Papers reviewed and determined not to be word norm studies. Use the flag icon to report errors or suggest re-inclusion.
16504 papers
The purpose of the study, the results of which are presented in the article, is to develop the optimal composition and method of presenting data in the developed corpus of Russian speech samples with errors made by foreign students. The development of such a corpus is conditioned, firstly, by the need for a scientific description of erroneous linguistic expressions, as all significant facts of the use of the language are currently being described, and secondly, by the need to create a unified database of systematized data on errors in the speech of Russian language learners for linguodidactic purposes. The creation of such a corpus requires an in-depth description of errors in speech, therefore, in this article, it is proposed to describe an erroneous linguistic expression as a violation of a certain language norm, a certain semantic, morphological, syntactic or lexical language model underlying the normatively correct expression, indicating the type of speech activity, speech situation, native language, specialty of the student. Within the framework of the task of creating a corpus, an error is understood as a failure at a certain level of speech generation, therefore, the model for describing errors is based on the model for describing language expressions developed by domestic researchers when creating an explanatory-combinatorial dictionary. The model of deep annotation of erroneous expressions proposed in the article includes schematized models of semantic representation, syntactic and lexical compatibility (depending on the nature of the error) of a linguistic expression, which is intended, on the one hand, to accurately localize the error in the use of the language, on the other hand, to serve as educational material in linguodidactics. It is concluded that when a statistically significant number of annotated samples with errors in Russian speech made by foreign students is reached, these corpora may well be used as a source of empirical data for a comprehensive scientific description of the facts of linguistic reality. It was also concluded that for the proposed corpus to be viable, it must be an open system that involves the inclusion of new description parameters in deep annotation.
, 2020) has claimed there is no strong evidence that multi-letter graphemes are used in reading tasks with proficient adult readers, with most studies being statistically weak or having confounds in the stimuli used. Here, I used Monte Carlo simulation with data from reading mega-studies to examine the extent to which the number of multi-letter graphemes matters in words when letter length is held constant. This was done by simulating thousands of experiments using different sets of items for each of a small number of comparisons (e.g., words with only single-letter graphemes versus words with one multi-letter grapheme). The results showed that words with two multi-letter graphemes tended to cause slower reaction times than words with one or no multi-letter graphemes, with effects found in both naming and lexical decision tasks. Interestingly, when words with no multi-letter graphemes were compared with words with one multi-letter grapheme, the differences were much weaker. Simulations of naming results using two computer models, the connectionist dual-process (CDP) model and the dual-route cascaded (DRC) model, showed only CDP predicted this pattern. Since CDP learns simple associations between graphemes and phonemes whereas DRC uses a set of grapheme-phoneme rules, this suggests that the results may have been caused by simple associations between spelling and sound being relatively easy to learn with words with one compared with two multi-letter graphemes. More generally, the results suggest that graphemes are used when reading, but they often produce relatively weak effects and thus differences in some studies may not have been found due to a lack of power.
Введение. Синтез искусств в культуре становится на рубеже XIX–XX столетий одной из доминирующих идей. Эта направленность в полной мере способствует раскрытию многочисленных талантов такого яркого представителя эпохи Серебряного века, как М. А. Волошин.Целью данной статьи является анализ лингвистических и художественных особенностей текстового материала, сопровождающего акварели М. Волошина.Материал и методы. В статье приводятся данные анализа лирических зарисовок разных лет, служащих сопровождением акварелей М. Волошина. Внимание к данному жанру обусловлено его несомненной значимостью для определения особенностей творческой манеры поэта и художника, а также для понимания его мировосприятия.В статье использованы методы семантико-стилистического, контекстологического, мотивного анализа, позволяющие раскрыть специфику поэтической картины мира автора, отраженную в надписях к акварелям М. А. Волошина.Результаты и обсуждение. Киммерия занимает особое место в творчестве М. Волошина – поэта, художника, переводчика, искусствоведа, мыслителя. Конгениальность М. Волошина как мастера кисти и слова нашла свое отражение в его надписях к акварелям. Данные лирические миниатюры – отдельный жанр, восходящий к античности, который роднит творчество поэта с искусством Востока.Образный строй поэтических миниатюр М. Волошина, организующий их смысловое пространство, включает в себя реалии земные (камень, вода) и небесные (облака, луна, солнце) и обнаруживает при их детальном рассмотрении синкретизм «земного» и «небесного». Цветовая картина мира, представленная многообразием цветообразов, в сочетании со звуковым оформлением передает синестезию авторского мировосприятия. Языковой и образный строй поэтических зарисовок М. Волошина отличается богатством и разнообразием: автор использует многочисленные сравнения, метафоры, эпитеты, оксюморонные сочетания, отступления от грамматических норм, позволяющие передать особенности творческой манеры мастера-творца.Заключение. Рассмотрение лингвистических и художественных особенностей лирических миниатюр М. Волошина позволило выявить их основные черты: метафоричность, синкретизм и синестетичность при создании образов, эмотивный и прагматический потенциал цветовой символики – и сделать вывод о своеобразии поэтической картины мира автора. Introduction. At the turn of the 19th and 20th centuries, the synthesis of arts in culture becomes one of the dominant ideas. This orientation fully contributes to the disclosure of the many talents of such a brilliant representative of the Silver Age as M. A.Voloshin. The purpose of this article is to analyze the linguistic and artistic features of the text material accompanying M. Voloshin’s watercolors. Material and methods. The article presents the data of the analysis of lyrical sketches of different years, serving as an accompaniment to M. Voloshin’s watercolors. Attention to this genre is due to its undoubted importance for determining the characteristics of the creative manner of the poet and artist, understanding his worldview. The article uses the methods of semantic-stylistic, contextological, motivational analysis, allowing to reveal the specifics of the author’s poetic picture of the world, reflected in the inscriptions on the watercolors of M. A. Voloshin. Results and discussion. Cimmeria occupies a special place in the work of M. Voloshin – a poet, artist, translator, art critic, thinker. The congeniality of M. Voloshin as a master of brush and word is reflected in his inscriptions for watercolors. These lyrical miniatures are a separate genre dating back to antiquity, which makes the poet’s work related to the art of the East. The figurative structure of M. Voloshin’s poetic miniatures, organizing their semantic space, includes earthly (stone, water) and heavenly (clouds, moon, sun) realities and reveals, when examined in detail, the syncretism of “earthly” and “heavenly”. The color picture of the world, represented by a variety of color images, in combination with sound design, conveys the synesthesia of the author’s perception of the world. The linguistic and figurative structure of M. Voloshin’s poetic sketches is rich and diverse: the author uses numerous comparisons, metaphors, epithets, oxymoric combinations, deviations from grammatical norms, which make it possible to convey the peculiarities of the creative manner of the master-creator. Conclusion. Consideration of the linguistic and artistic features of M. Voloshin’s lyrical miniatures made it possible to identify their main features: metaphoricity, syncretism and synestheticism in creating images, emotive and pragmatic potential of color symbolism – and to draw a conclusion about the originality of the author’s poetic picture of the world.
The study of foreign languages in modern society becomes an integral part of the professional training of specialists of various fields of activity, and their further career growth may largely depend on the degree of their language training. Studying the Ukrainian language as a foreign one contributes to the development of communicative competence, forms the student’s ability to use it as means of communication. At the center of the educational process for foreign students should be activities aimed at developing knowledge and communication skills in the Ukrainian language in a professional context. Its purpose is the formation and improvement of communication skills and abilities of students studying the Ukrainian language, that is, the ability to communicate using a foreign language in various situations in the process of professional interaction with other communication participants. In the learning process, it is possible to take some tasks that ensure the formation and improvement of professional communication in a foreign language: actualization of knowledge of lexical units and grammatical rules; formation of the ability to choose and use adequate language norms depending on the purpose and situation of communication; improving the ability to understand different types of communicative situations, as well as to build coherent and logical utterances; development of abilities to choose verbal and non–verbal means in case of communication failure; expanding knowledge about the socio–cultural features of the representatives of the countries of the language being studied, their traditions and norms of language behavior, as well as the formation of the ability to understand and adequately use them in the process of communication, while keeping student’s own culture. It is necessary to emphasize the special relevance of business communication in the orientation of preparation for personal and professional development of the student. At the same time, language information is the most reliable and perfect social means of communication and information acquisition, which serves as an exchange of thoughts and feelings and at the same time expresses the meaning of social relations. Therefore, the motivation of communicative orientation is one of the most important means of increasing the effectiveness of students’ foreign language learning. Key words: speech activity, dialogue, monologue, communicative approach, communicative task, initiating replica, replica–reaction.
In Incidents in the Life of a Slave Girl, Harriet Jacobs ([1861] 2001) submits a zoology of the Southern US plantation and its environs. As a recent fugitive, Linda Brent (Jacobs's pseudonym) hides from her pursuers behind bushes, where she is injured by “a reptile of some kind,” “something cold and slimy” (83). Days later, she and family friend Peter must wait in “Snake Swamp”; “hundreds of mosquitos... [poison their] flesh” as “snake after snake” crawls at their feet (94–95). “But,” she insists, “even those large, venomous snakes were less dreadful to my imagination than the white men in that community called civilized” (95). For seven years, she shares an attic's crawl space with “rats and mice” as well as “hundreds of little red insects, fine as a needle's point, that [pierce] through [her] skin, and [produce] an intolerable burning” (95, 97). Even after she reaches New York, Linda fears being recognized by the Southerners “swarming” the city: “Hot weather brings out snakes and slaveholders, and I like one class of venomous creatures as little as I do the other” (143).Jacobs animalizes the slaveholder, classifying him as the most dangerous, and most evil, of “venomous creatures.” In predicating a Black woman's freedom in the antebellum era on a negotiated proximity to some threatening creatures and not others, Jacobs shuffles the Enlightenment logic whereby “white men” secure their place “in that community called civilized” by exempting themselves from an animality they instead ascribe to Black and Indigenous people. I say shuffles because Jacobs does not collapse the human–animal hierarchy; she revises membership in each category by hinting at a notion of white animality. Jacobs's animalization of whiteness constitutes one rhetorical strategy—her condemnation of white Southerners’ failure to live up to Christian values being another—meant to bring Black humanity into sharp relief. If Jacobs maintains the human's primacy and integrity, it is because her abolitionist project is embedded in a sentimental tradition. Within this tradition, readers, such as the white, Northern, Christian women whom Jacobs explicitly addresses, are invited to express sympathy toward the enslaved—to recognize, that is, their humanity.Jacobs interferes with the legal and discursive management of Blackness's relation to nature undergirding the animalization and propertization of Black people.1 What would such interference look like if it did not happen in the name of Black humanity, either because Black animality and humanity were more symbiotic than they appeared or because being granted humanity within a white supremacist regime were simply not desirable? Recent monographs by Sarah Jane Cervenak, Andil Gosine, and Zakiyyah Iman Jackson take up this question.The critique of humanization in the fields dedicated to race and sexuality has generally adopted, as its unit of analysis, sentiment, emotion, affect, or feeling. Breakthrough studies have inquired into a recognition of Black humanity that “[holds] out the promise not of liberating the flesh or redeeming one's suffering but rather intensifying it” (Hartman 1997: 5); the “culture of true feeling” that tends to “elevate the ethic of personal sacrifice, suffering, and mourning over a politically ‘interested’ will to socially transformative action” (Berlant 2008: 35, 55); the consolidation of nineteenth-century biopower as “a sentimental mode that regulated the circulation of feeling throughout the population and delineated differential relational capacities of matter” (Schuller 2018: 7); and minoritarian practices of “unfeeling” that “signal skepticism and reluctance to signify the appropriate expressions of affect that are socially legible as human” (Yao 2021: 7). The contested terrain demarcated by Cervenak's, Gosine's, and Jackson's studies is not so much that of feeling as that of nature—specifically, the perceived and enforced contiguity to or alienation from nature of Black people and people deemed sexually deviant, two categories that overlap in the archive of coloniality.2 I read these three books, together, as marking an ecological turn in the radical critique of humanization. Their authors enter