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Reviewed by: Français de nos régionsby Mathieu Avanzi et al. James Law A vanzi, M athieu, C écileB arbet, J ulieG likman, and A ndréT hibault. Français de nos régions, 309. 2023, www.francaisdenosregions.com. Accessed 27 October 2023. Perhaps the most accessible linguistic subfield is dialectology, as non-linguists are often aware of and interested in lexical and phonetic regionalisms. Since 2015, the blog Français de nos régionshas exploited this pop science accessibility to gather valuable data and promote acceptance of dialectal variation in a language notorious for its veneration of prescriptive norms. Ninety-one articles each present the regional distribution of a set of lexical or phonetic variants, for example, "Galette ou Gâteau des Rois," "Pneu ou peneu?" "Le midi, vous déjeunez ou vous dînez?" Each includes dialect maps showing the distribution of the variable under consideration. These quality visualizations (some with interactive elements) make the blog not only interesting reading but a promising in-class teaching tool. The maps draw from the site's ongoing survey that has collected data from tens of thousands of French speakers to date. This data collection is facilitated by the accompanying mobile app (currently inaccessible for the most recent version of Android, unfortunately), which allows users to submit voice recordings along with their survey responses. The content of the articles strikes an appropriate balance between scientific rigor and accessibility to non-linguists. Those unfamiliar with dialectology or phonetics will easily understand the analyses while being introduced to foundational sociolinguistic concepts such as indexicality and prestige. Readers are encouraged to replace linguistic biases with curiosity, prescriptive norms with descriptive observation. The amount of detail that has been applied to European varieties of French is genuinely impressive, and Canadian varieties are represented quite well in the most recent articles. There are however no articles addressing other varieties of French, even though the site opened data collection for Pacific and North African varieties in 2019 (no surveys of other regions, such as West or Central Africa, have been initiated by the site). For this reason, the intended audience seems to primarily be European and Canadian French speakers curious about the dialectal variation they encounter in their own countries. This is not to say that the site cannot be useful for learners of French as a second language. Learners overly concerned about the "right" way to pronounce things will benefit from the perspective offered here. While some topics might seem frivolous (e.g., the pronunciation or silence of sin ananas), others have significant grammatical consequences (e.g., the regions in which speakers pronounce conditional -aisand future -aiverb endings differently). The [End Page 151]blog therefore offers valuable sociolinguistic context for many points that receive attention in language textbooks. One can hope that as future articles appear, the site will extend beyond its current focus, covering additional French varieties and explaining broader linguistic differences outside of individual lexical items. [End Page 152] James Law Brigham Young University (UT) Copyright © 2024 American Association of Teachers of French
The article deals with the peculiarities of using, comparing and translating borrowings in the technical and physical terminology of the French language. The object of research is borrowings from Greek, Latin and English. The subject of the research is the peculiarities of their formation, use and translation. It has been revealed that the lexical composition of technical and physical terminology formed in the early stages is balanced by words of Latin and Greek origin. This is due to the fact that a significant number of scientific treatises were written in Latin, which served as a source for the nomination of many new concepts. The process of borrowing from Latin was carried out by lexical units that were assimilated in accordance with the orthographic and phonetic norms of the French language. Borrowings from Greek into the technical and physical terminology are represented by the elements auto-, photo-, micro-, nano-, mono-. They were combined with the lexemes of the French language to form term elements that acquired a new lexical meaning. The post-industrial and information periods are characterised by an intensive growth of English borrowings in the technical and physical terminology of the French language. Denotative borrowings that arise due to the need to nominate new concepts, processes or phenomena are analyzed. Connotative borrowings denote concepts that already have their own name in French. Such terms are characterised by a narrowed semantics in the recipient language, so their use is limited to the physical, technical and related term systems. The classification of borrowings by the degree of assimilation and productivity, changes that English borrowings have undergone in the French language are considered. On the basis of professional texts, it is presented that borrowed neologisms can be combined with abbreviated symbols. Such word forms are resistant to assimilation processes due to their conciseness, informativeness and prevalence among scientists in leading research centres.
Abstract Background The recently designed Word-in-noise Perception (WINP) test is a new technique for examining lexical-semantic scores by homotonic-monosyllabic words (HMWs) and white noise, which assesses auditory brain function in speech consonant detection. It is necessary to have a test that creates the best competitive conditions for evaluating meaning perception. Therefore, this study aimed to design a WINP test for adults using HMWs and spectrum speech noise (SSN). Methodology: This study was a test-development type that was conducted in a cross-sectional-comparative way, it included 110 young Persian speakers (61 men and 49 women) with mean age of 20 (0.56) years. The evaluations included checking the state of general health, sleep and mental states, basic audiological evaluations, dichotic digit test and WINP test using HMWs and SNN. HMWs consisted of 6 lists of 25 words with a vowel/consonant/vowel pattern, the words in each list have the same vowel. The content validity of HMWs was confirmed by 20 Persian language experts and calculated using content and index validity ratios. Its reliability was measured based on repeatability in test times, intraclass correlation coefficient and the comparison of HMWs scores in two repetitions. To calculate the norm values, the number of correct responses in the mean measurements was multiplied by 4 and expressed as a percentage. Mann-Whitney tests were used to compare the scores of the groups. Results The validity and reliability of WINP test using HMWs and SSN were determined. Mean CVR and mean CVI of the HMWs were equal to 0.99 and to 0.95 respectively. ICC in single and mean measurements were also calculated. An ICC close to 1 indicates greater validity of WPS and better consistency of HMWs across lists. The results showed that the obtained scores are stable and without measurement errors. Normal values of WINP test using HMWs and SSN were gotten, which were 54%, 69%, 82%, 90% and 94% at SNRs of -5, 0, + 5, +10, and + 15 dB, respectively. The variable of gender was not an effective factor for creating a difference in the mean scores of WINP test using HMWs and SSN (P = 0.989). There was no significant difference between WINP mean scores in SNR in different noises between the right and left ears. Also, there was significant difference between mean scores of WINP in SNRs from − 5 to + 15 for left and right ears. Conclusion Psychometric properties of the WINP test using HMWs and SNN have been confirmed for Persian speaking adults.
The morphology of the Azerbaijani language has a wide range, so the question arises about the introduction of grammatical and lexical system of language rules. The relevance of the study is determined by the need to update the means of teaching junior high school students the rules of the language in Azerbaijani language lessons. The article is designed to reveal the features of grammatical and lexical structure and a comprehensive study of the language norms of the Azerbaijani language for elementary school students. The article aimed to describe grammatical and lexical features and their expression during students’ integrative learning of language rules. For this, the research used the methods of analysis, synthesis, comparison, deduction, generalisation, and a pedagogical experiment. The deductive method played a crucial role in this study, revealing unique aspects of the child’s lexical and grammatical mastery. This was achieved by using common knowledge related to education and language capabilities. Deduction was important for the formulation of distinctive features and characteristics that should be taken into account by teachers when teaching the Azerbaijani language. In addition, the article uses the method of generalization to prepare exercises for schoolchildren from a wide range of educational subjects. This approach involved incorporating the theoretical ideas explored in the study into the content of the exercise. The aim was not only to introduce these concepts but also to reinforce their understanding of the tasks, thus assessing the degree of students’ understanding and mastery. This approach enriches the educational process, ensuring the effective implementation of theoretical knowledge in practical learning experience. As a result of the work, it was established that the comprehensive study of language rules from morphology involved increasing the level of student’s knowledge, namely their conscious understanding of words in the process of speaking. Therefore, the main areas of the formation of speaking abilities and skills of younger schoolchildren are revealed. The article proves that this process is closely related to the increase in vocabulary, which, in turn, is an indicator of the richness of the language. The study presents a structured approach to teaching Azerbaijani language to junior high school students, focusing on morphological analysis, suffix exercises, and the interrelation of grammatical and lexical features. It emphasizes integrating these aspects to enhance students’ understanding and use of language. Key findings demonstrate the effectiveness of this integrative method in improving vocabulary, speech culture, and overall linguistic competence.
