Native Language Research Articles

Examining the Validity of Oral Mathematics Test Accommodation in Academic and Native Languages for Orang Asli Pupils in Malaysia

ABSTRACT Test accommodations provide crucial support in mitigating language barriers faced by Indigenous Orang Asli pupils in current mathematics testing. This study examines the use of oral mathematics tests in the academic language (Bahasa Melayu) and native languages (Bahasa Temiar and Bahasa Semai) as test accommodations for 342 Level One Orang Asli pupils. Four mathematics tests were administered: a written mathematics test in Bahasa Melayu, and three oral mathematics test in Bahasa Melayu, Bahasa Temiar, and Bahasa Semai. Each test consisted of the same 20 mathematics computation items and 20 word problem items. Results from the Brown-Forsythe test and post-hoc analyses showed that pupils performed better on oral mathematics tests in native languages and academic language compared to the written mathematics test. These findings underscore the importance of incorporating oral mathematics test as a viable and equitable testing strategy to improve accessibility and performance for Indigenous pupils in mathematics testing

Development of a quick speech in noise test in Turkish, based on Quick-SIN

Abstract Background Speech-in-noise tests are crucial for assessing the communication difficulties faced by individuals with hearing loss in daily life. Adapting these tests into different languages is essential for accurate and effective auditory evaluation. This study aimed to develop a Quick Speech-in-Noise (QuickSIN) test for assessing individuals whose native language is Turkish. Materials and methods First, we developed sentences and babble noise suited to Turkish phonetic structures for QuickSIN test in Turkish. The sentences and background noise were recorded in a sound studio and in the first experiment, all sentences in babble noise were presented to 10 participants with normal hearing. Based on the results, ten test lists were created using the selected sentences. In the second experiment, these test lists were presented to 18 participants with normal hearing (reference group – all hearing threshold better than 20 decibels hearing level) and 23 participants with bilateral symmetric sensorineural hearing loss to validate the test. The third experiment evaluated the reliability of the lists by presenting them to 30 participants with normal hearing under both filtered (750 Hz, 1400 Hz) and unfiltered conditions. Results All lists demonstrated statistically significant differences between the hearing loss and reference groups (p < 0.001) in the second experiment. The validity of the lists created was determined. The results of the third experiment showed that, except for the tenth list, the confidence intervals for all the other lists were similar. Conclusion Nine equivalent lists and two practice lists were compiled for the Turkish version of the QuickSIN (QuickSIN-TR) test. The signal-to-noise ratio loss can be assessed using any of the nine lists, and the test can be performed in approximately one minute.

EXPRESS: Processing of incongruent emotional expressions in voice and semantics: the dominant modality and integration with facial expressions.

This research concerns three channels for emotional communication: voice, semantics, and facial expressions. We used speech in which the emotion in voice and semantics did not match, and we investigated the dominant modality and how they interact with facial expressions. The study used voices emoting anger, happiness, or sadness while saying, "I'm angry", "I'm pleased", or "I'm sad". A facial image accompanied the voice, and it expressed either the same emotion to the voice (voice=face condition), the same emotion to the semantics (semantic=face condition), or a mixed emotion shown in the voice and semantics (morph condition). The phrases were articulated in the participants' native language (Japanese), second language (English), and unfamiliar language (Khmer). In Study 1, participants answered how much they agreed that the speaker expressed anger, happiness, and sadness. Their attention was not controlled. In Study 2, participants were told to attend to either voice or semantics. The morph condition of study 1 found semantic dominance for the native language stimuli. The semantic=face and voice=face conditions in Studies 1 and 2 revealed that an emotion solely expressed in semantics (while a different emotion was shown in face and voice) had more substantial impacts on assessing the speaker's emotion than an emotion solely expressed in voice when the semantics were in understandable languages.

Hacı Zeynalabdin Şirvaninin “Riyaz Əs-Siyahət” Əsərində Əbcəd Hesabı

Haji Zeynalabdin Shirvani, a scholar, poet, and traveler who lived in the late 18th and early 19th centuries, authored his first work, Riyaz AsSiyahat. This work consists of two parts. The first part was published in 1960 in Tehran under the editorship of Asghar Hamid Rabbani. The second part was published in 1974 in Moscow as a three-volume edition by Agamir Guliyev. These three volumes were later translated from Persian into our native language at the end of 2024 and the beginning of 2025 under the scholarly editorship of Professor Zakir Eminov. The translations were carried out by Shahin Yahyayev (Volume I), Aladdin Malikov (Volume II), and jointly by Shahin Yahyayev and Aladdin Malikov (Volume III). The present article focuses on Riyaz As-Siyahat and the Abjad calculation used by the author in this work. The article begins with a brief overview of Haji Zeynalabdin Shirvani's life, followed by a concise discussion of the aforementioned work. It concludes with an explanation of the Abjad calculation and examples of its application in Riyaz As-Siyahat.

Acquiring constraints on filler-gap dependencies from structural collocations: Assessing a computational learning model of island-insensitivity in Norwegian

ABSTRACT Children induce complex syntactic knowledge from their native language input. A long-standing discussion focuses on types of learning biases that help them arrive at correct generalization and solve induction problems posed by impoverished input. Studies employing computational models for learning specific language phenomena serve as testing grounds for evaluating types of biases required for successful acquisition. Recent work by Pearl & Sprouse (2013b) demonstrates that a distributional learner that tracks trigrams over structurally annotated input can acquire wh-filler-gap dependencies and island constraints on them in English. Though intriguing, it is unclear yet whether a similar distributional learning model is a viable mechanism for learning island facts in other languages given the possibility of cross-linguistic variation. In this study, we explore whether a distributional learner can acquire wh- and relative clause filler-gap dependencies and island constraints in Norwegian from child-directed annotated text. We find that the proposed learning strategy can capture some patterns of island-insensitivity in Norwegian while failing to learn others due to a lack of relevant data in the input. Our findings suggest that given limited input data, a simple n-gram-based distributional learning over structured representations may not be sufficient to fully recover human-like knowledge of filler-gap dependency relations and island constraints cross-linguistically.