the natural world to reencounter humanization as a process of enclosure rather than liberation, and to find fugitive ontologies and epistemologies in the shadow of the human.The scholarship pairing Blackness and ecology in US and hemispheric contexts has proceeded along two main axes. The first concerns environmental racism, a significant configuration of environmental inequality. Dorceta E. Taylor (2014), for instance, models an environmental justice scholarship attuned to the disproportionate exposure of Black communities, communities of color, and low-income communities to environmental hazards like pollution. In the twenty-first century, such events as Hurricane Katrina (Hosbey 2018), the Flint water crisis (Pulido 2016), and the COVID-19 pandemic (Njoku 2021) have stressed the indissociability of anti-Blackness from the bio- and necropolitics of displacement, privatization, and infection.3 The second axis tells something of an origin story about the transformations that have fossilized into the industrial, then late-industrial, landscape of environmental racism. This story's framework, the “Plantationocene,” makes a prefixal adjustment to the now ubiquitous “Anthropocene,” which inscribes the present in an era when human activity amounts to a geological force.4 “The plantation,” Wendy Wolford (2021: 1623) explains, “has propelled colonial exploration, sustained an elite, perpetuated a core–periphery dualism within and between countries, organized a highly racialized labor force worldwide, and shaped both the cultures we consume and the cultural norms we inhabit and perform.” In trading the undifferentiated and unsituated position of anthropos—the human—for the plantation as birth site of a certain world order and a certain relation to the earth, Wolford and other researchers of the Plantationocene echo the insight, conveyed by Saidiya Hartman (2006), Jared Sexton (2018), Christina Sharpe (2016), and other Black studies scholars, that the Middle Passage represented nothing less than an epochal rupture.While traces of the above inquiries, including an attention to the uneven geographies of harm and the ecological disruption of colonialism and capitalism, can be found in their books, Cervenak, Gosine, and Jackson bring distinct methods and commitments to the study of Black ecologies. Several investigations of environmental racism and the Plantationocene have taken place under the umbrella of anthropology, sociology, geography, or public health. By contrast, Cervenak, Gosine, and Jackson favor an approach not social-scientific but philosophical and aesthetic. They risk bold, overarching claims about the dominant rationality of scientific and political modernity, positing as some of its tenets the alignment of “anti-Black and anti-earth” material and discursive practices, in Cervenak's (6) case, and the traffic between Black and Indigenous humanity and animality, in Jackson's and Gosine's. Moreover, all three authors zoom in on the ways Black visual, literary, and performed arts mediate this dominant rationality. They occupy the aesthetic as a register that exacerbates the contradictions animating anti-Black norms and laws, inasmuch as the colonial common sense that would otherwise stabilize the meaning of race, sex, nature, and property—all criteria for what counts as humanity and who counts as human—is upended.Of the three volumes foregrounded here, Jackson's Becoming Human: Matter and Meaning in an Antiblack World is philosophically the most ambitious. A mere two years out of the printer as of my writing this, Becoming Human has already secured a canonical status. Excerpts from the book previously published in article form are cited abundantly and favorably in Cervenak's Black Gathering: Art, Ecology, Ungiven Life (65–66) and Gosine's Nature's Wild: Love, Sex, and Law in the Caribbean (10). Becoming Human builds on the premise that Black animality is not, nor was it ever, antithetical to Black humanity. Accordingly, Jackson “[reinterprets] Enlightenment thought not as black ‘exclusion’ or ‘denied humanity’ but rather as the violent imposition and appropriation—inclusion and recognition—of black(ened) humanity in the interest of plasticizing that very humanity, whereby ‘the animal’ is one but not the only form blackness is thought to encompass” (3). Humanization, then, shapes the matter and meaning of Blackness in ways that may concur with animalization.5In a chapter on, among other things, Toni Morrison's 1987 novel Beloved (also discussed in Cervenak's Black Gathering), Jackson reckons with the “aporia” of “[slave] humanity” (45). Her assertion that humanization was “not an antidote to slavery's violence” but “a technology for producing a kind of human” (46) recalls Monique Allewaert's report on the advent of alternative humanities on the plantation.6 Yet, Jackson does not rely on a typology, like Allewaert's (2013: 85, 6), that distinguishes between the human, the animal, the object, the plant, and “the parahuman,” the latter category designating “the slave and maroon persons who seventeenth- through nineteenth-century Anglo-European colonists typically proposed were not legally or conceptually equivalent to human beings while at the same time not being precisely inhuman.” The absence from Jackson's book of such a historically informed typology is, I believe, worth noting. Whereas Allewaert's case studies revolve around documents from the seventeenth- to nineteenth-century American tropics, Jackson's, in majority though not in totality, revolve around contemporary African diasporic cultural production. That Becoming Human exceeds historicism in the strict sense does not mean that Jackson's claims are a- or transhistorical; they may be best labeled, like those of Plantationocene scholars, epochal.Jackson's equation between recognizing and plasticizing Black humanity is indicative of a broad, cross-disciplinary curiosity about plasticity, “the capacity of a given body or system to generate new form, whether internally or through external intervention” (Schuller and Gill-Peterson 2020: 1). Scholars in trans, queer, Black, and race and ethnic studies have exposed plasticity's operation as “a key logic underpinning the modern notion of racial difference” and “an enlisted feature of state power” (Schuller and Gill-Peterson 2020: 2). Per Jackson's nomenclature, plasticity names “a mode of transmogrification whereby the fleshy being of blackness is experimented with as if it were infinitely malleable lexical and biological matter, such that blackness is produced as sub/super/human at once, a form where form shall not hold: potentially ‘everything and nothing’ at the level of ontology” (3). By this scheme, categories of race and sex owe their “world-wrecking capacities and death-dealing effects” to the modulation of the flesh's mobility and vitality (121). Against Kyla Schuller (2018), who argues that, within nineteenth-century biopolitics, Black people appeared inert, undifferentiated, and unoptimized, thus marking the constitutive outside to binary sex differentiation as civilizational achievement, Jackson insists that “the fluidification of ‘life’ and fleshy existence” on sites like the plantation yielded hegemonic notions of “woman,” “mother,” and “female body” (11). It is from the vantage point of Blackness's fluidification qua bestialization or thingification that the literary and visual artifacts compiled in Becoming Human—from Audre Lorde's 1980 Cancer Journals to Octavia E. Butler's 1984 short story “Bloodchild,” to Wangechi Mutu's mid-2000s artworks—further Sylvia Wynter's (2003) project of rupturing the human.Gosine pursues an analogous objective in a volume that blends colonial history, art criticism, and anecdotes about his upbringing in a Trinidadian Catholic all-boys school (see esp. 1–3, 12–16, 103–4). To do so, Gosine tracks, first, the introduction, throughout the expansion of European colonization in Africa, Asia, and the Americas, of “legal statutes that set out ‘civil’ parameters of sex, including laws forbidding interracial and homosexual sex,” and, second, the disciplining of sexuality by postcolonial states since the retreat of European powers (4, 31). Gosine's search for traces of unruly bodies’ animalization takes him to the narratives alleging cannibalistic practices by Indigenous peoples and the artistic responses they have elicited. Gosine demonstrates a penchant for subversive art and art criticism; his book truly lives up to its titular wild.7 For instance, Guadeloupean artist Kelly Sinnapah Mary, whose paintings feature prominently in Nature's Wild and on its cover, refuses the onus of distancing colonized people from animals. Instead, she collapses that distance through representations of human–animal hybrids. Sinnapah Mary's art, as Gosine interprets it, trades the affirmation of Caribbean humanity and its associated “politics of respectability” for a concession and a rhetorical question: “We are animal; so what?” (129). I decipher nothing prescriptive in Gosine's verbalization of Sinnapah Mary's glorious nonchalance—no call, say, to cultivate a disidentificatory (Muñoz 1999) attachment to Caribbean hybridity. Something more pragmatic is on offer: the setup for a thought experiment that consists in imagining oneself “freed from proving [oneself] not animal” (150).Nature's Wild makes an important contribution to queer studies by decoding the sodomy legislation implemented in the British colonies in the context of “a general anxiety about the Pandora's box of competing norms and behaviors potentially opened by the Europeans’ metaphorical and literal penetration of ‘new worlds,’ which held threatening examples of alternative versions of how humans might live outside the patriarchal, hierarchical Christian model” (23). Criminal codes, Gosine explains, drew clear lines between acceptable and unacceptable sexual behavior and, by extension, between human and animal. While “animals have sex,... humans have sexual cultures,” he sums up, and cultures are prone to regulation (73). In many ways, Nature's Wild and Christopher Chitty's (2020) Sexual Hegemony: Statecraft, Sodomy, and Capital in the Rise of the World System function as companion pieces. They provide, as a pair, a remarkably far-reaching history of nonreproductive sex amid the rise and consolidation of the colonial and capitalist order.Becoming Human and Black Gathering, too, make convincing cases for sexuality studies as an intuitive home for the study of Black ecologies. They do so by extending a Black feminist theoretical and political lineage. When Jackson states that “antiblackness produces differential biocultural effects of both gender and sex” (9), for instance, we hear echo Hortense Spillers's (1987: 67, 66) claim that the “theft of the body” enacted in the Middle Passage and its legal and discursive ripple effect has frustrated the “symbolic integrity” of male and female, patriarchy and matriarchy. Whereas Jackson evaluates slavery's impact on the sex/gender system, Cervenak draws on a more utopian Black feminist tradition, one that summons “other ‘worlds’ engendered by the absence of weight and measure” (82).Black Gathering's utopianism bespeaks an investment, inherited from performance studies, in what artworks are as well as what they do. Cervenak Black not from the of animality but from that of the ways Black and have and a relation between and or that is not, and into (3). the book with an of the African American visual artist a of on which are and In Cervenak... into and out of as and from and their and as an (3). The a of Black freedom as to a that is not over to regulation and 7). Art, for Cervenak, a of it space for Black most distinguishes Black from Becoming Human and Nature's Wild is the external position its to the communities she As like from Cervenak is after an abolitionist with Black studies, one whose do not “the very and otherwise (11). The key to such an as she it, is to in on such as and from some of Black and (11). I in this an a to make the white the of Black the same I whether Jackson would of a of it to the material and that Blackness's from the that its The of Cervenak's, Gosine's, and Jackson's thus at the of Black the of which and are and which are of and which are to of as I with an aesthetic and one set in New where Jacobs found The short a of a I have associated with Black between two of the first as a of and its such as and and the second fugitive practices and that in the logic of a of on ecology is into and from a with water or in of and is the into which the may be is home to where and queer people in the and is the into the which people were and, as the into which some were the Middle at the of American Art, which in into a with the the and on that I in a I on and I on this under because I was I to make and I to then one I I I for my it from this so, a I to I can I out a and “The of the from to Christopher The where they through a and other and in by The for queer practices of that Black time and ecological in a of Black and queer that of on the in a present that is not that of a at the of a where Black and queer has out of The a in a red The on a their to the and their to the and a 1). A has The now out of the that so is from The of the as of art and humanity, American or makes for something or Something By their the the to the its now like a and between Jackson's, Gosine's, and Cervenak's Black a of a though not relation to and In of are with of out of and of with of as a of aesthetic a of nor one of it instead to the traffic between these their ecological
Virtually all researchers understand the requirement of presenting their studies in peer-reviewed English-medium journals. Russian scientific writers understand this necessity too; however, evidence suggests that these particular researchers are under-performing relative to similar non-native English speakers. The considerable challenge Russians face centers on articulating their ideas in English in the way that meets the norms and expectations of their international discourse community. That is, their writing is characterized as wordy, cumbersome, too academese, and syntactically complex. These issues need to be addressed in the early stages of developing writing skills. In this study, we address discourse differences between the scientific writing of Russian engineering students and that of international experts. Using the computational linguistics tools Coh-Metrix and Gramulator, we compare a corpus of students’ manuscripts with a similar corpus of experts’ published papers. We focused on six conceptual categories: readability, writing quality, cohesion, syntax, word choice, and genre purity. The overall results suggest that student writing differs significantly for multiple characteristics of text and discourse. A discriminant analysis provided a model that successfully predicts group membership and helps identify the most important issues in Russian student writing. Measures such as noun phrase density, genre purity, word age of acquisition, and variance in sentence length were found to be significant positive predictors of Russian student writing, whereas lexical diversity, adversative/contrastive connectives, adverbial phrase density, and word concreteness were significant positive predictors of expert writing. Our analysis allowed us to provide guidance for instructors, materials designers, as well as for technological assessment tools.
