Difficult Words Research Articles

Internalisasi Nilai-Nilai Fikih dalam Kitab Fath Al-Qorib

Internalization of values ​​in forming a desired character certainly requires a well-planned process. Can be through individual, group and institutional relationships. Darul Ihya Islamic Boarding School as a non-formal educational institution is expected to give a role in shaping human beings with Islamic characteristics. In this pesantren the author makes the media devotion in order to internalize the values ​​of fiqh in the book Fath Al-Qorib. By using the bandongan method, a group of students in one class listens to an ustadz who reads, translates, explains the material contained in the book Fath al-Qorib. Each santri pays attention to his book and makes notes about difficult words or thoughts, in the form of saffron or mufrodat meanings. The learning of the yellow book which had been carried out in the Darul Ihya Islamic boarding school had considerable implications for the formation of Islamic character for the santri. So that the presence of writers besides being able to meet the shortcomings of human resources experienced by the Darul Ihya Islamic boarding school can also contribute in carrying out the programs launched by the pesantren.

O niektórych kategoriach filozoficznych w twórczości administracyjnoprawnej profesora Jana Bocia

On certain philosophical categories in the administrative and legal output of professor Jan BoćThe authors of this article analyze selected philosophical categories contained in administrative and legal publications by professor Jan Boć. In this way they want to focus the reader’s attention on the presence of philosophical reflection in the works of a representative of the Wrocław school of cameralistics. The basis for the considerations are the following texts by the professor: monographs entitled Obywatel wobec ingerencji współczesnej administracji Citizen against the interference of modern administration and Gmina w Belgii Commune in Belgium, the author’s entries contained in the legal dictionary of difficult words, as well as the article entitled “Normatywizacja wartościw prawie administracyjnym” Normativization of values in administrative law co-authored with Piotr Lisowski.The article begins with a reminder of basic facts from the biography of professor Jan Boć.Then, the concept of a “citizen” is examined, analyzed in the historiosophical and administrative-legal contexts. The following categories of philosophy, considered in the comparative aspect, are discussed: “autonomy”, “heteronomy”, “ethical naturalism”, “ethical relativism”, “value” and “axiology”.In the conclusion of their investigations, the authors emphasize the objective praise of the axiormormality of professor Jan Boć that appears in his studies, as well as of the very high level of their substantiveness, originality and constant, deepened philosophical reflection. In a special way they highlight the fact that the relationship between philosophical thinking and administrative law was a valuable asset of the legal culture of Jan Boć.

Analysing literacy and other psychological tendencies using linguistic profile in English expressive writing: Are students able but unwilling to write?

The use of English in educational settings has become quite common in order to achieve global competitiveness. Given this fact, students are required to be fluent both in oral and written English. Unfortunately, the significant discrepancy is often found between the two. Students seemed to struggle when asked to elaborate their ideas in writing. With that in mind, this study would elaborate on the linguistic properties of students’ writings in order to understand the linguistic processes affecting such a discrepancy. Writings from a total of 205-business students were analysed using Linguistic Inquiry Word Count (LIWC2015) focusing on the linguistic and grammatical properties such as word counts, tenses associated words, adjectives, adverbs and so on. We found that our samples’ writing profile was significantly different from those of LIWC2015, especially in properties such word counts, six-letter words, verb and adjectives, as well as the use of I-related pronoun. For example, we found that our sample used a lot more difficult words while wrote less than half of the global population, suggesting their ability as well as unwillingness to write at the same time. With this main finding, we concluded that students come short in terms of critical literacy. In addition to that, we would also discuss the potential psychological implications (narcissistic tendency) as well as the differences between men and women styles in writing.

