Purpose: School-age children with autism spectrum conditions (ASC) often experience difficulties in speech-in-noise (SiN) perception, leading to increased listening effort that impacts their well-being and academic performance. This study aimed to investigate the SiN processing challenges faced by Mandarin-speaking children with ASC and its impact on their listening effort. Methods: Participants completed sentence recognition tests in both quiet and noisy conditions, with a steady-state noise masker presented at 0 dB signal-to-noise ratio in the noisy condition. We compared recognition accuracy and task-evoked pupil responses from 23 Mandarin-speaking children with ASC to 19 age-matched neurotypical (NT) counterparts to gauge their behavioral performance and listening effort during these auditory tasks. Results: The ASC group demonstrated notably decreased accuracy in noise compared to their NT peers, suggesting poorer SiN perception. Pupillometric data further revealed significantly larger peak dilations in the ASC group than in the NT group under comparable conditions. Importantly, the ASC group's peak dilation in quiet mirrored the NT group's in noise. However, the ASC group exhibited shorter peak latencies and reduced mean dilations than the NT group in similar conditions. Such patterns indicate the ASC group might initially experience a heightened cognitive load but utilize fewer cognitive resources as the task continued, indicating an atypical allocation of cognitive resources and a potential tendency towards relatively superficial and automated auditory processing. Conclusion: Our findings highlight the unique SiN processing challenges children with ASC face, underscoring the importance of a nuanced, individual-centric approach for interventions and support.

How people recognize linguistic and emotional prosody in different listening conditions is essential for understanding the complex interplay between social context, cognition, and communication. The perception of both lexical tones and emotional prosody depends on prosodic features including pitch, intensity, duration, and voice quality. However, it is unclear which aspect of prosody is perceptually more salient and resistant to noise. This study aimed to investigate the relative perceptual robustness of emotional prosody and lexical tone recognition in quiet and in the presence of multi-talker babble noise. Forty young adults with normal hearing listened to monosyllables either with or without background babble noise and completed two identification tasks, one for emotion recognition and the other for lexical tone recognition. Compared with emotional prosody, lexical tones were more perceptually salient in multi-talker babble noise. Native Mandarin Chinese participants identified lexical tones more accurately and quickly than vocal emotions at the same signal-to-noise ratio. Lexical tone perception is also more robust against babble speech noise degradation than emotional prosody perception for native Mandarin Chinese listeners. Acoustic and cognitive dissimilarities between linguistic prosody and emotional prosody may have led to the phenomenon, which calls for further explorations into the underlying psychobiological and neurophysiological mechanisms.

Background: Oral narratives are crucial for evaluating youngsters since they reveal a plethora of information about young children's language development. This study aimed to investigate the development of narrative productivity, lexical diversity, syntactic complexity and in Cypriot-Greek-speaking children during preschool and primary school years. An additional aim was to measure the effect of the children’s gender in their performance on the measures of narratives. Methods: One hundred and twenty-nine typically developing Cypriot-Greek-speaking children were recruited for the study. Results: The results showed that the linguistic structure of narrations reflects a subtle developmental trend. As expected, older children tended to produce longer and syntactically more complex stories than the younger ones, which is in line with previous studies. There were significant differences in all productivity measures between the four-year-olds and those aged seven and ten years old. In addition, the results illustrated that there was not any significant effect of gender in the measures of narrative skills. Specifically, gender did not affect the children’s performance in the sample. Boys and girls had similar narrative measurements in all the variables. Conclusions: This study aims to provide initial evidence in retelling narrative development patterns on typically developing Cypriot-Greek speaking children that could be used by speech and language to compare children’s performance and detect language disorders.

A reduced ability to work with information contained in a text is usually registered in low-achieving students. One important internal factor influencing reading comprehension concerns the child’s executive functioning. The current study investigated whether the domain-specific intervention ExeFun-READ targeting language abilities related to reading comprehension and executive functioning in primary school children would be effective in improving their scholastic performance in their reading domain and executive functioning. ExeFun-READ is designed to address the relations between domain-specific versus thinking-skill-oriented (domain-general) instruction. A child’s active learning is focused on semantic, phonetic, morphological and syntactical comprehension of linguistic material. In total, 151 students attending grade four from seven elementary schools took part in the project. The study concerned a pretest-intervention-posttest experimental design with three conditions: the experimental condition, an active, and a passive control group. To assess the children’s level of EF, the Delis–Kaplan Executive Function System test battery was used; to assess children’s language ability in reading domain, the Cognitive Abilities Test (the verbal battery, Thorndike & Hagan, 1986 [1]), was used. In the current study, the intervention led to improved language abilities related to reading comprehension, but in terms of executive functioning the improvement only extended to switching fluency. Regarding the effects of the ExeFun-READ intervention on children’s reading abilities, specified as language abilities related to reading comprehension, significant improvements were found in vocabulary, completion of sentences, and classification of terms in the group of children that received the ExeFun-READ intervention.

In an era of global connectivity, language and literature education faces the challenge of navigating multilingualism, cultural diversity, and technological advancements. This paper explores the challenges and opportunities in language and literature education in the era of global connectivity. Through a qualitative research approach, interviews, focus group discussions, and classroom observations were conducted with 30 Arts and Sciences students and teachers. The findings reveal significant themes related to cultural diversity, multilingualism, and the integration of technology in language learning. The study emphasizes the importance of inclusive pedagogies, critical thinking development, and the incorporation of authentic and diverse literary works. Recommendations are provided for educators and policymakers to promote intercultural understanding and enhance language and literature education. The limitations of the study suggest areas for future research, including long-term language proficiency and diverse contextual considerations. Overall, this paper calls for ongoing innovation and collaboration to meet the evolving needs of language and literature education in an interconnected world.

This systematic review examines the potential of digital language learning in contributing to students' cognitive gains. The study reviews existing research on the relationship between digital language learning and cognitive benefits, with a focus on enhanced problem-solving skills, memory, and multitasking ability. The findings indicate that higher levels of digital competences correlate positively with language proficiency outcomes, suggesting that participants with greater digital skills achieve better language learning outcomes. Digital technologies offer interactive and engaging methods of learning, which can positively impact retention and understanding. However, the study also acknowledges the limitations of digital foreign language learning, such as the lack of face-to-face interaction and the need for high motivation and discipline. The research questions explored in this study are: (1) Does digital language learning contribute to cognitive gains in foreign language education? and (2) What are the pedagogical implications for cognitive improvement in digital foreign language education? The study employs the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) methodology to identify and analyze relevant research articles. The results of the review suggest that working with printed texts may be more effective for cognitive gains compared to electronic texts. Additionally, implementing more senses through digital language education appears to be beneficial for cognitive gains. The article concludes by discussing the implications of these findings and the need for further research in this area.

According to a recent study by OpenAI, Open Research, and the University of Pennsylvania, large language models (LLMs) based on artificial intelligence (AI), such as Generative Pretrained Transformers (GPTs), may have potential implications on the job market, specifically regarding job occupations that demand writing or programming skills. The research points out Interpreters and Translators as one of the main job occupations with greater exposure to AI in the US job market (76.5%). This article, following a mixed-methods survey-based research, provides insights into the Portuguese Language Service Providers (LSPs) awareness and knowledge about AI, specifically regarding neural machine translation (NMT) and large language models (LLM), its actual use and usefulness, as well as their potential influence on work performance and labour market. The results show that most professionals are unable to identify if AI and/or automation technologies support the tools that are most used in the profession. The usefulness of AI is essentially low to moderate and the professionals who are less familiar with it and less knowledgeable also demonstrate lack of trust in it. Two thirds of the sample estimate negative or very negative effects of AI in the profession, expressing as main concerns the devaluation and replacement of experts, the reduction of income, and the reconfiguration of the career of translator to mere post-editors.

