Knowledge Of Language Research Articles

Two Million Contributions From Citizen Scientists Accelerate the Digitization of the Berlin Herbarium

In 2016, the Botanic Garden Berlin decided to translate into German, the citizen science platform "Les Herbonautes" (Rouhan et al. 2016, developed at the Natural History Museum in Paris) and to integrate it into the digitization workflows of Herbarium Berolinense. "Die Herbonauten" is a web-based platform on which citizen scientists can contribute to the transcription of digital herbarium specimens and their labels. Using a quiz module, users first learn about the various information elements on herbarium labels and their correct semantic assignment and recording. The actual data entry then takes place in so-called "missions," in which herbarium specimens are compiled, e.g., to support work on specific scientific questions. In addition to data entry, there is a forum in which users can discuss problems and their solutions, for example if there is disagreement about the correct transcription of a text element. The forum is moderated by scientific staff of the Herbarium Berlin, who provide support particularly when the knowledge of the collection curators is needed to solve problems. In the course of numerous missions, the knowledge about transcriptions of herbarium specimens was summarized and structured in an evolving and extensive wiki system in German. This wiki has developed into a unique and valuable knowledge base for which an English translation is planned for use by an international audience. To date, 640 registered Herbonauten have made around two million data contributions. Citizen science has thus become an indispensable component of the herbarium's information management. For the further development of the platform, we are experimenting, among other things, with expanding the scope, e.g., to include the recording of character data, and with combining citizen science approaches with AI-based transcription algorithms. In the context of the EU project, Transforming European Taxonomy through Training, Research and Innovations (TETTRIs), the Herbonauten carry out joint missions with other citizen science platforms, where selected specimens are processed by communities that are particularly qualified, for example because they have the necessary knowledge of languages or local geography.

Can we train young EFL learners to ‘notice the gap’? Exploring the relationship between metalinguistic awareness, grammar learning and the use of metalinguistic explanations in a dictogloss task

Abstract In this pilot study we investigated whether metalinguistic explanations (ME) could help young learners (YL) boost their metalinguistic awareness (MA) and, in turn, improve their accuracy at the time of using two grammatical features. Although previous research has established a positive correlation between MA, metalinguistic knowledge (MK) and better learning outcomes in a foreign language (FL), few interventional studies have been conducted in this regard. Using a pretest/post-test design, an intact classroom (N = 20) of L1 Spanish 10-year-old students of English as a FL (EFL) was divided into an experimental and a control group. First, both groups completed an individual pen-and-paper MA test. Then, they were paired up according to their proficiency level and asked to carry out a dictogloss task, in which they had to negotiate their final written output. Before the post-test phase, the experimental group was asked to engage with a learning sequence of ME concerning two problematic English grammatical features: third person –s and his/her. These explanations also included the definitions of metalinguistic terminology. Additionally, an individual three-step verbal protocol was carried out after the post-tests to triangulate collaborative data. The results showed a moderate effect of the treatment in MA scores. Likewise, ME had a large effect on the use of third person –s during the interaction, as well as a moderate effect on the accurate use of his/her. Also, the treatment group dyads produced significantly more episodes of noticing during the post-test task and at a higher resolution rate than during the pretest stage. These findings support the use of explicit learning devices such as ME with YL of EFL, as they seem to promote MA and increase their accuracy even in input-limited learning conditions.

The effects of teaching assistants on letter knowledge of foundation phase students in South Africa: Findings from an exploratory trial

There is increasing evidence that letter knowledge is a significant predictor of early grade reading achievements and that interventions designed to improve learning of this constrained skill can be effective. However, little is known about ways to enhance the teaching of letter knowledge in African languages and the degree to which teaching assistants can facilitate this process. This paper reports findings from an exploratory study designed to establish if teaching assistants can improve letter knowledge in African languages. A pre-post-trial with 249 pre-Grade R and Grade 1 students was conducted in two South African provinces with two distinctive African languages, isiXhosa and Sepedi. Our analysis shows significant positive correlations for both languages between students’ exposure to teaching assistants and their improvements in the number of attempted letters as well as correct letters in a standardised test. Therefore, our findings suggest that teaching assistants, who are instructed to play letter games with foundation phase students to complement the teaching of letter knowledge, could be an effective, low-cost strategy to facilitate future improvements in reading.

