Meaning Of Word Research Articles

Methods of Teaching Russian Derivation as a Basis for Expanding the Vocabulary of Foreign Medical Students

The article raises the pedagogical problem of creating an integrated system of training foreign students receiving higher medical education using an intermediary language (English) for the state final certification, which takes place in Russian. The analysis of the texts of situational tasks in examination disciplines (therapy, surgery, obstetrics and gynecology, pediatrics) allowed us to identify their standard structure with the allocation of a finite number of typical syntactic blocks in the tasks, which allowed us to focus on their lexical content and, above all, on the systemic word-formation analysis of different parts of speech, understanding the meanings of words and their significant parts. The formation of students’ systematic understanding of language occurs through the use of functional-communicative, structural-semantic, component methods, modeling methods in word-formation refraction, methods of systematization and classification of word-formation material. This is facilitated by the innovative generalizing course “Scientific activity of a doctor” (8–10 semesters) developed by the authors, the purpose of which is to create motivational attitudes that ensure the use of system data of derivatology in teaching Russian as a foreign language. It is concluded that the creation of an idea of the Russian word structure and its assimilation, form the ability to correlate the basics of different types, to identify word-formation morphemes that make it possible to predict the meaning of previously unknown words and facilitate the understanding of a complex special text of clinical situational tasks, which contributes to the formation of a professional terminological dictionary of a medical university student. It is confirmed that methodological techniques that ensure knowledge of the semantics of communicatively significant derived lexical units make it possible to fully perceive and generate speech. Keywords: methods of teaching, derivation, linguodidactics, professional communication, bilingual education

Enhancing Radiological Biomedical Natural Language Processing Tasks with Radiology-Specific Word Encodings: A Comparative Analysis of Word Embeddings Sources

Background: Machine Learning (ML)-based Biomedical Natural Language Processing (BNLP) techniques have garnered attention in radiology. However, these models typically depend on Word Encodings (WE) trained on generic datasets, as radiology-specific word libraries are limited. Objective: This study aimed to investigate the potential of radiography as a comprehensive database for generating Radiology-Specific Word Encodings (RSWE), enhancing the efficiency of BNLP tasks, especially in processing radiological texts. Methods: A systematic evaluation was conducted using WE derived from four databases: medical records, biomedical journals, Wikipedia, and news sources. Unstructured Electronic Medical Record (EMR) data from the Mayo Clinic and PubMed Central publications were used to train WE for medical-specific sources, while GloVe and Google News represented publicly available pre-trained WE for generic sources. Analytical evaluation employed medical keywords in three categories (illness, symptoms, drugs), and a 2-D graphical plot was created for 380 medical words. Numerical evaluation consisted of internal and external assessments. Results: Findings revealed that RSWE derived from EMR and PubMed Central outperformed generic WE, better capturing medical word meanings and identifying medically essential terms, aligning more closely with expert assessments. Conclusion: The study demonstrates the value of radiography as a radiology-specific resource for generating RSWE, with promising implications for improving BNLP in radiology.

Latent Relations at Steady-state with Associative Nets.

Models of word meaning that exploit patterns of word usage across large text corpora to capture semantic relations, like the topic model and word2vec, condense word-by-context co-occurrence statistics to induce representations that organize words along semantically relevant dimensions (e.g., synonymy, antonymy, hyponymy, etc.). However, their reliance on latent representations leaves them vulnerable to interference, makes them slow learners, and commits to a dual-systems account of episodic and semantic memory. We show how it is possible to construct the meaning of words online during retrieval to avoid these limitations. We implement a spreading activation account of word meaning in an associative net, a one-layer highly recurrent network of associations, called a Dynamic-Eigen-Net, that we developed to address the limitations of earlier variants of associative nets when scaling up to deal with unstructured input domains like natural language text. We show that spreading activation using a one-hot coded Dynamic-Eigen-Net outperforms the topic model and reaches similar levels of performance as word2vec when predicting human free associations and word similarity ratings. Latent Semantic Analysis vectors reached similar levels of performance when constructed by applying dimensionality reduction to the Shifted Positive Pointwise Mutual Information but showed poorer predictability for free associations when using an entropy-based normalization. An analysis of the rate at which the Dynamic-Eigen-Net reaches asymptotic performance shows that it learns faster than word2vec. We argue in favor of the Dynamic-Eigen-Net as a fast learner, with a single-store, that is not subject to catastrophic interference. We present it as an alternative to instance models when delegating the induction of latent relationships to process assumptions instead of assumptions about representation.

