Development Of Language Processing Research Articles

The Comparative Study of Bilingualism in East and Southeast Asia

The comparative study of bilingualism in East (Taiwan) and Southeast Asia (Vietnam) includes two interrelated investigations. This study provides valuable insights into the processes of language and literacy development among children from minority groups and examine patterns of language acquisition within school-age populations in bilingual communities. The research contributes to a deeper understanding of how bilingualism affects educational outcomes in these distinct cultural and linguistic contexts. Study A involved in-depth interviews with 62 Vietnamese immigrant participants and aimed to explore their language learning experiences and related issues of adaptation to Taiwanese culture. Study B, which was located in the Thái-speaking district of Bá Thước in Thanh Hóa province, involved fieldwork that primarily focused on the development of bilingual children in first grade. In the Chinese-speaking community of Taiwan, evidence suggests that immigrant parents make significant progress in the second language learning of Chinese. In turn, first generation children appear to be making progress that is parallel to that of their Chinese native-speaking peers. Similarly, in the Thái-speaking communities, progress in mastering the national language, Vietnamese, as a second language is comparable to that in Vietnamese-speaking communities (Kinh monolingual children).

Implications of Constraints on the Language of Emerging Aided Communicators and Intervention Decisions: A Tutorial

This tutorial offers speech-language pathologists (SLPs) an opportunity to consider the theoretical constructs of language acquisition theory and the multifactorial determinants that can impinge on the language acquisition process for children with complex communication needs. The system of constraints observed through the lens of optimality theory is discussed alongside intrinsic and extrinsic barriers associated with children who acquire their first language simultaneous to their introduction to aided augmentative and alternative communication (AAC) systems. This examination calls into question whether the language competence of emerging aided communicators may be masked by their ability to produce language that accurately represents their understanding of their native language. Specific to this question is whether vocabularies available to emerging aided communicators, opportunities to access aided language models, and intervention decisions made by SLPs may be implicated in the language acquisition and development process. Suggestions for clinical practice are offered as a means of mitigating adverse outcomes related to extrinsic constraints.

Psychomatics-A Multidisciplinary Framework for Understanding Artificial Minds.

Although large language models (LLMs) and other artificial intelligence systems demonstrate cognitive skills similar to humans, such as concept learning and language acquisition, the way they process information fundamentally differs from biological cognition. To better understand these differences, this article introduces Psychomatics, a multidisciplinary framework bridging cognitive science, linguistics, and computer science. It aims to delve deeper into the high-level functioning of LLMs, focusing specifically on how LLMs acquire, learn, remember, and use information to produce their outputs. To achieve this goal, Psychomatics will rely on a comparative methodology, starting from a theory-driven research question-is the process of language development and use different in humans and LLMs?-drawing parallels between LLMs and biological systems. Our analysis shows how LLMs can map and manipulate complex linguistic patterns in their training data. Moreover, LLMs can follow Grice's Cooperative principle to provide relevant and informative responses. However, human cognition draws from multiple sources of meaning, including experiential, emotional, and imaginative facets, which transcend mere language processing and are rooted in our social and developmental trajectories. Moreover, current LLMs lack physical embodiment, reducing their ability to make sense of the intricate interplay between perception, action, and cognition that shapes human understanding and expression. Ultimately, Psychomatics holds the potential to yield transformative insights into the nature of language, cognition, and intelligence, both artificial and biological. Moreover, by drawing parallels between LLMs and human cognitive processes, Psychomatics can inform the development of more robust and human-like artificial intelligence systems.

Perkembangan Bahasa Anak Perempuan Usia 3 Tahun di Desa Teumpeun

Language is a human communication system that is used to understand each other with certain goals. This research aims to find out the process of language development in three year old children. The method used in this research is a descriptive method with a qualitative approach. The results of the research found that Aqila can now say 2 to 4 words such as drink milk, Dad buy snacks. By using data collection techniques in the form of observation, interviews and documentation. The results of interviews with the child's parents and observing directly his language development showed that this child experienced language development according to the level at his age, including the words mother, father, sister, brother, milk, traveling. This research can conclude that Aqila often omits several phonemes or even adds phonemes to her vocabulary. Such as changing the consonant phoneme /k/ to consonant phoneme /t/, and changing the consonant phoneme /l/ to consonant phoneme /r/.