Assessment of Use, Specificity, and Readability of Written Clinical Informed Consent Forms for Patients With Cancer Undergoing Radiotherapy

Appropriate informed consent processes are crucial to preservation of patient autonomy and shared decision making. Although half of patients with cancer receive radiotherapy, it is unknown whether current consent practices are comprehensible for patients. To characterize use, specificity, and readability of clinical informed consent forms for radiotherapy, hypothesizing that forms would be higher than the recommended sixth- to eighth-grade readability level. This nationwide cross-sectional survey study and readability analysis was conducted from 2016 to 2018 and included 89 academic radiation oncology departments that were part of the 2016 Electronic Residency Application Service. Department leaders (clinical directors, chairs, and personal contacts of study authors) at academic radiation oncology departments were contacted via email. Readability levels were measured by 7 validated readability indices, including the Ford, Caylor, Sticht (FORCAST) index for nonnarrative texts. Difficult words were identified using The Living Word Vocabulary, which describes the readability grade levels of 40 000 common words. Of 89 departments, 67 (75%) responded to questions and 57 (64%) provided 113 forms for analysis. Departments providing forms did not differ substantially from others in terms of region, residency size, research output, rural vs urban location, or public vs private institution status. All departments obtained patient written informed consent before radiotherapy; 38 (57%) used body site-specific forms. Using the most conservative (low-score) estimate, mean form readability ranged from grade level 10.6 to 14.2. By 7 distinct indices, only 9 (8%) of 113 forms met the recommended eighth-grade readability level, and 4 (4%) forms met a sixth-grade level. Not a single form met either recommendation based on the FORCAST index. Forms used an average of 7.2 difficult words. Body site-specific forms had considerably better readability than general consent forms. This nationwide study of informed consent practices for cancer treatment with radiotherapy demonstrates that while all US academic radiotherapy departments use written consent forms, it is rare for templates to meet the recommended readability levels for patient materials. These data suggest the need for reevaluation and modification of the approach to radiotherapy consent, ideally with guidance and templates designed by national professional organizations.

القضایا اللغویة فی تفسیر التحریر والتنویر لإبن عاشور وفتح البیان لصدیق حسن القنوجی دراسة مقارنة+Linguistic issues in tafsir Altahrir watanwir of Ibn Ashour and Fatah ul bayan of Sadique Hassan Alqonuji comparative study

Abstract:Allah almighty has revealed Quran in Arabic language, and have make it possible to understand easily. Arabic language is most valuable in whole world. it is the language of ancient day and time and has an important role in the development of all kind of knowledge and scientific research. I have also included the statement of the said eaegies where their point of view match and different each other. The writer of the first is shaykh ul Islam Muhammad Tahir Bin Ashoor. He was born in 1879 Ad at Tunis. His forefathers were the most famous and pious people of Andlus.The writer of the second book Tafseer Fateh ul Biyan is Nawab Siddique Hassan Khan Al-Qanooji. He was born at Braili the city of India in 1823 AD. He wrote almost 200 books. But the most famous book is Tafseer Fateh ul Byan linguistic discussions are famous in this tafseer. I have compared the linguistic meaning of the difficult Arabic words of the Quran found in the both said tafser .

The Use of a Reading Lexicon to Aid Contextual Vocabulary Acquisition by EFL Arab Learners.

This article investigates how the use of a deliberate approach of analyzing a given reading may predict differences in CVA effectiveness. Sixty Arab EFL learners were randomly assigned to an experimental group and a control group, thirty participants for each. The experimental group received training in the deliberate Clarke and Nation (System 8:211-220, 1980) CVA technique, whereas the control group were not guided through a training method. Then, both groups were asked to answer three vocabulary tests and then participate to finish a series of six readings adjusted using Nation's K-level reading lexicon to control the difficult words during readings. After treatments, the students took a post-test vocabulary session. Results show that the group that have used the deliberate CVA technique retained about twice as many new words as the other group did. That is the use of a deliberate-CVA methodology significantly improves learning. The experimental manipulation produced a learning effect that was 76.1% greater than that of the control group in terms of word context recognition and 128.0% greater than that of the control group in terms of word definition accuracy. Pedagogical implications, limitations and directions for further research are discussed.

