Language Components Research Articles

On Ronald Langacker’s Semanticocentrism

Ray Jackendoff understands that Noam Chomsky’s linguistic models distort the nature of language due to its ‘syntactocentrism.’ Coined by Jackendoff, this term means Chomsky’s assumption that the syntactic component of language is central while the phonological and semantic components are merely interpretive. Jackendoff also states that since the 1970s many researchers have made a mistake opposite to Chomsky’s, by denying that syntax has a relevant role in grammar. Considering such a scenario, this paper analyzes Ronald Langacker’s cognitive grammar, in which syntax is replaced by semantics as the central linguistic component. The goal is to show how Langacker misrepresented language structure by doing so.

Micro- and Macrostructural Language Features in Vertebrobasilar or Carotid System Stroke Without Diagnosis of Aphasia.

This study aimed to investigate the macro- and microstructural features of language in patients with ischemic stroke without aphasia. Participants were grouped according to arterial system damage and given the Aphasia Language Assessment Test (ADD) to detect aphasia. A narrative sample was obtained and analyzed for macrostructural and microstructural features of the language. The study sample consisted of 31 participants with ischemic stroke (15 vertebrobasilar system [VBS] involvement and 16 carotid system [CS] involvement) and 31 healthy participants, totaling 62 individuals. The healthy control group scored higher than the stroke group on the microstructural feature type-token ratio and mean length of utterance in the narrative analysis and on the auditory comprehension, repetition, naming, grammar, speech act, and writing subtests in ADD. Effort behavior, errors, edits, repetitions, and pauses among microstructural features and uncertainty, filler expression, and anomia among macrostructural features were significantly higher in the vertebrobasilar and CS groups than in the healthy control group. The total ADD score and speech fluency and reading subtest scores were significantly higher in individuals with VBS damage than in individuals with CS lesions (p < .05). Language components may be impaired differently in patients with carotid and vertebrobasilar lesions. Speech and language disorders in individuals who have experienced cerebrovascular accidents should be evaluated in the subacute and chronic phases, and the therapeutic needs of patients with ischemic stroke should be determined, regardless of the presence of a clinical aphasia diagnosis.

Teaching Arabic Vocabulary Through Dialogue and Its Procedures for Learners of Arabic as a Foreign Language

Dialogue is one of the fundamental pillars of social life and an essential means of communication. It enables individuals to express their needs, desires, feelings, positions, problems, and methods for managing various aspects of their lives. Furthermore, dialogue fosters the development of ideas and experiences, facilitating expression, creativity, and participation in a civilized society. Through dialogue, communication and interaction with others occur. This study aims to explore effective methods for teaching the Arabic language through dialogue and its application to non-native speakers at the primary level at Mara University of Technology. Specifically, it will investigate whether dialogue aids students in acquiring vocabulary. Vocabulary is a crucial component of language, alongside sounds and structures. Teaching vocabulary is an essential part of foreign language programs, including Arabic. However, despite its significance, the learning and teaching of Arabic vocabulary to non-native learners face several challenges, contributing to their weaknesses in this area. Notes are statistically significant differences between two groups: those "using dialogue" and those "not using it" in learning Arabic vocabulary.

