Content Words Research Articles

Can Linguistic Knowledge Improve Multimodal Alignment in Vision-Language Pretraining?

The field of multimedia research has witnessed significant interest in leveraging multimodal pretrained neural network models to perceive and represent the physical world. Among these models, vision-language pretraining (VLP) has emerged as a captivating topic. Currently, the prevalent approach in VLP involves supervising the training process with paired image-text data. However, limited efforts have been dedicated to exploring the extraction of essential linguistic knowledge, such as semantics and syntax, during VLP and understanding its impact on multimodal alignment. In response, our study aims to shed light on the influence of comprehensive linguistic knowledge encompassing semantic expression and syntactic structure on multimodal alignment. To achieve this, we introduce SNARE , a large-scale multimodal alignment probing benchmark designed specifically for the detection of vital linguistic components, including lexical, semantic, and syntax knowledge. SNARE offers four distinct tasks: Semantic Structure, Negation Logic, Attribute Ownership, and Relationship Composition. Leveraging SNARE , we conduct holistic analyses of six advanced VLP models (BLIP, CLIP, Flava, X-VLM, BLIP2, and GPT-4), along with human performance, revealing key characteristics of the VLP model: (i) Insensitivity to complex syntax structures, relying primarily on content words for sentence comprehension. (ii) Limited comprehension of sentence combinations and negations. (iii) Challenges in determining actions or spatial relations within visual information, as well as difficulties in verifying the correctness of ternary relationships. Based on these findings, we propose the following strategies to enhance multimodal alignment in VLP: (1) Utilize a large generative language model as the language backbone in VLP to facilitate the understanding of complex sentences. (2) Establish high-quality datasets that emphasize content words and employ simple syntax, such as short-distance semantic composition, to improve multimodal alignment. (3) Incorporate more fine-grained visual knowledge, such as spatial relationships, into pretraining objectives. 1

Language matters: realizing the promise of Complex Instruction for multilingual learners

ABSTRACT Access to core subject-area curriculum for students from immigrant backgrounds who are learning the dominant language of instruction has long been a barrier to equitable education around the world, especially in secondary schools. This article explores the promise of Complex Instruction (CI) to address barriers to access for such multilingual learners, demonstrating what they were able to do with language, literacy, and academic content in CI classrooms in one middle school in California. The article illustrates how the curricular and pedagogical structures of CI classrooms facilitated multilingual learners’ academic engagement and opportunities for language development. It also warns that in order to recognise multilingual learners’ successes, teachers’ conceptions of language and literacy may have to change.

A Corpus-Based Analysis of Pauses in Chinese-English Consecutive Interpreting of Chinese English Majors

This study aims to investigate pause characteristics and probe into the main reason for unnatural pauses in Chinese-English consecutive interpreting. The data were from the Parallel Corpus of Chinese EFL Learners-Spoken (PACCEL-S), which includes phonetic materials in the interpretation part of TEM-8. Forty interpreters were divided into four groups according to their scores and gender. Their recordings and transcribed texts were annotated and analyzed to provide a comprehensive overview of pausing. The findings are: (1) Pauses often occur in C-E CI. Interpreters use more UPs and unnatural pauses. (2) There is no interaction between proficiency and gender in pause duration and frequency, as well as the two indicators of unnatural pauses. (3) UP duration is affected by proficiency, and females tend to produce more FPs and unnatural pauses. (4) FP and UP invariably occur together but do not show linear correlation. (5) Interpreters tend to pause before content words, and unnatural pauses are mainly induced by notional word retrieval difficulty. By discussing pauses and explaining the leading motivation for unnatural pauses from the perspective of lexical retrieval, this study informs readers of the nature and features of pauses and provides suggestions for stakeholders.

The use of Slovakia Hungarian dialects in social media

AbstractThis paper analyzes dialect-stylizing internet content on current events that depict Slovakia Hungarian dialects speakers. The regular display of dialect phenomena on social media platforms allows rapid spread, constant presence, and the possibility of comments. The figure of the dialect speaker, previously geographically bounded, can become a symbol of authenticity, accessible from anywhere in the world. The paper examines the importance of the views of lay language users and content creators in simple language management and citizen science in the contexts of the recognition of dialects, of their oral and written representation, and of the evaluation of languages and varieties.