TEACHING “LEXICOGRAPHY” IN THE 10TH GRADE OF PUBLIC SCHOOL

Our research aims at presenting several questions related to the teaching of “Lexicography” which will ensure the quality of the educational process, contributing to students’ acquisition of relevant knowledge and skills. “Lexicography” as a separate section of lexicology is concerned with the study of the types of dictionaries and the rules of creating them. The dictionary, as a reference book, defines the meaning of a word from different semantic fields and other aspects of linguistics: lexicology, semantics, etymology, stylistics. In dictionaries, words and related word units are compiled according to certain ethics and principles. Dictionaries also emphasize changes that have occurred in the meaning of words over time by serving a storehouse of common words and special terms of two or more languages in the context of translation. From this point of view, the main goal of the lexicographer is to accurately explain the meanings expressed by tens of thousands of words, their nuances, and the changes in the meaning of the word. Each lexicographer himself decides the word stock of his dictionary, the arrangement of words, the methods of explaining words.

A Study of the Meaning of Associative Words Related to Dance Expression in Contemporary Dance Major Students

A Study of the Meaning of Associative Words Related to Dance Expression in Contemporary Dance Major Students

Reading Comprehension and Test-Taking Strategies of Different Achievement Levels

The complexity of the reading process, which poses significant challenges for EFL and ESL learners, underpins this research into effective strategies for both reading comprehension and answering English reading texts. This qualitative phenomenological research aimed to explore the strategies that students use during reading activities and while taking reading comprehension tests. The study involved four fourth-semester students, differentiated by gender and achievement levels: a high-achieving female, a low-achieving female, a high-achieving male, and a low-achieving male. The research identified that students employed a variety of strategies, with 11 metacognitive strategies being used out of a possible 23, including determining word meaning, making connections, inferring, and summarizing. Additionally, four out of the five FIVES reading strategies were utilized: inference, vocabulary, summarization, and experience. High-achieving students employed more strategies, leading to better comprehension and higher test scores. For test-taking, strategies such as careful time management, revisiting difficult questions, and employing process-of-elimination techniques were noted. The effectiveness of both reading and test-taking strategies, along with factors like topic familiarity and the ability to make inferences, were crucial in determining reading success. These findings underscore the importance of targeted interventions that focus on teaching effective strategies, enhancing topic familiarity, and supporting students in developing robust test-taking strategies, particularly for low-achieving students.

Compound words of Central Kurdish from the perspective of configuration theory

This study is entitled “Compound Words of Central Kurdish from the Perspective of Configuration Theory”. to analyzes compound words from the perspective of Configuration theory. The scope is within the framework of Cognitive Morphology based on Zaki Hamawand (2011). The importance of this research is the originality as the first work in Kurdish language on the mentioned field above. The concept and meaning of compound words are changed, according to people's view and experiences. They fall into different domains, which is the problem. The aim of the study is to find a solution from the perspective of configuration theory for it, and identify the domain and facet, that include Central Kurdish compound nouns and compound adjectives. The focus is only on compound nouns and adjectives among compound words for analysis process. In addition to the researcher’s interest and being native in the targeted language, the used materials are taken from library data that are used as sources in the study. The paper consists of an introduction, two sections, conclusions, and the list of references. As a result, the domains and facets that contain Middle Kurdish compound nouns and compound adjectives are identified, which are explained by distinguishing two kinds: first, Compound words in Inter-class words. Second, Compound words in Intra-class words.

