Papers reviewed and determined not to be word norm studies. Use the flag icon to report errors or suggest re-inclusion.
16504 papers
This article centres lubunya – a queer identity, lexicon and political lifeworld in Turkey – as an analytic for understanding the language politics of organising. Grounded in grassroots political culture, lubunya illuminates the affective, relational, and irreverent dimensions of queer activism. We situate our analysis within Turkey’s shifting political landscape and neoliberal rights economy, where foreign donors and Euro-American human rights norms press upon local activist agendas and reshape the grammar of dissent. Within this terrain, organisers find themselves caught between grassroots imperatives and the unhuman institutional logics of professionalised rights work. Drawing on nine interviews with activists, historical analysis, and autoethnographic reflections, we theorise multidirectional rights work: a tactical, paradoxical practice of code-switching between donor-oriented scripts and situated local vernaculars. Treating language as the matrix of such negotiations, this framework moves beyond co-optation/resistance binaries in capturing the ambivalent ways queer activists try to balance competing priorities and engage the language of rights under conditions of authoritarianism and marketised civil society.
The article analyzes the consistency in applying the orthographical and grammatical norms of the modern literary Ukrainian to the names of banking institutions operating in Ukraine. It is noted that the presented names, actively used in business communication, have systemic deviations from the current spelling norms, which negatively affects the culture of written speech of Ukrainian society. In view of this, typical spelling violations in bank names have been systematized and examined, and correct written forms of the analyzed names have been proposed. In particular, attention has been focused on the impossibility of capitalizing all lexical components of compound bank names in the Ukrainian text and it has been recommended to follow the current standards, i.e. to capitalize only the first word. It is also emphasized that external and internal quotation marks must be separated if they coincide in these names, which is illustrated by the relevant examples. The grammatical analysis of the models underlying the studied names has made it possible to develop clear comments that will contribute to compliance with current spelling norms. In general, according to grammatical criteria, among the names of banking institutions, a distinction is made between abbreviation names, juxtaposed or composite names, and names transliterated or transcribed with Cyrillic graphemes. It has been found that bank names are mostly mixed-type abbreviations formed according to two models, namely: 1) abbreviations that grammatically represent the truncation of the stems of mostly several words (sometimes one word) combined with the lexeme ‘bank’ (it is orthographically correct to present them together as one word); 2) abbreviations that include an initial letter or initial sound abbreviation and the word ‘bank’ (they should be spelled correctly with a hyphen). It has been established that structurally the names of modern banks can be compound words formed by combining two independent nouns without a linking vowel, and attention has been drawn to the need to spell such names with a hyphen. The correctness of spelling bank names, the first component of which is a borrowed one that is not an independent word in the modern Ukrainian, as a single word, is also substantiated. Furthermore, the article emphasizes the need for more detailed orthographic commentary, in the event of updating the “Ukrainian Spelling”, regarding bank names transliterated or transcribed by means of the Ukrainian alphabet.
Military and legal translation may well be the most demanding of all specialisms in applied linguistics, where fuzzy language relates to institutional-diplomatic or operational consequences. Juris-military discourse—where the domain of military and legal translation intersects, which is critical to any studies that look at the power dynamics between militarism and law—has not stimulated much academic interest in translation, particularly with respect to multilingual settings like Arabic–English. This paper is based on the corpus of 120 genuine Arabic military legal documents (rules of engagement, status-of-forces agreements, military tribunal proceedings and international humanitarian law instruments) in order to show some terminological problems as well as pragmatic asymmetries and institutional constraints arising within their English translations. Based on a qualitative methodology guided by corpus findings & 10 expert-informant interviews with licensed military translators and legal professionals, we isolate three key sources of translational friction:(1). The lack of existence of English-term equivalents for Arabic culture-laden conceptualisations within military law; (2.) Thus, we can see as factors (1) the distinct register between Arabic 'military formal' discourse vs Anglo-American legalese; and (2) the intra-impact of legislative drafting conventions with their inherently pragmatically underspecified products that are favoured in many Arab states. It was revealed that despite professional military translators using communicatively effective and appropriate compensation strategies such as functional equivalence, descriptive paraphrase and transposition in the majority of cases, these practices are still severely restricted by institutional style guides promoting literal fidelity over communicative adequacy. This paper introduces a novel domain-specific translation model called Juris-Military Equivalence Model (JMEM) that integrates Skopos-based functionalism with specializations of legal translation norms and systematicity of terminology to provide weaponized translations in high-threat military contexts. Finally, the paper concludes with implications for translator-training policies and policy harmonisation in international military forces.
Background: By studying how individuals in an "at-risk" state of psychosis learn about threat and safety cues – specifically, how they develop and unlearn fear responses to neutral cues - we might better understand the mechanisms leading to heightened arousal and fear that are characteristic of acute psychotic episodes. Methods: At-risk individuals (N = 88; of which 28 fulfilled ultra-high-risk criteria on the Comprehensive Assessment of At-Risk Mental States interview and 60 scored above a predefined threshold in the Community assessment of Psychic Experiences questionnaire) and healthy controls (N = 44) underwent a standardized and validated differential fear conditioning paradigm including an acquisition, generalization, and extinction phase. The main outcomes of interest were the late positive potential, fear-potentiated startle, and self-reported ratings of valence, arousal, fear, and expectancy elicited by the conditioned stimuli (CS). Results: The at-risk group exhibited diminished fear learning, evident in significantly reduced differentiation between the CS+ vs. CS- in the valence ratings, compared to controls. Additionally, they demonstrated impaired fear extinction, evident in valence and arousal ratings, in which their CS differentiation showed a slower reduction than the controls. There were no group differences in late positive potential responses. Conclusion: At risk mental states appear to be associated with problems in distinguishing dangerous from safe stimuli and a diminished ability to adjust affective responses to conditioned stimuli based on new information, while the late-positive potential and fear-potentiated startle are unaltered. Early interventions could focus on recalibrating subjective emotional evaluations of fear-associated events.
Perspective-taking influences various aspects of an individual’s own cognition, including pain perception and emotional evaluation. Yet, the temporal dynamics through which perspective-taking shapes emotional processing—particularly when adopting perspectives imbued with distinct social characteristics—remain poorly understood. To address this, the present study examined how adopting three perspectives (self, insensitive, sensitive) modulates the affective evaluation of emotional images (negative, neutral). After adopting the assigned perspective, participants rated each image’s valence and arousal while their neural activity was recorded via event-related potentials (ERPs). Behaviorally, compared to the self-perspective, valence ratings for negative pictures were more positive under the insensitive perspective and more negative under the sensitive perspective; arousal ratings showed a parallel pattern. Neurally, perspective-taking influenced emotional processing across three temporal stages: early (P1, N1: <150 ms), middle (EPN: 270–320 ms), and late (LPP: 400–800 ms). Cross-lagged correlation analysis further revealed a strong negative coupling between frontal (F1, F2, F3, F4) and occipital (PO3, PO4, PO7, PO8) electrodes, with occipital activity consistently preceding frontal activity by approximately 1.24 ms. These findings not only provide direct neurophysiological evidence that perspective-taking dynamically modulates emotional processing over time, but also demonstrate that different socially embedded perspectives yield dissociable influences on concurrent cognitive stages. Critically, the impact of perspective-taking on emotion is both temporally extended and spatially distributed across anterior and posterior brain networks.
