructural components, macrostructural complexity, and answers to comprehension questions were analyzed. Effects of age and differences in performance between groups, between the bilinguals’ two languages, and between narrative tasks were investigated. Narrative comprehension was high already at age 4, but still developed substantially with age. In contrast, macrostructure in narrative production was at a rudimentary level at age 4. Even at age 6, the narratives contained few complete episodic structures. Children mainly included actions visible in the stimuli and rarely verbalized goals and other macrostructural components that required inferencing. The ability to introduce story characters appropriately developed strongly from age 4 to 6, but stimuli had a large effect on performance. Vocabulary showed most improvement from age 5 to 6. Development with age was clearer for the majority language Swedish than the minority languages German and Turkish, where individual variation was larger. In Swedish, pronounced differences were found between the bilingual groups. The Swedish-German bilinguals performed similarly to the monolinguals. On most measures, the Swedish-Turkish bilinguals performed lower than the other two groups, though precisely how much varied across measures. Generally, the Swedish-German children performed better in Swedish than in German, whereas the Swedish-Turkish children performed similarly in both languages or slightly higher in Turkish. The study shows that bilinguals’ two languages need not develop in parallel, and that results depend on the tasks and specific measures used. Bilingual groups differ from each other, and it is therefore not meaningful to compare all bilinguals to all monolinguals.
This paper proposes a state-of-the-art recurrent neural network (RNN) language model that combines probability distributions computed not only from a final RNN layer but also from middle layers. Our proposed method raises the expressive power of a language model based on the matrix factorization interpretation of language modeling introduced by Yang et al. ( The proposed method improves the current state-of-the-art language model and achieves the best score on the Penn Treebank and WikiText-2, which are the standard benchmark datasets. Moreover, we indicate our proposed method contributes to two application tasks: machine translation and headline generation.
The article is focusing on the problems of standards, the peculiarities of functioning of modern French language, such as situational variability which influences the choice of certain language unit according to a situation of the communicative act. This research is relevant since the essential value is given to the study of the language norm at all levels of language organization – grammatical, lexical, phonetic. Together with development of the speech, with emergence of new features in it, its norm is modified as well. In other words, the norm needs to be considered not in a statics, but in dynamics, in view of “dynamic aspect of norm”. In linguistics the term “norm” is used in two ways – broad sense and narrow. In a broad sense, the norm is a traditionally and spontaneously established methods of language that distinguish one language system from the others (in this sense, the norm is close to the concept of “usage”, i.e. generally accepted, well-established ways of using this language). In the narrow sense, the norm is the result of purposeful codification of a language. Such understanding of norm is closely connected with a concept of the literary language which otherwise could be called normalized or codified language.
The problem of interference is one of the most complex issues related to language interaction, so it is especially important to investigate its workings on the example of the language of Russian Germans in the Kirov region. The article realises the historical and linguocultural approaches to the study of the interrelationship between folk-colloquial speech and the traditional culture of Russian Germans, residing on the territory of the Kirov region. The authors present the results of an in-depth analysis of interference features in the Russian speech of German bilinguals under the influence of the German language and its dialects, namely, the phonetic, lexical and grammatical features that occur under the influence of interference with the German language. The Russian speech of German bilinguals is heterogeneous and varies from "virtually without an accent" to "unnatural" for Russian monolingual hearing. The interaction of the Russian and German languages in the speech of German bilinguals resulted in the increased invasion of the norms of one language system into the framework of another language. This leads to the so-called levelling of the interacting languages. In other words, we see the emergence of a third–intermediate system that does not coincide either with the German or Russian languages and performs in the bilingual consciousness an adaptive function to the environment language. This study contributes to German dialectology, enriching both the theory and typology of island dialects, which retain archaic features and the theory and practice of scientifically grounded language policy and language preservation.
Abstract The article deals with basic requirements to the translation for specific purposes, namely legal translation. The problem posed here is defining object and theoretical basis of legal translation. The question of the necessity of information search as an integral part of translation strategy has been raised. Detailed analysis revealed that the requirements of professional translators include knowledge of lexical and grammatical peculiarities of both languages in legal sphere; deep understanding of the concepts employed by specialists in particular field and the specialist terms used to express these concepts and their relationships in the source and target languages. It is recommended that evaluation of the translation may be done on the following principles: communicative pragmatic norms of translation; equivalent norms of translation; absence of contextual, cultural, functional, lexico-grammatical mistakes.
