Meaning Of Word Research Articles

The use of Anagram Game to Improve Vocabulary at the Second Grade Student of SD IT ULIL ALBAB KAMAL

Speaking is the art of communicating in social situations so that people compete to learn languages ​​because this is an interesting goal for them to achieve. Communicating using English is very popular in the current era of globalization. English has many benefits for increasing your chances of making friends with other people from various countries and for getting a job abroad. Many schools from elementary school to university level have English learning materials. In this case, the research took place at SD IT Ulil Albab Kamal and focused on vocabulary, because the students' vocabulary was lacking so that they were not fluent in speaking English and did not have the courage to speak. The researcher also concluded questions that focus on the problem that occurred, namely: 1. How does the Second Grade Students of SD IT Ulil Albab Kamal improve vocabulary through anagram game? 2. How do the students respond toward the use of anagram game in the class? With this problem, researchers introduced the Anagram game and the methodology by using Descriptive Qualitative Method. Anagram game is a brain-teasing puzzle game, where players have to change one word into another word by rearranging the letters. This game is very good for improving vocabulary skills and prolonging memory for new words in English. Researchers used two instruments, namely observation and interviews. From the instruments used in collecting data in the field, producing conclusions by using the Anagram game, the Second Grade Students at SD IT Ulil Albab Kamal can understand the meaning of words when communicating by using English

A Descriptive Study on Students’ Difficulties in Learning Vocabulary at the Eighth Grade of SMP Negeri 5 Natar

Vocabulary is one of the components of mastering English as a foreign language. Before students study English skills, they should learn about vocabulary as the first step. Based on the preliminary research, showed that the students still faced difficulties in learning vocabulary namely not knowing the meaning of words, not knowing how to pronounce words, and the written words and how to pronounce the words are not the same. This research only focused on students' difficulties in learning vocabulary and factors that cause students' difficulties in learning vocabulary. Descriptive qualitative research design was employed in this research. Purposive sampling was used in this research. The eighth grade of E was taken as a sample because they had lower scores in vocabulary than other classes. The researcher used questionnaires and interviews to collect the data. The questionnaire was used to find out students’ difficulties in learning vocabulary and the interview was used to find out the factors that cause students’ difficulties in learning vocabulary. The three major phases of data analysis are data condensation, data display, and conclusion drawing. After analyzing the data, the results of the questionnaire showed that there were three difficulties for students in learning vocabulary. The difficulty faced by the students in learning vocabulary was the pronunciation, grammar, and meaning. Based on the students’ interviews, there are three difficulties factors in learning vocabulary. The difficulty factors faced by the students in learning vocabulary was students reluctant to open dictionaries, students less motivation, and students have difficulty concentrating

An Analysis Of Students Difficulties In Writing Recount Text On The Eleventh Grade At SMA Negeri 21 Medan

This thesis is about an analysis of students difficulties on writing recount text in the eleventh grade at SMA Negeri 21 Medan. The objectives of research are to analyze the student's difficulties on writing recount text in the eleventh grade at SMA Negeri 21 Medan And to identify the factors causing students difficulties in writing recount text. This research was conducting by applying Descriptive Qualitative research. The Researcher took 15 students of eleventh in getting the data. The instrument of the collecting data was the writing test and interview. The technique of collecting data was the researcher explained what the recount text, generic structure, language features and giving the example of recount text. The researcher asked the eleventh grade students wrote a recount text that chooses by themselves in 60 minutes and the researcher collected the paper, after that the researcher do the interview directly to all student. the result of the analysis of students difficulties showed that majority of the students at eleventh grade at SMA Negeri 21 Medan still low in writing recount text. it could be seen from the analysis the test from content of the results of the percentage is 15%, organization of the result on the percentage is 19%, language use of the percentage in the result is 26%, vocabulary of the percentage in the result is 24% and mechanic of the percentage in the result is 16%. Based on the result of analysis of student difficulties showed that majority of the students factors are difficulties of content such as the lack of experience to developing ideas. Difficulties of organization, students lack of structure to organize ideas and story elements in a clear and logical manner. Difficulties of vocabulary, the lack of word in English and limitation of vocabulary to translate the meanings of certain words. Difficulties of language use, lack of grammar such as use of sentence structure, the use of nouns, verbs, and aspects of grammar. And the last Difficulties of Mechanic, lack of knowledge about punctuation marks such as commas periods and each other formats. The analysis shows that students still make mistakes in all five aspects of the 15 students who were used as participants, none of them succeeded in writing recount correctly. so it can be concluded that students are still difficult in writing recount text.

