Definition Of Word Research Articles

Designing user interfaces for content simplification aimed at people with cognitive impairments

Cognitive accessibility aims to make content more accessible for people with cognitive impairments, such as the elderly and people with intellectual and learning disabilities. In this sense, it is possible to design an accessible user interface from a cognitive point of view. As a contribution, this article presents cognitive accessibility design patterns and their application in designing the Easier web system's user interface. The Easier web system provides a tool that assists in the understanding and readability of text content geared towards people with intellectual disabilities. It detects complex words and offers easier replacements and other resources such as a definition of the complex word. In addition to applying the design patterns, user tests with people with intellectual disabilities and older people have been carried out to evaluate the cognitive accessibility of the Easier system's interface. The results indicate that people with cognitive impairments know how to use the interfaces and have a satisfactory experience. In addition, a design proposal to provide a glossary mechanism to be used in web interfaces with simplified texts is presented and validated.

When I use a word . . . . Defining with finesse

The word for a definition in both Latin and Greek is a word meaning or derived from a word meaning a boundary. In Greek it is ὅρισμός (horismos) from ὅρος (horos), a boundary. The horizon is a kind of boundary, and a definition is limited by its horizon, the place beyond which no more meaning should be included. In Latin the word for a definition is finis, which also means a boundary. Five features characterise a good definition: it should describe all the essential attributes of the thing being defined, no more no less; it should avoid circularity, such as defining a medication error as an error in medication; it should be neither too wide nor too narrow; it should not use obscure terms that may themselves need definition; and it should be couched in positive terms, saying what something is, not what it is not. All of these apply as much to definitions of medical words as to any other kinds.

Investigation of the use of infographics to aid second language vocabulary learning

People learn and remember more effectively and efficiently through the use of texts and visuals than through texts alone. This paper explores the potential of infographics in aiding vocabulary learning and retention among Arab English as a foreign language (EFL) learners. The paper adopts a quasi-experimental two-group pretest–post-test–delayed test design. A total of 41 Arab EFL learners participated in this study. The experimental group was taught vocabulary using infographics for 10 weeks, whereas the control group was taught using the traditional way of instruction. Infographic materials were designed to teach the students’ course “Vocabulary I,” where the syllabus modules were fully converted into infographics during the whole semester. Vocabulary knowledge was assessed using two recognition vocabulary tests, word definition, and word grammatical measures, that were administered before the intervention, immediately after the learning session’s completion, and at a delayed time (4 weeks after the whole treatment). An oral interview was used to gauge the learners’ production knowledge of vocabulary. In addition, a questionnaire was utilized to examine the learners’ perceptions toward using infographics for learning EFL vocabulary. Results showed a significant difference between the scores of the groups in favor of the experimental group in vocabulary recognition knowledge and vocabulary production knowledge over the immediate run and the long run. Moreover, the participants in the experimental group showed high perceived usefulness of learning with infographics. Pedagogical implications and recommendations for future research were also proposed.

Multi-category Words of Verb-Noun in Chinese Learners Mobile App Dictionary and Their Applications for Dictionary Compilation

One of the most important and heated topics in modern Chinese studies is the classification of word types. Among all word types, the word of multi-categories is a special and difficult case, especially multi-category words of verb-noun (VNs) for students learning Chinese as the second language. To help them learn this kind of word, several teaching methods and textbook compilation methods have been proposed, with only a few studies focusing on dictionary compilation. However, as a significant tool for second language learning, the dictionary plays an important role in helping learners improve their productive ability in using multi-category words. This paper examined the definitions of the multi-category word of verb-noun by different scholars and chose Yus criteria from the need of learning Chinese as the second language. Common colligations and collocations of five VNs in native Chinese were extracted from two corpora and Online Chinese Collocation Assistant tool. Then, takingas an example, this paper analyzed the differences in its use by native Chinese and Chinese learners with a particular focus on its colligations and collocations. The results reveal that it was overused by Chinese learners as a verb, while underused as a noun. There was an imbalance between the use of the part of speech as verb and noun. Finally, this study proposed a better way to represent in a learning dictionary to help Chinese learners use this word.