The article analyzes the results of the free associative experiment, which was conducted among first-year students during 2016-2018. According to the frequency of reactions, the authors model the structure of the associative field: nucleus, body and periphery; define the morphological and semantic groups of associations on the word-stimulus ‘Europe’ obtained during the experiment, analyze the syntagmatic and paradigmatic relationships among the reactions, build the structure of the resulting associative field. The responses of respondents are significantly dominated by nouns; occasionally occur adjectives, verbs, adverbs and pronouns; adjectives and adverbs are mostly colored with emotions and estimations. Phrases make a significant group of associations phrases (about one fifth). Among the above mentioned things, toponyms and surnames of well-known political figures are named. Semantically, all associations are divided in general cultural, economic and political, such ones that express aesthetic perception of the word-stimulus, as well as those related to travel and leisure. Special attention in the article is given to emotional coloring of reactions (they are divided in positive, negative and neutral). Thus, the material presented in the work reflects, to a certain extent, the perception of the word-stimulus 'Europe' by contemporary student youth. References Горошко Е. Интегративная модель свободного ассоциативного эксперимента. Харьков: Изд. группа “РА – Каравелла”, 2001. Postolova, I., Tomarieva, N. (2017). Emotional Aspects of Psycholinguistic Experiment with “Europe” as a word-stimulus. Third International Conference Challenges of Psycholinguistics and Psychology of Language and Speech COPAPOLS 2017. Book of Abstracts (77-78). Lutsk: Lesya Ukrainka Eastern European National University. Жаботинская С. Язык как оружие в войне мировоззрений. МАЙДАН- АНТИМАЙДАН: словарь-тезаурус лексических инноваций. Украина, декабрь 2013 – декабрь 2014. Retrieved from: http://uaclip.at.ua/zhabotinskaja-jazyk_kak_oruzhie.pdf References (translated and transliterated) Goroshko, E. Integrativnaya model svobodnogo assotsiativnogo eksperimenta [Integrational model of free associative experiment]. Kharkiv: RA–Karavella, 2001. Postolova, I., Tomarieva, N. (2017). Emotional Aspects of Psycholinguistic Experiment with “Europe” as a word-stimulus. Third International Conference Challenges of Psycholinguistics and Psychology of Language and Speech COPAPOLS 2017. Book of Abstracts (77-78). Lutsk: Lesya Ukrainka Eastern European National University. Zhabotinskaya, S. Yazyk kak Oruzhiye v Voyne Mirovozzreniy. MAIDAN-ANTIMAIDAN: Slovar-Tezaurus Leksicheskikh Innovatsiy. Ukraina, dekabr 2013 – dekabr 2014 [Language as a Weapon in the War of Worldviews. MAIDAN- ANTIMAIDAN: Dictionary-Thesaurus of Lexical Innovations. Ukraine, December 2013 – December 2014] Retrieved from: http://uaclip.at.ua/zhabotinskaja-jazyk_kak_oruzhie.pdf Джерела Асоціативний експеримент. Короткий психологічний словник / за ред. В. Войтко. Київ: Вища школа, 1978. Бутенко Н. Словник асоціативних норм української мови. Львів: Вища школа, 1979. Бутенко Н. Словник асоціативних означень іменників в українській мові. Львів: Вища школа, 1989. Мартінек С. Український асоціативний словник: У 2 т. 2-ге вид. Львів: Паїс, 2008. Славянский ассоциативный словарь: русский, белорусский, болгарский, украинский / под ред. Н. Уфимцевой. М., 2004. Словарь ассоциативных норм русского языка. Прямой / под ред. А. Леонтьева. M., 1973. Черкасова Г. Русский сопоставительный ассоциативный словарь. М.: ИЯ РАН, 2008. Sources Asotsiativniy eksperiment [Associative experiment]. (1978). Korotkiy Psykhologichnyi Slovnyk [Short Psychological Dictionary]. V. Voytko, Ed. Kyiv: Vyscha Shkola. Butenko, N. (1979). Slovnik Asotsiativnykh Norm Ukrayinskoyi Movy [Associative Dictionary of the Ukrainian language]. Lviv: Vyscha Shkola. Butenko, N. (1989). Slovnyk Asotsiativnykh Oznachen Imennykiv v Ukrayinskiy Movi [Dictionary of Associative Noun Attributes in the Ukrainian Language]. Lviv: Vischa shkola, 1989. Martinek, S. Ukrayinskyi Asotsiativnyi Slovnyk [Ukrainian Associative Dictionary]: in 2 Volumes. 2nd edition. Lviv: Payis, 2008. Slavyanskiy assotsiativnyiy slovar: russkiy, belorusskiy, bolgarskiy, ukrainskiy [Slavonic Associative Dictionary: Russian, Belorussian, Bulgarian and Ukrainian languages]. (2004). N. Ufimtseva, Ed. Moscow. Slovar assotsiativnyih norm russkogo yazyika. Pryamoy [Associative guide of Russian language. Direct] (1973). A. Leontyev, Ed. Moscow. Cherkasova, G. (2008). Russkiy Sopostavitelnyi Assotsiativnyi Slovar [Russian comparative associative dictionary]. Moscow: Institute of Linguistics of the Russian Academy of Sciences.
The Standards for Korean language learning is a tour de force that serves as an exemplary model for other world language education programs. The dedicated efforts of the authors have provided the field with a set of well-articulated and robust expectations and learning outcomes across seven proficiency levels including a notable separate heritage language (HL) level. This work lays a solid foundation for continued advancements in learning outcomes and pedagogy in Korean language education.There are several impressive points about the proposed Korean standards. First, the systematic design of the learning progression increments reflects a deep understanding of realistic performance outcomes across a broad range of language learners as well as the needs of language learners, in particular, those unique to HL learners. The presentation of the learning progression in a spiraling manner not only enables a smooth transition from level to level, but also takes into account learning slides that may happen over nonacademic months. Second, the comprehensive articulation of learning goals that covers the multiple facets of language performance including communicative functions, contexts, content topics, text types, language control, targeted vocabulary, communication strategies, and cultural awareness of learners at the different proficiency levels are presented in an accessible manner. The learning goals and performance indicators can easily become overwhelming; however, the inclusion of sample texts, audiovisual materials, and suggested classroom activities makes it possible for even the most novice language teacher to effectively and successfully utilize. Yet, it must be noted that although the standards are proposed for K–16 grade levels and are described to allow enough flexibility for adaptation for individual student populations, the proposed curricula were mainly designed with a post-secondary student audience in mind. In future revisions, perhaps inclusion of some K–12 models and sample units as well as more involvement from K–12 educators would be ideal. Third, its strong alignment with the language and communication goals of the Common Core Standards as well as the five Cs of the American Council on the Teaching of Foreign Languages (ACTFL) standards contributes to a consistent educational trajectory that places Korean language learning in alliance with the learning goals of other content areas. However, one of the most significant aspects about this version of the Standards for Korean Learning, in my opinion, is its distinct treatment of the learning objectives and performance indicators for HL learners. Given the immense diversity of backgrounds of HL learners ranging from differences in exposure to Korean, maintenance efforts, motivation, investment, and proficiency levels in addition to our shallow understanding of the unique linguistic and sociopsychological characteristics of HL learners, generating these performance standards must have been a very challenging task. These initial efforts have filled an important gap in the field and have created a blueprint upon which to refine our thinking and plans for Korean HL education.The HL curriculum (pp. 235–272) consists of five themes starting with “I, We,” “Leisure Life,” “Preparing to visit Korea,” “Life in Korea,” and “Korean Culture.” The curriculum strikes a nice balance between introduction to content topics that are likely to be of high relevance to HL learners and the development of their proficiency in standard Korean language use. For example, the inclusion of the history of Korean immigration and important Korean American figures in the 100-plus year history of Korean immigration to the United States is a topic that all Korean Americans should learn, but rarely have an opportunity to study in their K–12 schooling. Recently, my high school daughter heard the son of Susan Ahn Cuddy, the first female gunnery