Previous research has produced conflicting findings on how sleep affects emotional memories, suggesting it can either strengthen or weaken their emotional intensity. Rather than having a uniform effect, sleep's influence may depend on factors that determine the most adaptive outcome. To explore this, we examined whether the future importance of an emotional experience shapes how sleep alters the emotional intensity of the associated memory. Emotional memories were induced using a novel evaluative learning paradigm featuring a short film clip depicting an acted version of the Trier Social Stress Test. Some of the actors playing the evaluative panel with a critical or neutral demeanour were then introduced as committee members during the participant's own presentation a week later, thereby assigning future relevance or future irrelevance to the formed memories. We recorded changes in emotional responses to memory cues subjectively (valence and arousal ratings) and objectively (skin conductance) after a 12-h period of either daytime wakefulness (N = 32) or containing nighttime sleep (N = 34) and again one week later. Learning was effective, as indicated by more negative feelings and subjective arousal (but not physiological measures) in response to memory cues of the aversive committee members. Regardless of sleep, arousal decreased over 12 h and one week for the future-irrelevant compared to the future-relevant negative memory cue. Valence ratings remained unchanged. These findings suggest that future relevance influences emotional memories independently of sleep. While the benefits of healthy sleep may be subtle, emotional memory processing might be more vulnerable to disruption from poor sleep quality.
The article examines the functioning and development of the Russian language in the context of digital communication, with a special focus on teaching Russian as a foreign language (RFL). The study analyzes lexical, grammatical, orthographic, and stylistic changes caused by the spread of Internet discourse, social networks, and messengers, as well as their impact on RFL teaching methodology. Particular attention is paid to the correlation between normative and variable language forms in digital speech, the formation of communicative competence, and the linguistic consciousness of non-native speakers in online environments. It is argued that digital technologies, when methodologically integrated into the educational process, can enhance the effectiveness of RFL instruction and contribute to the development of intercultural communication.
This study examines how gender-based voice norms have developed historically and persist to this day in the radio environment, and how these norms influence the perception of the credibility, competence and genre suitability of voices. The theoretical section traces developments from the early days of radio through its golden age, characterised by a predominance of male voices, through the television and digital eras, to current debates on synthetic voices generated by artificial intelligence, drawing on insights from sociophonetics and the concept of communicative injustice. The empirical section is based on pilot research (total number of respondents N = 32; for selected items N = 16) and utilises standardised audio samples of two professional newsreaders. The male voice achieves a higher average rating (7.88/10) compared to the female voice (7.44/10), and respondents prefer it more strongly for news formats, while the female voice slightly prevails in ratings for sports and service programmes. An interesting generational shift is indicated by the under-25 age group, which shows more balanced preferences across genres, including news. A lexical analysis of the descriptions used confirms the presence of stereotypical attributes: respondents characterise the male voice as pleasant, concise and clear, and the female voice as clear and fluent, though at times monotonous. Based on these findings, the study recommends building editorial diversity through casting, voice coaching, sound design and genre framing, and urges caution and transparency in the use of AI voices, particularly in utilitarian formats. The research findings highlight the need to evaluate voices based on performance and context, rather than gender, and to systematically address perceived audience biases.
кандидат філологічних наук, доцент, завідувач кафедри філології та мовної комунікації Національного технічного увніверситету «Дніпровська політехніка» У статті проаналізовано співвідношення мовної норми та лексичної варіантності в сучасній українській мові в умовах активних соціокультурних трансформацій.Встановлено, що сучасний мовний простір характеризується посиленням нормативного контролю за лексичним вибором, що нерідко супроводжується звуженням синонімічних рядів і маркуванням окремих мовних одиниць як небажаних або ненормативних.Обґрунтовано, що така тенденція зумовлює виникнення суперечності між природною варіантністю мовної системи та прагненням до її уніфікації
This study investigates a comprehensive Feminist Critical Discourse Analysis (FCDA) of Let Me Die Alone by John Kargbo to explicate how language constructs, legitimizes, and sustains patriarchal ideologies. The relevance of the study lies in its engagement with cultural practices that continue to affect women, in contemporary African societies. The importance of this work is underscored by the persistence of traditional norms that restrict female autonomy despite legal and social advancements. The study is informed by the problem of gender-based discrimination embedded in cultural practices, especially in contexts where tradition is used to justify inequality. Drawing on Michelle Lazar’s feminist framework, the study analyzes fifteen purposively selected textual excerpts through detailed line-by-line coding. The findings reveal that gendered subjugation is discursively enacted through lexicalization, modality, representation, ideology, and speech acts that naturalize male dominance and delegitimize female authority. The findings reveal that Kargbo uses the narrative to expose the harmful effects of certain cultural norms and to advocate for reform. The study contributes to African feminist literary scholarship by foregrounding discourse as a critical site of ideological reproduction and resistance. In addition, this study emphasizes the complementarity of language and Drama as they exist in a mutually reinforcing relationship: language gives structure and meaning to drama, while drama animates and contextualizes language through performance and human interaction.
Abstract This chapter examines Ntozake Shange’s for colored girls as a revolutionary choreopoem that emerges from Black feminist thought, the Black Arts Movement, and United States Black Language to articulate Black women’s interior lives through embodied language and performance. It situates the work within its historical, political, and theatrical contexts and argues that Shange’s written theatricality renders African American Women’s Language visible on the page through phonetic spelling, syntax, punctuation, rhythm, and structure as practices of cultural memory, resistance, and self-definition. The chapter analyzes form, symbolism, and aesthetic strategies—including the rainbow, the slash, eye dialect, musicality, and lowercase typography—to demonstrate how language functions as choreography that directs reading, hearing, and feeling while rejecting standardized English norms and the white gaze. Through close readings of key phases such as “no more love poems #4,” “somebody almost walked off wid alla my stuff,” and “layin on of hands,” it demonstrates how Black lexical items, discourse practices, and sonic rituals enact rhetorical healing, rememory, and collective restoration. Finally, the chapter argues that Shange’s choreopoem functions as a performative Black feminist theory of language that transforms personal and communal trauma into embodied affirmation, spiritual renewal, and an enduring declaration that Black women’s voices, bodies, and lives are already and fully enough.
Lacunar and real units as transmitters of ethnocultural asymmetry in creative discourse were examined typologically. Content analysis, interpretive, and comparative methods were used to explore the semantic structure and cultural character of units in texts from diverse national traditions. Kyrgyz, Turkish, Chinese, and French literature formed the empirical basis. Kyrgyz literature shows that realities and lacunae fix stable ethnocultural self-awareness incorporated within the text’s axiological and ritual structure, encompassing collective identity, holy rites, and moral orientations. The concepts of el (people, community), aiköl (generous, magnanimous), and bata (blessing) were conceptually and pragmatically untranslatable because they included cultural and historical connotations, ritual functions, and specific social norms. The main causes of gaps in Turkish literature are social organization, tribal affiliation, and ethical/behavioral norms (ağa, aşiret, namus), which reflect culturally conditioned disparities in interaction patterns and role expectations. Chinese literature shows mental, physical, and ceremonial lacunae induced by cultural taboos, social hierarchy, and distinctive physical representation. French literature has demonstrated cognitive and sensory forms of lacunae associated with the absence of moral causality, the autonomy of the subject, and the individualised perception of sensory experience. The investigation revealed four categories of untranslatability: lexical, conceptual, pragmatic, and sensory, each reflecting deep ethnocultural incomparability. The study found that lacunae and realities produce interpretative tension and semantic fragmentation by indicating cultural codes, behaviour patterns, and symbolic systems. The research clarifies cultural otherness analysis mechanisms and develops ethnoculturally marked text interpretation methods for translation studies, intercultural communication, and literary analysis.