초등학교 저학년 읽기부진 아동의 낱말학습 및 수정 가능성 특성

Dynamic assessment is the process of identifying qualitative characteristics such as children’s learning capabilities and potentials, focusing on the process rather than the quantitative outcome of learning. It is also differentiated from static evaluation in that it proceeds in multiple stages to observe learning process and strategies. This study provides a short-term word definition learning experience as a mediated learning intervention in the dynamic assessment process of test-teach-retest to identify differences and characteristics between normal children and children with poor reading skills. A total of 20 first and second graders participated in this study: 10 typically developing children and 10 poor readers. Children took part in a dynamic assessment task of word definition learning that consisted of a test-mediated learning experience-retest task. Results indicated that poor readers made significantly lower scores in retest and modifiability scales. Dynamic assessment and modifiability scales showed potential as tools that inform the qualitative information. Then, the limitations of the study and suggestions for follow-up studies were discussed.

Providing synchronous mobile-mediated dynamic glosses: is it effective for novice EFL learners to understand the meanings of unfamiliar words?

This study attempted to investigate the effects of two forms of text-based glosses, namely dynamic and non-dynamic glosses, on vocabulary learning of EFL learners. To this end, two experimental groups and one control group, each comprising 25 participants, took part in the study. The DIALANG test was employed as a homogenizing tool to ensure the right proficiency level of the participants. During ten treatment sessions, the participants were presented with some passages that included a number of unknown words by the researchers via WhatsApp application. The participants in the dynamic glossing condition were given a set of gradual hints and prompts, from the most implicit to the most explicit, to help them identify the correct definition of unknown words. In the non-dynamic glossing group, learners were provided with their first language (L1) definition of the words following their request. All the groups completed two immediate and two delayed posttests. Results provided evidence for the benefits of both dynamic and non-dynamic glossing conditions. Besides, the results revealed that the dynamic glossing condition was superior to the non-dynamic glossing condition for L2 vocabulary learning. Discussion and implications of the study were elaborated in the discussion and conclusion sections in full details.

Determination of assets of the tourist destination of Almaty region

The article notes that due to the fact that many states resort to the methods of national branding and branding, it is considered as one of the most important phenomena and acquires scientific, state, especially practical popularity. The need to create a destination brand, known on the world tourist arena as a symbol of competitiveness, has arisen. Unique, historical, cultural, archeological and natural resources of Central Asian states, including Kazakhstan, allow becoming an attractive tourist destination. Research showed that Kazakhstan has more than 100 potential “tourist magnets” and “tourist growth points.” Nevertheless, Kazakhstan’s tourism with large reserves of natural resources has not fully formed the tourist image of the country. In this regard, the formation of a positive tourist image is one of the main tasks set by Almaty region in the field of tourism as a developing tourist destination. Accordingly, the research of the article is aimed at identifying the tourism assets of Almaty region, which are the object of research as a developing tourist destination. In order to achieve the goal of the study, an empirical study of tourism of Almaty region as a tourist destination was conducted. An in-depth interview with people who have information about tourism in Almaty region, processing of the interview data with the definition of key words and discussion of the research results were organized.

Facebook Videos: A Supplementary Device Towards Enhancement of Speaking Skills among SHS Students