Contribution of reading an e-book with a dictionary to word learning: Comparison between kindergarteners with and without SLI

The purpose of the current study was to examine the efficacy of e-book reading to ‎promoting word learning among kindergarteners with specific language impairment ‎‎(SLI) compared to those with typical language development (TLD). We also tested ‎the contribution of three types of dictionary support provided in the e-book. All ‎dictionary words were given a pictorial and auditory support while a third of them ‎were given a short definition, a third were defined using the story content, and a third ‎were given a combined definition. Twenty kindergarteners with SLI and 20 with TLD ‎were read the e-book with dictionary support 5 times. Each child was exposed to the ‎three types of dictionary support in each e-book reading. Receptive knowledge, word ‎definitions and use of target words were measured pre and post intervention. A ‎significant improvement in new word learning following the e-book reading was ‎found in the children’s receptive knowledge, word definitions and use of target ‎words. Nonetheless, children with TLD progressed in words use more than children ‎with SLI. The two groups progressed to a greater extent in explaining new words ‎following the provision of a dictionary definition and following story context ‎definition. Children with SLI progressed in words’ use following the definition of a ‎dictionary. The combined definition was especially efficient for children in the two ‎groups with had a low initial level of using new words. Combined definition was also ‎efficient for explaining new words for TLD children with initially high language level. ‎We conclude that children with SLI like children with TLD can benefit from ebook ‎reading and can learn new words at different levels when the e-book is well designed in ‎assisting children with definitions of difficult words.‎

Aoyama Gakuin Women’s Junior College

This study examines the application of an IRT analysis of words on lists including the General Service List (GSL), New General Service List (NGSL), Academic Word List (AWL), New Academic Word List (NAWL), and TOEIC Service List (TSL). By comparing line graphs, density distribution graphs, and boxplots for the average difficulty of each word list to related lists, we can get a visualization of the data’s distribution. Japanese EFL students responded to one or more of 84 Yes/No test forms compiled from 5,880 unique real words and 2,520 nonwords. The real words were analyzed using Winsteps (Linacre, 2005) resulting in IRT estimates for each word. By summing the difficulties of each word, we can calculate the average difficulty of each word list which can then be used to rank the lists. In effect, the process supports the concurrent validity of the lists. The analysis indicates the word family approach results in more difficult word lists. The mean difficulties of the GSL and the BNC_COCA appear to be more divergent and more difficult particularly over the first 4000 words, possibly due to the use of Bauer and Nation’s (1993) Affix Level 6 definition for their compilation. Finally, just as we should expect word lists for beginners to have higher frequency words than subsequent lists, we should also expect them to be easier with more words known to learners. This can be seen with the gradual but marked difference between the different word lists of the NGSL and its supplemental SPs.

PREPARING STUDENTS’ READING ABILITY FOR IR 4.0: UNDERSTANDING THEIR MOST PROBLEMATIC READING COMPREHENSION SKILLS AND THE SOLUTIONS

The Industrial Revolution 4.0 (IR 4.0) signifying manufacturing digitalization has become a major concern around the globe. Not only does it deal with industrialists or engineers, but it also deals with teachers, and education policy makers. This new revolution requires educational institutions to prepare their students to be able to adapt themselves in this new era. English, serving as a global lingua franca, still plays an important role for all students in different majors that need to be mastered. One of the English language skills, reading, must be given sufficient attention by English teachers for their students to be able to read and comprehend English texts in their job fields in the future. This study attempts to reveal the reading comprehension mastery of the Business Administration students in a private university. It examines three series of English proficiency test (EPT) exercises and a final EPT they took as the requirements to complete their study in the university. Among the thirteen micro skills in this kind of test, the students’ most problematic skills are: answering transition questions correctly (25% correctly answered), determining the tone, purpose, or course (37%), and using context to determine meaning of difficult words (42%). Possible causes and recommendations to minimize those problems are also comprehensively presented.

Lexical characteristics of written language input across primary grades: An analysis of a Dutch corpus based lexicon

The lexical written language input aimed at beginning readers may influence reading success. We analyzed a lexicon based on a corpus of Dutch reading materials for primary school children to gain insight into the frequency distribution of different word types, i.e. words with similar word characteristics, both per grade and across grades. The frequencies of monomorphemic, concrete words and of polysemous words remained relatively stable, whereas that of multimorphemic and monomorphemic abstract words increased across grades. Within each grade, multimorphemic and monomorphemic, abstract words had lower frequencies than monomorphemic, concrete words. Difficult polysemous words were less frequent than easy polysemous words in all grades. Some additional explorations on a larger word set corroborated our findings. Our findings suggest that authors of child reading materials adapt their choice of words to the intended vocabulary knowledge level, consistent with vocabulary knowledge development theories. We discuss theoretical and educational implications of our findings.

