Individual Language Research Articles

A Comparison of Distance and Face-to-Face Learning Regarding Anxiety Factors Among 5th Grade EFL Students: A Case Study

In the general sense, anxiety is a feeling that causes trouble in mind. Accordingly, language learning anxiety can be listed as one of the factors affecting learners negatively in and out of the educational settings due to the Covid-19 pandemic. For this reason, being aware of students’ learning conditions that affect their anxiety level is significant for language teachers to set clear expectations about the learning outcomes of the school subjects. Regarding young learners in Turkey, the distance education context is a highly new way to be pursued in the scope of experience. Considering this information, the current study aims to profile and compare individual language anxiety levels of 5th-grade students in face-to-face learning and distance learning. Research is valuable since distance learning is a new concept for young learners in Turkey, resulting from the pandemic, and very few researchers have focused on young learners in Turkey. The study was conducted in a state school in Kütahya. Participants were 5th-grade students from three different sections of the school. In the study, the Foreign Language Classroom Anxiety Scale (FLCAS) and its modified distance learning version were used. The results of the two tests were compared. While some factors do not show a significant difference, some aspects of fear of communication increase in the target foreign language. However, some items related to fear of making mistakes have noticeably reduced in distance learning.

Association between human herpesvirus 6 (HHV-6) and cognitive function in the elderly population in Shenzhen, China.

Human herpesvirus 6 (HHV-6) is neurophilic, and its relationship with Alzheimer's disease (AD) remains controversial. This study aimed to examine the relationships between HHV-6 and cognitive abilities in elderly people aged 60years or above from communities in Shenzhen. We recruited participants from 10 community health service centers in Shenzhen. Participants were divided into case and control groups according to Mini-Mental State Examination (MMSE) scale standards and were included in this study with 1:1 matching based on sex and age (± 3years). The HHV-6 gene was detected by real-time fluorescent quantitative PCR, and the HHV-6 copy number was quantified. A total of 580 participants (cases, n = 290; controls, n = 290), matched for gender and age was included in this study. A positive HHV-6 test was not associated with a significant difference in global cognitive performance (ORadjusted = 1.651, 95% CI = 0.671-4.062). After adjusting for gender, age, education, Pittsburgh Sleep Quality Index (PSQI) score, homocysteine (Hcy) and glycosylated hemoglobin (HbA1c), the results of multiple linear regression showed that there was a statistically negative correlation between HHV-6 copy number and orientation (βadjusted = -0.974, p = 0.013), attention and calculation (βadjusted = -1.840, p < 0.001), and language (βadjusted = -2.267, p < 0.001). The restricted cubic spline (RCS) model results showed that there was a nonlinear dose-response relationship between HHV-6 log10-transformed copies and orientation (poverall = 0.003, pnonliner = 0.045), attention and calculation (poverall < 0.001, pnonliner < 0.001), and language (poverall < 0.001, pnonliner = 0.016). HHV-6 infection significantly associated with orientation, attention and calculation, and language in elderly individuals.

Beyond individual language brokering: Family literacy brokering

Drawing on ethnographic data from everyday practices within an Afghan-origin family in Denmark, the present study takes a language brokering perspective to investigate literacy—doing things with texts. It shows that literacy is social, multilingual, multimodal, and imbued with attitudes, norms, and values. Additionally whereas several previous research concentrate on one youth or child language broker, the study illustrates that language brokering involves multiple parties and develops multidirectional interactions, particularly when the family is relatively newly arrived. Furthermore, focusing on literacy events provides insights into how discussing language within interactional settings may advance processes of learning and participation in social practices. Methodologically, the study applies a linguistic ethnographic approach and engages both emic and etic views to the family members’ negotiations of social and linguistic practices, identities, and relations.

Effect of CNTNAP2 polymorphism on receptive language in children with autism spectrum disorder without language developmental delay.