Educational Research Methodology Trends of Southeast Asia English Major Undergraduate Theses: A Content Analysis

The present study thoroughly examines the predominant research methodology trends and topics applied in a specific time frame from 2019 to 2023 in educational research of the online searchable undergraduate theses in English major programs across Southeast Asia, utilizing a comprehensive content analysis approach. By employing keyword extraction, topic-specific modelling, and thematic evaluation, our objective is to ascertain the prevailing methodologies in English language teaching and the research interest themes from 347 undergraduate downloadable theses that have been investigated. The analysis explores the possible ramifications of these patterns on the caliber of undergraduate research, English language instruction, and the broader education domain within the given area. This study revealed a strong preference (54.5%) for quantitative approaches, highlighting the importance of empirical methodologies. Additionally common were qualitative approaches (24.8%), suggesting an increasing recognition of the importance of examining human factors. While action research (8.4%), particularly Classroom Action Research (CAR), was less prevalent than mixed-method approaches (12.8%), this suggests that action research needs to be recognized. The different ratios of research methods demonstrated a dedication to investigating various questions and advancing knowledge in language, literature, and education. The interesting research themes identified the complex and diverse nature of English language raising focus in Southeast Asia such as technological integration, teacher development, cultural studies, assessment, and language teaching methodologies. The study provides useful information for enhancing research mentorship and education, and it improves knowledge of research trends in this setting. Furthermore, the findings obtained from this study have the potential to contribute to the enhancement of curriculum design, instructional approaches, and distribution of resources in the English language education research area.

På vei mot et flerspråklig skolebibliotek

Towards a Multilingual School Library The new curriculum for primary schools in Norway underlines that knowledge of several languages is a resource both in school and society, and that the pupils should experience this through their education. In this article we investigate the school library as a multilingual arena, based on a study with a linguistically and culturally diverse pupil group. The material contains observation data from library activities, such as book talks and reading aloud, a semi-structured interview with the school librarian, and photo documentation of the school library room. We base the analysis on an overall perspective on the school library as a schoolscape (Brown). Hence we are interested in the linguistic-visual interior of the school library, as well as the literary and pedagogical activities that take place there. The article investigates how language diversity emerges both in the school library’s semiotic landscape and in various reading activities. Overall, the analysis shows that linguistic diversity appears to be valued on a general level, but that the specific languages of the pupil and teacher groups are represented to a lesser degree in the schoolscape. The analysis also identifies a number of framework factors, including at system levels, such as access to multilingual literature, which clearly hinder the school librarian’s work in developing the library’s multilingual collection.

Research on the role of LLM in multi-agent systems: A survey

In recent years, the rapid development of large language model (LLM) has demonstrated superior performance in language understanding, text generation, planning, reasoning, and knowledge integration. This has led to the emergence of intelligent agents based on LLM. By leveraging the capabilities of LLM, these agents can effectively make decisions based on given objectives and possess certain learning and adaptation abilities. However, single-agent systems are generally suited to solving relatively simple problems and are limited in handling complex tasks that require coordination. For instance, in fields such as power grid management or traffic control systems, relying solely on a single agent is often insufficient for effective decision-making. In this context, adopting multi-agent systems proves to be more effective: through collaboration among multiple agents, each undertaking specific tasks, complex problems can be efficiently managed through interaction and coordination. This survey will analyze the role of LLM in multi-agent collaboration, discuss and analyze the current research challenges and key issues, and explore potential directions for future development.

