Linguistic Expressions Research Articles

Semantic Classification of Phraseological Units

This study explores the semantic classification of phraseological units and its significance in language learning and teaching. Phraseological units, including idioms, enrich linguistic expression by conveying figurative, metaphoric, symbolic, and ironical meanings. However, their complexity poses challenges for learners due to the disconnect between literal and figurative interpretations. By categorizing idioms into semantic groups, such as figurative or symbolic, this research simplifies their understanding and usage, enabling learners to enhance their linguistic and cultural competence. The study integrates linguistic theories, corpus linguistics, and practical teaching techniques, such as conceptual mapping and comparative analysis, to examine idioms’ structural and cultural nuances. Findings highlight the importance of semantic classification in improving comprehension, retention, and cross-cultural communication. Recommendations for future idiom pedagogy emphasize the integration of innovative methods and cross-linguistic comparisons to address learners' evolving needs.

Proper name in a normative scientific text

INTRODUCTION. The ability of a proper name to reflect both subject information and multifaceted background information puts it on a par with the main carrier of scientific knowledge – a term. In the study of linguistic expression of knowledge, the question of the role and place of onomastic vocabulary in the content of school education becomes relevant. The purpose of the study is to analyze the qualitative composition, quantitative parameters and nature of the relationship of proper names in the structure of existing educational texts, which will allow us to formulate requirements for the organization of the onomastic content of newly created texts.MATERIALS AND METHODS. The research material was an array of proper names extracted by the method of continuous sampling from the texts of textbooks and programs on all subjects of general secondary education in the late 1980s – early 2000s. When processing the obtained material, presented in the Database format, analytical, comparative, field methods, elements of the statistical method were used. RESULTS AND DISCUSSION. The total number and composition of onomastic units in educational texts were determined, the frequency and prevalence rates of these units were established, the core and peripheral components of this onomastic space were distinguished, the ratio of recurring and single onyms was revealed, their role in expressing subject knowledge was characterized, and the conditions for the optimal organization of educational onomastic space were formulated.CONCLUSION. The obtained data provide an idea of the volume and nature of the onomastic fragment of the generally binding scientific knowledge reflected in the normative scientific texts of the analyzed era. These results create the basis for the implementation of a systematic approach to the organization of onomastic vocabulary within the framework of normative scientific texts. Comparison of the obtained data with data from other time periods will allow us to determine the onomastic invariant and variable elements in different time concepts of the composition of basic onomastic knowledge.

AUTOMATED SARCASM RECOGNITION USING APPLIED LINGUISTICS DRIVEN DEEP LEARNING WITH LARGE LANGUAGE MODEL

Posting sarcastic comments on social media has become popular in the modern era. Sarcasm is a linguistic expression that typically conveys the contrary meaning of what has already been said, making it challenging for machines to find the literal meaning. It depends mainly on context, making it a tedious process for computational analysis. It is well known for its modulation with spoken words and an irony undertone. In addition, sarcasm conveys negative sentiment using positive words, which easily confuses sentiment analysis (SA) models. Sarcasm detection is a natural language processing (NLP) process and is prevalent in SA, human–machine dialogue, and other NLP applications due to sarcasm’s ambiguities and complex nature. Concurrently, the advancement of machine learning (ML) techniques makes it easier to develop robust sarcasm detection methods. This paper presents an automated sarcasm recognition using applied linguistics-driven deep learning with a large language model (ASR-ALDL3M) technique. The purpose of the ASR-ALDL3M technique is to focus on recognizing the sarcastic data using the DL model. In the ASR-ALDL3M technique, the initial data preprocessing phase is utilized, and glove word embedding is applied. Next, the sarcasm recognition procedure is applied using the long short-term memory (LSTM) model. Moreover, the hyperparameter selection of the LSTM model is performed using the fractals monarch butterfly optimization (MBO) technique. At last, a large language model (LLM) is utilized to enhance the sarcastic recognition process. A comprehensive result analysis is made to validate the outcomes of the ASR-ALDL3M technique. The performance evaluation outcomes stated that the ASR-ALDL3M method gains better performance over other models.