AimThe receptive language ability of individuals with autism spectrum disorder (ASD) seems to lag behind expressive language ability. Several autism‐related genes may influence this developmental delay. Polymorphism of one such gene, namely, the contactin‐associated protein‐like 2 gene (CNTNAP2), affects receptive language in individuals with language delay. However, the association between CNTNAP2 polymorphism and receptive language in individuals with no language delay remains unclear.MethodsWe included 59 children with ASD and 57 children with typical development in this study and investigated this association using coarse‐grained exact matching.ResultsWe present the first evidence of an association between CNTNAP2 rs2710102 (A‐allele carrier) and reduced receptive language ability in children with ASD whose language development was not delayed. Similarly, among children with typical development, A‐allele carriers had lower receptive language ability, but the difference was non‐significant.ConclusionsIt is possible that the effect of rs2710102 on receptive language ability is larger in the presence of autism‐related genes. Consequently, we speculate that the effect of rs2710102 on receptive language ability would be exerted in combination with other genes. These findings provide new insights into the genetic interactions between mutations associated with common language disorders and ASD and identify molecular mechanisms and risk alleles that contribute to receptive vocabulary. These findings also provide practical guidance in terms of providing candidate genetic markers that may provide opportunities for targeted early intervention to stratify risk and improve prognosis for poor receptive language development in children with ASD.

Abstract 3671: Association between residence in a Hispanic enclave and end-induction minimal residual disease among children with acute lymphoblastic leukemia in Texas

Abstract Background: Acute lymphoblastic leukemia (ALL) remains a leading cause of death in children and adolescents. We have demonstrated that Hispanic enclaves - neighborhoods with high proportions of Spanish-speaking residents, recent immigrants, and ethnic-specific businesses - are associated with inferior overall survival in children with ALL. However, associations of enclaves with other outcomes remain poorly understood. In the present study, our objective was to determine whether residence in an enclave was associated with end-induction minimal residual disease (MRD), a strong predictor of ALL mortality. Methods: This was a retrospective study of N=142 children aged 0-18 years, treated at Texas Children’s Hospital (Houston, TX) from 2007-2018. MRD was defined as ≥0.01% leukemic blasts in bone marrow at day 29 of therapy. We used the 2010 census tract geography and a modified version of the Hispanic enclave index to identify enclaves. We assigned an enclave index score to each census tract, computed quartiles based on the statewide distribution, and mapped children to quartiles based on address at diagnosis (Q1: least ethnically distinct neighborhoods; Q4: most ethnically distinct neighborhoods). Data on sex, self-reported race/ethnicity, National Cancer Institute (NCI) risk group, primary language, and ALL cytogenetics were abstracted from electronic health records. Cytogenetics were considered either unfavorable (BCR-ABL1 fusion, KMT2A rearrangement, hypodiploidy, or intrachromosomal amplification of chromosome 21) or favorable (ETV6-RUNX1 fusion, double trisomies of chromosomes 4 and 10)/neutral (neither favorable nor unfavorable). We estimated the odds ratio (OR) and 95% confidence interval (95% CI) of MRD according to enclave index score using logistic regression. Results: Neither individual ethnicity nor primary language varied by MRD status, but a greater proportion of MRD-positive children lived in the most ethnically distinct neighborhoods (53% vs. 36%, p=0.04). Enclave index score was associated with MRD after adjusting for sex, NCI risk group, and cytogenetics (OR 1.57 per quartile increment, 95% CI 1.09-2.33). We also observed non-significantly increased odds of MRD among children in Q3 (OR 1.53, 95% CI 0.41-6.55) and Q4 (OR 2.84, 0.83-11.58) relative to Q1. Conclusions: We found that residence in a Hispanic enclave was associated with MRD in children with ALL. Neither ethnicity nor primary language differed by MRD status, suggesting that these did not confound the association with enclave index score. Neighborhood factors may influence early treatment outcomes in ALL, and children living in Hispanic enclaves may constitute a high-risk population. Citation Format: Joshua P. Muniz, John P. Woodhouse, Amy E. Hughes, Sandi L. Pruitt, Karen R. Rabin, Michael E. Scheurer, Philip J. Lupo, Jeremy M. Schraw. Association between residence in a Hispanic enclave and end-induction minimal residual disease among children with acute lymphoblastic leukemia in Texas [abstract]. In: Proceedings of the American Association for Cancer Research Annual Meeting 2022; 2022 Apr 8-13. Philadelphia (PA): AACR; Cancer Res 2022;82(12_Suppl):Abstract nr 3671.