"Harry Porter and Sorcerer's Stone" as the problem of style and translationThe topicality of the paper consists in the fact the books under consideration are full of various lexical problems for a translator.Consequently, it creates a broad field for linguistics researches.The theoretical significance of the paper lies in the fact that there has been given the overview of different types of successful and unsuccessful translations of puns; the attitude to this matter of several researchers; and the main features of compensation have been given. Translational transformation -the notionTranslation has been typically defined as the process of transferring words or text from one language into another.The aim of translation is to communicate the meaning of a source-language text by means of an equivalent target-language text.But sometimes the difference between an SL and a TL and the variation in their cultures can challenge the process of translation.Among the problematic factors involved in translation there is form, meaning, style, proverbs, idioms, etc.Translation is a means of intralinguistic communication, a transfer across culture or cultures.More specifically, translation is the process and result of creating in a target language (TL) a text which has approximately the same communicative value as the corresponding text in a source language (SL).Transformation is any change of the source text at any level (syntactic, semantic, and lexical) of the language during translation.Transformations can be lexical, grammatical and lexico-grammatical.Concretization () is used in translating words with wide and non-differentiated meaning.The essence of this transformation lies in translating such words of SL by words with specified concrete meaning in TL.When translating from English into Ukrainian they use it especially often in the sphere of verbs.If English verbs mostly denote actions in rather a vague general way, Ukrainian verbs are very concrete in denoting not only the action itself but also the manner of performing this action as well: EDUCATION, PHILOLOGY, LITERATURE: THE MAIN FACTORS IN THE DEVELOPMENT OF THE OUTLOOK OF A CHILD AND AN ADULT 115"to go (on foot, by train, by plane, etc.)" -" ", " ", " ", etc.The choice of a particular Ukrainian verb depends on the context.It does not mean, of course, that the verb "to go" changes its meaning under the influence of the context.The meaning of "to go" is the same, it always approximately corresponds to the Ukrainian "", but the norms of the Ukrainian language demand a more specified nomination of the action.The same can be illustrated with the verb "to be": "The clock is on the wall", "The apple is on the plate and the plate is on the table" -" ", ", ", though in all those cases "to be" preserves its general meaning "".The sentence "He's in Hollywood" in J.D. Salinger's "The Catcher in the Rye" should be translated as " ", but if "Oxford" were substituted for "Hollywood" the translation would rather be "".This transformation is applicable not only to verbs but to all words of wide semantic volume, no matter to what part of speech they belong: adverbs, adjectives, nouns, etc.The English pronoun "you" deserves special attention.It can be translated only with the help of differentiation, i.e. either "" or "".The choice depends on the character, age, the social position of the characters, their relations, and the situation in which they speak.One should remember that the wrong choice can ruin the whole atmosphere of the text.Generalization () -is quite opposite in its character.In many cases the norms of TL make it unnecessary or even undesirable to translate all the particulars expressed in SL.Englishmen usually name the exact height of a person:"He is six foot three tall".In Ukrainian it would hardly seem natural to introduce a character saying " "; substituting centimeters for feet and inches wouldn't make it much better: " 190,5 ".The best variant is to say: " ".Generalization is also used in those cases when a SL a word with differentiated meaning corresponds to a word with non-differentiated meaning in TL ("a hand" -EDUCATION, PHILOLOGY, LITERATURE: THE MAIN FACTORS IN THE DEVELOPMENT OF THE OUTLOOK OF A CHILD AND AN ADULT 116"", "an arm" -"", etc.).Sense development/ extension ( )is based upon logical connection between two phenomena (usually it is a cause-and-effect type of connection), one of which is named in the original text and the other used as its translated version.This transformation presupposes semantic and logical analysis of the situation described in the text and consists in semantic development of this situation.If the situation is developed correctly, that is if the original and translated utterances are semantically connected as cause and effect, the transformation helps to render the sense and to observe the norms of TL: "Mr.Kelada's brushes... would have been all the better for a scrub" (S.Maugham) -" ".It may seem that the translation " " somewhat deviates from the original "would have been all the better for a scrub".However, the literal translation " " is clumsy while " " is quite acceptable stylistically and renders the idea quite correctly: why would they have been all the better for a scrub?-because they " ".Another example: "When I went on board I found Mr. Kelada's luggage already below" (S.Maugham) "... " is notUkrainian.The verb do not render the situation adequately.It is much better to translate it as "... ", which describes the situation quite correctly: why did I find his luggage below?-because " ".These two examples illustrate substitution of the cause for the effect: the English sentence names the effect while the Ukrainian variant names its cause.There may occur the opposite situation -substitution of the effect for the cause: "I not only shared a cabin with him and ate three meals a day at the same table..." (S.Maugham) -" "; "Three long years had passed... since I had tasted ale..." (Mark Twain) -"..." In these examples the English sentences name the cause while the Ukrainian versions contain the effect (I ate three meals a day at the same table with him, so EDUCATION, PHILOLOGY, LITERATURE: THE MAIN FACTORS IN THE DEVELOPMENT OF THE OUTLOOK OF A CHILD AND AN ADULT 117; three long years had passed since I tasted ale, so ).Antonymic translationis based on antonymy.It means that a certain word is translated not by the corresponding word of TL but by its antonym and at the same time negation is added (or, if there is negation in the original sentence, it is omitted in translation): "It wasn't too far."-" " ("far" is translated as "" and negation in the predicate is omitted).Not far =."I don't think you are right".-", ".The necessity for this transformation rises due to several reasons: 1) peculiarities of the systems of SL and TL, 2) contextual requirements, 3) traditional norms of TL.Compensation involves adding to or reinforcing a target text in place one to compensate for something that hasn't been translated in different place in the source text.To be exact, it is not so much a transformation but rather a general principle of rendering stylistic peculiarities of a literary text when there is no direct correspondence between stylistic means of SL and TL.This transformation is widely used to render speech peculiarities of characters, to translate puns, rhyming words, etc.The essence of it is as follows: it is not always possible to find stylistic equivalents to every stylistically marked word of the original text or to every phonetic and grammatical irregularity purposefully used by the author.That is why there should be kept a general stylistic balance based on compensating some inevitable stylistic losses by introducing stylistically similar elements in some other utterances or by employing different linguistic means playing a similar role in TL.Suppose a character uses the word "foolproof" which is certainly a sign of the colloquial register.Throughout the 1960s and 1970s, terms compensation, compensatory and compensate for were used loosely as semi-technical terms in the literature.Nida and Taber, for example, advocate the introduction of idioms into a target text as an ad hoc response to translation loss.In a footnote, they suggest that 'what one must give up to communicate effectively can, however, be compensated for, at least in part, by the introduction of fitting idioms'.They make no attempt, however, to relate a specific instance of loss with an opportunity for compensation, nor to consider the modalities EDUCATION, PHILOLOGY, LITERATURE: THE MAIN FACTORS IN THE DEVELOPMENT OF THE OUTLOOK OF A CHILD AND AN ADULT 118 of such a technique.Wilss uses the term sporadically to refer to techniques for dealing with 'structural divergences on the intra-and extralinguistic level'.The latter include the kind of cultural untranslatability which occurs 'when sociocultural factors cover a different range of experience' in the source and target languages.Later, he mentions instances where 'a lexical by-pass strategy such as paraphrasing or explanatory translation' is 'the only compensatory way out open to the translator'.Few writers today would include paraphrasing or explanatory translation as compensatory techniques.They would also be less likely to include mismatches between source and target cultures within the range of translation problems that compensation is able to deal with.Since the late 1980s, translation scholars have attempted to define compensation more rigorously.Notable among these are Hervey and Higgins and Harvey [140].Hervey and Higgins distinguish four categories: compensation in kind, where different linguistic devices are employed in the target text in order to re-create an effect in the source text; compensation in place, where the effect in the target text is at a different place from that in the source; compensation b
Paradigmatic and syntagmatic characteristics of adverbial verbs (AVs) of motion were analysed in the original, and the ways of their transfer in the Ukrainian translation were investigated. The analysis of their dictionary entries shows that most of them possess branched semantic structures and include an integral seme which can be either principal or optional. Their syntagmatic potential is quite wide, based on the variety of distributional patterns that were found. Three methods of their translation were registered: variant matches, translation transformations and zero translation (the least frequent). Translation transformations (contextual substitutions) turned out to be the dominant translation method. The following combinatorics of translation options was established: a) transmission of the seme of motion within the structure of the occasional correspondence; b) “leveling” of this seme and actualization of “other action” seme; c) actualization of motion seme in the verbs which don’t have it in their SL semantic structures. Correlation between the factors predetermining translation strategies was established. AVs’ contextual surroundings, with possible incorporation of contextual semes in the semantic structures of these verbs, turned out to be the most influential factor in the translation process. Context, in a broad sense, presupposes obligatory consideration of such parameters as differences in semantic scopes and combinability of words in the SL and TL. Besides, it is also necessary to take into account the factor of compliance of the translation equivalent with the literary norms of the TL. AVs’ right surroundings (post-positive particles) are also quite important, as they enrich their semantics and specify the way of motion. They were mainly rendered by means of prepositions, adverbs and a variety of prefixes as a substitute of SL prepositions. In order to achieve adequacy of translation, the translator resorted to different lexical and grammatical transformations, such as: specification of meaning, modulation, substitution of parts of speech, permutation, addition and antonymous translation. Individual AVs with connotative overtones presented the greatest problem for the translator. Translation is a synthesis of objective and subjective factors. Translator’s individuality and expertise predetermine the quality of the final product.