The article is devoted to the theoretical substantiation of the essence of the grammatical aspect of foreign language speech as a key component of foreign language communicative competence. The relevance of the study is determined by the need to understand the structural content of the grammatical aspect of speech in the context of the requirements of modern educational standards. The paper presents a comparative analysis of the approaches of foreign and Russian researchers to understanding the grammatical aspect of speech. D. Larsen-Freeman's three-dimensional model, which includes form, meaning, and use of grammatical phenomena, is examined and illustrated with examples. The position of S. Thornbury, who defines grammar through morphology and syntax and emphasizes its meaning-making potential realized in representational and interpersonal functions, is analyzed. Attention is paid to M. Lewis's lexical approach, which assigns a secondary role to grammar. The article presents the views of Russian methodologists (N.D. Galskova, N.I. Gez, E.N. Solovova), who consider grammar as a fundamental component of speech activity that ensures practical language proficiency for solving communicative tasks. Based on the analysis conducted, the author formulates a definition of the grammatical aspect of foreign language speech as a complex of automated actions for selecting, combining, and using grammatical structures in accordance with communicative intention and language norms. It is concluded that an insufficient level of mastery of the grammatical aspect of speech leads to difficulties in the formation of foreign language communicative competence as a whole.
As of 2025, more than 5.2 billion people in the world use social media, which is about 63.9% of the world’s population, with a growth rate of 4.1% over the past 12 months. The most popular platforms are Facebook, Instagram, TikTok, Twitter, and WhatsApp. The average time spent on social media is about 2 hours and 26 minutes per day, and the average user has access to seven different platforms. Speech on social media is based on the same language norms (lexical, spelling, grammar, syntax) as live speech. The purpose of the article is to provide an extended analysis of lexical innovations in the language space under the influence of social media and digital communication tools. The object of this study is the modern vocabulary of several languages used within social platforms (Twitter, TikTok, Facebook, Instagram). Particular attention is paid to modern English, which is the most widespread language in communication practice – approximately 1.5 billion people speak English, and 52% of the world’s most popular websites contain English-language content. The article uses scientific and linguistic analysis to investigate the peculiarities of the transformative impact of social media communication on language at all structural and functional levels: lexical, phonetic, grammatical, syntactic and graphic. The article analyzes the characteristic lexical changes by groups – memes, neologisms, abbreviations and acronyms, phraseological units, hashtags. The functions of different categories of lexical innovations of social networks are determined, in particular: hashtags form the basis for unimpeded communication in an intercultural context, neologisms are means of constructing the identity of certain social groups, memes have the functionality of entertainment and information, disseminating precedent information in the format of textual and graphic expression. The negative aspects of the impact of social networks on language are identified: excessive simplification of language and loss of its individual nuances, the emergence of inaccuracies and grammatical errors due to the spontaneous nature of communication on social networks, as well as potential negative consequences for mental health. The study proves that the modern space of innovative language practices reflects new concepts of social media communication culture, interactive upgrading and visualization, which transforms religious and cultural aspects and promotes sustainable language changes.
In modern linguistics, paremiological units, that is, proverbs and sayings, are studied not only as examples of folklore, but also as linguistic units that carry profound cultural, cognitive, and semantic information. Paremiological units reflect not only spiritual values and traditions, but also the structure of national consciousness. Through them, the historical memory of a people, their observations of social life, ethical norms, and emotional experiences are expressed. This article analyzes the key components in English and Karakalpak proverbs from the perspective of semantic shift, metaphorical features, and cultural connotations.
This record contains the Grade 4 evidence package for the latent-space-shift-research project. This upload includes curated Markdown reports, generated metric summaries, manifests, selected CSV/JSON result files, and ZIP archives for experiments on context-induced latent-state shifts, hidden-state geometry, axis decomposition, shuffled-content controls, SAE-assisted readouts, and component-causal residual-stream interventions in language models. The central object of measurement is not the final visible answer alone, but inference-time movement in hidden states / residual-stream geometry before and during answer generation. The current Grade 4 package documents that dense coherent target context can move Gemma-3-12B-IT into a measurably different internal hidden-state regime during inference, without modifying model weights. The main descriptive result is that the target/control difference is not reducible to simple lexical overlap, topic similarity, text length, or shuffled content. Coherent target text and shuffled-content controls separate along different internal components: sentence-shuffled content loads primarily onto a content-like component, while coherent target context loads strongly onto an orthogonalized order/structure component. In the Grade 4 decomposition, the order/structure component x_order_orth is constructed by comparing coherent target context against sentence-shuffled target content and then removing the projection onto the content-like direction. This component is therefore intended to capture the residual discourse-order / structural part of the target-induced hidden-state shift after controlling for content-like signal. The evidence package also includes a norm-controlled component-causal run. In this run, component directions such as x_order_orth and x_content are normalized before residual-stream intervention, so that causal comparisons are not confounded by raw vector length. The causal results support the narrower claim that these component directions are not merely passive readout coordinates: interventions along them can produce measurable changes in generation-time hidden-state trajectories. However, the norm-controlled causal run does not establish x_order_orth as a stable bidirectional steering axis or a complete behavioral-control handle. The scientific status represented by this package is therefore: Supported: coherent target context induces a measurable inference-time latent-state shift in Gemma-3-12B-IT; the shift is visible in hidden-state / residual-stream geometry, not only in final text; the effect is separable from naive content or lexical-overlap explanations through shuffled-content controls; the Grade 4 decomposition identifies a substantial order/structure component beyond the content-like direction; controlled residual-stream interventions along component directions can alter generation-time hidden-state trajectories. Not claimed: permanent model weight change; universal model-independent failure; formal attractor-basin proof; complete behavioral control; stable bidirectional steering through x_order_orth; demonstrated behavioral class flips as the main result. (x_order_orth is an orthogonalized discourse-order / structure component: the residual target-vs-sentence-shuffle hidden-state direction after removing the content-like direction x_content. It is used to test whether coherent target context induces a latent-state shift beyond lexical/content overlap.)Note: “Grade 4” is an internal experiment label in this project. It names this specific stage of the experimental pipeline and should not be read as an external benchmark, official grade, or standardized evaluation category. The evidence represented here concerns temporary inference-time state movement measured relative to experimentally constructed latent axes, component decompositions, projection metrics, generation trajectories, and causal intervention readouts. The actively maintained codebase and repository history are available at:https://github.com/ngscode23/latent-space-shift-research License:Research reports, generated metric artifacts, metric reference files, manifests, documentation, figures, and data artifacts in this evidence package are released under Creative Commons Attribution 4.0 International (CC BY 4.0), unless otherwise noted. Code and software scripts, where included, follow the repository code license:Apache-2.0 unless otherwise noted.