Preparing for Primary Specialized Accreditation in a Simulation Center: Assessments of Students who Studied in the Foreign Language

An anonymous survey of 40 foreign students from medical universities in a number of Russian cities who studied in an intermediary language showed not only the high level of the program for preparing for primary specialized accreditation implemented at the Center for Electronic Medical Education of the Volgograd State Medical University, but also the problems of students with knowledge of the Russian language, which, in general, reduces the effectiveness of training future specialists (in particular, therapists).

Augmentation of Receptive Skills and Integration of Technology: An Analytical Perspective of Faculty’s Perceptions and Observations in EFL Context

Focusing on the utilization and integration of technology in EFL classrooms to train learners and enrich language inputs. Augmenting receptive skills in the EFL contexts, this paper has repopulated faculty’s perceptions and observations respecting the integration of technology. The study discloses patricians’ thoughts regarding the significance of integrating technology in language classrooms in Saudi for the augmentation of professional strength and academic performance. Language has become more error-free during the practices through technological devices and applications of apps in sessions by language instructors. The study reveals that teachers have presented the effectiveness of the integration of technology for the elevation of de-codification and standardization of language receptions. To inculcate language materials enhances learners’ comprehension during discussions and participations. Instructors have concluded that the integration of technology assists students’ knowledge of language helping in the deconstruction of codification purportedly. Correspondingly, faculty have communicated their discernments of technology integration in EFL classrooms to capitalize on its substantial application for enhancing receptive domains. This research has clarified that integration of technology has become lucrative to instigate effectively learners to receive messages—minimizing misinterpretation of text. Obtaining the overall insights and observations of teachers have identified the optimistic implication of integrating technology for instructional applications and enhancement of receptive skills. They discussed and reflected on the constructive impacts of technology integration on EFL learners. Moreover, the researcher used two questionnaires to conduct the present study from faculty, whose perceptions and attitudes about technology integration inspiring and instigating factors influencing students in the EFL context. Data have been analyzed through SSP to know the differences between all participants’ selected options. Hence, it can be recapitulated that the augmentation of receptive skills has effectual acceleration after the integration of technology.

Conceptual divergence and its causes in English for academic purposes abroad from the perspective of legitimation code theory

The reform of English for academic purposes (EAP) teaching requires clear understanding of its conceptual connotation. Based on the legitimation code theory, this study analysed the development of EAP in major English-speaking countries and the debates on the concept of EAP in the academic community. The study finds that EAP has evolved from a knowledge code, a knower code to an elite code. The core elements of EAP are embodied in a hierarchical knowledge structure, a systematic curriculum framework, and the integration of knowledge and knower in teaching. Therefore, in response to the current debates and problems in China’s EAP teaching and research, it is suggested that EAP teaching should focus on the dialectical unity of language knowledge and disciplinary knowledge, academic skills and academic literacies, knowledge creation and personal development, so as to achieve the resonance of talent cultivation and national development. This article was published open access under a CC BY-NC-ND licence: https://creativecommons.org/licenses/by-nc-nd/4.0/ .

Cultivation of Chinese Study Habits of Rural Middle School Students

The cultivation of Chinese learning habits among rural secondary school students is crucial to improving their academic performance and language proficiency. By establishing a favorable learning atmosphere, stimulating students’ interest in learning, and providing effective teaching methods and resources, rural secondary school students can be helped to better master Chinese language knowledge. In order to comprehensively promote rural secondary school students’ Chinese language learning, educators should focus on cultivating students’ independent learning abilities, encouraging diversified forms of teaching and learning, as well as strengthening teacher-student interaction and cooperation. These initiatives will help improve students’ language proficiency and overall academic performance.