The rigid framework for interpreting any “code of rules” significantly limits the theoretical aspects of doing research on them and requires a special explanation in relation to orthography as a section of linguistics, especially when there are several national variants of the literary language. The relevance of the study is substantiated by the urgent need for a theoretical description of the corpus of the most significant concepts of spelling used in teaching Russian in Belarus and creating a strategic plan for introducing innovations in spelling; the need to record changes in definitions determined by the transition to convergent learning; the influence of a complex of linguistic and extralinguistic factors, and the development of optional arguments for the codification of the Belarusian national version of the Russian language. The aim of the study is to determine the parameters and specifics of the theory of orthography in educational literature for teaching Russian in the Republic of Belarus. The material of the study contained the definitions and language illustrations of the main concepts of the theory of orthography (spelling, spelling rule, orthogram, spelling principle, spelling error, spelling norm, etc.) in textbooks and manuals on the Russian language for higher education institutions of the Republic of Belarus published from 2000 to 2024. The methods of parameterization and comparison, logical-linguistic and lexical-semantic analysis were used. The authors revealed that both specialized educational publications devoted only to spelling and comprehensive publications where spelling is part of the educational material lack the theoretical and meta-linguistic apparatus of either a significant part or the entire necessary base of the theory of orthography. There are different approaches to the positioning of orthographic terminology that coexist in various educational publications. This is mainly an orientation towards outdated traditions, the absence of modern concepts (such as “orthographic activity”, “orthographic picture of the language”, etc.). The theory of orthography in educational literature on the Russian language for higher educational institutions of the Republic of Belarus is based, as a rule, on the modern rules of Russian spelling, but is characterized, on the one hand, by innovative specificity, and on the other hand, by their conservative positioning in writing practice. This indicates different approaches to the formation of the orthographic linguistic personality, orthographic linguistic and metalinguistic consciousness of Belarusians studying the Russian language. The main principles of modern theory of spelling development should take into account orthographic innovations and national and cultural specificity in teaching the Russian language in higher educational institutions of the Republic of Belarus.
The traditional ontological division between the lexicon and grammar has often resulted in a reductionist view of the lexicon and lexical competence as composed of individual words in isolation. This narrow view of the lexicon has transcended disciplinary boundaries and is apparent in the focus on single words of widely used psycholinguistic measures of language (e.g. picture naming, verbal fluency, lexical decision) and cognitive ability alike (e.g. Stroop, recall in working memory span). This article argues that such an approach has imposed limitations on the questions that can be examined by researchers and on the generalizability of some results. Here I propose that, rather than assigning multiword units their own ‘niche’ in psycholinguistic studies, they should be viewed as part of the way core lexical competence is measured and conceptualized, both in monolingual and bilingual speakers. I also review promising advances in recent years brought about by a surge in the number of studies focused on multiword units and by new tasks of individual cognitive skill (e.g. multiword-based chunking ability). These hold the potential to allow for a cross-disciplinary shift in the examination of lexical competence as grounded in community-based norms and in line with current usage-based approaches.
статья посвящена проблеме языковой экспликации концепта Запрет в аварском языковом сознании. Исследуемое понятие рассматривается в лексико-семантическом и лингвокультурологическом аспектах. Проанализированы понятийная, ценностная составляющие указанного концепта, рассмотрены: парадигматика лексико-семантического поля Запрет; компонентный анализ значения ядерных лексем-вербализаторов данного понятия; разноуровневые средства репрезентации указанного понятия (лексические и грамматические); табу и запрет в религиозном дискурсе исследуемой лингвокультуры. В основе различных структур представления знаний о запрете как норме лежит концептуальная схема, где схема – абстракция, которая позволяет приписывать определенные объекты или события к общим категориям, способным наполняться конкретным содержанием. Концептуальная схема Запрета, понимаемого как норма поведения, поддерживаемая социумом или традицией, предполагает последовательность элементов, которая устанавливает определенное отношение между определенным субъектом, находящимся в определенных обстоятельствах, и определенным поведением. Принцип однозначности в текстах запретительного дискурса достигается за счет того, что предписание строится на определении используемых в них терминологических единиц. Тексты запретительного характера имеют в своей основе концептуальную схему нормы, отношения между элементами которой строятся в виде определения и предписания. the article is devoted to the problem of linguistic explication of the concept of Prohibition in the Avar language consciousness. The concept under study is considered in lexico-semantic and linguocultural aspects. The conceptual and value components of this concept are analyzed, the following are considered: the paradigmatics of the lexico-semantic field of Prohibition; component analysis of the meaning of nuclear lexemes-verbalizers of this concept; multilevel means of representation of this concept (lexical and grammatical); taboos and prohibition in the religious discourse of the studied linguistic culture. The basis of various structures of knowledge representation about prohibition as a norm is a conceptual scheme, where the scheme is an abstraction that allows you to attribute certain objects or events to general categories that can be filled with specific content. The conceptual scheme of Prohibition, understood as a norm of behavior supported by society or tradition, assumes a sequence of elements that establishes a certain relationship between a certain subject in certain circumstances and a certain behavior. The principle of unambiguity in the texts of prohibitive discourse is achieved due to the fact that the prescription is based on the definition of the terminological units used in them. Prohibitive texts are based on a conceptual scheme of the norm, the relations between the elements of which are built in the form of definitions and prescriptions.
The Explanatory Dictionary of the Russian Language by D. N. Ushakov and his colleagues, published between 1935 and 1940, is the first major dictionary of the post-revolutionary era, reflecting the lexical composition of both the literary and colloquial speech of educated people in the new Soviet Russia. It characterized the individual of the new social order and recorded emerging linguistic norms. The aim of this article is to present this dictionary as a potential source for the study of ethnolinguistic vocabulary. It is demonstrated that Ushakov’s work not only fulfills all the normative functions of an explanatory dictionary but also objectively contains a significant amount of dialectal vocabulary, as it was still in demand among speakers of that time and naturally of interest to ethnolinguists. The extensive system of stylistic and emotionally expressive labels in the dictionary today aids in identifying, on the one hand, new vocabulary from the Soviet era, and on the other, obsolete vocabulary that was still in use. Ushakov’s dictionary contains intriguing designations of Russian cultural realities, offering country-specific information that allows for a portrayal of Russian life. For this study, only subject-specific vocabulary was selected, using a random sampling method of words from certain groups reflecting ethnolinguistic content. The subsequent analysis of this vocabulary will enable the identification of the national and cultural specificity of the Russian language in the post-revolutionary era.
This sociolinguistic study explored the significance of language preservation through the use of indigenous forms of address by the Vhavenḓa in South Africa. Indigenous forms of address are integral to the language and cultural identity of a society. Furthermore, they are indispensable in the preservation of the language and culture of any society. Ignoring the use of these forms of address can lead to language shift or even extinction. This study utilised face-to-face semi-structured interviews to gather and analyse data. The researchers sampled 22 Tshivenḓa L1 participants, 14 youths, and eight elders. The study used the ethnopragmatic theory as its framework. This theory helped the researchers to understand the use of forms of address within the Tshivenḓa cultural scripts, such as cultural norms and values. The findings revealed that using forms of address is pivotal in preserving the Tshivenḓa language. The language will be preserved if lexical items, such as aa, nndaa, and mboloma, are used for greeting. The Vhavenḓa speech community is found in the Limpopo Province in South Africa; the term “Vhavenḓa” refers to people who speak Tshivenḓa, while Tshivenḓa refers to the language and culture of these people. The study recommends that Indigenous Tshivenḓa forms of address should be included in school syllabuses and aired on television and radio programmes. In this way, the Tshivenḓa language can be prevented from shifting or dying, as its disappearance may have dire consequences for its development as a language.