Linguistic Interpretation of Zoonyms «Arystan», «Kabylan» in Etymological Dictionaries of the Turkic Languages

The article covers common names of animals in the Turkic languages. The name of animals occupies a special place in the system of vocabulary of the Turkic languages. They are distinguished by the presence of an ancient lexical layer and a common characteristic for the Turkic languages. Today there is a need for zoonyms to generalize, systematize, and comprehensively analyze the etymological dictionaries of Turkic languages and explanatory dictionaries of individual languages. Therefore such analyses make it possible to identify the layers of Turkic zoonyms characteristic of the general Turkic period and subsequent periods, reflect the history of their formation, personal changes, and identify new species that appeared in later epochs. They also сan become useful resources in the field of historical word formation, morphology and lexicology of the Turkic languages. In general, the study has been guided by etymological dictionaries of Turkic languages, scientific opinions on etymology of Turkic zoonyms have been analyzed. The purpose of the study is to analyze the linguistic personality of Turkic zoonyms. From the general content of the article, it is necessary to consider the subject of the study of Turkic zoonyms, analyze scientific conclusions on the etymological dictionaries of the Turkic languages regarding the zoonyms Arystan and Kabylan and to generate your own judgment. As a result of the study, it is suggested that the creation of zoonyms in the Turkic languages according to a certain model, that is, based on a general model of morphological structure, may have a certain word-formation system in the formation of animal names.

Promotion of English Language Under British Rule in Punjab (1849-1947)

During the British invasion of India in the sixteenth century the Dutch East India Company developed markets in many cities and towns under their control. In 1765, the company's influence had grown to such an extent that the United Kingdom had actually controlled the largest part of the country. In the beginning, English was the only subject for local community through the work of Christian missionaries, and that there was no formal order for the introduction of the language of the masses of the people. However, in the mid-seventeenth, the English language became the language of government, and many of the elite classes of the Indian people asked for instruction in the English language as a tool for social progress. In 1857, universities were opened in Mumbai (Bombay), Kolkata (Calcutta) and Chennai. English was still considered as the language of government, the social elite and the national after independence, it was assumed that the English language would have to be gradually being replaced by the sphere of the state.[i] However, it was not clear that as to which language it should be replaced. In the beginning the Hindi language was the most spoken language, this seemed like the obvious choice, but the opinions were divided for different languages. In a country with a population of over 900 million people and more than a thousand languages, it was difficult to choose a national language but the native speakers of that languages will automatically gain access to a high social status, and it was easier to get power and influence. It had been expressed that English was not the native language , there was Hindi as official language in India and the English was just like Bengali, Gujrati and urdu language. Gandhi was also in favour of Hindi language and wanted to have a special status of English language for individuals. [ii]&#x0D; &#x0D; [i] Aziz k.k, M.A., The Development and reconstruction of university Education in Pakistan, London, 1951, P.26.&#x0D; [ii] Qureshi I.H.,Inaugural Address at the Educational Convention, 1959, Lahore, P.37.

New avenues and challenges in semantic map research (with a case study in the semantic field of emotions)

AbstractIn this paper, we present an overview of the methods associated with semantic maps, focusing on current challenges and new avenues for research in this area, which are at the core of the contributions to this special issue. Among the fundamental questions are: (1) the validity of the basic assumption, namely, to what extent does coexpression reflect semantic similarity; (2) the central problem of identifying analytical primitives in the domain of semantics; (3) the methods of inference used for creating coexpression maps and the representation techniques (graph structure vs. Euclidean space) as well as their respective merits (including the goodness of fit of the models); and (4) the use of semantic maps to support diachronic and synchronic descriptions of individual languages. In order to illustrate and discuss key aspects, we conduct an experiment in the semantic field of emotions, for which we construct a classical semantic map based on the dataset of CLICS3.

