Papers reviewed and determined not to be word norm studies. Use the flag icon to report errors or suggest re-inclusion.
18265 papers
This paper presents a treebank for the healthcare domain developed at ezDI. The treebank is created from a wide array of clinical health record documents across hospitals. The data has been de-identified and annotated for constituent syntactic structure. The treebank contains a total of 52053 sentences that have been sampled for subdomains as well as linguistic variations. The paper outlines the sampling process followed to ensure a better domain representation in the corpus, the annotation process and challenges, and corpus statistics. The Penn Treebank tagset and guidelines were largely followed, but there were many syntactic contexts that warranted adaptation of the guidelines. The treebank created was used to re-train the Berkeley parser and the Stanford parser. These parsers were also trained with the GENIA treebank for comparative quality assessment. Our treebank yielded great-er accuracy on both parsers. Berkeley parser performed better on our treebank with an average F1 measure of 91 across 5-folds. This was a significant jump from the out-of-the-box F1 score of 70 on Berkeley parser’s default grammar.
Rhapsodie is a 33000-word treebank of spoken French that is annotated for syntax and prosody. It breaks down into 57 five-minute long samples produced by 89 male and female speakers. The discourse profile of each sample is captured by six variables: event structure (dialogue vs. monologue), social context (public vs. private), genre (argumentation, description, narrative, oratory, and procedural), interactivity (interactive, non-interactive, and semi-interactive), channel (broadcasting and face-to-face), and planning type (planned, semi-spontaneous, and spontaneous). The prosodic profile of each sample is captured by two sets of three variables. The first set consists of primary (i.e. structurally objective) variables, namely the mean number per second of pauses (fPauses), conversational overlaps (fOverlap), and gap fillers (fEuh). The second set is based on a model consisting of secondary variables determined a priori by the authors because they are likely to occur in certain discourse genres. They are the mean numbers per second of prosodic prominences (fProm), intonational periods (fIPE), intonation packages (fIPA). Our main research question is whether discourse types in French can be characterized and ultimately predicted by prosodic features. We also address two side questions. First, does the fact that the corpus is relatively small, heterogeneous, and not necessarily balanced affect the representativeness of our results? Second, are the secondary prosodic features representative of discourse genres? We compiled a data table that consists of 57 observations (the corpus samples) and the twelve above listed variables. We visualized the table with RhapVis, a tool we designed on purpose (http://ressources.modyco.fr/sm/RhapVis/), explored it with principal component analysis (http://ressources.modyco.fr/sm/RhapVis/PCA.html), and looked for confirmed tendencies with non-parametric one-way ANOVAs (Kruskal-Wallis H tests). Our exploration shows that argumentative and narrative sequences are prosodically marked, whereas descriptive and procedural sequences are not. A discourse genre is prosodically marked when it is characterized by a high frequency of prosodic features, namely the simultaneous occurrence of overlaps, prominences, and intonation packages. We also claim that a discourse genre is prosodically marked when it is atypical with respect to the other speech genres. This is the case with oratory speech, which is characterized by a high frequency of intonational periods and pauses and is consequently isolated from the other types. These results were partially confirmed by the ANOVAs. Focusing on primary variables, running an ANOVA on fPause showed a significant main effect of Genre (p < 0.05). Further inspection indicates that while the lowest fPause score was found in Narration (M = 0.32; SD = 0.04), the highest score was observed in Oratory (M = 0.42; SD = 0.01). For fOverlap, the main effect of Genre reached the level of significance (p < 0.001), indicating that fOverlap also varies according to Genre. The descriptive data showed that the fOverlap score was the highest for both Argumentation (M = 0.05, SD = 0.04) and Narration (M = 0.02, SD = 0.01). Conversely, no overlap was found in both Oratory and Procedural samples. References Lindqvist, Christina. Corpus transcrits de quelques journaux televises francais, Stockholm, Elanders Gotab, 2001, 289 pages Portele T, Heuft B, Widera C, Wagner P, Wolters M (2000) Perceptual Prominence In: Speech and Signals. Aspects of Speech Synthesis and Automatic Speech Recognition. Festschrift dedicated to Wolfgang Hess on his 60th birthday. Forum Phoneticum, 69. Hektor, Frankfurt a.M.: 97-116. Wagner, P. et al. (2015b), « Disentangling and connecting different perspectives on prosodic prominence », Communication a ICPL, International Conference Prominence in Language, 2015, Cologne, ICPH, 2015
The main aim of the PhD study A computational syntactic analysis of Setswana(AS Berg, May 2018) is the computational syntactic analysis of the Setswana simple sentence, using Lexical Functional Grammar (LFG) as framework and XLE as the associated grammar development platform. The computational grammar is tested with a hand-crafted test suite constructed with 828 test items and consists of Setswana phrases and simple sentences. The analyses of these test items are stored in the the following available formats:.SExp for trees,.lfg for functional structures and.pl for trees and functional structures in prolog. The treebank consists of 2903 trees and functional structures for the 828 phrases and sentences.
Artikkelissa käsitellään tiedekirjallisuuden kääntämistä toimituksellisena prosessina 2000-luvun Suomessa diskurssintutkimuksen näkökulmasta. Artikkelissa sovelletaan kieli-ideologian käsitettä tieteenalan käsitteistön ja termien käännösprosessin tutkimukseen. Tarkastelun kohteina ovat suomentajan ja kustannustoimittajan käymä keskustelu käsitteiden valinnasta ja käytöstä sekä erityisesti se, mitä leksikaaliset valinnat, kustannustoimittajan kommentit sekä kääntäjän reaktiot kommentteihin kertovat kieli-ideologioista.