The article deals with the characteristics of the mental foundations of an Ukrainian woman, which are manifested both in stereotypes of behavior and in the language of art. Linguistic means of expression of the inner world in the text are considered within the doctrine of the world picture. It is found out that the processes of cognitive activity (awareness of information) of a person lead to the formation of concepts. It is emphasized that gender attribution is of great interest in the psycholinguistic study of written texts of Ukrainian female writers, because behind the implicit concepts of women’s texts are stable cultural stereotypes. In the article certain attention is given to the fact that the implementation of the concept “woman” is characterized in the text by vocabulary aimed at conveying and revealing the inner world of the main heroines. The verbalization of ethnopsychological features in the work of fiction is considered in connection with the linguistic features of portrait descriptions with manifestations of the inner world of the heroines. It is found out that the name of a woman is characterized mainly by nouns and adjectives with a positive connotation; the general characteristic of appearance is expressed by adjectives which are used for the description of hair, eyes and faces; personal characteristics of the heroines are verbalized primarily through the lexical and grammatical group of verbs included in common phrases. It is determined that through a number of language means to denote the mental state and experiences of the main heroines conveyed the girls’ desire to achieve a proper position in a society, where women were restricted in rights and desires, and portrayed them as strong individuals who combine intelligence and willpower. The article analyzes the image of an Ukrainian woman in a view of the specifics of her behavior and in comparison with gender behavioral norms of a particular historical epoch.
The present study investigates some condoling comments given by Egyptian and English- speaking users of Facebook, examining the effect of culture on the way people give condolences to one another. Using participant observation, 200 (100 Egyptian Arabic and 100 English) naturally occurring condolence speech acts are collected from Facebook obituary status updates. The study seeks to investigate the frequently used semantic strategies, syntactic, and lexical aspects that distinguish Egyptian and English condoling comments on Facebook. Furthermore, other aspects that differentiate between Egyptian Arabic (EA) and English condoling comments on Facebook are examined. The results also shed light on how cultural norms and politeness might affect the way Egyptians and English- speaking users of Facebook give condolences. New categories are added to the previous models to create a semantic classification that fits and covers the data of the study. In order to address the objectives of the study, quantitative as well as qualitative analyses are carried out. Results of the study proved that Egyptians condole each other using religious consolations, whereas English speakers use direct and apologetic condolences. The study highlights the great effect of the Islamic culture on Egyptians. Finally, the study concludes that using different politeness strategies to accomplish face wants and avoid face threats when giving condolences differ from one culture to another.
The article explores the contribution of Nelly Lukozheva to the development of the genre in the Adyghe children’s dramatic tale. Until now, in Adyghe literary criticism, there is no research work on modern children’s literature, and many genres of Adyghe children’s literature and drama are still poorly studied. The appeal of the playwright-librettist Nelly Lukozheva to folklore mo-tives in globalization problems should be considered as a certain trend that has recently been not-ed in domestic multinational literature. Currently, the genre of literary fairy tale in the Kabardino-Circassian language occupies an important place in modern Adyghe literature. The world of the author’s artistic fairy tales reflects the life philosophy of the author and the moral and ethical norms and laws of society and the state, transmitted through symbols, signs, metaphors and vari-ous sentiments. The play-fairy tale “Starstone” by Nelly Lukozheva provides a relevant subject of research, because the author turns his close attention to the cultural, ethnic, lexical and social functions of fairy tales. Therefore, the emergence of recent works of drama makes it possible to touch the spiritual culture of the Adyghe people. Dramatic works as fairy tale plays are of special scientific interest both in theoretical terms and in studying the forms and features of the existence of folklore. The proposed article also draws attention to the presence in the fairy tale play of Nelly Lukozheva of ethnic information at the level of themes, ideas, style and some specific aspects, reveals artistic conflict and gives images of the heroes characteristics in her fairy tale play “Star-stone.”
Abstract In this paper, we propose and justify the cross‐linguistic study of the concept of truth through empirical studies of truth predicates, with results of such studies. We first conceptually explore the possibility of cross‐linguistic disagreement about truth purely due to linguistic norms governing truth predicates, which may imply a kind of pluralism about the concept of truth. We then consider the conditions under which we would be justified in inferring this sort of pluralism from the fact of such cross‐linguistic disagreement. Next, we report results of three studies on the use of English “is true” and Japanese two truth predicates, as well as “is correct” and its Japanese counterpart. We then report another set of studies using a different vignette, where the radical cross‐linguistic difference observed in earlier studies disappeared. These data together suggest that the moral‐political factor in the truth‐bearer (utterance) strongly affects the uses of Japanese truth predicates but not those of English. Finally, we will discuss the implications of the studies and results reported here, and the empirical possibility of what we call lexical alethic pluralism, for debates over relativism, theories of meaning, and the deflationary and inflationary theories of truth.
In his work How Children of the Preschool Age Observe Language, Gvozdev argued that a child of two-three years old could fix and correct errors in the speech of other people. At the same time, numerous priming-experiments built on the data of synonymous constructions of common language indicate that least frequency constructions willingly used by children in this age make the greatest influence on children’s speech. The aim of this article is to analyze speech behavior of a child who hears phrases with errors or receives a task to repeat wrongly constructed statements. Nobody has already studied constructions with speech errors in priming-experiments on Russian data. We analyzed the results of a pilot experiment on Russian data developed by non-native speakers of Russian from the Max Plank Institute for Evolutional Anthropology. There were 33 three-year-old children involved in the experiment. The texts included random deviations from both speech norms and frequency usage accepted in the Russian register of communication with children. Experiment results allow making some interim conclusions. The priming-effect on the perception of uncommon forms is low. Speech production mechanisms started to work when performing a task to repeat phrases heard by a child; that was followed with modifications of unusual forms, probably unconscious. Syntactic level (word order and choice of cases and prepositions) is least influenced by the prime. The previous speech experience also influences the ability to repeat what a child heard. The experience includes already formed grammatical representations of a certain child, the frequency of lexical units (including special contexts). While facing unusual constructions, the mechanism of evaluating the statement as “possible/impossible”, and “right/wrong” is launched which leads to its conscious or unconscious modification. Refs 18.
As the ability to express written opinion is fundamental in every society, the pressure for gaining writing competence has increased in many areas, especially for academia where it serves as a prerequisite to career development and academic success. Writing academically can be a challenging task, irrespective of whether one is a native or nonnative speaker (Hyland, 2019). Developing literacy in academic writing can be particularly demanding when one has to write in a second or additional language. Linguistic demands aside, learners have to adapt to the unfamiliar discourse norms and conventions that are widely practiced and expected in the new language. Nevertheless, meeting the norms often implies greater difficulties for some groups of learners than others, and the learning processes for each learner might vary (Zawacki & Cox, 2014). Many teachers are unaware of the differences and even if they are, they have to explore the effects of such differences in their practice. This volume is thus a timely, research-based response to the growing concerns about writing in contexts or environments where the norms and expectations are different, with a focus on academic genres and practices. It is likely to be of interest to scholars and practitioners who would like to gain a greater knowledge of teaching, supervising, and evaluating academic writing. Compared to previous books on writing across cultures and disciplines, this volume covers a comprehensive spectrum, which outlines the multifaceted challenges learners face in writing, learning to write, and writing assessment. Taken together, the chapters present various theoretical perspectives and empirical findings to address the issue of crossing literary borders, particularly in academic writing contexts. They illustrate the range and variety of the cultural, social, and linguistic issues writers are confronted with when entering into a new discourse community, facing new genres, or studying for a new discipline. In doing so, the book provides valuable insights into the hidden agenda, social injustice, and other issues that otherwise would remain implicit in writing instruction and testing regimes. In the following, we introduce the content of this book, review its significance and contribution, and comment on the possible omissions. Structurally, this volume comprises eight chapters that outline the challenges “border-crossers” might face in academic writing. Golden and Kulbrandstad in Chapter 1 critically review various dimensions acting as obstacles for those who traverse borders, inside or outside academia, including the hidden agendas and social injustice implicit in language tests, the rhetorical differences in academic writing between different cultures, and language raters’ bias and unwillingness to embrace emerging varieties of English. As an opening chapter, the first chapter serves as an overview of the culture-dependent differences in writing norms, language teaching, and assessment between the East and West, and North and South. By mapping out the challenges that are germane to individual, cultural, and disciplinary differences, readers will be well anchored to go deeper into the following chapters to explore border-crossers’ experience in the increasingly multilingual and multicultural societies and possible actions to help their border-crossing adventures. Golden and Kulbrandstad in Chapter 2 delve into how the rater variability operates as an obstacle. They report an empirical study in which experienced raters evaluated two versions of texts written in Norwegian by nonnative test-takers, one version was the original texts produced in an official language test and the other version with linguistic errors being corrected, and find that raters vary in the weight given to different text traits (e.g., features related to the content, structure, and style). They presume that the Vietnamese-speaking writers might adopt a safety strategy, transferred from their former education in which formal correctness was highly stressed, and thus striving to avoid errors but at the expense of lacking the features favored by the raters. A novelty of this study lies in its research design where raters evaluate L2 writing with errors being corrected, which has seldom been conducted in the field of cross-culture rhetoric. In this way, raters’ views of the relative importance of qualities rather than accuracy, whose impact can be so great that it overshadows other qualities (Gebril & Plakans, 2014), can be better explored. This chapter provides an extensive critical review of seminal and recent works on rater behaviors in language-testing situations, which can be very informative for teachers, raters, and language-testing researchers to understand the overt and covert factors in writing assessment. Also, it adds to this line of research by bringing to the fore the challenges pertinent to raters’ varied views of how important different text features are for evaluation. More importantly, the different cultural traditions between learners’ previous and current school systems are posited to partially account for L2 writers’ writing performance. Other researchers in the field of L2 writing (Chen & Zhang, 2019) have also encountered instances where students might have resorted to prior learning experience when writing in a second language. Given the importance of learners’ prior experience for writing and assessment, we expect that there will be more research in the future that examines the role and impact of culture-dependent factors in writing and testing. Language-structure-related challenges are discussed in Chapter 3, which we consider as the most intriguing chapter of the book. Through text exploring and linguistic profiles building, Rosmawati's study sheds light on the different types of syntactic constructions in L2 students’ writing. She posits that at the language structure level, writing academically in English presents a major hurdle to students of non-Anglophone backgrounds; the challenges might result from a lack of awareness of the syntactic characteristics of academic English writing, such as concise language with dense information mainly at the lexical and phrasal levels. One noticeable difference between the study in Chapter 3 and previous relevant studies, as Rosmawati argues, is the combined use of textual coding and a multilevel synchrony mapping method to arrive at the linguistic profiles. A drawback of many of the currently available measures of syntactic complexity is that while they could give a numerical representation of syntactic complexity at each textual level, they cannot reveal what underpins or constitutes such representations. By combining the multilevel synchrony mapping method and textual coding, she succeeds in gaining a visual representation of the underpinning structures of the learner's texts, filling in a research gap caused by the drawbacks inherent in the existing measures. Rosmawati's study makes a great contribution to the field of L2 writing as, first of all, she explores the texts with a focus on nominal construction, one of the most representative traits of academic prose but left largely underexplored. Her findings provide empirical evidence in support of the proposition that academic writing at the advanced level is characterized by compact language with dense information through complex nominal structures. Also, she explores the feature of nestedness, which cannot be examined using other measures of syntactic complexity, thus capturing a more nuanced picture of the profiles of syntactic complexity in the texts produced by each learner. With such understanding, readers are well prepared to look for the causes of the manifestation of the syntactic complexity and the challenges that lead to such manifestation. Chapter 4 attends to the linguistic challenges demonstrated by English-as-an-additional-language (EAL) learners when writing in the core curriculum content areas of science. Fang and Li's Chapter 4 reports on a textual analysis study in which they draw on the systematic functional linguistics (SFL) concepts of genre and register to inform their analysis of the writing samples produced by two adolescent EAL learners. One of the main lessons to be learnt from this chapter is that EAL learners face considerable challenges in producing texts that realize the purpose of discipline-legitimated genres and meet typical school expectations for language use. Another merit of this chapter is a genre-based approach to writing instruction that aims at content learning and literacy development at the same time. The instructional procedure is succinctly presented, together with potential effects based on empirical evidence from prior research. Given the vital role of writing in science and science learning, we expect that there will be more research in the future implementing and examining the pedagogical effectiveness of the genre-based writing approach proposed here. This would be especially helpful for writing instructors who need to prepare their EAL students for further learning or practicing in science. Chapter 5 centers around EAL learners’ challenges in developing the expected academic literacy drawing on perspectives from doctoral candidates. It fills a gap by exploring their experiences of