The impact of AI-enhanced natural language processing tools on writing proficiency: an analysis of language precision, content summarization, and creative writing facilitation

The impact of AI-enhanced natural language processing tools on writing proficiency: an analysis of language precision, content summarization, and creative writing facilitation

Good practices of pedagogical translanguaging: A global overview of emergence, development, and classroom applications

This paper deals with the concept of translanguaging as a powerful tool for fostering inclusive education in linguistically diverse settings. Translanguaging, unlike traditional views of languages as separate, bounded systems, recognizes the flexible, integrated nature of multilingual communication. It highlights how speakers draw from their entire linguistic repertoires to construct meaning, depending on context and need. The paper aims to provide teachers in Transcarpathia with a comprehensive understanding of translanguaging and its pedagogical applications. It explores the historical development of the concept, its key characteristics, and its differentiation from code-switching. The paper also discusses the theory and practice of pedagogical translanguaging, highlighting its benefits for both teachers and students. It presents examples from various countries, including the United States, Italy, and South Korea, to illustrate how pedagogical translanguaging has been implemented in different educational contexts. One of the core principles of translanguaging is that all languages are valuable and can be used to support learning. Teachers can create a more inclusive and equitable classroom environment where all learners feel valued and respected via accepting this principle. Translanguaging can also help students to develop a deeper understanding of the world around them by allowing them to connect their experiences across different languages and cultures. In addition to its benefits for learners, translanguaging can also be a powerful tool for teachers. By using translanguaging strategies, teachers can create more engaging and interactive lessons that are relevant to their students’ everyday lives. Translanguaging can also assist teachers to develop their own language skills and to become more culturally sensitive. While the implementation of translanguaging in the classroom may require some initial training and planning, the benefits are well worth the effort. This paper provides valuable insights and practical guidance to support teachers in harnessing the power of translanguaging to enhance language acquisition, content comprehension, and overall student success.

텍스트 마이닝 기법을 활용한 국어교육 평가 연구의 동향 분석

Objectives This study analyzed KCI-registered academic articles using text mining techniques to interpret the trends of research related to language education evaluation. Methods For this purpose, a total of 206 articles from January 1, 2000 to July 15, 2024 were collected from RISS and KCI, and after supplementing the abstracts, data preprocessing was performed, and finally, a total of 1,955 words were targeted for topic modeling and network analysis. Results As a result of the analysis, 10 topics were extracted and themes were extracted by topic. The themes of each topic in the research on Korean language education assessment are: improvement of Korean language teaching through assessment, school-centered Korean language assessment system, theoretical approaches to the content of Korean language assessment, development of Korean language assessment items, domain-specific characteristics and content of Korean language assessment, Korean language writing assessment, process- oriented Korean language assessment, national-level Korean language academic achievement assessment, importance and implementation of Korean language performance assessment, and assessment expertise of Korean language teachers. Conclusions The research on assessment in Korean language education tends to focus on changes in Korean language assessors' perspectives and teaching innovations, the characteristics of assessment in different areas of Korean language, research centered on writing assessment, the expansion of national-level assessment to unit school-level assessment, and theoretical research on assessment in Korean language education based on practicality.

Application of AI in Turkish Sign Language Translation: A Case Study of its Use and Purpose

In Turkey, around 3 million people have hearing impairments, and the shift to digital platforms during the pandemic has worsened accessibility challenges as websites and apps often ignore their needs. Research shows that 50% of hearing-impaired individuals struggle to understand written text due to Turkish Sign Language being their first language, with Turkish serving as a second language. Differences in grammar between Turkish and Turkish Sign Language, along with a limited sign language vocabulary, further hinder comprehension. To solve this, we developed AI-powered sign language translation systems that allow people who are deaf or hard of hearing to access digital content in Turkish Sign Language. SignForDeaf's system translates text into sign language videos using Natural Language Processing (NLP) and generates seamless videos with smooth word transitions. Currently, this system supports Turkish Sign Language, with future plans to include other languages like Arabic, American, British, and Finnish Sign Language. The system was designed in collaboration with sign language experts to ensure accuracy and an inclusive development of a digital environment.