 Tutkimusaineisto koostuu yhden tiedekirjasuomennoksen käsikirjoitusversioista, kustannustoimittajan ja kääntäjän käsikirjoitukseen tekemistä kommenteista sekä kääntäjän haastattelusta ja muista etnografisista havainnoista, joita analysoidaan laadullisesti diskurssintutkimuksen keinoin. Tutkimuksen kohteena on kolmenlaisia kieli-ideologisia ilmiöitä: käännösprosessiin osallistuvien suhtautuminen ”vieraisiin” aineksiin, käännettävän teoksen tieteenalan diskurssille ominaisista ilmauksista käytävät neuvottelut sekä värittyneitä tai historiallisesti latautuneita ilmauksia koskevat keskustelut.
 Analyysi paljastaa, että käännösprosessissa on läsnä samanaikaisesti keskenään kilpailevia ideologioita ja eri kieli-ideologiat ovat kytköksissä polysentrisiin normijärjestelmiin. Näkemykset siitä, millaisia käsitteitä tieteenalalla, sen tulosten julkaisemisessa ja niistä selostamisessa tulisi käyttää, vaihtelevat sen mukaan, millaisiin diskurssiyhteisöihin käännöksen parissa työskentelevät toimijat kuuluvat tai millaista kielellistä asiantuntijuutta he edustavat.
 Tutkimus osoittaa, että tieteellisen teoksen käsitteiden kääntämisessä on otettava huomioon tieteenalojen diskurssiyhteisöjen käytänteet – mutta myös, että eri toimijoilla on erilaisia käsityksiä siitä, mitä nämä käytänteet kunkin yksittäisen ilmauksen kohdalla ovat. Kustannustoimittajan reaktiot suomentajan valitsemiin käsitteisiin kertovat kielenkäytön kontekstien dynaamisuudesta ja kerroksellisuudesta. Kun kustannustoimittaja ehdottaa vierasperäisen käsitteen tilalle kotoperäistä ilmausta, ehdotuksen taustalla on suomalaisen kielenhuollon perinteen ideologinen piirre, vieraan vaikutuksen torjuminen. Kustannustoimittaja saattaa myös tarjota kansainvälistä ilmausta kotoperäisen tilalle. Tämä puolestaan kertoo siitä, että suomentajalla ja kustannustoimittajalla voi olla erilainen näkemys tieteenalan kielenkäytön konventioista ja käsitteistöstä. Näissä tapauksessa on kyse toisenlaisesta purismista.
 
 Dialogue on the choice and use of concepts: Language ideologies in the process of translating scholarly texts
 The article explores the translation of scholarly publications as an editorial process from the perspective of discourse studies. The analysis focuses on the dialogue between translator and editor regarding the choice and use of concepts, and specifically on what the translator’s lexical choices, the editor’s comments and the translator’s reactions to these comments reveal about language ideologies.
 The data consists of a manuscript of the Finnish translation of a scholarly publication, the comments on that manuscript made by both editor and translator, an interview with the translator, and other ethnographic data. The analysis uses qualitative discourse analysis as a methodological tool. Three different language-ideological phenomena are examined: the views of the translator and the editor on the use of ‘foreign’ linguistic elements; negotiations concerning any discipline-specific terms and concepts in the translated text; and dialogue concerning biased or historically loaded expressions.
 Dialogue between the translator and the editor reveals that competing language ideologies exist simultaneously throughout the translation process, and that different language ideologies are linked to polycentric systems of norms. The participants’ views on which concepts should be used when reporting on research findings in scholarly publications within a particular discipline vary according to their memberships of various discourse communities and according to their linguistic expertise.
The article is an initial complex study of the lexical field norm in Ancient Chinese with focus on the classical (Warring States) period. It attempts to bring together as many terms with the meaning ‘norm, standard, rule’ as possible, classify them according to their origin and conceptual background and describe them from various perspectives, including the etymological and metaphorical one. A brief comparative glimpse on the state of affairs in Ancient Greek and Latin is offered at the end of the text, and further directions of research are suggested.
We present LEAR (Lexical Entailment Attract-Repel), a novel post-processing method that transforms any input word vector space to emphasise the asymmetric relation of lexical entailment (LE), also known as the IS-A or hyponymy-hypernymy relation. By injecting external linguistic constraints (e.g., WordNet links) into the initial vector space, the LE specialisation procedure brings true hyponymyhypernymy pairs closer together in the transformed Euclidean space. The proposed asymmetric distance measure adjusts the norms of word vectors to reflect the actual WordNetstyle hierarchy of concepts. Simultaneously, a joint objective enforces semantic similarity using the symmetric cosine distance, yielding a vector space specialised for both lexical relations at once. LEAR specialisation achieves state-of-the-art performance in the tasks of hypernymy directionality, hypernymy detection, and graded lexical entailment, demonstrating the effectiveness and robustness of the proposed asymmetric specialisation model.
Dependency distance minimization (DDM) is found as a universal quantitative property of natural languages. To investigate whether second language learners develop their interlanguage system under the pressure of DDM, we selected 367 Chinese EFL learners of nine consecutive grades, built one second language dependency treebank and two corresponding random treebanks and fitted different probability distribution models to dependency distances. It was found that: (1) The mean dependency distance (MDD) of interlanguage increases significantly across nine grades and the MDD of high-level learners doesn't reach the level of English native speakers. (2) The MDDs of interlanguage at different learning phases are significantly lower than their corresponding random languages (RL1 and RL2), indicating that learners develop their English proficiency under the pressure of DDM. (3) The distribution of dependency distances of RL1 cannot fit the Zipf-Alekseev distribution, but that of RL2 can. The parameters in the Zipf-Alekseev distribution of RL2 have no correlation with learners' language proficiency.