The effect of cerebellar lesıons on language in Turkısh speakıng indıvıduals

ABSTRACT Background The cerebellum is approximately 10% of the brain volume and is responsible for attention, language, emotion and cognitive functions. Linguistic processing difficulties and cognitive impairments may be observed in individuals with cerebellar lesions depending on the location and severity of the damage. There is no study evaluating language in Turkish-speaking individuals with cerebellar lesions. Objective To determine the differences in linguistic and visuospatial skills of Turkish speaking individuals with cerebellar lesions compared to control groups, including a right hemisphere lesion group and a healthy control group. Method Fifteen patients with cerebellar lesion (without hemispatial neglect and dysarthria), 15 patients with right hemisphere lesion due to right arter cerebri media (without hemispatial neglect) and 15 healthy control were included. To clarify the language impairment specific to cerebellar lesions, we also included individuals with right hemisphere lesions, which are typically assumed not to present with aphasia. The Language Assessment Test for Aphasia (ADD), Benton Judgment of Line Orientation Test, Benton Facial Recognition Test, Single Letter Deletion Test were used. The “Accident Scene” picture was used for collecting narrative speech samples. After a three group comparison a post-hoc pairwise analysis was performed. Results Among the microstructural parameters in the narrative language analysis, the effort ratio was significantly higher in the cerebellar lesion group compared to the healthy control group. Among the non-verbal cognitive tests, the Benton Facial Recognition Test score was significantly lower in the cerebellar and right hemisphere lesion group compared to the healthy control group. Total score, naming and grammar scores in the ADD test were significantly lower in the cerebellar lesion group compared with the healthy control group. There was no difference between cerebellar and right hemisphere lesions in terms of ADD score, ADD subtests and narrative parameters. Conclusion In Turkish-speaking individuals with cerebellar lesions, verbal productivity may be interrupted by effort behaviours, and standard aphasia assessment tests may reveal impaired grammar and naming performance without a diagnosis of aphasia. In addition to reduced efficiency in verbal production, facial recognition may be impaired. We found no difference between individuals with lesions in the cerebellum and right hemisphere. This suggests that ischemic damage may affect different components of language independently of the diagnosis of aphasia.

What About Language?: A Mixed Methods Examination of the Impact of Person-Centered Language on Students' Perceptions of Individuals Who Commit Sex Offenses.

Person-centered language is a well-known approach to reducing stigmatizing labels among marginalized groups. However, little research has explored person-centered language's impact in criminal justice classrooms. Utilizing a mixed-method research design, this study explores the impact of person-centered language on students' perceptions of persons convicted of sex offenses. The study used three sections of an online Sex Crimes course. The course sections were identical, except for the language used and awareness of person-centered language; the control group section did not utilize person-centered language, the second section utilized person-centered language, and the third section utilized person-centered language and was given an informational lecture on stigmatizing language. Quantitative data was collected from the Perceptions of Sex Offenders Scale at the beginning and end of the semester. Students' end-of-semester reflection papers served as the qualitative component. The findings suggest shifts in punitive attitudes toward sentencing and management for the group exposed to person-centered language and the informational lecture. These differences were not apparent for the other groups and subscales. While qualitative data provided a more in-depth understanding of students' perceptions, overall, exposure to person-centered language didn't seem to impact student perceptions. However, exposure alongside a lecture about person-centered language, seemingly had a more pronounced impact on students' perceptions, suggesting that transparency surrounding language and reducing stigma are important components of person-centered language. The findings have implications for using person-centered language for criminal justice pedagogical practices, as well as considerations beyond the classroom (e.g., program development and curricula).

The Role of the Symbol in the Formation of Plot

Along with its own component of the plot, the symbol can be considered as one of the active components in its construction, development and illuminating (clearing). The symbol, which initially acts as an image, realizes the dynamic development of the artistic text, the process of bringing the language components together and realizing the idea. In the article, the role of the symbol, which has a multifaceted and complex function within the plot, in the construction of the literary text, in revealing thoughts and ideas, and the author’s object and purpose is considered. At the same time, image-symbol relations, the function of the symbol in the literary text, and its relationship with other poetic categories are widely studied and analyzed.The artistic text manifests not only its poetic aspects, but also the historical and social conditions and the demands of the time. A symbol, as an artistic system, can be changed and get renewed from time to time in terms of idea-artistic vision in relation to time. In this, the symbolic function is performed by various means. One of the main means of determining the dynamic development in the process of establishing plot-symbol relations in a literary text is natural manifestations, events and objects. They are symbolized within the text; the construction of the plot allows the author’s position and idea to be revealed.In the research work, diverse function of the symbol in the formation of the plot is followed by referring to many theories and concepts, and based on the application of the scientific-theoretical literature available in this field to the artistic material, the main leading function of the symbol in the artistic text is revealed.In the article, with reference to the theoretical views of scientists V.F.Hegel, A.F. Losev, A. Potebnya, Y. M. Lotman, A.Auer, A. Avarentsev, A.V.Korpenko, P.D.Minichkin and others, analyzes are conducted by applying comparative-analysis, generalization research methods, and finally our thoughts and opinions are summarized.