In an increasingly interconnected world, the internationalization of languages plays a pivotal role in shaping global linguistic landscapes. This qualitative study delves into the intriguing realm of Cebuano, a language with a rich cultural heritage and a vibrant community of speakers. Through a meticulous exploration of language variation, adaptation, and policy dynamics, the researcher unravels the complex interplay between Cebuano and the global linguistic tapestry. Drawing upon a comprehensive literature review and qualitative research, including in-depth interviews and focus group discussions, this paper illuminates the nuanced manifestations of Cebuano beyond its traditional borders and sheds light on its presence in diverse international settings. The findings reveal the intricate dance of language and identity, offering insights into the processes of language maintenance, shift, and revitalization. As the researcher navigates the multifaceted dimensions of Cebuano's internationalization, not only is its global significance unraveled, but also the intricate connections between language, culture, and human experience are investigated. This study not only contributes to the scholarly discourse on language dynamics but also raises compelling questions about the preservation of linguistic diversity, the power of language in shaping identities, and the role of language in fostering intercultural understanding. By embracing the kaleidoscope of Cebuano's global journey, this paper invites readers to contemplate the broader implications for language diversity, communication, and cultural preservation in an increasingly interconnected world.

This paper addresses the grammatical challenges associated with the development of clause complexity, focusing on the performance of a group of monolingual Spanish-speaking schoolchildren with Specific Language Impairment/Developmental Language Disorder (SLI/DLD) in a longitudinal corpus of oral narrative samples. The study examines the presence of interclause relations of subordination and equivalence (hypotaxis and parataxis) in language samples of two groups: an experimental group made up of 24 schoolchildren with SLI/DLD and a control group made up of 24 schoolchildren with typical development (TD). The results show that while both groups use parataxis as the most common relation between clauses in all school grades, there is a significant decrease in paratactic relations and a significant increase in hypotactic relations from first to fourth grade of primary education. Although the development patterns are highly similar, the SLI/DLD group shows greater difficulties in mastering more complex (hypotactic) relations in fourth grade compared to the control group, indicating that they are less sophisticated in the use of these types of complex relations. These findings suggest that focused support on the most complex structures is needed towards the fourth grade of primary education, given the demands of the school academic register from 6 and 7 years of age, and the potential problems that the development of clause complexity can cause in school-age children.

The lexical-semantic issues in translating food taste adjectives into Chinese are examined in this article. Chinese food has a wide variety of colorful flavors. Correctly interpreting the adjectives that describe how food tastes is crucial. With tasty, simple-to-digest meals, it promotes and popu-larizes Chinese cuisine. Because, eating light, low-fat meals is crucial in today's world. Yet, due to poor translation and unclear menus, Chinese restaurants in CIS nations, particularly in Uzbeki-stan, are unpopular with customers. The biggest mistakes in Chinese restaurant menu are related to the incorrect translation of the taste adjectives of the food. This article aims to identify the most erroneously translated Chinese adjectives, analyze them linguistically, and determine the cause of translation errors. The translation ability of 60 Chinese language translators with HSK 4 level is analyzed on the basis of experiment. Recommendations for solving the problem studied in this ar-ticle have been developed.

We study the short−term memory capacity of ancient readers of the original New Testament written in Greek, of its translations to Latin and modern languages. To model the short–term capacity, we have considered the number of words per interpunctions, the “word interval” , because this parameter can model how the human mind memorizes “chunks” of information. Since can be calculated for any alphabetical text, we can perform experiments − otherwise impossible − with ancient readers by studying the literary works they used to read. The “experiments” compare the of texts of a language/translation to those of another language/translation by measuring the minimum average probability of finding joint readers (those who can read both texts because of their similar short–-term memory capacity) and by defining an “overlap index”. We also define a population of universal readers who can read any the New Testament written in alphabetical language. More than 50% of the readers of specific languages overlap with the universal readers with probability . Future work is vast, with many research tracks, because alphabetical literatures are very large and allow many experiments, such as comparing authors, translations or even texts written by artificial intelligence tools.

This study combines insights from psycholinguistics and text analysis to identify linguistic markers of intercultural competence (ICC) in 1,635 blogs about intercultural experiences, written by 672 Hotel Management students. By combining holistic ICC frameworks with a text-analytical approach at word level, we were able to demonstrate that blogs with a high perceived level of ICC contain significantly more I-words, more insights words and less quantifiers. These markers of ICC constitute concrete cues for teachers when assessing reflective writing assignments and allow them to pinpoint concrete areas for improvement in their feedback and interaction with students.

Affective prosody is an indispensable cognitive cue that moderates social activities, and has become a prevailing research topic in psychology-related disciplines. The present study conducts the first bibliometrics-based visualization analysis concerning affective prosody to evaluate the influential cases, including countries/regions, institutions, publication venues, academic articles, and disciplinary contributions, and the diachronic changes of publication trends and research hotspots. With the combination of statistical results and a qualitative literature inspection, limitations of extant studies and promising research directions were also proposed. The present study extracted the bibliographic data of 1,624 articles retrieved from the Web of Science Core Collection, which were published over the past 25 years (1997-2021). Statistical results revealed four leading powers (the U.S., Germany, England, and Canada) and four emerging fronts (China, France, Netherlands, and Switzerland), and identified three primary research themes in this field, including clinical implication, measurable index, and modality-specific issues. Literature inspection demonstrated current limitations in individual characteristics control and experiment-related influential factors, and proposed two prosperous research directions. Findings of the present study could facilitate academic retrieval of affective prosody research, help concerned researchers identify thematic hotspots and seek appropriate collaboration, and provide convenience for research policy and management in this field.

In the context of the emergence and development of varieties of English around the globe, this paper focuses on Kuwait, where the use of English has greatly increased since the mid-20th century. Drawing on the principles of nativisation and indigenisation, I investigate substrate- and superstrate-derived discourse-pragmatic markers (DPMs) in Kuwaiti English: the Arabic loanwords alhamdulillah and ya'ni and their English equivalents (e.g. I mean and thankfully). Data are drawn from the Kuwaiti English National Corpus, a spoken corpus of almost 800,000 words containing interviews, samples of situated language use, and mediated data (podcasts, TV, radio and YouTube). Keyness and concordance analyses were performed to identify the frequency and functions of the DPMs in Kuwaiti English compared to reference corpora of British and American English. The analysis also takes into account contextual and sociolinguistic information such as the speakers’ social identity. Results show that the Arabic-derived DPMs are abundant in both formal and informal settings, indicating that they have become an integral part of this variety of English. Their English equivalents perform similar roles, but are vastly less common (with the exception of I mean for ya'ni). Both the Arabic- and English-based markers show somewhat narrowed discourse-pragmatic functions and are more likely to be placed in clause-initial position than in ‘native’ contexts. Their use appears to be linked to the social identity of the speakers.

After defeating and pushing aside the Carthaginians, the Romans named the territory of north Africa Mauretania and its population, Mauri. Later on, historians have had to reflect on the origin of the term mauri to designate the population or Mauretania to name the territory. Besides the signification of the Latin/Greek word « mauri » which means « black », it is admitted, as well, that the word Mauri is a transcription, into Latin alphabet, of a punic word meaning « the west » or « the westerners ». If the latter meaning is 2000 years old, the other approbation is relatively modern and suspected of ideological biases. The punic word maġaribis, transcribed mauri/ma’ari/mahauri, really makes sense since it means the west in Punic - the 15 century-long North African lingua franca.

