刊讯｜SSCI 期刊《心理语言学研究》2023年第4-6期
Journal of Psycholinguistic Research
Volume 53, Issue 4-6, 2023
Journal of Psycholinguistic Research（SSCI二区，2022 IF：2，排名：54/194）2023年第4-6期共发研究性论文100篇。研究论文涉及阅读障碍、统计学习、外语教学、二语单词识别、翻译研究、情感词加工、外语焦虑、口语流利度和准确性、认知语言学、音乐艺术对学习的影响等。欢迎转发扩散！（2023年已更完）
往期推荐：
目录
Issue 4
ARTICLES
■ Word Reading and Spelling Processing and Acquired Dyslexia post Unilateral Stroke, by Jaqueline de Carvalho Rodrigues, Daniele Pioli dos Santos, Jerusa Fumagalli de Salles, Pages 1017–1035.
■Implicit Statistical Learning in L2 Sentence Processing: Individual Cognitive Differences, by On-Soon Lee, Pages 1037–1060.
■ Exploring Academically Transitioning Students’ Ongoing Experiences with Textbook-Based Learning: A Semester-Long Study, by Xiaodong Zhang, Pages 1061–1075.
■Teaching Translation Theory in English to Chinese Students: An Example of Psycholinguistic Understanding of Languages, by Rui Chen, Pages 1077–1092.
■Foreign Accented-Speech and Perceptions of Confidence and Intelligence, by Mohammed Nour Abu Guba, Sumaya Daoud, Samer Jarbou, Pages 1093–1113.
■ Affective Norms for Chinese Words of Typical Life Scenes Rated by Older Adults (ANCO), by Dangui Song, Hao Wen, Yanping Dong, Pages 1115–1140.
■Psychoacoustic Similarity Judgments in Expert Rappers and Laypersons, by Keith Cross, Pages 1141–1170.
■ RETRACTED ARTICLE: Training of a Future Teacher-Psychologist in Multilingual Education Conditions, by Aizhan Zh. Sapargaliyeva, Khanysha Zhumagali, Assylzhan O. Yessimbekova, Pages 1171–1181.
■ Are Older Bilinguals’ Better in Metaphor Generation?, by P. Phani Krishna, S. Arulmozi, Ramesh Kumar Mishra, Pages 1183–1204.
■Implementation of Japanese Sociocultural Values in Japanese Kotowaza: A Cognitive Linguistics Perspective, by Xichun Fan, Pages 1205–1219.
■ The Impacts of Collaborative Writing on Individual Writing Skills, by Vu Phi Ho Pham, Pages 1221–1236.
■ A Slip Between the Brain and the Lip: Working Memory and Cognitive-Communication Disorders, by Anisha Savarimuthu, R. Joseph Ponniah, Pages 1237–1248.
■ Foreign Communication of Chinese Music Through Transmitting the Spatiotemporal Context of the Old and New Silk Roads: A Modern Approach, by Yang Li, Ruoran Sun, Pages 1249–1261.
■ Persuasive Language in ELT-Related Ads on Social Media, by Mostafa Morady Moghaddam, Faeze Esmaeilpour, Pages 1263–1288.
■ Priming Center-Embedded Object and Extraposed Subject Relative Clauses in Persian Language Production: Searching for Persistence of Hierarchical Configuration, by Amirabbas Rafiee Fazel, Arsalan Golfam, Farzaneh Safavimanesh, Pages 1289–1324.
Issue 5
ARTICLES
■ Effects of Native Translation Frequency and L2 Proficiency on L2 word Recognition: Evidence from Korean Speakers of English as a Foreign Language, by Hyunah Baek, Jini Tae, Yoonhyoung Lee, Wonil Choi, Pages 1325-1343.
■Effects of Group-Dynamic Assessment and Process-Based Instruction on EFL Learners’ Metacognitive Awareness and Listening Comprehension: A Mixed-Methods Inquiry, by Afsheen Rezai, Parisa Ashkani, Sayed M. Ismail, Pages 1345-1370.
■ The Development of Accuracy and Fluency in Second Language (L2) Speaking Related to Self-Efficacy Through Online Scaffolding: A Latent Growth Curve Modeling Analysis, by Cha Li, Lawrence Jun Zhang, Pages 1371-1395.
■Storytelling, Creativity and Writing as a Tool for Building Sophisticated Social Skills, by Menglin Fang, Milena Tsvetkova, Pages 1397-1408.
■ Revisiting Deception in Breonna Taylor’s Case: A Cognitive-Acoustic Approach, by Amr M. El-Zawawy, Pages 1409-1437.
■ Chinese Two-Character Word Orthographic Processing and Adjective–Noun Collocation Comprehension in Sentence Reading, by Wenling Ma, Degao Li, Guanglian Su, Xiaoyun Wang, Pages 1439-1454.
■ Jordanian EFL Students’ Perception of Noncontrastive Allophonic Cues in English Speech Segmentation, by Ghaleb Rabab’ah, Sara Kessar, Nimer Abusalim, Pages 1455-1469.
■ Profiling Adult L2 Readers in English Bridge Programs: A Not-So-Simple View of L1 Effect, by Xiaomeng Li, Ryan T. Miller, Jing Zhang, Sihui Ke, Pages 1471-1496.
■ The Relationship Between Personality Traits and the Processing of Emotion Words: Evidence from Eye-Movements in Sentence Reading, by Rebecca L. Johnson, Megan Wootten, Abigail I. Spear, Ashley Smolensky , Pages 1497-1523.
■ Artificial Intelligence Technologies in College English Translation Teaching, by Yuhua Wang, Pages 1525-1544.
■Accelerated English Teaching Methods: The Role of Digital Technology, by Xiaoyan Fan, Pages 1545-1558.
■ Motivation as an Axiological Factor in Learning Chinese, by Dinara Turkpenova, Pages 1559-1570.
■Association Strategies of Speech Behavior of Communicators in Coding Discourse: An Interdisciplinary Approach Towards Understanding the Role of Cognitive and Linguistic Processes in Communication, by Ludan Zhang, Irina Karabulatova, Artem Nurmukhametov, Margarita Lagutkina Pages 1571-1587.
■Cognitive Processes and Translation Quality: Evidence from Keystroke-Logging Software, by Mutahar Qassem, Buthainah M. Al Thowaini, Pages 1589-1604.
■Can Narrative Skills Improve in Autism Spectrum Disorder? A Preliminary Study with Verbally Fluent Adolescents Receiving the Cognitive Pragmatic Treatment, by Dize Hilviu, Federico Frau, Francesca M. Bosco, Andrea Marini, Ilaria Gabbatore, Pages 1605-1632.
■No Adjective Ordering Preferences in Jordanian Arabic Grammar, by Sharif Alghazo, Marwan Jarrah, Pages 1633-1667.
■Shocktainment Techniques in the Mirror, a British Daily Tabloid: Linguocultural Features of news and semantic-cognitive Analysis of Leading Concepts, by Mariya Fedorova, Tatyana Shevyakova, Pages 1669-1683.
■The Relationship Between Teacher-Student Rapport and EFL Learners’ Engagement in Online Scaffolding Setting, by Bo Zhang, Pages 1685-1705.
■Teaching Conversational English: Techniques for Unconscious Competence Versus Development of Thinking Skills, by Mingshuang Liu, Pages 1707-1719.
■The Role of Representational Gestures and Speech Synchronicity in Auditory Input by L2 and L1 Speakers, by Federica Cavicchio, Maria Grazia Busà, Pages 1721-1735.
■English Grammar Skills in Dutch Grade 4 Children: Examining the Relation Between L1 and L2 Language Skills, by Margreet van Koert, Nihayra Leona, Judith Rispens, Jurgen Tijms, Maurits van der Molen, Hernán Labbé Grunberg, Patrick Snellings, Pages 1737-1753.
■The Role of Sound on Spirituality in Religious Environments and Islamic Architecture by Using EEG, by Alessandra De Cesaris, Ali Sadeghi habibabad, Pages 1755-1784.
■Mindfulness and the Mediating Role of Psychological Capital in Predicting the Foreign Language Anxiety, by Yahya Gordani, Marzieh Sadeghzadeh, Pages 1785-1797.
■Unpacking Chinese EFL Students’ Academic Engagement and Psychological Well-Being: The Roles of Language Teachers’ Affective Scaffolding, by Ziwen Pan, Yongliang Wang, Ali Derakhshan, Pages 1799-1819.
■Teachers’ Content, Pedagogical, and Technological Knowledge, and the Use of Technology in Teaching Pronunciation, by Khalid A. Alghamdi, Pages 1821-1839.
■Effectiveness of SmartCat Technology in Artistic, Scientific-Technical and Social-Publicist Translations: How Modern Software Influence the Specificity of Different Types of Translation, by Junzheng Li, Pages 1841-1854.
■The Effect of Phonetic Similarity on Domain-General Executive Control in Color-Shape Task: Evidence from Cantonese-Mandarin and Beijing-Dialect-Mandarin Bidialectals, by Aitao Lu, Siyi Liu, Jijia Zhang, Meifang Zhang, Tianhua Song, Lu Wang, Xuebin Wang, Pages 1855-1874.
■Techniques for Increasing Educational Motivation and the Need to Assess Students’ Knowledge: The Effectiveness of Educational Digital Games in Learning English Grammatical Material, by Irina Shakhmalova, Natalia Zotova, Pages 1875-1895.
■A Comparative Study on the Impact of Lexical Inferencing, Extended Audio Glossing, and Frequency Mode of Input Instruction on EFL Learners’ Lexical Collocation Knowledge, by Gholamhossein Shabani, Shokoufeh Abbasi Dogolsara, Pages 1897-1918.
■The impact of Diglossia-Effect on Reading Acquisition Among Arabic-Speaking Children: A Longitudinal Study, by Ibrahim A. Asadi, Abeer Asli-Badarneh, Pages 1919-1937.
Issue 6
ARTICLES
■“Listening Between the Lines”: Soundscapes in Yusef Komunyakaa’s Poetry, by Tao Huang, Pages 1939-1956.
■Translation Errors Across Legal Titles and Headings: Critical Analysis of the English Version of the Russian Criminal Procedural Code, by Anastasia Atabekova, Pages 1957-1972.
■The Role of the Art of Chinese Calligraphy and Music in Developing Creative Thinking Skills in Preschoolers Using Flipped Technology, by Qi Cai, Hao Zhang, Lin Cai, Pages 1973-1987.
■The Effects of Social Status and Imposition on the Comprehension of Refusals in Chinese: An ERP Study, by Ningning Cao, Ling Zhou, Shaojie Zhang, Pages 1989-2005.
■Teacher Knowledge Sharing and Reflection as Predictors of Teacher Professional Development: A Case of Iranian TEFL Faculty Members, by Farshad Parhamnia, Majid Farahian, Pages 2007-2026.
■Psychological Impact of Languages on the Human Mind: Research on the Contribution of Psycholinguistics Approach to Teaching and Learning English, by Shi Beibei, Pages 2027-2045.
■The Power of Positive Reporting: Examining China's Anti-Epidemic National Image in Mainstream Media, by Jie Chen, Kunpei Xu, Yukun Chen, Jiaxin Lin, Pages 2047-2073.
■A Corpus-Based Study on Feedback in Daily Conversation: Forms, Position and Contexts, by Yanjiao Li, Pages 2075-2092.
■Written Language Characteristics of Deaf and Hard of Hearing Students in Terms of the Components of the Language, by Pelin Pistav Akmese, Nilay Kayhan, Necla Isikdogan Ugurlu, Pages 2093-2117.
■Parental Competence as a Teacher in the Auditory Development of Children with Cochlear Implants, by Tatiana Lukovenko, Bauyrzhan Sikinbayev, Olga Shterts, Ekaterina Mironova, Pages 2119-2133.
■Cross-Language Recall Abilities in Balanced Bilinguals: An Exploratory Study, by Urvi Shantanu Mahajani, Rinku Karathiya, Abhishek B. P, Pages 2135-2142.
■Evaluation Mechanism of Political Discourse: A Holistic Approach, by Jing Sun, Zhenqian Liu, Pages 2143-2179.
■Disentangling Effects of Memory Storage and Inter-articulator Coordination on Generalization in Speech Motor Sequence Learning, by Matthew Masapollo, Emily Zezas, Allen Shamsi, Ratree Wayland, Dante J. Smith, Frank H. Guenther, Pages 2181-2210.
■Students’ Learning Autonomy: A Case Study of Undergraduate Course of Japanese Language Program, by Huang Liyuan, Pages 2211-2228.
■What is an Emotion-label Word? Emotional Prototypicality (EmoPro) Rating for 1,083 Chinese Emotion Words and Its Relationships with Psycholinguistic Variables, by Chenggang Wu, Pages 2229-2237.
■Bilingual Conversion in the Translation of ICH Terms: A Study on the Psychological Processes of Translators, by Liping Jiang, Menglei Lv, Peng Zhang, Qiong Huang, Pages 2239-2256.
■The Production of Subject Anaphoric Expressions in Italian and Mexican Spanish: A Forced-Choice Experimental Study, by Carla Contemori, Elisa Di Domenico, Pages 2257-2285.
■Old Dogs and New Tricks: Assessing Idiom Knowledge Amongst Native Speakers of Different Ages, by Gareth Carrol, Pages 2287-2302.
■Digital Cognitive Training for Children with Attention Deficit Hyperactivity Disorder, by Roman Ponomarev, Sergey Sklyar, Varvara Krasilnikova, Tamara Savina, Pages 2303-2319.
■Role of Affective Factors and Concreteness on the Processing of Idioms, by Mahsa Morid, Laura Sabourin, Pages 2321-2338.
■Literature and Modern Japanese Urbanism: Features of the Traditional Worldview in a Modern Space, by Jiao Li, Shifu Huo, Pages 2339-2355.
■Unpacking Vietnamese L2 Students’ Motivation for and Engagement in Intercultural Language Learning, by Thao Quoc Tran, Dung M. T. Nguyen, Pages 2357-2371.
■Developmental Markers of Pre-schoolers’ Temporal and Causal Connectivity in Two Discourse Contexts: Data from the French Language
, by Emmanuelle Canut, Morgane Jourdain, Christine Bocéréan, Pages 2373-2392.
■The Modern Linguocognitive Aspect of the Concept of “conscience” in the Human Worldview, by Zhanar Mazibayeva, Pages 2393-2404.
■Activation of Content-Schemata for Scaffolding L2 Writing: Voices from a Turkish Context, by Elmaziye Özgür Küfi, Pages 2405-2427.
■Problems of Translating Oil Contracts of Multinational Companies from English into Arabic, by Ahmed Mohammed Ahmed Moneus, Fatima Abdullah Yahya Al-Inbari, Hassan Saleh Mahdi, Pages 2429-2451.
■A Tale of Age and Abilities: Analyzing Narrative Macrostructure Development in Chinese Preschoolers Through the Lens of Story Grammar, by Liu Shunhua, Qiu Tianlong, Pages 2453-2472.
■Variations in Vocabulary Depth Among Second Language Learners with Comparable Vocabulary Breadths: An Empirical Investigation, by Ting Sun, Hyunjeong Nam, Pages 2473-2498.
■The Access to Grammatical Number in Spanish Children and Adults, by Alberto Dominguez, Anthea Santos, Yang Fu, Pages 2499-2515.
■The Role of Animacy in Turkish Relative Clause Production and Distribution, by Aybüke Uzunca, Taylan Akal, Pages 2517-2544.
■Weighting Assessment of the Effect of Chinese State-Changing Words on Emotions, by Chia-Yueh Chang, Meng-Ning Tsai, Yao-Ting Sung, Shu-Ling Cho, Hsueh-Chih Chen, Pages 2545-2566.
■The Meaning of Inchoative se in Brazilian Portuguese: A Replication of Lundquist et al.’s (2016) Experiment, by Luana Amaral, Fernando Oliveira, Cândido Oliveira, Pages 2567-2598.
■Needs Analysis About Intercultural Communicative Competence Among Undergraduate Tourism Students, by Tran Thi Thu Trang, Vo Tu Phuong, Pages 2599-2620.
■Exploring the Relations of Morphological Awareness with Phonological Awareness and Vocabulary: The Case of the Greek Language, by Sophia Giazitzidou, Ioannis Grigorakis, Angeliki Mouzaki, Susana Padeliadu, Pages 2621-2644.
■Will Using a Foreign Language Attenuate the Neophobia?, by Chuanbin Ni, Xiaobing Jin, Pages 2645-2659.
■The Effect of the Linguistic Status of Text Previewing in Arabic on the Reading Comprehension Outcomes Among Second and Sixth Grade Native Arabs Readers: A Cross-Sectional View, by Haitham Taha, Hanada Taha, Huda Shaheen, Pages 2661-2676.
■Pop Music Singing in Education with Modern Innovative Technologies: How the Chinese Language Shapes the Creation of Popular Singing, by Luoxiao Zhang, Jiawei Hu, Pages 2677-2691.
■Effects of Bilingualism on Students’ Linguistic Education: Specifics of Teaching Phonetics and Lexicology, by Zoya Snezhko, Gaukhar Yersultanova, Valentina Spichak, Elena Dolzhich, Svetlana Dmitrichenkova, Pages 2693-2720.
■E-Learning and Flipped Classroom in Inclusive Education: The Case of Students with the Psychopathology of Language and Cognition, by Meruyert Yeleussizkyzy, Nadezhda Zhiyenbayeva, Irina Ushatikova, Richard Lushkov, Pages 2721-2742.
■The Effect of Using an Arabic Assistive Application on Improving the Ability of Children with Autism Spectrum Disorder to Comprehend and Answer Content Questions, by Aseel Zibin, Abdel Rahman Mitib Altakhaineh, Dima Suleiman, Bassam Al Abdallat, Pages 2743-2762.
■The Development of the Verb System in the Ontological Opposition of Space and time in the Indo-European Language Family, by Inga Kirkovska, Iryna Bezrodnykh, Valeria Koroliova, Natalia Diachok, Tamara Prystaiko, Pages 2763-2773.
■Emotional Prototypicality Ratings for 636 Chinese Words: A Database of Chinese Words with Affective Information, by Ruiyao Zheng, Meng Zhang, Taomei Guo, Marc Guasch, Pilar Ferré, Pages 2775-2792.
■‘I Hope You Can Rise Again’: Linguistic Variation in Online Condolences, by Mostafa Morady Moghaddam, Jodi Tommerdahl, Pages 2793-2809.
■Linguistic Illusions Guide Eye Movement: Evidence From Doubling, by Qatherine Andan, Peter Bex, Iris Berent, Pages 2811-2833.
■Investigating the Effect of Task Type and Modality on Flow Experience Among Intermediate Persian EFL Learners, by Samira Ghanbaran, Saeed Ketabi, Mohammadtaghi Shahnazari, Pages 2835-2862.
■The Role of Morphological Decomposition in Reading Complex Words in Arabic in Elementary School Years, by Ibrahim A. Asadi, Vered Vaknin‑Nusbaum, Haitham Taha, Pages 2863-2876.
■Production of Arabic Geminates by English Speakers, by Mutasim Al-Deaibes, Marwan Jarrah, Pages 2877-2902.
■The Modularity of Dysgraphia, by Aiswarya G S, Joseph Ponniah, Pages 2903-2917.
■English-Chinese and Chinese-English Translations of Literary Texts: The Influence of Stylistic Features on the Translation Process and Eyetracking Technology, by Songzhu Zhang, Pages 2919-2935.
■A Cross Sectional Study of ChatGPT in Translation: Magnitude of Use, Attitudes, and Uncertainties, by Yousef Sahari, Abdu M. Talib Al-Kadi, Jamal Kaid Mohammed Ali, Pages 2937-2954.
■The Structural Relationship Between Teacher Support and Willingness to Communicate: The Mediation of L2 Anxiety and the Moderation of Growth Language Mindset, by S. Yahya Hejazi, Majid Sadoughi, Jian-E Peng, Pages 2955-2978.