Novice and Experienced Teachers’ Beliefs and Stated Attitudes About Oral Corrective Feedback

This study aims to investigate novice and experienced teachers’ stated beliefs and attitudes about oral corrective feedback (OCF) and the similarities and differences between them. Certain qualitative and quantitative research techniques were employed in this study to answer the research questions. Regarding qualitative design, some interviews were conducted to find out novice and experienced teachers’ stated beliefs about OCF. The quantitative part of the study is based on data collected through Situations for Error Correction (SEC) Simulation. The novice and experienced teachers were asked to write how they would respond to each situation and why they would respond that way. The aim of this tool was to identify the novice and experienced teachers’ stated attitudes. The results indicated that although there were some similarities between the novice and experienced teachers’ beliefs and attitudes about OCF, their OCF strategies and beliefs varied regarding correcting errors concerning language components.

Learning and using multiple languages: Experiences of adults with ADHD

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that impacts many areas of a person's life. So far little is known on how ADHD affects the learning and usage of additional languages. The present study investigates what potential challenges and benefits adults with ADHD experience in second language (L2) learning, and what strategies they have developed to offset ADHD-related differences in cognition and behaviour. As part of a larger questionnaire, 59 participants with ADHD provided written responses, answering questions on how ADHD has influenced their learning and use of multiple languages. After a multiple-step classification process, three overarching topics were identified: (1) the effects of cognition on language learning and use; (2) how different language components and language modalities are affected by ADHD; and (3) what language learning strategies adults with ADHD apply. In our analysis, we present authentic quotes from individuals with ADHD and place them into the larger context of research on neurodivergence and L2 acquisition. Our results highlight the great heterogeneity in learning experiences and pathways in adults with ADHD. Interestingly, many respondents embrace their neurodiversity and develop individual strategies to enhance L2 proficiency. Our research aims to contribute to a better understanding of multilingualism within neurodiverse populations.

Effective Methods of Teaching Russian as a Foreign Language to Undergraduate Students

This article considers the process of formation of communication skills in Russian language among undergraduate students. The subject of the study is the conversation, and the effectiveness of exercises aimed at the development of communicative skills. Using the method of observation of students’ activity during the educational process, the results of the study showed that the use of various language components that were integrated into the task, contributed to a significant improvement in students’ communication skills. Russian vocabulary components proved effective in teaching Russian as a foreign language, this approach is recommended for wide application in educational practice.

UMA ANÁLISE SOBRE A ÓTICA DA LINGUÍSTICA APLICADA DA OBRA 8 JEITOS DE MUDAR O MUNDO PARA CRIANÇAS: UTILIDADE PARA A SALA DE AULA DO ENSINO FUNDAMENTAL II

This study aims to analyze the book 8 Jeitos De Mudar O Mundo for children, in analogy from the perspective of applied linguistics, highlighting its mannerisms and uses for elementary school II, pointing out literary aspects such as its textual genre and its diversity of themes. In these investigations, applications for the Portuguese language component will be exposed, recommending the practices of the precepts of linguistics applied in a broad and diverse way, interacting with other areas of knowledge and cooperating dynamically in the production of knowledge. Educators must have teaching material at hand that supports this mission, enabling a more complete and assertive study, which efficiently puts theory into practice, developing it in countless learning situations. Strengthening speech and writing in relationships in the classroom and beyond. Providing reflection inherent to the teaching situation at school, which elucidates the scenario of the teaching-learning process related to the improvement and resourcefulness of the student's speech and writing, highlighting the importance of these skills for social insertion and for articulating transformations in the life of this citizen. It is up to the professor to lead the individual and collective maturation of students in favor of the full mastery of these skills.