The global dominance of English has transformed it into a dynamic, hybrid language enriched by contributions from non-native speakers. This paper investigates the integration of loanwords, grammatical structures, and narrative techniques from languages such as Spanish, French, Arabic, and Kurdish into English, emphasizing the role of non-native authors in reshaping its lexicon and syntax. Through a mixed-methods approach—combining corpus analysis, lexical examination, and discourse studies—the study reveals how linguistic borrowing reflects sociocultural exchanges and challenges traditional norms of "standard" English. Case studies of authors like Khaled Hosseini and Sheni A. Othman illustrate how multilingual narratives preserve cultural identity while innovating English literary expression. Findings indicate that loanwords often retain phonological and semantic traits of their source languages, with social media accelerating their adoption. Grammatical adaptations, such as syntactic calques and code-switching, further demonstrate the fluidity of English in multicultural contexts. The paper argues that non-native contributions foster linguistic diversity, though tensions persist between global intelligibility and local authenticity. By examining these phenomena, the study advocates for inclusive language policies that recognize non-native varieties as legitimate forms of English. Ultimately, this research underscores the transformative power of linguistic hybridity, positioning English as a living, evolving entity shaped by its global users rather than a static, monolithic system.
The article deals with the reasons behind the appearance of the Slovak Spelling Rules of 1940, the most important changes introduced in the codification of the Slovak literary language, and their significance in the development of the language. The need to develop new spelling rules arose immediately after the publication of the Slovak Spelling Rules of 1931, which were not accepted by the majority of Slovak intelligentsia, who perceived them as the first stage on the way to the absorption of the Slovak language by the Czech one. The new rules were prepared mainly by the leader of the purist movement in Slovakia, H. Bartek, who completed his work in 1939. That version, however, was not approved by the Ministry of Education of the Slovak Republic and was sent for revision. The Rules were published the following year in a modified form and affected the morphology, lexical composition, and orthography of the Slovak literary language. Among the most important changes were the unification of the -l participles in plural forms, a significant reduction of doublet forms by abolishing forms coinciding with the Czech language, the written marking of actually pronounced long vowels in words of foreign origin, the removal from the literary language of a number of lexemes common with Czech, and others. Practically all the changes made contributed to the stabilization of the Slovak literary language norms and were confirmed in the subsequent Slovak Spelling Rules of 1953. Moreover, in 1953 even the proposals of H. Bartek rejected in 1940 were adopted.
This study investigated gender representation in English textbooks from Classes 6 to 10 in Bangladesh, using corpus analysis. AntConc, a textual analysis tool, was used to quantify the occurrence of gender-related lexical items in resources. The corpus comprises approximately 147,698 tokens distributed across the four textbooks. The results revealed significant disparities in the distribution of male- and female-associated lexical items. Here, male-related words occurred 1,958 times (1.33 %), whereas female-related words occurred 1,165 times (0.79 %). The highest imbalance ratio (0.94 %) was found in textbooks of class 6 having male represented words (1.95%) and female represented words (1.01%). This male-dominated gender disproportion appeared in the other three textbooks at different ratios, which may reflect Bangladesh’s cultural and societal norms. These distinctive and male-centred gender-biased textbooks may have an impact on students’ perceptions of gender roles and societal expectations. The findings of this corpus analysis predict how much textbook content may affect female students’ sense of inclusion and their collective consciousness of gender rights. Finally, it recommends ensuring gender equality and inclusion in the textbooks.
INTRODUCTION Electronic communication sees a ubiquitous incorporation of wordless cues. The trend started with the introduction of emoticons, which were combinations of punctuation marks representing particular facial expressions. For simpler and more attractive communication, emojis were introduced starting from characters to facial expressions with subsequent cultural and ethnic diversification. Emojis, introduced in 1999, are graphic symbols with pre-defined indicative names given by unicode consortium guidelines, which represent facial expressions, abstract concepts, and emotions. Emojis are now being considered an advancement over emoticons and smileys[1] and are superior to them in terms of content richness, input speed, and expressiveness.[2] Today, one encounters emojis personalized with the user’s face emojis or memojis and even three-dimensional Animojis that respond to the user’s facial expressions. One primary function of emojis is the establishment of an emotional tone within a message. Unlike face-to-face communication, where tone is conveyed through vocal intonation and facial expressions, digital communication often lacks these cues. Emojis help bridge this gap by allowing individuals to convey their emotions more explicitly. For instance, a simple smiley face or a heart emoji can add warmth and positivity to a message.[3] Usage patterns and interpretations vary widely based on group characteristics such as age, gender identity, and so on[4] with studies showing better accuracy in the recognition of emojis in females and younger people.[5] Besides their online usage, emojis increasingly feature on merchandise like cups, mugs, and T-shirts to posters and pamphlets of socio-political and health campaigns. EMOJIS IN GENERAL HEALTH CARE Healthcare communications utilize emojis to cut across linguistic and cultural differences toward effective delivery of sensitization, stigma reduction, and even preventive messaging. Similar findings of universality and positive impact on communication are reflected in studies done in India.[6,7] However, there have been notable differences found in their usage pattern between the eastern and western parts of the world mainly in terms of frequency, constructs of friends, family, food habits, and government policies.[8] Emojis have been shown to have similar interpretations and usage patterns across cultures and linguistic groups.[9,10] Emojis emerge as potent tools, seamlessly integrating into the discourse to enhance communication dynamics. Their versatility serves as a cue for context appropriateness, bridging gaps in understanding and reducing ambiguity within discussions.[11] In health promotion, emojis have played an active role. Emojis are used to denote symptomatology in a simple manner. Emojis of soap and clapping hands and faces with medical masks have been used to a great effect in increasing awareness regarding regular handwashing, the use of masks, and social distancing in public places during the coronavirus disease (COVID) pandemic.[12,13] They have also been utilized to assess pain. Emojis play a pivotal role in conversation management, offering a visual language that transcends linguistic barriers and aids in tone adjustment.[14] A comprehensive analysis of 1031 emojis, highlighting their affective properties across six dimensions, was undertaken, and they found that emojis exhibit similarities to words in affective processing, making them valuable stimuli for research in multiple fields.[15] Standardized emojis, validated through studies such as Emoji-SP, the Spanish emoji database, Lisbon Emoji, and the Emoticon Database (LEED), offer immense potential for improving communication and fostering understanding across diverse disciplines. The LEED, encompassing subjective norms from everyday users on 238 stimuli, provides standardized insights applicable to research in communication, psychology, and technology, thereby enhancing the utilization of emojis in various research applications.[2] Due to these advantages, emojis have proven to be useful tools in the evaluation of disorders using scales like the Emoji Faces pain Scale for assessment of pain, the Animated Emoji Scale for assessing dental anxiety in children,[16] and the Emoji Current Mood and Experience scale.[12] EMOJIS IN MENTAL HEALTH CARE AND THEIR LIMITATION In mental health research, emojis serve diverse purposes, appearing in studies assessing sleep satisfaction,[17] emotional states,[4] and mood fluctuations[18] through ecological momentary assessments. They evoke neural responses akin to facial cues[19] and boost attractiveness and engagement in research communications.[20] Notably, emoji-type images yield comparable responses to real-face images in attentional bias studies among young adults with depressive disorders.[21] Beyond research, emojis significantly influence communication dynamics online and offline. Online, they foster interpersonal trust among college students, particularly positive emojis like smiley faces.[22] Offline, emojis act as substitutes for non-verbal cues, conveying emotions, tone, and emphasis often absent in text-based communication. Harnessing emojis in youth mental health research presents several advantages, notably the ease of adoption given their widespread acceptance and validation by international consortia. Beyond their communicative role, emojis empower youth in self-presentation, facilitating impression management, and establishing a digital social existence while maintaining social status.[23] Moreover, the utilization of emojis provides a practical alternative to conventional Likert scales. Unlike the intricate nature of Likert scales with numerous response categories that may pose challenges in selection to capture nuances, emojis offer a more intuitive and versatile means of expression. This adaptability ensures that respondents can convey their authentic sentiments, avoiding the limitations often associated with rigid scale structures.[24] Studies have found that emoji-anchored Likert scales have been effective and acceptable relative to lexically anchored Likert.[25] Comparative studies between emoji-based pain assessments and numeric rating scales, conducted in an emergency department setting, demonstrated homologous pain reporting efficacy.