TEACHER TALK AND INSTRUCTIONAL LANGUAGE CHOICE: TWO PROBLEMS ENCOUNTERED IN EFL CLASSROOM

When we agree with the internalization of a foreign language acquisition centered in the classroom, teacher talk plays the most important role to achieve the success of teaching and learning. However, a high intensity of teacher talk and the hesitation of instructional language choice become two common problems are usually faced. Therefore, it seems important to present a variety of literature reviews to be considered by teachers which may be used as the reference to solve the problem. This study presented the concept of teacher talk at classroom interaction, monolingual and bilingual approach in EFL classroom and some previous research findings “the rationales for supporting bilingual approach” which were gained from some articles. This study suggests that teachers have to control the quantity and quality of their talk to gain an effective teaching and learning process in the EFL classroom. It is more advantageous to reduce Teacher Talk Time and increase Student Talk Time based on the students’ need because too much teacher talk will have an impact on decreased student learning motivation. When teaching EFL students, it will be helpful for overcoming cognitive difficulties if teachers insert mother tongue for the certain condition such as to translate difficult words from reading the text and to explain grammar. However, the teachers have to keep a principled and judicious use of mother tongue because a very high proportion of it also limits the students’ achievement. If the students are exposed more to the second language, they will become more successful

Differences between EFL Beginners and Intermediate Level Readers When Reading Onscreen Narrative Text with Pictures: A Study of Eye Movements as a Guide to Personalization

ABSTRACTCompared to reading text alone, pictures are regarded as easier for readers to comprehend the context. For EFL readers, their reading behavior on text with pictures needs to be carefully inspected. The study aims to examine how different are the viewing behaviors of EFL beginners versus intermediate readers on reading narrative paragraphs and accompanying pictures. Seventeen junior high and twenty-one senior high students represented as EFL beginners and intermediate readers, respectively. Both of them read consecutively three screens with narrative texts and pictures illustrating the texts. The results showed that both beginners and intermediate readers paid more attention to the texts than the pictures. The beginners almost solely fixated on the texts and few fixations fell on to the pictures while the intermediates had more fixations on both texts and pictures. The eye-movement data in the specific AOIs showed that the intermediates made more references between text and pictures when they encountered difficult words or processed semantic meaning making. The beginners were less efficient in reading, having less fixated time on each screen, and encountered greater difficulties in comprehension than the intermediates. Based on eye-movement data, a personalized strategy to alter display sequence could be provided to support EFL beginners: Before going into narrative reading, a reminding message could be dispatched onscreen guiding them to view standalone pictures and to inspect pictorial components carefully to serve as the macro-reading strategy. The personalization could also be realized by posting cognitive and meta-cognitive level questions during the inspection of picture.

Pushing the boundaries of audiovisual word recognition using Residual Networks and LSTMs

Visual and audiovisual speech recognition are witnessing a renaissance which is largely due to the advent of deep learning methods. In this paper, we present a deep learning architecture for lipreading and audiovisual word recognition, which combines Residual Networks equipped with spatiotemporal input layers and Bidirectional LSTMs. The lipreading architecture attains 11.92% misclassification rate on the challenging Lipreading-In-The-Wild database, which is composed of excerpts from BBC-TV, each containing one of the 500 target words. Audiovisual experiments are performed using both intermediate and late integration, as well as several types and levels of environmental noise, and notable improvements over the audio-only network are reported, even in the case of clean speech. A further analysis on the utility of target word boundaries is provided, as well as on the capacity of the network in modeling the linguistic context of the target word. Finally, we examine difficult word pairs and discuss how visual information helps towards attaining higher recognition accuracy.