accessing support for writing development at the initial stage of doctoral studies, a particularly challenging but underexplored phrase. One of the main findings is that despite the idiosyncratic nature of the doctorate, there are shared circumstances and experiences that contribute positively to the writing development of four interviewed EAL doctoral candidates, including consultation with and receiving feedback from language advisors, supervisory guidance on language issues, and experiences of engaging with scholarly activities. Botelho de Magalhães in Chapter 5 highlights the significance of expanding EAL doctoral candidates’ opportunities to engage with academic discourse, such as participating in academic practices, to support their growth as writers. Instructors teaching at graduate level and supervisors might find this chapter especially helpful. With English being the lingua franca of academia, supervising EAL doctoral students to write academically might be their daily routine. The recommendations and suggestions in this chapter might be able to help facilitate their doctoral students, who acquired a different variety of English from that in the new academic environment, in the development of academic writing abilities. This book's emphasis on the norms that writers bring with them from their previous educational experiences and cultural backgrounds comes into focus in Chapter 6. Leskinen reports a study in which she explores immigrant students’ agency when participating in new academic literacy practices in L2 Finnish, centering on their beliefs and lived experiences. Through narrative analysis, Leskinen points to the value of taking stock of learners’ knowledge base, such as their multilingual resources and external resources, providing further support of the postulation that students’ fund of knowledge can be leveraged to improve their writing (Wei et al., 2020). Furthermore, Chapter 6 contributes to the research on academic literacies in a second language by exploring Finnish, a less widely taught language compared to English and thus underexplored in existing research. Another novelty of Chapter 6 is its application of a dialogical approach to the analysis of students’ agency in L2 academic literacies. Leskinen calls for individual support for immigrant students in academic reading and writing instruction as they might not see the new literacy practice as relevant for learning. It is a shame that more thoughts on possible solutions to the predicament are not offered. Further research should extend on Leskinen's study and investigate what individual support should be provided in pedagogical practice. Chapter 7 is devoted to a cross-cultural comparison of Chinese and British student writings by exploring their use of rhetorical strategies of persuasion. Using a cross-corpora approach, Dong reports the similarities and variations in the rhetorical use of persuasive strategies by native and non-native students. The findings presented in Chapter 7 can be especially helpful for instructors teaching argumentative writing to English-as-a-foreign/second-language (EFL/ESL) learners. Firstly, an explicit instruction of the persuasive devices used by native writers (e.g., reason-oriented linguistic devices) could help L2 writers to establish a similar convincingness in their arguments compared to native writers. Another interesting finding is that the Chinese students displayed a stronger preference for pathos linguistic devices to appeal to readers’ emotional response, while the British students were more likely to resort to reason-oriented linguistic devices. Dong proposes that the differing practices of persuasive strategies between native and nonnative students reflect the latent conventionalized ideologies and sociocultural values underpinning persuasion construction. This chapter calls attention to the different ideologies that might underpin the argumentative writings in the two corpora. It bears pedagogical implications as instructors could foster EFL/ESL students’ awareness of appropriate use of persuasive devices when conveying assertions and establishing persuasion to improve their argumentative writing abilities. The last chapter concludes the book by bringing to the forefront the preparation that researchers, supervisors, and teachers alike need to consider in facilitating the transition and reposition of EAL students. Zhang depicts the border-crossing journey as a transformational apprenticeship in which learners face multiple challenges, including linguistic challenges, contrastive rhetoric, differences in rhetorical traditions, affordance, and disadvantages of being bilingual. The last chapter extends the discussion of learners from the East learning to write in norms practiced in the West beyond merely summarizing the obstacles. He highlights the importance of enhancing EAL students’ metacognition to improve their academic writing. In his view, EFL/ESL students, as biliterate or multiliterate users, need to be made aware of the multiresources they themselves bring into the learning-to-write process. Their already well-developed, high-proficient literacy can be leveraged by the teachers. Chapter 8 draws our attention to a common while often neglected understanding that English for academic purposes (EAP) is no easy task, regardless of whether one is a native or nonnative speaker. It is important for writing instructors to have such an understanding as this idea is crucial to both boosting EAL students’ morale and helping them to overcome the inferiority complex. This handbook has numerous impressive features. One of the most noticeable features is that the overall theme of crossing borders is reflected in the research topics, geographical locations, and contributor profiles of all chapters. It contributes to the existing scholarship by exploring literacy border-crossing experience from the East to the West as well as across Europe. This book has a strong cohesiveness, particularly because all authors employ a consistent structure for each chapter. All the eight chapters possess a format that reflects a typical empirical study, an introduction, a background with a review of relevant literature, followed by findings and discussion, and a conclusion. Although each chapter can be viewed as a stand-alone study, the eight chapters work best when viewed as a whole. Another winning feature is that it successfully captures all the key issues in literacy border-crossing within a single volume without overwhelming the readers with a large amount of information. The book includes a variety of topics, such as writing norms and assessment, writing proficiency development, and testing regime and practices, within a reasonable number of chapters (eight chapters) and total pages (184). Each contributor of the book has enough space to delve deeply into the topic of their particular chapter. Therefore, this book strikes a balance between being informative and not overwhelming with its abundant content. In spite of the merits, the book has its limitations. The majority of the studies included in this volume adopt an exploratory research design, using case study design, corpus-based approach, or other qualitative design. Therefore, the current edition offers few illustrations of pedagogical applications and many of the instructional approaches discussed here stay at the theoretical level (e.g., Chapters 4 and 6). Perhaps a future edition may offer not only the theories and future directions, but also evidence from pedagogical implementations. On the whole, this volume fulfills its intended purpose and brings to prominence the various obstacles learners have to overcome in developing writing abilities across cultures and disciplines. The practical stance taken by all the contributors along with the compelling findings is both timely and relevant as it highlights the linguistic and social issues writers from diverse cultures face when writing in new circumstances and genres. For those teaching or working in the field of L2/FL writing, the recommendations and implications discussed in the chapters are applicable as they can be adopted or adapted to the specific teaching needs. Despite the omissions, we believe that this book is a must-read for scholars, practitioners, and graduate students seeking to better understand writing in countries where the norms differ from the expectations or writing in new discourse communities set in new disciplines. It is the responsibilities of researchers from here on to design solid studies to maintain the gains in the research on writing across borders. This work was supported by a grant from the Fundamental Research Funds for the Central Universities for project 2662021WGQD001. The peer review history for this article is available at https://publons.com/publon/10.1111/ijal.12436.
In this paper, the realization of fundamental functions of legal contracts is studied. To this purpose, the macrostructure of the contract (Gläser 1990) is analyzed, and the text part segments that occur in contracts are mapped and described, focusing on the speech acts that are being performed. The corpus of the survey consists of 23 German tenancy contracts, of which some form part of the mapping and some are selected for further exemplary analysis. Genre analysis is the point of departure of this study to look further into the functional element, using the notions of macrostructure and speech acts. A contract text fundamentally realizes two overall functions; firstly, it creates a legal relationship between the contract parties, and secondly, it establishes the rights and obligations of the two parties. Realizations of the latter function by far takes up the greatest part of the contract text, and the contract often provides answers to a lot of questions about what the parties can, must and must not do, as the norms of the contract process itself are established. The contract texts, used in practice, are usually very extensive when it comes to legal provisions, but in fact only very few text part segments are obligatory and genre constitutive, while most of the text part segments are optional. The investigation seeks to categorize the text part segments and show their individual contribution to the fulfillment of the overall functional complex of the contract. More precisely, the paper seeks to investigate which text part segments are obligatory and which are optional, which lexical features are characteristic in each of the text part segments as well as to what extent variations occur.
The aim of the study is to identify possible ways of conveying the objective translation difficulties encountered in the English literary tales. The article examines the distinctive stylistic features of “Just So Stories” by R. Kipling. The scientific originality of the study lies in a comprehensive analysis of its translation at different levels of the language, whereas previously the focus was only on separate aspects. As a result of the study, the regularities were found in the approach to the translation of the devices at the phonetic, lexical and syntactic levels of the language, and some language phenomena. The results obtained have shown the prevalence of the transformations leading to the loss of a number of stylistic features, but adapting the text to Russian linguistic norms and fairytale traditions.
In the article the content and specifics of students’ work with Ukrainian historical dictionaries in the context of the educational paradigm of future lecturers of the Ukrainian language are clarified. This topic is covered in the context of the analysis of educational and professional programs developed and implemented in the educational process by the lecturers of the Department of Ukrainian Philology of Khmelnytsky National University. The presentation of theoretical positions in diachronic linguistics should be based on illustrative material of historical dictionaries of the Ukrainian language, which should be presented with the help of computer technology available to all participants in the educational process. It is necessary to involve both vocabulary material of academic lexicography and the latest developments of linguists. To acquire lexicographic skills, students solve cognitive, training, creative research tasks on the origin of words, development of lexical meaning of language units, foreign language parallels for borrowed tokens, grammatical characteristics of nouns, phonetic, graphic, spelling variability of words, chronology of their functioning, norms of the modern Ukrainian language, etc. It is expedient to carry out a comparative analysis of lexicographical publications of historical and linguistic courses, paying attention to the peculiarities of the description of language material, selection of source base, construction of dictionary articles, etc. When performing lexical, etymological, grammatical, stylistic exercises, future lecturers are aware of the need to refer to the dictionary. Skills in managing the acquired lexicographic knowledge are necessary to prepare students for research activities. Students perform creative and exploratory tasks that allow them to recognize, systematize, analyze, compare various phenomena and facts reflected in lexicographic sources, comment and evaluate them according to the topic and purpose of the study. Important factors in improving the effectiveness of such activities may be the participation of students in scientific problem groups, circles, participation in scientific conferences, preparation and publication of scientific articles, etc. We consider the creation of electronic dictionaries of various directions to be a promising direction of modern and historical lexicography.
between 1946 and 2022. The collected data were analysed using CiteSpace 5.8.R3 and VOSviewer 1.6.18. The results included tabulation, visualisation, and mapping for the past, present, and future directions of the field of psycholinguistics. We identified key authors, works, journals, and concepts in the existing evidence concerning (children's) language acquisition, production, comprehension, and dissolution. The study contributes to the systematic study of existing scholarship in the field of psycholinguistics by documenting the progress of the field and informing relevant researchers about the current state of the field of psycholinguistics. Having grouped the 32,586 documents in psycholinguistics, 12 clusters were identified. These include (1) examining individual difference in affective norm and familiarity account; (2) examining refractory effect in the role of Broca's area in sentence processing; (3) using eye movement to study bilingual language control and familiarity account; (4) exploring familiarity account through relative clauses; (5) the study of formulaic language and language persistence; (6) examining affective norm and sub-lexical effect in Spanish words; (7) examining lexical persistence in multiplex lexical networks; (8) the study of persistence through cortical dynamics; (9) the study of context effect in language learning and language processing; (10) the study of neurophysiological correlates in semantic context integration; (11) examining persistence as an acquisition norm through naming latencies; and (12) following a cross-linguistic perspective to study aphasic speakers.
Au Moyen Âge, les vieilles femmes concentrent plusieurs formes de marginalité et des caractéristiques sociales et existentielles problématiques. Ce travail propose d’étudier les représentations littéraires qui en sont faites en Occident en utilisant un corpus large constitué d’œuvres vernaculaires et latines, littéraires mais aussi médicales et religieuses, de l’Antiquité jusqu’au début de la Renaissance. La production majoritairement masculine est marquée par une certaine misogynie dans le contexte de discours religieux, savants et populaires qui, généralement négatifs envers la vieillesse au féminin, l’utilisent préférentiellement pour aborder la laideur, la déchéance et la monstruosité esthétiques et morales. Cependant, les personnages de vieilles femmes sont rares et leurs emplois ne se limitent ni à un unique rôle stéréotypé d’adversaire dévalorisé, ni au type monolithique de l’entremetteuse ou de la sorcière. Tantôt épisodique, tantôt obsédante; insignifiante ici, là chargée de significations symboliques complexes et parfois ambivalentes; tour à tour pure utilité narrative et personnage au sens plein du terme, la vetula interroge les normes médiévales, entre conformisme moral, transgression sexuelle, subversion idéologique et menace de l’ordre masculin. Mais il s’agit aussi d’une figure proprement littéraire, située au croisement stratégique d’enjeux stylistiques, rhétoriques et de querelles de clercs à la portée considérable, tant à propos des pratiques d’écriture qu’en ce qui concerne la question de la misogynie. Profondément orienté dès le plan lexical, cet imaginaire a été analysé sous l’aspect thématique, qui a permis de singulariser les problèmes posés par le corps féminin sénile et la question du contrôle des dames de grand âge soupçonnées de déviance, mais aussi sous l’angle des rôles actantiels et symboliques. Cet examen permet de constater que la vieille femme est ambivalente, à la fois périphérique et étonnamment incontournable, malgré le silence et sa relégation dans les marges, dès lors qu’on s’attache à comprendre les ressorts des discours sur les femmes au Moyen Âge et à sonder l’histoire littéraire, qui a réservé à la figure une place inattendue dans la fabrique des textes.