What role, if any, should phonics play in a middle school or high school? The answer may surprise you

AbstractResearch shows little benefit from phonics instruction in Grades 2 through 12. However, more recent studies show that students who fall below a decoding threshold fail to benefit from other kinds of reading instruction. This exploration of the evidence suggests that these students are likely to need support in the reading and spelling of multisyllabic words and words with common morphological elements. Explicit instruction with a focus on the decoding, spelling, and meaning of such words would make a lot of sense.

EXPRESS: Exploring the differences in processing between Chinese emotion and emotion-laden words: A cross-task comparison study.

Affective words can be classified into two types: emotion words (EM words, e.g., "happy") and emotion-laden words (EL words, e.g., "wedding"). Several studies have shown differences in processing between EM and EL words, although results are inconclusive. These two types of words may have representational differences because affective content is an inherent part of the semantic features of EM words (i.e., denotative meaning) but not of EL words, whose affective content is part of their connotative meaning (i.e., these words do not name emotions, but are associated to emotions). In this study, we tested a set of Chinese EM and EL words. Both conditions included positive and negative words. The study involved two tasks, an implicit task, in which emotional content was not relevant (lexical decision task, LDT), and an explicit task, in which the emotional content was relevant (affective categorization task, ACT). Our results showed that participants responded faster to EM words than to EL words. This advantage was mostly observed in the ACT and with negative words. These results reveal differences in processing between EM and EL words which can be related to the greater relevance of affective content in the meaning of EM words compared to EL words.

Интернационализмы французского происхождения в русской терминологии спорта

The aim of the study is to identify current trends in the development of interlingual contact, using sports terms – internationalisms as a case study. The article determines the role and place of French borrowings in Russian-language sports terminology. Special attention is paid to the mechanisms of semantic adaptation of foreign terms. The work is novel in that it is the first one to summarize and systematize French-language units of the Russian sports terminology system. The study has found that the influence of French on Russian sports terminology is due to extralinguistic factors, namely, historical preconditions and established traditions of naming specific sports realities. Words of French origin denote concepts of different sports: fencing, equestrian sports, gymnastics, cycling, wrestling, figure skating. Denotata are sports, actions, positions, participants, events, sports organizations, prizes, material objects. The main vector of reception of the meaning of a foreign word is the narrowing of its semantic structure. From the point of view of formal-structural characteristics, borrowed lexemes are single-word terms, on the basis of which terminological combinations, as well as abbreviations, can be formed.

Domain embeddings for generating complex descriptions of concepts in Italian language.

In this work, we propose a Distributional Semantic resource enriched with linguistic and lexical information extracted from electronic dictionaries. This resource is designed to bridge the gap between the continuous semantic values represented by distributional vectors and the discrete descriptions provided by general semantics theory. Recently, many researchers have focused on the connection between embeddings and a comprehensive theory of semantics and meaning. This often involves translating the representation of word meanings in Distributional Models into a set of discrete, manually constructed properties, such as semantic primitives or features, using neural decoding techniques. Our approach introduces an alternative strategy based on linguistic data. We have developed a collection of domain-specific co-occurrence matrices derived from two sources: a list of Italian nouns classified into four semantic traits and 20 concrete noun sub-categories and Italian verbs classified by their semantic classes. In these matrices, the co-occurrence values for each word are calculated exclusively with a defined set of words relevant to a particular lexical domain. The resource includes 21 domain-specific matrices, one comprehensive matrix, and a Graphical User Interface. Our model facilitates the generation of reasoned semantic descriptions of concepts by selecting matrices directly associated with concrete conceptual knowledge, such as a matrix based on location nouns and the concept of animal habitats. We assessed the utility of the resource through two experiments, achieving promising outcomes in both the automatic classification of animal nouns and the extraction of animal features.

On the Demotic word “ftft” in Bodl. MS. Egypt. a 3(P), 8, 4

AbstractIn this contribution, a new attempt is made to clarify the meaning of the Demotic word “ftft” in Bodl. MS. Egypt. a 3(P), 8, 4. The best solution can be obtained from the meaning ‘to sprout up’. The explanation can be supported by an equally late parallel. The subject of the action is the growth of branches or blossoms of trees, which can be understood as a symbol of fertility. The motive appears in an Osirian context.