officer in the U.S. Navy who was of Korean descent, speak about his mother; her life story sparked an interest to learn more about other Korean Americans which also fueled a motivation to better understand her position as a Korean American in this society. This learning opportunity not only contributed to her developing sense of ethnic identity, but also provided another channel for her to develop her Korean language proficiency. For my daughter, this opportunity was serendipitous; however, these standards are likely to assure this kind of critical learning opportunity for all Korean HL learners. There were other topic areas that could have addressed more specifically relevant issues for Korean HL learners. As an example, the “Life in Korea” section that covers public transportation, shopping, and health reflects topics that are commonly addressed in most textbooks for the prototypical world language learner; however, this could have been a section where issues of stereotypes of Kyopos (Korean Americans) and prejudices toward Kyopos by native Koreans as well as attitudes toward Korean HL maintenance could be discussed.In addition, although there is some overlap with the non-HL curricula, the HL curriculum is presented with alterations and extensions that appear to be more representative of the unique HL learner contexts and experiences. For example, while in Level 1 the focus is on identifying key expressions and in Level 2 producing them, the HL curriculum, which straddles Levels 1 and 2, focuses on having learners recognize core differences in cultural practices, registers, and speech levels. Thereby, learners are guided to develop an understanding of how their familiar Korean language use and cultural practices relate to native Korean and American practices. This is an important point of contrast because it indicates that the proposed HL curriculum recognizes the potential hybrid nature of HL language use and cultural practices. Hornberger and Wang (2008) state that concepts of mediation and hybridity are valuable in understanding how different varieties of a language, communicative modes, cultural practices, and language development paths happen among HL learners. That is, hybridity is an association or mixture of ideas, concepts, and/or linguistic features that are likely to occur when different languages and cultures come into contact. Although more research is needed to identify the specifics and breadth of the hybridity of Korean HL, some of the proposed activities acknowledge that Korean HL learners possess unique cultural practices. For instance, there are many suggested activities that encourage learners to compare and contrast Korean, Korean American, and American cultures in regard to manners and daily routines (p. 173). Yet, this recognition is not consistent throughout the HL curriculum.There are many other aspects of hybridity that have yet to be included in the curriculum. For instance, HL learners may be faced with challenging decisions about when and how to use English and Korean in their social domains, and how to manage the coexistence of various standard and/or nonstandard varieties of English and Korean. Furthermore, there may be vocabulary and morphological constructions that are uniquely used by HL speakers, but do not appear as valid constructions in the textbooks. Such hybrid cultural practices and hybrid language features (e.g., code-switching, morphological blending, and lexical borrowing) that are often marked forms of Korean American culture and speech need to be validated and valued rather than treated as errors to be corrected (Lee & Shin, 2008). This brings up an interesting question about whether Korean HL language use should mirror the language of native monolingual Korean speakers in Korea. HL speakers generally learn and use Korean within Korean American communities that are created at the contact points of Korean and American culture, which have different norms and expectations than Korean speakers in Korea (Shin and Lee, 2014). Thus, it does not make sense to expect HL learners to adopt the norms and practices of a speech community that is less relevant to them because of existing beliefs about what constitutes “standard” or “correct” language use. HL learners should have the opportunity to learn about standard language use and its variance from their personal language practices to make informed decisions about their language use.As much as I am impressed with the advancements made in the HL curriculum, I am still left with some fundamental questions such as what specific characteristics of HL learners the authors had in mind when constructing the curriculum. Understanding who HL learners are is a complex task. Gonzalez Pino and Pino (2000) found that university-identified HL students did not self-identify as an HL learner, displayed less confidence in their language abilities and skills, desired more in-depth analysis of their linguistic skills and curricular needs, internalized societal negative attitudes toward their particular language use, and resisted being separated/segregated into HL tracks. We know that there are differences between HL and non-HL students in terms of their language development, motivations to learn, and performance outcomes, yet there is little consensus as to who constitutes an HL learner and what their unique range of linguistic characteristics are. This fundamental lack of information is the source of the remaining questions that I have about the design of the HL curriculum and the proposed performance indicators.The articulated proficiency levels appear to roughly coincide with the duration of instruction in a university setting (p. 154). It is stated that there are six levels aligned with the ACTFL novice to advance high proficiency levels and the heritage level straddles Levels 1 and 2. The heritage levels are also separated into Levels 1 and 2. The entry proficiency for HL Levels 1 and 2 is not specified probably because of the wide range of HL experiences and exposure, and the projected proficiency objectives are indicated as intermediate low for HL Level 1 and intermediate mid for HL Level 2. There are several points of confusion here. Why do the HL levels straddle between Levels 1 and 2 and aim to reach only an intermediate mid production level? I would assume that given the diversity of HL learners, one would expect to have HL learners across all proficiency levels. Moreover, one of the main arguments for wider societal support for HL education is that HL speakers have the greatest potential to reach the advanced high proficiency levels that are needed in academic and professional sectors such as government and business. Yet, the highest HL curriculum level only projects production to be at the intermediate mid level. Thereby, a fuller consideration of an HL curriculum should be in parallel to Levels 1–6 or more closely integrated across all proficiency levels.Further, in the proposed set of objectives (pp. 155–174), the HL learning objectives overlap with objectives from other proficiency levels. For example, the objective of “demonstrating awareness of the nuances of speech level and choices and their implications for the relationships between speakers in different social situations” overlap with one of the objectives in Level 5, whereas others such as “students recognize and compare the organizational principle in the Korean language of general-to specific, and macro-to micro with that of their own language” coincides with one from Level 1. How were decisions made to include or not include certain learning objectives in the HL category? What was the rationale behind the broad range of overlap in learning objectives across proficiency levels? Perhaps, future versions of the HL curriculum would benefit from a systematic set of grounding principles to guide the design of learning objectives.In sum, these standards are undoubtedly a timely and significant contribution toward the larger goal of producing translingual and transcultural communicators and collaborators in our global context. World language education has come a long way in producing speakers of a language that can operate between and across languages and cultures in contrast to just knowers of the grammatical aspects of a language. Despite these advancements, however, what is still a bit surprising is how much world language standards are still driven by ideologies of linguistic hegemony (Valdés, González, López García, & Márquez, 2008) and the dominant culture of college-level foreign language departments that place greater focus on academic language, functions and canonical