Stevens and the Poetics of Displacement Bonnie Costello MY FOCUS in this contribution adds another element to the mosaic of global figures in Wallace Stevens’s poetry: the figure of displacement. By displacement I mean the moving of something or someone from its place to another—or the condition of having been moved; and secondarily, the sense of something taking the place of something that was previously established. There are many kinds of displacement in Stevens. We might even talk about a poetics of displacement operating in various features of his writing: metaphoric displacement (“Oak Leaves Are Hands”); syntactic displacement (his love of chiasmus); lexical displacement (the sudden intrusion of foreign words, such as “savoir” in “The Plain Sense of Things” [CPP 428]); formal and metrical displacements (the sudden shift into a limerick or some other alien prosodic environment); permutational structures that create new environments for a few key terms (“Sea Surface Full of Clouds”); or the decoupage-like displacements of “The Man with the Blue Guitar,” with its play on the words “play” and “place” (CPP 137). Representation itself is a form of displacement in Stevens (as in “Description Without Place”), and he often figures reading as an experience of displacement. I am not here concerned with displacement in the Freudian sense, though such displacement correlates with poetic strategy (as a form of metaphor or telling it slant). We recognize Stevens’s modernity through these images of displacement, which involve abrupt rather than gradual transition, for displacement implies not only change but also discontinuity. “[T]he scene was set;... Then the theatre was changed / To something else,” describes an abrupt displacement in place (CPP 218). Modernity requires that our inventions “Take the place / Of parents, lewdest of ancestors. / We are conceived in your conceits” (CPP 180). In this essay, I will concentrate primarily on one aspect of Stevens’s poetics of displacement: types of displaced persons—the wanderer, the refugee, the exile, the expatriate, the nostalgic man. Even where the change of position is willed, the feeling of displacement, of being out of place, prevails, with discomfort alongside reorientation. Displacement is a human condition, the poems suggest, like the expulsion from Eden. These [End Page 149] are abstract figures in Stevens, but they reverberate a real and conspicuous condition of the war years. Such a focus on displaced persons may seem surprising. Stevens famously declared that for him “life is an affair of places” rather than of people (CPP 901), and place-names are an essential element of his style. The word “place” as either verb or noun is everywhere in the poetry—I count at least 117 instances—whereas “displace” never appears. And, of course, Stevens chose a rooted lifestyle; he was anything but a displaced person himself. But several of his correspondents were displaced, whether willingly or by necessity. And Stevens says the poet must “learn the speech of the place,” implying that it is not native to him (CPP 218). There are indigenes in Stevens, and others who are assimilating, who have learned the speech of a place—“The man in Georgia waking among pines / Should be pine-spokesman. The responsive man, / Planting his pristine cores in Florida, / Should prick thereof, not on the psaltery, / But on the banjo’s categorical gut” (CPP 31). These are instances of Crispin’s theory that “his soil is man’s intelligence” (CPP 29). But the strong desire for belonging often comes from speakers who are displaced. These images of alignment with place continue in the late poems, though mostly in the past tense as a lost condition of rootedness: We were as Danes in Denmark all day longAnd knew each other well, hale-hearted landsmen,For whom the outlandish was another day Of the week, queerer than Sunday. We thought alikeAnd that made brothers of us in a homeIn which we fed on being brothers, fed And fattened as on a decorous honeycomb. (CPP 361–62) These lines come from “The Auroras of Autumn,” a poem of farewells, in which constant displacements and misalignments are the norm, a poem of “unhappy people in a happy world” (CPP 362). Many poems recall a “village of the...
Questions relating to feminization in linguistics are increasingly topical in relation to the invisibilization of women, the disproportion between male and female representations, LGBT+ media promotion and the "sudden need" to promote so-called inclusive writing. These concerns, which originated in the 18th century, are supported by the recommendations of the High Council for Equality (2015) and have an impact on the structural functioning of the French language. Such an avenue, which does not take into account the social specificities and the contexts of linguistic dissemination in the Francophonie, poses the problem of the dynamism of the French language, of its need to promote equity between male and female representations. This aspiration leads objectively to lexical creativity, the questioning of syntactic and morphological rules but also to a disruption of the grammatical norm.
Abstract The Old English poem Maxims I has generally been regarded as a wisdom/catalogue poem listing miscellaneous gnomes without any major structural or thematic unity. It has also been suggested that it actually consists of three separate works, as it is divided into three in the manuscript. Against these views, this article will argue that the poet has a design and purpose in mind, and intends to produce a unified work. In listing gnomes, the poet focusses on good matches of beings or concepts, since well-matched pairs represent one of the fundamental principles in the order of the world in Biblical tradition as well as in the ‘scientific’ tradition of the time that ultimately went back to the ancient Greek theory of quaternity. Near the beginning of the work, the poet actually refers to the principle by the gnome tu beoð gemæccan ‘two are companions’ (l. 23b), with several clear-cut examples of well-matched pairs of beings or concepts. Various pairings of this type are dealt with throughout the work, and in order to remind the readers of this key concept, the poet inserts multiple series of short and simple gnomes listing good matches in all three parts. By this cumulative process, the poet presents truths, norms, and patterns in the Anglo-Saxon world and locates them in a wider context of the world order established by God the Creator. The thematic unity, as well as lexical, dialectal, and metrical affinities demonstrated in all three parts suggest that Maxims I is intended as a unified work. In fact, the three parts seem to have circulated together for a long time even before they were copied into the Exeter Book in the latter half of the tenth century.
Classics are commonly viewed as illustrious cultural artefacts expressing a national spirit. They stake out a nation's cultural identity and patrimony and contribute to build up the “imagined community” whereby Benedict Anderson defines a nation.1 In the United States, Adventures of Huckleberry Finn in particular has long been considered as the expression par excellence of American culture, if not the prototype of American literature. In the later 1940s, a process that Jonathan Arac labeled academic “hypercanonization” allowed the novel to reach the highest rank within the canon of American classics and be valued in U.S. culture at large as “a masterpiece of world literature” and the “highest image of America.”2 In France, however, in spite of a few editorial attempts to elevate it as a classic, the novel remained mostly catalogued as juvenile literature until the early-twenty-first century, when its reception was radically modified by three new translations published by Bernard Hoepffner (Tristram edition, 2008), Freddy Michalski (L’Œil d'or, 2009) and Philippe Jaworski (La Pléiade, 2015)3—the entry into the illustrious Pléiade edition being the climax of literary recognition in the French cultural sphere. While previous versions had domesticated the narrative voice, thus wiping out much of the book's linguistic significance, these retranslations share a common endeavor to convey the simultaneously subversive and creative potential of Mark Twain's vernacular language, thereby allowing the novel to be recognized as a proper classic. Focusing on the canonizing process that took place in the French cultural sphere, this essay envisages it as stemming from a new ethics of translation as defined by Antoine Berman, Lawrence Venuti, and Henri Meschonnic.4 It considers how the shift from a “domesticating” approach of translation to a “foreignizing” one,5 along with the cultural positioning of the 2008, 2009 and 2015 translations, allowed the novel not only to become popular among an adult readership but to take part in the open-ended remapping of high literature across national borders.From its first French translation in 1886 through the early-twenty-first century, the reception of Adventures of Huckleberry Finn in France was impaired by a process of domestication occulting the linguistic significance of the novel. Mark Twain failed to achieve proper literary recognition among the French readership in that period, contrary to most nineteenth-century American writers whose works had been valued as foreign classics by French readers and critics, whether for their literary qualities or their historical significance. By the end of the nineteenth century, translations (and retranslations) of American works flourished, disproving Ferdinand Brunetière's scornful dismissal in the prestigious Revue des Deux Mondes on 1 December 1900—“Is there just such a thing as an American literature?”6 Translations of the works of Washington Irving, Poe (famously translated by Baudelaire in 1852–1855 and Mallarmé in 1875), Hawthorne, Longfellow, and Whitman had contributed to the recognition of American literature among French readers. Stowe's Uncle Tom's Cabin in particular enjoyed considerable popularity in France, passing through eleven translations in 1852–1853.7The initial French reception of Huckleberry Finn as a book for children largely resulted from the domesticating process of translation—both a taming of the narrator's un-“sivilized” ethos and an assimilation to the aesthetic and moral values of French culture. Building up on Berman's concept of a “translation ethics” based on the relationship between the domestic and foreign cultures that is embodied in the translated text, Venuti conceded in The Scandals of Translation: Towards an Ethics of Difference that “domestication” is an unavoidable dimension of the translating process, which “constructs a domestic representation for a foreign text and culture” and thereby produces “a domestic subject, a position of intelligibility that is also an ideological position, informed by codes and canons, interests and agendas of certain domestic social groups.” Yet translation practices “dehistoricize” foreign texts, according to Venuti, when they are “rewritten to conform to styles and themes that currently prevail in domestic literatures,” and lead to their “misrecognition” when the “domestic inscription is taken for the foreign text” itself.8Huckleberry Finn came to be misrecognized as a consequence of domesticating translation practices. As scholars have demonstrated,9 William-Little Hughes’ version, issued in 1886 and which remained the sole French translation until 1948, created a cultural misunderstanding of the novel which subsequent translations by Suzanne Nétillard (1948), René and Yolande Surleau (1950), and André Bay (1960) only partially mended.10 In various degrees, these translations normalized the narrator's non-standard language and elevated its register, thereby obliterating much of the linguistic disruptiveness and creativity of the text and hence much of its literary, ethical, and political significance.Far from the authorized translation it claims to be, Hughes’ initial version is a free adaptation of the novel meant to serve the educational ideology of the Third French Republic and to provide reading material for children.11 It abides by a pre-conceived, normative vision of juvenile literature excluding any form of linguistic, moral, and cultural disruption. It purges the novel from non-standard linguistic forms (though Jim addresses Huck as “Massa,” a marker of his status as a slave) and allows Huck to master a formal register: he uses the passé simple (“J'eus beau chercher... je n'y pus réussir”) and even the subjunctive past (“Ma première idée fut d’écrire à Miss Watson afin qu'elle le réclamât”), literary tenses antithetical to the orality of the original text, as well as inversions of subject and verb which are specific to a literary style, as in interrogative forms (including Jim's agrammatical “Who is you? Whar is you?” translated as “Qui êtes-vous? Où êtes-vous?”), in clauses framing direct speech (“m’écriai-je”) or following “aussi” when expressing a consequence (“Aussi fus-je”).12 Hughes also radically altered the plot, inserting apocryphal elements and cutting off disruptive passages to the effect of modifying the characterization of both Huck and Jim. For instance, he added a dialogue stating that Huck's mother had taught him how to write, making him consequently a literate and educated character—in coherence with the formal language he is here endowed with—and, as Claire Maniez points out, “intellectualizes” his perspective as a narrator.13 He also invented passages making Jim a servile character, as when he claims that he would gladly have remained a slave at Miss Watson's place had not a trader come around or when he offers to carry both the wounded Tom and Huck on his back for a whole day. Meanwhile, Hughes downplayed Jim's insight and humanity, cutting off passages where he criticizes white characters or stands watch for Huck in chapters 20 and 23.14 In Lavoie's term, this version “aseptizes” the novel and reverses the ideological stance of the text by reinforcing conventions and stereotypes instead of destabilizing them.15 The normalizing process enacted here exemplifies the “ethnocentric” attitude which Berman describes in The Experience of the Foreign as “a negative ethics” of translation—a practice which, “generally under the guise of transmissibility, carries out a systematic negation of the strangeness of the foreign work.”16Nétillard's 1948 translation pursued opposite aims. Written during the Cold War, it was prefaced by Jean Kanapa, a Marxist intellectual who celebrated Twain for his anti-imperialist commitment and stated that the collection wherein the new translation was published aimed at promoting forgotten or overlooked “classics” of the “universal progressist patrimony.”17 Nétillard's translation was praised for restoring a complete version of the plot and for the aesthetic and ethical positioning of the text: it emphasizes the novel's polyphony, creates a specific idiom to translate the African American dialect, and includes elements of orality and linguistic faultiness in dialogues, such as lexical deformation and elisions (“ézistence” for existence, “p'têt’” for peut-être, “et pis” for et puis, “y a” for il y a).18 The narrative language includes some colloquial turns (“ça,” “Bah!”) yet