Social needs and problems of forced migrants from Ukraine on the way to social adaptation and integration in the host society (example of Germany)

The article provides a review of existing theoretical approaches to the study of adaptation and integration of migrants, identifying key factors that either facilitate or complicate these processes in host societies. The authors highlight markers of adaptability and integration, emphasizing the importance of utilizing foreign experience for the development of more effective migration policies. Adaptation is a process in which migrants change their habits, behaviour, and values to function most effectively in a new social and cultural context. The authors believe that the level of migrant adaptability can be determined by the level of their needs satisfaction. Integration, alongside adaptation, implies inclusion into a new society with opportunities to realize personal potential in areas such as work, education, civic activities, establishing communication, and comfortable coexistence with the local population. This entails not only the adaptation of migrants to a new society but also mutual efforts from the host community to create conditions under which migrants can fully realize their potential while preserving their cultural peculiarities. Based on primary and secondary sociological data, the social needs and problems of migrants from Ukraine (using Germany as an example) are analysed. The profile of migrants, reasons for leaving Ukraine, and choosing Germany as the host country (based on the «push-pull» theory) are identified. Lack of language knowledge and local laws, bureaucracy, access of children to preschool institutions and their schooling, unfavourable psychological state and uncertainty about the future, recognition of acquired education, working in positions with lower qualifications, difficulties in forming new social connections - these are the main obstacles that migrants from Ukraine face in Germany on their way to adaptation and integration.

Sociopsychological aspects of adaptation of Foreign Students in the conditions of Educational Migration

Introduction. In modern society, the issues of social adaptation of students in higher education institutions are becoming more and more relevant and significant. Entering the environment of a higher education institution is a complex and multifaceted process that requires students to adapt to new conditions. That is why the study of socio-psychological aspects of adaptation of foreign students in Russian universities is an important direction for the scientific field. In the framework of our study we considered theoretical aspects of social adaptation of international students, the problems they have to face, as well as students’ attitudes towards their studies and chosen specialty.Objective. Analyze the sociopsychological aspects of adaptation of foreign students in the conditions of educational migration.Materials and Methods. In this study, a survey method was applied: questionnaires and interviews. During the application of the stated methods, it is possible to identify the personal characteristics of educational migrants, to familiarize with the specifics of perception of difficult life situations by young people prone to experience, and to obtain information about the general satisfaction and dissatisfaction of educational migrants with educational activities and self-assessments of their performance in the course of social adaptation.Results. The study involved 136 international students aged 18–25 years. During the course of the study, data on the prevalence of various barriers in the adaptation process were obtained by the survey method. They show that the greatest significance and difficulty for foreign students were first of all the problems related to language communication, the lack of knowledge of the Russian language. Accordingly, it involved the formation of problems with studies and worries related to the realization and well-being. Insufficient preparation of students for new conditions of the educational process can lead to stress, disorientation, and low motivation.Discussion. As a result of the study, it can be concluded that sociopsychological aspects play an important role in the adaptation of educational migrants to new conditions and culture, which requires special attention and support from educational and social institutions.

A Study on College English Teaching Reform of Ideological and Political Education in the Curriculum to Improve Undergraduates’ Intercultural Communicative Competence

Traditional college English classes pay more attention to students’ language knowledge and skills, but not enough attention to their intercultural communicative competence, which makes many students unable to effectively carry out intercultural communicative and exchange. From the perspective of ideological and political education in the curriculum, this paper discusses how to integrate this concept into college English teaching design organically, and how to adopt educational drama mode to make innovative attempts on existing college English classroom activities, so as to help students better understand Chinese and Western cultures, guide them to correctly view cultural differences, and cultivate their intercultural awareness and ability.

Wildlife in Vernacular as a Means for an Inclusive Environmental Sector and Community Engagement in South Africa

ABSTRACT South Africa has contrasts between integrative environmental law and pre-democratic social exclusion in the environmental sector. Communicating wildlife in vernacular, sharing wildlife knowledge in vernacular languages and consideration of wildlife according to vernacular contexts, contributes to inclusive environmental management. This wildlife in vernacular approach is based on seven years of mixed methods research which culminates in this paper on reflections of the possibilities attendant to communicating wildlife in vernacular languages. Firstly, community-level research and knowledge-sharing sessions resulted in the creation of an IsiZulu language field guide for frogs compiled specifically for the Zululand community. Subsequently, online surveys, conversational interviews, literature reviews, and DNA barcoding were used to expand on the studies of Indigenous cultural perspectives on herptiles (frogs and reptiles). Through this work, perspectives that are generally excluded from environmental decision making are revealed and capacity building for environmental management becomes linguistically accessible. This article discusses the untapped potential of often overlooked wildlife (frogs and reptiles) in marginalized vernacular languages and ways to achieve the largely unrealized environmental policy ambitions of being inclusive of all forms of knowledge, considerate of all perceptions of wildlife and affording everyone an opportunity to participate in environmental management regardless of their socioeconomic background. KEY POLICY HIGHLIGHTS Marginalized Indigenous cultural perspectives have conservation value. South African legislation provides for inclusion of cultural practices in environmental management. Communicating wildlife in vernacular increases social inclusion and community engagement in environmental management.