In this descriptive linguistic study, the lexico-grammatical complexity of placement and exit English for Academic Purposes (EAP) student writing samples was analyzed using corpus linguistic methods to explore language development as a result of student enrollment in the EAP program. Writing samples were typed, matched, and tagged. A concordance software was used to produce lexical realizations of grammatical features. A comparison was made of normed frequency counts for nine phrasal and clausal features as well as raw frequencies for type to token ratio (TTR), average word length, and word count. In addition, the contribution of variables such as advanced grammar and writing course grades, LOEP scores, and the number of semesters in the EAP program to the English Learner's (EL) lexico-grammatical complexity found in exit essays was also examined. Twelve paired parametric and non-parametric analyses of lexico-grammatical variables were performed. Dependent t test results showed that normed frequency counts for such features as pre-modifying nouns, attributive adjectives, adverbial conjunctions, coordinating conjunctions, TTR, average word length, and word count changed significantly, and students produced more of those features in their exit writing than in their placement essay. Non-parametric Wilcoxon test indicated that such a change was also observable with noun + that clauses. The frequencies of verb + that clauses and subordinating conjunction because, though non-significant, actually decreased. A split plot ANOVA allowed to see whether a change in above mentioned statistically significant lexico-grammatical features could be attributed to grammar instruction in EAP 1560. The results showed that there was no statistically significant difference between those who took EAP 1560 class and those who did not on pre-modifying nouns, coordinating conjunctions, TTR, average word length, and word count. On the other hand, those students who did not take EAP 1560 class had higher counts of attributive adjectives but lower of adverbial conjunctions, both statistically significant results, than those students who took the class. Lastly, five multiple linear regression analyses were conducted to predict frequencies of exit pre-modifying nouns, attributive adjectives, noun + that clauses, adverbial conjunctions, and TTR from EAP 1560 and EAP 1640 grades, LOEP scores, and the number of semesters students spent in the EAP program at SSC. The only significant regression analysis was with TTR, and 28% of its variance could be explained by the independent variables. LOEP Language Usage score was the only significant individual contributor to the model. Even though exit adverbial conjunctions were not predictable from the chosen IVs, LOEP Sentence Meaning score proved the only significant contributor to that model. The results indicate that compressed phrasal features are indicative of higher complexity and EL proficiency, while clausal features are acquired earlier and signal elaboration, as previously described in the literature.
The article presents translation analysis of the texts within tourism discourse. According to the authors, the Internet is the most popular source of information and thus tourist websites are aimed at forming tourism attractiveness of a certain region as well as promoting regional branding. As illustrated by examples of multilingual hotel websites, the language component of website content is an essential factor for translation. As a result, the analysis of data shows that in many translations various errors are made, which are characterized by a violation of stylistic, lexical, grammatical, spelling and punctuation norms or rules, consequently, translated texts do not correspond to their original communicative and pragmatic function. Having studied the original examples, the authors prove that the translated text in the tourism discourse performs its main function, i.e. attracts a large number of potential customers only when a professional translator while translating generates a new text, taking into account grammatical and linguistic norms of the language of translation, as well as maintaining stylistic imagery and colour in accordance with a specific lingua-culture of a foreign recipient.
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.
In the present study we assessed the extent to which different word recognition time measures converge, using large databases of lexical decision times and eyetracking measures. We observed a low proportion of shared variance between these measures, which limits the validity of lexical decision times to real-life reading. We further investigated and compared the role of word frequency and length, two important predictors of word-processing latencies in these paradigms, and found that they influenced the measures to different extents. A second analysis of two different eyetracking corpora compared the eyetracking reading times for short paragraphs with those from reading of an entire book. Our results revealed that the correlations between eyetracking reading times of identical words in two different corpora are also low, suggesting that the higher-order language context in which words are presented plays a crucial role. Finally, our findings indicate that lexical decision times better resemble the average processing time of multiple presentations of the same word, across different language contexts.
<p><em>Abstrak</em><em> - </em><strong>Penelitian ini berjudul Metonimia dan Metafora dalam Norma dan Eksploitasi Tipe Semantis Adjektiva <em>Value</em> Frasa Nomina <em>Eye</em> Pada COCA ‘Penelitian ini mengkaji kolokasi terdekat dengan kata <em>eye</em> untuk mendapatkan makna prototipe dalam norma dan makna eksploitasi norma. Analisis kajian bertumpu pada <em>The Theory of Norms and Exploitations,</em> TNE karya Hanks (2013), sebuah teori bahasa yang berfokus pada kajian leksikal, berbasis kelola korpus dan teori bawah atas. Metodologi yang digunakan adalah metode pendekatan gabungan antara kualitatif sebagai pendekatan yang utama dan kuantitatif berdasarkan frekuensi kata dalam korpus. Lima puluh frasa nomina tertinggi dan lima puluh frasa nomin terendah dari 500 frekuensi di seleksi dan dipilah berdasarkan kategori tipe semantis ajektiva dengan fokus pada tipe semantis <em>value</em>. Jenis makna dalam norma dan eksploitasi bervariasi dengan inti perluasan makna literal terhadap metonimia dan metafora. Metonimia konseptual dan metafora konseptual di tingkat dasar yang diterapkan untuk frasa nomina <em>eye</em> adalah organ perseptual bersanding sebagai persepsi dan metafora konseptual melihat adalah menyentuh. Pada tingkat abstrak metafora konseptual menjadi berpikir, mengetahui atau mengerti adalah melihat.</strong></p><p> </p><p><strong><em>Kata Kunci</em></strong><em> – Norma dan Eksploitasi, Jenis dari Nilai Semantik, metonymy, metaphor, Frase kata benda “ eye” </em></p><p> </p><p><em>Abstract</em> - <strong>This reseach entitled ‘Metonymy and Metaphor in Norm and Exploitation Semantic Types Adjective Value of Noun Phrase Eye in COCA’. This research analyse adjacent collocation the noun eye in oder to identify the prototype meaning of norms and extention meaning of the exploitations. The research is based on The Theory of Norms and Exploitations, TNE by Hanks (2013), a lexical and bottom-up theory, based on corpus data. The methodology used is a mixed-method of qualitative and quantitative of frequency of word in corpus. 50 highest frequency of noun phrase eye and 50 lowest frequency noun phrase from 500 frequncy are selected and sorted out within the semantic type of the adjectives and focus on the semantic types of value. Type of meaning in norms and exploitations are varied with the core literal meaning extension towards metonymy and metaphor. The basic conceptual Metonymy and the conceptual of metaphor for eye is perceptual organ stands for perception and for metaphor seeing is touching.In the abstract level of conceptual metaphor is describes as thimking, knowing aand understanding is seeing.</strong></p><p><em> </em></p><p><strong><em>Keywords</em></strong><strong><em> </em></strong><em>-</em><strong><em> </em></strong><em>N</em><em>orms and </em><em>E</em><em>xploitations, </em><em>S</em><em>emantic </em><em>T</em><em>ype of </em><em>V</em><em>alue, </em><em>M</em><em>etonymy, </em><em>M</em><em>etaphor, </em><em>E</em><em>ye noun phrase.</em><em></em></p>
How to make the most of multiple heterogeneous treebanks when training a monolingual dependency parser is an open question. We start by investigating previously suggested, but little evaluated, strategies for exploiting multiple treebanks based on concatenating training sets, with or without fine-tuning. We go on to propose a new method based on treebank embeddings. We perform experiments for several languages and show that in many cases fine-tuning and treebank embeddings lead to substantial improvements over single treebanks or concatenation, with average gains of 2.0-3.5 LAS points. We argue that treebank embeddings should be preferred due to their conceptual simplicity, flexibility and extensibility.