SEMANTIC DYNAMICS OF BUSINESS IN STYLISTICS OF SOCIAL COMMUNICATION

The article is devoted to the linguistic and stylistic motivation of the "business" nature in the time and space of culture. The research idea regarding the need for professional analysis of the evolution of business is formulated and argued: from the primary meaning of the word to the modern one, which reflects the values and priorities of the development of the modern world, verbalized as a result of active processes of literary language development. The functioning of "business" concept in heterogeneous communicative fragments — in the structure of word combinations and fixed expressions — is studied, which explains the nature and scope of its application and the effective expediency of its use in multilingual contexts. The status of business in the language consciousness of society and the general state of business activity are considered through a diachronic comparison of the semantics of the term "business" in general language dictionaries of different editions. Therefore, attention is focused on common and professional definitions of the concept of business, their features and differences. For the dynamics of the objectivity of stylistic studies of business communication, it is determined that it is relevant to characterize the nature of business as a phenomenon, its strategies and tactics, which appear as systematized communicative intentions of speakers and determine effective models of their verbal interaction in this area. At this stage, we consider such tasks to be promising for further research, since business linguistics aspectology is projected onto the system of current issues that determine the vectors of development of national linguistics. Taking into account the development of multimedia technologies, which today actively affect all spheres of public communication, determine the dynamic nature of their functional and stylistic adaptation to the priorities and values of the mass audience, the task of the research perspective of creating and implementing an effective functional model of business communication, in particular, in the media space, was formulated.

Process of language Use and Development: Case Studies in 6 Years of Age

The aim of this research is to determine the process of first language acquisition and development in 6 year old children. The method used in this research is a qualitative analysis method. The technique used in processing data and obtaining data is through observation and interviews with parents and children directly (face to face). The results of the research show that children's language development goes through several patterns, namely crying, cooing, moaning, intonation patterns, one-word speech, two-word speech, data inflections, interrogative sentences, rare/complex constructions, and mature speech.Furthermore, there are several levels of children's language, namely pre-speech, first words when names appear, word combinations and grammar. Meanwhile, there are several ways for children to acquire language, namely through acquisition and teaching. There are four factors in language acquisition, namely biology, environment, intelligence, and motivation. Parental involvement and supervision also greatly influences the complex process of children's language development.

The relationship between parental involvement and children’s language acquisition

Abstract This study proposes that when parents are involved in providing learning support, the success rates for language acquisition are significantly higher. This paper explores the pedagogical strategies employed by non-Mandarin speaking parents through interactions to support their children’s language development. A cross case analysis carried out with five high achieving children and their families showed that parents were involved personally in their child’s education. They took it upon themselves to read with the child, play with the child, learn the language together with the child, assess the child and create opportunities for the child to practise the language. The study revealed that the support and psychological tools parents used helped to mediate their children’s language development process within family practices. These psychological tools could be adopted in classroom settings to supplement language acquisition pedagogies used by teachers.

Conceptual Change und sprachbezogene Konzepte – eine theoretische Annäherung

The construct of conceptual change is used in teaching-learning research to express the change in learners' specialised concepts. This profound change relates to ideas and knowledge structures. However, there is no standardised theory of conceptual change, as proposed by research in the natural sciences; rather, there are two central perspectives and various forms of interpretation. In the German didactic discourse, there is more frequent talk of ideas or pre-concepts that students have in relation to language, but this is not usually based on a comprehensive theoretical understanding of conceptual change as a mental change process. In this article, we will first introduce the two perspectives that characterise the (scientific) discourse in order to then theoretically negotiate conceptual change in relation to students' language-related concepts. This is an initial theory-based approach and at the same time a search movement with the aim of introducing conceptual change into the discourse as a possible perspective on changing cognitive-linguistic dispositions in language learning and development processes.