ENHANCING ELS STUDENTS’ LANGUAGE PROFICIENCY THROUGH SPACED REPETITION

In language learning, the method of spaced repetition has gained significant importance. It is undoubtedly a learning technique that can greatly enhance students' vocabulary and grammar acquisition. Spaced repetition allows to improve students' long-term retention of the language content they study enhancing language learning through active engagement, repetition, and visual aids. The effectiveness of spaced repetition as a method of improving English language acquisition was investigated by the authors of the paper. The participants of the research were students at the National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute." The experiment involved 76 students, who were divided into two groups: an experimental group and a control group. The experimental group applied spaced repetition to their vocabulary and grammar learning, while the control group continued their studies according to the traditional syllabus without the use of spaced repetition. To assess the impact of spaced repetition, both groups took the same test before and after the experiment. The pre-test served to establish a baseline measurement of each student's vocabulary and grammar proficiency, allowing for a direct comparison of progress made during the study. The post-test, conducted at the end of the experiment, aimed to evaluate the effectiveness of the spaced repetition method by measuring any improvements in language skills. Data was collected through a combination of online surveys and a Likert scale questionnaire. The results demonstrated that the majority of students in the experimental group, who consistently used spaced repetition, reported significant improvements in their language skills, as evidenced by higher scores on the post-experiment test. In contrast, the control group showed less pronounced progress, highlighting the added value of spaced repetition in language learning. The findings underline the versatility and effectiveness of spaced repetition, especially when integrated into the daily learning process. This method not only proved its effectiveness for memorization but also enhanced the practical application of language skills, leading to more confident and accurate communication in English. Additionally, students in the experimental group reported positive impacts on their motivation and time management, further supporting the potential of spaced repetition as a powerful tool for language education across various linguistic fields.

Feminist expression in American country music a case study of Taylor Swift

This article employs a feminist theoretical perspective and utilizes textual analysis to examine the feminist expressions within the music of American female musician Taylor Swift. Through analyzing the lyrical content of several songs imbued with typical gender themes such as “Fearless,” “Speak Now,” “Miss Americana & The Heartbreak Prince,” “The Man,” and “All Too Well,” this study reveals that Taylor Swift’s music explores themes of female autonomy and advocates for increased awareness of gender inequality issues. In her feminist discourse, Taylor’s songs integrate emotional nuances from personal experiences alongside critiques of societal gender oppression.Through these analyses, this study aims to uncover the expression of gender consciousness in musical compositions and elucidate the interactive relationship between musical works and feminist discourse and construction. Additionally, this research provides insights into feminist expressions within American country music through Taylor Swift’s compositions, thereby contributing significantly to the exploration of music’s influence on gender identity and women’s rights.

Laozi’s Influence on Contemporary Rap Music: A Study of Cultural Protection and Inheritance

This study investigates the influence of Laozi’s teachings on contemporary rap music, focusing on themes of cultural protection and inheritance. Through a mixed-methods approach, qualitative and quantitative analyses were conducted to explore the extent of Laozi's influence in rap lyrics. Qualitative analysis involved in-depth examination of lyrical content to identify thematic parallels with Laozi's philosophy, while quantitative analysis quantified instances of Laozi references in selected rap songs. The results reveal a steady increase in Laozi references in rap music over time, with prevalent themes including harmony, self-awareness, and balance. Geographic distribution highlights a global reach of Laozi-inspired rap, transcending cultural boundaries. Collaboration patterns, sentiment analysis, and commercial performance further elucidate the multifaceted relationship between Laozi's teachings and contemporary rap culture. This study contributes to understanding the dynamics of cultural transmission and adaptation in the modern music industry, showcasing the enduring relevance of ancient wisdom in shaping artistic expression.