■The Basis of the Adoption of Borrowed Letters in the Kazakh Alphabet
, by Ainur Seitbekova, Almagul Khabiyeva, Akmaral Bissengali, Zhamal Mankeeva, Dana Pashan, Pages 2979-2999.
■Students’ Psychological State, Creative Development, and Music Appreciation: The Influence of Different Musical Act Modes (Exemplified by a Video Clip, an Audio Recording, and a Video Concert), by Zhibin Xu, Qiang Xu, Pages 3001-3017.
■Relationships Among English Language Proficiency, Self-efficacy, Motivation, Motivational Intensity, and Achievement in an ESP/EAP Context, by Xue Zhang, Shenghai Dai, Yuliya Ardasheva, Yiming Hong, Pages 3019-3038.
■The Role of Receptive/Orthographic Vocabulary, Productive/Orthographic Vocabulary, Productive/Phonological Vocabulary and Depth of Vocabulary in Predicting Reading-to-Write Performance, by Rujun Pan, Pages 3039-3062.
摘要
Word Reading and Spelling Processing and Acquired Dyslexia post Unilateral Stroke
Jaqueline de Carvalho Rodrigues, MSc and PhD in Psychology, Professora do Departamento de Psicologia da Pontifícia Universidade Católica do Rio de Janeiro - PUCRio, Rua Marquês de São Vicente, 225, Gávea, Rio de Janeiro, Brazil
Daniele Pioli dos Santos, Psychologist, Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre, Rio Grande do Sul, Brazil
Débora de Bitencourt Fél, Psychologist, Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre, Rio Grande do Sul, Brazil
Jerusa Fumagalli de Salles, MSc and PhD in Psychology, Professora Associada na Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre, Rio Grande do Sul, Brazil
Abstract This study investigates the performance of adults with cerebrovascular lesion in the right hemisphere (RHL) or left hemisphere (LHL) in word reading (TLPP) and spelling (TEPP) tasks based on the dual-route models. A total of 85 adults were assessed, divided into three groups: 10 with RHL, 15 with LHL, and 60 neurologically healthy ones. The performance of the three groups was compared in terms of the characteristics of the words (regularity, frequency, and length) and pseudowords (length), error types, and psycholinguistic effects. A cluster analysis was performed to investigate the profiles of the reading. The LHL group showed lower scores in reading and spelling tasks of words and pseudowords, as well as a higher frequency of errors. Four LHL cases were found to have an acquired dyslexia profile. This study highlights that the tasks developed in Brazil are in accordance with theoretical models of written language, and the results point to the heterogeneous performance of the cases with acquired dyslexia.
Key words Acquired dyslexia, Dual-route model, Stroke, Reading, Spelling
Implicit Statistical Learning in L2 Sentence Processing: Individual Cognitive Differences
On-Soon Lee, Institute of General Edcation, Sunchon National University, 255 Jungang-ro, Sunchoen-si, Jellanam-do, Korea
Abstract This study investigates whether statistical learning ability, conceptualized as a cognitive ability to learn regularities implicitly, is a good predictor for L2 learners’ online language processing performance. Native-English-speaking adults, as a control group, and native-Korean-speaking adult L2 learners of English participated. They completed: (a) an artificial grammar learning task containing nonadjacent dependencies in sequences of non-words, to test statistical learning ability; and (b) a self-paced English reading task containing relative clauses (RC) in which the “filler” and the “gap” formed a long-distance dependency, to test language processing. Both tasks’ stimuli were presented element-by-element to mimic the incremental nature of online language processing. The results for the L1 group show that higher accuracy scores on the artificial grammar learning task did not predict higher sentence comprehension scores. The results for the L2 group, however, show a marginally significant correlation between accuracy scores on the artificial grammar learning task and sentence comprehension scores. For both groups, the reading time difference between grammatical and ungrammatical items in the artificial grammar learning task did predict the speed of reading times for items with RCs with a long-distance dependency in the sentence processing task: Larger differences in RTs in the artificial grammar task correlated with slower reading at the critical region of English RCs. These findings suggest a similar mechanism for online first and second language processing of core syntactic phenomena and for statistical learning ability that involves implicitly tracking distributional relations across elements.
Key words Implicit statistical learning, Cognitive mechanism, L2 sentence processing, Artificial grammar learning, Individual difference, English RC
Exploring Academically Transitioning Students’ Ongoing Experiences with Textbook-Based Learning: A Semester-Long Study
Xiaodong Zhang, School of English and International Studies, Beijing Foreign Studies University, 3rd Ring Road North, Haidian District, Beijing, China
Abstract This study reports on the ongoing experiences of academically transitioning students with textbook-based learning. The study was conducted at a Chinese university among first-semester English-as-a-foreign-language (EFL) students transitioning from high school to university. Qualitative analysis of interviews with the students, students’ written reflections, and field notes about their learning activities revealed that their paths were not linear; instead, they experienced both progression and regression in textbook-based learning during their academic transition. Their initial passion for learning in a new context was soon replaced by their need to adjust, primarily due to differences between their prior and current learning experiences and the language demands. The students’ adjustments were supported by their own agency and the use of adapted instructions. The study concludes that the students’ ongoing experiences with textbook-based learning were complex and dynamic, but the students were also amenable to adjustment.
Key words Textbook-based learning, Transitional students, EFL · Reading instruction, Challenges
Teaching Translation Theory in English to Chinese Students: An Example of Psycholinguistic Understanding of Languages
Rui Chen, Foreign Languages School, Huang Huai University, Zhumadian Henan, China
Abstract The paper measures the impact of the developed approach to teaching the translation theory, using the psycholinguistic features of the English language. The factor analysis validation framework was used to control the data of this study. 190 s-year students from Xxx University majoring in translation studies were surveyed. The results of the post-assessment of groups B show an increase in scores according to three special criteria: the value of the language mental representation understanding level increased by 25.3%, language mechanisms processing by 30.8%, the indicator of linguistic resources by 44.6%. Additionally, students from mini-groups B received an average of general assessment criteria 7.2% higher than the control group. Correlation analysis suggests that as the mastery level of special skills in the English language theory increases, the effectiveness of the pedagogical process will also increase, considering psycholinguistic features of the English language. The research findings may be relied upon when building the expertise in new practices intended to develop effective teaching strategies enhancing the competencies of future translators. Application of the research findings can improve the effectiveness of teaching translation theory to students in the People’s Republic of China.
Key words English, Psycholinguistics, Teaching, Translation, Translation theory
Foreign Accented-Speech and Perceptions of Confidence and Intelligence
Mohammed Nour Abu Guba, University of Sharjah, Sharjah, UAE
Sumaya Daoud, Al Ain University, Al Ain, UAE
Samer Jarbou, University of Sharjah, Sharjah, UAE/Department of English for Applied Studies, Jordan University of Science and Technology, Irbid, Jordan
Abstract The purpose of the current study is to explore listeners’ perception of accented speech in terms of confidence and intelligence. To this end, three groups of listeners were asked to rate speakers of English with various accent strengths based on a 9-point scale in terms of accent magnitude, confidence and intelligence. Results show that the two Jordanian listener groups, unlike the English listeners, reacted similarly toward Jordanian-accented speakers of English. Overall, the three groups tended to link accentedness with perceptions of confidence and intelligence. The findings of this study have significant implications for advocating a tolerant attitude toward speakers of English as a foreign language in the fields of education, employment opportunities, and social justice. It is suggested that stereotyping speakers as inferior in terms of qualities such as confidence and intelligence reflects established listener’s bias rather than lack of speaker’s intelligibility.
Key words Accented speech, Intelligence, Confdence, L1 speaker, L2 speaker, Attitudes
Affective Norms for Chinese Words of Typical Life Scenes Rated by Older Adults (ANCO)
Dangui Song, Language Processing and Development Lab, School of International Studies, Zhejiang University, Hangzhou, China
Hao Wen，Language Processing and Development Lab, School of International Studies, Zhejiang University, Hangzhou, China
Yanping Dong, Language Processing and Development Lab, School of International Studies, Zhejiang University, Hangzhou, China
Abstract The present study provides an affective norm collected from older adults for 1,050 Chinese words that are closely related to the typical life scenes commonly encountered by older adults. Data were collected for key affective dimensions of valence and arousal using the method of adapted Self-Assessment Manikin (Bradley & Lang, 1994) in a paper-and-pencil procedure. The results showed that the current database (ANCO) was of high reliability and validity. Valence and arousal were in an asymmetrically quadratic relationship in the valence-by-arousal space; i.e., older adults rated negative words as the highest arousing, followed by positive and neutral words. In addition, by comparing affective ratings of the shared words between the present norm collected from older Chinese adults and previous norms collected from young Chinese adults (Wang et al., 2008; Yao et al., 2017; Yu et al., 2016), we found that compared with young adults, older ones perceived negative words as more negative and more arousing, and perceived positive words as more positive and less arousing. ANCO can serve as a valuable source of information for age-related affective research and help explicate the effects of emotion on linguistic and cognitive processes.
Key words Valence, Arousal, Chinese words, Older adults, Age difference
Psychoacoustic Similarity Judgments in Expert Rappers and Laypersons
Keith Cross, Doctabarz https://www.doctabarz.com/
Abstract This study sought to determine whether rap expertise is associated with enhanced knowledge of psychoacoustic similarity. Using a stimulus composed of pseudo-word assonantal half-rhyme triplets (e.g., freet/speet//yeek), expert improvisational rap lyricists were compared to laypersons (non-lyricists) in their judgments of half-rhyme acceptability. According to both a perception-based and a linguistic feature-based measure of psychoacoustic similarity, lyricists were distinct from non-lyricists in the rates at which they found half-rhymes acceptable, and in how group responses were correlated with the similarity measures. Data indicate that, compared to non-lyricists, lyricists’ half-rhyme acceptance rates are more highly correlated with linguistic features that have more robust perceptual cues. Evidence suggests that lyricists and non-lyricists employ different strategies for determining the acceptability of half-rhymes, and that lyricists might be more sensitive or attuned to similar aspects of speech sounds.
Key words Music, Language, Expertise, Rap, Hip-hop
RETRACTED ARTICLE: Training of a Future Teacher-Psychologist in Multilingual Education Conditions
Aizhan Zh. Sapargaliyeva, Department of Pedagogy and Psychology, Zhetysu State University named after I. Zhansugurov, 187а Zhansugurov Str, 040009 Taldykorgan, Republic of Kazakhstan
Khanysha Zhumagali, Saule A. Ualyieva, Almagul Ye. Tastemirova, Assylzhan O. Yessimbekova, Department of Foreign Languages and Translation Studies, Zhetysu State University named after I. Zhansugurov, 187а Zhansugurov Str, 040009 Taldykorgan, Republic of Kazakhstan
Abstract Bilingualism and polylinguism necessitate the development of multilingual competence of citizens of the Republic of Kazakhstan. The specific feature of the study of languages as an academic discipline lies in the teaching of communicative activities. The purpose of this study was to investigate the aspects of training a future teacher-psychologist in the conditions of multilingual education. To study this issue, theoretical works on the influence of a multilingual environment on the development of a personality and the training of future specialists in the field of education were analyzed. The fundamental goal of teaching foreign languages is the development of a multicultural multilingual person with information, communication and intellectual needs, abilities, and competences. This is important for teacher-psychologist since they are responsible not only for their judgments but also for the results of their students.
Key words Bilingual education, Foreign languages, Training of future teachers, Psychological education, Teaching
Are Older Bilinguals’ Better in Metaphor Generation?
P. Phani Krishna, Department of Linguistics, University of Delhi, New Delhi, India/Centre for Neural and Cognitive Sciences, University of Hyderabad, Hyderabad 500046, India
S. Arulmozi, Centre for Applied Linguistics, Translation Studies, University of Hyderabad, Hyderabad 500046, India
Shiva Ram Male, School of Medical Sciences, University of Hyderabad, Hyderabad 500046, India
Ramesh Kumar Mishra, Centre for Neural and Cognitive Sciences, University of Hyderabad, Hyderabad 500046, India
Abstract Metaphor, as widely known, is a figure of speech where a word or phrase is used to describe an object, action, or event to which it cannot be applied exactly. Metaphors are often used figuratively to enable clarity or emphasize the similarities between the two things in a frame. In the current study, we aimed to investigate the relationship between cognitive functions and generating metaphor and their associations in older bilingual and monolingual participants. We conducted the experiment with fifty-six (Bilingual and Monolingual) participants in the age group ranging from 50 to 65 years. We administered the novel and conventional metaphor generation task based on vision words in perceptual domain in Telugu. Followed by a battery of cognitive function tests: Flanker task to study the attention, Semantic Fluency task, Corsi task to check working memory, LexTALE to measure the vocabulary, and a language questionnaire. These tasks are used to investigate the association and correlation between the old age bilingual and monolingual in generating vision metaphors. The current study's findings demonstrate that bilinguals have a considerable advantage in cognitive function and their ability to generate novel metaphors are better when compared to monolinguals.
Key words Metaphor, Bilingual, Monolingual, Metaphor generation, Cognitive function
Implementation of Japanese Sociocultural Values in Japanese Kotowaza: A Cognitive Linguistics Perspective
Xichun Fan, Japanese Department, Foreign Languages School, Qiqihar University, Qiqihar, China
Abstract Kotowaza were created by gaining experience and through recurring events over the years of existence of the Japanese people. The purpose of this study is to conduct a qualitative analysis of Japanese kotowaza in cognitive-linguistic discourse to divide idioms into categories and groups with specific sociocultural features. The paper focuses in detail on the semantic features of 20 kotowaza that use animal symbols as an idiomatic metaphor. In this paper, 10 proverbs with the central animal visualization, neko, were analyzed. Visionary metaphors are developed based on the comparison of cat's body parts and behavior with human qualities or characteristics of objects and phenomena. The analysis of the remaining 10 kotowaza showed that the meaning of imagery could originate from Chinese tradition and then change under the influence of Japanese style. Hence, it follows that the meanings of some kotowaza, or the animals they use, can be interpreted differently depending on context. However, the key meanings of proverbs are engrained in the national consciousness of native speakers. It was also observed that kotowaza used oxymoron. It is possible to gain a correct understanding of what kotowaza means through analyzing literal and idiomatic relations in the proverb. Each proverb has an animal symbol, the meaning of which is engrained and originates from the cultural and historical development of the Japanese nation. The practical application of the study lies in the fact that these findings can be used for further study of the special aspects of manifestation of sociocultural heritage at the linguistic level within the phraseology of the Japanese language.
Key words Japanese kotowaza, Proverbs, Cognitive linguistics, Sociocultural values, Semantics
The Impacts of Collaborative Writing on Individual Writing Skills
Vu Phi Ho Pham, Faculty of Foreign Languages, Van Lang University, Ho Chi Minh City, Vietnam
Abstract The current study was to see if collaborative writing activities would impact each student's writing quality after getting engaged in an academic writing course for argumentative essays. The study enrolled 62 third-year English majors at the Faculty of Foreign Languages, Van Lang University, Ho Chi Minh City, Vietnam, 35 in the experimental group and 27 in the control group. The ages of the students ranged from 19 to 21. All teaching/learning activities, such as the selection of topics, brainstorming, or peer/lecturer feedback, applied to train the students of the two groups were similar except for the essay-composing stage. While the control-group students composed an essay individually, the experimental-group students conducted it collaboratively. That is, the group members composed an essay together. Data from pre-and post-tests of students' writing were analyzed to compare the students' writing quality. The study discovered that jointly authored papers performed much better than those written alone and that collaborative writing activity significantly affected each student's writing quality.
Key words Collaborative writing, Individual writing, Writing quality, Writing outcomes, Argumentative essays
A Slip Between the Brain and the Lip: Working Memory and Cognitive-Communication Disorders
Anisha Savarimuthu, Department of Humanities and Social Sciences, National Institute of Technology, Tiruchirappalli 620015, India
R. Joseph Ponniah, Department of Humanities and Social Sciences, National Institute of Technology, Tiruchirappalli 620015, India
Abstract The relationship between working memory and speech has been a topic of intense research interest and investigation for many years. Memory studies have found that the active processing of working memory is required for language comprehension and speech production. Though there are studies that discuss the capacity of working memory, the processing of verbal stimuli into verbal memory remains unclear. Therefore, it is essential to understand the functioning of the working memory and how it processes verbal information. As working memory is intricately linked with communication, any deficits in working memory could cause communication disorders. Also, the disruption in the storage and retrieval of verbal memory could cause a disturbance in the speech pattern. To this point, this review elaborates on the active processing of working memory and its role in communication. Further, by studying the deficits in working memory that could cause cognitive-communication disorders such as apraxia of speech, dementia, and dysarthria, this article highlights the importance of verbal memory in speech.
Key words Working memory, Verbal memory, Memory impairments, Cognitive-communication disorders
Foreign Communication of Chinese Music Through Transmitting the Spatiotemporal Context of the Old and New Silk Roads: A Modern Approach
Ruoran Sun, School of Pre‑School Education, Qiongtai Normal University, No. 8 Zhongshan Road, Haikou, China
Yang Li, Music and Dance Academy, Hechi University, No. 42, Longjiang Road, Hechi, China
Abstract This study aims to analyze the international communication of Chinese music through the spatiotemporal context of the Old and New Silk Roads. This research builds on an empirical approach using questionnaires that contributed to determining the scope of applying the intercultural Chinese compositions. According to the results of the study, most (80%) Chinese songs written between 2010 and 2019 were written under the influence of Asian culture. The study involved a total number of 175 respondents. Accordingly, the survey revealed that most of the respondents use Chinese compositions written under the influence of other cultures at music competitions and concerts. Consequently, the present research presupposed elaborating the possibilities of exporting Chinese compositions. The survey shows that 79% of respondents consider foreign communication significant because it facilitates the promotion of Chinese music. The present findings can be used by culturologists as a framework for research on foreign musical communication.
Key words Historical identity, Intercultural communication, Music platform, Musical culture, Traditional elements
Persuasive Language in ELT-Related Ads on Social Media
Mostafa Morady Moghaddam, Department of English, Shahrood University of Technology, Shahrood, Iran
Faeze Esmaeilpour, Department of English, Shahrood University of Technology, Shahrood, Iran
Abstract In line with the concept of mobile learning in English Language Teaching (ELT), the aim of this research is to explore how Iranian ELT practitioners take advantage of social media to propose supportive and impactful language learning programs by adhering to persuasive linguistic devices. The research design is nonexperimental and explorative. ELT-related commercial videos and pictures were identified on social media platforms, including Instagram, Facebook, TikTok, and YouTube. We delved into the syntactic and pragmatic features of the data on ELT-related ads to identify the persuasive techniques and strategies these ads resort to for attracting language learners to online classes and services. To analyze the data, the widely-used and acknowledged Cialdini’s (The psychology of persuasion, Quill William Morrow, 1984) principles of persuasion are employed. The results manifested that ‘reciprocity’ and ‘scarcity’ were the most used persuasive strategies, while ‘commitment and consistency’ and ‘consensus’ were the least favorable persuasion principles in these ads. The analysis of the Iranian ELT-related ads indicated that the language used within this context is purposeful and strategic. A contextual investigation of the ELT-related ads on social media can meaningfully contribute to social practices underlying English language pedagogy and digital literacy.