Progressive Reduction of Captions in Language Learning

Aim/Purpose: This exploratory qualitative case study examines the perceptions of high-school learners of English regarding a pedagogical intervention involving progressive reduction of captions (full, sentence-level, keyword captions, and no-captions) in enhancing language learning. Background: Recognizing the limitations of caption usage in fostering independent listening comprehension in non-captioned environments, this research builds upon and extends the foundational work of Vanderplank (2016), who highlighted the necessity of a comprehensive blend of tasks, strategies, focused viewing, and the need to actively engage language learners in watching captioned materials. Methodology: Using a qualitative research design, the participants were exposed to authentic video texts in a five-week listening course. Participants completed an entry survey, and upon interaction with each captioning type, they wrote individual reflections and participated in focus group sessions. This methodological approach allowed for an in-depth exploration of learners’ experiences across different captioning scenarios, providing a nuanced understanding of the pedagogical intervention’s impact on their perceived language development process. Contribution: By bridging the research-practice gap, our study offers valuable insights into designing pedagogical interventions that reduce caption dependence, thereby preparing language learners for success in real-world, caption-free listening scenarios. Findings: Our findings show that learners not only appreciate the varied captioning approaches for their role in supporting text comprehension, vocabulary acquisition, pronunciation, and on-task focus but also for facilitating the integration of new linguistic knowledge with existing background knowledge. Crucially, our study uncovers a positive reception towards the gradual shift from fully captioned to uncaptioned materials, highlighting a stepwise reduction of caption dependence as instrumental in boosting learners’ confidence and sense of achievement in mastering L2 listening skills. Recommendations for Practitioners: The implications of our findings are threefold: addressing input selection, task design orchestration, and reflective practices. We advocate for a deliberate selection of input that resonates with learners’ interests and contextual realities alongside task designs that progressively reduce caption reliance and encourage active learner engagement and collaborative learning opportunities. Furthermore, our study underscores the importance of reflective practices in enabling learners to articulate their learning preferences and strategies, thereby fostering a more personalized and effective language learning experience. Recommendation for Researchers: Listening comprehension is a complex process that can be clearly influenced by the input, the task, and/or the learner characteristics. Comparative studies may struggle to control and account for all these variables, making it challenging to attribute observed differences solely to caption reduction. Impact on Society: This research responds to the call for innovative teaching practices in language education. It sets the stage for future inquiries into the nuanced dynamics of caption usage in language learning, advocating for a more learner-centered and adaptive approach. Future Research: Longitudinal quantitative studies that measure comprehension as captions support is gradually reduced (full, partial, and keyword) are strongly needed. Other studies could examine a range of individual differences (working memory capacity, age, levels of engagement, and language background) when reducing caption support. Future research could also examine captions with students with learning difficulties and/or disabilities.

Parent–infant conversations are differentially associated with the development of preterm- and term-born infants

Preterm birth is a risk factor for language difficulties. To better understand the language development of preterm-born infants, the current study investigated the concurrent associations between parent–infant conversations and the development of 22 preterm-born and 25 term-born infants at 2 years of age. Conversations occurring during mother/father–infant free-play interactions were analyzed to characterize features of parental speech (volubility, speech rate, lexical diversity, and morphosyntactic complexity) and parent–infant exchanges (parent responsiveness, turn-taking, and conversational balance). The infants’ language development (receptive communication and expressive communication) and non-language development (cognitive, social–emotional, and executive function) was assessed using standardized measures. Parent–infant conversations were associated with both language and non-language development. This suggests that parent–infant conversations may support language development directly and/or through advancing non-language skills that could promote language learning. The associations between parent–infant conversations and development varied as a function of birth status (preterm or term). This finding may signal the operation of different developmental processes within preterm- and term-born groups. Finally, infant development was differentially associated with mother–infant and father–infant conversations. This may point to the distinct contributions made by mothers and fathers to the development of both preterm- and term-born infants. To optimize language outcomes, these findings indicate that families should be guided to tailor parent–infant conversations to the unique developmental needs and processes of preterm-born infants. Families should also be supported to leverage the distinct developmental contributions of mothers and fathers. Future recommendations are made regarding how to investigate the proposed preterm–term differences in language development processes and the differential developmental contribution of mothers and fathers.

Revisiting Vygotskian regressions as ‘Living’ processes in second language development: Narrative review

The transient or intermittent nature of Vygotskian regressions in the field of Second Language Development (SLD) has been relatively overlooked. To address this gap, the study employs a narrative literature review approach to enrich the theoretical and practical foundations of this concept. It proposes that they should be read in the context of the so-called living process development. By embracing this construct, the study introduces alternative theoretical insights, framing regressions as living-dramatic-dialectical occurrences, arising from the collision and interweaving of a wide range of opposing forces seen as events in variable proportions and intensities during moments of crisis.

За мисията на съвременния български езиковед

The article deals with the role of the contemporary Bulgarian linguist in the complex processes of codification of literary-linguistic norms. The text is linked to the 75th anniversary of the eminent Bulgarian linguist Prof. Vladko Murdarov. The object of the analytical observations in the text are problems related to the codification of literary-language norms, to the curricula and textbooks on Bulgarian language in secondary school; to the notion of language policy, as well as to the issues of the public image of the Bulgarian language in the media space. A brief overview is given of important historical processes that have shaped the development of the Bulgarian language and its science. The author summarizes the important features that every contemporary linguist should possess - depth of linguistic knowledge in synchronous and diachronic terms, a sense of the dynamics of linguistic processes in order to be able to objectively reflect the complex processes of language development, linking them to the complex and dynamic processes of social development.