[26] Additionally, a novel tool, the Animated Emoji Scale (AES), was introduced for assessing dental anxiety in children during initial dental visits. AES exhibits robust validity and child preference, simplifying anxiety assessment in pediatric dentistry.[16] Furthermore, the EmojiGrid, designed as a language-independent tool, enables users to evaluate food-related emotions. An online experiment across multiple countries reveals consistent U-shaped valence-arousal patterns, suggesting EmojiGrid’s utility in cross-cultural research on food-related emotions.[27] Employing smartphone applications with emojis for Ecological Momentary Assessment (EMA) demands lower cognitive abilities for comprehension, potentially enhancing its appeal to individuals with learning disabilities or those who lack formal education. Additionally, it may prove to be less time-consuming and cost-effective. Furthermore, this approach has the potential to mitigate social desirability bias during data collection. In the developed West, particularly among young adults, emojis have demonstrated successful integration into research methodologies. Notably, a study involving the mobile application “GMoji,” designed for daily emotional state tracking using a selection of 14 emojis, revealed high acceptability among participants. This approach enhanced participants’ awareness of their mental health.[28] Additionally, another mobile application employed emojis on a metric scale to assess sleep satisfaction, mood, and anxiety in breast carcinoma patients, yielding results comparable to traditional assessments like the Patient Health Questionnaire-9.[29] Furthermore, a study involving an older population with various limitations showcased the versatility of emojis as participants used them to describe their mood on a metric scale over week.[17] These instances underscore the adaptability and effectiveness of emojis as valuable tools in mental health research, offering an inclusive and user-friendly approach. In the context of India and South Asia, where multi-ethnic and multi-linguistic factors influence mental health research, particularly among adolescents and youth, nuanced expressions matter and emojis become agents of promoting meaningful interactions.[30] Their symbolic richness may foster a deeper connection between researchers and participants. Therefore, a comprehensive and extensive literature search was conducted on psychological and psychometric tools incorporating digital expressions. The objective was to identify instruments that could potentially alleviate cultural and linguistic challenges in data collection. Surprisingly, the findings revealed a conspicuous absence of such tools within the commonly used local language instruments. Despite the recognized benefits of leveraging digital expressions like emojis for cross-cultural communication, the current landscape in the region indicates a notable gap in the integration of these tools into established mental health research. Exploring the potential drawbacks of regular emoji usage in youth mental health research reveals several caveats, particularly with the introduction of Animoji, Bitmoji, and stickers. The risk of heightened ambiguity necessitates more research.[3] Differential meanings, such as the distinction between a thumbs-up and an OK sign in conveying agreement or approval, present a challenge in interpretation. Factors like age, gender, culture, social relationships, emotional connections, and even platform usage can affect how emojis are perceived and understood. Different platforms and devices may also display emojis differently, adding another layer of complexity to their interpretation. Commonly misinterpreted emojis include the ‘dizzy emoji’: Often mistaken as a shooting star, this emoji illustrates dizziness or the phenomenon of seeing stars when someone is hit on the head; ‘folded hands emoji’: Often mistaken for a praying emoji, this gesture is commonly used to say thank you or please. Some ways to prevent or reduce misinterpretation would be understanding the context, using it in moderation depending on the recipient’s comprehension, and seeking guidance if one is unsure. Another strategy would be to utilize clear, unambiguous emojis in mental health research.[5] Some potential drawbacks of using emojis for people with mental health conditions include concerns about the inaccurate representation and prediction of emotional states, privacy issues, and the fear of being controlled by an App. Additionally, connecting mentally ill individuals through chat functions on apps may facilitate mutual support but could also pose risks, such as planning harmful activities like suicide attempts. Cultural differences in interpreting emojis and the need for further research to understand differences in emoji interpretation between youth with and without mental health problems have been highlighted as well.[31] Emojis also facilitate positive communication and conflict resolution by providing a visual tool to express emotions without escalating situations. Emojis contribute to enhancing emotional regulation, self-awareness, and positive communication among individuals with mental health conditions, ultimately supporting their emotional well-being.[32] Administering these tools may pose difficulties for individuals with autism spectrum disorder (ASD), social cognition deficits, or visual impairments, raising concerns about accessibility. The intricacies of interactions for those with intellectual impairments remain an unknown aspect. Moreover, the variance between users’ intended meanings and official definitions of emojis can lead to misinterpretations and has the potential for miscommunication and/or misunderstandings.[33] Additionally, the users’ selection of emoji content and the alignment between expressed emotions and real sentiments contribute to the complexity of emoji usage in mental health research.[3] Finally, the formality in research communication may influence the abstractness and static quality of the emojis selected.[34] Addressing these multifaceted challenges becomes a priority for the routine integration of emojis in youth mental health studies in South Asia. CONCLUSION Embracing emojis as a language-independent tool holds immense potential for South Asian youth mental health research, especially in community-based settings. The shift from traditional paper and pencil assessments, particularly for adolescents, is imminent, and emojis emerge as catalysts for enhancing data quality and expediting research processes, addressing a current void in South Asian psychometric research. With over 600 languages in the region, the universality of emojis in representing emotions can enhance the effectiveness of public mental health care delivery while incorporating screen-based tool administrations. This measured integration of emojis reflects a forward-looking approach, marking a departure from outdated assessment methods and fostering inclusivity in diverse cultural and linguistic landscapes. Recommendation Immediate initial steps include anchoring emojis using the emoji grid into the translated scales in South Asia. Their ubiquitous use and sufficient cross-cultural pre-validation might obviate the need for re-validation in research studies. Research review boards may also support this by suggesting their incorporation in relevant screen-based assessments. The era of psychometric research in South Asia is poised for a transformative and emotive emoji revolution. Financial support and sponsorship Nil. Conflicts of interest There are no conflicts of interest.
The language, as a communication system, is established through speech production by the speaker. Linguistics and Sociology postulate criteria for analyzing linguistic and social factors. The linguistic performance is governed by norms acquired by the speaker, but this does not exempt speech communities from verbal creation. This work intends to explore both the language and linguistics realms, which are susceptible to the insertion of verbal creativity. This creativity arises from the variation observed at each level of language and the extralinguistic factors that influence it. The conclusion of this work presents a didactic proposal aimed at expanding vocabulary, which can be used for the creation of phonological words in Spanish.
This research explores the written narratives of Greek-Turkish bilingual and Greek monolingual children, focusing on their retelling abilities. We analyze both the macrostructure and microstructure of their narratives, utilizing the story-grammar model for the macrostructure analysis and examining lexical diversity, syntactic complexity, spelling accuracy, connectives, and word stressing for the microstructure assessment. We also examine correlations with contextual factors, including home and schooling input. Thirty-six children, comprising an equal number of bilinguals and monolinguals, participate in a picture narrative task (retelling mode). Our findings indicate that while bilingual children exhibit proficiency in constructing the story-grammar comparable to their monolingual counterparts, notable differences emerge in the microstructure of their narratives. Specifically, bilingual children produce shorter narratives. They also demonstrate lower lexical and noun diversity, syntactic complexity, and spelling accuracy (in inflectional suffixes) compared to monolingual children. These observed differences in the microstructure imply a potential trade-off between establishing the core story schema and elaborating on narrative details in bilingual narratives. Additionally, our study identifies early literacy practices (i.e., print exposure in preschool years) and current literacy practices (literacy habits outside the school setting) as predicting differently aspects of the microstructure in each group, further enhancing our understanding of how bilingualism influences narrative development. This underscores the importance of examining both the macrostructure, microstructure, and contextual factors for a comprehensive understanding of narrative development in bilingual and monolingual children.
The paper examines the translation of the English lexeme “pirate” into Croatian using the lexemes “pirat” and “gusar”. More precisely, it examines how the “Pirates of the Caribbean” film franchise brought about a change from the previous textual-linguistic norm in which “gusar” was the single dominant lexeme. The research focuses on printed texts translated from English into Croatian and divides them into two groups: those published before and after the release of the series in 2003. The results show that the works translated before 2003 used “gusar” as the preferred translation solution for “pirate”, whereas “pirat” became more frequent in post-2003 translations, suggesting that the franchise brought about changes in textual-linguistic translation norms.