Purpose: This study aimed to examine how aging and modifications of critical acoustic parameters may affect the perception of whispered speech as a degraded signal. Method: Forty Mandarin-speaking adults were included in the study. Part 1 of the study compared the perception of Mandarin lexical tones, vowels, and syllables in older and younger adults in whispered vs. phonated speech conditions. Parts 2 and 3 further examined how modification of duration and intensity cues contributed to the perceptual outcomes. Results: Perception of whispered tones was compromised in older and younger adults. Older adults identified lexical tones less accurately than their younger counterparts, particularly for phonated T2, T3 and whispered T3. Aging also negatively affected the vowel identification of /i, u/ in the whispered condition. Syllable-level accuracy was largely dependent on the accuracy of lexical tones and vowels. Furthermore, reduced duration led to the decreased accuracy of phonated T3 and whispered T2, T3 but increased accuracy of phonated T4. Reduced intensity lowered the recognition accuracy for phonated vowels /i, ɤ, o, y/ in older adults and /i, u/ in younger adults, and it also lowered the accuracy of whispered vowels /a, ɤ/ in older adults. Contrary to our expectation, increased duration and intensity did not improve older adults’ speech perception in either phonated or whispered conditions. Conclusion: The results suggest that aging adversely affected speech perception in both phonated and whispered conditions with more challenges in identifying whispered speech for older adults. While older adults’ diminished performance may be potentially due to problems with processing the degraded temporal and spectral information of the target speech sounds, it cannot be simply compensated for by increasing the duration and intensity of the target sounds beyond the audible level.

Talker variability has been reported to facilitate generalization and retention of speech learning, but is also shown to place demands on cognitive resources. Our recent study provided evidence that phonetically-irrelevant acoustic variability in single-talker (ST) speech is sufficient to induce equivalent amounts of learning to the use of multiple-talker (MT) training. This study is a follow-up contrasting MT versus ST training with varying degrees of temporal exaggeration to examine how cognitive measures of individual learners may influence the role of input variability in immediate learning and long-term retention. Native Chinese-speaking adults were trained on the English /i/-/ɪ/ contrast. We assessed the trainees’ working memory and selective attention before training. Trained participants showed retention of more native-like cue weighting in both perception and production regardless of talker variability condition. The ST training group showed long-term benefit in word identification, whereas the MT training group did not retain the improvement. The results demonstrate the role of phonetically-irrelevant variability in robust speech learning and modulatory functions of nonlinguistic working memory and selective attention, highlighting the necessity to consider the interaction between input characteristics, task difficulty, and individual differences in cognitive abilities in assessing learning outcomes.

How language mediates emotional perception and experience is poorly understood. The present event-related potential (ERP) study examined the explicit and implicit processing of emotional speech to differentiate the relative influences of communication channel, emotion category and task type in the prosodic salience effect. Thirty participants (15 women) were presented with spoken words denoting happiness, sadness and neutrality in either the prosodic or semantic channel. They were asked to judge the emotional content (explicit task) and speakers’ gender (implicit task) of the stimuli. Results indicated that emotional prosody (relative to semantics) triggered larger N100 and P200 amplitudes with greater delta, theta and alpha inter-trial phase coherence (ITPC) values in the corresponding early time windows, and continued to produce larger LPC amplitudes and faster responses during late stages of higher-order cognitive processing. The relative salience of prosodic and semantics was modulated by emotion and task, though such modulatory effects varied across different processing stages. The prosodic salience effect was reduced for sadness processing and in the implicit task during early auditory processing and decision-making but reduced for happiness processing in the explicit task during conscious emotion processing. Additionally, across-trial synchronization of delta, theta and alpha bands predicted the ERP components with higher ITPC values significantly associated with stronger N100, P200 and LPC enhancement. These findings reveal the neurocognitive dynamics of emotional speech processing with prosodic salience tied to stage-dependent emotion- and task-specific effects, which can reveal insights to research reconciling language and emotion processing from cross-linguistic/cultural and clinical perspectives.

Micro-level language policy and planning (LPP) primarily concerns local actors' decision-making on matters in relation to language(s) and its users. Despite a growing body of literature focusing on micro language planning in educational settings, there is a scarcity of research examining early childhood education settings such as micro-level LPP context for young English language learners. By adopting a case study approach, the present study examined the educators' enactment of agency in micro-planning the English language education policy (LEP) in one Chinese kindergarten and the associated factors shaping their agency. Our study revealed that the sustainable implementation of the kindergarten English LEP depended on the principal, native English-speaking teachers, and the Chinese assistant teachers' different degrees of agency. Also, the research findings indicated an array of contextual and individual factors nested in a hierarchical structure that facilitated, guided, and constrained the educators' agency in a role-and circumstance-dependent manner. This study contributes to the pertinent literature by casting nuanced light on the different educators' contributions to the micro-level LPP against a national policy that does not endorse early-year English language education.

A novel hypothesis concerning language evolution is advanced. It posits that languages have evolved as a means of binding individuals to a group, as well as for defining those groups. This means that language evolution has to be considered on the level of groups and not only on the level of individuals. This hypothesis helps to explain the huge diversity of human languages, as well as their complexity. Perhaps more importantly, it explains why adults lose the ability to learn languages with the ease that children possess.

Hallyu or the Korean wave has sweeped through nations especially the Philippines. This exploratory study offers a dip into the effects of the Hallyu wave on a Filipino speaker through ambient exposure, consequently on the development of a Korean proto-lexicon through indirect vocabulary acquisition. Finally, a focus group discussion and a preliminary assessment tested out the waters of the effects of Hallyu on casual Filipino speakers. A thorough statistically comprehensive qualitative study on the acquisition framework is recommended to provide substantial evidence to support the framework.

Purpose: Pitch plays an important role in auditory perception of music and language. This study provides a systematic review with meta-analysis to investigate whether individuals with autism spectrum disorder (ASD) have enhanced pitch processing ability and identify the potential factors associated with processing differences between ASD and neurotypicals. Method: We conducted a systematic search through six major electronic databases focusing on the studies that used nonspeech stimuli to provide a qualitative and quantitative assessment across existing studies on pitch perception in autism. We identified potential participant- and methodology-related moderators and conducted meta-regression analyses using mixed-effects models. Results: On the basis of 22 studies with a total of 464 participants with ASD, we obtained a small-to-medium positive effect size (0.26) in support of enhanced pitch perception in ASD.Moreover, the mean age and non-verbal IQ of participants were found to significantly moderate the between-studies heterogeneity. Conclusion: Our study provides the first meta-analysis on auditory pitch perception in ASD and demonstrates the existence of different developmental trajectories between individuals with ASD and neurotypicals. Non-verbal ability can be a significant contributor to the lower-level/ local processing bias in ASD. We highlight the need for further investigation of pitch perception in ASD under challenging listening conditions. Future neurophysiological and brain imaging research studies with a longitudinal design are also needed to better understand the nature of the atypical processing in ASD to obtain new insights into the underlying neural mechanisms and to help guide auditory-based interventions for improving language and social functioning.

The goal of classroom English instruction is to educate students on how to use the English language effectively for communication in any scenario. It is identified by presenting various teaching tactics and speaking activities to encourage students to participate more actively in conversations. The study intended to identify the problems in the speaking performance of Grade 8 Jade in Tagum City National High School. The study was conducted using a quantitative non-experimental descriptive survey method. Results revealed that the problems in speaking performance have garnered a mean of 3.20 (moderate) as descriptive equivalent and it was found out that the prevailing speaking problem is anxiety with a mean of 3.84, interpreted as high. Thus, an intervention program is designed to address the problems in the speaking performance of the respondents. This program is divided into two: Overcoming Speaking Anxiety Seminar-Workshop and Speaking Enhancement Activities.

With the rapid development of science and technology, many new concepts and terms appear, especially in English. Other languages try to express these concepts with words from their own vocabulary. In the specific case of Arabic, there are many ways to find a counterpart for a particular new concept, such as using an existing word to denote the new concept, derivation, and blending. When these methods fail, the new concepts are simply phonetically transliterated. This has the disadvantage that most of the transliterated terms do not conform to the rules of the Arabic language and lead to a distortion of the language. Some modern linguists call for using the generation strategy to translate the new terms into Arabic by using the unused Arabic roots. Therefore, it is necessary to provide a resource that contains all Arabic roots with a categorization of what is used, what is available for use, and what is rejected according to the phonetic system. This work provides a comprehensive lexicon that contains all possible Arabic triliteral roots, determines the status of each root in terms of usage and acceptability, and provides a mechanism for giving preference to roots when there is more than one root that indicates the desired meaning.