Implicit and Explicit Sequence Learning in Adults With Developmental Language Disorder.

Developmental language disorder (DLD) is a neurodevelopmental disorder that impacts approximately 7% of the population and is characterized by unexplained deficits in expressive and/or receptive components of language. A common procedural learning task, serial reaction time (SRT), has been used to develop models of the basis of DLD. However, paradigms involve differing levels of implicit and explicit learning during this task, muddying interpretations of the data. Here, we tested adults with DLD on implicit and explicit SRT tasks to better understand implicit and explicit procedural learning in this population. We hypothesized that adults with DLD would demonstrate reduced learning on only the implicit SRT task, as alternate explicit neural mechanisms could lead to equivalent performance on the explicit task. Fifty participants (25 with DLD and 25 with typical language) completed implicit and explicit SRT tasks, measuring their ability to learn visually presented 10-element sequences. Group differences were evaluated on sequence learning, error rates, and explicit recall of the sequence after learning. Sequence learning was the same between the groups on both tasks. However, individuals with DLD showed increased errors and significantly worse recall of the explicitly learned sequence. Results suggest that sequence learning may be intact in this population, while aspects of explicit learning and motoric responses are impaired. Results are interpreted in light of a neurobiological model of DLD. https://doi.org/10.23641/asha.26210651.

Components of Mathematical Language and Mathematical Ability in 5-Year-Old Dual Language Learners

ABSTRACT A growing body of research suggests that children’s understanding of mathematical language is critical for their mathematical abilities. Most of this work has been restricted to single language learners (i.e., SLLs), and used dual language learners (i.e., DLLs) as an exclusion criterion, raising questions about the generalizability of these findings to DLLs. This is particularly important given the observed differences in the association between general language and mathematics for DLLs as compared to SLLs. In our study, conducted in Belgium, we therefore investigated the associations between components of mathematical language and different mathematical abilities in 75 DLLs and compared them to 75 age- and sex-matched SLLs (M age = 4 years 8 months; 33 females in each group). Unfortunately, the two groups could not be matched on socioeconomic status (i.e., SES), and SES-levels of the parents of DLLs were significantly lower than SES-levels of SLLs. We assessed children’s quantitative and spatial language, their mathematical abilities (numerical competencies, geometry, and measurement), as well as their general vocabulary and spatial skills. All children, including DLLs, were only tested in the language of instruction (i.e., Dutch) in which DLLs exhibited varying levels of proficiency. Results revealed that DLLs obtained lower scores than SLLs in quantitative and spatial language, mathematical abilities, general vocabulary, but not in spatial skills. Associations between components of mathematical language and mathematical abilities were similar across DLLs and SLLs, except for the relation between spatial language and geometry, which was weaker in DLLs.

A Note on the Language Components of Aphasia

This study investigated the specific language deficits observed in persons with aphasia through a theoretical analysis of some of the classic and more recent literature in the field. The study used a systematic search and subsequent analysis of publications related to the topic retrieved from well-known electronic databases: PubMed, PsycINFO and Web of Science. The results suggest a nuanced interaction between language components and speech production in persons with aphasia. The theoretical analysis contributes to the understanding of aphasia by highlighting the sophisticated interplay between language processes and speech in individuals affected by this neurologically based communication disorder. It draws the attention of the speech and language pathologist to the need for evidence-based diagnostic and therapeutic interventions tailored to the language profiles of persons with aphasia.

A PRAGMATIC STUDY OF WORD COMBINATIONS WITH COLOR COMPONENTS

This article gives a broad opinion about the color component word combinations and talks about their specific aspects, psychological, socio-political features, and their use in speech acts. Also, the article presents a pragmatic analysis of word combinations which are expressed with the same and different color components in different languages. The analysis is enriched with examples in English and Uzbek languages.

Macro Skills Development Management of Chinese EFL Learners in Taiwan (R.O.C.)