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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.
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 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.
This article is devoted to analyse the stylistic characteristics of the verbal innovations taken from the German magazines. Each functional style has its own special features. Stylistic peculiarities of the modern German journalism consist in the evaluative connotation, in the metaphorical usage of the verbs and in the usage of grammar categories of the verbs. The evaluative connotation can beshown in semantics of the whole word as well as in its components. There are 27 evaluative models and only 3 of them are not active. The metaphorical sense of the innovations lies in the usage of the verbs in the fi gurative meaning, in the usage of the lexical items in the unusual communicative situation and in the obtaining of new shades of meaning. The grammatical peculiarities of the journalistic style consist in the digression of the grammar rules and norms of German in the usage of such categories as person, number, tense, voice and mood.
The research is based on the documents of 1735-1755 from the State Archive of the Volgograd Region and is aimed at revealing pragmatic features of alterations and corrections that are preserved in the drafts of administrative correspondence and texts. Linguistic interpretation of reasons for corrections and selection of a certain variant of the utterance for the written text drafts resulted in distinguishing three types of corrections: factual, stylistic, and communicatively pragmatic. Factual corrections touch upon the content of the document and are explained by necessity to depict the past, present or future events in accordance with the relevance of situation. That is determined by exactness as a major feature of the document. These corrections appear to be text cut-ins of various length which help to clarify or confirm information presented in the document. Stylistic corrections are aimed at improving the style of information delivery and language performance at the lexical, grammatical, textual levels of the document. They are alterations that help to bring the text into compliance with the norms of officialese, exactness, logical and textual coherence; the corrections are provided by lexical insertions or alterations, removing dialectal and common words, restoring direct word order, changing verbal forms, adding discourse units that are to explicate logical relations between syntactic parts when the transformation of oral speech into written is required. Stylistic improvements are presented as the ones that demonstrate intentions of the writer to develop varieties in the genre. Pragmatic alterations communicate the intention to orient the text towards its addressee, to follow the norms of speech etiquette, to simplify the content and its perception, besides, in case of word order correction due to etiquette norms, pruning complicated speech units, adding etiquette clichés and emotionally colored phrases, they contribute to the impact the text is supposed to produce. In conclusion it is stated that reconstruction of the human language history may be viewed through reconstruction of mental-and-speech activity of officialese writers, in particular by discovering such features as language and professional competences, choice of language style, knowledge on correctness and speech norms, that all together reflect the direction in the development of the Russian literary language in the 18 th century.
The article is devoted to the study of lexical and structural characteristics of medical terminology in the English language instructions of medicines certified in Ukraine, and the means of its reproduction in the Ukrainian language translation. The analysis of the texts of English-language medical instructions shows that the medical terminology of the instructions relates to the medical condition. The problem of adequate and equivalent translation and instruction relates to the reproduction of a terminological pharmaceutical dictionary, cliche, formulas, abbreviations, and the like. The problem is illustrated by examples of grammatical, lexical, syntactic transformations in translations into Ukrainian (on the material of the preparation Panadol), where the calcula- tion makes up a third of the means. Prefixes have certain semantic functions; Productive for medical terminology of medical instructions are also suffixes. The translation of English-language instructions requires sufficient knowledge of translators in the relevant field and strict adherence to the norms of the Ukrainian language. English-language medical terminology in the text of the instructions for medical products has lexical, structural and other features that are reproduced in the relevant Ukrainian translations of the instructions of the Ministry of Health of Ukraine. Traces of the formation of medical terminology of pharmaceutical texts, means of reproduction for an adequate equivalent translation are traced. The process of development of medical products, their discussion at international conferences and further implementation takes place, mainly in English. Thus, among the less well-researched and actual ones, there is the problem of adequate translation of the medical terminology vocabulary of the English language instructions of medical devices certified by Ukraine.
This article discussed the specifics of the translation of comparative constructions in literature from Tatar into Russian.It also suggested methods for the full-fledged translation of such constructions according to semantics and functional features of conjunctions.Postpositions were the main method to represent comparative constructions in simple and complex sentences in Tatar.Conjunctions, the instrumental case of the noun and other means, could further express the meanings of such postpositions when translated into Russian.The analysis of translation of comparative constructions helped to identify the integral and the differential in the semantics and functioning of the conjunctions, which not only connected the components of the comparative constructions, but also created imagery.Using comparative constructions, writers and translators could refer both to the general concepts inherent in their native culture, and to their personal worldview.This seemed possible only with a preliminary comparative analysis of the semantics and the structure of lexical units.Analyzing the translations of literary texts, some functional and semantic correspondences were revealed: comparative postpositions such as kebek, syman, kuk, etc. and Russian comparative conjunctions such as As if for sure, etc. (Eng.like, as if, kind of); relative pair words in Tatar and correlative pairs in Russian; affixes of adverbs such as -cha/-che, -day/-dey in Tatar and the instrumental case of the noun in Russian.