With the rapid development of science and technology, many new concepts and terms appear, especially in English. Other languages try to express these concepts with words from their own vocabulary. In the specific case of Arabic, there are many ways to find a counterpart for a particular new concept, such as using an existing word to denote the new concept, derivation, and blending. When these methods fail, the new concepts are simply phonetically transliterated. This has the disadvantage that most of the transliterated terms do not conform to the rules of the Arabic language and lead to a distortion of the language. Some modern linguists call for using the generation strategy to translate the new terms into Arabic by using the unused Arabic roots. Therefore, it is necessary to provide a resource that contains all Arabic roots with a categorization of what is used, what is available for use, and what is rejected according to the phonetic system. This work provides a comprehensive lexicon that contains all possible Arabic triliteral roots, determines the status of each root in terms of usage and acceptability, and provides a mechanism for giving preference to roots when there is more than one root that indicates the desired meaning.

This study focused on the level of Phonological awareness and Word Decoding ability among second year BSED English students in the University of Southeastern Philippines in terms of critical sound. Moreover, it aimed to recognize the significant relationship between the two variables. To verify, there were tests being employed to gather the necessary data. These were: listening test for measuring the respondents' level of awareness to words with critical sounds; phonetic transcription test to identify the respondents' level of awareness to sound-symbol relationship; and spelling test to know the respondents' level of ability for transcriptions to be translated to its Standard English spelling. After the data have been gathered, it was interpreted that the students have a moderate Phonological awareness. On the other hand, their Word Decoding ability resulted to high level. As being correlated, it is being found that there is a great significant relationship between the two variables. With these marks, the researchers encourage the schools in enhancing the students' sound-word relationship knowledge by primarily utilizing speech laboratory and establishing a speech club in the school for extending their exposure about these concepts.

Arabic is present in the Arab world and beyond. It is used as an official (or co-official) language in the Arab World (this refers to the twenty-two member states of the Arab League). Also, Arabic has the status of a national language in Mali, Niger, and Senegal. Besides, it is spoken in linguistic enclaves in Nigeria, Cyprus, Turkey, Uzbekistan, Iran, and Afghanistan. In addition, it is employed as the liturgical language in Muslim countries and countries with a Muslim minority all over Africa and Asia. As a result of the migration to Western countries since the end of the nineteenth century, Arabs and Arabic has been present in such countries. The presence of Arabs in Western countries raises the following question: Are these Arabs language maintainers or language shifters? The present article is an attempt to answer this question through reviewing a number of studies that have dealt with Arabic language maintenance among the Arabs living in Western countries (namely the United States of America, the United Kingdom, Canada, Australia, New Zealand, Sweden, Greece, and France), deducing from these studies the major trends in Arabic language maintenance among these Arabs, and providing a critique of the studies.

This study aimed to verify the sex differences in early syntactic development among Cantonese-speaking children by Tse et al. (2002), with the same corpus design but a different Chinese language: Mandarin. The utterances produced during half-hour play activities by 192 Beijing children, ranging from 3 to 6 years, were collected in the Early Child Mandarin Corpus (Li & Tse, 2011) and analyzed for this study. Their syntactic development was measured in terms of mean length of utterance (MLU), sentence type and structure, syntactic complexity, and verb pattern. The statistical analyses indicated significant age differences in MLU, sentence types and structures, and syntactic complexity. However, no sex or age-by-sex differences were found. This negative evidence indicates that sex difference is neither universal nor cross-language. The implications for early childhood education and future studies are discussed.

So-called ‘zero’ or ‘null’ tenses have often been characterized as functionally deficient forms, deprived of any inherent content. In this paper, we will focus on the semantics of a morpho-phonologically null inflectional verbal paradigm in Anindilyakwa (Groote Eylandt, N.T., Australia, which is both temporally and aspectually underspecified. Through a quantitative corpus study conducted in the paper, we establish that ‘zero inflection’ in this language, contra prior works on such tenses in general (e.g. Bybee 1990) and in Anindilyakwa in particular (Bednall 2019), presents various degrees of sensitivity to traditional Vendlerian aspectual parameters. We show that while telicity is not a significant predictor for the temporal interpretation of zero-inflected Anindilyakwa verbs, and dynamicity is a good but not very good predictor, only a very broad opposition between change-of-state (including qua boundedness) and non-change-of-state, or perfective/imperfective, gives very significant biases towards past vs. present anchoring. We also show that atomic telicity is the only categorical Aktionsart predictor for temporal anchoring in this context correctly predict the temporal anchoring of such verbs, and stativity is not biased towards present interpretations, thereby questioning currently received typological theories of the semantics of so-called ‘zero-tenses’ / aspectuo-temporally underspecified tenses.

This paper investigates the meaning of a specific intonation contour found in the Northern Australian language Iwaidja called Linear Lengthening Intonation (LLI). Using an experimental field work approach, we analysed approximately 4,000 utterances. We demonstrate that the semantics of LLI is broadly event-quantificational as well as temporally scalar. LLI imposes aspectual selectional restrictions on the verbs it combines with (they must be durative, i.e. cannot describe ‘punctual’, atomic events), and requires the event description effected by said verbs to exceed a contextually-determined relative scalar meaning (e.g., a ‘typical duration’ à la (Tatevosov 2008)). Iwaidja differs from other Northern Australian languages with similar intonation patterns (see e.g. (Bishop 2002: 2002; Simard 2013)), in that it does not seem to have any argument NP-related incremental or event scalar meaning. This suggests that LLI is a decidedly grammatical, language-specific device; not a purely iconic kind of expression (even though it also possibly has an iconic dimension).

This review paper aimed at reviewing English language teaching articles on EFL teachers’ perceptions, practices and challenges towards communicative language teaching. In this review, two ELT articles, which have been conducted on teachers’ perceptions, practices and challenges towards communicative language teaching in EFL classes, were reviewed in detail. While reviewing the articles, the researcher adapted Rideley’s (2008) checklist to evaluate elements of article. Thus, articles were reviewed by focusing on the title, abstract, introduction, research questions, objectives, research design, participants, sample and sampling techniques, data collecting instruments, methods of data analyses, findings and references based on the checklist provided above. The review revealed that the articles had clear objectives, researchable questions, appropriate methods and inevitable conclusions. They tried to answer the questions which were raised in each article, and the objectives went along with the overall research findings. The review, on the other hand, revealed that the participants in the articles were not representative so as to conclude and generalize the overall population by taking only few participants which were selected even by using non probability sampling.

Authors such as Schnoebelen (2012: 12) suggest that in some languages (cf. Navajo) certain dependent clauses are frequently used independently to “mark emotional evaluation and background information”. Evans (2007) uses the term insubordination to refer to this phenomenon. Our study focuses on a particular insubordinate construction introduced by the sequence ni que in Spanish, as in the example [¡Una carta cada día!] Ni que yo fuese Umbral. (CORPES 100), used as an independent clause with a sociopragmatic meaning which is different from that of its subordinate counterpart (cf. No escribiría una carta cada día ni que yo fuese Umbral). Our research questions ask about the potential for ni que to be used as a discourse marker fulfilling an expressive function when it introduces this type of construction, and the derived hypothesis is then oriented to test whether Schnoebelen's (2012) observation about insubordinate constructions applies also to this Spanish construction. In order to test this hypothesis, we performed a functional-discourse analysis of more than 2000 concordances (and their extended contexts) in Mark Davies' Corpus del Español and the Real Academia CORPES XXI. Our findings show that the insubordinate construction differs in function and meaning from its subordinate counterpart, the former fulfilling a stronger emotive function, often combined with other discourse-pragmatic functions, such as evaluation or the organization of discourse.