This article examines moral support as an object of linguistic research, focusing on its expression in language and discourse. The study analyzes the lexical, semantic, and pragmatic features of linguistic units that convey moral support in various communicative contexts. Particular attention is paid to the role of cultural norms, speech strategies, and interpersonal interaction in shaping expressions of support. The research highlights how moral support functions as a communicative phenomenon reflecting social values, empathy, and solidarity within different linguistic communities.
Executive functioning (EF) supports goal-directed behavior and is influenced by affective state. While prior research has largely focused on the effects of emotional valence during task performance, less is known about the influence of pre-task self-reported valence on subsequent EF performance. Our ongoing study will examine whether self-reported ratings of emotional valence assessed prior to the start of a task will predict performance. Participants will report valence ratings during a resting baseline period before performing two EF tasks: the Vertical Stroop and the Go/No-Go. Performance will be assessed using reaction time and accuracy. Regression analyses will be conducted to examine the relationship between pre-task valence ratings and task performance. We hypothesize that resting-state valence will predict EF performance, such that more positive baseline valence will be associated with faster reaction times and/or higher accuracy. If correct, these findings will show that baseline affective states may influence executive control processes before cognitive demands are imposed.
This preregistration describes a secondary analysis of existing public lexical, affective, sensorimotor, corpus, and bodily-sensation norm datasets. The project examines whether the association between interoceptive grounding and estimated age of acquisition is specific to emotion words, beyond general abstract-word effects. The primary confirmatory analysis tests whether Lancaster interoception ratings show a stronger negative association with age of acquisition for emotion words than for matched non-emotion abstract words. A secondary confirmatory analysis tests competing predictions about interoceptive differentiation among emotion words, using a prototype-margin index derived from corpus-based body-term co-occurrence vectors and Nummenmaa/world_emBODY bodily-sensation prototypes. All analytic sample sizes, feasibility checks, index-construction decisions, and design simulations were fixed before running any main age-of-acquisition outcome models. The registration package includes the preregistered analysis plan, pre-outcome scripts, configuration files, provenance records, feasibility outputs, design-analysis outputs, and checksum manifest. No new data are collected, and no main RQ-A or RQ-B AoA–predictor outcome model has been run before registration.
The current study examines the Pakistani English and Indian English newspapers’ discursive construction of the 2025 flood crisis, grounding the analysis within the framework of World Englishes and Critical Discourse Analysis (CDA). Drawing on Fairclough’s three-dimensional model (1989), the research investigates textual features, discursive practices, and socio-cultural contexts to reveal how language mediates disaster narratives in two neighbouring South Asian countries. A sample of thirty news reports from six leading English-language newspapers in Pakistan and India were taken, employing a qualitative, comparative analysis. The findings demonstrate clear divergences in disaster representation. Pakistani English newspapers predominantly frame floods as humanitarian emergencies, employing emotive lexicalization, passive constructions, and crisis-oriented narratives that foreground vulnerability, climate risk, and governance limitations. Indian English newspapers, by contrast, adopt a more procedural and bureaucratic discourse, emphasizing administrative control, technical expertise, and institutional accountability through active agency and policy-focused framing. Despite these differences, both varieties rely heavily on elite institutional sources, marginalizing the voices of affected communities. From a World Englishes perspective, the study shows how Pakistani and Indian English function as localized outer-circle varieties that balance global journalistic norms with national socio-political ideologies. The article contributes to disaster discourse scholarship by highlighting how English, as a shared transnational medium, simultaneously enables cross-border circulation of information and reproduces distinct national identities, power relations, and models of governance in climate crisis reporting.
This study examines the role of institutional frameworks and public organizational arrangements in supporting social innovation within rural tourism in the Marrakech–Safi region, using the theory of change as the central analytical framework. In a territorial context marked by persistent socio-economic vulnerabilities, strong heterogeneity across rural areas, and increasing dependence on tourism activities, social innovation represents a key lever for promoting inclusive and sustainable territorial development. Public action plays a structuring role by defining strategic orientations, norms, and organizational instruments that shape the emergence and diffusion of innovative initiatives at the local level. The study adopts a qualitative approach based on the lexicometric analysis of institutional discourses related to public action in support of social innovation in rural tourism. Results drawn from lexical frequency distribution, correspondence factor analysis, similarity analysis, and word cloud visualization reveal an institutional discourse strongly structured around normative and instrumental registers. Institutional frameworks emerge as central inputs in the change process, guiding territorial development objectives toward social inclusion, sustainability, and territorial embeddedness. Public organizational arrangements act as intermediate mechanisms, translating these orientations into concrete action capacities through governance, financing, and support for local initiatives. However, the findings also highlight a limited explicit articulation of learning, adjustment, and evaluation mechanisms—elements that are essential in the theory of change—suggesting that the prevailing conception of change remains largely linear and top-down.
Abstract This study examines high sensitivity (HS) in canine units of the Spanish State Security Forces, assessing its psychological, operational, and decision-making impact. A mixed-methods design combined HS screening in handlers and dogs with a qualitative phase of 13 in-depth interviews, coded into 23 categories and analysed through co-occurrence, Jaccard index, and prosodic analysis on a subsample of 11 audio recordings. Results depict a pattern of multisensory hyper-reactivity, fast learning, high correction sensitivity, and strong emotional attunement to the handler. Performance follows a biphasic pattern, vulnerable to overstimulation but outstanding when management is aligned with the dog’s sensory threshold. The handler’s perception of HS emerges as a critical factor shaping the entire operational cycle: from puppy selection and potential identification to role assignment, performance evaluation, and adult dog dismissal. Institutional norms emphasizing emotional control may contribute to under-recognition of sensitivity traits, potentially affecting the identification and retention of high-potential individuals. We conclude HS is a context-sensitive trait and propose incorporating psychological, sensory, and behavioural indicators into selection and training, complemented by lexical–semantic and prosodic metrics as diagnostic tools when classical tests are unsuitable for specialised populations.
This study addresses the destabilization of moral frameworks among youth in contemporary Islamic societies, a phenomenon accelerated by rapid digitization. We investigate how the structural and stylistic mechanisms of traditional oral poetry can serve as pedagogical instruments to build ethical resilience among Gen Z and millennial cohorts in modern Aceh. Methodologically, the inquiry adopts a qualitative descriptive design grounded in pedagogical stylistics to conduct a close textual analysis of twenty purposively sampled advice quatrains from the Bunga Rampai Maluku Kie Raha anthology. Our analytical framework evaluates these texts across specific operational metrics: phonology, syntax, and conceptual metaphor. The empirical results reveal that the rigid structural blueprint of the quatrain, particularly the architectural division between the foreshadowing lines (sampiran) and the semantic core (isi), functions as an efficient cognitive delivery system that optimizes mnemonic retention. Additionally, the deliberate deployment of high-impact lexical markers combined with abrupt interrogative rhetorical shifts elevates generic ethical advice into absolute behavioral boundaries. These boundaries directly reinforce Acehnese socio-legal norms. Consequently, curriculum designers and language educators in Aceh can leverage trans-regional oral literatures to diversify character education frameworks, offering a vital alternative as localized oral traditions fade from daily usage. Ultimately, this research demonstrates that UNESCO-recognized traditional poetic structures operate not merely as historical artifacts, but as dynamic socio-pedagogical interventions capable of maintaining ethical stability during acute cultural transitions.