Crosslinguistic word order variation reflects evolutionary pressures of dependency and information locality

Languages vary considerably in syntactic structure. About 40% of the world's languages have subject-verb-object order, and about 40% have subject-object-verb order. Extensive work has sought to explain this word order variation across languages. However, the existing approaches are not able to explain coherently the frequency distribution and evolution of word order in individual languages. We propose that variation in word order reflects different ways of balancing competing pressures of dependency locality and information locality, whereby languages favor placing elements together when they are syntactically related or contextually informative about each other. Using data from 80 languages in 17 language families and phylogenetic modeling, we demonstrate that languages evolve to balance these pressures, such that word order change is accompanied by change in the frequency distribution of the syntactic structures that speakers communicate to maintain overall efficiency. Variability in word order thus reflects different ways in which languages resolve these evolutionary pressures. We identify relevant characteristics that result from this joint optimization, particularly the frequency with which subjects and objects are expressed together for the same verb. Our findings suggest that syntactic structure and usage across languages coadapt to support efficient communication under limited cognitive resources.

Comparing the Literatures: Literary Studies in a Global Age

Comparing the Literatures: Literary Studies in a Global Age

The iconicity of possessive-affix position in Malayo-Polynesian

Abstract Most languages which code possession morphologically do so by using either prefixes or suffixes. This study examines the minority of languages which employ both prefixes and suffixes in order to express the contrast between alienable and inalienable possession. The focus is on a possible interaction of affix order type and possession type. An analysis of a dozen Malayo-Polynesian languages (8 Eastern Malayo-Polynesian and 4 Central Malayo-Polynesian) reveals a surprisingly consistent pattern. Ten of these languages consistently associate prefixes with alienable possession and suffixes with inalienable possession. None of the 12 languages does it the other way around. This form-meaning relationship is argued to be iconically motivated. Suffixes are claimed to be more closely linked to their stems than prefixes are. This formal closeness mirrors the tighter relationship between possessor and possessum in inalienable than in alienable possession. Five languages make a three-way contrast among inalienable, intermediate and alienable possession. This suggests that the distinction between alienable and inalienable possession should be viewed as a continuum rather than a dichotomy. Individual languages may split up this continuum in different ways.

ЛІНГВОКУЛЬТУРНИЙ ПІДХІД ДО ВИВЧЕННЯ АНГЛОМОВНИХ НОВОУТВОРЕНЬ

Problems of formation of new words in language are relevant in linguistics since its inception, but there is still no consensus on the understanding of neologism in the linguistic sense. In domestic linguistics, neologisms are studied from the standpoint of stylistic, psycholinguistic, denotative, structural and historical theories based on the criteria of novelty of origin, denoted by denotation, novelty of word form and meaning, novelty of unit use in literary language and speech of individual languages. In foreign linguistics, the lexicographic theory of a new word prevails, in the framework of which neologisms include words that are not registered in dictionaries. However, each of these theories has shortcomings due to its relativity in relation to the individual / linguistic community or due to too narrow a focus. In modern neology, the linguistic and cultural approach is promising, from the standpoint of which neologisms are considered as units with culturally significant information. The approaches studied exist due to the definition that neologisms are the result of human activity and can have a cultural impact. The need to develop a linguo-cultural approach is dictated by the fact that the content of neologisms is formed under the influence of both linguistic and culturological factors. The scope of neologisms is another criterion for determining these linguistic phenomena. As part of the linguo-cultural approach in neology, we focus on literary language. National-cultural marking of language new word is also revealed in the analysis of the system of meanings of new words and their associations in lexical-semantic paradigms. The interaction of language and culture is manifested in the distribution of new lexical items from different conceptual areas in different languages.

Defining ‘normal’: Methodological issues in Aphasia and intelligence research

Theodore H. Weisenburg (1876–1934) and a series of colleagues embarked on a research program in 1927 to develop standardized tests to investigate the nature of language and intellectual impairments in aphasic and non-aphasic individuals. This project culminated in two significant contributions to neuropsychological testing (Weisenburg & McBride, 1935; Weisenburg, Roe and McBride, 1936). After an initial study demonstrated the problematic aspects of Henry Head's aphasia tests (1926), Weisenburg developed a new battery of tests which were given to individuals with aphasia. The significant innovation of this work was the original concept of a matched control group. This included those with other neurological impairments, and a range of non-neurologically impaired individuals with the aim of providing a characterization of what was ‘normal’. They identified many crucial participant variables regarding age, education, and socioeconomic status and used population statistics to ensure their control sample was representative. A detailed critical assessment of each of their successive elaborations is examined, focusing on the methodological innovations they represent. The contribution of this work to contemporaries and successive generations of neuropsychologists is examined regarding ongoing issues in clinical testing and research design.