The French word, like the word in general, has a large series of characteristics starting with the phonetic word, graphic word, syntactic word, senseless word. Then follow the phonic qualities of the word: aesthetics, expressiveness, volume of word: long words and short words, brief/isolated words, the exploited length of the word, denotativeconnotative word. In short,,,the quality of the word is a function of its form and its nature”. The poetic language has its laws, its rules and its code. The poetic norms play a large part in this. Among its laws, there is one that is essential: words must be monosyllabic and polysyllabic, but their length should not in principle exceed three or four syllables. Those that have an exaggerated length are to be avoided especially in poetics and their names have a depreciative connotation: nested word, centaur word, ghost word, overflowing word, ultra-wild word, portmanteau word. The latter already has the appearance of a term and it is fixed and defined by lexicographic sources (Rheims, 1969; Manoli, 2022). Ultimately, the nested word (chemin de ferresque - Léon-Paul Fargue; abracadabrantesque (A. Rimbaud), or the overcompound (just-to-see-her-passing-we-were-telling-her-thank-you – H. Bazin) appears as a specific type of interaction, and its management in various registers remains to be always rare and delicate: their translation and interpretation require prudence, philological taste and experience.
Recent advancements in Large Language Models (LLMs) have revolutionized the AI field but also pose potential safety and ethical risks. Deciphering LLMs' embedded values becomes crucial for assessing and mitigating their risks. Despite extensive investigation into LLMs' values, previous studies heavily rely on human-oriented value systems in social sciences. Then, a natural question arises: Do LLMs possess unique values beyond those of humans? Delving into it, this work proposes a novel framework, ValueLex, to reconstruct LLMs' unique value system from scratch, leveraging psychological methodologies from human personality/value research. Based on Lexical Hypothesis, ValueLex introduces a generative approach to elicit diverse values from 30+ LLMs, synthesizing a taxonomy that culminates in a comprehensive value framework via factor analysis and semantic clustering. We identify three core value dimensions, Competence, Character, and Integrity, each with specific subdimensions, revealing that LLMs possess a structured, albeit non-human, value system. Based on this system, we further develop tailored projective tests to evaluate and analyze the value inclinations of LLMs across different model sizes, training methods, and data sources. Our framework fosters an interdisciplinary paradigm of understanding LLMs, paving the way for future AI alignment and regulation.
Background Spoken discourse production has been increasingly recognised as an important source for assessing language competence of persons with aphasia (PWA). Most linguistic measures rely on transcripts of spoken discourse, so they have seldom been used in clinical practice. Thus, there is a need for standardized and norm-referenced measures that can be easily applied in clinical settings.Aims The present study aims to develop core lexicon lists for Mandarin Chinese PWA using AphasiaBank data elicited with different discourse production tasks and test their validity in detecting language deficiency.Methods & Procedures We selected seven semispontaneous discourse tasks within three major task types, i.e., picture descriptions, procedural discourse and story narrative, for core lexicon list development and for examining task type effects. Transcripts from 61 control speakers were split into two sets with age – and education matched: one set (n = 43) as a normative sample used to generate the core lexicon lists and the other (n = 18) as a healthy control group served as a baseline for comparison with PWA productions. Transcripts of 18 age- and education- matched PWA were retrieved from the AphasiaBank database. We selected the top 30 words with the widest distribution in the normative sample to generate core lexicon lists. Then for both PWA and control groups, we calculated agreement percentage as core lexicon scores.Outcomes & Results Core lexicon scores of PWA were significantly lower than the control group participants for all seven tasks and positively correlated with aphasia severity for two story narrative tasks, suggesting that story narrative tasks were more effective in assessing discourse productions compared with picture and procedural descriptions. In addition, core lexicon scores also correlated with lexical diversity (R scores) and discourse informativeness (Correct Information Units) for all seven tasks.Conclusions & Implications Core lexicon scores can effectively distinguish discourse production by Mandarin PWA and healthy controls and they reflect lexical diversity and informativeness of discourse. Our findings, thus, have clinical implications in that these lists could serve as an alternative transcription-less approach in quick Mandarin PWA discourse production assessment.
вопросы семантического согласования и рассогласования получают широкое освещение в теории ненормативной комбинаторики. Намеренное нарушение норм семантического согласования в словосочетаниях приводит к образованию полу отмеченных структур негимпликационального характера, который проявляется в ономасиологической ненормативности рассматриваемых структур, в результате чего происходит нарушение связей между словами с целью привлечения внимания и создания впечатления особой образности. Компонентная организация смысла глагольной метафоры рассматривается в терминах аргументно-предикатной структуры, в которой аргументы сравнения связаны симиляцией через эксплицитно выраженный предикат, выступающий в качестве основания сравнения. Метафоризация достигается за счёт того, что нарушается нормы логической связи слов или переподчинение предикатов, когда они с описания одного аргумента переносятся на другой. При анализе негимпликациональных сочетаний используется методика компонентного анализа и вводятся понятия интенсионала, импликационала и негимпликационала. Переподчинение предиката может проходить или по линии сочетания этого предиката с аргументом, находящимся в левой валентности и выполняющим семантическую функцию агенса, или по линии сочетания с аргументом, находящаяся в правой валентности и выполняющим семантическую функцию пациенса. Переподчинение возможно также и по линии агенса, и по линии пациенса одновременно. Были отмечены также и другие семантические роли аргументов, влияющих на метафоризацию предиката (локатив, объектив). В основе просторечных метафор лежат негимпликациональные сочетания с различными видами семантической несовместимости, среди которых встречаются негимпликациональные с несовместимыми неанатомическими признаками, идущими по линии человек животное, одушевлённость/неодушевленность, абстрактность/конкретность и действующими в условиях нарушения семантического согласования и в силу симилятивного переподчинения предикатов. Нарушение семантической совместимости обусловливает снижение значения глагольной метафоры. issues of semantic agreement and disagreement receive wide coverage in the theory of non-normative combinatorics. Intentional violation of the norms of semantic agreement in word combinations leads to the formation of semi-marked structures of a non-implicative nature, which manifests itself in the onomasiological non-normativity of the structures in question, resulting in a breakdown of connections between words in order to attract attention and create the impression of specific imagery. The component organization of the meaning of a verb metaphor is considered in terms of an argument-predicate structure, in which the arguments of comparison are connected by simile through an explicitly expressed predicate, which acts as a basis for comparison. Metaphorization is achieved due to the fact that the norm of logical connection of words or the resubordinating of predicates is violated when they are transferred from the description of one argument to another. When analyzing non-implicational combinations, the method of component analysis is used and the concepts of intension, implicational and non-implicational are introduced. The resubordinating of a predicate can take place either along the line of combination of this predicate with an argument located in the left valence and performing the semantic function of the agent, or along the line of combination with an argument located in the right valence and performing the semantic function of the patient. Resubordinating is also possible along the line of the agent and along the line of the patient at the same time. Other semantic roles of arguments influencing the metaphorization of the predicate (locative, objective) were also noted. The basis of colloquial metaphors are non-implicational combinations with various types of semantic incompatibility, among which there are non-implicational combinations with incompatible non-anatomical features that go along the lines of person-animal, animate/inanimate, abstract/concrete and operating in conditions of violation of semantic agreement and due to the similative reassignment of predicates. Violation of semantic compatibility causes a decrease in the meaning of the verb metaphor.
Different historical periods are characterized by different attitudes of native speakers of the Russian language to its norms. Russian history during the Soviet period was marked by the struggle for the purity and correctness of the Russian speech. The process of protecting the Russian language was filled with deep ideological meaning, since the Russian language acts as a single means of communication for the multinational population of the USSR. The period of perestroika is characterized by the struggle against Soviet officialese, which took the form of the democratization and vulgarization of speech, the abolition of censorship in the media. This resulted in a stream of substandard and non-literary vocabulary penetrating into public speech, a special literary-jargonizing type of speech culture being formed in the journalistic environment. The second and third decades of the 21st century demonstrate an easy attitude of native speakers of the Russian language to its norms, the decreasing concern about the form of thought expression, the active penetration of colloquial speech into other spheres of communication. Digitalization of communication leads to a decrease in the level of speech culture, the development of clip thinking and the predominance of “point” attention (this is especially noticeable among adolescents and young people). Globalization of the most important spheres of society, on the one hand, contributes to the expansion of the morphemic and lexical repertoire of the Russian language, the development of the meanings of its lexemes, on the other hand, it brings about a fashion for anglicisms and a focus on foreign speech culture. Nowadays, protecting Russian literary language standards is becoming one of the most important national tasks; finding an effective solution will help preserve the Russian culture.