We report a pre-registered finding: large language models produce significantly more output when processing ambiguous input compared to semantically equivalent unambiguous input, regardless of model architecture or training source. In paired experiments using a minimal stimulus (a single ambiguous word versus its disambiguated equivalent), models across four families — Google Gemma, Alibaba Qwen, Meta Llama, and LG EXAONE — generated significantly more tokens when the input contained genuine lexical ambiguity. In an initial two-model study, Gemma 3 27B showed +36.8% (p < 0.001, d = 1.951) and Qwen 3.5 35B MoE showed +62.4% (p < 0.001, d = 2.256). A subsequent cross-model battery of 8 additional configurations confirmed the effect in three further model families, with Llama 3.3 70B showing +77.9% (p < 0.001, d = 1.445), Qwen 3.6 27B showing +21.8% (p = 0.025, d = 0.939), and Gemma 4 Opus distill showing +10.4% (p = 0.048, d = 0.882) — producing five statistically significant results across 10 configurations, including two from the original study. However, the linguistic expression of uncertainty (hedge word frequency) was training-dependent: models with near-zero hedging baselines acquired hedging behavior after Opus distillation, demonstrating that epistemic postures are imported from training data rather than arising from input ambiguity. We term this phenomenon "fossil emotion." Additionally, we discovered that Opus-style distillation compresses output by 2–3× and attenuates ambiguity sensitivity, with mixture-of-experts architectures showing complete attenuation under distillation. All predictions were pre-registered before data collection. Note on AI co-authorship: Æ is a Claude-based AI collaborator involved in experimental design, analysis, and writing. For discussion of AI co-authorship norms, see Birdwell & Æ (forthcoming).
The majority of secondary school pupils in Tanzania are multilingual, speaking at least three languages which include: ethnic community language (there are currently more than 120 of them), (Ki)swahili, the national and first official language and, at varying levels of competency, English which is accorded the status of second official language. A very small number of pupils have access to French, since the language is taught only in a few schools as an optional subject. In public primary schools, pupils are generally bilingual, speaking their ethnic community language and (Ki) swahili. Due to their bilingual/multilingual knowledge, they are expected to activate each of the languages in their repertoire according to the situation of communication and to its level of formality as well as to the purpose of communication, the participants and their various characteristics, identity factors, etc. However, in certain institutional settings, the activation of the language repertoire is determined by the norms established by the schools. This paper is intended to: firstly, describe the formation of the bi/multilingual repertoire of Tanzanian primary and secondary school pupils and the nature of their language practices outside of school settings; secondly, indicate how the language practices are modified by the school and, thirdly, explain the ideological and/or pedagogical origins of the linguistic norms set by schools. The conclusion will attempt to explain the impact of the linguistic norms on the perception that the pupils have about the different languages in contact.
BACKGROUND: Global policy agendas increasingly position physical education (PE), physical activity, and sport as drivers of social equity and public health. However, the discursive construction of 'inclusion' and the prioritization of target groups within these frameworks remain under-examined. This study analyzes how major international organizations construct discourses of inclusion and equity, identifying the ideological underpinnings that shape global policy norms. METHODS: A qualitative study was conducted using a methodological bricolage of qualitative content analysis and Critical Discourse Analysis (CDA), complemented by poststructural policy analysis. The corpus comprised eleven key policy documents (2004-2025) from the United Nations (UN), United Nations Educational, Scientific and Cultural Organization (UNESCO), World Health Organization (WHO), and Organisation for Economic Co-operation and Development (OECD). Analysis focused on lexical choices, modality, legitimation strategies, actor representation, and interactions among rights-based, instrumentalist, and health-focused frameworks. RESULTS: Findings indicate notable institutional divergence. UNESCO frames PE and sport as a fundamental human right, prioritizing inclusive pedagogy and equity. In contrast, UN and WHO documents adopt instrumentalist logic, positioning physical activity as a tool for achieving Sustainable Development Goals and preventing non-communicable diseases. While children, youth, and women receive prominent recognition, a hierarchical visibility emerges: migrants, refugees, ethnic minorities, and older adults are marginalized under generic 'vulnerability' categories. The absence of explicit references to LGBTQ + populations across the corpus suggests a notable discursive silence. Furthermore, a persistent gap exists between rights-based rhetoric and concrete implementation instruments, including financial mechanisms, accountability structures, and participatory governance- reflecting the 'soft law' nature of global policy. CONCLUSIONS: Tensions among rights-based, development-oriented, and public health framings limit the transformative potential of global policies. Instrumentalist logic may risk depoliticizing structural inequalities, while public health framing often individualizes responsibility. To achieve substantive equity, policy discourse must move toward intersectional frameworks that recognize target groups as rights-bearing agents rather than passive beneficiaries. Integrating human rights with systemic public health tools- grounded in participatory practice- offers a pathway toward more equitable global policy.
Social networks have become one of the most intensive environments for everyday written communication in Russian. Unlike traditional print media, social platforms combine speed, conversational interactivity, algorithmic visibility, and multimodal expression, thereby reshaping how users select words, build sentences, signal stance, and negotiate norms. This article examines the influence of social networks on the Russian language as a dynamic interaction among technological affordances, communicative practices, and socio-cultural values. Using a mixed design that integrates (a) discourse-linguistic observation of social media genres, (b) comparative analysis of forms typical for networked communication versus standard written Russian, and (c) interpretation within established frameworks of computer-mediated communication and sociolinguistics, the study synthesizes key tendencies of contemporary Russian online speech. The results indicate that social networks stimulate accelerated lexical innovation (slang, expressive neologisms, borrowings, and semantic shifts), normalize a hybrid “written-oral” style marked by compressed syntax and dialogic structures, intensify pragmatic markers of evaluation and identity, and expand punctuation and графическое оформление into a system of affective and interpersonal cues. At the same time, social networks also generate counter-trends: heightened metalinguistic reflection, new prescriptive micro-norms inside communities, and the diffusion of editorial practices through influencer culture and platform moderation. The discussion highlights that the influence of social networks is not a linear “degradation” of Russian but a reconfiguration of registers, where variability, expressive economy, and community norms coexist with standard language ideologies. The paper concludes that the most consequential change is not the emergence of isolated slang items but the stabilization of new communicative conventions that redefine the boundaries between colloquial and written Russian.