literature, and history rather than other more everyday common topics such as K-pop culture that may drive students' interest and motivation to learn and speak Korean. The notion of the monolingual educated native speaker continues to permeate throughout all standards where the idealized goal seems to be acquiring noncontaminated language forms and usage of a monolingual native speaker of Korean. However, as Einar Haugen (1972 as cited in Valdés et al., 2008, p. 126) pointed out when immigrant languages come into contact with English “each language has been forced to adapt itself to new conditions.” Thus, native speaker-like proficiency should not or may not be the target goal of language learners as is assumed by the standards.In addition, the belief that language learning and teaching must proceed from simple cognitive tasks to complex cognitive tasks to mirror the acquisition of simple language forms to more complex language forms is very prominent in the proposed standards. Yet, we know from research on English as second language learners that students who have limited proficiency are still able to engage in cognitively demanding tasks; therefore, the simple to complex academic task continuum needs to be reconsidered, especially when dealing with a range of different grade levels and HL learners. We need to keep in mind that language proficiency should not be a barrier to engaging in complex tasks and that it should be engagement with topic and need for HL language use that should drive the curriculum. That is, as we move forward, we should think of ways to build a coherent curriculum that stimulates learners to learn and speak the language at every proficiency level, rather than holding off until a certain threshold of proficiency is developed to engage with topics that may be of great interest to the learner. For example, the topic of K-pop presents an authentic opportunity to engage and motivate not only HL learners, but all Korean language learners. Our family hosted an exchange student from Afghanistan who shared with us how popular Korean dramas and music was among her peers in Afghanistan. The reach of K-pop culture never ceases to amaze us! Moreover, my teenage daughters tell me that their friends envy their ability to understand Korean without having to read subtitles in the dramas they watch together and how her non-Korean friends are wanting to learn Korean to access K-pop more readily. This presents a natural hook that should be optimally utilized as motivators and pedagogical instruments. The proposed Korean standards have successfully integrated the power of Hallyu in the suggested teaching materials and activities, yet defined learning goals related to Korean popular culture does not appear until Level 3, when in fact, such goals can be incorporated even in the very beginning levels. Our steadfast belief that language learning should progress some simple to complex rather than be driven by interest and need may result in missed opportunities to utilize learners' motivation to learn and speak Korean for better learning outcomes.There is still much to do to create learning environments and conditions that produce strong communicators in a globalized world where assumptions and expectations are rapidly changing. I think future work on HL standards will greatly benefit from more research on the characteristics of HL language use as well as documentation of effective and feasible assessment practices. As I mentioned earlier, HL curriculum may benefit from a set of grounding principles that can help define learning objectives. However, in order to identify HL-specific principles, we need more research on the following: Psychological and attitudinal issues of HL learners to help them overcome their linguistic insecurities in speaking Korean in public. According to Hornberger and Wang (2008), many HL learners experience language shyness due to the ways in which they produce their forms that may be considered nonstandard or hybrid. Thus, HL curriculum needs to incorporate opportunities for learners to gain guidance in dealing with the sociopsychological effects of stigma attached to their personal HL language use. HL learners will also need positive reinforcement from their instructors who can further explain the benefits (e.g., having linguistic and cultural intuition) and differences (e.g., knowing a nonstandard from of Korean) of being an HL learner.Linguistic features of HL speakers to be better prepared to understand and address code-switching, lexical borrowing, and semantic extensions that are typical of Korean HL/bilingual speakers. HL learners need to be able to make informed decisions about when it is appropriate to use these linguistic features as well as develop a metalinguistic ability to use their language intuitions to acquire the grammatical rules of Korean. Furthermore, living at the intersection of English and Korean, HL speakers may have unique ways of pronunciation, literacy practices, and morphological creations that need to be identified and acknowledged as legitimate ways of language use in the different Korean-American communities of HL speakers. In addition, sociolinguistic research on social variations, language change, diglossia, use of registers, and language attitudes among Korean HL learners is needed to continually track the dynamic and changing practices within HL communities.Cultural extensions (i.e., Korean-American cultural idiosyncrasies that result from Korean mannerisms are applied to American contexts and vice versa) and syncretism (i.e., new practices mixing cultures) to help develop a more informed cultural curriculum that highlights the uniqueness of the Korean-American experience.In addition, I believe the next task in line is to create standards for Korean HL teacher preparation. Most HL learners are taught by teachers who do not have the necessary training to make appropriate adaptations to meet the needs of HL learners (Schwartz Caballero, 2014). Currently, there are no certification, licensure, or endorsements in teaching of HL learners. To maximize the benefits of the implementation of Korean language standards for HL learners, we must focus our attention on preparing effective HL teachers who have knowledge of HL students and their needs as well as an understanding of societal bilingualism, language contact, and how immigrant bilinguals function (Schwartz Caballero, 2014). Thus, in addition to the need for more research on HL linguistic characteristics and language development, there is an urgent need for classroom-based research that can illuminate pedagogical strategies, program models, and curricular content that work well for HL learners of different backgrounds. As I imagine directions for future work that builds on this volume, I am excited about the potential connections and possibilities that will emerge by opening up the conversation beyond the context of Korean with other scholars engaged in deep thinking about world language and HL education more globally.
The translation of certain toponyms that had not yet been assimilated to the Romanian language at the beginning of the 19th century represented a real challenge for translators at that time. A first aspect to be considered here is the linguistic status as proper names and the possible translation options that could not be correlated to any tradition. A second aspect is the precarious stage of Romanian geographical terminology, reflected by the terminological variation for the same concept and the lack of semantic affinity, either real or related to the actual terminology. This article addresses mainly the first aspect mentioned above. The issues addressed are as follows: a concise presentation of the concept of proper names translation, the distinction between untranslatable and translatable or partially translatable proper names, the factors motivating the option of translating or not the translatable terms from a toponymic collocation. Our corpus reflects the incipient stage of the translation of translatable or partially translatable toponyms in Romanian, a stage in which the translator is free to decide upon translatability. Compared to the actual norm, the different choices from one translator to another or even those opted for by the same translator—especially the option of not translating toponyms that are nowadays translated in most languages—reveal the lack of importance of linguistic meaning (that is the lexical meaning of the etymon) of the proper name as far as its functioning was concerned, as well as the role of this non-functionality in identifying the linguistic status of a proper name.