The bonds of England and the UAE date back to over 220 years ago. This article explores the interference of Arabic prepositions in the English used in the United Arab Emirates (UAE), and their occurrences in light of gender and level of education, two important social variables related to linguistic behavior. To do so, participants will translate 20 sentences in Arabic into English as well as fill in 30 gaps in sentences in English with the missing prepositions. We will also experiment how musical intelligence may improve Emiratis’ performance regarding preposition. A study will be carried out to verify if participants from the experimental group, who will receive training on prepositions through music, obtains better results compared to the control group, who will receive training through a more traditional way (by listening to the instructor and repeating).

Background: This paper investigates the statistical relationship between bilingualism and the Onset Age (OA) of AD and MCI across a clinical sample, consisting of 580 Alzheimer's Disease (AD) subjects and 1264 Mild Cognitive Impairment (MCI) subjects, via a statistical analysis conducted on the sample retrieved from the Alzheimer's Disease Neuroimaging Initiative (ADNI) dataset. Method: To investigate whether bilingualism has any correlation with the OAs of AD or MCI subjects, our study leverages the full potential of the ADNI dataset, a dataset that covers both the OA and the bilingualism status of both the AD and MCI subjects. Prior to performing any meaningful statistical analysis, a regression model and a probabilistic model were developed in parallel to fill in the missing OA and bilingualism values. A simple least-square regression model that consists of an independent variable of registered age for Mini-Mental State Examination (MMSE) score was used to estimate the OA of the AD and MCI subjects in the ADNI dataset. After filling in the missing OA values, the number of subjects relevant for the statistical analysis increased from 816 (AD: 371, MCI: 445) to 1844 (AD: 580, MCI: 1264), which greatly enlarged the representation of the AD and MCI sample in the ADNI population. With increased sample size, a novel probabilistic classification model was introduced to infer an ADNI subject’s bilingualism when relevant demographic information and deterministic outcome were not readily available from the ADNI dataset. The weighted average OA for the bilinguals and the monolinguals was then computed, where the weights for the probabilistic labels were assigned based on the percentage of bilingualism in the general US population. Finally, a statistical analysis was performed to test whether any statistically significant correlation exists between the OA and the bilingualism of the AD and MCI subjects within the ADNI dataset. Findings: Our preliminary study demonstrates no significant statistical difference between the OA of the bilinguals and the monolinguals within the ADNI dataset. Thus, the monolingual speakers within the ADNI dataset do not statistically manifest earlier onset, as compared to the bilingual speakers, which is slightly inconsistent with some earlier statistical findings that bilingual speakers enjoy certain distinctive advantages, such as late onset of AD, as compared to monolingual counterparts.

This paper presents a quantitative approach to poetry, based on the use of several statistical measures (entropy, informational energy, N-gram, etc.) applied to a few characteristic English writings. We found that English language changes its entropy as time passes, and that entropy depends on the language used and on the author. In order to compare two similar texts, we were able to introduce a statistical method to asses the information entropy between two texts. We also introduced a method of computing the average information conveyed by a group of letters about the next letter in the text. We found a formula for computing the Shannon language entropy and we introduced the concept of N-gram informational energy of a poetry. We also constructed a neural network, which is able to generate Byron-type poetry and to analyze the information proximity to the genuine Byron poetry.

Globalization has had an impact on the education system in the UAE, where increased use of bilingual curriculum (Arabic-English) is held in high regard. Nevertheless, literacy among Emirati children and teenagers remains low. This study uses a 15-item, open-ended questionnaire completed by Emirati parents and an 8-item, open-ended questionnaire completed by Emirati primary school children from 8 to 11 years of age, and compares the translation of The Little prince into Modern Standard Arabic (MSA) and into the Emirati dialect. The results suggest that not only the Emirati dialect, but any Arabic dialect (in its respective Arab country) could be used in primary schools to motivate children to read in Arabic and bridge the gap between their spoken language (dialect) and formal written Arabic. Not only must an Arab child learn how to read, but also, they have to understand a very formal language system that they are not used to speaking at home, i.e., Modern Standard Arabic (MSA). Having books in their own dialects may make children more interested in reading, as they can understand them more easily.

As a behavior of bilingual individuals and an indispensable part of bilingual speech, code-switching has been investigated by many researchers. However, there are many variables influencing code-switching, and each variable has the potential to be a confounding variable. Among these variables is the gender; however, whether there are significant gender differences and what are the gender differences in code-switching remains unknown for Mandarin Mandarin-English child bilinguals, as previous literature diverse on the existence of gender differences. Therefore, this paper seeks potential code-switching and distribution of code-switching by quantitative analysis of speech data in Singapore Bilingual Corpus. The results indicate that gender differences are significant in the amount of intra code-switching. However, neither considerable gender difference is observed in the amount of inter nor the code-switching related environment.

We present a novel approach for adapting text written in standard Finnish to different dialects. We experiment with character level NMT models both by using a multi-dialectal and transfer learning approaches. The models are tested with over 20 different dialects. The results seem to favor transfer learning, although not strongly over the multi-dialectal approach. We study the influence dialectal adaptation has on perceived creativity of computer generated poetry. Our results suggest that the more the dialect deviates from the standard Finnish, the lower scores people tend to give on an existing evaluation metric. However, on a word association test, people associate creativity and originality more with dialect and fluency more with standard Finnish.

This study attempts to classify compound words on the basis of Cognitive Linguistics and compares their usage trends using Computational Linguistics. Using Noam Chomsky’s concept of deep and surface structures of a sentence, Lees treated compound words, not as separate units but as a kind of embedded sentences and hinted for possible presence of deep and surface structures in compound words, which this study tries to investigate. Then on the basis of the Idealized Cognitive Model proposed by Lakoff and Fauconnier, compound words have been classified into transparent, opaque and counterintuitive compound words. Using Google Books Corpus, this study also compares their usage trends. This is done using usage frequency, defined in this work, which is analogous to productivity for affixed words calculated by G.E.Booij. Each class of compound word formed on the basis of ICM is found to have different usage frequency. The possible reasons for this are discussed.

The paper investigates the issues of transliteration of Russian toponyms in a city environment and studies the efficiency of the Technical Reference Manual for the Standardization of Geographical Names published by the United Nations group of experts. The paper demonstrates the feasibility of the UN and Russian official transliteration standards and compares the suggested theoretical models with the practical applications found on the street signs, labels, maps, and other sources of navigation. The author presents a comprehensive account of practical transcription methods used in Moscow and offers a solution to a number of issues and discrepancies between popular transliteration models and their real-life application.