Managing students’ macro skills development is necessary for any nation especially for non- native English-speaking countries not only because it can fully benefit them from global commerce but also for the reason that nations with higher levels of English language skills have stronger economies and enjoy a higher quality of life. This study critically analyzed the macro skills development management of the Grade 5students of Taipei Municipal Shezi Elementary School. It employed the Descriptive Survey Research Method and Comparative Analysis that were both transcribed in English and Traditional Chinese languages. Weighted Mean, Frequency Count, and Percentage were used to determine the implementation extent of the macro skills development program for the Chinese EFL learners as perceived by the three stakeholder groups, namely: the English teachers, the school administrators, and the policymakers along the four language components, namely: Listening, Speaking, Reading, and Writing in terms of the three management functions, namely: Planning, Commanding, and Controlling. Moreover, Independent (Paired) t Test, One Way Analysis of Variance (ANOVA), and Post Hoc Test were utilized to ascertain the significant difference that exists on the implementation of the macro skills development program along the four language components in terms of the three management functions when categorized according to the perceptions of the three stakeholder groups. Furthermore, Frequency Count, Percentage, and Rank Order were employed to identify the factors attributed to the macro skills development of the Chinese EFL learners. The results of the study revealed that the macro skills development program for the Chinese EFL learners is highly implemented by the current educational managers of the state. It also went to show that the identified factors are rather pivotal to the realization and quality of bilingualism policy in the state. Thus, the BENEDICTUS Language Development Program Management Framework was created to help optimize the macro skills development management of EFL students around the world.

Proverbs Translation Techniques from English into Arabic among Jordanian University Students

Proverbs are essential component of everyday language, and they offer a fascinating insight into cultures. They are short sayings of public wisdom with cultural origin and figurative meanings, known by native speakers and used in specific situations. The reason behind the importance of translating proverbs precisely is that they are an effective and powerful instrument for the transmission of culture, social morality, manners, traditional wisdoms, historical incidents, and thoughts of people from one generation to another. The main difficulty in translating proverbs lies in their metaphorical nature, as they are culture-bound expressions and carry an implicit meaning that goes beyond the literal meaning. This study aims to investigate the translation techniques used by the students of translation at Jordanians universities in translating English proverbs into Arabic. The study is qualitative by nature, but a quantitative analysis was carried out to calculate the frequencies of the employed techniques. In this case study, forty students were engaged as participants using a purposive sampling method. They were given a translation test to recognize the employed techniques in translating 10 proverbs. The analysis revealed that the used techniques in order were using a proverb of similar meaning but different form, using a proverb of similar meaning and form, and translation by paraphrase came in the last position. The study is significant in raising the students’ awareness of the best techniques in translating proverbs for future translation works. The study has implications on translators to give emphasis on the language and cultural perspectives in translating culture-bound expressions to achieve successful communication between cultures.

Development of PBL-Based Student Worksheets to Improve Collaborative Skills on the Effect of Environmental Temperature on Body Temperature Material

In the context of contemporary education, learning tools are a crucial factor in facilitating adaptive, creative and student-centered learning to meet expected and desired learning outcomes and skills. This study aimed to produce PBL-based student worksheets on the effect of environmental temperature on body temperature that is suitable for in science learning activities and to find out their practicality to improve students' collaborative skills. This research and development (RD) study used the Four D model (define, design, development, and disseminate). The feasibility and practicality of student worksheets were known to four experts, six teachers, and 17 students. Testing the feasibility and practicality of PBL-based student worksheet to improve students' collaborative skills was carried out using a product feasibility questionnaire analysis with 5 aspects (content, language, presentation, graphics, and PBL components) and a product practicality questionnaire with 3 aspects (ease of use, attractiveness, and efficiency). The research results show that PBL-based student worksheets have an average total score of 138.2 with a 'very good' classification, showing positive results in terms of feasibility and practicality. So, this student worksheet can be used in science learning activities and can be used as a sufficient means to improve collaborative skills. Therefore, science teachers should adopt this PBL-based student worksheet to support their learning activities.