A novel method for the maximum likelihood estimation of structural equation models (SEM) with both ordinal and continuous indicators is introduced using a flexible multivariate probit model for the ordinal indicators. A full information approach ensures unbiased estimates for data missing at random. Exceeding the capability of prior methods, up to 13 ordinal variables can be included before integration time increases beyond 1 s per row. The method relies on the axiom of conditional probability to split apart the distribution of continuous and ordinal variables. Due to the symmetry of the axiom, two similar methods are available. A simulation study provides evidence that the two similar approaches offer equal accuracy. A further simulation is used to develop a heuristic to automatically select the most computationally efficient approach. Joint ordinal continuous SEM is implemented in OpenMx, free and open-source software.
The study of translation norms is one of the areas in translation studies which identify regularities of behavior (i.e. trends of relationships and correspondences between ST and TT segments) by comparing source texts and their translations. Norms of translation are mostly done in areas other than religious texts. Therefore, it seems necessary to do a research on religious texts. Textual–linguistic norms govern the selection of TT linguistic material: lexical items, phrases, and stylistic features. To do so, translation strategies adopted by translators were identified through comparing translations and source texts. Translation strategies proposed by Chesterman (1997) are investigated in samples of texts translated by World Ahlubayt assembly, an organization in charge of religious translation in Iran. The texts included seven books from seven translators in World Ahlulbayt Assembly. The strategies investigated in corpus dealt with three linguistic levels: semantic, syntactic and pragmatic strategies and changes done at these three levels. The results showed that syntactic changes were of the highest frequency in all texts. At semantic level, synonymy was the most frequent translation strategy. At syntactic level, clause structure changes and at pragmatic level and explicitness change were the most frequent changes.
Purpose Our goal was to evaluate an updated version of the "Cookie Theft" picture by obtaining norms based on picture descriptions by healthy controls for total content units (CUs), syllables per CU, and the ratio of left-right CUs. In addition, we aimed to compare these measures from healthy controls to picture descriptions obtained from individuals with poststroke aphasia and primary progressive aphasia (PPA) to assess whether these measures can capture impairments in content and efficiency of communication. Method Using an updated version of this picture, we analyzed descriptions from 50 healthy controls to develop norms for numbers of syllables, total CUs, syllables per CU, and left-right CU. We provide preliminary data from 44 individuals with aphasia (19 with poststroke aphasia and 25 with PPA). Results A total of 96 CUs were established based on the written transcriptions of spoken picture descriptions of the 50 control participants. There was a significant effect of group on total CUs, syllables, syllables per CU, and left-right CUs. The poststroke participants produced significantly fewer total CU and syllables than those with PPA. Each aphasic group produced significantly fewer total CUs, fewer syllables, more syllables per CU, and lower left-right CUs (indicating a right-sided bias) compared to controls. Conclusions Results show that the measures of numbers of syllables, total CUs, syllables per CU, and left-right CUs can distinguish language output of individuals with aphasia from controls and capture impairments in content and efficiency of communication. A limitation of this study is that we evaluated only 44 individuals with aphasia. In the future, we will evaluate other measures, such as CUs per minute, lexical variability, grammaticality, and ratio of nouns to verbs. Supplemental Material https://doi.org/10.23641/asha.7015223.
The article analyses the structure, semantics and word building of the early grammatical terminology as a reflection of spiritual cultural values of the ethnos. The attempts and ways of the authors of the “Grammar book” are shown in order to form native scientific tradition of the definitions of the parts of speech and their categories. The actuality of the subject is stipulated by the necessity to clarify the role of the ancient grammatical science in the development of national peculiarities of the formation of terms, comprehension of the reception of the work of Greek-Roman grammatical science in the formation of Ukrainian morphological terminology. The aim of the work is to study the structure of terms, the regularities of their creation, the study of systemic relations between the units of the terminological vocabulary and the formation of the Ukrainian grammatical terminology in the aspect of modern national terminology through the prism of the ancient reception. Research methods. Descriptive scientific method was used to characterize extralinguistic factors of the development of Ukrainian linguistics, comparative-historical in order to find out the origin of terminological lexemes and historical changes in their semantic structure, comparable was used to determine the relationship between the names of parts of the language at the time of antiquity and in the period of the formation of Ukrainian grammatical science, its tracing ways, etc. The parts of speech are relevant in the same relation to a grammatical and lexical description of the language. The theory of the parts of speech is the foundation for grammar because all grammar books are built as a description of the parts of speech by their morphological, mainly word-changing, characteristics. Ukrainian grammatical theory was considerably affected by the Greek-Latin canon of a grammatical description. According to ancient tradition, in the first Ukrainian grammar book there were eight parts of speech to distinguish and the names of the categories often arose by copying the corresponding Latin accidents. Conclusions.Constructional characteristics taken into grammatical description of the Ukrainian language modeled the tendencies of the further grammatical abstraction as to the norms of the Ukrainian language, including specific specialization of the grammatical characteristics directed to the disclosure of the ethnical essence of the native literary language.
propos des nologismes lis la mode et de leur circulation en franais et en tchque Rsum La mondialisation, qui acclre les contacts entre les langues, facilite normment la circulation des expressions nologiques dans des langues non apparentes. Un des domaines touchs par des apparitions particulirement nombreuses des expressions nologiques est celui de la mode et du style. De nouveaux mots, tels que hipster, preppy, girly, se propagent rapidement dans la culture anglo-amricaine et envahissent aussi les langues qui sont en contact avec cette culture. Le franais et le tchque ne font pas exception. tant donn que ce champ lexical n'a pas t exploit de manire comparative, nous avons dcid de dcrire certains mots lis au style dans ces deux langues. Sur un corpus fond sur nos propres connaissances du thme et sur un lexique trouv dans la presse, nous essayons de dcrire la prsence des lexmes choisis dans les deux langues et de comparer leur existence dans les diffrents types de documents, leur diffusion ainsi que leur nature et leur place dans les deux langues tudies, le franais et le tchque.