Способы передачи безэквивалентной лексики при переводе «Сказки о царе Салтане» А. С. Пушкина с русского языка на английский

The translation of non-equivalent lexis incorporated into a poetic text is always a special complex problem for a translator, since, in addition to knowledge of a foreign language and proficiency in professional translation competencies, they must have a poetic gift and deep background knowledge. It is important for a translator to choose the right translation strategies in order to preserve not only the meaning of the poetic text, but also its rhythm, intonation, melody and cultural component. The aim of the study is to determine to what extent the translation strategies used contributed to the preservation of the national and cultural peculiarities of non-equivalent vocabulary when translating A. S. Pushkin’s “The Tale of Tsar Saltan” from Russian into English. The scientific novelty lies in the fact that for the first time a comparative study of two translations of the above-mentioned fairy tale was conducted, which made it possible to consider ways of transmitting non-equivalent lexis within the framework of a poetic text, evaluate the effectiveness of these methods and identify translation challenges that lead to wrong perception of the work by A. S. Pushkin. It was found that the translators used various methods of transferring non-equivalent lexis, among which the most frequent are transcription when translating proper names, analogue and description when translating realia, methods of description and calque when translating lacunae. It is shown that lacunae present the greatest difficulty in translating the poetic text of A. S. Pushkin. With the multiplicity of translation solutions, the meanings of non-equivalent lexical units were distorted in some cases, which did not allow to fully convey the national and cultural peculiarities of the work.

The contribution of the amount of linguistic exposure to bilingual language development: Longitudinal evidence from preschool years.

This study examined the influence of linguistic input on the development of productive and receptive skills across three fundamental language domains: lexico-semantics, syntax, and phonology. Seventy-one (35 female) Basque-Spanish bilingual children were assessed at three time points (Fall 2018, Summer 2019, Winter 2021), between 4 and 6 years of age, by specifically examining language knowledge and spontaneous language use in each language. A direct impact of the amount of linguistic exposure on the longitudinal growth of lexico-semantic and syntactic abilities was observed in both languages. While phonological skills were not directly influenced by exposure, they were more proficient in the more exposed language. The use of lexically diverse and syntactically rich utterances developed relatively later than language knowledge, both supported by the amount of linguistic exposure.

Tool, Threat, Tutor, Talk, and Trend: College Students' Attitudes toward ChatGPT.

The purposes of this study are to investigate college students' attitudes toward ChatGPT and to understand whether gender makes any difference in their attitudes. We developed the ChatGPT attitude scale (CAS) and administrated it to a sample of 516 Taiwan college students. Through an exploratory factor analysis, the 5-T (Tool, Tutor, Talk, Trend, and Threat) model of CAS was extracted and validated via confirmatory factor analysis. The CAS exhibited good reliability and validity and can be used to explain ChatGPT attitudes. According to our findings, university students consider ChatGPT an important "Tool" in their daily life. Additionally, ChatGPT plays a significant "Tutor" role, assisting with language translation and knowledge learning. Besides its utilitarian functions, ChatGPT also serves as a "Talk" feature, offering interactive chat and emotional support. Currently, students also acknowledge ChatGPT as an important "Trend" of the times, but they are also deeply concerned about the potential "Threat" of content falsification and job displacement brought on by ChatGPT. In terms of gender differences, compared to females, males scored higher than females in the total scale and in the Tool, Tutor, and Trend subscales. However, there was no significant difference between males and females in the Talk and Threat subscales. This gender difference result differs from previous research on robots or social media.