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.
This paper presents a sequence to sequence (seq2seq) dependency parser by directly predicting the relative position of head for each given word, which therefore results in a truly end-to-end seq2seq dependency parser for the first time. Enjoying the advantage of seq2seq modeling, we enrich a series of embedding enhancement, including firstly introduced subword and node2vec augmentation. Meanwhile, we propose a beam search decoder with tree constraint and subroot decomposition over the sequence to furthermore enhance our seq2seq parser. Our parser is evaluated on benchmark treebanks, being on par with the state-of-the-art parsers by achieving 94.11% UAS on PTB and 88.78% UAS on CTB, respectively.
The English language has evolved dramatically throughout its lifespan, to the extent that a modern speaker of Old English would be incomprehensible without translation. One concrete indicator of this process is the movement from irregular to regular (-ed) forms for the past tense of verbs. In this study we quantify the extent of verb regularization using two vastly disparate datasets: (1) Six years of published books scanned by Google (2003–2008), and (2) A decade of social media messages posted to Twitter (2008–2017). We find that the extent of verb regularization is greater on Twitter, taken as a whole, than in English Fiction books. Regularization is also greater for tweets geotagged in the United States relative to American English books, but the opposite is true for tweets geotagged in the United Kingdom relative to British English books. We also find interesting regional variations in regularization across counties in the United States. However, once differences in population ar)
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.
In this paper we discuss the project of digitization of the Dictionary of the Serbo-Croatian Standard and Vernacular \nLanguage. Scanning and character recognition were a particular challenge, since various non-standard \ncharacter set encoding was used in the course of the almost 60-year long production of the dictionary. The first \naim of the project was to formalize the micro-structure of the dictionary articles in order to parse the digitized \ntext of and transform it into structured data stored in relational lexical database. This approach is compatible \nwith several standard structured forms and ontologies (TEI, LMF, Ontolex, LexInfo). A lexical database model \nwas designed in compliance with these structured forms, following mostly the lemon model. Mapping of \nthe lexical entry markers to LexInfo and TEI enabled export of the lexical data to the mentioned formats. A \nsoftware solution for the dictionary text analysis, parsing and lexical database population was developed and \ntested on the first and the last published volumes of the dictionary (which contain 27,141 articles in total). An \nevaluation of the results shows that the developed model and software solution can be successfully used for \nthe other volumes as well.
Religious texts, translated from Slavic into Romanian and published at the Eparchial Printing House in Chisinau in the nineteenth century, are characterized by a number of peculiarities (especially syntactic and lexical), due to the influence of the original Slavic. Among the deviations from the norm of the literary language caused by this influence are also the order of words, especially the dislocations and inversions of the constituents of different syntactic structures, analyzed in the present study on the basis of the extract from two religious texts – the “Blagocin instruction” and “The akathist of St. Seraphim of Sarov” – translated from Slavic and published about a century ago: in 1827 and in 1910.
We examined the effect of language proficiency on the status and dynamics of proactive inhibitory control in an occulo-motor cued go-no-go task. The first experiment was designed to demonstrate the effect of second language proficiency on proactive inhibitory cost and adjustments in control by evaluating previous trial effects. This was achieved by introducing uncertainty about the upcoming event (go or no-go stimulus). High- and low- proficiency Hindi-English bilingual adults participated in the study. Saccadic latencies and errors were taken as the measures of performance. The results demonstrate a significantly lower proactive inhibitory cost and better up-regulation of proactive control under uncertainty among high- proficiency bilinguals. An analysis based on previous trial effects suggests that high- proficiency bilinguals were found to be better at releasing inhibition and adjustments in control, in an ongoing response activity in the case of uncertainty. To further understand )
The article considers criterion-parametrical aspects of formedness of students-philologists’ cross-cultural competence. There four criteria of formedness of students-philologists’ cross-cultural competence are established as: motivational and axiological, cognitive, operational, behavioural and activity. The main parameters of motivational and axiological criterion are: formedness of cognitive, professional and social motives, according to which one becomes aware of the significance of the material studied and possible ways of its application; positive / neutral / negative attitude to cultural discrepancies; estimation of other culture (following / ignoring stereotypes or prejudices). Cognitive criterion involves: knowledge of phonetic, lexical, grammar material, culture-specific units of native and foreign languages; formedness of monological and dialogical skills on definite topics; sociocultural material acquisition. The key parameters of operational criterion are: ability to use culture-specific units and units of non-verbal communication, which comply with communicative situation; skillful use of lexical units and grammatical structures pursuant to context; ability to organize dialogue / monologue in alignment with the norms of everyday, learning, professional activities. In terms of behavioral and activity criterion such parameters are considered as: restraint in judgements; ability to control one’s behavior; ability to analyze divergent positions before making a final decision. In conformance with the criteria and parameters determined there are four levels of cross-cultural competence specified: elementary, intermediate, upper-intermediate, advanced.
The article deals with the ways of generalizations and improvement military students’ vocabulary. The most effective methods and techniques for enriching the vocabulary with special words in the process of teaching the Russian language and the culture of business communication are described. The necessity for military students to observe the lexical norm is underlined. It is concluded that the enrichment of the vocabulary of military students should be of a systematic nature and should be based on a communicative approach.
One of the relatively recent trends in learner corpora research is building and exploiting learner translator corpora. Within corpus-based translation studies (CTS) translations are approached as a special variety of the target language. They are usually represented by texts produced by professional translators and are studied as manifestations of the current translational norm. Learner translations can be seen as a more specific variant of the said variety, which is likely to deviate from the accepted translational norm. As of now, typical linguistic features of learner translations as opposed to professional ones are only tentatively described. We hypothesize that these texts should demonstrate heavier translationese features due to the lack of professional translational skills, comparatively poor source language processing competence and target language production skills. The aim of this research is to compare learner and professional Russian translations of English mass-media texts with the reference Russian corpus of non-translations to reveal lexical differences between the three. We found that learner translations consistently showed more distance from non-translations than their professional counterparts, while both learner and professional translations undoubtedly had discursive features which made them linguistically different from naturally occurring language. These findings might help define (non)professionalism in translation and shed light on correlation between the linguistic features of a given text and translation quality, as well as contribute to pedagogical approaches to translator education.