Key words Communication psychology, English language teaching (ELT), Mobile learning, Persuasive language, Social media
Priming Center-Embedded Object and Extraposed Subject Relative Clauses in Persian Language Production: Searching for Persistence of Hierarchical Configuration
Amirabbas Rafee Fazel, Arsalan Golfam, Hayat Ameri, Sahar Bahrami‑Khorshid, Department of Linguistics, Faculty of Humanities, Tarbiat Modares University, Jalal Al-e Ahmad Ave, Tehran, Iran
Farzaneh Safavimanesh, Department of Clinical Epidemiological Research, Steno Diabetes Center Copenhagen, Herlev, Denmark/Present Address: Department of Statistics and Programming, Larix Clinical Research Organization, Aixial Group, ALTEN Company, Herlev, Denmark
Abstract Substantial evidence suggests that priming can co-occur at different syntactic and nonsyntactic levels. In this study, we further explore two loci of priming concerned with hierarchical configuration and thematic information using relative clause (RC) constructions. In a comprehension-to-production task, Persian speakers (42 adults and 42 children) described pictures after hearing extraposed subject or center-embedded object RCs containing the same or different verbs. We ask whether priming the object RC mitigates the computational cost of center-embedding and thus increases the subsequent production of this infrequent structure. We also measured persistence effects associated with the assignment of emphasis to thematic roles, examining whether a particular portrayal of an event is captured and reproduced (e.g., foregrounding the patient). Although this study could not establish any significant priming effects in the production of the center-embedded object RC, we observed that adults used this construction more in the same verbs condition. The overall results instead revealed strong evidence for thematic emphasis persistence, such that patient-emphasis object relatives further elicited functionally equivalent RC constructions. We discuss priming of hierarchical configuration as a candidate locus and explain the activation of functional information from the speaker’s perspective.
Key words Structural priming, Hierarchical confguration, Thematic emphasis, Relative clauses, Persian
Effects of Native Translation Frequency and L2 Proficiency on L2 word Recognition: Evidence from Korean Speakers of English as a Foreign Language
Hyunah Baek, Jini Tae, Wonil Choi, Division of Liberal Arts and Sciences, Gwangju Institute of Science and Technology, 61005 Gwangju, South Korea
Yoonhyoung Lee, Department of Psychology, Yeungnam University, 38541 Kyoungsan, Gyeongsangbuk-do, South Korea
Abstract The goal of this study was to examine how the lexical characteristics of L1 translated words affect L2 word recognition by Korean speakers of English as a foreign language (EFL) with different English proficiency levels. To this end, we conducted a lexical decision task, in which participants decided whether English strings were words or nonwords. The experiment had three critical conditions: (1) English words that only had a loanword translation in Korean (e.g., card), (2) English words whose native word translation had a lower frequency than their loanword translation (e.g., coat), and (3) English words whose native word translation had a higher frequency than their loanword translation (e.g., cash). Results showed that English words whose native word translations in Korean were of high frequency were recognized faster than those with low frequency native word translations. More interestingly, the L1 native word frequency effect was stronger for speakers with lower English proficiency than for more proficient EFL speakers. These findings are discussed with respect to L2 lexical processing models.
Key words L2 word recognition, Revised Hierarchical Model, translation frequency effect, translation ambiguity, L2 proficiency
Afsheen Rezai, Ayatollah Ozma Burojerdi University, Borujerd City, Lorestan Province, Iran
Parisa Ashkani, Ayatollah Ozma Burojerdi University, Borujerd City, Lorestan Province, Iran
Sayed M. Ismail, College of Humanities and Sciences, Prince Sattam Bin Abdulaziz University, Al-Kharj City, Saudi Arabia
Abstract Although a range of studies has explored the effectiveness of group-dynamic assessment (G-DA) and process-based instruction (PBI) in second language (L2) learning, no study has compared the effects of G-DA and PBI on EFL learners’ metacognitive awareness (MA) and listening comprehension (LC). Thus, this study aimed to explore the effects of G-DA and PBI on fostering EFL learners’ metacognitive awareness (MA) and listening comprehension (LC) in Iran. For this purpose, a total of one hundred and sixty intermediate EFL learners were selected through a convenience sampling method at Iran Language Institute (ILI) and were homogenized using the Key English Test (KET). The EFL learners whose scores fell around the mean score were chosen and randomly allocated as G-DA group (n = 30), PBI group (n = 30), and control group (n = 30). Afterward, they went through a pre-test, interventions (lasting 16 one-hour sessions held twice a week) and a post-test. The interactions in the classes were also meticulously recorded. The collected data were analyzed using a one-way ANOVA and a microgenetic development approach. Findings evidenced that the G-DA group and PBI group outperformed the control group concerning the gains in MA and LC. However, the findings evidenced that G-DA was more effective than PBI to foster the EFL learners’ MA and LC. Additionally, the complementary qualitative results documented that the proper feedback offered in line with the principles and procedures of G-DA and PBI contributed to developing the participants’ MA and LC. The study ends by offering some implications for the relevant stakeholders.
Key words Group-dynamic assessment, Process-based Instruction, Metacognitive awareness, Listening comprehension, A mixed-methods design, EFL learners
Cha Li, School of Foreign Languages, Northeast Normal University, Changchun, China
Lawrence Jun Zhang, Faculty of Education and Social Work, The University of Auckland, Auckland, New Zealand
Abstract This longitudinal study made the first attempt to employ Latent Growth Curve Modeling to analyze the development of L2 speaking accuracy and fluency through online scaffolding as well as the dynamic relationship between L2 speaking performance and self-efficacy. From the perspective of Complex Dynamic Systems Theory, it tracked the development of 45 Chinese undergraduates’ English-speaking accuracy, fluency, self-efficacy for accuracy (SEA) and self-efficacy for fluency (SEF) over one semester of online teaching (six observations). Results show that speaking accuracy, SEA and SEF all improved significantly, but speaking fluency did not; these four variables all developed in non-linear trajectories, and the greatest growth of accuracy, SEA and SEF all took place at Time 2; there existed significant individual differences in the initial levels of fluency, SEA and SEF, and in the change rates of SEA; a higher initial level of accuracy was related to a greater increase in SEA and a greater decrease in growth rates with time. These findings provide evidence for non-linearity, variability and inter-individual differences in the development of L2 speaking and self-efficacy through online scaffolding, and partly confirm the dynamic relations between self-efficacy and L2 performance. Pedagogical implications for online scaffolding are also discussed.
Key words Accuracy, Fluency, Self-efficacy, L2 speaking, LGCM
Menglin Fang, Department of Education, Minxi Vocational & Technical College, Fujian, China/Department of Education, Lomonosov Moscow State University, Moscow, Russian Federation
Milena Tsvetkova, Faculty of Journalism and Mass Communication, Sofia University, Sofia, Bulgaria
Introduction The aim of the work is to prove the effectiveness of the recommendations developed by the authors for introducing the basics of storytelling into the educational process in the context of the development of sophisticated social skills. Methods. A survey method was used to determine students’ knowledge of storytelling. Previously 52% of students used the storytelling techniques only partly in classes, and 30% of students are not familiar with the storytelling features and have not previously used them. Results. The survey revealed students’ insufficient knowledge about storytelling. Comparison of students’ skills before and after the experiment showed that the developed recommendations have an impact on learning effectiveness. Such findings are attributed to the fact that after the experiment 89% of students had high scores (90–98 points), while before the experiment only 15% of students possessed such skills, with their scores ranging from 82 to 90 points. Conclusion. Research findings may be used to develop creative texts that, among other things, drive sophisticated social skills. Practical significance. The research findings may be used by future and present scientific journalists, television journalists and presenters seeking to improve their professional and creative skills which would help them to stay competitive in the media industry.Key words Active listening skills, communication skills, Creative assignment, Journalism, Non-standard approaches, Unique content
Amr M. El‑Zawawy, Faculty of Education, Alexandria University, Alexandria, Egypt
Abstract The present paper proposes an eclectic model for examining the cognitive load involved in detecting deception that benefits from the acoustic dimension as an exercise in cognitive forensic linguistics. The corpus used is composed of the legal confession transcripts of the Breonna Taylor’s Case, a 26-year-old African-American woman worker who was shot dead by police officers in Louisville, Ky., in March 2020 during a crackdown on her apartment. The dataset comprises transcripts and recordings of the persons involved in the shooting event but have given unclear charges, and those accused of contributory negligence due to wanton misfiring. The data is analyzed based on the video interviews and reaction times (RT) as an application of the model proposed. The findings reveal that the episodes chosen and how they are analyzed exhibit that the modified ADCM along with the acoustic dimension provide a clear picture of cognitive load management in the course of constructing and producing lies.
Key words Cognitive load,Deception, Breonna Taylor, Lie, Detection
Wenling Ma, Degao Li, College of Chinese Language and Literature, Qufu Normal University, No. 57, Jingxuan Road, Qufu City, China
Guanglian Su, College of Foreign Languages, Qufu Normal University, Qufu, China
Xiaoyun Wang, College of Foreign Languages, Zhejiang Gongshang University, Hangzhou, China
Abstract Reading can be regarded as a combination of lexical decoding and linguistic comprehension (Hoover and Gough in Read Writ Interdiscip J 2:127–160, 1990). In Chinese sentence reading, skilled readers’ difficulties in phonological processing significantly enhance the ‘wrap-up’ effect (Li and Lin in J Deaf Stud Deaf Educ 25(4):505–516, 2020). To examine how orthographic processing in Chinese two-character word recognition might interact with adjective–noun collocation (ANC) comprehension before the wrap-up effect, two experiments were conducted in the same paradigm as used by Li and Lin (J Deaf Stud Deaf Educ 25(4):505–516, 2020). The sentences contained ANCs or semantically inappropriate combinations of adjectives and nouns (nANCs), the adjectives (Experiment 1) or the nouns (Experiment 2) of which were two-character words or corresponding transposed nonwords (T-nonwords). Similar results were obtained in both experiments: difficulties in T-nonword processing and in nANC comprehension collectively lengthened the reading times of the words immediately following. In conclusion, sentence reading likely contains interactions between orthographic processing and linguistic comprehension. As an indication of psycholinguistic significance, skilled readers have to use extra resources to suspend the cognitive vigilance that arises from unexpected demand in lexical decoding, in addition to their main focus of linguistic comprehension.
Key words Chinese two-character words, Orthographic processing, Adjective–noun collocation comprehension, Sentence reading
Ghaleb Rabab’ah, The University of Jordan, Amman, Jordan/University of Sharjah, Sharjah, United Arab Emirates
Sara Kessar, Nimer Abusalim, The University of Jordan, Amman, Jordan
Abstract The prominent role of allophonic cues in English speech segmentation has widely been recognized by phonologists and psycholinguists. However, very meager inquiry was devoted to analysing the perception of these noncontrastive allophonic cues by Arab EFL learners. Accordingly, the present study is an attempt to examine the exploitation of allophonic cues, mainly aspiration, glottalization and approximant devoicing to English word junctures by 40 Jordanian PhD students. Moreover, it aims to find out which allophonic cues are perceived more accurately during the segmentation process and if there is any evidence for Universal Grammar markedness. The experiment is led through a forced-choice identification task adopted from Altenberg (Second Lang Res 21:325–358, 2005) and Rojczyk et al. (Res Lang 1:15–29, 2016). The results of ANOVA unveiled that there is a statistically significant difference between the three types of allophonic cues, viz. aspiration, glottalization and approximant devoicing. This implies that the participants outperformed in stimuli marked by glottalization than by aspiration and approximant devoicing. This result provided further evidence for the universality of glottalization as a boundary cue in English speech segmentation. Overall, the Jordanian PhD students failed in perceiving the allophonic cues accurately and exploiting them to detect word boundaries. The present inquiry has the potential to provide several recommendations for syllabus designers, and second/foreign language teachers and learners.
Key words Allophonic cues, Speech segmentation, Negative cue, Positive cue, Aspiration glottalization, Approximant devoicing
Xiaomeng Li, Western Washington University, Bellingham, WA, USA
Ryan T. Miller, Kent State University, Kent, OH, USA
Jing Zhang, Sihui Ke, University of Kentucky, Lexington, KY, USA
Abstract This study aimed to validate the Simple View of Reading (SVR) in L2 English readers with alphabetic and morphosyllabic L1 writing system backgrounds. Forty-five L2 English learners enrolled in American university bridge programs completed a set of tasks that measured real word decoding efficiency, pseudoword decoding efficiency, linguistic (listening) comprehension, passage reading comprehension, and word meaning inferencing. There were two major findings: (1) only pseudoword decoding efficiency predicted passage reading comprehension in learners with a morphosyllabic L1, whereas both pseudoword decoding efficiency and linguistic comprehension were significant predictors in learners with an alphabetic L1; (2) pseudoword decoding efficiency was a significant predictor of word meaning inferencing in learners with a morphosyllabic L1, and moderated the effect of real word decoding efficiency on word meaning inference in learners with an alphabetic L1. The findings indicate the complex relationships among word decoding, linguistic comprehension, and passage reading comprehension in adult L2 English learners.
Key words Simple View of Reading, First language writing system, Decoding threshold hypothesis, Linguistic threshold hypothesis, Adult second language acquisition
Rebecca L. Johnson, Megan Wootten, Abigail I. Spear, Ashley Smolensky, Department of Psychology, Skidmore College, Saratoga Springs, NY 12866, USA
Abstract Previous research shows that processing times on emotion words (both negative and positive) are faster than on non-emotional neutral words. In the current study, we explored how personality traits (the Big Five and the trait emotional intelligence factors) may further influence the processing of emotion versus non-emotion words by conducting two experiments where participants silently read sentences while their eye movements were recorded. The results replicated the facilitative emotion effect and showed that those with higher agreeableness scores had stronger emotion effects on positive words and those with higher extraversion scores, higher openness scores, higher agreeableness scores, lower sociability scores, and higher emotionality scores had stronger emotion effects on negative words. Furthermore, some personality traits also led to different ways that readers approach text, for example, through more risky reading strategies.
Key words Reading, Emotion words, Eye-movements, Personality traits
Yuhua Wang, International Language School, Huang Huai University, Kai Yuan Road, 76, Zhumadian 463000, China
Abstract This paper explores the practical prospects for using artificial intelligence technologies in professional English-speaking translator education. At the online conference ‘Translation Skills in Times of Artificial Intelligence’ (DingTalk platform, January 2022), the teachers of higher education institutions in China prioritized the translator’s competencies necessary for successful professional activity during the digital transformation of social and economic business relations. The educators also evaluated the demand for online services used in the education of English–Chinese interpreters. The survey results showed that the use of artificial intelligence technologies in educational practices could have a significant impact on the development of key competencies of future translators. Using a competency-based approach to interpreter training and considering the need to develop abilities, knowledge, and skills required for successful professional translation activity, the author developed the pedagogical concept of the online educational course ‘Simultaneous and asynchronous translation in a digital environment.’
Key words Artifcial intelligence technology, Machine translation, Mobile applications for education and translation, Online learning, Post-editing
Xiaoyan Fan, Graduate School, Xi’an International Studies University, Xi’an 710128, China
Abstract This article presents the impact of digital teaching method in the form of Rosetta Stone program on the quality of English language acquisition. The study involved 320 third-year students who study in the People’s Republic of China. Group B post-assessment results show an increase in scores on the four assessment criteria: reading, listening, writing, and speaking after the Rosetta Stone intervention. Reading skills increased by 33.6%, listening by 26.0%, writing by 48.6%, and speaking by 20.5%. Students from group B who were additionally Rosetta Stone users had a 7.4% higher average achievement rate than the control group, which proves the effectiveness of the program in the context of English language learning. Correlations were calculated between the cumulative score of the specific criteria and the general criteria as well as the individual assessment categories, all correlations were positive, weak, medium, or strong.
Key words Digital technologies, English, Linguistics, Pedagogical process, Teaching methods
Dinara Turkpenova, Department of General and Professional Pedagogy, Institute of Social and Humanitarian Sciences, Orenburg State University, Almaty, Kazakhstan
Abstract Motivation and a positive attitude play a decisive role in learning any foreign language. This study aims to investigate the motivation behind learning Chinese language in Central Asia and Russia and to identify the main problems related to mastering this language in those countries. The study draws on an anonymous questionnaire survey involving students and multiple oral interviews with Chinese language learners and teachers. The information was collected and analyzed manually by the researchers. The resulting statistical data was generated in Microsoft Excel and then presented as charts and tables. Through a student survey and teacher interviews, the study identified the long-term and short-term motivators for learning Chinese language, namely study (5%), cultural interest (7%), friendship (15%), cross-border communication (20%), travel intentions (25%), and greater employment opportunities (28%). The most common reason for learning the language was a desire to work in China (28%), and the least popular one was to study there (5%). Teachers defined motivation as a major challenge in teaching Chinese language (79%). According to teachers, learners with low motivation and unmotivated individuals are hardly responding to what happens in the classroom. The results of the study may be used as a platform for further research in education, teaching, psychology and linguistics.
Key words Chinese language, Demotivation, Foreign language, Motivation
Ludan Zhang, Margarita Lagutkina, Department of Foreign Languages of Philological Faculty, Peoples Friendship University of Russia Named after Patrice Lumumba, RUDN University), Moscow, Russia
Irina Karabulatova, Department of Foreign Languages of Philological Faculty, Peoples Friendship University of Russia Named after Patrice Lumumba, RUDN University), Moscow, Russia/Laboratory of Machine Learning and Semantic Analysis, Institute of Artifcial Intelligence, Lomonosov Moscow State University, Moscow, Russia/Department of Machine Learning and Digital Humanities, Moscow Institute of Physics and Technology (National University), Dolgoprudny, Russia/Department of Information Processing and Control Systems, Bauman Moscow State Technological University, Moscow, Russia
Artem Nurmukhametov, Institute of Humanities, Yugra State University, Khanty-Mansiysk, Russia
Abstract In modern media, the names of fairy-tale and mythological images are used to convey certain emotions and connotations. The aim of the study is to analyze the characteristic associative strategies presented with the mythological images of a dragon, a paper tiger and a chimera in news texts of European and Chinese mass media. In this article, the method of text analysis was used to identify patterns and the most possible interpretations of lexical units. 100 articles from Chinese and European publications were selected for the analysis (About People's Daily Online, China News Service, Guardian and France 24). The required lexemes were most widely used in articles on political topics. The most used was the image of a paper tiger (4001 and 3587 units). This is due to its well-known metaphorical meaning in both cultures, while dragon differs in Chinese and European ones. Further research may focus on the search and analysis of other fairy tale and mythological images in mass media. The present study results may also be applied for further research in the field of linguistics and journalism.
Key words Associations, Cultural images, Emotive vocabulary, Fairy tale, Myth, Mythologeme
Mutahar Qassem, Najran University, Najran, Saudi Arabia
Buthainah M. Al Thowaini, King Saud University, Riyadh, Saudi Arabia
Abstract This study investigates the relationship between cognitive processes and translation quality in the context of English–Arabic translations of journalistic articles. Specifically, it explores the translation processes at the orientation, production, and revision stages and the relationship between such processing and translation quality, using keylogging software (i.e., Translog II) to record the experiment. Twenty-two translation trainees participated in the study, translating a news article from English into Arabic. Presas’s (2012) rubric for assessment was used to evaluate the translation quality, and several correlation analyses were applied to the data. Findings revealed negative correlations between translation quality and online revision, translation duration, and text production. The trainees’ translations demonstrated limitations in communicating the main ideas of the target text (TT) to the target language (TL). The findings also showed the trainees’ focus on online revision and editing and the concentration of translation time and cognitive effort in the drafting phase. The researchers recommend including the three phases of translation (reading, drafting, and revision) into translation training courses and equipping translator trainees with the required skills for each translation stage.