The work is devoted to studying the definition and legal nature of judicial error, the specifics of its occurrence in the practice of courts of general jurisdiction and arbitration courts, as well as identifying trends in reducing the risk of its occurrence in the law enforcement activities of courts. It has been established that at present there is no legal concept of a miscarriage of justice, the scientific literature operates with different lexical meanings of the term, and in judicial practice there has been an understanding of a miscarriage of justice as a discrepancy between a court decision and the norms of substantive and procedural law. It has been determined that the only way to eliminate judicial errors is to review judicial decisions by a higher court, the mechanism of which, due to its procedural and legal nature, does not create preventive measures, eliminating only the consequences of identifying a judicial error. As a result of the study, the authors come to the conclusion that it is necessary to develop an innovative and universal way to reduce the risk of a miscarriage of justice, which is considered in the presented work as testing artificial intelligence in the judicial process; the authors cite the experience of foreign countries as evidence of the relevance of the proposal.
The magazine presents a monograph by Tatyana Dubrovskaya, Olga Musorina, Yana Blokhina and Natalia Vidineeva, devoted to the children’s periodical press of the late Soviet era. Drawing on the lexical and thematic content of the “Pioneer” and “Koster” magazines, the researchers reconstruct the pattern of social norms and values in late-Soviet society. The monograph begins with a historical essay on the 1970s and 1980s, linked to publishing processes in the field of children’s periodicals. The main content of the book is an analysis of word usage in the corpus of magazine texts cited for the period 1970–1989. Lexemes are grouped according to individual onomastic concepts (anthroponyms, toponyms), character or thematic features, and statistical calculations of the occurrence of certain lexemes are carried out. This book presents one of the variants of the Soviet “dictionary” of values, specific to one era and one genre, and allows us to reflect on the extent to which children’s periodicals contributed to the formation of the normative model of late Soviet society.
Nigerian Pentecostalism has emerged as a significant social and cultural force, wielding substantial influence over many aspects of daily life, including language use. The movement has contributed not only to the rise of new lexical expressions that reinforce religious dogmatism in a restrictive sense, but also has fecundated their pervasive deployments in social discourse, in a non-restrictive sense. Through innovative media, Pentecostal ideology—particularly in warfare prayer forms and vernacular—has permeated society, allowing everyday people to adopt these expressions in popular culture to convey various ideologies and identities. This study examines how ordinary Nigerians use these expressions as tools of offense and defense against perceived threats to their progress as well as a means of engagement and socialization. Analytical in nature, the study employs Norman Fairclough’s (1995) Critical Discourse Analysis and draws on data from participant observations and unstructured interviews. The findings show that the adoption of Pentecostal language and expressions reflects the changing sociocultural landscape and the influence of religious movements on societal norms and values. Both language and religion are shown to be fundamental instruments in the development of human society.
Imageability, an important word characteristic in the psycholinguistic literature, is typically assessed by asking participants to estimate the ease with which a word can evoke a mental image. Our aim was to explore inter-rater disagreement in normative imageability ratings. We examined the predictors of variability around average imageability ratings for young, middle-aged and older adults (Study 1) and assessed its impact on visual word recognition performance in young adults (Study 2). Analyses of French age-related imageability ratings (Ballot et al., Behavior Research Methods, 54, 196–215, 2022) revealed that inter-rater disagreement around the average imageability value was critically high for most words within the imageability norms, thus questioning the construct validity of the average rating for the most variable items. Variability in ratings changed between age groups (18-25, 26-40, 41-59, and over 60 years) and was associated with words that are longer, less frequent, learnt later in life and less emotional (Study 1). To examine the consequences of elevated standard deviations around the average imageability rating on visual word recognition, we entered this factor in a hierarchical regression alongside classic lexico-semantic predictors. The effect of word-imageability on young adults’ lexical decision times (Ferrand et al., Behavior Research Methods, 50, 1285–1307, 2018) remained significant after accounting for inter-rater disagreement in imageability ratings, even when considering the least consensual words (Study 2). We conclude that imageability ratings reliably predict visual word recognition performance in young adults for large datasets, but might require caution for smaller ones. Given imageability rating differences across adulthood, further research investigating age-related differences in language processing is necessary.
Listening effort, as indexed by task-evoked pupil response, increases as the intelligibility of second language (L2) speech decreases, and this processing cost is mitigated by experience with talkers of the same accent (Porretta and Tucker, 2019). Prior research has shown that listeners can adapt to unfamiliar L2-accented speech and generalize the adaptation to different L2-accented talkers with the same L1 (Bradlow and Bent, 2008). The current study investigates what type of L2-accented speech exposure (high or low intelligibility) best reduces later listening effort to a novel talker of the same accent. We hypothesize that exposure to highly intelligible L2 speech supports adaptation to the features of an accent because it allows listeners to map accented tokens to the talker’s intended lexical representations. Alternatively, adaptation to a less intelligible talker may require exposure to other low-intelligibility speech, which is characterized by features that deviate more significantly from L1 norms. To test this, participants were exposed to simple sentences spoken in English by either L1 talkers, highly intelligible L2 talkers, or less intelligible L2 talkers. At test, all participants listened to different sentences spoken by a previously unheard L2 talker while listening effort was measured via pupillometry. Data collection is ongoing.
Aim. To identify similarities and differences in the semantic structure of the “loss of face” concept in Russian and Chinese. Methodology. In the course of the study, a comparative method was used with the involvement of definitional analysis, component analysis and contextual analysis. Results. The analysis has shown that the interpretation of the lexical unit “face” in Chinese differs from Russian because in Chinese “face”, formed under the influence of the social norm, can denote person’s reputation; in Russian “face”, understood as something individual and unique, can denote distinctive features of a person, personality. In both languages, “face” represents a value that a person fears losing. The concept of “loss of face” has different features in different languages. In Russian “loss of face” not only refers to the loss of reputation, but can also mean that the face of an object or person is lost as a result of deformation, while in Chinese the concept of “loss of face” refers to the sphere of etiquette. Research implications. Theoretical and practical significance is determined by the establishment of national-cultural components the semantics of the word “face” and in the designation of “loss of face” phraseological unit. In addition, the results obtained can be used in lexicographic practice as well as in teaching of Russian and Chinese.