PRINCIPLES AND APPROACHES IN THE STRUCTURE OF THE COMPARATIVE-HISTORICAL METHOD

In the structure of the linguistic method, it is expedient to distinguish three components: ontological, operational, and teleological. The ontological com ponent of the method includes a series of principles and approaches. For the comparative-historical method, the principle of historicism is leading. Alongside the principle of historicism, in works of the comparative-historical direction, the principles of causality and systematicity play a significant role. These principles, together with the principle of historicism, can be interpreted as the specification and manifestation of the principle of general connection of phenomena. The mentioned principles correspond to certain approaches (historical, causal, systemic). The principles of comparative-historical research are correlated with the concepts of synchrony and diachrony. At the same time, the concepts of synchrony and diachrony have a purely cognitive character; they relate to the sphere of methodology of linguistic research and can be transferred to the language itself only conditionally, taking into account the continuity of linguistic changes. Synchrony, as a certain state of language in relation to the real language, is a scientific abstraction, while the real existence of language belongs to the plane of diachrony (O. S. Melnychuk). It should be noted that, as O. S. Melnychuk emphasized, from the point of view of historicism, the opposition of synchrony and diachrony in linguistics should be admitted only as a conditional, artificial methodological technique, behind which the continuous process of language development should not be lost sight of. According to V. M. Rusanivsky, diachronic research of language phenomena does not eliminate the concept of systematicity; on the contrary, works on the history of language should be based on a systemic approach to language, its units, and categories. On the other hand, synchronous description cannot completely eliminate the concept of language evolution. The lack of a diachronic, historical view of language cannot satisfy modern linguistics, as such a one-sided approach to language contradicts the dialectics of cognition.

The Management of Foreign Language Development in an Islamic Boarding School (Pesantren)

The mastery of foreign languages, especially English and Arabic. is one of the educational goals in most pesantrens in Aceh. This study aimed to find the management of foreign language development along with its supporting and hindering factors in one of pesantrens in Aceh Tengah using a descriptive qualitative approach. The data collection technique applied was interview, and the subjects were the leaders, teachers, and the students. This study delved into the four functions of management: planning, organizing, actuating, and controlling. The result of the investigation showed some plannings of the foreign language development management, i.e., holding a meeting at the beginning of the semester, selecting the language coordinator, and devising methods and techniques language development program. Next, organizing included forming the structure of the dayah organization, students’ organization, and administrator in language department. In addition, actuating in the language development was implemented in direct method and control. Both applied muhadharah (speech), muhadatsah (conversation), mufradat (vocabulary), listening, watching movie, and studying kitab kuning (yellow book). Lastly, controlling was executed by holding the meeting of the staffs’ main task result either at the end of every month or semester. This phase was done by language coordinator through language administrators. Then, the teachers (ustaz and ustazah) controlled by walking around and worked together with the jasusah (secret agent). Furthermore, the supporting factors of language development included the existing facilities and infrastructure, qualified teaching staff, and students’ high learning motivation. While the hindering factors were the lack of teaching staff in English, the lack of motivation from the leaders, and the lack of students’ interest in participating language development process.

STRATEGI MENSTIMULASI PERKEMBANGAN BAHASA ANAK MELALUI METODE BERCERITA

Language development is the child's ability to process vocabulary, give opinions, and socialise with others. Language development factors are very important for early childhood because using good and correct language can make it easier for children to communicate with others. The purpose of this study was to determine the extent of children's language development through the storytelling method. The problem that occurs is the lack of children's confidence to communicate and interact with the school environment, as well as a lack of understanding related to knowledge in the field of stimulating children. This research uses a qualitative approach where the results are collected through observation, interviews, observations, and documentation. Where the observation step carried out in this study went directly to the field to make direct observations, observing the process of children's language development by telling stories. The results of the research on children's language development at Paud Kumara Cita developed well by using the storytelling method even though there was one child who still could not communicate well.