Key words Cognitive processes, English–Arabic, News article, Translation quality, Translog
Dize Hilviu, Department of Psychology, GIPSI Research Group, University of Turin, Via Verdi, 10, 10124 Turin, Italy
Federico Frau, Laboratory of Neurolinguistics and Experimental Pragmatics (NEP), University School for Advanced Studies IUSS, Pavia, Italy
Francesca M. Bosco, Department of Psychology, GIPSI Research Group, University of Turin, Via Verdi, 10, 10124 Turin, Italy/Neuroscience Institute of Turin, University of Turin, 10043 Turin, Italy
Andrea Marini, Department of Languages, Literatures, Communication, Education and Society, Cognitive neuroscience lab, University of Udine, Via Margreth, 3, 33100 Udine, Italy/Claudiana-Landesfachhochschule Für Gesundheitsberufe, 39100 Bolzano, Italy
Ilaria Gabbatore, Department of Psychology, GIPSI Research Group, University of Turin, Via Verdi, 10, 10124 Turin, Italy/Research Unit of Logopedics, Faculty of Humanities, University of Oulu, 90014 Oulu, Finland
Abstract Autism spectrum disorder (ASD) is a neurodevelopmental condition affecting social and communicative skills, including narrative ability, namely the description of real-life or fictive accounts of temporally and causally related events. With this study, we aimed to determine whether a communicative-pragmatic training, i.e., the version for adolescents of the Cognitive-Pragmatic Treatment, is effective in improving the narrative skills of 16 verbally fluent adolescents with ASD. We used a multilevel approach to assess pre- and post-training narrative production skills. Discourse analysis focused on micro- (i.e., mean length of utterance, complete sentences, omissions of morphosyntactic information) and macrolinguistic measures (i.e., cohesion, coherence errors, lexical informativeness). Results revealed a significant improvement in mean length of utterance and complete sentences and a decrease in cohesion errors. No significant change was found in the other narrative measures investigated. Our findings suggest that a pragmatically oriented training may be useful in improving grammatical efficiency in narrative production.
Key words Autism spectrum disorder, Verbally fuent ASD, Adolescence, Narrative skills, Pragmatic training
Sharif Alghazo, The University of Jordan, Amman, Jordan/University of Sharjah, Sharjah, UAE
Marwan Jarrah, The University of Jordan, Amman, Jordan
Abstract This article offers evidence, which is based on acceptability judgement tasks, in favour of the absence of unmarked linear serializations of stacked, non-coordinated adjectives in Jordanian Arabic (JA). Results from 16 experiments of acceptability judgements from 197 native speakers of JA point to the fact that JA places no adjective ordering. However, two factors are found to be significant. The first factor pertains to the number of stacked, non-coordinated adjectives. All possible word order patterns of different stacked adjectives are (fully) acceptable with two stacked adjectives. However, constructions with three or more stacked adjectives are significantly degraded. This is universally held, regardless of the type of the stacked adjectives (size, color, shape, etc.). We ascribe this to the third-factor effects (Chomsky in Linguist Inq 36(1):1–22, 2005) (particularly with reference to working memory and processing load) in restricting the possible number of adjectives in a given construction. A second factor relates to the syntactic position of the adjectives (attributive vs. predicative). The results reveal that attributive adjectives are significantly more acceptable than predicative adjectives (which can also be freely stacked in JA). This is also attributed to the effects of these factors favoring minimal computations. We follow O’Grady (Front Psychol 12:660296, 2021) in that the processing of across-clausal phenomena (as is the case with predicative adjectives) is more demanding than intra-clausal ones (as is the case with attributive adjectives).
Key words Arabic, Adjective ordering, The third-factor efects, Acceptability judgement, Scott’s universal serialization of adjective ordering
Mariya Fedorova, Tatyana Shevyakova, Faculty of Postgraduate Education, Kazakh Ablai Khan University of International Relations and World Languages (KAUIR&WL), Almaty, Kazakhstan
Abstract This study analyzed 300 news articles from the online version of the British daily tabloid The Mirror. Quantitative analysis showed that shocktainment elements are present in 150 news articles out of 300. The results showed that some shocktainment categories are either incompletely presented or lose to other categories. At the same time, the techniques of familiarity (800), absurdity (908), outrage (5,105), influence (4,200), and persuasion (1,101) are used much less frequently than others. The study proved that the authors of the articles actively use shocktainment techniques since they allow the authors to explain the linguocultural features of the country to the readers easily and understandably. The analysis also revealed the main topics that are disclosed in news articles with the use of shocktainment and trigger cognitive processes in readers. The study results can help to correct theoretical and empirical gaps in the research on news media discourse.
Key words Exclusivity, Journalism, Lexical units of expressing shocktainment, News, Sensationalism
Bo Zhang, College of Foreign Languages, Zhoukou Normal University, Zhoukou, Henan 466000, China
Abstract Given the breakout of the Covide-19 pandemic, online L2 learning has become more popular than ever so traditional in-person classroom instruction is giving way to virtual learning. The different approaches to virtual L2 learning entail learners’ serious engagement to create their own learning pace. Instructors have a lasting effect on the students when they decide on how, where, and how well learners figure out and how they engage in interactions with each other. Engagement is concerned with rapport, which can be reinforced through scaffolding. Fostering rapport is claimed to improve engagement, degree of satisfaction, and collaboration, leading to effective engagement in the learning process. However, on the one hand, the relation between the two variables has not been examined in language learning, and on the other hand, they have not been investigated in an online scaffolding setting. In order to consider the issue, 586 EFL participants from universities in China were asked to take part in the study and they should answer two questionnaires, namely the student engagement instrument, and the teacher-student rapport scale. In so doing, 494 respondents were kept for the main analysis. The correlation between the two constructs through structural equation modeling (SEM) was 0.714, which is considered a significant and strong correlation. In a nutshell, some academic recommendations for educational stakeholders are provided.
Key words Engagement, Online setting, Positive psychology, Scaffolding, Teacher-student rapport
Mingshuang Liu, School of International Studies, Shaanxi Normal University, Xi’an City, China
Abstract The purpose of the article is to determine the role of critical thinking and unconscious competence in the implementation of effective communication during group discussions, debates and dialogues. The necessary conditions for creating an effective educational environment conducive to the development of students’ conversational skills are demonstrated. An educational experiment was conducted with the participation of 75 third-year students from the School of [BLINDED], [BLINDED], during which the students practiced both critical thinking and unconscious competence in the process of group discussions. The conducted survey at the beginning and end of training, was determined the degree of use of critical thinking skills and unconscious competence in the process of finding answers to arguments during debates, discussions and disputes. The results of the surveys showed that in the process of speaking, critical thinking skills are used more often (79%) than unconscious competence (21%), but at the same time, students considered that unconscious competence (81%) is more effective in debates and discussions, than critical thinking (19%). It was concluded that critical thinking skills are easier and faster to learn to participate in a constructive discussion than the skills of unconscious competence, the development of which must take place in an authentic learning environment for a longer period. The results of the study confirmed that the participation of students in the conversation class increased their ability to analyze, critically evaluate, argue, unconsciously respond and understand the interlocutor. Therefore, it is important to invest additional efforts and create conditions for open, flexible and comfortable communication of students using modern pedagogical methods aimed at developing students’ thinking skills of a higher order. The findings can be useful in the field of language teaching, psychology, and linguistics, as well as become the basis for the development of new curricula using collective discussions.
Key words Critical thinking, Debate, Dialog, Group discussions, Learning a foreign language
Federica Cavicchio, Dipartimento di Studi Umanistici, Università del Salento, Lecce, Italy
Maria Grazia Busà, Dipartimento di Studi Linguistici e Letterari, Università degli Studi di Padova, Padova, Italy
Abstract Speech and gesture are two integrated and temporally coordinated systems. Manual gestures can help second language (L2) speakers with vocabulary learning and word retrieval. However, it is still under-investigated whether the synchronisation of speech and gesture has a role in helping listeners compensate for the difficulties in processing L2 aural information. In this paper, we tested, in two behavioural experiments, how L2 speakers process speech and gesture asynchronies in comparison to native speakers (L1). L2 speakers responded significantly faster when gestures and the semantic relevant speech were synchronous than asynchronous. They responded significantly slower than L1 speakers regardless of speech/gesture synchronisation. On the other hand, L1 speakers did not show a significant difference between asynchronous and synchronous integration of gestures and speech. We conclude that gesture-speech asynchrony affects L2 speakers more than L1 speakers.
Key words Second language learning, Speech/Gesture synchronicity, Gestures, Multimodal communication
Margreet van Koert, Nihayra Leona, Judith Rispens, Jurgen Tijms, Maurits van der Molen, Hernán Labbé Grunberg, Patrick Snellings, University of Amsterdam, Amsterdam, The Netherlands
Abstract Second language proficiency may be related to first language acquisition (Ganschow & Sparks, 1991), but relatively little is known about the relation between first and second language grammatical proficiency in primary school children who are in their first stages of foreign language learning. This study aims to determine whether differences in Dutch and English vocabulary and Dutch grammar skills predict differences in English grammatical proficiency in Dutch speaking children who are in grade 4 in primary school. The selected participants are monolingual Dutch pupils (N = 152), aged 9;0–10;0. To measure the children’s vocabulary the PPVT was used in Dutch (Schlichting, 2005) and in English (Dunn & Dunn, 2007). In addition, two grammar tasks in English and one in Dutch of the CELF (Semel et al., 2003) were used. The results show that English vocabulary is a strong predictor of English grammar skills, and that the Dutch vocabulary skills are weaker predictors of English grammar skills. Moreover, Dutch grammar skills predict English grammar skills for one of the grammar tasks. These results are discussed vis-à-vis hypotheses about cross-domain transfer and cross-linguistic transfer (Blom et al., 2012; Cummins, 1979; Ganschow & Sparks, 1991; Paradis, 2011; Sparks, 1995).
Key words Second language learning, Linguistic transfer, Relation between grammar and vocabulary
Alessandra De Cesaris, Ali Sadeghi habibabad, Department of Planning, Design and Technology of Architecture (PDTA), Sapienza University of Rome, Rome, Italy
Abstract This present study aims to investigate the effects of the sound pressure level on mosque users’ brain waves in the interior of the Nasir al-Mulk mosque in Shiraz. The research hypothesis is based on the fact that the sound pressure level is significantly related to the spiritual sense in the environmental psychology of the mosque. According, in the first step, a survey method is applied, the population of experts is formed, and sound characteristics are ranked using a questionnaire and Friedman’s test. Next, the sound pressure level, which obtained the top rank, is selected to be tested and examined. In the second step, using a laboratory method and a brain wave recording device, 6 sound intensities indices were simulated and prepared in the software to carry out the test. The sound used in the present study is “Adhan” since the case study is an Islamic mosque. The test was done in the laboratory and a quiet room. To do the tests, the subjects were asked to sit and the sound was played through headphones for them. The 360-degree image of the mosque was shown to the subjects through virtual reality glasses, and finally, the data obtained from the brain waves recorded by special devices are prepared for review and analysis. The general results of the first step showed that among the characteristics of sound that are effective in creating/enhancing the spiritual sense in the architecture of mosques, sound pressure level obtains the highest score, followed by sound concept, the amplitude of sound, sound quality, sound source, and sound type, respectively. Also, the general results of the analysis of users’ brain waves in the second part showed that sound pressure level (40–45 dB) is the most effective level in creating/enhancing a spiritual sense in the Nasir al-Mulk Mosque in Shiraz.
Key words Islamic architecture, EEG, Sound, Religious environments, Brain waves
Yahya Gordani, Department of English, Salman Farsi University of Kazerun, Kazerun, Iran
Marzieh Sadeghzadeh, Department of psychology, Salman Farsi University of Kazerun, Kazerun, Iran
Abstract The present study was conducted to investigate the relationship between mindfulness and foreign language anxiety among a sample of 504 University students who were learning English as a foreign language. In addition, the mediating role of psychological capital was examined. Three self-reported questionnaires were administered to the participants and Pearson correlation, path analysis, and structural equation modeling was utilized to test the hypotheses. The results indicated that all five components of mindfulness except observation have a direct and significant effect on foreign language anxiety. However, it should be noted that the two components of description and non-reactivity to inner experiences had a positive while the two components of aware action and non-judgment of inner actions had a negative effect on students’ foreign language classroom anxiety. In addition, two of the components of psychological capital, namely self-efficacy and resilience, play a mediating role in the relationship between the components of mindfulness and EFL classroom anxiety. Implications are discussed and suggestions for further research are given.
Key words Mindfulness, Psychological capital, Foreign language anxiety
Ziwen Pan, School of Foreign Languages, Henan University, Kaifeng, China
Yongliang Wang, School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing, China
Ali Derakhshan, Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran
Abstract Over the past decade, there has appeared a surge of research interest in language learners’ academic engagement and psychological well-being as important factors in improving the quality of education. However, research on the roles of English as a foreign language (EFL) teachers’ affective scaffolding in enhancing the academic engagement and psychological well-being of their students is relatively scant. Inspired by this gap, the current study aimed to investigate the impact of Chinese EFL teachers’ affective scaffolding on their learners’ academic engagement and psychological well-being. To this end, a total number of 1968 Chinese EFL learners participated in this questionnaire survey. The results of the study showed that EFL teachers’ affective scaffolding positively and significantly predicted students’ academic engagement and psychological well-being. More specifically, it was found that teachers’ affective scaffolding explained about 73% and 65% of variances in EFL students’ academic engagement and psychological well-being. Moreover, it was found that psychological well-being and academic engagement were positively correlated and predicted 56% of each other’s variances. In accordance with these findings, educators are recommended to build up a harmonious teacher-student relationship to foster students’ psych-emotional development.
Key words Academic engagement, EFL students, EFL teacher, Psychological wellbeing, Teachers, Afective scafolding
Khalid A. Alghamdi, Department of English Language and Literature, College of Language Sciences King Saud University, Riyadh, Saudi Arabia
Abstract This study examined the correlations between three vital areas of teaching pronunciation in English as a Foreign Language (EFL) classes (i.e., content, pedagogical, and technological knowledge). This study also explored the relationships between teachers’ majors, experience, and technology competence with using technology in teaching English pronunciation. Data was collected by using a questionnaire. The study tool was a model adapted from different studies. The participants of the study were sixty English language instructors at different Saudi universities. The result indicated that there was a statistically significant difference in the three constructs of the model based on the participants’ technology competence. The results revealed that content knowledge had a small correlation with pedagogical knowledge, and with technological knowledge. Pedagogical knowledge had a strong positive correlation with technological knowledge.
Key words Content knowledge, EFL teachers, Experience, Major, Pedagogical knowledge, Technological knowledge, Pronunciation
Junzheng Li, College of Foreign Languages, Zhoukou Normal University, Zhoukou, China
Abstract CAT tools are widely used in the translation industry and can be an essential tool for professional translators looking to improve their efficiency and consistency. This paper article aims to test the effectiveness of SmartCat technology for translating texts of different styles (artistic, scientific, technical and socio-journalistic). To do this, the author used quasi-experiment methods by interviewing participants and compiling reports. 120 translation students studying had been systematically working on a chosen platform for three months and performing their tasks of translating texts from English to Chinese. The author divided the participants randomly into three groups (40 in each). The first group translated texts of artistic style, the second—scientific and technical ones, and the third group—socio-journalistic ones. The results showed that the platform effectively translated all types of texts with particular difficulties. The main problem was the difficulty of selecting correct terms corresponding to the original ones in Chinese texts (for scientific and technical texts). Unlike the previous two types of texts, the translation of literary texts was the most difficult process for the students. Not many of them had the skills to translate such artistic techniques as epithets, comparisons, hyperbole, oxymoron, etc. 59% of the students emphasised this type of text, 33% indicated socio-journalistic, and 8%—artistic. The results of the research have practical value in the field of education, translation, and linguistics and computer science.
Key words CAT tools, Post-editing, SmartCat, Translation automation, Translation training
Aitao Lu, Siyi Liu, Meifang Zhang, Tianhua Song, Lu Wang, Xuebin Wang, Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, China; School of Psychology, Center for Studies of Psychological Application, and Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, Guangdong, China
Jijia Zhang, The Department of Psychology & the Laboratory of the Department of Psychology, Renmin University of China, Beijing 100872, China
Abstract The present study was carried out to investigate whether bidialectals have a similar advantage in domain-general executive function as bilinguals and if so whether the phonetic similarity between two different dialects can modulate the executive function performance in the conflicting-switching task. The results showed that the latencies for switching trials in mixed block (SMs) were longest, non-switching trials in mixed block (NMs) were medium, and non-switching trials in pure block (NPs) were the shortest in the conflict-switching task in all three groups of participants. Importantly, the difference between NPs and NMs varied as a function of phonetic similarity between two dialects with Cantonese-Mandarin bidialectal speakers being the minimum, Beijing-dialect-Mandarin bidialectals medium, and Mandarin native speakers maximum. These results provide strong evidence that there is an advantage in balanced bidialectals’s executive function which is modulated by the phonetic similarity between two dialects suggesting that phonetic similarity plays an important role in domain-general executive function.
Key words Bidialectal, Phonetic similarity, Switching cost, Executive function, Color-shape task
Irina Shakhmalova, Department of Pedagogy and Methods of Primary Education, Nerungri Technical Institute (Branch) of M.K. Ammosov North-Eastern Federal University, Nerungri, Russia
Natalia Zotova, Department of Philology, Nerungri Technical Institute (Branch) of M.K. Ammosov North-Eastern Federal University, Nerungri, Russia
Abstract Educational digital games can be an effective way to teach English grammatical material because they provide an interactive and engaging learning experience. The purpose of this study is to clarify how playing digital games affects students’ motivation and performance in university-level English grammar classes. [The North-Eastern Federal Institute of MK Ammosova in Neryungri] used a quasi-experimental study, testing, respondent survey, and statistical data analysis method for this purpose. 114 Fourth-year students were the participants, and they were split into the experimental and control groups at random. Students in the experimental group were given a learning format that included the use of digital games designed to teach English grammar (Quizlet and Kahoot!). The traditional teaching strategies offered by the university curriculum were used with the students in the control group (written assignments, textbooks, presentations, and tests). The post-test revealed that the control group’s results were nearly identical to those of the pre-test. The students in the experimental group performed better. The proportion of students scoring “poor” fell from 30 to 10%, while the proportion scoring “moderate” fell from 42 to 27%. The “good” score increased from 17 to 40%, and the “excellent” score increased from 11 to 23%. These results suggest that digital games are a more productive and effective tool for teaching English grammar than traditional games. Students were also highly motivated, as they found digital games to be both entertaining and effective for language acquisition. Academic performance did not significantly improve. Based on this, future research might create electives or courses that teach English grammar more successfully using gamification techniques. These results can also be used to guide future research in education, language acquisition, and modern technology.
Key words Academic performance, English grammar, Game-based learning, Gamifcation, Motivation
Gholamhossein Shabani, Shokoufeh Abbasi Dogolsara, Department of English Language, Roudsar and Amlash Branch, Islamic Azad University, Roudsar, Iran
Abstract This study shed light on the effects of four modes of vocabulary instruction, i.e., extended audio glossing, lexical inferencing, lexical translation, and frequency manipulation of input on the learning of lexical collocations by Iranian intermediate EFL learners. In so doing, 80 L1 Persian EFL students were divided into four 20-participant comparison groups: Lexical Inferencing (LI), Extended Audio Glossing (EAG), Frequency Manipulation of Input (FM), and the Lexical Translation group (LT). LI, EAG, FM, and LT were treated through lexical inferencing, extended audio glossing, skewed frequency of input, and lexical translation techniques, respectively. The participants were pretested and posttested through a piloted multiple-choice lexical collocation test and instructed for ten instructional sessions. The results of the data, analyzed through repeated measures ANCOVA, showed that all the techniques examined in this study were effective on learners’ achievement in lexical collocations. Comparatively, FM treated through frequency manipulation of input, significantly outperformed the other groups in lexical collocation improvement. The ANCOVA results and paired comparisons also indicated that EAG had the least achievement in lexical collocation compared to the other three groups. These results can hopefully inform language teachers, learners, and syllabus designers.