Nétillard remained reluctant to resort to faulty grammatical structures and abided by stylistic norms through the use of the passé simple (more often than the more colloquial passé composé) and the subjunctive past (“J'aurais bien voulu que la veuve le sût,” for “I wished the widow knowed about it”).19 The orality of the narrative language thus remained too partial to destabilize linguistic standards and fully convey the aesthetic significance of the text.20 Besides, the reception of the text seems to have been impaired by the heavy ideological frame in which the preface was set. While originally meant for an adult readership, this version was republished in 1960 as juvenile literature and was quickly overshadowed by new translations which shifted back to a more conservative approach.21 René and Yolande Surleau's 1950 version in the juvenile collection of the Bibliothèque Verte, for instance, shares some of Hughes’ normalizing it purges the plot from of its disruptive elements Huck's and with his in as a to the of the and the narrator's language, the passé simple and the subjunctive past que je the had been in the previous 1960 translation part of it within a the linguistic and literary that Twain had with his novel. Yet he to have remained as of French as in his translation—a which the text of much of its literary significance. He some of orality in the narrative yet remained reluctant to He a for Huck's of which a to and his at the original of the in a Huck's language was thus considered as a to be or version was republished in in a literary collection of translated world classics at the and with a by an literary of the text its literary significance and of linguistic with a of the of Huck's of Yet the to standards of linguistic the literary recognition of the book and its aesthetic significance among the few readers who had direct of the original text and in where the text was recognized as part of the American literary of Huck's language by these translations the whereby the being by the came to a new and American literary As Huckleberry Finn was celebrated in the United as the American novel for the which had it to be by the literary Besides, even it was at with literary standards from when the novel came out, the creativity of Huck's language on a of linguistic which is of the American In the nineteenth century, new by the and new to While the of the original text by be the of such linguistic creativity out a “domesticating” practice of translation which the text and from the foreign literary where “foreignizing” practice of Venuti instead the linguistic and cultural of the foreign to Huck's language be to the cultural and moral standards of juvenile but also to the of the French language to such linguistic the of the a linguistic take place in French literature in the of and up new in the of the free use of as well as lexical and on the narrative the of much of its to literature. of literary also contributed to linguistic standards into in the literary authorized and a more disruptive and creative of language in the of which in the of Huckleberry Finn took place with and translations of the novel published in and 2009 which share a common endeavor to the creative and subversive potential of its versions the of in as the of which from the of Berman's in by as and the of the and works in the They a “foreignizing” approach of translation which Venuti, Berman's ethics of defines as “a translation practice from norms to an reading as to domesticating practices which the foreign text to the linguistic and cultural norms of the to the book from the that in the early-twenty-first century, Twain's image in France was that of a juvenile than a and that only a of French readers had Huckleberry He meant to his readers a of how Twain had the vernacular language into making the novel the first of American literature which as to his works out of the of juvenile literature had been for and he and also be for The for children had to be into of Hoepffner with the editorial of the to and edition, its to its of a French translation of and as an of up literary edition in that literary and cultural For of the edition, the new translation of Huckleberry Finn was to to the novel which the of an in American was consequently to a of the cultural that the text originally within U.S. culture. edition, issued by the d'or, in is also and an edition with a of new for As a Michalski by the and creativity of the American language and that the United has had not to a who defined the of the French language in the their editorial the translations new on the to previous translations which to standards of lexical and grammatical at in the narrative these out for the narrator's vernacular As out in a the and in the which Twain with this novel was to use language in the narrative had speech in to particular with characters with but had it up through the whole of a the of a text by a Hoepffner and Michalski a new idiom the simultaneously disruptive and creative of the vernacular The here is not to an of the linguistic at in these translations, which in has been but to how a new ethics of translation allowed the novel to out its aesthetic translations with Henri in his Ethics and of that it is a text to language that is at stake in the of translating than just the of The French and that the of translation is to a of the the text and creativity in this particular Hoepffner that his as a of Huckleberry Finn had been to the French language from just as Twain had with the to previous Hoepffner and Michalski an of orality based on non-standard and grammatical Michalski linguistic to a than Hoepffner Huck's as and Michalski as to They both resort to as a to in the narrative language just as in for instance, for for and in for and for Michalski to in a more systematic or as in “y y or “y “y or linguistic norms in such a as to a new also the dimension of the vernacular in both of of American the of a American translate Huck's a of and Hoepffner created the and Michalski both and Bay had with is by Hoepffner as and by Michalski as of and Bay had a with Hoepffner and Michalski also based on Huck's such as or for the the for Hoepffner and Michalski and where Bay had a for such as they also in Huck's in where the original text uses for in text or for des in here to literary or both and a form of a with the linguistic material to their common endeavor to convey Huck's subversive and creative of language, these translations the French language to be modified by the original The process exemplifies Berman's of the of translation as a practice a a a of the domestic language and culture, the of the original text and the In the of Berman's Venuti that translations are in their a form of to the of translation and with the original than a of the French language, the process at on the lexical a dialogue between the American and French there is by for Huck's Hoepffner some of his from French literature. his style, he and who both the use of orality in and it into a new literary language (though not in the as Hoepffner of from le which he to translate and and is in with que que in that the the translated novel within a French literary Hoepffner also for Jim's “Who in Michalski a form with a his from and well as of and a of the he had well as from Twain's use of and to Hoepffner based on the of or on the of While Bay translated the with the et Hoepffner a of and to which is fully in with the of practice of translation thus a linguistic and literary dialogue which Twain a of French if not their when the French text their approach of the text also on which at the of his on the ethics and of a of cultural he for a approach of translation based on the that through their of expression than just their of language, not the of He that a of expression on its not in its of and but as the of based on as well as or of speech is a of characterization in Twain's works of and first and in Huckleberry back at the of his he that his characters from their and a in. of the about to this and and that these of the have into and have for a They are not they just out of the was the Tom Huck Finn and characters came to the novel's polyphony, Huck's language defines a specific a of being as well as a specific to the It the of his vision and into a subject who is in with but also in his to be a vision which defines as a to with to previous and his have an in his to in The vernacular also has a expressing the that to its and whose in seems to have been by his reading of to the novel's of and more to the use of which had not been in previous that the use of the is more in this novel than in any text in the language for the translation of the he a specific to convey this as as not in a systematic the French language offers more to than the he the original text in a to become to its specific of speech and quickly a first He that this practice of translation him to the specific of speech and allowed him to use more than with a more in the novel a of and which is fully in with the ethics of a simple in It often in passages where Huck describes his from as in “I into and and was free and where Hoepffner et et et Michalski also the use of a to translate this but to a with an et je à et Michalski on the of a text, which he as the of its and has Huck's a that as he his It a particular ethos and in passages on the as in the following or of a would a along in the and and would a whole world of up out of and they would in the and would a and would out and off and the and by and by would to a long was and the a and that for how or translation of the here the of Michalski the in some it with a and just thereby to a In translation had Huck's long into the of the original to Huck's voice, and vision and by the dimension of the novel's linguistic and translations allowed the novel to be and among a They up a of in Twain's among French as be from the subsequent of cultural and on his and or on Huckleberry France the national cultural a of Twain's and in both and It was with an of France in his to the of their and Huckleberry and a adaptation of the edition by a and a in of the novel also in the period, a Huckleberry le at the la in In of Twain's of a as that to have and to Hoepffner and Michalski the recognition of the novel as a editorial in France in 2015 with the of a of Mark Twain's works by Philippe Jaworski with the of at the la translations of Adventures of Huckleberry The Adventures of Tom on the and The of Twain's into the and the recognition in and 2009 with and Pléiade is a edition of world by its on with on the In cultural the is a literary a form of as well as an high literature and as It is an of and and of yet its is much about making literature in an as it about making it and For Huckleberry Finn to be in such a of literature is a of on the In the the book its literary in with its from the as a linguistic and moral for the book was also by the for its and Twain's had been to the of the not as a but as an to its which into in the as he In the by the literary with Twain's positioning as a the of a in who and and just a was literary more to the vernacular as than to high In spite of the literary of the Huck as a but for literary and linguistic as by his to on a as a it but a on it and such a text into the of the a Twain's entry into the is well in with its editorial The of that the to on the of the French which was the vernacular language as to Besides, the Pléiade to a vision of literary and to writers who the standards of such an editorial the Pléiade edition readers to Huckleberry Finn as part of the open-ended literary dialogue that defines the canon across national and to on the text to the of literature. In the to the Jaworski the strangeness for French readers of Twain's in and Huckleberry Finn in particular and for a new of the novel's of the for the to language, he about the linguistic and aesthetic that systematic or linguistic Huck's linguistic he on on the it the of the translation colloquial but only or or The novel's of Jaworski points out, not in the of language, but in the of a vision that in the of the as in and the up off of the and the and the and out a in the of the on the on of the. the and from and and to on of the and the but not that around and and they and the and in the and the just of Huckleberry his to the translation of the Jaworski that Huck's of orality as it here from the and the of the whereby Huck creates his its its free following the of the the the and of the thus from the of which, to to is to the of a By an to this the Pléiade edition the novel's orality as a language whose disruptive is only to the of a his on the Pléiade in et la and published in André that it is by a process of into the the reading of works and high The classics in are works that in and in their dialogue the to their and to the its entry into the Pléiade, Huckleberry Finn contributed to such a The novel's through French that it has been considered as to the even when it domestic domesticating translations had its aesthetic significance and its language and plot, the process at in the translations up a new dimension in its dialogue with French culture. It allowed the novel to the of the French language, the on Huck's language, and a dialogue between American and French literary works in the culture at which place first and within the translated text through the or with the translated text, as well as through the Hoepffner thus Twain to and Jaworski him from and whose works juvenile in a Huckleberry Finn a is also this as a to come back to in a cultural and to with in the of its on their culture in their
Статья посвящена жизни и научной деятельности исследователя современного хакасского языка А. С. Кызласова в связи с его 60 - летним юбилеем. В ней рассматриваются главные этапы его биографии и творческой работы. Производится анализ содержания основных научных трудов А. С. Кызласова, обозревается его вклад в хакасское языкознание и образовательную сферу республики Хакасия. Сферы научных интересов юбиляра: исследование терминов родства и свойства в хакасском языке, изучение фонетико - морфемной структуры корневых лексем и становления национальных норм хакасского литературного языка, составление словарей различных типов, исследование источников формирования лексического строя современного хакасского языка. А. С. Кызласов также подготовил два учебных пособия для учителей национальных школ. The article is devoted to the life and scientific activity of the researcher of the modern Khakass language A. S. Kyzlasov in connection with his 60th anniversary. It examines the main stages of his biography and creative work. The content of the main scientific works of A. S. Kyzlasov is analyzed. His contribution to Khakass linguistics and the educational sphere of the Republic of Khakassia is reviewed. Areas of scientific interests of the hero of the day: the study of kinship terms and properties in the Khakass language, the study of the phonetic and morphemic structure of root lexemes and the formation of national norms of the Khakass literary language, compilation of dictionaries of various types, as well as the research of sources of formation of the lexical structure of the modern Khakass language. A. S. Kyzlasov also prepared two textbooks for teachers of national schools.