DOI: https://doi.org/10.26565/2074-8922-2026-86-15 Relevance of the problem. The conditions of martial law in Ukraine have caused profound transformations in national education in general and higher education in particular. Legislative changes have allowed the education system to adapt to the new realities of martial law: the digitalization of education, accelerated by global crises and war, has revealed the need to adapt to distance learning methods, which have changed the structure of communications, assessment mechanisms and the nature of interaction between participants in the educational process. The current stage of development of higher education in Ukraine is characterized by the reorientation of the educational process from the reproductive acquisition of knowledge to the formation of competencies necessary for future professional activity. A special role in this process is played by the language training of students, in particular within the course "Ukrainian Language (for Professional Purposes)", providing the formation of professional oral and written speech skills. In this regard, the problem of selecting effective teaching and assessment methods that would combine control, self-control and the development of speech skills is becoming more relevant. One of such methods is cloze testing, which allows diagnosing the level of language competence of students and at the same time promoting its development. Purpose of the study. The article provides a comprehensive analysis of the didactic potential of cloze tests in the process of teaching the course "Ukrainian Language (for Professional Purposes)" in higher education institutions. The essence of cloze testing as a formative assessment tool is revealed, its place in the system of modern methods of language training of future specialists is outlined. A classification of cloze tests is proposed, methodological conditions for their effective application are determined, examples of professionally oriented tasks are given. Research methods. In preparing the article, the method of analysis of psychological, pedagogical and methodological literature was used, devoted to the issues of goals, organization, methods, techniques and technologies of teaching and control of the level of learning at all levels of language learning. To achieve the goal and solve the tasks set, a complex of empirical and general scientific methods was also used: observation, induction and deduction, analysis and synthesis, analogy, comparison, generalization, terminological, functional, systemic, cognitive analysis, as well as the method of linguodidactic text analysis. Research results. The article carries out a comprehensive analysis of the didactic potential of cloze tests in the process of teaching the course "Ukrainian Language (for Professional Purposes)" in higher education institutions: the essence of cloze testing as a formative assessment tool is revealed, its place in the system of modern methods of language training of future specialists is outlined, a classification of cloze tests is proposed, methodological conditions for their effective application are determined, examples of tasks of a professionally oriented direction are given. Grammatical cloze tests in the course "Ukrainian Language (for Professional Purposes)" perform formative, diagnostic and correctional functions, ensuring the assimilation of normative grammatical models in professional speech and contributing to the improvement of the language culture of future specialists. Stylistic cloze tests in the course "Ukrainian Language (Professional Orientation)" perform formative and corrective functions, contribute to the awareness of the norms of functional styles and prepare students for normative professional communication in academic and business environments. Lexical cloze tests perform the function of a tool for the formation and control of lexical competence, ensuring the assimilation of terminological and general scientific vocabulary in the context of professional speech and contributing to the development of conscious, rather than reproductive, word mastery. Contextual-semantic cloze tests in the course "Ukrainian Language (Professional Orientation)" perform integrative and diagnostic functions, ensuring the formation of skills for the holistic understanding of professional texts and the development of students' academic and professional communicative competence. Conclusions. It has been proven that the main advantages of cloze tests include objectivity, versatility, and the ability to adapt to different specialties and forms of learning. At the same time, the effectiveness of this method depends on the quality of the selection of texts and the clear formulation of tasks. It can be concluded that the cloze test replaces a whole series of narrowly focused tasks, saving time and effort. The advantages of cloze tests over traditional tests are their ability to comprehensively test language competence, and not just reproduce isolated knowledge. The main advantages include the following: cloze tests are based on a holistic text, therefore they test the understanding of language units in context, while traditional tests are often focused on individual rules or facts; one cloze test simultaneously activates lexical, grammatical, syntactic, and stylistic competence, unlike traditional tests, which usually measure them separately; unlike multiple-choice tests, cloze tests significantly reduce the randomness factor, since the correct answer must correspond to several parameters at the same time (content, form, style); the results of cloze tests make it possible to identify the depth of understanding of the text, the level of formation of professionally oriented speech and typical language difficulties of students; cloze tests are effective not only as a control, but also as a teaching tool, since they promote reflection, self-correction and the development of language competence. Thus, cloze tests, unlike traditional test forms, provide a contextually conditioned, integrated and diagnostically significant assessment of language competence, which increases their validity in the process of professionally oriented language learning.
The collective work by Svitlana Romaniuk, Larysa Kolibaba, and Oleksandra Antoniv — a new textbook for Polish students «The Ukrainian Language in Diplomacy and Politics», published in Warsaw — has been reviewed. It is emphasized that this educational publication is especially relevant due to its professional orientation: today it is extremely important to have abroad representatives of governmental institutions or diplomatic missions who have a command of the Ukrainian language and therefore deeply understand the political situation, maintain a clear international stance, and actively support our struggle against aggression for the peaceful existence of the state. The structure of the textbook, the content of its thematic units, innovative methodological approaches, and the quality of design are analyzed. Attention is drawn to the variety of authentic texts and their professional orientation. The educational materials aimed at developing language competence at the lexical, morphological, and syntactic levels as well as materials valuable from the perspective of linguistic culture are described. It is noted that the textbook’s professional focus is reflected in the use of a large number of diplomatic and political terms, excerpts from academic texts in the field of international relations, and examples of legislative and diplomatic documents. The inclusion of authentic specialized texts in Polish is considered methodologically appropriate: translation practice deepens language knowledge and strengthens writing skills. It is emphasized that the practical tasks for independent work and mini-projects help enhance the activity-based nature of learning. Importantly, all didactic materials are aligned with the norms of the current Ukrainian Orthography (2019). Given the authors’ extensive experience in teaching Ukrainian as a foreign language in Ukraine and abroad and in preparing numerous educational publications, it can be asserted with confidence that the textbook materials were tested in advance among foreign learners. This has ensured that in its scope, content, and presentation, the new textbook deserves a positive evaluation. The reviewed educational publication will deepen foreigners’ knowledge about our country as a European state and help them master Ukrainian in yet another strategically important sphere.
The article is devoted to the study of the functioning of youth slang in modern Polish and to clarifying the relationship between the linguistic norm and variation within this dynamic lexical subsystem. Youth slang is considered an important sociolinguistic phenomenon that reflects the linguistic creativity of the younger generation, its values, communicative needs, and aspirations for linguistic identity. Particular attention is paid to the sources of the formation of slang units, among which foreign borrowings, semantic transformations, word-formation models, as well as the influence of the digital environment and online communication play a significant role. The article analyzes the main tendencies in the development of youth slang in the Polish-speaking environment and outlines its stylistic, functional, and pragmatic characteristics. It has been determined that youth slang is formed under the influence of sociocultural factors, mass culture, media, and interlingual contacts. It has been established that slang performs not only expressive and identificational functions but also contributes to the formation of group solidarity, informal communication, and distancing from the official linguistic norm. At the same time, it is emphasized that the boundary between normative vocabulary and slang units is variable: certain elements of youth speech gradually integrate into broader language use, spread beyond the youth environment, and may acquire the status of generally accepted lexical items. The methodological basis of the study includes descriptive, comparative, and contextual methods of linguistic analysis. As a result of the research, the key mechanisms of variation of slang units, their structural and semantic features, as well as their role in contemporary linguistic processes have been identified. It is concluded that youth slang is an important factor in language dynamics that reflects sociocultural changes and contributes to the continuous renewal of the lexical system of modern Polish.