Key words EFL Learners, Extended Audio Glossing, Lexical Collocation, Lexical Inferencing, Skewed Manipulation of Input
Ibrahim A. Asadi, Department of Learning Disabilities and Special Education, The Academic Arab College for Education, Haifa, Haifa, Israel/The Unit for the Study of Arabic Language, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Faculty of Education, University of Haifa, Haifa, Israel
Abeer Asli‑Badarneh, Department of Learning Disabilities and Special Education, The Academic Arab College for Education, Haifa, Haifa, Israel
Abstract Arabic is a diglossic language, where two language varieties are used: spoken Arabic (SpA) and standard Arabic (StA). The words may be "identical" (maintaining the same phonological expression in the SpA and StA) or “unique” to StA). This study examined the effect of diglossia on reading according to the lexical distance between the SpA and StA forms and whether this influence changes with age. The participants were 137 first-graders that were followed to the second grade. The findings indicated a significant effect of grade level with higher performance in the second grade. A significant association was obtained between the lexical distance and reading accuracy and rate with better performance for identical than unique items across grade levels. No significant interaction between lexical distance and grade level was found. The results indicate the contribution of reading unique and identical forms in the first grade to reading in the second grade. The advantage in reading identical among unique words is discussed in light of the lexical quality hypothesis and dual-route model. The implications of these results were discussed in the context of diglossia, especially the need for StA oral language enrichment at the preschool level.
Key words Arabic, Oral language, Reading, Diglossia, Lexical quality
Tao Huang, School of Foreign Languages, Central China Normal University, Wuhan, People’s Republic of China
Abstract Yusef Komunyakaa’s poetry is widely acclaimed for its sui generis soundscapes, which shows the poet’s highly sensitive auditory perception in his literary creations. Soundscapes, in his poetry, play a pivotal role in revealing social malaise—racial inequalities and gender-biased black relations—in the multiracial US. This article thus explores race- and gender-related societal problems mirrored in Komunyakaa’s poetry through the prism of soundscapes. It first aims to examine how soundscapes are presented between poetic lines as a culture carrier, and then investigates the disciplinary power and oppositional function of soundscapes. Combining textual close reading with interdisciplinary research methodology, this article brings to light the complexity and specificity of soundscapes in Komunyakaa’s poetry. For one thing, the soundscape constructed by the privileged serves as an oppressive force to discipline the disempowered groups; for another, the soundscape the underprivileged produce is utilized as an instrument of resistance and healing, offering them a sonic weapon to deconstruct the oppressive sound imperialism as well as construct the affective community of African Americans. This study not only adds to the research on Komunyakaa’s poetry by offering a renewed viewpoint of excavating this poet and his political proposition of equality and equity, but also attracts academic attention to the role of literary soundscape in Afro-American literature in revealing the long-standing societal problems in the US.
Key words culture carrier, disciplinary power, oppositional response, soundscape, Yusef Komunyakaa
Anastasia Atabekova, Department of Foreign Languages, Peoples’ Friendship University of Russia (RUDN University), Moscow, Russian Federation
Abstract The study integrates theoretical and empirical investigation, uses error-based analysis techniques to identify mistakes and classify them within major language subsystems. A case study methodology and descriptive statistics were used to explore the language of the chapter titles and article headings, applied error-based analysis techniques. The mentioned analysis was conducted by a number of professional legal translators. The analysis revealed that English version of the Code titles and headings under study contains 17% of grammar errors, 14% of vocabulary errors, and 7% of the graphic errors. The material below introduces most typical errors and ways for their identification and correction. The findings confirmed the research hypothesis on the challenges to the quality assurance regarding the translation of domestic legislation into a foreign language at the level of the legislation documents headings. The research confirmed the importance to go beyond the legal dictionary and encyclopedia entries, underlined the relevance and urgent need to more focus on the target language legislative sources of equal or similar branch and genre and academic practice in the respective areas. Therefore, the results can become the basis for future research on the theory of translation of legal texts and documents.
Key words Domestic legislation, Language, Legal terms, Legal translation, Translation errors
Qi Cai, School of Art and Design, Shanghai University of Engineering Science, Shanghai, China
Hao Zhang，School of Education, Kharkiv State Pedagogical University, Kharkiv, Ukraine
Lin Cai, College of Humanities, Shanghai Jiao Tong University, Shanghai, China
Abstract The article aims to study the influence of music and music-calligraphy practice on the development of creative thinking among preschool children. The study used the general screening model of the Torrance Thinking Creatively in Action and Movement test (TCAMt) to assess the level of motor creativity in children. The study participants were 120 4–5 year-old children. The results of the calculations demonstrate an increase in the values of the four factors after the interventions. Fluency increased on average: for group A, which practiced musical intervention, by 28%; for group B, which practiced musical-calligraphic intervention, by 29%. The imagination factor increased for group A by 23.5% and for group B by 45.5%. This study has shown that the use of musical-calligraphic practice provides higher creative thinking skills in the categories of “imagination” and “originality”, while “fluency” and “flexibility” are not different from the use of a single musical practice. This study has practical and scientific value, as it proves the influence of music and music-calligraphy practices on creativity development in children. The study results can be applied in preschool educational institutions, which are interested in increasing students’ creativity.
Key words Chinese calligraphy, Creative thinking, Creativity, Music, Preschool education
Ningning Cao, Ling Zhou, Shaojie Zhang, School of Foreign Languages, Northeast Normal University, Changchun 130021, China
Abstract This study aims to examine how real-time processing of information about the social status of interlocutors (high vs. low) and the imposition of making a refusal by manipulating the indirectness of invitation forms (declining direct invitations vs. declining indirect invitations) affects the interpretation of refusals in Chinese. The event-related potentials results showed that high-status invitees who decline invitations from low-status inviters elicited weaker N400 effects followed by late mitigated negative effects, while high imposition refusals elicited stronger N400 effects followed by increased late negativities. The two factors of social status and imposition functioned independently during the comprehension of refusal utterances. These findings suggest that individuals take the social status of interlocutors and the imposition of making a refusal into consideration as an utterance unfolds, while face-threatening contexts create inferential difficulties for reinterpreting the pragmatic implications of an utterance.
Key words Politeness, Refusal, Social status, Imposition, N400, Sustained negativity
Farshad Parhamnia, Department of Knowledge and Information Science, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran
Majid Farahian, Department of ELT, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran
Abstract Despite the accumulated body of research on teachers’ professional development few have offered a relationship between professional development and knowledge sharing or reflective practice. We investigated whether Iranian Teaching English as a foreign language (TEFL) teachers’ reflective teaching and their knowledge sharing can predict their professional success. To answer the research questions a quantitative approach was utilized. Then, 264 faculty members through available sampling were recruited using three questionnaires, namely reflective teaching measurement scale by Akbari et al. (System, 38(2): 211–227, 2010), teacher professional development scale by Soodmand Afshar and Ghasemi (J Teach Lang Skills 37: 169–210, 2018), and Teachers’ knowledge sharing behavior by Ramayah et al. (Eval Rev 38(2): 1–28, 2014). Findings showed that knowledge sharing has a significant relationship with professional development (P < 0.001). In addition, teachers’ reflective practice has a significant relationship with professional development (P < 0.001). Based on the findings we suggest that TEFL teachers should promote their knowledge sharing and reflection to improve their professional development.
Key words TEFL teachers, knowledge sharing, Refection, Professional development
Shi Beibei, Department of Mechanical and Information Engineering, Sichuan College of Architectural Technology, Deyang, Sichuan, China
Abstract Language is one of the essential elements of communication. Learning some common language can help people overcome language barriers between people from different countries. English is one of the common languages and it helps individuals adapt to the modern world. Learning the English language is beneficial through teaching methods developed based on Psycholinguistics principles. Four languages are taught by the approach of psycholinguistics that are (to listen, to read, to write and to speak).Psycholinguistics is the integration of psychology (the study of the mind) and linguistics (the study of language). Hence, Psycholinguistics is the study of mind and language. It investigates the procedure taking place in the brain while the perception and creation of language. It studies the psychological impact of languages on the human mind. Recent research focuses on Psycholinguistics theories and talks over the significant impact of psycholinguistics techniques in English Language studying and training. Psycholinguistic studies are based on various ways of responding in a fundamental way and are based on evidence. This study contributes to our understanding of the importance of psychological approaches in teaching and learning English.
Key words Language, Language learning, English, Psycholinguistics, Psycholinguistics approach
Jie Chen, Kunpei Xu, School of Foreign Languages, Guangdong University of Finance and Economics, Guangzhou 510655, China
Yukun Chen, School of Humanities, Nanyang Technological University, Singapore 639798, Singapore
Jiaxin Lin, School of Foreign Studies, Northwestern Polytechnical University, Xi’an 710129, China
Abstract Covid-19 out broke gave an extreme impact to the globe, imposing a challenge to health publicly and causing social interruptions. As a result, the role of mainstream media in promoting anti-epidemic measures and disseminating national images has become increasingly important. In this study, we examine the anti-epidemic reports in 2020 from three types of international news sources, identifying 566 samples for content and text analysis. Through our analysis, we found that each component of the anti-epidemic report has a clear focus, and that these reports presented China's national image of anti-epidemic in four dimensions. Notably, the European version of People's Daily exhibited a positive reporting tendency, accounting for 86% of the total, with only 8% of reports being negative. This indicates a relatively comprehensive national image construction and communication strategy amid the COVID-19 pandemic. Overall, our research reveals the important role of media in shaping a nation's image during a global crisis. The positive reporting tendency of the European version of People's Daily reflects an effective strategy for promoting a positive national image, thereby dispelling misunderstandings and prejudices towards China's anti-epidemic measures. Our findings provide inspiration for the dissemination of national images in times of crisis, highlighting the importance of comprehensive and well-coordinated communication strategies to promote a positive image.
Key words China’s international image, Mainstream media psychology, COVID-19 period, Deep learning algorithm
Yanjiao Li, School of Culture and Communication, Shandong University, Weihai, China
Abstract Understanding how feedback is employed in various forms, positions, and contexts can provide valuable insights into improving communication and the design of human–machine dialogue systems. This paper aims to deepen the understanding of feedback in daily conversation and investigate how feedback is employed in various linguistic forms, position, preceding and following contexts, using a large corpus of telephone conversations. The study identifies three subclasses of feedback, including understandings, agreements, and answers, which account for almost one-third of the total utterances in the corpus. Acknowledge (backchannel) is the most frequently used subtype of feedback, accounting for almost 60% of the feedback, and is primarily used for conversational management and maintenance. Assessment/appreciation, on the other hand, is used less frequently, accounting for less than 10% of feedback, and is mainly realized by more creative, unpredictable, longer forms. The analysis also reveals that speakers are intentional in distinguishing the three subclasses of feedback based on various variables, such as position and the proximal discourse environment. Furthermore, the three subclasses of feedback are restricted by the function of preceding contexts, which shape the length of the remaining turn. The study suggests that future research should focus on exploring the individual differences and investigating the possible variations across different cultures and languages.
Key words Feedback, Corpus-based, Formal features
Pelin Pistav Akmese, Department of Audiology, Faculty of Health Sciences, Ege University, Izmir, Turkey
Nilay Kayhan, Department of Special Education, Faculty of Education, Ege University, Izmir, Turkey
Necla Isikdogan Ugurlu, Department of Special Education, Faculty of Education, Zonguldak Bulent Ecevit University, Zonguldak, Turkey
Abstract Hearing has vital importance for language development. Deaf and hard of hearing children have problems in spoken and written language due to hearing loss. The development of written language is directly related to language skills such as listening, speaking, and reading skills. This study aims to evaluate the use of language components in written language in deaf and hard of hearing students. In the study, writing samples of eight deaf and hard of hearing students who continue 4th grade in the school for the deaf were taken and error analysis was conducted. Besides, interviews were made with their classroom teacher about their language development, and in-class observations were conducted. It was seen as a result of the study that deaf and hard of hearing students have significant difficulties in all components of language in written language.
Key words Deaf and hard of hearing students, Written language, Language components, Error analysis
Tatiana Lukovenko, Department of Theory and Methodology of Pedagogical and Defectological Education, Pacific State University, Khabarovsk, Russia
Bauyrzhan Sikinbayev, Department of Special Pedagogy, Kazakh National Womens Teacher Training University, Almaty, Kazakhstan
Olga Shterts, Department of Psychology, Kazan Federal University, Elabuga, Russia
Ekaterina Mironova, Department of Polyclinic Therapy, Institute of Clinical Medicine named after N.V. Sklifosovsky, I.M. Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia
Abstract The number of children with partial or total hearing loss is increasing every day, and most of them are undergoing cochlear implant surgery. The paper aims to assess the teaching competence of parents of children with cochlear implants. The study took one year (2022) in 1 [Almaty, Kazakhstan] kindergarten and 1 specialized school. Twenty-four parents of children (mean age 3.5 ± 0.5 years) and 20 parents of children of primary school age (10.0 ± 0.5 years) who underwent surgery at the age of 1–2 and 6–9 years were included in the study. A minimal number of parents had a high level of competence; sufficient competence was noticed among the two times larger number of parents; however, most of the parents had insufficient competence. The indicators of children were as follows: 3 children had a high level of listening perception; twice as many of them had a sufficient level; the same number had an insufficient level. There were more children with a low level, 3 times more than with a high level. A high level of pedagogical competence of parents correlated with a high level of children’s auditory verbal abilities (on the scale of auditory ability integration). There was also a direct relationship with the level of speech development (on the scale of speech use) for children who had the surgery a year earlier. The obtained data can apply to the educational process for children with cochlear implants to improve their auditory and speech skills as quickly as possible. The involvement of parents in the education and rehabilitation of children with cochlear implants is crucial for the successful adaptation and development of the child. Parents can become irreplaceable partners of specialists and educational institutions, providing their children with optimal support and assistance on their way to the development of auditory and communication skills. To enhance parental competence in the area of auditory development of children with cochlear implants, it is recommended to participate in specialized educational programs designed for parents, offered by professionals and organizations. Additionally, actively engaging with educational resources, online materials, and informational communities is beneficial for acquiring up-to-date knowledge and receiving support from other parents, specialists, and experts.
Key words Children, Cochlear implants, Competence, Deaf education, Hearing and speech abilities, Parents, speech therapists
Urvi Shantanu Mahajani, Department of Speech and Language Pathology Masters in Speech-Language Pathology, Institute of Speech and Hearing, Mysore, India
Rinku Karathiya, Department of Speech and Language Pathology Masters in Speech-Language Pathology, All India Institute of Speech and Hearing, Mysore, India
Abhishek B. P, Department of Speech and Language Pathology, All India Institute of Speech and Hearing, Mysore, India
Abstract Recall deals with the encoding, storage, and retrieval of information. Bilinguals have greater flexibility for recall as the person will have multiple language choices to come out with the target word. In other words, a bilingual will have more lexical choices to retrieve the target word. The current study investigates cross-language recall abilities in balanced bilinguals. A cohort group of participants were divided into three subgroups. The first sub-group of participants was asked to recall in second language while the stimuli/ target words were presented in the first language. The second group of participants was asked to recall in their first language while the stimuli/target words were presented in the second language. The third group of participants was allowed to carry out a free recall task. The descriptive analysis backed by statistical analysis revealed no significant difference between three groups suggesting that balanced bilinguals would have greater cognitive flexibility resulting in superior cross-language recall abilities in this population.
Key words Recall, Bilingualism, Cognition, Language processing, Facilitation
Jing Sun, School of Foreign Languages and Literature, Shandong University, Shandong, Jinan, China
Zhenqian Liu, School of Foreign Languages, QiLu University of Technology/School of Foreign Languages and Literature, Shandong University, Jinan, Shandong, China
Abstract Taking the economic issue of Trump’s First State of the Union Address (SUA) as original data, the present study examined the evaluation features of political speeches by adopting a holistic approach, which includes both macro and micro dimensions. At the macro level, a series of semantic patterns were identified, with Goal-Achievement and General-Example Patterns being the most prevalent. They predetermine the evaluative tone, giving the surrounding statements evaluative meanings, exhibiting the radiating nature of evaluative meaning; at the micro level, a variety of resources have been identified, both explicit and implicit, lexical and syntactical, attitudinal and gradational, which collaborate to reinforce the subjective evaluation, revealing the holistic characteristic in the realization of evaluative meaning. Throughout the analysis, three evaluative mechanisms have been proposed, which are the coupling of meaning, semantic prosody, and tense switching. They collaborate and promote the subjective evaluation to be established and reinforced in a cumulative, gradient or hybrid pattern. In a narrow sense, the present study has partially revealed Trump’s political discourse feature. Broadly speaking, it contributes to the theoretical development of the appraisal framework by refining existing evaluation systems through a holistic research paradigm, which in turn facilitates accurate interpretation of various types of discourse.
Key words Evaluative meaning, Evaluative resources, The state of the union address, Political discourse
Matthew Masapollo, Emily Zezas, Department of Speech, Language, and Hearing Sciences, University of Florida, 1225 Center Drive, Room 2150, Gainesville, FL 32610, USA
Allen Shamsi, Ratree Wayland, Department of Linguistics, University of Florida, 4131 Turlington Hall, P.O. Box 115454, Gainesville, FL 32611, USA
Dante J. Smith, Graduate Program in Neuroscience, Boston University, 677 Beacon Street, Boston, MA 02215, USA
Frank H. Guenther, Department of Speech, Language, and Hearing Sciences, Boston University, 677 Beacon Street, Boston, MA 02215, USA
Abstract Generalization in motor control is the extent to which motor learning affects movements in situations different than those in which it originally occurred. Recent data on orofacial speech movements indicates that motor sequence learning generalizes to novel syllable sequences containing phonotactically illegal, but previously practiced, consonant clusters. Practicing an entire syllable, however, results in even larger performance gains compared to practicing just its clusters. These patterns of generalization could reflect language-general changes in phonological memory storage and/or inter-articulator coordination during motor sequence learning. To disentangle these factors, we conducted two experiments in which talkers intensively practiced producing novel syllables containing illegal onset and coda clusters over two consecutive days. During the practice phases of both experiments, we observed that, through repetition, talkers gradually produced the syllables with fewer errors, indicative of learning. After learning, talkers were tested for generalization to single syllables (Experiment 1) or syllable pairs (Experiment 2) that overlapped to varying degrees with the practiced syllables. Across both experiments, we found that performance improvements from practicing syllables with illegal clusters partially generalized to novel syllables that contained those clusters, but performance was more error prone if the clusters occurred in a different syllable position (onset versus coda) as in practice, demonstrating that inter-articulator coordination is contextually sensitive. Furthermore, changing the position of a cluster was found to be more deleterious to motor performance during the production of the second syllables in syllable pairs, which required talkers to store more phonological material in memory prior to articulation, compared to single syllables. This interaction effect reveals a complex interplay between memory storage and inter-articulator coordination on generalization in speech motor sequence learning.
Key words Generalization, Speech motor control, Motor sequence learning, Consonant clusters, Phonological working memory
Huang Liyuan, School of Foreign Language, Qiqihar University, Qiqihar, China
Abstract This research aimed to determine the impact of the effectiveness in the application of an independent method of teaching students on their progress in achieving a certain level of Japanese. The study used key methods that implied the experimental involvement of 60 3rd- and 4th-year American and Chinese students with the N3 and N2 levels of Japanese to pass a simplified version of the international JLPT (Japanese Language Proficiency Test) after applying the autonomy learning methodology. The analysis and processing of the experimental exam results were performed using the Microsoft Excel program and derivation of the average statistical percentage of the number of points scored at each stage of the N3 and N2 exams. The results of the study and the test scores led to the conclusion that the most difficult tasks for American students are those in writing and reading. On the other hand, Chinese students have difficulties in listening and speaking Japanese over linguistic phonetic differences and complex grammar compared to Chinese. Referring to the N2 group of American and Chinese students, their scores are somewhat equal due to the total complexity of this level, which requires utmost care for all four skills of foreign language learning. The present findings can serve as auxiliary material for the educational sphere in terms of an individual approach in autonomy learning to more effectively study Japanese and obtain positive results when passing the JLPT test.