ASPECTOS QUE CONFEREM COMPLEXIDADE À INTERPRETAÇÃO NA PERSPECTIVA DO INTÉRPRETE EDUCACIONAL DO ENSINO MÉDIO

At the expense of a greater insertion of the deaf in the academic environment, the educational interpreter of Brazilian Sign Language – Libras, has been gaining recognition in relation to the importance of his performance in the teaching process of this student. This study explored the aspects that confer complexity to the interpretation of Portuguese for Libras in the educational environment, aiming to identify, understand and offer reflections on the elements that foster this phenomenon, in order to build new perspectives in the field of action of the educational interpreter of Libras, with emphasis on the collaborative work between the teacher and the educational interpreter. With a unique case study, through the simple self-confrontation instrument proposed by Yves Clot (2010) with an approach in the psychodynamics of work that sought to promote the reflection of one's own action during the work activity. Intertwining the conception of Sobral (2008) and the assumptions of Bakhtin (2009, 2010) that emphasize the dialogic nature of language, it argued that the meaning of words emerges from interaction in specific contexts and the field of translation that there is a need to recreate the dialogue between different cultures and social contexts. Resulting in the survey of the following elements that confer complexity. Resulting in the survey of the following elements that confer complexity to the interpretative act in the educational sphere: I) construction of concepts: from simple to complex; II) collaborative work between the teacher and the educational interpreter; III) emotional aspects in the performance of the educational interpreter.

A shared temporal window of integration across cognitive control and reinforcement learning paradigms: A correlational study.

Cognitive control refers to the ability to override prepotent response tendencies to achieve goal-directed behavior. On the other hand, reinforcement learning refers to the learning of actions through feedback and reward. Although cognitive control and reinforcement learning are often viewed as opposing forces in driving behavior, recent theories have emphasized possible similarities in their underling processes. With this study, we aimed to investigate whether a similar time window of integration could be observed during the learning of control on the one hand, and the learning rate in reinforcement learning paradigms on the other. To this end, we performed a correlational analysis on a large public dataset (n = 522) including data from two reinforcement learning tasks, i.e., a probabilistic selection task and a probabilistic Wisconsin Card Sorting Task (WCST), and data from a classic conflict task (i.e., the Stroop task). Results showed expected correlations between the time scale of control indices and learning rate in the probabilistic WCST. Moreover, the learning-rate parameters of the two reinforcement learning tasks did not correlate with each other. Together, these findings suggest a reliance on a shared learning mechanism between these two traditionally distinct domains, while at the same time emphasizing that value updating processes can still be very task-specific. We speculate that updating processes in the Stroop and WCST may be more related because both tasks require task-specific updating of stimulus features (e.g., color, word meaning, pattern, shape), as opposed to stimulus identity.

Application and investigation of knowledge graph in biomedical field

A large amount of drug and disease research knowledge is scattered in unstructured literature data, presenting significant challenges in text mining within the field of biomedicine. These challenges include handling professional knowledge, integrating related knowledge, and disambiguating different meanings of the same words. Therefore, constructing a biomedical knowledge graph can significantly save expert human resources and make efficient use of medical literature resources. This review paper aims to summarize the construction methods used during the development of Biomedical Knowledge Graphs. It also outlines the latest models and frameworks, such as BioBERT and LSTM+CRF, highlighting their contributions and applications. In addition, this paper points out the limitations of current biomedical knowledge graphs, such as scalability issues and the need for large annotated datasets. To address these limitations, it proposes the use of Apache Spark for improved processing capabilities and transfer learning to enhance model performance and adaptability in diverse biomedical contexts.