Commentary: “Gluten Ataxia and their relationships with Celiac Disease and Non-Celiac Gluten Sensitivity”

The word "ataxia" means etymologically, incoordination or clumsiness. It is a symptom, not a diagnosis in itself, or a clinical entity. The diseases that present it, have as a common denominator, the permanent presence of a progressive alteration of the balance, more evident when standing and walking, together with a lack of coordination of the extremities with movement, all accompanied by disorders of the language, consisting of a difficulty in pronouncing well, having to work much harder than usual, to achieve an understanding, especially with difficult words, or in prolonged conversations. The underlying lesion is located mainly at the level of the cerebellum, which is the part of the brain responsible for coordinating movements and the center of postural balance, as well as the language.

Contextualized bilingualism among adolescents from four different ethnic groups in Indonesia

Aims and objectives:We were interested in group differences in Indonesia in bilingualism, whether vocabulary knowledge shows a differential pattern across the languages, and whether language skill and usage differences between groups are moderated by contextual factors, such as ethnic group size.Data and analysis:We examined group differences in language usage at home and in public, self-reported proficiency, and vocabulary scores in both languages among 632 adolescents (292 males, Mage= 14.57 years) from four ethnic groups in Indonesia (214 Javanese, 115 Batak Toba, 108 Toraja, and 195 Chinese). Differential item functioning analysis was conducted to test whether adolescents had different vocabulary they only know in one language, which would indicate equality or inequality in access to knowledge in the two languages.Findings:There were large differences in language knowledge and usage. The lowest scores in ethnic language vocabulary and usage were found among the Chinese group. Across groups, scores for Bahasa Indonesia (L2) vocabulary were higher than ethnic language (L1) vocabulary. However, the ranking from easy to difficult words was similar across the languages and there were no specific sets of items that were differentially known in any language.Implication:Despite the differences in bilingualism skill and usage, all groups have similar access to different domains of the languages, and L2 (Bahasa Indonesia) seems to have become the dominant language in all groups. Our findings also imply that bilingualism comprises various domains, including language skill, self-reported proficiency, and self-reported usage, and that the associations between these components are not very strong.Originality:We investigated bilingualism among non-immigrant adolescents in an under-researched, non-WEIRD (western, educated, industrialized, rich, democratic) society. The study shows the role of language usage and skill that is different from a western context in various aspects, such as the dominance of L2 in all groups.

Errare Est... Aproximaciones Indisciplinares en las Prácticas Artísticas Contemporáneas

Errors, noise, accidents, interruptions, saturation, chaos, disorder are often related to the results of questioning, just as they are difficult words that we quickly identify as pejorative, which we do not understand or expect, what we despise. Many artists refer to the world as human excretion, virus, vomit, sterile, within the limits of institutional and governmental power. This article aims to approach some artistic practices that have, under a perspective of questioning the status quo of the system, dealt with the multiform of what we have often called error.

The Contribution of Lexical, Grammatical, and Propositional Knowledge Preparation to L2 Listening Comprehension

Listening comprehension is a multifaceted L2 skill and its actual mastery has proved challenging for many EFL learners (Matthews, 2018). Pre-listening supports may help us change the dire situation in developing effective listening competence. Therefore, the current study tried to examine the effect of vocabulary preparation, grammar instruction and background knowledge activation as pre-listening tasks on the listening comprehension among 95 Iranian intermediate EFL learners in three experimental groups who were randomly selected from among 142 Iranian EFL learners after administration of a paper-based TOEFL. In group A, the teacher elaborated on the difficult grammatical structures of the listening comprehension (LC) test and the students did some exercises. Group B practiced related difficult words using synonyms, antonyms, and sentence examples. In group C, some topical knowledge about the content of the LC test was given and discussed. After the treatment, a valid researcher-made LC test was given to all groups. This procedure was followed for four more listening texts and after each treatment, a valid researcher-made LC test based on the text was administered. Data analysis using one-way ANOVA and Scheffe test revealed that background knowledge activation and vocabulary preparation significantly improved learners’ listening performances; however, grammar preparation did not exert a significant influence on EFL listening comprehension. These results were confirmed by the experts’ attitudes in the subsequent qualitative phase of the study. These findings suggest that EFL teachers should use background knowledge activation and lexical preparation prior to the main listening tasks.