The analysis of large experimental datasets frequently reveals significant interactions that are difficult to interpret within the theoretical framework guiding the research. Some of these interactions actually arise from the presence of unspecified nonlinear main effects and statistically dependent covariates in the statistical model. Importantly, such nonlinear main effects may be compatible (or, at least, not incompatible) with the current theoretical framework. In the present literature, this issue has only been studied in terms of correlated (linearly dependent) covariates. Here we generalize to nonlinear main effects (i.e., main effects of arbitrary shape) and dependent covariates. We propose a novel nonparametric method to test for ambiguous interactions where present parametric methods fail. We illustrate the method with a set of simulations and with reanalyses (a) of effects of parental education on their children’s educational expectations and (b) of effects of word properties on fixation locations during reading of natural sentences, specifically of effects of length and morphological complexity of the word to be fixated next. The resolution of such ambiguities facilitates theoretical progress.
Spelling correction is a fundamental task in text mining. In this study, we assess the real-word error correction model proposed by Mays, Damerau and Mercer and describe several drawbacks of the model. We propose a new variation which focuses on detecting and correcting multiple real-word errors in a sentence, by manipulating a probabilistic context-free grammar to discriminate between items in the search space. We test our approach on the Wall Street Journal corpus and show that it outperforms Hirst and Budanitsky’s WordNet-based method and Wilcox-O’Hearn, Hirst, and Budanitsky’s fixed windows size method.
The syntax and semantics of human language can illuminate many individual psychological differences and important dimensions of social interaction. Accordingly, psychological and psycholinguistic research has begun incorporating sophisticated representations of semantic content to better understand the connection between word choice and psychological processes. In this work we introduce ConversAtion level Syntax SImilarity Metric (CASSIM), a novel method for calculating conversation-level syntax similarity. CASSIM estimates the syntax similarity between conversations by automatically generating syntactical representations of the sentences in conversation, estimating the structural differences between them, and calculating an optimized estimate of the conversation-level syntax similarity. After introducing and explaining this method, we report results from two method validation experiments (Study 1) and conduct a series of analyses with CASSIM to investigate syntax accommodation in social media discourse (Study 2). We run the same experiments using two well-known existing syntactic metrics, LSM and Coh-Metrix, and compare their results to CASSIM. Overall, our results indicate that CASSIM is able to reliably measure syntax similarity and to provide robust evidence of syntax accommodation within social media discourse.
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.
Instructional language programs in German childcare centers have shown limited effectiveness. Two reasons may be that (a) the training is unconnected with everyday situations in which children typically acquire language and (b) the programs adopt a cultural model of psychological autonomy, a model that may be inconsistent with some children’s background. In the present study, we implemented an everyday-based language intervention in four German childcare centers. In a prepost design, teachers ( N = 37, M = 32.97 years) were first trained to adopt an elaborative, socially oriented style. Their language behavior, videotaped and analyzed during daily routines over 1 year, demonstrated significant changes (e.g., asking more open-ended questions, referring to social content and decontextualized content more often). Independent of their families’ cultural orientation. children’s ( N = 85, M = 3.42 years) language competencies significantly increased beyond age-related development norms. In comparison with a control group of children who visited childcare centers implementing instructional language programs, children of the intervention group performed significantly better in nonword repetition (an indicator of lexical knowledge) after 1 year. The results demonstrate that, in a brief intervention, teachers’ conversational style could be effectively changed toward promoting language development in a culture-sensitive way. Although the direct link to children’s language development remains to be proven, results indicate that children with different cultural backgrounds could profit from this everyday-based approach without using extra settings, materials, or instructions.
Abstract The present paper presents the findings from the analysis of the Greek corpus of European Union directives spanning the years 1999–2008 (corpus A) and the corpus of the legal instruments used to transpose them into Greek law (corpus B). The aim of the analysis is to verify the existence of a Greek Eurolect, born through translation, and to highlight the differences between this new legal variety and the corresponding Greek legal variety. The findings of the study are particularly interesting as they point to the existence of a Greek Eurolect characterised by Europeisms on a lexical level; morphosyntactic preferences which do not conform to the Greek legal language conventions and norms; an extensive use of the future tense as a result of translating English shall into Greek; and an oscillation between the use of Κatharevousa and Demotiki, that is an H-variety and an L-variety of the Greek language.
Language culture creation is one of the most urgent questions nowadays. This is not only philological problem, but social as well – as it is related to different communication methods.The article covers linguistic principles of language culture creation for pupils provided dialect environment. Proved that the necessary condition for high level language culture for future primary school teachers provided dialect environment is compliance principles of oral speaking: orthoepic, lexical, grammar, stylistic. The most important their properties are accuracy, cleanliness, purity etc.Also there is covered speech environment role in creating language culture of individual.
 We determine language culture for junior pupilsas possession of verbal and written forms of language on all levels, ability to use optimal language tools for current situation. Language norm is main concept of language culture. We believe that main requirement for any spoken phrase is its correctness. As a result of these factors, requirements for communication are created. We thought that during junior pupils’ speech improving the primary importance is work on language accuracy. Non-normative accents and speaking are often effect of negative impact of dialect environment on junior pupils. And this danger stores permanently.Іnformation technologies help to individualize and differentiate the studies of Ukrainian in initial classes. The uses of ICT do the lessons of Ukrainian and reading dynamic, bright, more effective.