Ethnic minorities who complete cardiac rehabilitation achieve equivalent functional capacity outcomes after cardiac rehabilitation but only half complete

Abstract Background Cardiac rehabilitation (CR) reduces the risk of death and repeat cardiac events and improves multiple patient outcomes. Ethnic minority backgrounds experience significant health disparities, often due to lack of fluency in dominant language and higher rates of cardiovascular disease risk factors. Despite these issues, outcomes for ethnic minorities from CR are rarely differentiated and participation in CR programs infrequently reported. Purpose To compare participation in and exercise outcomes from CR programs for patients from ethnic minorities versus the majority. Methods A secondary analysis from a national CR audit including 2335 CR participants. Ethnic minority was defined as having poor English language fluency requiring an interpreter for CR assessment. Functional capacity was assessed using 6-minute walk test (6MWT) or metabolic equivalent of tasks (METs). Binary logistic regression model was created to identify independent predictors of completion, accounting for baseline variables. Multiple linear regression models were used to determine if ethnic minority status was an independent predictor of change in 6MWT and METs after adjusting for baseline characteristics. Results Of the 2335 participants, 326 (14%) were from ethnic minorities. The mean age was 66.3±12.4 years and 70% males. There were no differences between minority and majority groups in relation to baseline characteristics. The most common referral diagnosis was myocardial infarction (27%), angina (25%), other – arrhythmias, cardiac devices, valve diseases/procedures (24%), and cardiac surgery (24%). Ethnic minorities were half as likely to complete CR (OR 0.49, 95% CI 0.38, 0.65) adjusted for age, sex, diagnosis, minority status, smoking, referral site and wait time (Table 1). Other factors that increase completion likelihood included all other cardiac diagnoses (compared to myocardial infarction as reference) and non-smokers, whereas major referral centre and female sex negatively impacted completion. Patients from ethnic minority backgrounds had less functional capacity at CR entry compared to the majority (379.9±118 versus 430.7±103 metres, p<0.001), though METs were comparable (6.69±2.73 versus 6.46±2.28 mg/kg/min, p=0.69). However, improvements were equivalent for 6MWT: minority 71.03±58.57 versus majority 71.37±61.16 (p=0.96), and for METs: minority 3.01±1.66 versus majority 3.13±1.74 mg/kg/min (p=0.77). Ethnic minority status was not an independent predictor of change in 6MWT and METs after accounting for age, sex, diagnosis, smoking, referral site, and wait time. Conclusion For patients from ethnic minority groups who completed CR, exercise/functional capacity outcomes were equivalent to majority participants, however less than one-in-two completed. CR programs should consider the needs of ethnic minority groups, particularly in relation to language and tailor content and delivery to promote participation and ensure more equitable access.

Maximizing students’ content and language development: The pedagogical potential of translanguaging in a Chinese immersion setting

BackgroundRecent studies highlight the benefits of translanguaging for emergent bi/multilinguals (EMLs), enhancing their understanding of academic content in a new language. Despite the growth of Chinese immersion programs in the U.S., research on translanguaging and its impact on teacher and student experiences in this context remains scarce. AimsThis study aims to explore how Content and Language Integrated Learning (CLIL) teachers implement pedagogical translanguaging to support students’ learning in academic content and language within a Chinese immersion context in the U.S., and to understand the perspectives of teachers and students on translanguaging. SampleParticipants were two Chinese CLIL teachers and six of their students from a Chinese immersion school in the U.S. MethodsUsing a participatory design research methodology that combines ethnographic methods with multimodal conversation analysis, we documented the use of pedagogical translanguaging and triangulated data from field notes, classroom artifacts, and interviews. ResultsFindings reveal teachers utilized diverse communicative resources and exercised translanguaging shifts to enhance students’ grasp of advanced vocabulary and academic concepts, facilitating complex idea articulation in Chinese. Both teachers and students valued these strategies for deepening subject understanding and supporting their learning of the Chinese language. ConclusionsThe study highlights the importance of continuous professional development for CLIL teachers to effectively implement pedagogical translanguaging, supporting students’ learning in an immersion setting.