The author attempts to identify the place for the language norms in the modern library verbal communications. The relevancy of this study is determined by the crisis of verbal communications in the society (overuse of slang, frivolous borrowings from foreign languages, decay of the language culture, using gadgets in interpersonal and business communications). The author concludes that verbal communication skills are needed to harmonize all communicative components, including language norms and speech culture. The findings of the monitoring survey of library verbal communications are presented. The level of command of the modern Russian language norms is identified for library and information specialists. It was found that the largest part of respondents had insufficient knowledge of language norms which affects their professional activity. The author analyzes orthoepical (pronouncing and articulatory) errors, violation of lexical, grammar (word-formation, morphological and syntactic) and stylistic norms of the Russian language, observance of orthographic and punctuation rules in the written speech. She argues that revealing the gaps helps to define the problems of librarians’ speech culture and to increase the efficiency of verbal communications in the professional library environment, in particular within the system of advanced training.
The article deals with the advisability of using Russian slang units in the speech of native speakers with the aim of realizing successful interpersonal and social communication with native language persons. A full understanding and mastering of the lingo stratum of the language is necessary for entry into the Russian youth communicative space and for the implementation of the strategy of linguistic self-identification and adaptation in foreign-language space with active interaction with native speakers of language and culture, especially young ones. Jargonisms are defined as nonliterary lexical units with significant functional potential realized in the course of independent attempts to interpret their semantics by secondary linguistic personalities in the context of their existing background linguocultural information, as well as in situations related to the use of jargon in their own speech in the process of interaction with Russians carriers. The creation of background information is facilitated by the regular demonstration of videos from various Russian youth shows and television series on Chinese websites. Acquaintance with these video materials determines the penetration of Chinese carriers of Russian jargon, especially those used by young people. The factors that determine the cases of inadequate interpretation by foreigners of the semantics of Russian jargon and the features of their functioning in everyday communication are analyzed. Among them are the following: differences in the culture and mentality of the Russian and Chinese peoples, the inadequacy of the lexicographic base, and a small number of actual educational materials that meet the modern educational requirements, and the lack of systematic knowledge of the specifics of the slang stratum among most inophones and its place in the structure of the national language. Emphasizes the idea of the need for the formation of foreigners’ notions about the criteria for the admissibility of the use of jargon in a speech, taking into account the moral and ethical norms existing in the society, which are actualized within the framework of intercultural communication.
This article explores whether and how network visualization can benefit philological and historical-linguistic study. This is illustrated with a corpus-based investigation of scribes' language use in a lemmatized and morphologically annotated corpus of documentary Latin (Late Latin Charter Treebank, LLCT2). We extract four continuous linguistic variables from LLCT2 and utilize a gradient colour palette in Gephi to visualize the variable values as node attributes in a trimodal network which consists of the documents, writers, and writing locations underlying the same corpus. We call this network the "LLCT2 network". The geographical coordinates of the location nodes form an approximate map, which allows for drawing geographical conclusions. The linguistic variables are examined both separately and as a sum variable, and the visualizations presented as static images and as interactive Sigma.js visualizations. The variables represent different domains of language competence of scribes who learnt written Latin practically as a second-language. The results show that the network visualization of linguistic features helps in observing patterns which support linguistic-philological argumentation and which risk passing unnoticed with traditional methods. However, the approach is subject to the same limitations as all visualization techniques: the human eye can only perceive a certain, relatively small amount of information at a time.
The Semantic Link Network is a general semantic model for modeling the structure and the evolution of complex systems. Various semantic links play different roles in rendering the semantics of complex system. One of the basic semantic links represents cause-effect relation, which plays an important role in representation and understanding. This paper verifies the role of the Semantic Link Network in representing the core of text by investigating the contribution of cause-effect link to representing the core of scientific papers. Research carries out with the following steps: (1) Two propositions on the contribution of cause-effect link in rendering the core of paper are proposed and verified through a statistical survey, which shows that the sentences on cause-effect links cover about 65% of key words within each paper on average. (2) An algorithm based on syntactic patterns is designed for automatically extracting cause-effect link from scientific papers, which recalls about 70% of m)
John Fryer was one of the most important foreign translators in China after the Opium Wars. The work that is the final result of his experience at the Jiangnan Arsenal is The Translator’s Vade-mecum. Among the preparatory manuscripts of the glossaries that were published in the Vade-mecum, the author has identified the “Vocabulary of Terms in Naval Architecture.” The purpose of this article is to examine the main features of the Vocabulary, its sources and the peculiarities of the manuscript. In the first and second sections, the Vade-mecum is concisely analysed; providing numerous references and simultaneously sketching an outlook of the production and circulation of knowledge in the period considered, the author presents theoretical discussions concerning the norms of translation applied in the Vade-mecum, its purpose and the patronage of the translation activity. In the third and main section, studying the historical significance and linguistic quality of some of the translated terms annotated in the “Vocabulary,” the author compares its terminology with the concurrent Japanese one and with other Chinese relevant nomenclatures, demonstrating the complicate interaction in the “Vocabulary” between lexical innovation and recovery of existing terms.
The article analyzes, compares and summarizes the definitions of the polysemantic noun “terra” fixed in explanatory dictionaries. Summarizing lexicographical definitions helps to discover important information on the word semantics, its place in the lexical norm of the modern Portuguese language. The study aims to compile a new list of the word definitions, revised and supplemented on the basis of the conducted analysis. Such an approach allows identifying the total amount, composition and structure of the meanings and can serve as a basis for more comprehensive semantic analysis.
Abstract Language production ultimately aims to convey meaning. Yet, words differ widely in the richness and density of their semantic representations and these differences impact conceptual and lexical processes during speech planning. Here, we replicate the recent finding that semantic richness, measured as the number of associated semantic features according to semantic feature production norms, facilitates object naming, while intercorrelational semantic feature density, measured as the degree of intercorrelation of a concept’s features, has an inhibitory influence, and investigate the electrophysiological correlates of the obtained effects. Both the facilitatory effect of high semantic richness and the inhibitory influence of high feature density were reflected in an increased posterior positivity starting at about 250 ms, in line with previous reports of posterior positivities in paradigms employing contextual manipulations to induce semantic interference during language production. Furthermore, amplitudes at the same posterior electrode sites were positively correlated with object naming times between about 230 and 380 ms. The observed effects follow naturally from the assumption of conceptual facilitation and simultaneous lexical competition, and are difficult to explain by language production theories dismissing lexical competition.