Self-organization and the Process of Dynamic Learner Language Development

Adopting Complex Dynamic Systems Theory (CDST) in Second Language Acquisition (SLA) is a testament to the revolutionary and evolutionary advancement in theory and empirical practice in the field. CDST is revolutionary for the fact that it warrants systems thinking of SLA phenomena that breaks the chain of dichotomous conceptualization on vital issues such as the mechanism of language acquisition and learning and the effectiveness of positive and negative evidence. The emergence of CDST, on the other hand, is an evolutionary product nurtured by the painstaking collaborations of SLA scholars for over two decades of scientific inquiry (see, e.g., Han, 2019; Hiver & Al-Hoorie, 2019; Larsen-Freeman & Cameron, 2008; Ortega & Han, 2017). To capitalize on CDST as a valid approach to scholarly work, it is necessary to grapple with its fundamental constructs. This forum piece accentuates a critical notion of CDST: self-organization. By first referring to the theoretical aspects of self-organization, this forum piece seeks to demonstrate the relevance of this notion in SLA. This piece will then review three sample studies homing in on learner language development with a CDST lens and a specific focus on self-organization.

New Developments in Language Processing for Finance and Economics

New Developments in Language Processing for Finance and Economics

Sociocultural theory and classroom second language learning in the East Asian context: Introduction to the special issue

AbstractIn this introduction to the special issue, we first present a brief historical overview of sociocultural theory (SCT) as it has been extended to the process of second language (L2) development and instruction, beginning with two significant publications that appeared in 1994. In the early years, the theory was used as a lens to understand various aspects of learning and instruction. Eventually, it came to be used as a means of promoting the processes that it investigates. As we explain in this article, the shift in research orientation reflects Vygotsky's commitment to the unity of theory and research with practice. We then address a problem associated with the term “sociocultural,” which has been used since the inception of L2 research informed by the theory. This is followed by a presentation of the four central principles of the theory, which is contextualized within a discussion of dialectics, the foundational methodological approach adopted by Vygotsky in formulating the theory of higher psychological functioning. The principles each relate to the process through which naturally endowed instincts that govern mental and emotional behavior from birth are restructured as they interact with culturally developed forms of mediation, including—most importantly—language. Next, we present an overview of the special issue that includes a discussion of the important concepts that are brought to bear in instructed L2 development. These include the important distinction between everyday and scientific concepts and concept‐based instruction; the zone of proximal development and dynamic assessment; languaging, or the psychological use of speaking and writing in the developmental process;perezhivanie, the dialectical unity of emotion and cognition as related to development; andobuchenie, the instruction–development dialectic. These concepts, along with the theoretical principles, are employed in various ways in the seven articles included in the special issue. The articles are representative of the innovative SCT‐L2 research that is currently under way in East Asia, a region of the world that only recently has been attracted to the theory. While the research reported on in the special issue emerges from this particular area, the implications for other instructional contexts and for the theory itself are significant.

Комунікативний потенціал літературної фразеології в медіа

The article is devoted to stylistic functions of literary phraseology in media communication. The author opinion that the media sphere is a special type of verbalized language consciousness that commensurates with actual processes of language development is formulated and argued. Language markers, representative for the media, their origin, functional resource, effective forms of presentation, analysis of the ability to influence the semantic development of language and form the cultural field of modern mass consciousness are important issues for a linguist in such investigation objectivity. The emphasis is made on the fact that the active processes of development of modern information societies cause the transformation of language communication, in particular in the media, where the functional intentions of the literary word and phraseology are significant and effective. The functions of literary phraseology of biblical origin, author's phraseology of Ukrainian writers in media communication are considered, primarily from the point of view of their transformation, ability to unite the text. Special attention is also focused on the intertextual possibilities of literary phraseology as the ability of intercultural semantic circles to outline the associative aesthetic and ethical potential of modern European culture. The author interprets the intentions of phraseological units as multivariate communicative units, characterized by semantic field, aptness, stability and the mentioned emotional, expressive potential, that collectively allows to perform a manipulative function and strengthen the influence on the recipient's consciousness. The use of literary phraseology in the media, which is determined by the expressive potential of these language units, the conciseness of the form, the ability to symbolize, to combine humanistic ideas and intercultural ties of modern civilization, is elaborated. Emphasis is placed on the expediency and perspective of interpreting the possibilities of literary phraseology in the active communicative space of the media.

한국어 계승어 화자의 발화오류와 사용 특징 연구

This study investigated the types of speech errors by Korean heritage speakers. A total of 238 speech errors were obtained from 14 groups of Korean heritage speakers in their twenties or thirties living in the USA, and we they were classified according to their linguistic components and forms of errors. The rates and types of the errors were compared with those of native speaker groups. The overall results led us to the claim that their errors were made not randomly, but in systematic ways, which reflected their knowledge of Korean. Such comparisons provide some linguistic clues for the process of language production and development. Considering the lack of studies on Korean speech errors made by native Koreans and heritage speakers, this research provides valuable data and analyses for researchers of speech error patterns, speech production modeling, language development, and/or heritage speakers’ linguistic system.