Autonomisation, individualisation and uses of space: Mapping out individual language learning environments

We are increasingly thinking of language learning in a global context as a matter of multiple diversities: diversities of learner biography, background and target languages, purposes, and settings for learning in and out of the classroom. This paper suggests that the common thread within these multiple diversities is that of learners mapping out individual language learning environments within the multilingual spaces in which they live, work, study and play. The question raised by this view is how we may begin to conceptualize autonomy in terms of learners’ agentive uses of urban space.

Ke struktuře sémantického celku v onomaziologicky koncipovaném popisu mluvnice češtiny jako cizího jazyka

Semasiology traditionally plays key role in grammar descriptions. Its monopoly is given by the fact that the meaning (function) of grammar categories and phenomena is (in general) clear to native speakers. The Czechs find it usually hard to learn codified forms of standard Czech. Another factor is that grammar forms seem to be unequivocal, concrete and easy to grasp and describe from semasiological perspective. The onomasiological approach seems to be very inspiring. It is based on the common elements (meanings, contents, communication functions of an utterance) as well as distinctive elements (various morphosyntactic forms) of individual languages. It describes competitive forms of expressing a certain grammar meaning or function. From the perspective of teaching languages, it is advisable to proceed from the features that languages have in common to the distinctive features of individual languages. The presentation of competitive way of expressing a certain meaning or communication function of un utterance belongs to obvious advantages of the onomasiological approach to grammar. The preparation of an onomasiological description of grammar categories and phenomena is highly demanding because they are not equally suitable for such description. It is easier to describe grammar categories and phenomana that have real ground in objective reality (place, time, possession, quantity, causality, etc.). In the opposite case, this can be complicated (e. g. semantic-poor system of Czech cases). In case of a highly inflective language, such as Czech, this approach is, however, complicated. The text addresses universal semantic fields (their nature and number) and focuses on the character and structure of the unit describing prepositional phrases with referring to locations (ADV Loc).

ANALYSIS OF THE FACTORS INFLUENCE INDIAN ENGLISH ACCENTS, AND HOW PRONUNCIATION AND ARTICULATION FILL THE ACCENT GAP

In this paper we have reveal the different varieties of English pronunciation in India, its features and characteristics. This research assisted us in considering the history of English in India, the influence of local languages on it, and the birth of its own distinct English, which is now used in India. The study focuses on the impact of English on Indians in general, as well as how it varies depending on the individual language’s differences from other English variants. The paper demonstrates the characteristics of translation and vocabulary in Indian English, as well as the specification uses of it. The study also includes variations of Indian English as dialect and pronunciation in India, which varies from north to south and east to west. We used a variety of methods to complete our research, including observation, comparative, and elicitation approaches, as well as data collection and analysis. Such a topic and the findings of this study could help us learn about the differences in language implementation in different countries and provide some ideas for improving teaching methods used in schools and universities all over the world. Finally, we discovered that the English language has undergone significant changes since its inception, and that all of these changes are the result of globalisation, the implementation of new technologies, the development of media, and the strengthening of communication between different countries.

Exploring Chinese lexical differences based on synergetic-linguistic model

Abstract At the stage of current studies, the synergetic-linguistic model is mainly used for the validation of individual languages, lacking application to the measurement of linguistic differences. In addition, the structure of the model is largely fixed and the pattern is relatively simple. We have innovatively proposed a lexical differences analysis framework and conducted a comparative study between Vietnamese Chinese (VC) and Mandarin Chinese. The framework, based on the synergetic-linguistic model, shows great effectiveness of lexical synergetic system modification and the reasonability of determining the similarity threshold. The comparative results demonstrate distinct differences that lay between VC and Mandarin Chinese through difference measurement.