Key words Autonomy learning, Collaborative learning, Covid-19, Hatsuon (pronunciation), Japanese language profciency test, Kanji
Chenggang Wu, Key Laboratory of Multilingual Education with AI, School of Education, Shanghai International Studies University, Shanghai, China
Abstract The present study offered the emotion prototypicality (EmoPro) ratings for 1,083 Chinese emotion words. EmoPro measures the extent to which an emotion word refers to an emotion. Emotion words with high EmoPro are representative emotion-label words, so EmoPro provides an objective evaluation of defining an emotion-label word. The EmoPro rating results had adequate reliability and validity. The correlation results showed that EmoPro was related to valence, arousal, age of acquisition (AoA), and word frequency, but was not associated with concreteness, familiarity, and imageability. The EmoPro was also predicted by valence, arousal, and AoA. However, EmoPro failed to predict lexical decision performance after considering the contribution of valence, arousal, AoA, and concreteness. The present normative study is of high value for selecting the most typical emotion-label words as stimuli in future affective science and psycholinguistic studies.
Key words Emotion word, Emotion prototypicality, Valence, Arousal, Emotion-label word
Liping Jiang, School of Foreign Languages & International Business, Guangdong Mechanical & Electrical Polytechnic, Guangzhou City, People’s Republic of China/Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, KL, Malaysia
Menglei Lv, Yiping Wen, Qiong Huang, Department of Foreign Languages, Software Engineering Institute of Guangzhou, Guangzhou City, People’s Republic of China
Peng Zhang, School of Foreign Languages & International Business, Guangdong Mechanical & Electrical Polytechnic, Guangzhou City, People’s Republic of China/Faculty of Humanities and Social Sciences, Macao Polytechnic University, Macao, People’s Republic of China
Abstract Intangible cultural heritage (ICH) terms are unique expressions of cultural knowledge and practices that are deeply rooted in a particular region or community. Accurately translating ICH terms is crucial for sharing this knowledge and promoting cross-cultural understanding. However, the complex nature of ICH terms, including their regional and cultural specificity, means that mistranslations can easily occur during the translation process. In addition to linguistic and cultural barriers, psychological factors can also impact the accuracy of translations. Translation psychology, a new discipline that examines the psychological process of bilingual conversion and its cognitive mechanisms, can provide insights into the translation of ICH terms. This paper proposes an information processing model of translating ICH terms based on translation psychology, which examines the psychological processes of translators during the translation of Chinese ICH terms into English. Through questionnaires and translation exercises, the study compares and analyzes the psychological activity process of the translators, verifies the expression of translation psychology in the translation of ICH terms, and identifies the characteristics of students' translations. The study's subjects were non-English major sophomores with diverse academic backgrounds, randomly sampled from a representative polytechnic university in Guangdong. The findings of this study are significant for improving the quality of translations and promoting cross-cultural understanding of ICH terms. By understanding the psychological factors involved in the translation of ICH terms, we can overcome language and cultural barriers and accurately convey the rich cultural heritage embodied in these terms.
Key words Intangible cultural heritage terms, Translation psychology, Information processing model, Chinese-English translation, Cognitive psychology
Carla Contemori, Department of Languages and Linguistics, University of Texas at El Paso, 500 W. University Ave, El Paso, TX 79968, USA
Elisa Di Domenico，Università per Stranieri di Perugia, Perugia, Italy
Abstract We compare the production of anaphoric expressions in Spanish and Italian. In two sentence completion tasks, Spanish and Italian-speaking participants complete sentence fragments where we manipulate the location of the antecedents (in a main or subordinate clause), the gender of the antecedents (similar or different) and the referent of the anaphoric expression (subject or object antecedent). Our results show a weaker subject bias for null pronouns and a weaker object bias for overt pronouns in Spanish compared to Italian. In addition, a thetic interpretation of the initial (subordinate) clause decreases the accessibility of the subject antecedent, leading to an increased use of noun phrases when there is gender-similarity between antecedents. By including gender dissimilar antecedents, we further observe an increase in speakers’ production of overt pronouns when reference to an object antecedent is expected.
Key words Anaphoric expressions, Elicited production, Null subject languages, Italian, Spanish
Gareth Carrol, Department of English Language and Linguistics, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK
Abstract Idioms, along with other formulaic multiword phrases, represent a substantial part of vocabulary knowledge. This study investigates how idiom knowledge develops through the adult lifespan, comparing familiarity and transparency ratings for a large set of common English idioms. A total of 237 participants, ranging from 18 to 77 years old, collectively rated 200 idioms. They also completed a short single-word vocabulary test and provided information about their educational background. Results showed a clear increase in idiom and single-word knowledge throughout the lifespan. For idioms, this represented a jump from the youngest age-group, then a steady increase from the age of around 25 onward. Single word vocabulary knowledge increased more evenly as a function of age. Perceptions of transparency were not affected in the same way. I discuss what these results suggest about the development of vocabulary through the lifespan.
Key words Idioms, Formulaic language, Lifespan development, Language development, Vocabulary size
Roman Ponomarev, Department of Special Pedagogy, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
Sergey Sklyar, General and Applied Psychology Department, Faculty of Philosophy and Political Science, Al-Farabi KazNU, Almaty, Kazakhstan
Varvara Krasilnikova, Institute of Linguistics and Intercultural Communication, Sechenov First Moscow State Medical University, Moscow, Russian Federation
Tamara Savina, Department of Polyclinic Therapy, Sechenov First Moscow State Medical University, Moscow, Russian Federation
Abstract The present article used a pilot study to determine the effectiveness of digital cognitive mindfulness training developed based on dialectical behavioral therapy (DBT) in reducing attention deficit hyperactivity disorder (ADHD) symptoms in children. The sample consisted of 90 children (8–10 years old) diagnosed with ADHD. The participants were randomized into two groups: an experimental group (n = 45) and a control group (n = 45). Results were assessed at three time points: before, after the study, and one month after the end of the study. Regarding ADHD symptoms, the ANCOVA results showed that there were no statistically significant differences between the study groups for inattention and hyperactivity/impulsivity after testing. One month after completion of the program, there was a significant alleviation in symptoms of inattention, executive functioning, learning problems, aggression, and peer relationships. Hyperactivity was the only variable that showed a decrease both post-test and during follow-up. These results suggest that a DBT-based mindfulness program is a promising method of reducing ADHD symptoms in children.
Key words Attention deficit hyperactivity disorder, Dialectical-behavioral therapy, Mindfulness, mnestic disorders, Neuropsychological syndrome, Neurodynamic disorders
Mahsa Morid, Laura Sabourin, Department of Linguistics, University of Ottawa, 70 Laurier Ave. E. Room 413, Ottawa, ON K1K 4H6, Canada
Abstract In this study, we asked how the emotional status, i.e., valence and arousal, and concreteness of idioms contribute to their processing. Additionally, we asked whether the contribution of emotional factors and concreteness is modulated by other linguistic constraints, specifically idiom familiarity and decomposability, that has been shown to impact idiom processing. Participants read short idiomatic phrases (e.g., he kicked the bucket), word-by-word and for comprehension while their reaction time was recorded. The results showed that the emotional status of idioms contribute to their processing and this contribution is modulated by familiarity and decomposability levels of idioms in different ways. In particular, the impact of valence (i.e., the degree an idiom is pleasant/unpleasant) was modulated by familiarity, and the impact of arousal was modulated by decomposability. We did not find strong evidence for the contribution of concreteness for idiom processing. Our findings are aligned with theories of semantic representation, which suggest that besides linguistic information, sensory-motor and affective information are fundamental in representing meaning.
Key words Idiom processing, Valence, Arousal, Concreteness, Familiarity, Self-paced reading task
Jiao Li, School of Foreign Studies, Xi’an Jiaotong University, Xi’an, China/School of Foreign Language, Changshu Institute of Technology, Changshu, China
Shifu Huo, School of Foreign Studies, Xi’an Jiaotong University, Xi’an, China
Abstract This article was aimed to study the demonstration of urban images as topographic or background effects for depicting the social reality of life in large megacities. The research considered four literary works of Japanese and Chinese writers, namely the manga ‘Hanzawa Naoki’ (2020) by Jun Ikeido, the novel ‘Convenience Store Woman’ (2016) by Sayaka Murata, the manga ‘Tokyo Ghoul’ (2011) by Sui Ishida, and the Chinese novel ‘Northern Girls’ (2004) by Sheng Keyi. It was found that each literary work demonstrated the symbolism of the urban platform, on which specific cultural and social rules were formed (in the Japanese sense, the term ‘joshiki’ was used). So, there was a certain transformation of the Japanese traditional worldview to a mutually beneficial life activity, which can lead to marginalization. The study results also showed that the folklore images of Japanese yokai have transformed in the fantasy genre as metaphorical social roles that lack a sense of tolerance and liberality in the context of modern society.
Key words Contemporary Japanese and Chinese literature, Fantastical folklore Japanese images, Manga, Modern urbanism, Traditional oriental worldview
Thao Quoc Tran, HUTECH University, 475A Dien Bien Phu Street, Ward 25, Binh Thanh District, Ho Chi Minh City 72308, Vietnam
Dung M. T. Nguyen, Ho Thi Ky High School, 48 Ly Bon Street, Ward 2, Ca Mau, Vietnam
Abstract Intercultural language learning (ICLL) has become an important concept that drives English learners’ attention to the understanding and application of cultural elements in their English learning process; however, the learning motivation for and engagement in the proliferation of culture in English language teaching vary from one context to another. This study aimed to unpack L2 students’ motivation for and engagement in ICLL, and the correlation between the two research variables. A group of 198 L2 students, who were learning at a high school in Vietnam, were recruited based on a convenience sampling technique. A closed-ended questionnaire was employed for data collection. The sociolinguistic perspective was adopted for data analysis using the SPSS software. The findings unraveled that Vietnamese L2 students had a high level of motivation for ICLL, and they tended to get engaged in ICLL actively; however, their level of emotional engagement in ICLL seemed higher than their behavioral and cognitive engagement in ICLL. Additionally, a positive correlation between Vietnamese L2 students’ motivation for and engagement in ICLL was significantly found. This study recommends pedagogical implications in an attempt to enhance the quality of intercultural language teaching and learning in the research context and other similar ones.
Key words Engagement, Intercultural language learning, L2, Motivation , Sociolinguistic perspective
Emmanuelle Canut, Université de Lille, Domaine Universitaire du Pont de Bois, 59650 Villeneuve d’Ascq, France
Morgane Jourdain, Université de Lille, Domaine Universitaire du Pont de Bois, 59650 Villeneuve d’Ascq, France/KU Leuven, Sint-Jacobsmarkt 49, Antwerp, Belgium
Christine Bocéréan, Université de Lorraine, Campus Lettres et Sciences Humaines, BP 13397, 54015 Nancy Cedex, France
Abstract The goal of this study is to investigate the acquisition of causal relations with parce que ‘because’ and temporal relations with quand ‘when’ by children between age 3 and 5 We aim at identifying whether different discourse type, conversation and narration, allow children to use quand and parce que with different semantic functions and in different syntactic contexts. For this purpose, we conducted a corpus study on 90 children from the corpus TCOF. We extracted 330 utterances with parce que and 116 with quand produced by children. To compare whether the different syntactic and semantic properties of these utterances were due to a difference in their input, we also analyzed the utterances with quand and parce que produced by the adults. The semantic values were coded following the frameworks of Debaisieux (Revue Sémant Pragmatique 15:51–67, 2004; in: Debaisieux (ed) Analyses linguistiques sur corpus: subordination et insubordination en français, editions Lavoisier, Paris, 2013) and Benzitoun (in: Debaisieux (ed) Analyses linguistiques sur corpus: subordination et insubordination en français, editions Lavoisier, Paris, 2013). We found that (i) children produce quand and parce que in different syntactic contexts and different semantic values depending on the discourse type, (ii) there is a correlation between the properties of the child and adult utterances in both contexts and (iii) children’s repetitions play an important role in the development of quand and parce que, and (iv) the number of identical repetitions is higher at age 5 in narrations than in younger age groups. We explain this result by narrative input being too complex for younger children to be able to actively use it for their own speech production. Narrative input is therefore more helpful for the language development of older children.
Key words French, Discourse type, Input, Causal relation, Temporal relation
Zhanar Mazibayeva, Department of Kazakh Language and Literature named after Academician S.S. Kirabaev, Abai Kazakh National Pedagogical University, 050010, 13 Dostyk Ave, Almaty, Republic of Kazakhstan
Abstract The relevance of this work stems from the under-researched nature of the concept of “conscience”, including its key attributes and functionality across various national contexts. This concept’s analysis is shaped by the worldviews and cultures of distinct populations, as viewed through the lens of linguocognitive examination. This article aims to conduct an in-depth conceptual analysis of the term “conscience”, examining its national nuances, linguistic paradigms, cognitive perception, the influence of mental processes on communication, and syntactic and stylistic markers. The methodology of the research is based on a conceptual approach to the study of the problem. The paper comprehends in detail the problems associated with established linguistic traditions on the example of English, French, German, Kazakh and Russian languages in linguocognitive terms of expression of extralinguistic reality, a comparative characteristic between different language systems is carried out, factors of influence on the perception of the term “conscience” in the national plan are indicated. The article’s content is useful for examining conceptual fields and cultural spheres, analyzing mechanisms of lexical, structural, and stylistic design of concepts, identifying core and peripheral concepts, and considering worldviews, historical factors, and moral foundations of distinct ethnic groups.
Key words Conscience, National contexts, Linguistic paradigms, Perception, Linguocognitive
Elmaziye Özgür Küf, School of Education and Communication, Jönköping University, P.0 Box 1026, 55111 Jönköping, Sweden/Foreign Languages and English Preparatory School, Eastern Mediterranean University, Via Mersin 10, Famagusta, Northern Cyprus, Turkey
Abstract It has been observed that Turkish university students suffer in L2 writing when they lack background knowledge about the writing topic. Triggered by this observation, this study intended to explore effectiveness of content-schemata activation for scaffolding Turkish students in their challenging L2 writing practices. Study participants, students studying at an English-medium university in Turkey, were asked to write an essay on a specific topic at the beginning of the week before participating in any activities and then they were asked to write a second essay on the same topic after being engaged in various skills activities designed to activate their content-schemata. The same procedure was repeated for seven weeks with a different topic each week. To gather data, students’ first and second essays were compared and students’ and teachers’ perceptions regarding their experiences in English writing classes were elicited through questionnaires. As study findings reveal that content-schemata activation leads to the production of better essays in terms of content and that both students and teachers are positive about the use of skills activities for idea generation prior to essay writing, integration of activities that would activate students’ content-schemata into the language curriculum in other ESL/EFL educational contexts is highly recommended.
Key words Writing skill, L2 writing, Insufcient world knowledge, Content-schemata activation, Integrated-skills approach to writing
Ahmed Mohammed Ahmed Moneus, Translation Studies, Department of Translation, University of Science and Technology, Hodeida, Yemen
Fatima Abdullah Yahya Al‑Inbari, College of Languages and Translation, Najran University, Najran, Saudi Arabia
Hassan Saleh Mahdi, English Department, Faculty of Education, Hodeida University, Hodeida, Yemen
Abstract This study investigated challenges that Saudi undergraduate learners face in translating oil contracts from English into Arabic. The study used a quantitative approach of data collection. The sample of this study consisted of 18 Saudi undergraduate learners of transaction departments at some Saudi universities. To achieve the objectives of this study, a test was designed and administered. Additionally, the relevant theoretical framework of legal translation and features of oil contracts were analysed to pinpoint the problematic areas and the gaps. The results of the study indicated that undergraduate learners provided unacceptable translation based on lexical and textual features. On the other hand, they provided poor translation based on syntactic features. The study suggests some practical solutions to overcome the difficulties of legal texts for translators.
Key words Legal terms, Legal documents, Legal translators, Oil contracts, Saudi learners
Liu Shunhua, Qiu Tianlong, School of Education Science, AnShun University, Anshun, China
Abstract The aim of this research was to explore the progression of narrative macro-structure in Chinese children between the ages of 3 and 6 in preschool. To investigate the narratives of young children in a Chinese prefecture-level city kindergarten, the study selected the wordless picture book “Frog, Where Are You?” as their material. They employed the story grammar analysis method and examined the storytelling of 41 preschoolers (aged 3–4), 47 preschoolers (aged 4–5), and 66 preschoolers (aged 5–6). Significant disparities were observed among age groups in terms of both the total score for story grammar ability and the specific indicators associated with story grammar ability scores, as highlighted by the study. Notably, substantial variances were observed in the total story grammar ability score between children aged 3–4 and 4–5, between children aged 4–5 and 5–6, and between children aged 3–4 and 5–6, as evidenced by p-values of 0.000. Furthermore, substantial dissimilarities were evident in the specific indicators of story grammar ability scores, encompassing “story background, story cause, attempt, and story results,“ when comparing children aged 3–4 years with those aged 4–5 years (p-values of 0.001, 0.000, 0.025, and 0.008, correspondingly). Moreover, significant differences were identified between children aged 4–5 years and children aged 5–6 years (all p-values of 0.000). However, there were no significant differences in the “internal response” indicator between different age groups (p-value of 0.777 > 0.05). The study found that Chinese preschoolers’ narrative macrostructure development showed extremely strong age effects, and their narrative macrostructure ability increased with age. Furthermore, the study identified that the development of narrative macrostructure in Chinese preschoolers may be related to their own cause-and-effect logical reasoning abilities.
Key words Narrative ability, Macrostructure, Preschoolers, Development
Ting Sun, Jiujiang University, 551 Qianjin Dong Lu, Lian Xi Qu, Jiujiang 332005, Jiangxi, People’s Republic of China
Hyunjeong Nam, British and American Studies, Dong-A University, Bumin Campus, 225 Gudeok-ro, Seo-gu, Busan, South Korea
Abstract The study investigated variation in the depth of vocabulary knowledge of L2 learners at the same vocabulary breadth and the learner-related factors affecting it. Two hundred and thirty-one EFL learners at high and low levels of vocabulary breadth (according to Vocabulary Level Tests) participated in the study. The study tested Vocabulary depth (Word Associates Test and Derivative Word Form Test) and learner-related factors (LLAMA Aptitude Test, Attitude/Motivation Test Battery, Vocabulary Learning Strategies Survey, and Learning Style Inventory). Based on the findings using a paired t-test and Pearson correlations in SPSS and Structural Equation Modelling in AMOS, the study confirmed that (1) learners at the same level of vocabulary breadth (particularly low level) possessed variation in the depth of their vocabulary knowledge (such as meaning-based vs. form-based and receptive vs. productive knowledge) and (2) among the learner-related factors, learners’ language aptitude and motivation had a significant impact on vocabulary depth. Based on the results, the study made some pedagogical suggestions.
Key words Vocabulary depth, Vocabulary breadth, Aptitude, Motivation, Strategy, Style, SEM
Alberto Dominguez, Anthea Santos, Yang Fu, Instituto Universitario de Neurociencia (IUNE), Universidad de La Laguna, 38205 Tenerife, Spain
Abstract In Spanish, the plural form in plural dominant frequency pairs, like “diente/dientes” [tooth/teeth], occurs more frequently than the corresponding singular form. On the other hand, for the singular dominant frequency pairs such as “cometa/cometas” [kite/kites], the singular form is more common than the plural. The recognition of singular forms by adult readers is dependent on the dominance factor, while the identification of plural forms relies on the frequency of the stem. Given that age and reading experience may influence morphological processing of words, we investigate the representation of singulars and plurals in Spanish primary school children in Third Grade (8/9) and Sixth Grade (11/12) and adults through a lexical decision task. Though children’s lexical decisions were twice as slow as adults, the pattern of morphological processing was consistent across ages: dominant plural forms resulted in decision times that were comparable to those of non-dominant singular forms, while recognition of singular-dominant forms was quicker than recognition of plural non-dominant forms. It appears that singulars are accessed and stored in the lexical memory as separate entities, while plurals depend on their morphological closer relatives, in this case, the singular forms.