Rationale/Background of the Study There is a dramatically growing population of students using Facebook, thus the researcher takes the opportunity to use it in relation to the learners’ perception on its effectiveness in enhancing their speaking skills. One basis in conducting this study is that – it focuses on a macro skill needed to be learned by the students – that is speaking. It is also considered relevant and up to date because the subject chosen is Facebook (videos), which is very familiar and known to students of today’s generation and society. Summary This study intends to shed light on whether or not Facebook videos are helpful for Senior High School students of Baguio Central University in enhancing their speaking skills. Specifically, it seeks answers to the following questions: What Facebook videos are watched by senior high school students? What is the perceived level of effectiveness of Facebook videos along: Pronunciation Vocabulary development Fluency Findings The following were the major findings of the study: There are different videos found Facebook being watched by the senior high school students and the top three includes: music videos, general information videos and motivational videos. Perceived level of effectiveness of Facebook videos along three speaking areas: Pronunciation: speech videos, general information videos and news videos are perceived by the SHS students to be highly effective in enhancing their pronunciation. Vocabulary development: speech videos, news videos and general information videos are perceived by the SHS students to be highly effective in developing their vocabulary. Fluency: speech videos and news videos are perceived by the SHS students to be highly effective; motivational videos are perceived to be effective in enhancing their speaking fluency. Conclusions Based on the findings obtained from the study, the researcher concludes that: There are a wide variety of videos found on Facebook being watched by the Grade 11 senior high school students. The Grade 11 senior high school students do not only watch various and different Facebook videos but more importantly, expect the materials to bring out a desirable outcome or result and help them in the enhancement of the three elements of speaking mainly pronunciation, vocabulary development and fluency. Recommendations Based on conclusions derived from the study, the following are recommended: Students are encouraged to continue watching Facebook videos for an accumulated average time of three hours a day not only as a form of entertainment but more importantly as an avenue for them to gain more information and even personal/spiritual upliftment. To further enhance the pronunciation skills of the students, they have to give more attention into viewing Facebook videos with contents having speech deliveries, informational clips, and news videos. In addition, learners should also take time to pause a video and imitate and practice how the speaker pronounces a particular word found in that video. It is also highly suggested to take down unknown or relatively new words to be searched later on for the definition and integration of such words in any possible verbal communication and lastly, to make the students speak more fluently and with accuracy, it is advised for them to try to mimic the way how the speakers talk/deliver their speech in a confident manner and as naturally as possible. Senior high school students are highly encouraged to utilize the product outcome of this study which is the guidelines in watching Facebook videos to enhance their speaking skills. The said guidelines consist of comprehensive and detailed practices and exercises that would facilitate learners in bolstering their speaking skills along pronunciation, vocabulary development and fluency.

THE STUDENTS’ PERCEPTION OF USING JEOPARDY IN TEACHING VOCABULARY

This study aimed to describe the students’ perception of using Jeopardy strategy in teaching vocabulary. This research used quantitative method. The respondents were 348 students of PIBA Program who were willing to fill out the distributed questionnaire through G-form. The instrument was closed-end and opened-end questionnaires. The data were analyzed quantitatively by interpreting percentages. The results indicated that the students perceive Jeopardy Strategy as an effective way to improve their English vocabulary. Most of the students Strongly Agreed that this strategy was interesting. However, the students sometimes prioritized gaining high scores over understanding the meaning and definition of the new words. Therefore, it is recommended to use Jeopardy strategy in teaching vocabulary by focusing students’ attention on the new words.

Loan Words from Turkish into Kurdish

This study entitled "Loan words from Turkish into Kurdish” is an attempt to clarify and reveal a number of words which are in Kurdish and whose origin goes back to Turkish. The researchers try to answer these research questions. How and in which way has the Kurdish language benefited from those words, have the words been taken as they are, or have they been changed in terms of their phonemes, morphemes and meaning? What are the reasons that made Kurdish language loan Turkish words and use them in its dictionary? Based on the fact that the Kurdish and Turkish languages are not from the same group and family and there is no relationship between them, but some other reasons such as neighborhood, political, economic, social, scientific, etc., resulted in the interaction between those two languages and have loaned words from one another, that the researchers are willing to shed light only on those words that have been placed into Kurdish language from Turkish. The researchers have tried to clarify their foundations and explain their morphology, to learn more about our dictionary so as to distinguish pure Kurdish words from those of borrowed in other dialects of the world. The recent study composes of an introduction, three parts, conclusions and the list of references. The first part is allocated to the definition, the concept of language, characteristics of language, Indo-European languages and the family of the Indo-Iranian Languages. In the second part, the definition of words, methods of taking words and reasons for borrowing words has been presented. The third part deals with the practical side of taking the Turkish words from Kurdish language have been revealed. At first, a brief history has presented to Turkmen in Iraq, then; the reasons behind borrowing words from Turkish into Kurdish, and finally the results and the list of sources have presented.