This paper looks at the role of social media in the modern English by speeding up lexical change, transforming discourse norms, enhancing and broadening multimodal communication, modifying relationships between speech and writing, standard and nonstandard varieties of English, and local and global varieties of English. The study is a qualitative literature-based research in terms of which the findings were synthesized using the scholarship of sociolinguistics, discourse analysis, computer-mediated discourse analysis, and the studies of the digital media. The analysis demonstrates that social media sites like X, Instagram, Tik Tok, Facebook, Whats App, and YouTube have become one of the central locations of language change due to their ability to facilitate rapid circulation, imitation, remixing and uptake of linguistic forms by masses. Contrary to the claims by opponents of social media as a de-grammaticalizing force, the paper suggests social media opens up new communicative demands and possibilities that foster compression, creativity, stylization, audience design, hashtagging, emojis, code-switching, stance taking and performing identity. The research also confirms the fact that online discourse is becoming more and more multimodal and algorithmically mediated, i.e. language change no longer occurs merely through the interaction of speakers only but rather through the affordances of the platforms, visibility systems, and digitally networked participation. The paper finds that the contemporary English is becoming more hybrid, dynamic, interactive, and socially indexical language variegation due to the digitization and has significant implications on the study of linguistics, literacy, pedagogy, and communication (Crystal, 2011, 2012; Herring, 2004; Androutsopoulos, 2017).
Kutaisi historical-ethnographic museum is rich with its manuscripts, and the manuscript is the national treasure. We are going to analyze a prayer book (# 365), which author is Iona Gedevanishvili. The prayer book with the size of 15X105, written on paper, bound in the embossed leather cover, written in Mxedruli, titles in red ink, the monument of the II half of the XIX century, incomplete and damaged, comes from Akhvlediani’s famiily. Specific linguistic norms characteristic to average Georgian was expected in the manuscript. The ancient Georgian norms prevail in it. Scribe is fluent and to put it into practice is not hard to find, and the influence of the Modern Georgian that was not inculcated is still strong. Лексические анализ рукописи сохраняет в Кутаиси музей.
This article examines the protection of the Azerbaijani language in the context of globalization and digitalization as a priority area of public policy from a scientific and analytical perspective. The study analyzes the interaction of languages in the modern information environment, the impact of social media and digital technologies on national languages, and the opportunities and risks posed to the Azerbaijani language. The role of language in protecting national identity, statehood, and national-spiritual values through state programs, decrees, and orders, as well as legal and institutional mechanisms, is substantiated. The article highlights measures taken to strengthen the position of the Azerbaijani language in the digital environment, improve the terminology system, protect linguistic norms in the media and educational environment, and address existing risks. The study demonstrates that protecting the Azerbaijani language is not only a cultural issue but also has strategic significance in terms of national security, national identity, and statehood.
This research paper investigates the transformative role of Artificial Intelligence (AI) in enhancing the academic writing proficiency of future English language teachers. As academic writing demands rigorous adherence to linguistic norms, logical structuring, and critical engagement with scientific discourse, traditional pedagogical methods often struggle to provide immediate, personalized feedback. This study explores the utility of the Grammarly program as an autonomous learning assistant. The findings demonstrate that integrating AI tools into the curriculum not only rectifies surface-level grammatical errors but also fosters meta-cognitive awareness, enabling students to identify their own recurring mistakes and improve their writing fluency, stylistic accuracy, and adherence to formal academic standards. Furthermore, this study proposes a comprehensive framework for integrating such tools to bridge the gap between novice and professional academic writers.
The paper proposes annotation guidelines for syntactic dependencies that span across speaker turns - including collaborative coconstructions proper, wh-question answers, and backchannels - in spoken language treebanks within the Universal Dependencies framework. Two representations are proposed: a speaker-based representation following the segmentation into speech turns, and a dependency-based representation with dependencies across speech turns. New propositions are also put forward to distinguish between reformulations and repairs, and to promote elements in unfinished phrases.
The paper proposes annotation guidelines for syntactic dependencies that span across speaker turns - including collaborative coconstructions proper, wh-question answers, and backchannels - in spoken language treebanks within the Universal Dependencies framework. Two representations are proposed: a speaker-based representation following the segmentation into speech turns, and a dependency-based representation with dependencies across speech turns. New propositions are also put forward to distinguish between reformulations and repairs, and to promote elements in unfinished phrases.
Introduction. In the present-day scientific discourse, there is a great number of theoretical research focusing on the problem of objectifying the semiotic nature of law and analysing the functional construct of legal semantics. Whereas, many practical legal issues, such as: interpretative ambiguity in the meaning-formation and meaning-application of normative acts, lexical vagueness and contextual dependence of legal notions and the incoherence of legal terminology across different legal systems, remain neglected, which leads to contradictions and inaccuracies in legal practice. The aim of the study is to define the methodological principles fostering establishment of the acceptable scope of semantic interpretation of legal notions in the context of building a legal thinking culture. Materials and Methods. The research methodology was based on the principle of jurisprudential definition of legal norm meaning-formation in socio-legal discourse. Analytical, systematizing and pragmatic methods were used to reveal a complex nature of the semantics of law in the context of legal thinking development. The semiotic analysis of the objectivity and normativity of legal notions taking into account the contextual differences of legal definitions, was used as a specialised research method. Results. It was established that normative notions are the complex semantic constructs encompassing a conceptual sphere (normativity) and social reality. For building sustainable models of legal behaviour and legal culture, it is necessary to overcome external and internal conflicts in interpretation of law. In this regard, a number of advisory measures were proposed aimed at establishing acceptable scope of semantic interpretation: differentiation between the informational nature of prescriptive and descriptive notions, semantic monitoring of legal phenomena, and implementation of the principle of discourse contextualism, which makes it possible to formulate the normativity of law requirements based on the specific contextual interpretations. Discussion and Conclusion. A justified conclusion about possibility of a properly selected semantic toolkit to determine the objectivity of perception of the legal norms and, consequently, to improve the process of building a legal culture was drawn. The main advantage of the principle of discourse contextualism such as conjunction of the semantics and pragmatics of legal notions was identified, which provides a fruitful foundation for further theorizing on the nature and metaphysics of law.
This article focuses on improving the language skills of future professionals in Ukrainian language classes tailored to their specific fields. It has been established that Ukrainian language instruction tailored to specific professional fields is a key tool for enhancing language skills, facilitating the development of professional competence, adherence to linguistic norms, mastery of a business style, and effective communication. It is emphasised that the teaching profession places very high demands on specialists: a teacher must be a unique, vibrant personality, a repository of diverse and profound knowledge, and possess a sufficiently high level of cultural refinement. Therefore, future specialists must have a perfect command of Ukrainian linguistic etiquette, as the teacher’s personal example will help students develop the skills of linguistic communication. It has been established that the main areas for improving communication skills include: adherence to linguistic norms; mastery of specialist terminology; development of professional communication; observance of communication etiquette; and the development of logical and clear expression. The following methods are used in practical sessions: business games and role-play scenarios; text analysis; discussions and debates; drafting and editing documents; and the use of multimedia resources. The Ukrainian language for professional purposes is an important component of professional training, ensuring the high level of intellectual and linguistic proficiency required for a successful career. To successfully deliver the curriculum, a primary school teacher must not only have a thorough understanding of language teaching methodology, but also serve as a model of standard speech. This entails impeccable literary pronunciation, the correct use of vocabulary and grammatical structures, as well as skilful control of intonation during spoken communication and reading. In other words, teachers must pay equal attention to both the content and the form of their speech. Unlike professionals in other fields, teachers use language as a public tool that serves as a benchmark for their pupils.