A Review of Language Curriculum Development in Multilingual Classrooms

Integrated curriculum models in language teaching have gained prominence as educators seek to provide holistic, interdisciplinary learning experiences that improve both language proficiency and content knowledge. These models emphasize the meaningful application of language skills across various subjects, promoting deeper student engagement and critical thinking. However, the implementation of integrated curricula presents challenges related to teacher collaboration, resource availability, and institutional support, especially in traditional educational settings. This review aims to analyze the effectiveness of integrated curriculum models in language teaching by synthesizing findings from empirical studies and theoretical discussions. The study examines how these models influence language learning outcomes, foster critical thinking, and address the practical challenges faced by educators. Both qualitative and quantitative studies were included, covering various educational levels and cultural contexts. The findings indicate that integrated curriculum models enhance language proficiency, particularly in communicative and academic skills, while simultaneously improving student engagement and content mastery. Effective implementation depends on strong teacher collaboration and institutional support. However, barriers such as inadequate resources and lack of training often hinder the success of these models. In conclusion, integrated curriculum models offer substantial potential for improving language education, but their success requires careful planning and sufficient support. Future research should focus on long-term outcomes and the adaptation of these models to diverse educational contexts to maximize their impact.

Exploring the mechanism of sustained consumer trust in AI chatbots after service failures: a perspective based on attribution and CASA theories

In recent years, artificial intelligence (AI) technology has been widely employed in brand customer service. However, the inherent limitations of computer-generated natural language content occasionally lead to failures in human-computer interactions, potentially damaging a company’s brand image. Therefore, it is crucial to explore how to maintain consumer trust after AI chatbots fail to provide successful service. This study constructs a model to examine the impact of social interaction cues and anthropomorphic factors on users’ sustained trust by integrating the Computers As Social Actors (CASA) theory with attribution theory. An empirical analysis of 462 survey responses reveals that CASA factors (perceived anthropomorphic characteristics, perceived empathic abilities, and perceived interaction quality) can effectively enhance user trust in AI customer service following interaction failures. This process of sustaining trust is mediated through different attributions of failure. Furthermore, AI anxiety, as a cognitive characteristic of users, not only negatively impacts sustained trust but also significantly moderates the effect of internal attributions on sustained trust. These findings expand the research domain of human-computer interaction and provide insights for the practical development of AI chatbots in communication and customer service fields.

CLILing and Multiliteracing with very young learners: The case of English language‐enriched programme in Greek preschool

AbstractThis research paper investigates the effects of integrating multiliteracies in a Content and Language Integrated Learning (CLIL) programme on language development and content understanding among preschoolers in an urban city of Greece. The case study focuses on early literacy skills, spoken discourse and vocabulary. The research questions, which guided the study, aims to explore the impact of multiliteracies integration in the CLIL programme on early literacy skills and to understand how it influences spoken discourse, and vocabulary skills among preschoolers. A convenient sampling method was employed, and the study was conducted during the school year 2022–2023 in a preschool involving 40 preschoolers. The programme followed a structured process involving experience, conceptualization, critical thinking and real‐life application. Data collection methods included pre‐tests, post‐tests and classroom observations. The findings revealed the positive effects of integrating multiliteracies in the CLIL programme on their language skills. The preschoolers saw an observable enhancement in fluency, vocabulary usage and oral communication abilities. Observations highlighted increased language engagement, oral discourse production, interaction and collaboration, multimodal learning experiences, motivation and engagement and the development of critical thinking skills, emphasizing the effectiveness of the CLIL programme in fostering oral communication skills and creating an immersive educational environment.

Syntax drives default language selection in bilingual connected speech production.

The present study investigated the role of syntactic processing in driving bilingual language selection. In two experiments, 120 English-dominant Spanish-English bilinguals read aloud 18 paragraphs with language switches. In Experiment 1a, each paragraph included eight switch words on function targets (four that repeated in every paragraph), and Experiment 1b was a replication with eight additional switches on content words in each paragraph. Both experiments had three conditions: (a) normal, (b) noun-swapped (in which nouns within consecutive sentences were swapped), and (c) random (in which words in each sentence were reordered randomly). In both experiments bilinguals produced intrusion errors, automatically translating language switch words by mistake, especially on function words (e.g., saying the day and stay awake instead of the day y stay awake). Intrusion rates did not vary across experiments even though switch rate was doubled in Experiment 1b relative to Experiment 1a. Bilinguals produced the most intrusions in normal paragraphs, slightly but significantly fewer intrusions in noun-swapped paragraphs, and a dramatic drop in intrusion rates in the random condition, even though the random condition elicited the most within-language errors. Bilinguals also demonstrated a common signature of inhibitory control in the form of reversed language dominance effects, which did not vary significantly across paragraph types. Finally, intrusions increased with switch word predictability (surprisal), but significant differences between conditions remained when controlling for predictability. These results demonstrate that bilingual language selection is driven by syntactic processing, which operates independently from other language control mechanisms, such as inhibition.the day and stay (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Unveiling the Cultural and Entrepreneurial Potential of Música Popular Brasileira