Witch, strumpet, maid and saint

Abstract Shakespeare’s Henry VI, Part 1 depicts Joan of Arc in contradictory terms. This paper discusses the narrative and literary techniques that are used to develop Joan of Arc’s characterisation, particularly the alternation of location between the Anglo-Burgundian and the French-Armagnac camp, the antagonistic staging of Joan of Arc compared to Lord Talbot and Margaret of Anjou, and the contrastive use of epithets, including the shifting positive, neutral or negative dictionary meanings and context-dependent meanings, as per Ray Jackendoff’s theory of Conceptual Semantics. This results in questioning the apparent meaning of words and concepts and thereby also the apparent judgment on the characters themselves, thus ambiguating, questioning, and ridiculing apparent certainties.

Perubahan Bunyi Bahasa Proto Austronesia ke dalam Bahasa Melayu Riau Dialek Pasir Pengaraian

Riau Malay has language variations generating various dialects, including Pasir Pengaraian dialect, which reflects sound differences. To understand the characteristics of the dialect, it is necessary to analyze the sound changes from Proto Austronesian into Pasir Pengaraian Riau Malay dialect. The purpose of this research was first, to identify the sound changes of Proto Austronesian language into Riau Malay dialect of Pasir Pengaraian using Keraf's theory and second, to analyze the meaning changes that occur due to sound changes using Crowley & Bowern's theory. This research belonged to qualitative-descriptive research exploring thoroughly how sound changes from Proto Austronesian languages occured in detail and how these changes affect the meaning of words in cultural and social contexts which were then explained and described systematically. The data collection method used was interview method with listening technique, note-taking technique and recording technique by referring to the list of 200 Swadesh vocabularies. The results of the research obtained that (1) the types of sound changes of Proto Austronesian language into Riau Malay language were assimilation (progressive assimilation and palatalization), metathesis, afferesis, syncope, apocope, prothesis, epenthesis, paragogue, and monoftongization. (2) meaning changes that occur were pejoration, broadening, narrowing, and bifurcation.

Anthropocentrism in Contemporary Chinese Dictionary: A Synergic Perspective of Critical Lexicographical Discourse Studies and Systemic Functional Linguistics

Abstract Critical Lexicographical Discourse Studies (CLDS) view the dictionary as a discourse and emphasize an ideological, ethico-political dimension to the lexicographical process. Combining CLDS with Systemic Functional Linguistics, this paper looks into how anthropocentrism is manifested linguistically in Contemporary Chinese Dictionary (Seventh Edition), the most influential authoritative general-purpose Chinese dictionary, by examining the transitivity and appraisal patterns in the definition texts concerning animals and plants. The analysis shows that animals and plants are seldom assigned agency in their own right and that the animals and plants are evaluated either positively or negatively according to whether they are useful to the human beings while their intrinsic value is ignored. In particular, animals are highlighted for their agricultural and medicinal use and plants for their medicinal and ornamental value. However, compared with its previous editions, the dictionary has shown an enhanced awareness of environmental protection by deleting the encyclopaedic information that describes the use of some rare animals’ meat, bones and fur. It is argued that, although modern general-purpose dictionaries are increasingly corpus-based and descriptive, their role in shaping social values and stances cannot be disregarded. Dictionary makers need to balance what words mean with what they can be said to mean or be allowed to mean (Moon, 2014). The study contributes to unmasking and denaturalizing the hidden ideology in colony texts such as the dictionary, enhances a critical use of dictionaries and helps develop the theory of critical lexicography and emerging ecolexicography.