The Philosophical Meaning of Mandailing Tribe Customs in Ulu Barumun Sub-District in the Use of Flora and Fauna Lexicon: An Ecolinguistic Study

This research discusses the philosophical meaning of Mandailing tribal customs in Ulu Barumun District in the use of flora and fauna lexicon: an ecolinguistic study. This research focuses on the problem, namely what are the philosophical meanings of customs contained in Ulu Barumun District, Padang Lawas Regency in the use of flora and fauna lexicon: an ecolinguistic study. The purpose of this study is to describe the philosophical meaning of Mandailing tribal customs in Ulu Barumun District, Padang Lawas Regency in the use of flora and fauna lexicon: an ecolinguistic study. The research method used in this research is qualitative with descriptive qualitative research design. The data in this study were collected by conducting direct interviews with 30 informants and direct observation at the research location. The informants chosen in this study are people in Ulu Barumun Subdistrict who have knowledge about customs and understand the use of flora and fauna lexicon in Mandailing tribal customs. There are 25 customs in Ulu Barumun Sub-district in the use of flora and fauna lexicon. The flora and fauna lexicon contained in their customs represents the wealth and values of personal or individual and social life used in daily life. The use of flora and fauna lexicon contained in their customs produces language components that have a very important role in the language system.

Development of Teaching Module for the Merdeka Curriculum with Nuances Critical Reasoning for Elementary School Students

This research aims to develop a teaching module for the Merdeka Curriculum with nuances of critical reasoning for elementary school students. It does this by outlining the validity level assessed from the teaching module's suitability aspect, language aspects, and empirical validity of the practicality level of the module. This study used the research and development method with the 4D model, which involved definition, design, development, and dissemination. The instruments used in this research included validation sheets, interviews, teacher and student questionnaires, field trials, and trial observation checklists. Data analysis techniques involved qualitative content analysis and descriptive statistics. The findings demonstrated that three of the four stages, define, design, and development, were completed to construct the teaching module. The curriculum analysis, teaching module needs analysis, learning outcomes analysis, and material analysis are completed during the define step. Designing instructional modules that satisfy requirements for viability, correctness, clarity, and attractive presentation is the design stage process. Teaching module products were put through testing, validation procedures, and practicality checks to complete the development stage. The average percentage of the language component and the appropriateness aspect in the validity of the teaching module were 4.87 and 4.81, respectively, with very valid criteria. Based on teacher answer questionnaires (4.6 with very practical criteria) and student response questionnaires (4.2 with very practical criteria), the practicality of the teaching module was determined. Based on these results, the teaching module is valid and practical, so it qualifies as a feasible and quality development product.

How Is Vocabulary Learnt? An Acquisitional Sequence of L2 Word Knowledge

AbstractSecond language acquisition (SLA) researchers have long searched for patterning in the development of linguistic elements (e.g., grammar and morphology). However, little attention has been given to the examination of systematicity in vocabulary acquisition, limiting our understanding about how overall vocabulary is learnt. The current study investigates L2 learners' lexical knowledge to explore whether there exists a consistent sequence in the acquisition of vocabulary components in second languages. Written form/meaning‐recall and written form/meaning‐recognition knowledge of four word‐knowledge components (form–meaning, collocations, multiple‐meanings, and derivatives) was assessed on 314 EFL learners from two distinct L1 backgrounds (Chinese and Spanish). Implicational and Mokken scaling analyses revealed a reliable hierarchy of knowledge of vocabulary aspects where recognition knowledge preceded recall knowledge across all components. The scale remained constant across the learner groups when explored independently (using an 80% accuracy threshold) and collectively (under both 75% and 80% accuracy thresholds). This finding indicates that the various aspects of word knowledge seem to be learnt incrementally in a consistent order by EFL learners, regardless of their L1. The study offers an empirically supported framework of word‐knowledge acquisition that improves our current understanding of L2 lexical development and can serve as guidance to further systematize vocabulary instruction in the EFL classroom.