Bringing informal standardization to the forefrontThe term 'standardization' typically refers to the endeavor of codifying linguistic norms and establishing a prescriptive set of rules, usually encompassing a dictionary, grammar and orthography that define what is considered the 'best language' (in the Anglo-Saxon tradition) or le bon usage (in the Romance tradition).As a result, a standard language can be perceived as something quite tangible, often manifesting in the form of multi-volume dictionaries, orthography treatises, and grammar books.However, this perspective on standardization focuses only on the (presumed) endpoint of a much broader narrative-a story that often begins much earlier and may not conclude with codification (no 'happy ending', one might say).Whereas codified standard languages, defined by prescriptive norms, are frequently regarded as artificial, they are typically not created ex nihilo.Instead, they are the outcome of choices reflecting the linguistic preferences of a particular social elite.In this sense, formal standardization nearly always follows the emergence of usage norms, accompanied by an increasingly conscious understanding of which variants belong to, or should be excluded from, the community's concept of the 'best language'.As indicated in the title of this thematic focus, "Informal standardization and the regionalization of language norms", the articles compiled here, along with this introduction, aim to highlight a recent trend in linguistic standardology: the study of informal standardization processes, or, in other words, the emergence of usage norms.While informal standardization processes can be examined in historical contexts-illuminating the variant selection that preceded the codification of today's languages-this issue specifically focuses on the informal standardization processes by which new standard languages (or 'neo-standard languages') emerge alongside already codified standard languages in contemporary language cultures.The studies presented in this issue cover developments in French, Portuguese and Spanish as well as German, examining the diverse linguistic practices that contribute to the emergence of oral standard languages.They also explore the coexistence and frequent competition between these oral standard languages and codified written standard languages, along with the representations, attitudes, and linguistic insecurities that arise among speakers as a result.Furthermore, the articles study the fact that, in many-if not most-cases, informal standardization involves both a vernacularization and a regionalization of linguistic standards.This process leads to the reevaluation of diaphasically or diatopically marked variants-that is, endogenous variants in pluricentric scenarios-previously considered (or even stigmatized) as sub-standard, now being recognized as standard forms.In the following, we will first outline the specific vocabulary, both old and new, used to describe the increasingly complex reality of formal and especially informal standardization (section 2).We will then contextualize these processes in historical terms (section 3).Finally, section 4 will provide an overview of the contributions to this thematic focus. How to describe an ever more complex reality of linguistic standardnessThe most important distinction to be made in the field of standardization contrasts informal standardization with formal standardization, as first delineated by Stewart (1968Stewart ( [1962]]: 534).Whereas informal standardization refers to the 'natural' evolution of linguistic standards, i.e. to the observable regularizations within language usage that lead to the emergence of variants considered exemplary by speakers, the explicit setting of standards that may follow it is known as formal standardization or codification, as it is more commonly referred to (cf.Lebsanft /
Introducion. The report analyzes the use of communication technologies for the integrated teaching of Georgian language and literature in the teaching process, which are mainly aimed at the search for active methods and organizational forms and are actively used for better conducting the lesson, for cooperative learning, in pairs and groups. It is the main part of the research educational tasks which must be solved at the lessons to achieve the set goal consist of the following: formation of students' knowledge and skills, so that they will be able to freely express their own opinions and discern other people's ones, both orally and in writing; enrichment of vocabulary; development of skills and their use in teaching grammatical construction in speech; making students' aware of the norms of the Georgian literary language (orthographic, lexical, grammatical); developing skills to be able to construct and evaluate one's own opinion. Activities in which communication technology is implemented can be educational, labor or play. The most important organizational unit in the teaching process is the communicative situation. With the help of its creation, the motivation of the relationship increases; presentation of speech material is possible; speech habits are acquired; students' activity and independence developed; communication skills of students are enhanced. Conclusion. The use of communication technologies in the integrated lessons of Georgian language and literature in elementary grades provides an opportunity to teach the student language and literature as a means of communication, getting to know the world and oneself in it; to develop active, creative and critical thinking to master all kinds of speaking activities at the literacy level.
The article is devoted to the etymology of a number of Armenian words or roots that derived from the PIE root *(a)u̯(e)- “true, faithful” and in written Armenian begin with the sound(s) վ- or (հ)աւ-. Etymologies were carried out on the basis of phonetic, lexical, semantic analyses, using methods of internal and external reconstructions and comparative-historical research. Materials included in well-known etymological dictionaries and studies, as well as in dictionaries of Armenian dialects, were used. In Indo-European studies it is generally accepted that the Armenian words with the initial sound վ- are non-original, with the exception of about a dozen words that are considered deviations from the norm. The present article reveals the regularity of the origin of native (inherited) Armenian words with the initial sound վ-, due to which new etymologies are put forward. Within the framework of the article puts forward the new etymologies of following words: վավեր, վստահ, հաւատ, հավաստ, հաւասար, ապաւէն. These new etymologies are the contribution of the author.
This paper describes the effects of hyponymy and emotion on the comprehension and production of compound words. The research subjects are over 2000 concatenated compounds of English taken from the LADEC database (Gagné et al. 2019). The study builds on the research carried out in Charitonidis (2022), according to which context concreteness for the second constituent was a significant positive predictor of lexical decision and naming times from the English Lexicon Project (ELP) and the British Lexicon Project (BLP). In the present paper, the hyponymy norms from Gagné et al. (2020) were added in the analysis. The results show that both hyponymy and context concreteness for the second constituent are relevant. In addition, all models including both variables have a better fit than nested models omitting one of these variables. There is thus strong evidence that both hyponymy and context concreteness for the second constituent are obligatory parameters in compound word processing.
The aim of the research is to identify the mechanisms for translating occasional units (nonce formations) in the English version of A. Platonov’s dystopian novella “The Foundation Pit” (1930). The originality of the research lies in the differentiation of units of occasional syntagmatics, i.e., occasional words, phrases, and constructions, and the identification of methods for translating these units from Russian into English. As a result, the research revealed that occasional words in the analyzed work are primarily translated using loose and descriptive translation. Occasional phrases created through intentional violations of lexical-semantic compatibility are translated through contextual substitution, calquing, mixed, descriptive, and loose translation, as well as addition and grammatical substitution. Occasional constructions created based on intentional violations of grammatical compatibility of words are translated through calquing, mixed translation methods, and through grammatical and contextual substitution. In many analyzed contexts, more than one syntagmatic violation was identified, including violations of stylistic norms of the Russian language, which pose a particular challenge in translation.
Another busy (editorial) year has come and gone.We are reporting for the period between August 2023 and July 2024, when we received 70 manuscripts for review from authors around the globe and all the Kachruvian circles: from EFL countries in Europe and China to ESL contexts in Asia and Africa and ENL countries in the southern hemisphere.Of these, the usual 13 full papers made it into the current volume.The Englishes discussed in the published papers include regional varieties in the UK and the Philippines, variation across the Kachruvian circles (the model continues to serve as a reference frame), as well as Englishes in North America, South Asia and South Africa.Topic-wise, research in this volume looks at urban and rural accents in the UK as well as ethnic accents in Toronto, aspects of lexical and grammatical variation in Britain and South Africa but also sociolinguistic topics like codeswitching and variationist pragmatics.The first issue adds a novel spice to the familiar mix in that it includes a contribution that discusses World Englishes from the perspective of journal editors and the role they play in norm orientation.The diversity of methodologies adopted in the papers (qualitative, quantitative and mixed) aptly reflects the range of topics that researchers in the field are working on and the corresponding range of analytical tools that are needed to capture the rich tapestry made up from varieties of English around the world.A major part of the work that goes into the production of a journal comes from the generous support of many colleagues around the world who give of their (typically limited) time freely to take on reviews.It is their expertise and constructive criticism that help maintain the high standard of the published contributions.
Age of acquisition (AoA) is an important psycholinguistic variable that affects the speed and accuracy of lexical processing tasks. In earlier [2023] study quite strong associations between AoA ratings for Russian words provided by adults and vocabulary tasks performance by school students were shown. In line with the trends in modern sociology of science the research aimed at checking reproducibility of earlier obtained results was undertaken. 700 tasks for testing previously or results obtained earlier (with five response options each) were allocated between eight subtests that were given to pupils of the 2nd, 4th, 6th, and 8th grades (two subtests each). In total, 546 test protocols were obtained, 482 from which were included in the analysis (from 108 to 139 protocols for each grade) after excluding protocols with signs of insufficient efforts. The results of replication study confirmed the sign and level of relations between AoA word rating and the percentage of correct answers to the corresponding test item in the vocabulary test. The following effect sizes averaged across four grades were obtained: observed correlation in 2024 was equal to -.48 but it increased to -.84 after artifact correction (measurement error for test scores and range restriction for ratings of words used within the grade). The corresponding estimates calculated for 2023 data were -.43 and -.80. Differences between estimates of the first and second studies appeared not significant. The results of current study confirms that subjective ratings are valid indicators of Russian words acquisition in the age range studied and are suitable for norming this characteristic.
Introduction. Since language acquisition is a gradual process, younger children have gaps in their mental grammar and mental lexicon. In order to be understood well while communicating with other people, they sometimes resort to creating new words, known as innovations, which remain unusual for the language norm. This article expounds the nature of children’s speech innovations and presents the analysis of their constructing. Methodology and sources. The research is based on data gathered within psycholinguistic experiment with participation of Russian-speaking children from three to six years of age. Such experimental methods of psycholinguistics research as picture description and story retelling were used. Results and discussion. It was found out that despite formal abnormality of speech innovations they are getting constructed according to rules existing in the language. Thus, innovations may include standard morphological units, which are combined with nonstandard ones with regard to their distributional features and restrictions. It means that morphemes commonly appearing, for example, on verbs will be used by children within this lexical category only. Moreover, a gradual increasing complexity of constructed forms is observed occurring with the age. Conclusion. Speech innovations cannot be conceived as errors, as they are constructed based on children’s knowledge about the language system and contain standard elements. Innovations analysed in this paper might be used for larger-scale studies on language acquisition and remain supplementary material for researches in this area.