De plus en plus d'études sur le monstre voient le jour en science humaines, notamment en histoire de l’art ainsi qu’en littérature. Toutes ces études semblent s'accorder à dire que la signification à attribuer aux monstres est tout aussi protéiforme que ses représentations. Notre thèse a pour ambition d'aider à une meilleure compréhension du concept de monstre en cherchant à répondre à la question suivante: de quoi parlons-nous quand nous parlons du monstre? En préférant aux formes esthétiques les occurrences lexicales, il est possible de montrer que, derrière l'hétérogénéité de ses représentations, le monstre cache une homogénéité de ces significations.Aussi loin que nous puissions remonter dans le cours de l’Histoire, il semble que le monstre soit intimement lié à l’idée de contre-nature. Malgré sa présence chez de nombreux auteurs, comme Aristote et Platon, ce lien dialectique n’a jamais fait l’objet d’une problématisation de la part des sciences humaines et sociales. Pourtant, depuis l’avènement de la tératologie au tournant du XIXe siècle, la science a montré que rien de ce que pouvait produire la nature ne pouvait être produit contrairement au respect des lois qui la fondent, à savoir celles de la biologie et de la physique. Comme le dit Goethe, après Tobler, dans les aphorismes sur la Nature publiés en première page du premier numéro de la fameuse revue du même nom: « Auch das Unnatürlichste ist Natur ». Par conséquent, si monstres il y a, ceux-ci ne peuvent être que contraires à une nature entendue comme une réalité sensible propre à un individu et dont certains éléments témoignent de la présence d’une « pensée sociale » faite de normes, de dogmes, d’idéologies ainsi que de représentations collectives et sociales.
Automatically detecting the intent of an utterance is important for various downstream natural language processing tasks. This task is also called Dialogue Act Classification (DAC) and was primarily researched on spoken one-to-one conversations. The rise of social media has made this an interesting data source to explore within DAC, although it comes with some difficulties: non-standard form, variety of language types (across and within platforms), and quickly evolving norms. We therefore investigate the robustness of DAC on social media data in this paper. More concretely, we provide a benchmark that includes cross-domain data splits, as well as a variety of improvements on our transformer-based baseline. Our experiments show that lexical normalization is not beneficial in this setup, balancing the labels through resampling is beneficial in some cases, and incorporating context is crucial for this task and leads to the highest performance improvements 7 F1 percentage points in-domain and 20 cross-domain).
Abstract This study explores variable Spanish subject pronoun expression (e.g., yo veo ~ veo ) in Spanish-English speaking children in different regions of the United States (U.S.): Los Angeles (LA), California, and the Tri-Cities area of the state of Washington. We also compare the U.S. children to monolingual Spanish-speaking children in Mexico. Binary logistic regression analyses of 2,064 verb tokens produced by nine U.S. children and nine children in Mexico, ages 5;11 to 7 years old, show that the children are sensitive to linguistic factors that typically influence children’s Spanish subject pronoun expression in their respective communities. In addition, we find that the LA children’s subject pronoun expression is predicted by lexical frequency. A subsequent analysis of the LA children’s frequent verbs uncovers two phrases with high degrees of prefabrication, yo creo and yo no sé, which, we argue, obscure the LA children’s sensitivity to Reference, all while acting as central exemplars of a [1sg+cognitive verb] construction.
Humans have systematic and reliable color preferences. The dominant account of color preference is that individuals like some colors more than others due to the valence of objects that they associate with colors (Ecological Valence Theory). In support of this theory, Palmer and Schloss show that the average valence of objects associated with a color, when weighted (the WAVE), explains up to 80% of the variation in color preference for adults from the United States (US). Here we investigate whether Ecological Valence Theory can account for the color preferences of female and male adults from Saudi Arabia to test how well the theory generalizes across cultures and how well it accounts for sex differences in color preference. We also extend the investigation of EVT by investigating whether abstract concept associations as well as object associations can account for preference. Saudi adults' color preferences, color object and concept associations, and association valence ratings were collected, and the WAVE was computed and correlated with preference ratings. The WAVE accounted for no more than half of the variance in Saudi color preferences, although there was some degree of sex specificity in the relationship of the WAVE and color preference. Adding abstract concept associations did not account for more variance than object associations alone, but the number of abstract concept associations did account for a significant amount of the variance in color preference for females, but not males. The findings converge with other cross-cultural studies in suggesting that the success of EVT in accounting for color preference varies across cultures and indicates that additional factors other than color associations are likely also at play.
The present study investigated the effect of background luminance on the self-reported valence ratings of auditory stimuli, as suggested by some earlier work. A secondary aim was to better characterise the effect of auditory valence on pupillary responses, on which the literature is inconsistent. Participants were randomly presented with sounds of different valence categories (negative, neutral, and positive) obtained from the IADS-E database. At the same time, the background luminance of the computer screen (in blue hue) was manipulated across three levels (i.e., low, medium, and high), with pupillometry confirming the expected strong effect of luminance on pupil size. Participants were asked to rate the valence of the presented sound under these different luminance levels. On a behavioural level, we found evidence for an effect of background luminance on the self-reported valence rating, with generally more positive ratings as background luminance increased. Turning to valence effects on pupil size, irrespective of background luminance, interestingly, we observed that pupils were smallest in the positive valence and the largest in negative valence condition, with neutral valence in between. In sum, the present findings provide evidence concerning a relationship between luminance perception (and hence pupil size) and self-reported valence of auditory stimuli, indicating a possible cross-modal interaction of auditory valence processing with completely task-irrelevant visual background luminance. We furthermore discuss the potential for future applications of the current findings in the clinical field.
Abstract Discourse parsing has been studied for decades. However, it still remains challenging to utilize discourse parsing for real-world applications because the parsing accuracy degrades significantly on out-of-domain text. In this paper, we report and discuss the effectiveness and limitations of bootstrapping methods for adapting modern BERT-based discourse dependency parsers to out-of-domain text without relying on additional human supervision. Specifically, we investigate self-training, co-training, tri-training, and asymmetric tri-training of graph-based and transition-based discourse dependency parsing models, as well as confidence measures and sample selection criteria in two adaptation scenarios: monologue adaptation between scientific disciplines and dialogue genre adaptation. We also release COVID-19 Discourse Dependency Treebank (COVID19-DTB), a new manually annotated resource for discourse dependency parsing of biomedical paper abstracts. The experimental results show that bootstrapping is significantly and consistently effective for unsupervised domain adaptation of discourse dependency parsing, but the low coverage of accurately predicted pseudo labels is a bottleneck for further improvement. We show that active learning can mitigate this limitation.
Abstract Previous studies analysing the differences in emotionality in first and second language suggest that affective content of lexical items is modulated in certain contexts. This paper investigates the differences in valence and arousal ratings for 300 early words, in both oral and written modalities, through speakers’ subjective appraisal of words given by two immersion groups of Spanish late bilinguals (Chinese and European) compared with a group of native speakers. The main goal of our study is to identify the lexical areas where variability occurs, regarding to a set of affective (emotional charge and intensity), grammatical (nouns, adjectives and verbs) and semantic (concreteness) features of words. Our results show that valence is the dimension where the greatest variability is observed between native and bilinguals, although the influence of the independent factors differs considerably. Besides, arousal yields illuminating data regarding the grammatical category of words and differentiation between the groups of participants.
The Arabic syntactic diacritics restoration problem is often solved using long short-term memory (LSTM) networks. Handcrafted features are used to augment these LSTM networks or taggers to improve performance. A transformer-based machine learning technique known as bidirectional encoder representations from transformers (BERT) has become the state-of-the-art method for natural language understanding in recent years. In this paper, we present a novel tagger based on BERT models to restore Arabic syntactic diacritics. We formulated the syntactic diacritics restoration as a token sequence classification task similar to named-entity recognition (NER). Using the Arabic TreeBank (ATB) corpus, the developed BERT tagger achieves a 1.36% absolute case-ending error rate (CEER) over other systems.
The Penn-Helsinki Parsed Corpus of Early Modern English (PPCEME), a 1.7-millionword treebank that is an important resource for research in syntactic change, has several properties that present potential challenges for NLP technologies. We describe these key features of PPCEME that make it challenging for parsing, including a larger and more varied set of function tags than in the Penn Treebank, and present results for this corpus using a modified version of the Berkeley Neural Parser and the approach to function tag recovery of While this approach to function tag recovery gives reasonable results, it is in some ways inappropriate for span-based parsers. We also present further evidence of the importance of in-domain pretraining for contextualized word representations. The resulting parser will be used to parse Early English Books Online, a 1.5 billion word corpus whose utility for the study of syntactic change will be greatly increased with the addition of accurate parse trees.
Focus on language-specific properties with insights from formal minimalist syntax can improve universal dependency (UD) parsing. Such improvements are especially sensitive for low-resource African languages, like Wolof, which have fewer UD treebanks in number and amount of annotations, and fewer contributing annotators. For two different UD parser pipelines, one parser model was trained on the original Wolof treebank, and one was trained on an edited treebank. For each parser pipeline, the accuracy of the edited treebank was higher than the original for both the dependency relations and dependency labels. Accuracy for universal dependency relations improved as much as 2.90%, while accuracy for universal dependency labels increased as much as 3.38%. An annotation scheme that better fits a language's distinct syntax results in better parsing accuracy.
BACKGROUND AND OBJECTIVES: Individuals are thought to be biased towards approaching positive stimuli and avoiding negative stimuli. Yet, it is unclear whether this general pattern applies to all stimulus classes or whether biases are more specific. We expected significant approach biases towards two types of positive stimuli, appetitive foods and butterflies; and avoidance biases away from two types of negative stimuli, spoiled foods and spiders. METHODS: A touchscreen-based Approach-Avoidance Task (AAT), using hand gestures toward or away from stimuli assessed biases. Questionnaires and image ratings assessed individual differences in stimulus evaluations. RESULTS: Approach biases for butterflies and appetitive foods were found, the latter being strongest towards individually liked foods. There was no avoidance bias for spoiled foods. An avoidance bias for spiders was found in individuals with elevated spider fear. LIMITATIONS: Incomplete counterbalancing precluded direct comparison between both positive and negative stimuli. CONCLUSIONS: Behavioural biases in the touchscreen AAT generally co-vary with individuals' affective evaluation of the stimuli. Approach biases were elicited by positive stimuli independently of whether they were regularly (foods) or rarely (butterflies) approached in everyday life. This may hint towards a tendency to approach positive stimuli regardless of the specific category, whereas avoidance biases may be more stimulus specific.
This work presents two experiments with the goal of replicating the transferability of dependency parsers and POS taggers trained on closely related languages within the lowresource language family Tupan. The experiments include both zero-shot settings as well as multilingual models. Previous studies have found that even a comparably small treebank from a closely related language will improve sequence labelling considerably in such cases. Results from both POS tagging and dependency parsing confirm previous evidence that the closer the phylogenetic relation between two languages, the better the predictions for sequence labelling tasks get. In many cases, the results are improved if multiple languages from the same family are combined. This suggests that in addition to leveraging similarity between two related languages, the incorporation of multiple languages of the same family might lead to better results in transfer learning for NLP applications.
In order to achieve deep natural language understanding, syntactic constituent parsing is a vital step, highly demanded by many artificial intelligence systems to process both text and speech. One of the most recent proposals is the use of standard sequence-to-sequence models to perform constituent parsing as a machine translation task, instead of applying task-specific parsers. While they show a competitive performance, these text-to-parse transducers are still lagging behind classic techniques in terms of accuracy, coverage and speed. To close the gap, we here extend the framework of sequence-to-sequence models for constituent parsing, not only by providing a more powerful neural architecture for improving their performance, but also by enlarging their coverage to handle the most complex syntactic phenomena: discontinuous structures. To that end, we design several novel linearizations that can fully produce discontinuities and, for the first time, we test a sequence-to-sequence model on the main discontinuous benchmarks, obtaining competitive results on par with task-specific discontinuous constituent parsers and achieving state-of-the-art scores on the (discontinuous) English Penn Treebank.