Ibn Barrajan's Sufistic Tafsir of Surah al-Baqarah and Ali Imran

This study aims to know the Sufistic interpretation in Tafsir Tanbih and the characteristics of Tafsir Tanbih, which is focused on Surah al-Baqarah and Surah Ali Imran. Tafsir Tanbih is an eclectic collection/source of various materials collected over the years from various sources, Tafsir Tanbih is a Sufi interpretation of Ibn Barrajan trying to understand the meaning of every divine word with the teachings of Sufism, it can be seen from some interpretations of Surah al-Baqarah lafadz nazala 'alaikal litaaba bil haqqi, interpreted that this verse opens the door to a person's realization in himself through His asma in the lafad al-hayyu and al-Qayyum, someone who ma'rifat is who knows with a strong, perfect substance, and His sublime attributes, and His good names. The characteristics of Tafsir Tanbih are the experience of Mysticism and Spirituality in Tafsir Tanbih, using an Integrative approach in Tafsir Tanbih, there are Moral ideas in Tafsir Tanbih, there is a relationship with Ma'rifah (Divine Knowledge) in Tafsir Tanbih, understanding Mutashabihat Verses in Tafsir Tanbih. And many other characteristics.

Effectiveness of Three Vocabulary Learning Tasks from The Perspective of Technique Feature Analysis

This study investigated the effectiveness of vocabulary learning tasks based on the Technique Feature Analysis framework. The framework provides criteria for evaluating the effectiveness of vocabulary learning tasks. The study investigated the correlation between the predictability of the framework and the task’s effect on vocabulary learning and retention. The study employed an experimental design in which participants were assigned to three different vocabulary tasks involving 15 target words. The tasks were designed to vary in the presence of the vocabulary learning criteria outlined in the Technique Feature Analysis. Learners’ knowledge of word forms and word meanings was assessed immediately and one week later. The results provided mixed support for the Technique Feature Analysis framework. While no significant differences were found in immediate form-meaning recognition, and delayed form recognition, the framework was predictive of learners’ delayed meaning recognition performance.

Strategies for Guessing Meaning of English Words among Secondary Schools in Gasabo District, Rwanda

This study focused on morphological strategies that may alleviate the students’ learning of new English words in Gasabo, Rwanda. The study used the descriptive research design. A systematic sampling technique determined three representative schools to participate. The total population in the three schools was 126 students and three teachers from language combinations. The sample of 56 students and three teachers participated through questionnaire and an interview guide. Data analysis took place through descriptive statistics and the thematic approach. Based on the findings, the study concluded that morphology is a vital tool for guessing the meaning of unknown words in English. Therefore, the awareness of morphology is necessary to improve learners’ attention when they predict the meaning of an unknown word. The study recommends that secondary school teachers need to encourage their learners to grasp the meaning of unknown words by identifying their morphemes and context. Teachers of English language should avoid defective educational practices, like teacher-centered activities that attract memorization instead of linguistic skills development strategies. Therefore, this study remains an eye-opening contribution to the linguistic development of teachers.

Earth’s spheres: Conceptual and definitional debates

Eduard Suess’s invention of the word ‘biosphere’ sparked a trend of coining sphere-words, which has since evolved into something of a craze. Some of these words, such as atmosphere and hydrosphere, are simply name tags for their respective Earth spheres. Others, such as geosphere, are also used mainly as names but they carry more than one meaning. However, many sphere-words, including pedosphere, biosphere, ecosphere, anthroposphere, sociosphere, and technosphere, are far more than just names, bearing as they do, weighty conceptual connotations that fuel considerable debate. At a time when Earth and life scientists are attempting to understand the workings of the planet as a whole by modelling the interaction of its component spheres, and when they are collaborating with sociologists, anthropologists, and members of other human sciences to tackle current environmental challenges, it seems an opportune moment to probe the origin and meaning of words for the Earth spheres they investigate. To be sure, Earth System modelling is helping understand changes resulting from the interaction of all the Earth’s spheres, including the anthroposphere, over various time and space scales, while multidisciplinary, interdisciplinary, and transdisciplinary research is helping to address such global problems as sustainable development, climate change, water supply, and biodiversity loss. An awareness of the origin, development, and disputed meanings of many sphere-words that these approaches employ should prove salutary for their multifarious practitioners.