 Improvement language culture for future primary school teacher is an integral part of the formation of his professiogram. Language environment is important factor for creating language culture. Dialect environment has both positive and negative influence. The worth-while experiment of the use of ICT at initial school we saw at Ivano-Frankivsk school №26. In spring in 2014 department of education entered in Ukraine a pedagogical experiment «Smart Kids». Within the framework of this experiment in the initial classes of school set projectors and interactive boards on that children execute educational tasks in a playing form. Games are a didactics, bright and interesting. So, regional dialects may do speech richer, but at the same time do it more complex: phonetically dialects are understandable by all speakers, however lexical are not understandable for people from another regions. Using dialects by students is natural phenomenon. This communication provides tight connection between history, way of life, customs of his native land.
Background. Because of their anthropocentricity, color names belong to language universals and are the part of active lexicon. The purpose of this article is to characterize the actual qualities of the lexical-semantic group of color names, sources, and ways of their replenishment with the help of structural, descriptive, and comparative research methods on the material of online resources entertaining and informational texts for women. The language of the media seems to be a sign of progressiveness and intellectualism; hence, speakers eagerly follow it, satisfying their communicative and cognitive demands.The main results of this study are as follows:1) the structure of a slick magazine for women involves an increasing reduction in size of the verbal component of the message; however, its information weight, on the contrary, increases;2) the name of color is intended to perform not the primary ‒ reference ‒function, but becomes a means of manipulation, forming a demand for the desirable reality of the audience. The critical manifestation of this tendency is the appearance of color names correlated with non-ens;3) analysis of the frequency of color names usage shows that tokens on the designation of “pure” colors belong to the rarely used ones. The quantitative composition of the microsystem of the main colors and means for indicating the intensity of the expression of color is completely correlated with public tastes and preferences: the more important and widespread the realia is, the greater the number of tokens are used on its designation;4) we can state the significant replenishment of the corpus of the names of colors due to: a) development of the new meanings of polysemic words (there is a figurative component of the meaning resulting from the metaphorical transfer that forms the content of the new concept) and b) lexical borrowings from other languages, most often by transliterating or modeling words and constructions after foreign patterns. Therefore, the composition of the origin of the analyzed lexical-semantic group is rather diverse: there are both long-established nominations (though they are in minority) and lexemes-neologisms, the appearance of which is not caused by internal-language factors but subordinated to the commercial nature of these media.Discussion. The studying of a short-period dynamics of the only one lexical-semantic group suggests wider conclusions and generalizations, which go far beyond the borders of lexicology. In particular, today the Ukrainian-language segment of Internet resources for women is largely unoriginal in nature, duplicating Russian or English editions. The often-used method of automatic translation of the text without proper editing gradually distorts the linguistic image of this sphere and provokes the deformation of the readers’ linguistic image of the world at different levels ‒ from the erosion of spelling norms to the destruction of grammar rules. The bad quality of the language of such texts cannot be justified by their “lack of seriousness” or entertaining character, because the media of any genre, and especially targeted at the mass consumer, not only enrich his/her language world but also easily form the stereotypes that determine the continuity in the minds of the whole society cultural and linguistic traditions.Article received 10.01.2018
It has been quite a challenge to diagnose Mild Cognitive Impairment due to Alzheimer’s disease (MCI) and Alzheimer-type dementia (AD-type dementia) using the currently available clinical diagnostic criteria and neuropsychological examinations. As such we propose an automated diagnostic technique using a variant of deep neural networks language models (DNNLM) on the verbal utterances of affected individuals. Motivated by the success of DNNLM on natural language tasks, we propose a combination of deep neural network and deep language models (D2NNLM) for classifying the disease. Results on the DementiaBank language transcript clinical dataset show that D2NNLM sufficiently learned several linguistic biomarkers in the form of higher order n-grams to distinguish the affected group from the healthy group with reasonable accuracy on very sparse clinical datasets. [ABSTRACT FROM AUTHOR], Copyright of PLoS ONE is the property of Public Library of Science and its content may not be copied or ema)
Recent years have seen an increased interest in machine learning-based predictive methods for analyzing quantitative behavioral data in experimental psychology. While these methods can achieve relatively greater sensitivity compared to conventional univariate techniques, they still lack an established and accessible implementation. The aim of current work was to build an open-source R toolbox – “PredPsych” – that could make these methods readily available to all psychologists. PredPsych is a user-friendly, R toolbox based on machine-learning predictive algorithms. In this paper, we present the framework of PredPsych via the analysis of a recently published multiple-subject motion capture dataset. In addition, we discuss examples of possible research questions that can be addressed with the machine-learning algorithms implemented in PredPsych and cannot be easily addressed with univariate statistical analysis. We anticipate that PredPsych will be of use to researchers with limited programming experience not only in the field of psychology, but also in that of clinical neuroscience, enabling computational assessment of putative bio-behavioral markers for both prognosis and diagnosis.
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.
The Trail Making Test (TMT) is used in neuropsychological clinical practice to assess aspects of attention and executive function. The test consists of two parts (A and B) and requires drawing a trail between elements. Many patients are assessed with their non-dominant hand because of motor dysfunction that prevents them from using their dominant hand. Since drawing with the non-dominant hand is not an automatic task for many people, we explored the effect of hand use on TMT performance. The TMT was administered digitally in order to analyze new outcome measures in addition to total completion time. In a sample of 82 healthy participants, we found that non-dominant hand use increased completion times on the TMT B but not on the TMT A. The average completion time increased by almost 5 seconds, which may be clinically relevant. A substantial number of participants who performed the TMT with their non-dominant hand had a B/A ratio score of 2.5 or higher. In clinical practice, an abnormally high B/A ratio score may be falsely attributed to cognitive dysfunction. With our digitized pen data, we further explored the causes of the reduced TMT B performance by using new outcome measures, including individual element completion times and interelement variability. These measures indicated selective interference between non-dominant hand use and executive functions. Both non-dominant hand use and performance of the TMT B seem to draw on the same, limited higher-order cognitive resources.