Using Flash Card as Instructional Media to Enrich the Students' Vocabulary Mastery in Learning English

The purpose to be reached in conducting this study is to share information about the use of flash card as instructional media to enrich the students’ vocabulary mastery in learning English. It is true to say that there are lots of instructional media available in such a way that they can be used as the assistance for the teachers to deliver the materials as well as for the students to understand the materials. Accoding to certain research findings done by the students of English department of Sultan Ageng Tirtayasa University, it is recommended that the teachers should apply various media to improve the quality of teaching and learning English in the classroom, such as role play, flash card, and picture series. However, the are many students from elementary school up to university level still get difficulties when they learn English. The students cannot listen carefully and get misunderstanding, they also hesitate to speak English, they do not understand the difficult words when they read English passage, and they cannot write good sentences and/or paragraphs in English as well. From those points above, it is clear that the use of flash card can be expected to be the solution to solve the problems occurred in attempts to increase the vocabulary mastery for the students when learning English. Besides, the use of flash card can also make the vocabulary learning become enjoyable and interesting. Flash card can be an excellent media to be used because there are many students interested in flash card. In flash card they can stimulate their imagination to develop their ideas and they can learn and find new vocabulary.

Improbotics: Exploring the Imitation Game Using Machine Intelligence in Improvised Theatre

Theatrical improvisation (impro or improv) is a demanding form of live, collaborative performance. Improv is a humorous and playful artform built on an open-ended narrative structure which simultaneously celebrates effort and failure. It is thus an ideal test bed for the development and deployment of interactive artificial intelligence (AI)-based conversational agents, or artificial improvisors. This case study introduces an improv show experiment featuring human actors and artificial improvisors. We have previously developed a deep-learning-based artificial improvisor, trained on movie subtitles, that can generate plausible, context-based, lines of dialogue suitable for theatre. In this work, we have employed it to control what a subset of human actors say during an improv performance. We also give human-generated lines to a different subset of performers. All lines are provided to actors with headphones and all performers are wearing headphones. This paper describes a Turing test, or imitation game, taking place in a theatre, with both the audience members and the performers left to guess who is a human and who is a machine. In order to test scientific hypotheses about the perception of humans versus machines we collect anonymous feedback from volunteer performers and audience members. Our results suggest that rehearsal increases proficiency and possibility to control events in the performance. That said, consistency with real world experience is limited by the interface and the mechanisms used to perform the show. We also show that human-generated lines are shorter, more positive, and have less difficult words with more grammar and spelling mistakes than the artificial improvisor generated lines.

Implementation of Scientific Approach in English Teaching at SMPN 1 Gringsing Batang

This research aimed: 1) to identify the implementation of scientific approach in English teaching at SMP N 1 Gringsing, 2) to identify the problems faced by the teachers and students implementing scientific approach in English teaching, and 3) to know the teachers’ solutions of the problems. The method used in this final project is descriptive qualitative. The writer used observation sheet and documentation gotten by recording the activities, and the lesson plan of the teachers in collecting data. The result of the analysis shows: 1) the implementation of scientific approach in teaching learning process at SMP N 1 Gringsing Batang is running well, although the five steps are not working well because the time was not enough to finish all of steps of scientific approach in one meeting. 2) the problems in teaching learning process were divided into two parts. The first was problems of the teachers. Here, the first teacher often forgot to give apperception in the opening step as stated in the lesson plan. The teachers found the students were less active in learning process of questioning step. Moreover, the teachers gave same instruction in exploring and associating step by giving same questions but different pattern (written and orally). Then, the teachers were lack in the media of teaching learning process, so it made students bored. The second was problems faced by the students that they were being nervous, afraid, or ashamed if they made a mistake in arranging the question or sentence, and show their work. Sometimes they felt difficult when they found new vocabularies. 3) there were some solutions made by the teachers to solve the problems. They corrected the students’ pronunciation and wrong sentence. The teachers let students to open their dictionary to find the meaning of difficult words. Furthermore, they gave motivation to the students that they should be more active in the teaching and learning process. In addition, the teachers gave punishment by giving questions to students who did not focus in learning process and the students were asked to write what they had learnt on that day in “My Journal”. It was to know the students’ development. Finally, the teachers should improve the techniques in learning process, so the students can receive the material easily.