Key words Grammatical number, Lexical decision, Plural processing, Number acquisition, Dominant frequency
Aybüke Uzunca, Department of Foreign Languages, TOBB University of Economics and Technology, Çankaya, Ankara, Türkiye
Taylan Akal, Faculty of Letters, Department of English Linguistics, Hacettepe University, Beytepe Campus, Çankaya, Ankara, Türkiye
Abstract Relative clause (RC) production has been a major tool used for understanding language production mechanism in experimental linguistics. The present study analyzes language production mechanisms in Turkish by utilizing animacy effect on RC production. A picture description task was applied to two participant groups. The data were combined and analyzed to see how animacy influenced RC formation. The outcomes were also compared to the distributions of RC use in corpus data. Both participant and corpus data demonstrated significant level of passivization for RCs with animate heads, strongly affirming the grammatical function assignment proposal by Bock and Warren (Cognition 21(1):47-67, 1985) as well as the premise of Production–Distribution-Comprehension account (MacDonald in Front Psychol 4:226, 2013), emphasizing the relationship between language production mechanisms and typology. However, the corpus data were observed to have higher numbers of passivization with animate condition. Accordingly, a coarse comparison of the participant RC production proportions in the current study with some other crosslinguistic research suggests that some language-specific or discourse-related interventions can also compete with the animacy accessibility during the sentence planning procedure, which needs an extra inquiry especially in Turkish language.
Key words Language production, Turkish relative clauses, Animacy efect, Conceptual accessibility
Chia‑Yueh Chang, Meng‑Ning Tsai, Department of Educational Psychology and Counseling, National Taiwan Normal University, Education College Building, Room 612, No. 162, Sec. 1, Heping E. Rd., Da-an District, Taipei City 10610, Taiwan, ROC
Yao‑Ting Sung, Department of Educational Psychology and Counseling, National Taiwan Normal University, Education College Building, Room 612, No. 162, Sec. 1, Heping E. Rd., Da-an District, Taipei City 10610, Taiwan, ROC/Chinese Language and Technology Center, National Taiwan Normal University, Taipei, Taiwan, ROC/Institute for Research Excellence in Learning Sciences, National Taiwan Normal University, Taipei, Taiwan, ROC/Department of Computer Science and Information Engineering, National Kaohsiung University of Science and Technology, Kaohsiung, Taiwan, ROC/Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taipei, Taiwan, ROC
Shu‑Ling Cho, Department of Clinical Psychology, Fu-Jen Catholic University, Taipei, Taiwan, ROC
Hsueh‑Chih Chen, Department of Educational Psychology and Counseling, National Taiwan Normal University, Education College Building, Room 612, No. 162, Sec. 1, Heping E. Rd., Da-an District, Taipei City 10610, Taiwan, ROC/Chinese Language and Technology Center, National Taiwan Normal University, Taipei, Taiwan, ROC/Institute for Research Excellence in Learning Sciences, National Taiwan Normal University, Taipei, Taiwan, ROC/NSTC AI Biomedical Research Center, Taipei, Taiwan, ROC
Abstract Past studies of sentiment analysis have mainly applied algorithms based on vocabulary categories and emotional characteristics to detect the emotionality of text. However, the collocation of state-changing words and emotional vocabulary affects emotions. For example, adverbs of degree strengthen emotions, and negative adverbs reverse emotions. This study investigated the weighted effect of state-changing words on emotion. The research material comprised 73 state-changing words that were collocated with four emotions: happiness, sadness, fear, and anger. A total of 84 participants participated in the vocabulary assessment. The results revealed that state-changing words could be classified into four types: intensifying, weakening, neutralizing, and reversing. In a comparison of the weighting factors among emotions, the weighting effect of the same state-changing word in the positive emotion category was particularly evident. The results could serve as a reference for follow-up studies on detecting emotions in text.
Key words State-changing word, Emotion, Language intensity, Negativity efect, Pollyanna principle
Luana Amaral, Federal University of Minas Gerais (UFMG), Belo Horizonte, Minas Gerais, Brazil
Fernando Oliveira, Federal University of Ouro Preto (UFOP), Ouro Preto, Minas Gerais, Brazil
Cândido Oliveira, Federal Center for Technological Education (CEFET-MG), Contagem, Minas Gerais, Brazil
Abstract In the well-known causative alternation, a verb appears either in a causative-transitive or in an inchoative-intransitive form. The inchoative form is marked with a reflexive clitic in some languages, such as Norwegian, but is unmarked in others, such as English. There are two main proposals to explain the alternation: a lexical-derivational account (a lexical rule is responsible for the demotion of the cause argument), and a syntactic-derivational one (in a type of reflexivization, the theme/patient is construed as responsible for causing the event). A third type of approach posits that the alternation emerges when a verb can be found in different constructions and no derivation is involved. Lundquist et al. (Glossa J Gen Linguist 1:1–30, 2016) put the first two approaches to experimental testing and found that while the decausativization approach is adequate for English, the reflexivization approach explains the Norwegian facts. The present experimental study investigates which proposal is adequate to explain the alternation in Brazilian Portuguese. Differently from both English and Norwegian, Brazilian Portuguese allows reflexive-marked and unmarked inchoatives with the same verb. In a replication of Lundquist et al.’s (Glossa J Gen Linguist 1:1–30, 2016) experiment, our results show that Brazilian Portuguese assigns distinct meanings to the two forms of the inchoative. We conclude that the reflexive pronoun se indicates that the change of state described in the inchoative sentence was caused by some entity, but not an agent. We then argue that a non-derivational approach explains the alternation, as a single verb occurs in distinct syntactic configurations, with distinct meaning implications.
Key words Causative alternation, Refexive, Construction, Inchoative, Brazilian Portuguese
Tran Thi Thu Trang, University of Foreign Languages and International Studies, Hue University, 57 Nguyen Khoa Chiem St, Hue, Vietnam
Vo Tu Phuong, Khanh Hoa University, 1 Nguyen Chanh St, Nha Trang, Vietnam
Abstract With both the quantitative and qualitative data from 628 responses to a set of questionnaire collected from the undergraduates of three educational institutions in central Vietnam, this study analyzed learners’ needs of intercultural communication competence (ICC) related to their studying of English for tourism purposes and future occupations. The methodology used for data analysis including semi-structured interviews, and the questionnaire. The findings showed that the students preferred intercultural language learning activities referring to authentic materials and real-life experience. The results also revealed the participants’ great needs of various ICC attitudes and regular tasks in tourism workplaces. Particularly, they had positive attitudes in intercultural communication, and higher needs of tasks for improving discourse and behavioural competences more than other ICC dimensions. The study has implications for tourism learners, educators and related stakeholders to raise their awareness in learning, teaching and developing this long-lasting competence.
Key words Needs analysis, Intercultural communication competence, English for tourism purposes, Tourism majored undergraduate
Sophia Giazitzidou, Angeliki Mouzaki, Department of Primary Education, University of Crete, Iraklio, Greece
Ioannis Grigorakis, Department of Preschool Education, University of Crete, Iraklio, Greece
Susana Padeliadu, School of Philosophy and Education, Aristotle University of Thessaloniki, Thessaloniki, Greece
Abstract Although relations between morphological awareness, phonological awareness, and vocabulary have been widely observed, questions remain about their precise associations. The purpose of the present study was to explore the relations of morphological awareness with two highly related linguistic skills (phonological awareness and vocabulary) in a transparent orthography with rich morphology. The study sample consisted of 121 (58 males, Mean age = 93.94 months, SD = 3.32) 2nd grade Greek-speaking children. Confirmatory factor analysis revealed that the three-factor model provided the best fit to the data, indicating that although morphological awareness, phonological awareness, and vocabulary are highly correlated, they represent distinct linguistic constructs. In addition, hierarchical regression analysis was used to examine the bidirectional effects between the three linguistic skills. Results revealed that both phonological awareness and vocabulary significantly contributed to morphological awareness, with phonological awareness having a stronger effect. Conversely, morphological awareness significantly affected both phonological awareness and vocabulary. The effect size from phonological awareness and vocabulary to morphological awareness was similar to the effect size reported from morphological awareness to phonological awareness and vocabulary. These results suggest that morphological awareness is highly associated with phonological awareness and vocabulary, being though a distinct skill. In addition, it seems that these linguistic skills have bidirectional effects with each other in first grades.
Key words Morphological awareness, Phonological awareness, Vocabulary, Transparent orthography
Chuanbin Ni, Xiaobing Jin, School of Foreign Languages and Cultures, Nanjing Normal University, No. 122# Ninghai Road, Nanjing 210097, People’s Republic of China
Abstract In two experiments, we tested whether using a foreign language attenuates neophobia at the lexical (Experiment 1) and discoursal (Experiment 2) levels in comparison to using a native language. A total of 687 native Chinese speakers participated in Experiment 1, and 693 in Experiment 2. All of them learned English as a foreign language. They performed paper-and-pencil tasks for measuring their neophobia toward innovative products described in either Chinese or English at the lexical and discoursal levels. Our results suggest that using a foreign language at the discoursal levels can obviously attenuate the neophobia toward innovative products. Moreover, Dual-process Model could explain the mechanisms of neophobic attenuation induced by foreign language use.
Key words Neophobia, Foreign language effect, Emotional distance, Cognitive loading
Haitham Taha, The Cognitive Lab for Learning and Reading Research, The Learning Disabilities Department, Sakhnin College for Teacher Education, Sakhnin, Israel/The Department of Education, Western Galilee College, Akko, Israel
Hanada Taha, The College of Education, Zayed University, Dubai, United Arab Emirates
Huda Shaheen, The Cognitive Lab for Learning and Reading Research, The Learning Disabilities Department, Sakhnin College for Teacher Education, Sakhnin, Israel
Abstract The current study examined the effect of the linguistic status of the verbal previewing strategy on the outcomes of reading comprehension tasks among second (N = 25, age 7.08 ± .3), and sixth-grade students (N = 25, age 11.75 ± .25), with typical reading development. The texts for each group were carefully matched and were divided into three conditions of verbal previewing: (a) Standard Arabic previewing (hereafter: StA previewing); (b) spoken Arabic previewing (hereafter: SpA previewing); (c) without previewing. The results showed that for the second-grade readers, SpA previewing had a significant contribution to the reading comprehension outcomes compared to the other conditions of previewing while for the sixth-grade readers; StA previewing had a significant contribution to the outcomes of reading comprehension. The findings were explained according to the assumption that relatively native Arab speaking students develop a progressive change toward activation of StA representations for verbal learning. Such representations become more efficient as a result of the dominant exposure to StA during performing reading and writing tasks.
Key words Previewing, Reading comprehension, Arabic language, Diglossia, Reading
Luoxiao Zhang, Jiawei Hu, College of Music, Changchun University, Changchun, Jilin, China
Abstract The purpose of this study is to investigate the uniqueness of the pop singing genre by determining the role of the Chinese language in the creation of popular singing in education with modern innovative technologies. The paper began by determining which types of popular music were the most popular among respondents and the influence of modern innovative technologies on music education. The results showed that popular folk music (25%) and popular music (23%) are the most popular genres. This is because they are based on improvisational elements and combine modern and ethnic musical elements with the use of modern innovative technologies. Pentatonic preservation (94.3), modern innovative technologies (91.2), expressive performance (85.6), sound fluidity and mobility (82) and instrumental accompaniment have been identified as the most defining characteristics of contemporary Chinese popular music (78.1). Taking into account how pure and expressive Chinese music is, the study found that singing should take into account the following aspects of the Chinese language: the tonality of vowels, the influence of consonant sounds, the use of sound imitations, the performance of words with different levels of complexity, and the relationship between speech and musical intonation. It has been proven that students in group 1 who studied vocals and were taught the rules for combining phonetic features of language when singing had better results in terms of quality performance (0.83) and expressive performance (0.91). The non-professional singers in group 2 attained scores of 0.62 and 0.85, respectively.
Key words Articulation, Free improvisation, Intonation features, Manner of performance, Music education, Phonetic features
Zoya Snezhko, Valentina Spichak, Institute of Linguistics and Intercultural Communication, I.M. Sechenov First Moscow State Medical University, Trubetskaya Str., 8/2, Moscow, Russian Federation 119991
Gaukhar Yersultanova, Language Center, Almaty Managment University, Almaty, Kazakhstan
Elena Dolzhich, Svetlana Dmitrichenkova, Department of Foreign Languages of Engineering Academy of RUDN University, Peoples’ Friendship University of Russia (RUDN University), Moscow, Russian Federation
Abstract In the study of English in a bylingual environment, issues related to the need to develop students' phonetic and lexical competencies, which include communication, phonetic and auditory skills and lexical sufficiency, are of particular relevance. The motive of this study is the need to improve the methodology of teaching English in the context of student immersion in a foreign language educational environment, by implementing additional thematic courses in the general educational program aimed at improving the phonetic and lexical competencies necessary for successful learning in a bilingual environment. The purpose of the article is to study the feasibility and effectiveness of studying phonetics and lexicology by students-translators who study in a bilingual educational environment. An educational experiment was conducted with the participation of 75 students-translators, in the educational process of which the disciplines of phonetics and lexicology were integrated for two academic hours per week for one year. The effectiveness of studying phonetics and lexicology within the framework of bilingual education has been proved and the skills and achievements of students that they have acquired in the process of bilingual education with an emphasis on phonetics and lexicology have been analyzed. Control tests yielded the following results: among the 46 Russian-speaking participants the percentage of English speakers at the C2 level was 7% (3 people), C1—79% (36 people), B2—14% (7 people). To achieve the most effective learning in a bilingual environment, especially when it takes place in a minority language, it is worth emphasizing students' learning of phonetics and vocabulary. Using this approach, students were able to form and develop a number of phonetic and lexical skills and improve academic performance.
Key words Bilingual education, Competence, Increasing language knowledge, Lexical, Native speaker, Phonetic
Meruyert Yeleussizkyzy, Nadezhda Zhiyenbayeva, Department of Special Education, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
Irina Ushatikova, Department of Pedagogy, Elabuga Institute (Branch) of Kazan Federal University, Elabuga, Russian Federation
Richard Lushkov, Department of Orthopedic Dentistry of the Institute of Dentistry Named After E.V. Borovsky, I.M. Sechenov First Moscow State Medical University, Moscow, Russian Federation
Abstract The study analyzed modern e-learning and flipped classroom methods in inclusive education, focusing on their impact on motivation, academic performance, and the effectiveness of the educational process. The experiment involved 648 first- and second-year students from Abai Kazakh National Pedagogical University, the Elabuga Institute (Branch) of Kazan Federal University, and I.M. Sechenov First Moscow State Medical University. According to the survey conducted in the first phase, 66% of students reported using e-learning and flipped classroom methods, while 34% indicated that these methods were not employed. Furthermore, 50% of respondents rated the development of these methods in their universities as low, suggesting a lack of attention, familiarity among teachers, or reluctance to adopt them. To study the psychopathology of language and cognitive functions among children with special needs, the authors used the ASEBA questionnaire algorithm. It allowed for a survey among children from specialized classes, mixed classes (E-learning and flipped classroom), and control classes. Each group consisted of 50 people, there were three classes in each category. The ASEBA questionnaire revealed information about various aspects of the psychological functioning of children, including their behavior, emotional state, social adaptation, as well as problems with language and communication. The use of the questionnaire in different types of classes helped to compare the results between groups and identify features and differences in the psychopathology of language and cognitive functions in children with special needs. The findings can contribute to a deeper understanding of the psychopathology of language and cognitive functions in this category of children.
Key words Academic performance, E-learning, Flipped classroom, Inclusive education, Modern technology, Motivation
Aseel Zibin, Department of English Language and Literature, University of Jordan, Amman, Jordan
Abdel Rahman Mitib Altakhaineh, Dima Suleiman, Bassam Al Abdallat, University of Jordan, Amman, Jordan
Abstract Numerous studies suggest that children with Autism Spectrum Disorder (ASD) encounter language problems related to syntax. In particular, these children face difficulties in comprehending and answering complex language structures in Arabic.This paper examines whether a prototype Arabic assistive application can have an impact on the ability of children with ASD to comprehend and answer content questions and on their communicative skills. Via two questionnaires targeting 57 caregivers and ASD specialists in Jordan and a focus-group discussion with three teachers working in three autism centers in Jordan, a prototype assistive application named Aseel was created. To test the effect of using this app on enhancing ASD children’s ability to comprehend and answer Arabic questions, a sample consisting of two groups of children: 20 verbal and 5 nonverbal children with ASD enrolled in three autism centers in Amman, Jordan was recruited. A pre-test containing 55 content questions was designed and tested on the two groups. Then, a treatment for three weeks took place in which the teachers trained the children on answering these questions using the app. A post-test was conducted after a three-day break to test whether the app affected the ability of verbal and nonverbal children with ASD to comprehend and answer the questions accurately. The data analysis revealed that the differences between the answers of the two groups in the pre- and post-tests were statistically significant. This suggests that this technology has the potential to aid both verbal and nonverbal children with ASD in effectively learning complex Arabic content questions. This assistive application enhances collaboration between teacher and children with ASD, visual-spatial thinking and communication with others. Another advantage of this app is increasing ASD children’s vocabulary repertoire. Preliminary results involving nonverbal children showed that the icons which visually and auditorily represent the most basic needs for a person are proving effective in helping this group communicate with their caregivers and teachers.
Key words Psycholinguistics, Autism Spectrum Disorder, Assistive Technology, computer-assisted language learning, Arabic
Inga Kirkovska, Department of Romance Philology, Oles Honchar Dnipro National University, 72 Gagarin Ave, Dnipro 49010, Ukraine
Iryna Bezrodnykh, Department of English Philology, Oles Honchar Dnipro National University, 72 Gagarin Ave, Dnipro 49010, Ukraine
Valeria Koroliova, Department of Ukrainian Language, Oles Honchar Dnipro National University, 72 Gagarin Ave, Dnipro 49010, Ukraine
Natalia Diachok, Tamara Prystaiko, Department of General and Slavic Linguistics, Oles Honchar Dnipro National University, 72 Gagarin Ave, Dnipro 49010, Ukraine
Abstract The research investigates the system of the Indo-European verb through the lens of Gustave Guillaume’s psycho-systematics theory. By employing “mental vision” and phenomenology, the linguistic concept was explored at multiple levels: the surface structure of language in speech and the deeper level within the Indo-European language system. The analysis of the tense system of the Indo-European verb starts with the ontologisation of a person in both the world and language. This perspective highlights the taxonomic relevance of philosophical factors that shape the development of the “image of time” from a prehistoric viewpoint within the Indo-European language family. The purpose of this research is to delve into the Indo-European verb system using Gustave Guillaume’s psycho-systematics theory as the theoretical framework. To achieve this, the authors draw on examples from French, English, Ukrainian, and Russian languages. The study aims to examine the process of the Indo-European verb’s development within the ontological opposition of space and time and the ontological status of the grammatical tense and mood categories in the Indo-European verb system. It was discovered that grammatical forms of verbs in the Indo-European language family provide insights into their formal essence. These forms represent the “positions” they occupy within the ontological dialectical relationship of space, time, language, and thinking. The research sheds light on the Indo-European verb system by applying Guillaume’s psycho-systematics theory. By clarifying the relationship between space, time, language, and thinking, a deeper understanding of linguistic structures and how they reflect human cognition and conceptualization of action can be gained.