Aim: The paper aims at defining the role of abductive reasoning in the reader’s interpretation of English fiction narrative text. Three research questions are defined as follows: (1) what is the nature of sign interpretation in its application to textual analysis? (2) what linguistic factors determine the use of abduction in the interpretation of signs? (3) how to apply abductive reasoning in the process of reading and interpretation in EFL teaching practice? Abduction is viewed here as a type of reasoning in the three-componential semiotic model of argument and as a deductive hypothesis, responsible for implicit meaning processing (Charles Peirce). Materials and Methods: The paper states the four-stage process of abduction to be a basic inquiry method of the reader on his way to fiction world interpretation. By providing a step-by-step analysis of patterns of abductive reasoning in a short story “Happy Endings” by Margaret Atwood, the paper conducts a textual analysis of narratives in terms of subjectivity theory of communication, reflecting the mechanisms of reader’s manipulation with information as a dynamic semiotic process of interpretation, limited by habit (final interpretant). Results: of the research of the mental operations employed by the reader while processing textual information proved a strong interrelation of reading with writing, and mental sub-processes and operations. As the empirical research shows, the process of conceptualization demands a higher level of cognitive maturity on the part of the reader/writer, as it presupposes “knowledge transforming” operations as opposed to “knowledge telling” strategy (Paltridge et. al. 2009: 20). To represent this process schematically, scholars assign the reader/interpretant the central role in the process of triadic sign interpretation, as he makes the further interpretation possible by a reference to the environment (Scheibmayer 2004: 305). The interpretant (I) and Representamen (R1) refer to the same object (O); as Representamen (R2) stands in the same relation to object, represented by Representamen (R1) and to the system (O2), where it acquires the functions of the observer (Sonnenhauser, 2008: 331). Conclusions: The conclusions coming from this research lead to the recognition of the second-level (or third level) observer as a source of subjectivity. And subjectivity, in its turn, arises from the difference in interpretation of signs recognized and established by the observer (Maturana & Varela, 1980). Thus, the process of differentiation by the observer is expected to fix the possible existence of other meanings, produced by the relations of the interpretant to the environment. This is the notion of thirdness. And, therefore, “sign situation”, plays the role of marking the pairs of differentiation in semiotic interpretation of signs. And it is this differential potential of indexical components of signs, and not their relatedness of meaning, which makes communication dynamic.

This theoretical paper continues a spectrum of research on sign character of narrative discourse on the background of modern post-classical theory of narrativity. It aims to uncover the relationships between the meaning of the narrative text and a sign signitication, assuming an intentional character of the narrative discourse governed by telic aspects (global semiotics). Global semiotic approach (Thomas Sebeok, 2001) views a narrative discourse as a self-organizing entity with purposeful (telic) character of all its constituent parts which turn a static text into a dynamic whole in the process of reading/perception/interpretation. The key notion for analysis of emergency is the term Umwelt (Jakob von Uexküll) to denote the perceptional world in which an organism (and a human) exists and acts as a subject. Therefore, Umwelt represents human’s perceptual boundary, which modifies the surrounding in accordance with the human’s subjective perspective. As Umwelt can be attributed to both biological and abiotic texts, meaning creation in the narrative discourse is compared to a semiotic study of comparative Umwelten (Cobley, 2014) where narrative is defined as a modeling device for the world creation through embodied subjectivity. It has been confirmed, that stressing on the subjective sphere of information eхchange and processing from the position of global semiotics necessitates introduction of basic principles of biosemiotics (i.e. semiotic scaffolding etc.) and teleology (i.e. cause, purpose, result) to analysis of narrative discourse and it constitutes the perspectives for further research in this domain.

What are relevant levels of description when investigating human language? How are these levels connected to each other? Does one description yield smoothly into the next one such that different models lie naturally along a hierarchy containing each other? Or, instead, are there sharp transitions between one description and the next, such that to gain a little bit accuracy it is necessary to change our framework radically? Do different levels describe the same linguistic aspects with increasing (or decreasing) accuracy? Historically, answers to these questions were guided by intuition and resulted in subfields of study, from phonetics to syntax and semantics. Need for research at each level is acknowledged, but seldom are these different aspects brought together (with notable exceptions). Here we propose a methodology to inspect empirical corpora systematically, and to extract from them, blindly, relevant phenomenological scales and interactions between them. Our methodology is rigorously grounded in information theory, multi-objective optimization, and statistical physics. Salient levels of linguistic description are readily interpretable in terms of energies, entropies, phase transitions, or criticality. Our results suggest a critical point in the description of human language, indicating that several complementary models are simultaneously necessary (and unavoidable) to describe it.

Research has shown that second language reading is the bridge that leads to developing otherlanguage skills such as speaking, writing, and vocabulary acquisition. Hence, the present studyaimed to explore adult language learners’ perspectives regarding the most effective andbeneficial reading strategies that can be used to develop their reading competency. Using aqualitative research method, the study examined what specific reading strategies languagelearners believe is effective in developing their reading skills. Analysis of the focus groupsrevealed five different reading strategies mentioned by the participants. These strategies were:Reading Aloud, Silent Reading, Shared Reading, Scanning or Skimming, and Timed Reading. Findings suggest that understanding the use of different reading strategies is important, solanguage teachers need to devote more learning time to introduce reading strategies during ESL classes.

This paper provides a systematic review of the research around teaching English as a second or foreign language over the last ten years. The review aims to help second and foreign language researchers to recognize the trends that have impacted English teaching and learning research. More than 400 articles from four leading journals (TESOL Journal, TESOL Quarterly, ELT Journal, and Second Language Research) were reviewed to examine the trends and method that were used. The findings suggested that the research interests in the TESOL field have changed as many topics and trends have risen based on students’ academic and social needs. Topics such as teaching methodology, digital literacy, and using technology to teach English have dominated the research during the last decade.

The purpose of this systematic review is to provide second language acquisition (SLA) researchers with an overview of research trends in this field in the last ten years (2009-2019). In doing so, three international peer-reviewed journals, Studies in Second Language Acquisition, Language Teaching Research, and The Modern Language Journal, were selected. 150 articles were systematically selected and analyzed. The analysis of data resulted in identifying six descriptive themes. Results showed that some areas of second language acquisition still need further exploration while some areas are of great interest for researchers. Some suggestions for future research as well as implications of the study were discussed in detail.

We assemble a set of methodologies using theories in variationist linguistic and GIScience, and tools used in historical GIS to analyse spatial variation in Japanese dialectal lexicon. Based on historical dialect atlas data, we calculate a linguistic distance matrix across survey localities. The linguistic variation expressed through this distance is contrasted with several distance based measurements utilised to estimate the potential of language contact across Japan historically and at present. Besides, administrative boundaries are tested for their separation effect. Aggregate association measures within linguistic variation can challenge previous notions of dialect area formation. Depending on local geographies in spatial subsets, great circle distance, travel distance and travel times explain a similar proportion of the variance in dialectal variation despite the limitations of the latter two. While they explain the majority, two further contact estimations have lower explanatory power: least cost paths implemented to model contact before the industrial revolution, based on DEM and seafaring, and a linguistic influence index based on the law of gravity. Historical domain boundaries and present day prefecture boundaries are found to have a substantial effect on dialectal variation. However, the interplay of boundaries and distance is yet to be identified. We claim that a similar methodology can address spatial variation in other digital humanities, given a similar spatial and attribute granularity.

This paper discusses the metonymic uses of the greek deictic adverbs εδώ [here] and εκεί [there] in the language of politics. The paper draws examples from political speeches which taken place in the Hellenic Parliament during 2011 and discussed the financial situation of Greece during that time. The paper discusses the multiple senses of these deictic adverbs and suggests that the temporal and spatial denotations of εδώ and εκεί are subject to image schemas. It is argued that the image schemas in which εδώ and εκεί are rooted have a metonymic basis. The paper also suggests that the spatio-temporal senses of εδώ and εκεί go beyond their deictic function due to their metonymic basis.

When using computer-aided translation systems in a typical, professional translation workflow, there are several stages at which there is room for improvement. The SCATE (Smart Computer-Aided Translation Environment) project investigated several of these aspects, both from a human-computer interaction point of view, as well as from a purely technological side. This paper describes the SCATE research with respect to improved fuzzy matching, parallel treebanks, the integration of translation memories with machine translation, quality estimation, terminology extraction from comparable texts, the use of speech recognition in the translation process, and human computer interaction and interface design for the professional translation environment. For each of these topics, we describe the experiments we performed and the conclusions drawn, providing an overview of the highlights of the entire SCATE project.

Inspired by recent work of Fink, Reeves, Palma and Farr [1] on innovation in language, gastronomy, and technology, I study how new symbol discovery manifests itself in terms of additional "word" vocabulary being available from dictionaries generated from a finite number of symbols. Several distinct dictionary generation models are investigated using numerical simulation, with emphasis on the scaling of knowledge as dictionary generators and parameters are varied, and the role of which order the symbols are discovered in.