EQUAL AI: A Framework for Enhancing Equity, Quality, Understanding and Accessibility in Liberal Arts through AI for Multilingual Learners

The integration of artificial intelligence (AI) into liberal arts education offers a transformative opportunity to address the diverse needs of multilingual and multicultural learners. Consequently, this study introduces the EQUAL AI framework (Enhancing Equity, Quality, Understanding, and Accessibility in Liberal Arts through AI), a structured approach to utilizing AI to foster inclusion and innovation in liberal arts pedagogy. The framework identifies five key domains: linguistic support, cultural representation, creative expression, critical thinking, and collaborative learning. Additionally, the study underscores the necessity of systemic support, particularly through professional development programs that equip educators with technical proficiency, ethical awareness, and the ability to critically assess AI tools. By tackling challenges such as algorithmic bias, data privacy, and the digital divide, the study advocates for culturally responsive policies and inclusive practices. The EQUAL AI framework envisions liberal arts education as a space for equitable participation and cultural understanding, positioning AI as a tool to enhance rather than replace humanistic pedagogy, ensuring its relevance in a technology-driven, interconnected world.

Semantic Categories: Uncertainty and Similarity

This paper addresses understanding and categorizing language by using Markov categories to establish a mathematical framework for semantic concepts. This framework enables us to measure the semantic similarity between linguistic expressions within a given text. Furthermore, this approach enables the measurement and control of uncertainty in language categorization and the creation of metrics for evaluating semantic similarity. We provide use cases to demonstrate how the proposed methods can be applied and computed, focusing on their interpretability and the universality of categorical constructions. This work contributes to the field by offering a novel perspective on semantic similarity and uncertainty metrics in language processing, generating criteria to automate their computation.

Cognitive-Functional Approaches to Transgender Language: Understanding Gender through Mental Representations

This study employs cognitive-functional linguistic approaches to examine the mental representations of gender in contemporary transgender literature. By analysing a corpus of transgender narratives, we investigate how cognitive mechanisms such as conceptual metaphors, image schemas, and categorisation processes contribute to the linguistic construction and expression of gender identity. Our findings reveal prevalent conceptual metaphors like ‘gender as a journey’ and ‘identity as a construction,’ which provide insights into the cognitive framing of transgender experiences. Image schemas, particularly those related to containment and transformation, emerge as significant in describing gender transitions. The study also uncovers unique categorisation patterns and prototype effects in gender-related language, reflecting the complex and fluid nature of gender identities. These cognitive-functional patterns not only illuminate the mental representations underlying transgender language but also offer a deeper understanding of how language shapes and is shaped by gender experiences. The research contributes to both transgender studies and cognitive linguistics, demonstrating the potential of this interdisciplinary approach in exploring gender identity through language. Our findings have implications for fostering more inclusive language practices and enhancing communication about gender diversity.

«I have ants in my pants»: Metaphorical Framing in Female’s Conversational Narratives of Osteoporosis

Some changes that humans undergo in their bodies as they grow older are accompanied by a decline in health. Exclusively from the patients’ perspective, this paper is based on narratives of lived experiences related to osteoporosis, one chronic disease that usually develops unnoticedly as age increases and that is more frequent in females than in males. The general aim is to delve into the linguistic expressions used by women suffering from osteoporosis to talk about their condition. More specifically, the study focuses on the metaphors that patients use to describe or share their real insights and experiences with the disease and how these contribute to project an image of women themselves, on the one hand, but also to provide peers with further information and support, help them improve their lives and understand the inherent complex changes, symptoms and difficulties that they, their bodies and bones (may) experiment, on the other. To fulfil these purposes, a sample of conversational voluntarily produced narratives of women diagnosed with osteoporosis has been compiled, where metaphors have been identified and analysed following the cognitive metaphor theory. The results reveal an alternance of positive empowering and negative metaphors, where women face the suffering and complexities of the disease, but they present and see themselves as brave and empowered patients with dreams and non-stigmatised lives.

Mapping visual-based methods: an interdisciplinary approach

Images are central to our understanding of and learning about our world. We argue that visual training needs to be improved in the higher education system to enhance the potential of visual thinking to mediate productively our relationship with the context we inhabit. Initiatives from the social sciences and humanities since the end of the twenty century have highlighted the importance of training in visual research methods and visual literacy, but they also expose the scarcity of tools for understanding and applying images in research processes. In this paper, we examine the way visual methods were organised and employed in earlier studies and propose a new taxonomy. This classification will map these methods in an interdisciplinary framework that allows practitioners to use images in the development of projects. This proposal also seeks to inform future methodological approaches where images are recognised as a language of knowledge, analogous to numbers or linguistic expressions.