Key words Psycho-systematics, Indo-European language family, Verb, Space and time, Tense, Grammatical mood
Ruiyao Zheng, Marc Guasch, Pilar Ferré, Department of Psychology and CRAMC, Universitat Rovira i Virgili, Carretera de Valls, s.n., 43007 Tarragona, Spain
Meng Zhang, School of English Studies, Sichuan International Studies University, Chongqing, China
Taomei Guo, State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China
Abstract Exemplars of concepts vary in their degree of prototypicality. This is also true for emotion concepts. This study presents prototypicality ratings for a large set of Chinese words. The database contains 636 potential Chinese emotion words (i.e., words that directly express particular emotions, like “高兴 happy” and “哀愁 sad”), from different grammatical categories. Native Chinese speakers rated the words in terms of emotional prototypicality. The database also contains values for valence, arousal, and emotionality. The analyses of the ratings revealed that 502 out of 636 words had a high prototypicality value (value equal to or above three on a 1-to-5 scale), the most prototypical words being negative and high-arousal words. The analyses also indicated that the emotional prototypicality of a word was positively related to both arousal and emotionality, and negatively related to valence. Among these variables, arousal was the most important contributor. Similar results have been found in studies conducted in other languages. This will be a useful resource for researchers interested in studying emotion words in the Chinese language and for those interested in cross-linguistic comparisons.
Key words Emotion words, Prototypicality, Valence, Arousal, Emotionality
Mostafa Morady Moghaddam, Shahrood University of Technology, Shahrood, Iran
Jodi Tommerdahl, University of Texas at Arlington, Arlington, TX, USA
Abstract In the wake of tragic events such as the ‘Paris Attacks of 2015’, the expression of condolences through e-messages has become a common way for individuals to offer support and sympathy to those affected. However, limited research has been conducted on the linguistic aspects of condolence e-messages and how they reflect the speech act of condolence. This study aims to fill this gap by examining the syntactic and pragmatic elements present in these messages. The aim is to understand how the syntactic and pragmatic elements of these messages contribute to the expression of the communicative speech act of condolence. Condolence e-messages were identified and analyzed using an adapted version of Elwood’s (2004) coding scheme. The analysis focused on common themes in the condolence sentences, revealing that some linguistic functions were overtly used to express grief. Additionally, specific words such as ‘pray’, ‘love’, and ‘condolence’ were frequently used in conjunction with the expressions of condolence. The findings highlight the influence of sociocultural factors in shaping the norms and variations in the production of speech acts across different cultures. Understanding these linguistic variations can contribute to effective communication and cultural sensitivity in expressing condolences.
Key words Condolence, Culture and language, Cross-cultural interaction , Discourse analysis, Paris Attacks, Speech act
Qatherine Andan, Peter Bex, Iris Berent, Department of Psychology, Northeastern University, 125 Nightingale Hall, 360 Huntington Ave., Boston, MA 02115, USA
Abstract Across languages, certain phonological patterns are preferred to others (e.g., blog > lbog). But whether such preferences arise from abstract linguistic constraints or sensorimotor pressures is controversial. We address this debate by examining the constraints on doubling (e.g., slaflaf, generally, XX). Doubling demonstrably elicits conflicting responses (aversion or preference), depending on the linguistic level of analysis (phonology vs. morphology). Since the stimulus remains unchanged, the shifting responses imply abstract constraints. Here, we ask whether these constraints apply online, in eye movements. Experiment 1 shows that, in bare phonological forms, doubling is dispreferred, and correspondingly it elicits shorter fixations. Remarkably, when doubling signals morphological plurality, the aversion shifts into preference, in Experiment 2. Our results demonstrate for the first time that the constraints on doubling apply online. These findings are consistent with the hypothesis that phonological knowledge arises, in part, from an abstract linguistic source.
Key words Amodal phonology, Eye movement, Phonology, Morphology, Doubling, Optimality theory
Samira Ghanbaran, Saeed Ketabi, Mohammadtaghi Shahnazari, Faculty of Foreign Languages, Department of English Language and Literature, University of Isfahan, Hezar Jarib Ave, Isfahan, Iran
Abstract The merits of the application of flow theory in foreign language teaching have been demonstrated in recent research. This experimental study was aimed at investigating the role of task type and modality in the perception of flow experience by learners as they are engaged in communication tasks. The participants were 78 non-English major university students at an intermediate level of proficiency based on the result of the Oxford quick proficiency test. To do so, the flow experience perceived by 39 dyads while performing information-gap and jigsaw tasks through three modes of communication, i.e. audio-synchronous computer-mediated communication, text-based synchronous computer-mediated communication, and face-to-face communication, was assessed using the short flow scale questionnaire (Martin and Jackson in Motiv Emot, 32(3):141–157, 2008) and task specific flow scale questionnaire (Czimmermann and Piniel in Positive psychology in SLA, 193–214, 2016. https://doi.org/10.21832/9781783095360-009). To examine the role of task type and modality in flow experience perceived by the participants, the mixed between-within subject’s ANOVA test was run for each task in different pair categories. The results indicated that in all three modalities, the jigsaw task induced more flow than the information gap task did. Moreover, in both tasks, Text-SCMC modality aroused less flow than that in either of F2F and Audio-SCMC modalities as perceived by the interlocutors. Hence, no interaction between task type and modality was observed regarding their impact on the perception of flow experience. The findings of the study could provide implications for second language acquisition and instruction.
Key words Flow experience, Interaction, Modality, Task type
Ibrahim A. Asadi, Department of Learning Disabilities and Special Education, The Arab Academic College for Education in Israel, 22 Hahashmal St, P.O. Box 8340, Haifa, Israel/The Unit for the Study of Arabic Language, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Faculty of Education, University of Haifa, Haifa, Israel
Vered Vaknin‑Nusbaum, Department of Education, Western Galilee College, P.O.B. 2125, 24121 Akko, Israel/The Center for The Study of Society, University of Haifa, Haifa, Israel
Haitham Taha, The Unit for the Study of Arabic Language, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Faculty of Education, University of Haifa, Haifa, Israel/The Cognitive Laboratory for Reading and Learning Research, Sakhnin College for Teachers’ Education, Sakhnin, Israel
Abstract We examined the role of morphological processing in the reading of inflections and derivations in Arabic, a morphologically-rich language, among 228 first-graders and 230 second-graders. All words were morphologically complex, with differences in number of morphemes and morphological transparency. Inflections consisted of three morphemes, with high transparency of the root morpheme, while derivations consisted of two morphemes with lower transparency of the root. Results indicated that, despite their matching in frequency and syllabic length, reading performances of derivations was better than those of inflections. That is, three-morphemic highly transparent inflections were read slower and involved more errors than bi-morphemic less transparent derivations. These differences in reading performance between inflectional and derivational words might suggest that Arab-speaking novice readers use a morphological decomposition process that is reflected in reading accuracy and fluency. The results highlight the important role morphology has in reading, even at a young age, along with reading acquisition.
Key words Arabic, Morphological decomposition, Complex, Word-reading, Infections, Derivations, Fluency
Mutasim Al‑Deaibe, Department of English Language and Literature, Yarmouk University, Irbid, Jordan
Marwan Jarrah, Department of English Language and Literature, University of Jordan, Amman, Jordan
Abstract This study investigates the production of Arabic intervocalic geminate obstruents as produced by American L2 learners of Arabic. The participants of the study were 24 Arabic learners (12 advanced, 12 beginners) at North Georgia University and 12 native speakers of Jordanian Arabic (the control group). An examination of the results reveals that native speakers of Arabic and advanced Arabic learners pattern similarly while the beginner Arabic learners show a different pattern. Native speakers as well as advanced L2 learners of Arabic maintain a contrast between geminate and singleton consonants in terms of consonant duration while beginner L2 leaners do not. Unlike the case of the beginner L2 learners, the duration of the preceding vowel is found to be shorter before a geminate in native speakers and advanced L2 learners. However, the duration of vowels following a geminate is not affected across all proficiency levels. Further, the results suggest that the place and manner of articulation have no effect on the production of geminate consonants for both native and advanced L2 learners. Finally, voicing of geminates is found to have a significant effect on the duration of geminates, in favor of voiceless geminates, among native speakers and beginner L2 learners.
Key words Gemination, Arabic, English, Bilingualism, Second language acquisition, L2
Aiswarya G S, R. Joseph Ponniah, Department of Humanities and Social Sciences, National Institute of Technology, Tiruchirappalli 620015, Tamil Nadu, India
Abstract Research regarding dysgraphia, an impairment in writing, is attaining more attention in recent times. The existing studies on dysgraphia draw insights from cognitive, behavioural, neurological, and genetic fields of knowledge. However, these multiple studies on dysgraphia fail to illustrate how these cognitive, behavioural, neurological, and genetic systems interact and intersect in dysgraphia. Therefore, the studies could not offer a comprehensive understanding of dysgraphia. In order to fill this gap, the review attempts to study dysgraphia using the notion of modularity by accommodating insights from cognitive, behavioural, neurological, and genetic aspects of dysgraphia. Such a profound understanding could facilitate an early diagnosis and holistic intervention towards dysgraphia.
Key words Dysgraphia, Modularity, Cognitive Processes, Behavioural Aspects, Neuroanatomy, Genetics, Intervention
Songzhu Zhang, Sanquan College of Xinxiang Medical University, Xinxiang, Henan, China
Abstract This study is based on an experimental method of eye-tracking to investigate how translators perceive and understand translated literary texts and how different stylistic features influence their perception. This methodology allowed us to observe which parts of the text translators focused on the most, providing valuable data on their reading patterns and cognitive processes. Among English-Chinese translators, 95 out of 120 participants (79%) showed a tendency to prioritize faithfully conveying the source text’s meaning over crafting a target text that aligns with Chinese stylistically. In the specific context of Chinese-English translation out of the 120 instances examined, the translators exhibited a reduced fixation duration on words in the source language, accounting for 34 instances (28%). This suggests a greater concern for preserving the source text’s meaning rather than adapting it to the target culture. This research can assist translators and linguists in translating the stylistic features of English and Chinese literary texts more effectively. Future studies can explore other language stylistic features that may impact translation and compare translation styles across various literary genres and language pairs.
Key words Eye-tracking Technology, Source Language, Stylistic Features, Stylistic Techniques, Target Language, Translation Strategies
Vu Phi Ho Pham, Faculty of Foreign Languages, Van Lang University, Ho Chi Minh City, Vietnam
Abstract The current study was to see if collaborative writing activities would impact each student's writing quality after getting engaged in an academic writing course for argumentative essays. The study enrolled 62 third-year English majors at the Faculty of Foreign Languages, Van Lang University, Ho Chi Minh City, Vietnam, 35 in the experimental group and 27 in the control group. The ages of the students ranged from 19 to 21. All teaching/learning activities, such as the selection of topics, brainstorming, or peer/lecturer feedback, applied to train the students of the two groups were similar except for the essay-composing stage. While the control-group students composed an essay individually, the experimental-group students conducted it collaboratively. That is, the group members composed an essay together. Data from pre-and post-tests of students' writing were analyzed to compare the students' writing quality. The study discovered that jointly authored papers performed much better than those written alone and that collaborative writing activity significantly affected each student's writing quality.
Key words Collaborative writing, Individual writing, Writing quality, Writing outcomes, Argumentative essays
A Slip Between the Brain and the Lip: Working Memory and Cognitive-Communication Disorders
Yousef Sahari, Jamal Kaid Mohammed Ali, Present address: University of Bisha, Bisha, Saudi Arabia
Abdu M. Talib Al-Kadi, Ibb University, Ibb, Yemen
Abstract This preliminary cross-sectional study, focusing on Artificial Intelligence (AI), aimed to assess the impact of ChatGPT on translation within an Arab context. It primarily explored the attitudes of a sample of translation teachers and students through semi-structured interviews and projective techniques. Data collection included gathering information about the advantages and challenges that ChatGPT, in comparison to Google Translate, had introduced to the field of translation and translation teaching. The results indicated that nearly all the participants were satisfied with ChatGPT. The results also revealed that most students preferred ChatGPT over Google Translate, while most teachers favored Google Translate. The study also found that the participants recognized both positive and negative aspects of using ChatGPT in translation. Findings also indicated that ChatGPT, as a recent AI-based translation-related technology, is more valuable for mechanical processes of writing and editing translated texts than for tasks requiring judgment, such as fine-tuning and double-checking. While it offers various advantages, AI also presents new challenges that educators and stakeholders need to address accordingly.
Key words Artificial Intelligence (AI), Arab Context, Attitudes, ChatGPT, Translation
S. Yahya Hejazi, English Department, Faculty of Persian Literature and Foreign Languages, Semnan University, Semnan, Iran
Majid Sadoughi, Psychology Department, Faculty of Humanities, University of Kashan, Kashan, Iran
Jian‑E Peng, Department of Foreign Languages and Literature, College of Liberal Arts, Shantou University, 243 Daxue Road, Shantou, Guangdong, China
Abstract The important role of willingness to communicate (WTC) in facilitating second language (L2) learning and use has been widely endorsed. However, few studies have examined how teacher support in an L2 class may predict students’ L2 WTC. Such a relationship may also be mediated by learners’ L2 anxiety, a typical predictor of L2 WTC, and moderated by learners’ beliefs about the malleability of their language learning ability, a construct known as growth language mindset. Framed from the Control-Value Theory (Pekrun, in Educ Psychol Rev 18(4):315–341, 2006) and the Language-Mindset Meaning System (Lou and Noels, in: Lamb, Csizér, Henry, Ryan (eds) The Palgrave handbook of motivation for language learning, Palgrave Macmillan, 2019a, System 86:102126, 2019b), this study aimed to investigate the relationships between teacher support, L2 anxiety, growth language mindset, and L2 WTC. The data were collected from 551 English-as-a-Foreign-Language (EFL) learners in Iran and analyzed using structural equation modeling (SEM). The results showed that teacher support was directly and positively associated with L2 WTC, and this relationship was significantly mediated by L2 anxiety. The relationship between teacher support and L2 WTC, however, was only significant among learners with medium and high levels of growth language mindset. In addition, growth language mindset also moderated the negative relationship between L2 anxiety and L2 WTC, with this relationship being weaker among learners with higher levels of growth language mindset. Finally, theoretical and pedagogical implications and directions for future research are presented.
Key words Willingness to communicate (WTC), Growth language mindset, L2 anxiety, Teacher support, English as a Foreign Language (EFL)
Ainur Seitbekova, Department of Language History and Turkology, A. Baitursynov Institute of Linguistics, 29 Kurmangazy Str., 050010 Almaty, Republic of Kazakhstan
Almagul Khabiyeva, Zhamal Mankeeva, Department of Lexicology, A. Baitursynov Institute of Linguistics, 29 Kurmangazy Str., 050010 Almaty, Republic of Kazakhstan
Akmaral Bissengali, Department of Terminology, A. Baitursynov Institute of Linguistics, 29 Kurmangazy Str., 050010 Almaty, Republic of Kazakhstan
Dana Pashan, Department of Onomastics, A. Baitursynov Institute of Linguistics, 29 Kurmangazy Str., 050010 Almaty, Republic of Kazakhstan
Abstract It is known that the words with the letters “f” and “x” used in the Kazakh language originated from Arabic and Persian and are found in European words that entered through the Russian language. Of the article is to discuss the basics of translating the letters “f” and “x” into the Kazakh alphabet. The use of religious and European words in normative dictionaries, with the letters “f” and “x” and entered into the language through the Russian language, is analysed on the basis of the methods of linguistics and statistical analysis. The specifics of these letters in religious discourse and their use in onomastics will be determined. The reasons for the inclusion of the letters “f” and “x” in the improved new alphabet are mentioned. Investigating how the Kazakh language adopts and modifies foreign sounds can contribute to a broader understanding of linguistic adaptation. The proposed research paper can be used in the analysis of the problem of assimilation of borrowed words.
Key words Spelling, Syntactic rules, Morphology, Dialectic, Linguistics
Zhibin Xu, Conservatory of Music, Ningbo University, Ningbo, China
Qiang Xu, College of Teacher Education, Ningbo University, Ningbo, China
Abstract This paper aims to study how different musical act modes influence the student’s psychological state, creative development, and music appreciation. In particular, the research focuses on concert videos, video clips, and audio records. Based on the Likert scale, the authors determined that video clips significantly influenced students’ learning process since they contributed to the combination of visual and sound effects. Video concerts were less important. Concerts are mainly staged actions with frequent use of pre-recorded music, affecting the accuracy of singing techniques. The authors concluded that the most effective approach is systematical learning using the effect of colors and sounds with a preliminary analysis of musical compositions. The results showed that the most significant number of students significantly improved their knowledge (87%, with an average score of 0.92), and the elements of a musical act (rhythm, color scheme, text, and performance) influenced their development. The practical significance of the paper lies in the use of approaches to learning using colors and sound effects with an emphasis on the development of certain elements. The study prospects involve determining how effectively the elements of a musical act influence the psychological state resulting from comparing music genres.
Key words Cognitive abilities, Color scheme, Musical representation, Psychological perception, Singing technique
Xue Zhang, Instruction, Clover Park Technical College, Lakewood, WA 98499, USA
Shenghai Dai, College of Education, Washington State University, Pullman, WA 99163, USA
Yuliya Ardasheva, College of Education, Washington State University, Tri-Cities, Richland, WA 99354, USA
Yiming Hong, School of Foreign Languages, Hangzhou City University, Hangzhou 310015, China
Abstract This study, the first of the kind in the field of English for specific purposes, examined direct and indirect relationships among English language proficiency, English public speaking (EPS) motivation, motivational intensity, self-efficacy, and EPS achievement. The sample consisted of 189 non-English-major students. The final structural equation model yielded an acceptable fit to the data and explained 23.4% of the variance in EPS achievement. English language proficiency and EPS self-efficacy had both direct and indirect (via, respectively, self-efficacy and motivational intensity) impacts on EPS performance. Ought-to self emerged as the strongest contributor to explaining motivation (R2 = .90), followed by learning experience (R2 = .57), and ideal self (R2 = .32). Implications are discussed.
Key words English public speaking, Motivation, Motivational intensity, Self-efcacy, English language profciency, Achievemen
Rujun Pan, School of Foreign Languages, Shanxi University, 92 Wucheng Road, Taiyuan 030006, Shanxi, China
Abstract Vocabulary knowledge greatly affects writing performance (Stæhr in Lang Learn J 36:139–152, 2008; Johnson in Tesol J 7:700-715 2016), but little is known about the relative contribution of different dimensions of vocabulary knowledge to reading-to-write performance. The current study attempted to investigates the contribution of receptive/orthographic (RecOrth) vocabulary knowledge, productive/orthographic knowledge (ProOrth), productive/phonological (ProPhon) vocabulary knowledge and depth of vocabulary knowledge to reading-to-write scores. For this purpose, 154 Chinese English as foreign language (EFL) learners took a battery of vocabulary knowledge tests and a reading-to-write test. The extent to which vocabulary at different word frequencies predicted reading-to-write was also investigated. The results of regression indicated that ProOrth academic level, vocabulary depth, and RecOrth 2, 000 frequency level explained 40.2% of the reading-to-write score variance. Among the high-performing group, ProOrth academic and vocabulary depth were predictive of the reading-to-write score, while only ProOrth academic vocabulary explained the variance in the reading-to-write score for the low-performing group. The findings reveal the important relationship among dimensions of vocabulary knowledge and reading-to-write and stress the need for systematic vocabulary instruction.
Key words Reading-to-write, Academic vocabulary, Receptive/orthographic vocabulary, Productive/orthographic vocabulary, Productive/phonological vocabulary
期刊简介
Journal of Psycholinguistic Research covers a broad range of approaches to the study of the communicative process, including: the social and anthropological bases of communication; development of speech and language; semantics (problems in linguistic meaning); and biological foundations. It also examines the psychopathology of language and cognition as well as the neuropsychology of language and cognition.
《心理语言学研究》涵盖了研究交际过程的广泛方法，包括：交际的社会学和人类学基础；言语和语言的发展；语义学（语言意义问题）；以及生物学基础。它还研究了语言和认知的精神病理学以及语言和认知的神经心理学。
The journal publishes carefully selected papers from the several disciplines engaged in psycholinguistic research, providing a single, recognized medium for communications among linguists, psychologists, biologists, sociologists, and others.
该期刊发表从从事心理语言学研究的多个学科中精心挑选的论文，为语言学家、心理学家、生物学家、社会学家等之间的交流提供了一个公认的单一媒介。
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