Studies in the area of cross-linguistic influence (CLI) have attracted the focus of multi-linguistic learners. However, little research on CLI deals with Asian learners, particularly Chinese-speaker with knowledge of two or more foreign languages. The present study explores CLI in L1 Chinese learners with both English (L2) and Spanish (L3) as foreign languages who are studying in Madrid, a Spanish-speaking community; their studies coincided with data collection. English learners were instructed to speak for analysis purposes, with the following aims: (i) to observe the most frequent category (functional transfer, code-switching, borrowing and coinage) in the CLI instances; (ii) to determine the source language of CLI; (iii) to investigate whether CLI factors, including language distance, L2 status, proficiency and recency of use, intervene in the appearance of CLI instances in the participants. Data was gathered from 16 female Chinese students at Complutense University of Madrid (UCM). These were master students aged 22 to 26, who visited Spain for more than 5 months when they participated in the present study. The instrument used was an English semi-structured interview. Results primarily reveal that (a) borrowing is the most prevalent category, accounting for 70% of the CLI instances; (b) Spanish is the main source language of CLI while Chinese plays a functional role in the transfer process; (c) language distance proves to be the strongest predictor of CLI.

This paper provides the solution to understanding the hitherto unknown writing system used for the manuscript listed as MS 408 at the Beinecke Library, Yale University. The writing system uses symbols, punctuation, grammar and language that are each unique. The manuscript is not encrypted, in the sense that its author made an effort to conceal the contents of the manuscript, as has been presumed by some scholars. Instead, it is code only in the sense that the modern reader needs to be versed in the calligraphic and linguistic rules to be able to translate and read the texts. Furthermore, in discovering its writing system, it became apparent that the manuscript is of invaluable importance to the study of the evolution of the Romance languages and the scheme of Italic letters and associated punctuation marks now commonplace in those and other modern languages. In short; it is revealed to be the only known document both written in Vulgar Latin, or proto-Romance, and using proto-Italic symbols. The original title for the manuscript, given by its female author, is: What one needs to be sure to acquire for the evils set in one’s fate. It is a book offering homeopathic advice and instruction to women of court on matters of the heart, of sexual congress, of reproduction, of motherhood and of the physical and emotional complications that can arise along the way through life. The manuscript has now been dated to the year 1444 and the location of its creation has been pinpointed to the court of Castello Aragonese, on the island of Ischia: as expounded in the companion paper Linguistically Dating and Locating Manuscript MS408: http://ling.auf.net/lingbuzz/003808.

Within the fields of English for Academic Purposes (EAP) and English for Research Publication Purposes (ERPP), there is an unquestioned orthodoxy that scholars with English as an Additional Language (EAL) are particularly disadvantaged by the pressure to publish in English (though see Kuteeva 2015 and debate between Hyland 2016a, 2016b and Politzer-Ahlesa et al. 2016). In this paper, I challenge this orthodoxy, raising questions about the evidence upon which it is based. Within a framework of ‘verbal hygiene’ (Cameron 1995, 2012), I will argue that the attention accorded to ‘non-nativeness’ may be disproportionate to its significance for publication success. I conclude by proposing some reorientations for researchers and practitioners in the field that centre on broadening the scope to encompass non-linguistic structures of inequity.

Statistics of languages are calculated by counting characters, words, sentences, word rankings. Some of these random variables are also the main “ingredients” of classical readability formulae. Revisiting the readability formula of Italian, known as GULPEASE, shows that of the two terms that determine the readability index G – the semantic index G_C, proportional to the number of characters per word, and the syntactic index G_F, proportional to the reciprocal of the number of words per sentence −, G_F is dominant because G_C is, in practice, constant for any author throughout seven centuries of Italian Literature. Each author can modulate the length of sentences more freely than he can do with the length of words, and in different ways from author to author. For any author, any couple of text variables can be modelled by a linear relationship y=mx, but with different slope m from author to author, except for the relationship between characters and words, which is unique for all. The most important relationship found in the paper is, in author’s opinion, that between the short−term memory capacity, described by Miller’s “7∓2 law”, and the word interval, a new random variable defined as the average number of words between two successive punctuation marks. The word interval can be converted into a time interval through the average reading speed. The word interval is spread in the same of Miller’s law, and the time interval is spread in the same range of short−term memory response times. The connection between the word interval (and time interval) and short−term memory appears, at least empirically, justified and natural, and should further investigated. Technical and scientific writings (papers, essays etc.) ask more to their readers. A preliminary investigation of these texts shows clear differences: words are on the average longer, the readability index G is lower, word and time intervals are longer. Future work done on ancient languages, such as Greek or Latin, could bring us a flavor of the short term−memory features of these ancient readers.

One of the most pivotal challenges that learners may face, during foreign language learning, is building a reliable lexicon. Insufficient vocabulary knowledge may put serious obstacles in the foreign language learning process. Thus, students need to equip themselves with different strategies to cope with these difficulties. Translation equivalence (TE) is one of these strategies. Since the success or failure of any vocabulary learning strategy depends on two main factors: developing the learners’ vocabulary knowledge and the extent of difficulty or ease with which the learner acquires new words, this research aims at investigating the impact of this strategy on EFL learners’ vocabulary knowledge and word learnability. 258 Tunisian 9^th graders participated in this project. Two vocabulary recognition tests, one using translation equivalence and the other using only-English strategies, were used to test the hypotheses. Different statistical tests and techniques were employed to analyze data. Findings showed that TE has a positive impact on learners’ vocabulary knowledge and revealed that students, at this level of proficiency, learn vocabulary through translation better than any other strategy using only English.

Despite the rapid adoption of bilingual programs (English-Chinese) in China's higher education institutions (HEIs), concerns have been raised on perceived language hindrance to students’ academic comprehension and then performance. In response to this, this paper investigates the effects of bilingual instruction on content-based learning and provides empirical evidence after testing related influential factors in bilingual environment. Analyzing a sample of 498 undergraduate students enrolling in a fundamental business course in a sample university in China, we find insignificant statistical difference in students' academic performance between bilingual and L1 classes. We attribute this to the English language support provided by the university and show that learning competence can help students to minimize language barrier and furthermore solve the common learning problems confronted by both bilingual and L1 students. Overall, our paper aims to identify key determinants of students' academic performance in bilingual instruction and provide policy implication for developing desirable bilingual programs in HEIs.

The chapter presents the current state of research concerning the development of the BE + past participle constructions from Latin to Spanish. Starting from the description in Rosemeyer (2014) and the theoretical background collated in Kailuweit & Rosemeyer (2015), it will be shown that the functional change does not follow traditional grammaticalisation paths. Several concepts that deal with cases contradicting traditional grammaticalisation theory will be discussed. ‘Exaption’ (Lass 1990, 1997) focussing on total defunctionalisation does not account for the fact that the resultative value of the BE + past participle construction, marginal in Latin, becomes central in Mediaeval Spanish. ‘Refunctionalisation’ Smith (2008) captures this aspect in a more appropriate way. However, the development of the construction could be also conceived as the opposite of what Pountain (2000) describes as ‘capitalisation’: a process of ‘decapitalisation’ by which a feature is exploited not for wider, but for more restricted purposes.

The aim of this study was to investigate the effect of discoursal approach on Iranian intermediate EFL learners’ reading comprehension ability. Quick Placement Test (QPT) was used to select 60 intermediate EFL learners as the participants of this study. Then, they were randomly divided into experimental and control groups. Each consisted of 30 learners. Prior to the treatment, the participants of both groups were given a pretest to ensure their reading comprehension. The experimental group was exposed to the Hymes’ model. In the control group the researcher used placebo for teaching reading skill. Then a posttest was administered to both groups. An Independent samples t-test between posttests of the study and a paired-samples t-test between the pretest and posttest of the groups of the study were run. The results of the study revealed and emphasized that the Hymes’ model improved the learners’ reading comprehension.