UKRAINIAN TRANSLATION WORKSHOP IN PRIASHIV Ukrajinský jazyk a kultúra v umeleckom a odbornom preklade v stredoeurópskom priestore: Zbornik príspevkov z medzinárodného vedeckého seminára, ktorý sa konal dňa 27.9.2017 na Katedre ukrajinistiky Inštitutu ukrajinistiky a stredoeurópskych štúdií Filozofickej fakulty Prešovskej univerzity / Filozofická fakulta Prešovskej univerzity v Prešove; ed.: Jarmila Kredátusová. Prešov: Filozofická fakulta Prešovskej univerzity v Prešove, 2018. 216 p. (Opera Translatologica; 6/2018). Ukrainian modern academic traditions in the Western Transcarpathian area of Priashiv (Presov in Slovak) go back to the 19-century intellectual institutions of the Ukrainian Catholic Church of the Byzantine Rite. After WW2, the main centre of Ukrainian education was the Pegagogical College which was later transformed into a separate university. This university helps the local Ukrainians maintain and develop their rich traditions of learning and research. It is no surprise that the very university hosted the International academic workshop “The Ukrainian Language and Culture in the Literary and Sci-Tech Translation of Middle European Space” (27 September 2017). The workshop brought together specialists in Ukrainian Studies from Ukraine, Slovakia, Czechia and Poland. One year later the conference volume was finalized and published. The first part of the book contains the historical and bibliographical essays which record the history of Ukrainian-Slovak and Ukrainian-Czech literary translation. Jarmila Kredátusová’s task was to present the outline of Slovak-Ukrainian and Ukrainian-Slovak translation which started progressing rather dynamically only after WW2. She presents its history divided into decades and discusses specific features and some statistical data from each period. In the end, she also describes today’s hardships of this translation in Slovakia (relations with readership, translation criticism, professional qualification) which are similar to ones in Ukraine. The history of Ukrainian-Czech translation is longer and richer. The existing extended papers cover the pre-1989 time rather well, that is why Rita Lyons Kindlerová and Iryna Zabiyaka dedicated their articles to the editions and tendencies of the recent decades. Rita Lyons Kindlerová offers the analysis of translated literature from Ukrainian into Czech and pinpoints the turning moment of the year 2001 when Ukrainian literature started reentering Czech society and have promising prospects among readers. Conversely, Iryna Zabiyaka studies the literary presentation of Czechia in Ukraine and considers the most important translations and main tendencies. She also designs a list of Czech authors whose writings are worth translating into Ukrainian. At the same time, she characterizes the pitfalls of Ukraine’s translation market from the viewpoint of these translations. Since we lack translation bibliographies and insightful translation monographs, the above articles contribute to a larger possible publication in future which will reveal more sociological dimensions of Ukrainian-Slovak and Ukrainian-Czech translation. Papers in the second part focus on literary translation. Liudmyla Siryk outlined similarities in the translation theories of Mykola Zerov and Maksym Rylskyi. Thus, she has proven that Rylskyi’s views were the further progress of Zerov’s ones, and we have to remember it may be a gesture of respect or substitution: Zerov was murdered in 1937, and Rylskyi fulfilled his duty to preserve and develop the fundamental ideas of his friend and colleague. Anna Choma-Suwała explored the facets of literary interpretations and connections between Oleh Olzhych (Kandyba) and Józef Łobodowski. Łobodowski’s translations did not only discover the intellectual poetry by Oleh Olzhych, but they are also a contribution to the Polish-Ukrainian cultural contacts and cooperation. Yuliya Yusyp-Yakymovych addresses to verse translation by investigating the specific features of rendering intonation, rhythm, meter, repetitions, onomatopoeia and aesthetic norms in translation. Adriana Amir’s contribution deals with the Slovak-language translation of Vasyl Shkliar’s historical novel ‘The Black Raven’ (done by Vladimír Čerevka) and tackles the issues of reflecting lexical means for showing the real historical context which border on the shaky axiological limits of political correctness. The main aesthetic form of contemporary writing is the usage of non-standard language which is abundant in modern Ukrainian literature. That is why Veronika Dadajová regarded incorrect figures of the literary sociolect as a topical point of literary translation nowadays. Meanwhile, Viera Žemberová interprets Yuriy Andrukhovych’s literary and aesthetic experience for Slovak readers by analyzing his novel ‘Recreations’ whose Slovak translation was published in Priashiv in 2003. Sci-tech translation is focused on in the third part containing articles on rendering terms and grammatical problems of interlingual translation. The paper by Mária Čižmárová will serve as a practical tool for Ukrainian-Slovak translators and interpreters who will have to render idioms with the floristic component. Similarly practical are the contributions covering two branches of Ukrainian-Slovak specialized translation: commercial translation (by Lesia Budnikova and Valeriya Chernak) and legal translation (by Jarmila Kredátusová and Valeriya Chernak). The study of loan words is the topic of the paper by Jana Kesselová which offers the complex view of loan processes in today’s Slovak. However, it would be desirable to discuss Ukrainian sources as well. It is rather a rare case when one volume consists of papers discussing both literary translation and sci-tech translation, but in the presented book, this amalgamation is quite natural and shows the multifacetedness of Ukrainian translation in Slovakia. The informational contents of all the papers are rather high, and they will be useful for practical research by scholars, translators and critics. The good balance of early ‘classical’ and recent publications creates a complete picture both of the coverage of the topic in the chronological dynamics and the presentation of the academic traditions of institutions where the papers were produced. This conference volume is an important contribution to Ukrainian Translation Studies in the area of Priashiv which has been shaped and developed by the publications in the literary magazine ‘Dukla’ (published since 1953), the proceedings of the Cultural Union of Ukrainian Workers (‘Naukovi zapysky KSUT’ in the 1980s to the early 1990s) and other editions of the Ukrainian Division of the Slovak Pedagogical Publishing House. The book will be useful for really wide readership in academic, literary and professional communities.
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.
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.
A simple multiple imputation-based method is proposed to deal with missing data in exploratory factor analysis. Confidence intervals are obtained for the proportion of explained variance. Simulations and real data analysis are used to investigate and illustrate the use and performance of our proposal.