Phraseological Quotations: Two Shavian Case Studies

Abstract Phraseological Units (PUs) in a language often include quotations and the so-called authorial “winged words” (“geflügelte Worte” in Gläser 1986), which have a single known author. These units, by gaining popularity among the members of a community of speakers, take on a life of their own as PUs. This study illustrates how these quotations acquire meanings and uses that do not match those of the original formulation they derive from, which, in turn, sheds light on how linguistic expressions at large reach conventionalization through language change. Bernard Shaw (1856–1950) ranks high among the authors who have contributed most to the English Phrasicon. This study investigates two case studies where quotations by Shaw have made their way into the English language as PUs. These quotations, however, are often used, as we shall see, in a way that differs from the sense they had in their original context. This study analyses how some novel PUs are coined and can help us map the processes of semantic adaptation these PUs undergo as they become conventional. It also provides insights into what constitutes a PU and how their defining characteristics apply in these cases.

Unraveling University EFL Teachers’ Feedback Beliefs in Teaching English Argumentative Writing

ABSTRACTTeachers’ beliefs about feedback can affect both the way they provide feedback and its effectiveness in improving students’ writing proficiency. However, research remains scant on belief–practice relationships. This study attempted to fill the gap by investigating such relationships with a sample of 112 Chinese university EFL teachers in teaching argumentative writing. Data were collected through a writing feedback beliefs and practices questionnaire, an argumentative writing teaching beliefs questionnaire, and semi‐structured interviews. The participants were selected using convenience sampling from six universities in Northern China. Quantitative data were analyzed through confirmatory factor analysis, multiple regression, and repeated measures ANOVA to examine the characteristics of these teachers’ writing feedback beliefs and the relationships between the beliefs and relevant practices. Qualitative data from the interviews were analyzed thematically to gain deeper insights into the belief–practice relationships. Results indicated that most teachers believed their feedback was crucial for improving students' argumentative writing, particularly regarding communicative purposes, discourse organization, linguistic expressions, argument construction, and rhetorical techniques. However, a discrepancy was noted between teachers' feedback beliefs and their practices, especially concerning linguistic expressions. These findings highlight the need for targeted support to better align teachers' feedback beliefs with their practices for more effective teaching of EFL writing.

First-language acquisition in a multimodal language framework: Insights from speech, gesture, and sign

Children across the world acquire their first language(s) naturally, regardless of typology or modality (e.g. sign or spoken). Various attempts have been made to explain the puzzle of language acquisition using several approaches, trying to understand to what extent it can be explained by what children bring to language-learning situations as well as what they learn from the input and the interactive context. However, most of these approaches consider only speech development, thus ignoring the inherently multimodal nature of human language. As a multimodal view of language is becoming more widely adopted for the study of adult language, a multimodal approach to language acquisition is inevitable. Not only do children have the capacity to learn spoken and sign language equally easily, but spoken language acquisition consists of learning to coordinate linguistic expressions in both modalities, that is, in both speech and gesture. To provide a step forward in this direction, this article aims to synthesize findings from research studies that take a multimodal perspective on language acquisition in different sign and spoken languages, including the development of speech and accompanying gestures. Our review shows that while some aspects of language acquisition seem to be modality-independent, others might differ according to the affordances of each modality when used separately as well as together (either in sign, speech, and/or gesture). We argue that these findings need to be integrated into our understanding of language acquisition. We also identify which areas need future research for both spoken and sign language acquisition, taking into account not only multimodal but also cross-linguistic variation.

Female Agency Encoding and Linguistic Expressions of Consent in Historical Romance Fiction

This paper explores the concepts of female agency and consent in historical romance fiction using corpus methods of analysis. To this purpose, we provide an overview of the concept of agency in historical romance novels which focus on female characters and their journey toward empowerment and independence in addition to romantic fulfilment. Previous research has shown that romance novels can shape perceptions of consent, as well as attitudes towards sexual intimacy. To observe if this idea is validated by the data retrievable from our corpus, we explore the linguistic expressions of consent and discuss the encoding of agency through performative verbs and indexical expressions, as well as the frequency and contextual usage of gender-marked language.

Optimization of autonomous vehicle control system reliability on a commercial scale through LIF dombi methodologies.

The resilient framework of Linguistic Intuitionistic Fuzzy Sets (LIFSs) allows for the representation and management of uncertainties related to intuitionistic judgments and linguistic expressions. Recent advances in passive and active safety systems have reduced highway fatalities. Autonomous vehicles can improve safety, efficiency, and mobility by navigating traffic without a driver. One of the primary benefits associated with this technology is that it reduces the number of traffic collisions that result in millions of fatalities and numerous injuries. In this research work, we devise two novel aggregation operators: the linguistic intuitionistic fuzzy Dombi ordered weighted averaging (LIFDOWA) operator and the linguistic intuitionistic fuzzy Dombi ordered weighted geometric (LIFDOWG) operator, and explore their fundamental structural properties. We provide innovative score and accuracy functions for multiple attribute decision-making (MADM) problems within the framework of LIF knowledge. Moreover, we use these techniques to develop a specialized algorithm for MADM issues that addresses the complexities arising from ambiguous data during the selection process. We also demonstrate the effectiveness of our proposed methods by applying them to solve the MADM scenario of selecting an optimal approach to improve the credibility of autonomous vehicle control systems on a commercial scale. In addition, we also compare and evaluate the authenticity and practicability of the newly designed techniques in comparison to existing methodologies.