The quantity of music content is rapidly increasing and automated affective tagging of music video clips can enable the development of intelligent retrieval, music recommendation, automatic playlist generators, and music browsing interfaces tuned to the users' current desires, preferences, or affective states. To achieve this goal, the field of affective computing has emerged, in particular the development of so-called affective brain-computer interfaces, which measure the user's affective state directly from measured brain waves using non-invasive tools, such as electroencephalography (EEG). Typically, conventional features extracted from the EEG signal have been used, such as frequency subband powers and/or inter-hemispheric power asymmetry indices. More recently, the coupling between EEG and peripheral physiological signals, such as the galvanic skin response (GSR), have also been proposed. Here, we show the importance of EEG amplitude modulations and propose several new features that measure the amplitude-amplitude cross-frequency coupling per EEG electrode, as well as linear and non-linear connections between multiple electrode pairs. When tested on a publicly available dataset of music video clips tagged with subjective affective ratings, support vector classifiers trained on the proposed features were shown to outperform those trained on conventional benchmark EEG features by as much as 6, 20, 8, and 7% for arousal, valence, dominance and liking, respectively. Moreover, fusion of the proposed features with EEG-GSR coupling features showed to be particularly useful for arousal (feature-level fusion) and liking (decision-level fusion) prediction. Together, these findings show the importance of the proposed features to characterize human affective states during music clip watching.
Middle English religious vocabulary is radically different from that of the previous period: while Old English is characterised more by lexical pattern replication of Latin (and Greek) etyma, Middle English is the period of matter replication. Due to the intake of new French religious words, English lexemes and also whole word families undergo semantic transformation and lexical replacement. Other terms, however, survive from the Old English period into the present day, resisting contact-induced pressure. This study shows that the survival of old lexemes into Middle English is largely determined by the extent of their diffusion and frequency of occurrence before the Norman Conquest. It is postulated that two kinds of inherited Old English lexis should be distinguished in the Middle English period: (i) established terms that had belonged to the West Saxon standard and were still preserved in general use by the lower regular clergy, parish priests and the faithful at large, and (ii) terms of limited currency that had failed to spread outside local communities with strong ties and survived for a short time after the Conquest in smaller religious foundations. The innovation and spread of new francophone religious lexis was conditioned by the new preaching practices that began to develop in Europe in the wake of the Fourth Lateran Council and the emergence of mendicant orders. Preachers of the new type were the multilingual innovators who generated new lexis in English and at the same time were instrumental in its diffusion, serving as weak ties between the various levels of the medieval society. Urban middle classes, on the other hand, were the most likely English-speaking early adopters of new norms.
On the material of the corpus of English-language texts of articles informing about military actions, armed conflicts and defence issues, the analysis of metaphors and their translation into Russian is carried out. The main types of metaphor in military discourse are identified: metaphorical phraseological units, worn out metaphors and metaphors-cliché, terminated metaphor, recent metaphor (neologisms), non-deployed speech metaphor. It is indicated that the most frequent translation techniques used for translation of metaphors in military discourse are demetaphorization, calques, remetaphorization, translation by equivalent metaphorical expression in the target language with the use of translation transformations (addition, omission, antonymy translation). The article focuses on the technique of demetaphorization, which text realizations form 50 % of the total number of cases examined. It is shown that demetaphorization may be accompanied by a combination of translation transformations (generalization, adequate substitute, descriptive translation). It is established that the choice of translation technique depends on the type of metaphor and its structure (component composition). The analysis revealed that the result of the use of demetaforization is the replacement of more expressive, pragmatically loaded lexical units of the original text with neutral equivalents, that is motivated by the norms of the language of translation: Russian military texts are characterized by lexical and stylistic uniformity and much less saturation with stylistically coloured elements in comparison with English texts. However, despite this, the use of demetaforization technique makes it possible to convey the necessary element of the original content, the preservation of which in translation is a minimum condition for providing the recipient of the expression of the translation language with a pragmatic impact, for which the sender of the original language is seeking.
We explore whether it is possible to build lighter parsers, that are statistically equivalent to their corresponding standard version, for a wide set of languages showing different structures and morphologies. As testbed, we use the Universal Dependencies and transitionbased dependency parsers trained on feedforward networks. For these, most existing research assumes de facto standard embedded features and relies on pre-computation tricks to obtain speed-ups. We explore how these features and their size can be reduced and whether this translates into speed-ups with a negligible impact on accuracy. The experiments show that grand-daughter features can be removed for the majority of treebanks without a significant (negative or positive) LAS difference. They also show how the size of the embeddings can be notably reduced.
[full article and abstract in Russian; abstract in English]
 This article investigates the informal verbalizations of urban place names; it also questions the hypothesis of their potential untranslatability. The concept of slang is based on the assumption that slang acts as a linguistic channel for liberating carnivalesque laughter. The most numerous lexical fields (presumably most important for the carnivalesque worldview) are those denoting entertainment establishments (brothels, night clubs, cafes), prisons and hospitals. Humankind resorts to substandard communication to state the predominance of primeval instincts, a negative relation to the dominant value system with its restrictions. Mocking values and norms, physiological deficiency, gender or racial peculiarities is the essence of slang as a constituent of humour culture. Slang is a revolt against hierarchy. It relieves tension without endangering the stability of the society. Lexical semantic analysis of slang toponyms shows the potential possibility of adequate comparing and translating of place names in both directions.
An increasing amount of research tackles the challenge of text generation from abstract ontological or semantic structures, which are in their very nature potentially large connected graphs. These graphs must be "packaged" into sentence-wise subgraphs. We interpret the problem of sentence packaging as a community detection problem with post optimization. Experiments on the texts of the Verb-Net/FrameNet structure annotated-Penn Treebank, which have been converted into graphs by a coreference merge using Stanford CoreNLP, show a high F 1 -score of 0.738.