The Relationship between the Signifier and the Signified in the Qur’anic Text

The signifier and the signified, or what is sometimes called the word and the meaning, are part of what is known as semantics, one of the branches of modern linguistics, which is concerned with the study of words and sentences in a descriptive and objective manner. Semantics developed in several stages throughout history. In Greece before Christ, Plato and his teacher Socrates saw that the connection between words and their signifieds was a natural, intrinsic connection. As for Aristotle, he saw that the connection between the word and the meaning was a conventional one that people in a society agreed upon. The relationship between the signifier and the signified according to Saussure falls within the scope of the linguistic sign, which is a psychological entity with two aspects: the signifier, which expresses the sound image of the word from a psychological perspective, which is the impression and effect it leaves on the senses, and the signified, which expresses the idea in its abstract form of the word. The signifier chosen by the language cannot be replaced by another. Change means a change in the relationship between the signifier and the signified. It also means that the language changes even though the speakers are unable to change it. Most contemporary Arabs have rejected the natural relationship between the signifier and the signified or the word and the meaning, and they have demonstrated this as follows : 1- One word in one language may express different meanings, which is called homonym. 2 - One meaning may be expressed by several words, which is called synonymy. 3- Linguistic development may result in the development of words and their change in form while maintaining the same meanings, and it may result in a change in meanings while maintaining the same form. 4-The relationship between the signifier and the signified in modern Western linguistic theories revolved around the relationship between the signifier and the signified, including : First: The referential theory was developed by the two English scholars Ogden and Richards. The concept of their theory is based on the fact that the meanings of words are what the reference to things other than themselves leads to. The relationship between the thing and the idea may be a direct relationship, for example, when we think of colored things when we see them, or an indirect relationship, as when we think of Aristotle, for example. Second: The conceptual theory began with John Locke, who said: “The use of words should be a sensitive indication of ideas, and the ideas they represent are their direct and specific meaning.” The theory says that language is a means of conveying ideas or is a moral representation of what is inside the speaker, and that what is expressed linguistically is considered a sign indicating a specific idea. Third: The American behavioral theory, founded by the American linguist Bloomfield, is based on what is required for the use of language in communication. It depends on the meaning that stimulates a specific verbal response, and meaning, according to Bloomfield, is the set of results obtained through the situation in which a specific speech occurs, and this occurs through the elements of stimulus and response. Fourth: The English social theory, which concluded that the meaning of the word, according to the proponents of this theory, is its use in the language, the way it is used, or the role it plays. It is the study of the word within the structure or formation in which it appears, as the true meaning of the word does not appear except through the context in its various forms. Thus, the meaning is interpreted as a function in a context. Fifth: The theory of semantic fields. Semantic fields are defined as a group of words whose meanings are linked within a specific concept, i.e. a group of concepts that are built on shared linguistic relationships, such as when we say (father, brother, mother, etc.). In this sense, they belong to the field of kinship, for example.

Identifying Pronunciation Errors of the Phoneme Qaf in Al-Qur’an Reading by Non-Native Speakers: A Spectrographic Analysis

The accuracy of pronouncing Hijazi letters is crucial for reading the Qur'an effectively. Incorrect pronunciation not only disrupts the flow of reading but can also change the meaning of words and verses, thus deviating from the intended message. This study aims to identify and analyze the mispronunciation of the [q] phoneme by non-Arabic speakers using spectrography analysis. Spectrography analysis helps visualize the frequency, duration, and intensity of the sound produced when participants pronounce the [q] phoneme. The research utilized Praat Voice Analysis software version 6.3.17 to process voice recordings and identify differences in the pronunciation of the [q] phoneme. The research employed a comparative descriptive qualitative approach with a content analysis design. Data collection involved various techniques, including recording, listening, and transcription. Voice recordings of two 12-year-old participants and an Arabic native speaker were collected to compare the pronunciation of Surah Al-Falaq verses 1-3. The results indicated that common errors in this study included sound changes and the omission of the characteristic [q] phoneme. For instance, students often replaced the [q] phoneme with [k] due to the similarity in the articulation location of these two phonemes. Additionally, participants tended to read too quickly, not allowing sufficient time for accurate pronunciation. The study also revealed a significant difference in the articulation of Hijazi letters between male and female speaker. female speaker demonstrated more consistent pronunciation patterns, while male speaker may require further intervention to address articulation and phonological errors.