Decoding Metadiscourse Markers in Estonian Academic Texts: A Language-Specific Perspective

This article presents the development of a specialized data set for analyzing Estonian metadiscourse markers in academic usage, extending Hyland's interpersonal metadiscourse model to a non–Indo-European language. Our goal is to show how metadiscourse, as a feature of a writing tradition, can reveal aspects of writing in languages other than English, complementing the traditionally Anglo-centric perspective in metadiscourse research. By analyzing 21 Estonian linguistics research articles, we offer a transparent procedure to address methodological issues in metadiscourse studies and demonstrate the need for language-specific adjustments in the framework. We introduce statistical methods for analyzing multidimensional associations among marker categories, linguistic level, and rhetorical text structure. The findings suggest that Hyland’s metadiscourse model can be adjusted for specific languages, highlighting the influence of language structure on metadiscourse category variation and linguistic expression levels. The study reinforces that the distribution and manifestation of metadiscourse are shaped, among other factors, by unique writing traditions.

A formal approach to reanalysis and the Early Semantic Stability Hypothesis: exploring the test case of the negative counterfactual marker ʾilmale in Hebrew and Aramaic

Abstract This study delves into the intricate process of reanalysis, wherein linguistic expressions undergo grammatical or semantic changes, or sometimes both. The primary objective of this study is to explore the theoretical aspects surrounding historical changes of this nature. To facilitate a comprehensive understanding of the topic, we provide a formal description of reanalysis as an analytical tool. Our formal description allows for the differentiation of various change scenarios, enabling us to identify distinct types of shifts from one analysis to another. This approach not only focuses on what has been reanalyzed, be it the morphology, syntax, or the semantics, but also emphasizes the interplay between all three linguistic modules (Form, Grammar, and Meaning) and their relationships. This holistic perspective enables a systematic examination of the significance of what remains constant at both points in time during the reanalysis process. The key insight arising from this analysis leads us to propose and substantiate the Early Semantic Stability Hypothesis. This hypothesis posits that the truth-conditional semantics of the original proposition remain unchanged throughout reanalysis, either in all contexts or in specific “bridging contexts” where the reanalysis occurs. To demonstrate these phenomena, we present a compelling test case, focusing on the development of the counterfactual conditional marker ʾilmale in Hebrew and Aramaic. Through a detailed examination of the syntactic and semantic reanalyses it underwent, we observe the emergence of unique semantic features. By adopting a formal semantic perspective, we address fundamental questions such as the level of ambiguity required for reanalysis to take place, the potential existence of universal constraints on reanalysis, and potential motivations driving these linguistic changes. This investigation provides valuable insights into the intricate mechanisms at play during reanalysis and contributes to the broader understanding of linguistic evolution and development.

Cross-linguistic Interpretation of Figurative Expressions in Collaborative Language Learning: Gaps as Instances for Learning

The aim of this article is to explore how students approach, try to understand, and interpret figurative expressions in the context of language learning. Interpreting figurative language represents a challenge as languages are rich in metaphorical expressions and contextual/local references. The empirical study was carried out in the context of collaborative work in classrooms with students 12 to 13 years of age, translating two songs, one in English and one in Swedish. The results show that the students struggle to capture the sense of the lyrics. Addressing these difficulties, students engage in language-related episodes (LRE’s) where they topicalize language, meta-communicate and inquire into acceptable cross-linguistic interpretations that preserve the metaphorical nature of the expressions. Their linguistic sensitivity and familiarity with specific metaphorical expressions, contextual and local references are challenged, and their learning process involves an increasing capacity to talk about and reflect on the meaning potentials of linguistic expressions.

How to understand ‘nonsense’: do not ask what nonsense is, but rather how we show that something is nonsense!