Introduction to Psycholinguistic Theory of Intercultural Communication

The author analyzes intercultural communication (IC): the speech activity to organize joint activities in a multicultural environment. In course of communication within a single culture, communicants produce speech messages that involve only linguistic signs bodies and require common consciousnesses for understanding. The speaker presents the reality with images of one’s verbally modeled consciousness to the recipient for perception; the latter uses this model to construct the perceived message content from the one’s consciousness images. The sign communication suggests a common language and images of consciousness. There isn’t seen any common consciousness in IC results in cognitive conflicts requiring instructive training to develop common consciousness and language, or an intermediary (interpreter) as a bearer of the proper consciousness. Understanding in IC requires preliminary definitions of key words in speech messages. Understanding with non-linguistic consciousness images among bearers of different ethnic cultures requires a preliminary acquaintance with these images. The theoretical underpinning of understanding in IC can involve A.N. Leontiev’s world image theory and the three-level model of the consciousness image by A.N. Leontiev - V.P. Zinchenko, including existential, reflective and spiritual levels. The world image is knowledge developed by an ethnic culture bearer in the enculturation to navigate in the reality. The existential level contains cognitive means providing for the orientation in the ethnic environment, at the reflexive level, the knowledge about reality ensures the ethnic survival in this reality. At the spiritual level, the consciousness bearer communicates with other individuals resulting in a human attitude to reality.

LATAR BELAKANG MUNCULNYA ILMU BALAGHAH, TOKOH-TOKOH, KARYA-KARYANYA DAN ASPEK-ASPEKNYA

Before emerging as a science, the essence of balaghah had been ingrained in the use of Arabic in both poetry and prose. During this period, the Al-Quran came down with miracles so that it beat others in terms of the accuracy and beauty of its language. The science of balaghah with its three divisions began to appear and be known during the second abbasiy period, namely the third and fourth centuries of the hijriyah. At this time, the balaghah was still unclear. This appearance was accompanied by the compilation of a book with that theme. Then, this science developed starting in the fifth century with its characteristics that began to intersect with I'jazul Quran, giving rise to two schools of balaghah, namely the flow of literature and kalam. The two differ in their perspective on the balaghah. The balaghah-kalam school relies more on analogy and philosophical logic in measuring whether language is good or not, while the literary school emphasizes artistic power and the ability to perceive beauty. The science of balaghah which continues to develop and reaches us today is one that is more in a kalamiyyah style, has many word boundaries and definitions.

Recall of Vocabulary from a Second Language: Picture Naming vs. Word Definition

The present study investigated the differences between early and late-acquired words from a second language in terms of the method of recall, speed and accuracy. This involved comparing the performance of 24 native Arabic participants on two different recall methods: picture naming vs. word definition. Each participant attended two sessions, with a 24-hour interval: a learning session, in which they learned new words, and a retrieval session, in which they performed the picture-naming and word-definition tasks while their ERP signals were recorded. The main results showed a significant main effect of age of acquisition on both accuracy and reaction time. Additionally, the N400 ERP component showed a significant interaction between age of acquisition and method of recall in the N400 values recorded in the left frontal area. Together, these findings indicate that both accuracy and reaction time measures can detect differences between early and late-acquired words, recalled through either a picture-naming or word-definition task.

Neural machine translation for Sanskrit to Malayalam using morphology and evolutionary word sense disambiguation

Neural machine translation (NMT) is a fast-evolving MT paradigm and showed good results, particularly in large training data circumstances, for several language pairs. In this paper, we have utilized Sanskrit to Malayalam language pair neural machines translation. The attention-based mechanism for the development of the machine translation system was particularly exploited. Word sense disambiguation (WSD) is a phenomenon for disambiguating the text to let the machine infer the proper definition of the particular word. Sequential deep learning approaches such as a recurrent neural network (RNN), a gated recurrent unit (GRU), a long short term memory (LSTM), and a bi-directional LSTM (BLSTM) were used to analyze the tagged data. By adding morphological elements and evolutionary word sense disambiguation, the suggested common character-word embedding-based NMT model gives a BLEU score of 38.58 which was higher than the others.