Declarative and Automatized Phonological Vocabulary Knowledge: Recognition, Recall, Lexicosemantic Judgment, and Listening‐Focused Employability of Second Language Words

AbstractThis study revisits the roles of different aspects of phonological vocabulary knowledge in second language (L2) listening. Japanese learners of English (n = 114) completed the TOEIC Listening test and three phonological vocabulary tests assessing (a) ability to recognize the meanings of aural forms (meaning recognition), (b) ability to recall the meanings of aural forms (meaning recall), and (c) ability to spontaneously judge the appropriate use of word meanings in sentential contexts (lexicosemantic judgment task [LJT]). Among the three measures, the LJT best predicted the participants’ ability to access the target words during real‐life L2 listening comprehension of monologues and conversations (measured via TOEIC). Structural equation modeling demonstrated that the LJT was distinct from both meaning recognition and recall and revealed their different associations with listening comprehension scores. In line with the skill acquisition theory, we propose that the LJT reflects automatized knowledge, whereas meaning recognition and recall represent declarative knowledge.

Constructing resistance in the quest for social justice

Abstract This study adopts the concept of “positive peace” and draws on critical discourse studies to investigate the texts of two Thai activists responding to the 2006 coup d’état and subsequent events in Thailand. The study analyses the texts from a systemic functional linguistic (SFL) perspective to show how the first text challenges the legitimacy of the coup, and how the second text reflects a widening of the cracks then appearing in Thai royalist hegemony. In particular, the study compares the construal of one social actor in the first text published in 2007 with that in the speech of the second activist three years later, highlighting how the meaning of a key word evolved from one of oppression to one of pride.

Improving Web Element Localization by Using a Large Language Model

ABSTRACTWeb‐based test automation heavily relies on accurately finding web elements. Traditional methods compare attributes but do not grasp the context and meaning of elements and words. The emergence of large language models (LLMs) like GPT‐4, which can show human‐like reasoning abilities on some tasks, offers new opportunities for software engineering and web element localization. This paper introduces and evaluates VON Similo LLM, an enhanced web element localization approach. Using an LLM, it selects the most likely web element from the top‐ranked ones identified by the existing VON Similo method, ideally aiming to get closer to human‐like selection accuracy. An experimental study was conducted using 804 web element pairs from 48 real‐world web applications. We measured the number of correctly identified elements as well as the execution times, comparing the effectiveness and efficiency of VON Similo LLM against the baseline algorithm. In addition, motivations from the LLM were recorded and analysed for 140 instances. VON Similo LLM demonstrated improved performance, reducing failed localizations from 70 to 40 (out of 804), a 43% reduction. Despite its slower execution time and additional costs of using the GPT‐4 model, the LLM's human‐like reasoning showed promise in enhancing web element localization. LLM technology can enhance web element localization in GUI test automation, reducing false positives and potentially lowering maintenance costs. However, further research is necessary to fully understand LLMs' capabilities, limitations and practical use in GUI testing.

Effects of pair work and individual work on paired‐associate vocabulary learning in an EFL context

AbstractThis study investigates how different modes of a memorization activity in paired‐associate learning (PAL), namely pair work and individual work, can affect learners’ short‐ and long‐term retention of newly learned vocabulary items. In the aforementioned activity, two groups of Japanese college students studying English as a foreign language (EFL) learned 20 novel English vocabulary items using a second language–first language (L2–L1) list. First, the pair group worked in pairs; one member asked the other to state the L1 equivalent of the target items aloud for 2.5 min, and vice versa. Second, the members of the individual group memorized the L1 meanings of the target words for 5 minutes using their own methods. Subsequently, an immediate posttest and questionnaire survey regarding their preferred learning styles and strategies were conducted after the study session. Furthermore, a surprise delayed posttest was administered 3 weeks after the session. The results revealed that the individual group outperformed in the immediate posttest. However, the pair group scored significantly better in the delayed posttest. These results suggest that individual work is superior for memorizing a larger number of words in a short time but that memory can decay relatively quickly. Conversely, pair work may be superior for long‐term retention.