Barriers in Collaborative practice among SLP/Ts and Special Educationists Working in Special Education Settings.

Background: This study was conducted as an attempt to understand the pattern of collaborative behavior and the possible hurdles that Special Education (SE) teachers and school-based Speech-Language Pathologists/Therapists(SLP/Ts) might face, keeping them from efficiently meeting the Speech Language and Communication Needs(SLCN) of individuals in Special Education settings. &#x0D; Objective(s): To investigate the needs of speech and language therapy service in special education settings.. To specify that the particular speech language and communication needs of an individual cannot be sufficiently met by one clinician alone. &#x0D; Methodology: A comprehensive survey questionnaire was employed to attain a clear view of the similarities and differences between the groups of professionals, their understandings of terminology, spoken language indicators of SLCN, associated academic needs, behavioral challenges, and professional barriers to meeting the children’s needs.&#x0D; Results: Fluctuations in the response pattern for both groups were observed when it came to understanding of latest terminologies associated with SLCN, SLP/Ts were predominantly more aware of the terms than special educationists. Special education teachers were unexpectedly more aware of the academic and behavior features related to speech and language difficulties. However, training, advice as well as resource availability saw special educationists lacking whereas slp/ts showed a consistent pattern of having received the necessary training and resources. &#x0D; Conclusion(s): A special education environment is designed to fulfill an individual’s needs, whether they be physical, sensory, cognitive or communicative and to achieve that goal, a compatible team of healthcare professionals and special educators is crucial. In this particular scenario, there is an impending need for both speech language pathologists/therapists and special educators to understand the prerequisites of each other’s role and more importantly how they can assist to provide better Individualized Education Plans(IEPs)(5), improve peer and staff interactions, prevent undesired behavioral interactions, evolve the academic experience and the therapeutic intervention necessary to enhance the quality of life of an individual with speech-language and communication needs.

Psychological Components of Pedagogical Communication

the purpose of our research is to determine psychological components of pedagogical communication; to show the most successful ways of organizing discussion at the lessons at institutions of higher education.methods of the research. The following theoretical methods of the re-search were used to solve the tasks formulated in the article: the categorical method, structural and functional methods, the methods of the analysis, sys-tematization, modeling, generalization. The method of organizing empirical re-search was used as an experimental method.the results of the research. It is proved, that for different people the same word, the action, the circumstance might have different meanings. Therefore, the child must not only master the language (words with different meanings), but also the system of accepted personal meanings, focused on relevant moral and spiritual values. It is showed, that, on the other hand, adults needed to un-derstand the personal meanings of the child. Otherwise, interpersonal conflicts can arise in the process of communication, which not only lead to misunder-standing between partners, but also to disruption of feedback and interaction between people in general.conclusions. The teacher is proved to have formed his/her own individual language style, which would correspond to the composition of his/her persona-lity, promote the person’s adequate expression and compensate the teacher’s negative traits. It is showed, that there was a great reason to believe that in order to achieve the greatest expressiveness of speech, to create a casual di-alogic relationships in the discussion, the teacher could use elements of collo-quial speech, heterogeneous vocabulary, stylistic interruptions, etc. In addition, mastering the techniques of creating the individual style of pedagogical speech forms, a teacher’s social maturity, it contributes to a more adequate orientation in various situations that are arisen in the classroom during discussions.

사회언어학과 일본어교육

Even though the results of sociolinguistic researches are providing the direct materials of foreign language education, the results of sociolinguistic researches have not been reflected into the field of Japanese language education. Especially, the contrastive sociolinguistics that mostly researches the international comparison of linguistic behaviors is more deeply related to Japanese language education because the contrastive sociolinguistics could reveal differences in two languages that could not be examined in an individual language, and foreign learners make the most errors in this part. Thus, it would be necessary to actively reflect and converge the results of researches on contrastive sociolinguistics with Japanese language education. From this perspective, this paper introduces the representative results of researches in the field of contrastive sociolinguistics between Korean and Japanese, and also call for convergence with Japanese language education.