Plural Words in Austronesian Languages: Typology and History

This paper investigates the typology and history of plural words in the Austronesian family, by using a sample of 128 languages representing both genealogical and geographical diversity. I first consider the definition of plural words, which are grammatical words indicating nominal plurality at the phrasal level. I then present the distribution of plural words in the sample and examine their history. Several findings can be drawn from the data. First, plural words are the most common type of plural markers in the Austronesian family, attested in more than half of the sample languages. Second, languages with plural words exhibit an uneven distribution: they are typically found in the Philippines, eastern Indonesia, and across the Pacific islands, particularly in New Ireland and Vanuatu, but virtually absent in western Indonesia. This uneven geographical distribution also correlates with a skewed genealogical distribution. Third, as for the diachronic developments of plural words, the previously reconstructed proto plural word *maŋa is only reflected to a limited extent, almost exclusively in the Philippine languages. More commonly, plural words reflect the grammaticalization of third-person plural pronouns, a path found for nearly half of the plural words.

“Tomfoolery” That Deserves Our Attention (Playlets)

“Tomfoolery” That Deserves Our Attention (Playlets)

Exploring Students Learning Strategies in Extensive Reading Activity through Narrative Inquiry

This study focused on students' learning strategies and extensive reading experience, as well as the varied tactics and disparities between them. In this study, the narrative inquiry method was applied. We polled ten active university students from a variety of disciplines and faculties. While conducting the intensive reading tasks, the researchers asked the respondents a few questions and asked them to discuss their experiences. The students were also interviewed over the phone by the researchers. The researchers chose the responders at random, without considering their major, knowledge, or other factors. Based on the findings, we can deduce that each student has similar challenges and employs a similar learning technique. The majority of them use online dictionaries to look up the definitions of new words.

LGBT-related educational contents and challenges in bioethics subjects in Japanese medical and nursing departments

Background and objectives: In Japan, there are delays in the LGBT anti-discrimination law and ensuring human rights. In particular, inadequate response by medical field has been pointed out, and medical education is required not only from the health care needs but also from human rights. This study clarifies the educational contents and challenges related to LGBT in the bioethics subjects in the faculty of medicine and nursing and provides suggestions as one of diversity education.Methods: An anonymous self-administered survey was conducted on the educators in charge of bioethics subjects at 364 universities (81 medical schools and 283 nursing schools). Selective items were simply tabulated, and free descriptions were categorized and analyzed based on commonalities.Results: The response rate was 27.2% (faculty of medicine 29.7%, faculty of nursing 26.5%). “Incorporated,” (33.3%) “want to incorporate,” (21.2%) and “not incorporated” (45.4%) the content related to LGBT into the class. Many of the reasons for adopting it were “related to the way of life and dignity” and “need proper knowledge and understanding of those who identify as LGBT for health care providers.” The contents of education were mostly “definition of words,” “diversity of sexuality,” and “discrimination and prejudice.” Educational challenges included educational consideration for the parties concerned, securing of hours, coordination with other subjects, and educator’s ability.Conclusions: In bioethics subjects, it was suggested that the education is not limited to the improvement of clinical abilities, but that students consider the power structure and institutional inequality of society, notice their own preconceptions, and turn one's thoughts inward.

PROTOTYPICAL MODELING OF ENGLISH VERBS OF TRUE INFORMATION

The article is an attempt at prototypical analysis of English verbs of true information by creating prototypical situations of verbs and identifying propositions from the definitions of verbs. In our study, a prototypical situation is understood as a cognitive model of a typical situation based on the word definition. During the definitional analysis of verbs, propositions and presuppositions were also distinguished. The article examined 22 English verbs of true information.

Effects of Word Definitions on Meaning Recall: A Multisite Intervention in Language‐Diverse Second Language English Classrooms

AbstractVocabulary experts recommend first language (L1) translation equivalents for establishing form–meaning mappings for new second language (L2) words, especially for lower proficiency learners. Empirical evidence to date speaks in favor of L1 translation equivalents over L2 meaning definitions, but most studies have investigated bi‐ rather than multilingual learners. In our study, we investigated instructed English vocabulary learning through an intervention study in six language‐diverse secondary school English classrooms in Sweden (N = 74) involving three conditions for presentation of word meanings: (a) definitions in the L2 (English), (b) translation equivalents in the shared school and majority language (Swedish), and (c) translation equivalents in the shared school and majority language plus other prior languages among the learners (Swedish and other). Based on overall weighted mean effect sizes and mixed‐effects modeling, the results showed that conditions that involved L1 translation equivalents yielded higher scores than did target language definitions in immediate posttests with a small effect size but no differences in delayed posttests.