Language of the SMO in its historical and cultural context

This article analyzes the language used in special military operations from a functional and semantic perspective. Nowadays, the language used by the military (the SVO as the special military operation in Ukraine) extends beyond the professional group and, thanks to media and social networks, has become understandable to most Russian speakers. The military jargon has a history dating back three hundred years, influenced by various military campaigns in which Russia and the USSR participated. The jargonisms from the early XX century, developed during the First World War, and the active development of military language in the twentieth century, are still present in modern military language. This is due to events such as the Great Patriotic War and the war in Afghanistan. Currently, there is a growing use of military terminology, alongside well-established slang terms that refer to aspects of military life, clothing, weapons, operations, orders, etc. New terms have emerged due to advancements in science and technology, as well as changes in the military-political situation. The lexemes and phrasemes used in the military sphere serve nominative, characterizing, emotional-evaluative, and gaming functions. These terms form thematic groups that make up the semantic field of military operations, based on the denotative meaning of slang words and their possible connotations. The language of the SVO reflects the historically formed and evolving military sociolect of the national language, primarily through Russian vocabulary and phraseological units, specialized terminology, and everyday slang. A small number of foreign terms, mainly related to weapons, have been adapted to fit the phonetic and grammatical rules of the Russian language. Overall, the language of the SMO used in military-political communication reflects the national and cultural characteristics of the military.

Vocabulary Mastery of Students Who Play Mobile Legends Game at Eleventh Grade of MAN 2 Lombok Timur Academic Year 2022/2023

The aim of the study is to determine the level of students’ specific vocabulary mastery on mobile legends. This study analyzed specific vocabulary mastery of students who play mobile legends of the 11 grade students of MAN 2 Lombok Timur. Descriptive quantitative method was used in this study and the population was 19 students and all of the population was taken as the sample. The data were collected by conducting a test. The test consisted of 30 questions and there are tree aspects of vocabulary in the test, i.e., word form, meaning and use aspect. The result of this study shows that student’s mean score is 72.26, median is 71, mode is 87 and standard deviation is 12.60. Based on the test result, student’s achievement score is classified as good. Among 19 students, 5 were classified as very good, 10 as good, 3 as fair, 1 as poor, and none as very poor in vocabulary mastery. The test covered three aspects: word form, meaning, and use. In word form, 9 students were very good, 6 good, and 4 poor, with a mean score of 6.78 and standard deviation of 2.41. For meaning, 9 were very good, 7 good, and 3 fair, with a mean of 16.57 and standard deviation of 3.92. In usage, 1 student was very good, 14 good, 3 fair, and 1 poor, with a mean of 48.89 and standard deviation of 8.29. Overall, the students' vocabulary mastery was classified as good. It can be concluded that students who play mobile legends have good specific vocabulary mastery on mobile legends based on the test results that have been obtained as can be seen that the average student score is good with an average score of 72.26, which is a good score.

Word learning tasks as a window into the triggering problem for presuppositions

AbstractIn this paper, we show that native speakers spontaneously divide the complex meaning of a new word into a presuppositional component and an assertive component. These results argue for the existence of a productive triggering algorithm for presuppositions, one that is not based on alternative lexical items nor on contextual salience. On a methodological level, the proposed learning paradigm can be used to test further theories concerned with the interaction of lexical properties and conceptual biases.

Breaking boundaries: Word analysis strategies that draw on students' full linguistic repertoires

AbstractThis paper examines the need to integrate students' full linguistic repertoires into literacy instruction in middle and high school classrooms. Traditional monoglossic approaches often neglect the linguistic assets multilingual students bring, limiting their academic potential. Drawing on translanguaging theory, this paper explores three strategies—bilingual morpheme mapping, comparative morphological analysis, and multilingual word walls. These strategies seek to enhance vocabulary instruction by utilizing students' home languages and ultimately cultivating a deeper understanding of word formation and meaning. The benefits of such approaches extend beyond multilingual students, offering all students more comprehensive vocabulary knowledge across disciplines. While the advantages of these methods are evident, the paper also identifies limitations and calls for further research to explore the long‐term impacts on literacy development. By advocating for professional learning focused on translanguaging and morphological instruction, this paper highlights the need to incorporate word strategies that enhance literacy for all students.

Comparing typing methods for uppercase input in virtual reality: Modifier Key vs. alternative approaches

Typing tasks are basic interactions in a virtual environment (VE). The presence of uppercase letters affects the meanings of words and their readability. By typing uppercase letters on a QWERTY keyboard, the layers can be switched using a modifier key. Considering that VE controllers are typically used in a VE, this input method can result in user fatigue and errors. Thus, this study proposed new alternative interactions for the modifier key input and compared their typing performance and user experience. In an experiment, 30 participants were instructed to type 10 sentences using different typing interaction methods (shift, long press, and double-tap) on a virtual keyboard in a VE. The typing speed, error rate, and number of backspace inputs were measured to compare typing performance. Upon the completion of the typing task, the usability, workload, and sickness associated with each typing method were evaluated. The results showed that the double-tap method exhibited significantly higher typing speed, error rate, ease of use, satisfaction, and workload. This result is consistent with those of previous studies demonstrating that selection tasks were more efficient with fewer hand movements. Thus, this study implies that the double-tap method can be considered as a potential typing interaction for the VEs instead of the traditional method using the shift as a modifier key. Therefore, this study is expected to contribute to the design and development of user-friendly interactions.