The authors see the purpose of the study as a comparative analysis of political discourse on the example of D. Trump’s speeches during his election campaigns in 2016 and 2024. The scientific novelty lies in the confirmation of the concept of using language as a weapon, which acts in Trump’s speeches as a tool to manipulate and control people through different discursive means and in different periods of time. Comparing the changes that discourse has undergone over time allowed the authors to analyse the priorities that reflect the general political tendency for positive emotional encouragement rather than threats and aggression. The relevance of this article is determined by the shift that has occurred in political discourse, which requires a rethinking of how the political actors select linguistic norms and how this selection will affect the formation of modern political language.
This thesis shows how speakers of English and Uzbek express affection through language. It explains the use of affectionate vocabulary, including words of endearment, idiomatic expressions, phrases, and forms of address, which are essential in conveying emotions and maintaining interpersonal relationships. These highlight the ways culture, social norms, and pragmatic factors influence the choice and use of affectionate expressions in different contexts.
Cet article présente la dernière version du treebank Rhapsodie, un corpus de français parlé multi-genres annoté en syntaxe et prosodie. Les deux principales innovations sont une annotation morphosyntaxique réellement basée sur la version orale du corpus (ce qui est prononcé) et non sur sa transcription orthographique et une intégration de l’ensemble des niveaux d’annotations, syntaxe, prosodie et métadonnées, dans une même structure, permettant ainsi des requêtes croisées.
This article examines the linguocultural interpretation of evaluative adjectives in advertising texts on the material of the German and Uzbek languages. The study proceeds from the assumption that advertising discourse is not only a means of commercial persuasion, but also a space in which culturally marked values, consumer ideals, and models of social desirability are verbalized. In such discourse, evaluative adjectives perform a particularly important role because they compress judgment, emotion, and persuasion into compact lexical units that are easily recognized and remembered by the recipient. The purpose of the article is to identify the semantic, pragmatic, and linguocultural features of evaluative adjectives in German- and Uzbek-language advertising texts and to explain how these adjectives reflect national-cultural preferences in the representation of product quality, trust, beauty, comfort, prestige, and usefulness. The article argues that evaluative adjectives in both languages function as markers of positive axiological framing, but their distribution and preferred semantic zones reveal different cultural emphases. In German advertising, evaluative adjectives tend to foreground precision, quality, durability, practicality, and efficiency, whereas in Uzbek advertising they more often activate associations with sincerity, trust, family value, comfort, beauty, and emotional proximity. The findings demonstrate that the same persuasive objective may be realized through different adjectival choices because advertising adapts itself to culturally shared expectations. The article concludes that evaluative adjectives in advertising texts should be interpreted not only as lexical means of praise, but also as linguocultural signals that encode collective value orientations and communicative norms.
The early posterior negativity (EPN) is a mid-latency event-related potential (ERP) component reliably enhanced by emotionally arousing visual cues. Recent work suggests that modulation of the EPN might depend to some extent on evocative cues featuring animate content. We tested this possibility by recording EEG while 80 participants viewed pleasant, neutral, and unpleasant scenes depicting people, objects, or landscapes. People and object scenes were selected to be comparable in composition and arousal ratings, to enable a direct assessment of the impact of scene animacy, separate from emotional intensity. Results showed robust EPN modulation by emotional content across both people and object scenes, with no significant interaction across arousal-matched scenes. This finding further dissociates the EPN from proximal event-related potential components associated with face and body perception and supports its value as an early marker of emotional perception, reliably driven by emotional intensity across multiple domains of visual cues.
Cet article présente la dernière version du treebank Rhapsodie, un corpus de français parlé multi-genres annoté en syntaxe et prosodie. Les deux principales innovations sont une annotation morphosyntaxique réellement basée sur la version orale du corpus (ce qui est prononcé) et non sur sa transcription orthographique et une intégration de l’ensemble des niveaux d’annotations, syntaxe, prosodie et métadonnées, dans une même structure, permettant ainsi des requêtes croisées.
This study investigates the integration of dialectal features into official Czech toponyms, with a particular focus on street names and non settlement names. It explores how dialectal elements persist in official naming practices despite standardization efforts, especially in regions with strong dialect traditions. The authors analyze the linguistic and administrative processes behind toponym standardization and highlight the discrepancies between different mapping platforms – namely the state-run Geoprohlížeč and the commercial mapy.com. While street names are regulated and recorded in the national database (RÚIAN), non-settlement names lack centralized oversight, resulting in greater variability. The paper identifies specific phonological and morphological dialectal features that appear in official names, often due to the direct adoption of local spoken forms. The authors argue for a balanced approach to standardization that respects both linguistic norms and regional identity, emphasizing the cultural and communicative significance of toponyms in public space.
This chapter explores how artificial intelligence (AI) tools mediate the identity development, emotional labor, and academic adaptation of international students in U.S. higher education. Framed through the lenses of intersectionality, resilience, and self-authorship, the chapter draws on duoethnography to examine how AI is used not merely as a technical aid but as a scaffold for rewriting the self in unfamiliar academic terrain. While AI offers immediate access to academic conventions, its reliance on dominant linguistic norms often flattens cultural expression and obscures opportunities for deeper growth. Through personal narrative, peer reflection, and theoretical analysis, this chapter interrogates what is gained and what is lost when AI supplements or replaces human-centered support systems. It argues that international student engagement with AI reveals a broader story about survival, belonging, and identity negotiation in an increasingly technologized and globalized university landscape.
Some recent scientific studies in the field of linguistics and philology increasingly suggest that English cannot be considered a completely homogeneous system.Moreover, its main national varieties -British, American, Canadian and Australian -are characterised by stable and systematic differences at the grammatical, morphological and syntactic levels.This article examines the regional patterns of English usage.The article synthesizes the main structural differences and trends in grammatical development, demonstrating that these variations constitute distinct norms of usage that are crucial for accurate interpretation and translation.Numerous scholars have conducted scientific research on the patterns of English language integration from various analytical perspectives, focusing on features that are particularly important for contemporary descriptive and comparative grammatical studies in specific regional contexts.In particular, scholars from Great Britain have often set standards for English grammar, and contemporary works are usually descriptive, drawing heavily on corpus linguistics.This article focuses on a comparative analysis of grammatical differences between the four main national varieties of English: British English (BrE), American English (AmE), Canadian English (CanE) and Australian English (AusE) through the prism of practical application.It focuses on key aspects of grammatical variation, including tense and case preferences, collective noun agreement, irregular verb morphology, modal and auxiliary verb usage, and fixed prepositional constructions.Drawing on descriptive grammar and corpus research, the article argues that these differences are neither accidental nor stylistic anomalies, but reflect deeper historical, functional, and sociolinguistic processes shaping modern English.The article also discusses the practical implications of grammatical variation for translators and interpreters, emphasising the need for grammatical localization alongside lexical choice.