ABSTRACT This article considers the problem of how to elucidate the concept of nonsense. Viewed from a general philosophical standpoint this matters because the concept is used by certain philosophers in their criticism of philosophical questions and theses. I start with a presentation of examples of utterances considered nonsense, along with Baier's classification of kinds of nonsense. I then present various approaches, pointing out that none of them are completely satisfactory. I subsequently propose an approach that is a modification of the austere conception: while consistent with the latter in that it treats nonsense as a lack of something, it differs by holding that a determination of the nature of various instances of nonsense can only be accomplished by examining how we show that some given utterance is nonsense. This approach places the emphasis on distinguishing the question of the meaninglessness of an utterance from the question of the incorrectness of linguistic expressions. The advantage of my conception is that on the one hand, it does not deny that there is an important non-psychological difference between philosophical nonsense and gibberish, while on the other it avoids the absurdity that philosophical utterances are nonsense because what they say is nonsensical.

Part and Whole in Family Concepts: An Analysis of Metaphors and Metonymies in Russian and English Languages

The article explores how the relationship between part and whole is manifested in family-related concepts through metaphors and metonymies. By examining linguistic expressions in Russian and English, the study reveals the cognitive mechanisms that underpin familial relationships and how these relationships are conceptualized in the mental linguistic worldview of native speakers. The comparative analysis highlights the similarities and differences in how family concepts are constructed and understood across these two languages, offering insights into the cultural and linguistic factors that shape these representations.

Race and Ethnicity and Clinician Linguistic Expressions of Doubt in Hospital Admission Notes

Stigmatizing language in electronic health records (EHRs) can generate or reinforce negative stereotypes about patients from minoritized groups and erode their trust and experience. However, less is known about the use of such language to cast doubt on patient clinical history in hospital settings. To compare the prevalence of language expressing doubt about patient clinical history (eg, experiences and symptoms) in hospital admission notes by patient race and ethnicity. In this cohort study, natural language processing tools were applied to analyze 54 936 admission notes from 1249 clinicians about patients aged 18 years or older at admission and hospitalized at an academic health system in the Northeast US between January 1, 2018, and February 28, 2023. Data were analyzed from September 1, 2022, to July 31, 2023. Patient race and ethnicity (non-Hispanic Black, non-Hispanic White, and racial and ethnic minoritized groups excluding non-Hispanic Black [includes multiple racial and ethnic groups, such as Hispanic and Asian]) as recorded in the EHR based on self-report or registrar determination. Binary indicator for at least 1 term casting doubt on patient clinical history was defined using epistemic stance, a linguistic construct expressing a writer's degree of certainty in information. Terms were manually validated via iterative review of notes by the study team. Among 56 325 admission notes (mean [SD] age of patients, 55.9 [19.0] years; 30 913 notes among female patients [54.9%]; 25 649 notes among non-Hispanic Black patients [45.5%], 26 442 notes among non-Hispanic White patients [46.9%], and 2985 notes among members of racial and ethnic minoritized groups excluding non-Hispanic Black patients [5.3%]), we analyzed 54 936 admission notes that had no missing data. Among all analyzed admission notes, 39 023 notes (71.0%) contained doubt language. Notes written about non-Hispanic Black patients had increased odds of containing at least 1 word or phrase of doubt (adjusted odds ratio, 1.21; 95% CI, 1.14-1.28; P < .001) compared with notes among non-Hispanic White patients. Compared with notes among non-Hispanic White patients, notes written about members of racial and ethnic minoritized groups excluding non-Hispanic Black patients had similar odds of containing at least 1 term of doubt. In this study, language casting doubt on patient clinical history was more likely to be found in notes of non-Hispanic Black patients. These results suggest that with the implementation of policies allowing patients full access to their health records, examining clinical documentation standards may be associated with improved patient experience.

Combining linguistic and non-linguistic expression in reading in the performative university

ABSTRACT This study investigates the complementarity between linguistic and non-linguistic modes of expression in reading in Higher Education and how this combination can counterbalance the accountability that characterises the measured university in current times. Participants are Argentine college students aged 21–22 at the time of data collection. They read a literary narrative text in Spanish about a culturally familiar theme – a regional Christmas celebration. The hypothesis that the native language and the familiar topic would facilitate cultural understanding was not confirmed. The case is innovative because cultural understanding is generally investigated using research instruments and measures of analysis that focus on memory and recall. By contrast, here participants completed a reading response task and a visual reformulation, which enabled the combination of linguistic and non-linguistic modes of expression – the latter not usually favoured by schools and universities. Content analysis shows the complexity and fluidity of cultural understanding in Higher Education even when students read about familiar cultural content in their native language. The article is of interest to educators and researchers involved with reading-mediated courses, activities and tasks in Higher Education. Implications for pedagogy are explored.