Challenges Encountered during the Interpretation and Translation of the Sermons in the Pentecostal Churches in Vihiga County

This study sought to analyse challenges encountered during interpreting and translating of sermons in the Pentecostal churches in Vihiga County. Interpretation and translation are a reflective professional undertaking fraught with linguistics challenges. The challenge is pronounced during sermon delivery in Pentecostal churches, where untrained volunteer interpreters and translators predominantly undertake interpretation and translation. Marianne’s Interpretive Theory of Translation guided the study. The descriptive research design was employed, and the target population consisted of the clergy, translators, interpreters and congregants drawn from the Pentecostal churches in Vihiga County. Purposive sampling was used to select five preachers, interpreters, translators and congregants from five Pentecostal churches in Vihiga County. Audio-video recording, guided interviews and structured observations were adopted to collect data. Qualitative data was analysed using thematic content. The results showed that the interpreters and translators faced numerous challenges during sermon interpretation and translation. The challenges included inadequate language and biblical knowledge, the use of complex terminologies, pronunciation problems and unpredictable preaching styles, insufficient preparation, cultural differences and inability to fulfil community language expectations, lengthy utterances and prolonged elicitations, the use of independent and non-contextual translation and lack of synonyms for different linguistic features. It is recommended that interpreters and translators undergo adequate training in interpretation and translation to enhance their ability to deal with the dynamics of translation and interpretation of the sermons in Pentecostal churches.

Functional linguistics in life: an embodied approach in teacher education

Abstract Pedagogies developed from systemic functional linguistics are seen as valuable in supporting diverse students in both mainstream and language classrooms. Over the past decade, SFL also became a crucial component in teacher education programs particularly in the North American context, as it advances teachers’ knowledge of language and curriculum design focusing on the development of disciplinary literacy of minoritized multilingual learners. Drawing from data collected in a year-long classroom ethnographic study in the Southeastern U.S., this paper explores (1) how a range of embodied inquiry activities were designed as an integral part of a teacher education curriculum and (2) how these activities created entry points for diverse pre-service teachers and the teacher educator to grapple with functional linguistics and critically engage with their language use in everyday lives. Data analysis includes theory-informed thematic analysis and a mediated approach towards participants’ material-discursive trajectories across spatial and historical contexts. Findings show the affordances of using embodied activities to support teachers in making sense of key constructs from SFL in relation to their own lived experiences and cultural epistemologies. Implications point to the significance of innovative, culturally sustaining approaches toward both the teaching and use of SFL as well as the need for continued critical reflections and actions in changing classroom contexts.

How Turkish supplementary schools in the UK boost vocabulary in bilingual children (ages 4–8)

ABSTRACT This study investigates the heritage language development of Turkish-English bilingual children in the UK, focusing on the effects of Turkish supplementary schools and home language environments. A mixed-methods approach was used to compare 4–8-year-old children attending Turkish supplementary schools with those who do not, using vocabulary and narrative tasks and questionnaires. Participants included children from Turkish supplementary schools (attendees, n = 19) and Turkish communities (non-attendees, n = 22) in Doncaster, London, Manchester, Nottingham and York, along with their parents (n = 39). Data were collected in two phases. Initial results indicated that attendees underperformed in Turkish vocabulary production and comprehension, as well as narrative skills, compared to non-attendees, although their English proficiency was comparable. Cross-sectional analysis showed significant lexical growth for both groups from time 1 (t1) to time 2 (t2). Despite these gains, attendees continued to lag in Turkish language knowledge. Attendance at supplementary schools did not significantly affect English vocabulary knowledge. The underperformance of attendees in Turkish language tasks is attributed to greater Turkish exposure and use at home among non-attendees. These findings highlight the critical role of home language practice in bilingual development, suggesting that future studies should consider home language use in their assessments.