Role Vladimíra Šmilauera v etymologickém slovníku Václava Machka

This study examines both the quantitative and qualitative contribution of Vladimír Šmilauer to Václav Machek’s etymological dictionary. Appointed scientific referee, Šmilauer wrote lengthy evaluations for both editions of the dictionary, which contained hundreds of notes and suggestions for improving individual entries. In our paper we classify these comments into several groups, working mainly with the criterion of the nature of the comments (i.e. whether they concern the forms and/or meanings of words given in the entry, or the interpretation of the origin of the word) and the criterion of the acceptance of the suggestions by Machek (roughly on the axis of acceptance – alternative interpretation – rejection). Šmilauer’s reviews provide some hitherto unknown interpretations of Czech and Slovak words, and may thus stimulate further reflection on the origin of them.

Digitising a Card Game for Teaching Pragmatic Markers

Most language learning applications focus on pronunciation, vocabulary, and grammar of a language. However, learning the pragmatics enables learners to interpret contextual meanings of specific words uttered by native speakers during conversations. An educational card game called Mind You! was developed for non-native English-speaking international students in Australia to help them learn English pragmatic markers. The card game was designed to encourage social constructivism and situated learning, where learners construct their own sentences based on their combined interpretations of pragmatic markers, images and scenarios displayed on cards to answer hypothetical questions. A mobile application of the card game is being developed as a supplementary resource when face-to-face or in-person learning is neither possible nor practical. Learners can listen to audios of pragmatic markers in sentences and type or record their own sentences based on their interpretations of the cards and share them online with other learners. This provides a platform for distance collaborative learning between other language learners where they share sentences based on different interpretations of different card combinations. The objective of the mobile application is to train learners in using pragmatic markers for English conversations outside the game. This work-in-progress manuscript outlines how the card game can be digitised into a mobile application.

When more is less: the impact of multimorphemic words on learning word meaning

Abstract Monomorphemic words have been found to influence category formation, as they encode one general category and thus activate it more than other related categories in the same lexical network. On the other hand, multimorphemic words can encode multiple categories from the same network by the multiple forms they combine. Superordinate categories are encoded by sub-lexical forms (e.g., affixes), while the entire words encode lower categories in the hierarchical structure. In the present study, we asked whether sub-lexical forms influence the learning of the meaning encoded by the entire word they underlie. We used Semitic-like words where sub-lexical forms (syllabic patterns) encode superordinate categories of manner-of-motion, and the entire words encode lower-level categories (moving characters). In our main experiment, a word-learning test showed that a shared syllabic pattern had a negative effect on the learning of the moving characters encoded by the entire word. This effect was revealed mainly in dimensions related to the superordinate category encoded by the pattern. The effect and its direction are beyond the expectations of enhanced category representations suggested in previous literature. We conclude that the effect of word-form is beyond the specific category they encode and can have different directions at different hierarchical levels.

The Interaction and De-Categorization of Word Meaning Categories—The Radical Stage of Word Meaning Evolution

This paper employs the framework of "dynamic categorization" from cognitive linguistics to examine a more radical phase of word meaning derivation. Specifically, it investigates the interaction between word meaning categories and de-categorization in order to elucidate the principles governing word meaning derivation. Through a comprehensive analysis of extensive Chinese and English corpora, our findings indicate that the interaction between word meaning categories primarily is manifested in two forms: (1) expansion between adjacent categories; (2) expansion between analogous categories. The expansion between adjacent categories encompasses linguistic, conceptual, and factual expansions, whereas expansion between analogous categories involves both objective and psychological similarities. Such interaction between word meaning categories may result in partial grammaticalization, antonymization, and polysemy. De-categorization, on the other hand, is primarily achieved through word conversion, grammaticalization, and subjectivization. These processes contribute to the evolution of word meaning beyond conventional clustering models, transitioning from concrete to abstract and from literal to figurative interpretations.