Música popular Brasileira (MPB) is a genre of Brazilian music that emerged in the mid-1960s. It is characterized by its eclectic mix of samba, bossa nova, tropicalia, rock, pop, electronic, and samba-pop incorporating elements from African, European, and indigenous Brazilian music traditions. MPB is known for its rich lyrical content, which often addresses social, political, and cultural themes, and its innovative fusion of traditional and contemporary musical styles. This paper explores the allure and entrepreneurial prospects of MPB in the global music sphere. Through qualitative analysis of insights from industry experts Beatriz Malnic, Bruno Miranda, and Derris Lee, it delves into MPB's distinctive elements, its global influence, and strategies for enhancing its commercial success. Despite barriers, MPB's diversity, rhythmic appeal, and genre fusion captivate audiences globally. The paper advocates for collaborative partnerships with educational institutions, language-inclusive promotion, and digital engagement to expand MPB's reach. Embracing MPB's cultural legacy and entrepreneurial ethos can deepen connections with audiences and enrich the global music landscape with Brazil's musical treasures.

On the Fusion of Hainan Folk Songs and Modern Music

Hainan folk song, as a bright pearl in the treasure house of Chinese folk music, carries the rich regional culture, historical memory and national emotion. Its unique melody, lyric content and singing style not only show the natural scenery and cultural customs of Hainan Island, but also deeply reflect the life philosophy and aesthetic taste of Hainan people. With the acceleration of globalization and the rapid development of modern music technology, Hainan folk songs are facing unprecedented opportunities and challenges. This paper aims to explore the possibility, path, significance and influence of the integration of Hainan folk songs and modern music, and analyze the cultural value reconstruction and artistic innovation in the process of the integration of the two, in order to provide new ideas and direction for the inheritance and development of Hainan folk songs.

Improving Grade Nine Students’ English Language Speaking Skill of Polite Requests: Misrak Chora Secondary School

Most commonly it is agreed that politeness is reflected in the pragmatic use of language. Although the politeness phenomenon is universal, with many expressional similarities, each language possesses norms and ways of expressing politeness within a given cultural context. Politeness has connection with everyday life such as with greeting, inviting, helping, apologizing, opinions, advice, questioning and suggesting information etc. English speaker tourists most frequently visit and resident in Hawassa City-Ethiopia and have cultural and communication exposure. However, many Ethiopian students are observed incompetent in this regard. Thus, the current study was intended to improve EFL learners’ polite requesting skills in some selected situations both in classroom contexts and outside contexts. For this purpose, the pre-experimental research design was employed to the study, and twenty students (10 females and 10 males) were randomly selected by lottery system from the 9<sup>th</sup> B classroom. This makes 22.2% of the population in the class. Six politeness genres were selected from the students’ English textbook for explicit lesson intervention. Based on Written Discourse Completion Test (WDCT) instrument prepared from these contents, both pretest and posttest conditions were administered to the selected students. Also cooperative learning strategies such as role play, pair work, group discussion, extemporaneous speeches on situations, cooperative jigsaw, interactive discourse, timed interview, Think-Pair-Share (TPS) were utilized during the lesson sessions. Then, frequencies, means, standard deviations, variances and percentages were used to obtain the main findings. On pretest, students have scored the overall 27.16% (mean, 8.15) regarding all polite request situations. However, it was found that the posttest scores showed great difference about 78.3% (mean, 23.5) in all situations. The study has also sought which request contexts grade nine students improve best as a result of the explicit instruction. Although students have improved performance in all tested situations, they had showed very significant change on request for apology followed by for help. In apology situation the students have achieved 90% and the least in preference scenario which is 65%. Thus, it is recommended that learners have to be explicitly taught in context of these language genres to develop learners' communicative abilities in the area. Teachers should devote time to instruct on this language content [polite request] as it is everyday encounter in one's life. Syllabus designers also should allot much time and tasks on the area so that school teachers give attention to areas.