This short paper raises and answers a question related to orthographic lexicography in general and its reference to efforts in making contemporary dictionary portals. As orthographic dictionaries have not yet been researched as a specialized lexicographic variety, part of their metalexicographic description in those European languages that have online normative orthographic dictionaries is presented. Metalexicographic elements that are analyzed were chosen from the perspective of casual and professional users and online dictionary visitors. Regardless of the fact that this is a specific kind of dictionary, as well as of the fact that European orthographic tradition and practice is quite heterogeneous, the belief that the European Dictionary Portal should also include available online orthographic dictionaries is defended. An argument in favor of this could contribute to an awareness of the importance of orthography for online dictionary users, even in those languages whose written form greatly corresponds to the spoken form.

This work describes the orthographic content in grammars of European languages in the 17th and the 18th century. Reviewed were 17 grammars for 7 languages in Rationalism, 15 grammars for 11 languages in the Enlightenment, and 12 Latin orthographies. As for orthographic entities in the broader sense (orthography as a way to write down speech), our starting point were orthographic grapheme units which are contrasted to meaning (i.e. orthographic entities in the narrower sense, e.g. punctuation). Contrary to the traditional description which focused on spelling, this work observes the beginnings of orthographic content in grammars and its development into an autonomous language phenomenon and norm. The strong connection between orthography and grammar is described and it is established that, from the diachronic point of view, orthography cannot be integrally reviewed without studying the grammatical teachings.

This paper researches the as yet unstudied topic of orthographic content in antique, medieval, and Renaissance grammar books in European languages, as part of a wider research of the origin of orthographic standards in European languages. As a central place for teachings about language, grammar books contained orthographic instructions from the very beginning, and such practice continued also in later periods. Understanding the function, content, and orthographic forms in the past provides for a better description of the nature of the orthographic standard in the present. The evolution of grammatographic practice clearly shows the continuity of development of orthographic content from a constituent of grammar studies through the littera unit gradually to an independent unit, then into annexed orthographic sections, and later into separate orthographic manuals. 5 antique, 22 Latin, and 17 vernacular grammars were analyzed, describing 19 European languages. The research methodology is based on distinguishing orthographic content in the narrower sense (grapheme to meaning) from the broader sense (grapheme to phoneme). In this way, the function of orthographic description was established separately from the study of spelling. As for the traditional description of orthographic content in the broader sense in old grammar books, it is shown that orthographic content can also be studied within the grammatographic framework of a specific period, similar to the description of morphology or syntax. We found that 4 out of 5 antique, 11 out of 22 Latin and 5 out of 17 vernacular grammarians describe orthographic content in the narrower sense.

This paper discusses the impact of orthographic manuals on the state of literacy, i.e. the relation of orthographic literacy and orthographic standardisation. The established hypothesis claims that frequent changes of orthographic rules during the pupils’ primary and secondary education do not have any considerable impact on their orthographic habits. In other words, the quantity of orthographic mistakes observed during a longer period of time and in conditions of changed orthographic rules would not show significant oscillations in their spelling. In order to confirm the hypothesis, a questionnaire was conducted encompassing 41 tests among 526 students of a technical study programme during four consecutive academic years, pursuant to whose results a writing uniformity index and a categorisation of orthographic controversy into six classes is established. The Croatian language has been selected for the observation due to multiple orthographic changes in the last 30 years in the three major orthographic points: writing of the covered r, writing of d and t in front of c and č in declination of words ending in -tak, -tac, -dak and -dac, and the issue of compound or separate spelling of the negation particle and the auxiliary biti (to be). Moreover, the paper methodologically and quantitatively establishes criteria according to which the second established hypothesis on evolutionary orthographic literacy can be confirmed. The conclusions are expected to be able to contribute to the better understanding of orthographic planning and application of orthographic norms in schools.

Humanity, culture, societal development and language issues are mutually reinforcing much as they are intricately interwoven in a non-ceasing dynamic interrelationships within the matrix defined by language standardization or development, acquisition and use that mostly take up central place as unifying and propelling forces in language discourse. Within the confines of globalization which is neither homogenization nor convergence; but the beginning of drawing on the strength of indigenous capabilities to create knowledge ecology that would enliven socio-economic and scientific development of the world in far reaching interconnectivities and relationships across every clime, issues pertaining to language development, acquisition and use become imperative. It is against this background that this paper examines the development/standardization, acquisition and use of Esan language as one of several Nigerian indigenous languages to promote scientific and technological development through knowledge creation, preservation and dissemination. The obsession of using western model and epistemological outlook to achieve appropriate scientific and technological development to the utter neglect of home grown and culturally distilled efforts were also examined. In the light of the dare consequences and the harsh conditions globalization imposes on developing nations, this paper highlights standardization and use of indigenous languages in chatting appropriate trajectory for effectual developmental efforts in fast shrinking contemporary world.

The combination of increased pressures for high-volume, high-impact publications in English language with the high rejection rates of submitted manuscripts for publications presents an often unsurpassable obstacle for (early career) researchers. At the same, the register requirements of peer-reviewed journals -that can contribute to whether a paper is accepted for publication- has received little attention. This paper redresses this gap, by investigating the linguistic choices in 60 published manuscripts in four journals, with impact factor (IF) above 2; all 4 journals, publish original research papers in the field of chemical engineering science and specifically focus on wastewater treatment. Our survey shows that chemical engineering research publications tend to comply to a set of unwritten requirements: multidisciplinarity, brevity, co-authorship, focus on the description of practical results (rather than methods), and awareness of non-specialised audiences. It is found that less discipline-specific vocabulary was used in higher IF journals and this is interpreted within the current context of manuscript publication and consumption. Also, a complex relationship between the advertised scope of each journal and the actual published papers exists, indicating that guide for authors and aims and objective published by the journal's editorial office should be critically evaluated.

Conversational spoken dialogue systems that interact with the user rather than merely reading text can be equipped with hesitations to manage the dialogue flow and the users' attention. Based on a series of empirical studies, we built an elaborated hesitation synthesis strategy for dialogue systems that inserts hesitations of scalable extent wherever needed in the ongoing utterance. So far, evaluations of hesitating systems have shown that synthesis quality is affected negatively by hesitations, but that there is improvement in interaction quality. We argue that due to its conversational nature, hesitation synthesis needs interactive evaluation rather than traditional MOS-based questionnaires. To prove this point, we dually evaluate our system’s speech synthesis component: on the one hand, linked to the dialogue system evaluation, on the other hand, in the traditional MOS way. This way we are able to analyze and discuss differences that arise due to the evaluation methodology. Our results suggest that MOS scales are not sufficient to assess speech synthesis quality, which has implications for future research that are discussed in this paper. Furthermore, our results indicate that hesitations work well to increase task performance and that an elaborated strategy is necessary to avoid likability issues.

The choice associated with words is a fundamental property of natural languages. It lies at the heart of quantitative linguistics, computational linguistics, and language sciences more generally. Information-theory gives us tools at hand to measure precisely the average amount of choice associated with words—the word entropy. Here we use three parallel corpora—encompassing ca. 450 million words in 1916 texts and 1259 languages—to tackle some of the major conceptual and practical problems of word entropy estimation: dependence on text size, register, style and estimation method, as well as non-independence of words in co-text. We present three main results: 1) a text size of 50K tokens is sufficient for word entropies to stabilize throughout the text, 2) across languages of the world, word entropies display a unimodal distribution that is skewed to the right. This suggests that there is a trade-off between the learnability and expressivity of words across languages of the world. 3) There is a strong linear relationship between unigram entropies and entropy rates, suggesting that they are inherently linked. We discuss the implications of these results for studying the diversity and evolution of languages from an information-theoretic point of view.