Associative learning and memory mechanisms drive interoceptive signaling along the gut-brain axis, thus shaping affective-emotional reactions and behavior. Specifically, learning to predict potentially harmful, visceral pain is assumed to succeed within very few trials. However, the temporal dynamics of cerebellar and cerebral fMRI signal changes underlying early acquisition and extinction of learned fear signals and the concomitant evolvement of safety learning remain incompletely understood. 3 T fMRI data of healthy individuals from three studies were uniformly processed across the whole brain and the cerebellum. All studies employed differential delay conditioning (N = 94) with one visual cue (CS+) being repeatedly paired with visceral pain as unconditioned stimulus (US) while a second cue remained unpaired (CS-). During subsequent extinction (N = 51), all CS were presented without US. Behavioral results revealed increased CS+-aversiveness and CS--pleasantness after conditioning and diminished valence ratings for both CS following extinction. During early acquisition, the CS- induced linearly increasing neural activation in the insula, midcingulate cortex, hippocampus, precuneus as well as cerebral and cerebellar somatomotor regions. The comparison between acquisition and extinction phases yielded a CS--induced linear increase in the posterior cingulate cortex and precuneus during early acquisition, while there was no evidence for linear fMRI signal changes for the CS+ during acquisition and for both CS during extinction. Based on theoretical accounts of discrimination and temporal difference learning, these results suggest a gradual evolvement of learned safety cues that engage emotional arousal, memory, and cortical modulatory networks. As safety signals are presumably more difficult to learn and to discriminate from learned threat cues, the underlying temporal dynamics may reflect enhanced salience and prediction processing as well as increasing demands for attentional resources and the integration of multisensory information. Maladaptive responses to learned safety signals are a clinically relevant phenotype in multiple conditions, including chronic visceral pain, and can be exceptionally resistant to modification or extinction. Through sustained hypervigilance, safety seeking constitutes one key component in pain and stress-related avoidance behavior, calling for future studies targeting the mechanisms of safety learning and extinction to advance current cognitive-behavioral treatment approaches.
Land Use / Land Cover (LULC) classification is considered one of the basic tasks that decision makers and map makers rely on to evaluate the infrastructure, using different types of satellite data, despite the large spectral difference or overlap in the spectra in the same land cover in addition to the problem of aberration and the degree of inclination of the images that may be negatively affect rating performance. The main objective of this study is to develop a working method for classifying the land cover using high-resolution satellite images using object based method. Maximum likelihood pixel based supervised as well as object approaches were examined on QuickBird satellite image in Karbala, Iraq. This study illustrated that use of textural data during the object image classification approach can considerably enhance land use classification performance. Moreover, the results showed higher overall accuracy (86.02%) in the o object based method than pixel based (79.06%) in urban extractions. The object based performed much more capabilities than pixel based.
Recent approaches to Word Sense Disambiguation (WSD) have profited from the enhanced contextualized word representations coming from contemporary Large Language Models (LLMs).This advancement is accompanied by a renewed interest in WSD applications in Humanities research, where the lack of suitable, specific WSD-annotated resources is a hurdle in developing ad-hoc WSD systems.Because they can exploit sentential context, LLMs are particularly suited for disambiguation tasks.Still, the application of LLMs is often limited to linear classifiers trained on top of the LLM architecture.In this paper, we follow recent developments in non-parametric learning and show how LLMs can be efficiently fine-tuned to achieve strong few-shot performance on WSD for historical languages (English and Dutch, date range: 1450-1950).We test our hypothesis using (i) a large, general evaluation set taken from large lexical databases, and (ii) a small real-world scenario involving an ad-hoc WSD task.Moreover, this paper marks the release of GysBERT, a LLM for historical Dutch.
We present substructure distribution projection (SUBDP), a technique that projects a distribution over structures in one domain to another, by projecting substructure distributions separately. Models for the target domain can then be trained, using the projected distributions as soft silver labels. We evaluate SUBDP on zeroshot cross-lingual dependency parsing, taking dependency arcs as substructures: we project the predicted dependency arc distributions in the source language(s) to target language(s), and train a target language parser on the resulting distributions. Given an English treebank as the only source of human supervision, SUBDP achieves better unlabeled attachment score than all prior work on the Universal Dependencies v2.2 (Nivre et al., 2020) test set across eight diverse target languages, as well as the best labeled attachment score on six languages. In addition, SUBDP improves zeroshot cross-lingual dependency parsing with very few (e.g., 50) supervised bitext pairs, across a broader range of target languages.
Purpose: To identify whether exposing medical students to a multimodal curriculum of complementary and alternative medicine (CAM) practices improves their understanding of CAM clinical applications. Background: A significant portion of the U.S. population uses CAM: 34% of adults and 12% of children. Integrative medicine combines the best of conventional and CAM practices. Despite the increased clinical acceptance of CAM, medical education has been lagging, leaving gaps in learners' knowledge. It is important for medical education to keep pace with these developments by educating students and expanding the view of interprofessional care. Methods: A total of 101 first-year medical students at the University of Connecticut participated in a multimodal CAM curriculum. This included (1) an hour lecture, (2) an online research assignment for a continuity patient, and (3) 2 of 4 modules: acupuncture, hypnotherapy, Reiki, or pet therapy. Pre- and post-tests were administered 1 week apart to assess familiarity with CAM practices and the perceived safety and efficacy of each modality. The familiarity was rated on a scale of 0 (not familiar) to 10 (very familiar). Paired Student's t-tests assessed changes from pre- to post-tests at significant levels (p < 0.01). Results: Overall, the mean percentage of students who were able to identify 1 of the top 8 CAM modalities increased from 38% to 49%. The average familiarity rating of CAM significantly increased from 4.7 pretest to 6.6 post-test (p < 0.01). The top 8 CAM modalities, as selected by students, included acupuncture, meditation, yoga, massage, Reiki, chiropractic, hypnosis, and pet therapy. Overall, the familiarity ratings increased for both safety and effectiveness with intermodule variability from pre- and post-test (p < 0.01). Larger increases in effectiveness familiarity were found than of safety familiarity (p < 0.01). Conclusions: This multimodal curriculum significantly improved medical students' familiarity with CAM modalities and the perceived safety and effectiveness of the modalities.
Automatically inferring drivers’ emotions during driver-pedestrian interactions to improve road safety remains a challenge for designing in-vehicle, empathic interfaces. To that end, we carried out a lab-based study using a combination of camera and physiological sensors. We collected participants’ (N=21) real-time, affective (emotion self-reports, heart rate, pupil diameter, skin conductance, and facial temperatures) responses towards non-verbal, pedestrian crossing videos from the Joint Attention for Autonomous Driving (JAAD) dataset. Our findings reveal that positive, non-verbal, pedestrian crossing actions in the videos elicit higher valence ratings from participants, while non-positive actions elicit higher arousal. Different pedestrian crossing actions in the videos also have a significant influence on participants’ physiological signals (heart rate, pupil diameter, skin conductance) and facial temperatures. Our findings provide a first step toward enabling in-car empathic interfaces that draw on behavioural and physiological sensing to in situ infer driver emotions during non-verbal pedestrian interactions.
OBJECTIVE: The purpose of this study was to examine implicit affect toward suicide (i.e., how good/bad suicide is perceived). Some people might be more likely to think about/choose suicide because they perceive it as a good option (to gain relief) relative to available alternatives. METHOD: Implicit affect toward suicide among adults (N = 72) and adolescents (N = 174) with and without suicidal thoughts was examined using first-person (FP) perspective suicide pictures in the affect misattribution procedure (AMP). RESULTS: Suicidal adults' implicit positive affect toward suicide was associated with STB variables, such as explicit valence (r = 0.34) and arousal (r = 0.44) ratings of suicide pictures, and implicit affect differentiated groups above and beyond explicit valence ratings. Contrary to our hypothesis, suicidal participants did not display higher implicit positive affect toward suicide than nonsuicidal participants. However, suicidal participants displayed consistent implicit affect toward different suicide pictures, whereas nonsuicidal participants evaluated some pictures as more pleasant than others (ORs = 1.92-2.27). CONCLUSIONS: Implicit affect toward suicide may relate to STB, but stimuli characteristics (e.g., color) likely influence the accuracy of assessment with the AMP and should be a focus of future research involving this and other implicit measures.
OBJECTIVES: Gender has been suggested to play a critical role in how facial expressions of pain are perceived by others. With the present study we aim to further investigate how gender might impact the decoding of facial expressions of pain, (i) by varying both the gender of the observer as well as the gender of the expressor and (ii) by considering two different aspects of the decoding process, namely intensity decoding and pain recognition. METHODS: In two online-studies, videos of facial expressions of pain as well as of anger and disgust displayed by male and female avatars were presented to male and female participants. In the first study, valence and arousal ratings were assessed (intensity decoding) and in the second study, participants provided intensity ratings for different affective states, that allowed for assessing intensity decoding as well as pain recognition. RESULTS: The gender of the avatar significantly affected the intensity decoding of facial expressions of pain, with higher ratings (arousal, valence, pain intensity) for female compared to male avatars. In contrast, the gender of the observer had no significant impact on intensity decoding. With regard to pain recognition (differentiating pain from anger and disgust), neither the gender of the avatar, nor the gender of the observer had any affect. CONCLUSIONS: Only the gender of the expressor seems to have a substantial impact on the decoding of facial expressions of pain, whereas the gender of the observer seems of less relevance. Reasons for the tendency to see more pain in female faces might be due to psychosocial factors (e.g., gender stereotypes) and require further research.
Abstract Nouns and verbs are known to differ in the types of grammatical information they encode. What is less well known is the relationship between verbal and nominal coding within and across languages. The equi-complexity hypothesis holds that all languages are equally complex overall, which entails trade-offs between coding in different domains. From a diachronic point of view, this hypothesis implies that the loss and gain of coding in different domains can be expected to balance each other out. In this study, we test to what extent such inverse coevolution can be observed in a sample of 244 languages, using data from a comprehensive cross-linguistic database (Grambank) and applying computational phylogenetic modelling to control for genealogical relatedness. We find evidence for coevolutionary relationships between specific features within nominal and verbal domains on a global scale, but not for overall degrees of grammatical coding between languages. Instead, these amounts of nominal and verbal coding are positively correlated in Sino-Tibetan languages and inversely correlated in Indo-European languages. Our findings indicate that accretion and loss of grammatical information in nominal words and verbs are lineage-specific.
Probing has become an important tool for analyzing representations in Natural Language Processing (NLP). For graphical NLP tasks such as dependency parsing, linear probes are currently limited to extracting undirected or unlabeled parse trees which do not capture the full task. This work introduces DepProbe, a linear probe which can extract labeled and directed dependency parse trees from embeddings while using fewer parameters and compute than prior methods. Leveraging its full task coverage and lightweight parametrization, we investigate its predictive power for selecting the best transfer language for training a full biaffine attention parser. Across 13 languages, our proposed method identifies the best source treebank 94% of the time, outperforming competitive baselines and prior work. Finally, we analyze the informativeness of task-specific subspaces in contextual embeddings as well as which benefits a full parser’s non-linear parametrization provides.
We propose a morphology-based method for low-resource (LR) dependency parsing. We train a morphological inflector for target LR languages, and apply it to related rich-resource (RR) treebanks to create cross-lingual (xinflected) treebanks that resemble the target LR language. We use such inflected treebanks to train parsers in zero-(training on x-inflected treebanks) and few-shot (training on x-inflected and target language treebanks) setups. The results show that the method sometimes improves the baselines, but not consistently.
Neuroscientists have formulated the model of emotional intelligence (EI) based on brain imaging findings of individual differences in EI. The main objective of our study was to operationalize the advantage of high EI individuals in emotional information processing and regulation both at behavioral and neural levels of investigation. We used a self-report measure and a cognitive reappraisal task to demonstrate the role of EI in emotional perception and regulation. Participants saw pictures with negative or neutral captions and shifted (reappraised) from negative context to neutral while we registered brain activation. Behavioral results showed that higher EI participants reported more unpleasant emotions. The Utilization of emotions scores negatively correlated with the valence ratings and the subjective difficulty of reappraisal. In the negative condition, we found activation in hippocampus (HC), parahippocampal gyrus, cingulate cortex, insula and superior temporal lobe. In the neutral context, we found elevated activation in vision-related areas and HC. During reappraisal (negative-neutral) condition, we found activation in the medial frontal gyrus, temporal areas, vision-related regions and in cingulate gyrus. We conclude that higher EI is associated with intensive affective experiences even if emotions are unpleasant. Strong skills in utilizing emotions enable one not to repress negative feelings but to use them as source of information. High EI individuals use effective cognitive processes such as directing attention to relevant details; have advantages in allocation of cognitive resources, in conceptualization of emotional scenes and in building emotional memories; they use visual cues, imagination and executive functions to regulate negative emotions effectively.