This paper describes a support vector machine-based approach to different tasks related to sentiment analysis in Twitter for Spanish. We focus on parameter optimization of the models and the combination of several models by means of voting techniques. We evaluate the proposed approach in all the tasks that were defined in the five editions of the TASS workshop, between 2012 and 2016. TASS has become a framework for sentiment analysis tasks that are focused on the Spanish language. We describe our participation in this competition and the results achieved, and then we provide an analysis of and comparison with the best approaches of the teams who participated in all the tasks defined in the TASS workshops. To our knowledge, our results exceed those published to date in the sentiment analysis tasks of the TASS workshops.
Word embedding, has been a great success story for natural language processing in recent years. The main purpose of this approach is providing a vector representation of words based on neural network language modeling. Using a large training corpus, the model most learns from co-occurrences of words, namely Skip-gram model, and capture semantic features of words. Moreover, adding the recently introduced character embedding model to the objective function, the model can also focus on morphological features of words. In this paper, we study the impact of training corpus on the results of word embedding and show how the genre of training data affects the type of information captured by word embedding models. We perform our experiments on the Persian language. In line of our experiments, providing two well-known evaluation datasets for Persian, namely Google semantic/syntactic analogy and Wordsim353, is also part of the contribution of this paper. The experiments include computation of word embedding from various public Persian corpora with different genres and sizes while considering comprehensive lexical and semantic comparison between them. We identify words whose usages differ between these datasets resulted totally different vector representation which ends to significant impact on different domains in which the results vary up to 9% on Google analogy and up to 6% on Wordsim353. The resulted word embedding for each of the individual corpora as well as their combinations will be publicly available for any further research based on word embedding for Persian.
The speech of the language pathologist may serve as a linguistic model in terms of application of language norms, unambiguous use of lexis and register for the achievement of effective professional communication. The aim of the present survey was to integrate the lexical and the corpus-based approach and to compile a collection of terminological units for the purposes of teaching English as a specialized language in the domain of Logopedics.The ESP syllabus brings together a broad range of subjects such as linguistics, phonetics, and medical sciences anatomy and physiology, psychology, neurology, and speech and language pathology. To introduce the core vocabulary and the main issues in several fields and to compensate for the lack of bilingual reference materials available to students in Logopedics, the creation of a bilingual glossary is naturally justified.On the one hand are the key components of speech production such as phonation; resonance; fluency; intonation, voice, and the components of language (phonology, morphology, syntax, semantics, and pragmatics). On the other hand, the focus on doctor-patient communication, history taking, voice, mechanics of breathing, syndromes of communicative disorders, should be introduced in accordance with the academic style conventions. For the achievement of such complex the teaching and learning goals a series of ESP language practice materials were developed, incorporating the listening, reading and speaking skills. Terminological units were extracted from authentic publications, grouped thematically in bilingual glossaries and published as an educational resource on the university platform. Key lexical items were incorporated into learning tasks and specially designed exercises for practicing pronunciation, vocabulary, and extensive oral practice through audio visuals, discussions, simulation and role-play activities, students’ Power point presentations by topics and other communication-based activities that transform the classroom into an interactive place. Further to the development of foreign language fluency, the researcher/lecturer believes that writing summaries and translating short professional texts should be part of the language seminars for logopedics.The bilingual glossaries provide clear and concise definitions, sample sentences that illustrate usage, and translation equivalents in Bulgarian, while the language practice resources reinforce the relevant terms in the field.
Рецензируемые научные журналы МГОУ. Журналы МГОУ входящие в перечень ВАК: География, История, Международные отношения, Политология, Лингвистика, Педагогика, Психология, Филология, Физика-математика, Философия, Экономика, Юриспруденция
The article is devoted to the research of the Latin medical-veterinary clinical terminology system – one of the subsystems of general medical-veterinary terminology. The ways of formation of the Latin Sublanguage of clinical veterinary medicine are analyzed, sources of its replenishment are determined; It was discovered that most of the terms are composed using terms of Greek-Latin origin, which is a decisive trend in the development of the terminology of veterinary medicine and in our time.It is investigated that for the modern terminological word formation of clinical veterinary vocabulary all main methods are typical, by means of which the vocabulary of the veterinary doctor is replenished: semantical, syntactical, morphological. In the article a word-formation, lexical-semantic and syntactical analysis of the Latin clinical veterinary terminology was made for the first time; the main word-building models are described, the derivation processes, word-formation fortresses of the Latin clinical veterinary terms are described and the complex of methods of their word-formation are analyzed;defined the status and semantic characteristics of formants– components of the term; the lexical-semantic features of the studied terminology are revealed; attention was paid to etymology, the phenomenon of derivation and the most productive affixes and term elements in the structure of one-word clinical veterinary terms.The systematization of term elements according to thematic groups that are in a certain lexical-semantic relationship is carried out, namely: termelements, which denote the names of sciences, treatment, methods of diagnostic examination, surgical techniques; word-formation elements for the designation of organs of animals and tissues; therapeutic methods, names of pathological changes of organs and tissues; term elements that denote various physical properties, quality, color, size; word-formation elements to denote functional changes, processes, and states.The attention is paid to the morphological and syntactical structure of single, dual, and verbose clinical terms with different types of definitions. We consider one of the most important tasks of modern linguistics - not only to fix, study and analyze lexical-semantic innovation processes in terminology, but also codify the terminology system itself. Therefore, one of the priority directions of terminological work in the field of veterinary medicine at the present stage is the normalization of clinical terminology, that is, the revision of the terminology system in accordance with the conceptual basis and norms of the Latin and Ukrainian scientific languages. As the most important aspect, we consider the development of a single concept of terminology, which uses the experience and positive achievements of scientists of different generations.Provision of linguistic normative terms should take place at all levels – both conceptual and actual language – phonetic, orthoepic, spelling, lexical-semantic, word-building, morphological, syntactical.
We explore two solutions to the problem of mistranslating rare words in neural machine translation. First, we argue that the standard output layer, which computes the inner product of a vector representing the context with all possible output word embeddings, rewards frequent words disproportionately, and we propose to fix the norms of both vectors to a constant value. Second, we integrate a simple lexical module which is jointly trained with the rest of the model. We evaluate our approaches on eight language pairs with data sizes ranging from 100k to 8M words, and achieve improvements of up to +4.3 BLEU, surpassing phrasebased translation in nearly all settings. 1