Historical linguistic analysis of Russian language facts at the present stage of philological education

The sociohistorical changes occurring in Russia in recent decades determine a particular interest in the national language history. Moreover, they foreground the comparative method in teaching Russian. The study aims to identify the main areas for enhancing the historical linguistic analysis of Russian language phenomena and to propose ways of achieving such improvements. To reach these goals, we analysed relevant scientific and methodological literature and summarised the experience of Russian language and literature school teachers, as well as of post-secondary educators. In addition, we examined Olympiad works on the history of the Russian language written by philology students and schoolchildren in years 6–11. The comparative method in conjunction with internal and comparative reconstruction, etymological analysis, cultural-historical interpretation, and dialectography was employed as well. The study indicates that the improvement of historical linguistic research is based on the analytic base expansion through using multisource material. The research reveals the main lines for enhancing historical linguistic analysis at schools and universities. Firstly, linguistic facts and phenomena must be represented systematically in the course of historical analysis. Secondly, factual material from early sources should be employed as a tool for a deeper understanding of linguistic facts and phenomena. We propose specific types of tasks which enable the above-mentioned lines to be implemented. Additionally, examples of completing standardised assignments are provided. The paper concludes that the presented directions for improving historical linguistic analysis of Russian language facts determine the axiological and fundamental nature of philological education.

Identification and evaluation of L1 and L2 Chinese accents

Abstract This study investigates the identification and evaluation of native language (referred to as L1) and second language (referred to as L2) Chinese accents by Chinese judges. Eleven Chinese speakers, including two Beijing Mandarin speakers, two L1-English L2-Chinese speakers, two L1-Korean L2-Chinese speakers, one L1-Thai L2-Chinese speaker, and five Chinese heritage language (HL) (or American-born Chinese, ABC) speakers, recorded their reading of a passage, The Sun and the North Wind. The first 30 seconds of their recordings were extracted, and then the amplitude normalized. 96 Chinese judges completed the accent identification and evaluation tasks online. In the accent identification task, the judges were asked to judge whether the speaker was a native Chinese speaker first. They were then asked to identify their ethnicity and provide reasons/justifications. In the evaluation task, the Chinese judges were asked to rate the accentedness and comprehensibility of the eleven accents on a 0–100 slider scale. The findings of this study reveal that L1 and L2 accents can be differentiated. Among L2/HL accents, some were identified more accurately than others, such as the American L2 and HL accents. All L2/HL speakers except for the Taiwanese HL accent, were identified less accurately, ranging from 12.5% to 34%. Our findings confirm that the familiarity effect is a crucial factor influencing ethnicity identification. The analysis of comprehensibility ratings shows that L1 accents are more comprehensible than all L2 accents, with no significant differences between different L2 accents. Regarding accentedness, all L2/HLs are more accented than L1s, and some L2s are more accented as opposed to others. These findings align with Munro and Derwing’s research (1999), suggesting that accentedness may be independent of comprehensibility, namely, highly accented speech can still be highly comprehensible.

Design and Development of a Community Engagement System for Kanyama Constituency

As technological innovations continue to shape our world, we’ve seen remarkable progress in how information is received and distributed. Article 19 of the Universal Declaration of Human Rights enshrines the essential human right to freedom of opinion and expression. This essential information is vital for democracy, good governance, and enabling individuals to enjoy their rights to health, education, and life. Globally, several initiatives, laws, and directives aim to improve information access. Notable examples include freedom of information laws, which empower citizens in various countries to request information from government entities; open data initiatives, where governments and organizations promote openness and foster innovation by making data publicly accessible; internet access programs, which expand internet connectivity, particularly in underserved areas to ensure broader access to information; and digital literacy programs, which educate individuals on using digital tools and effectively accessing information, crucial in today’s information-driven society. This study examines web-based systems in e-governance and presents findings from researchers on this topic. Furthermore, it discusses web accessibility, focusing on multimedia elements, consequently highlighting how websites can serve as valuable information resources, tools for assessment, and platforms for content creation and sharing. To gather data for this research, participants were interviewed at locations and times of their convenience, often in their homes. The interviews were conducted in English, though participants occasionally used their native languages, Bemba or Nyanja, which were translated during transcription. The researcher’s respectful and transparent approach, combined with social similarities, facilitated rapport-building and encouraged open sharing of experiences. Information was collected through literature reviews, qualitative interviews with open-ended questions, observations of office operations, and internet searches on related concepts. The analysis process involved translating non-English responses, transcribing interviews, and comparing findings with previous research to draw comprehensive conclusions about the system’s implications for e-governance and information access.

Typology of Orthographic Interference: Linguistic Foundations for Improving the National Writing System

The article explores orthographic interference in the process of improving the normative tools of national writing. Orthographic interference is a linguistic phenomenon that arises from the interaction of different language systems, manifesting as deviations or violations of writing norms. The study analyzes changes and adaptations of linguistic norms and their impact on the writing skills of language learners. It focuses on identifying linguistic mechanisms to improve the national writing system by preventing and reducing orthographic interference. The study employs content analysis, comparative methods, and qualitative analysis. Over 60 students’ written works were examined to determine the frequency, typology, and causes of orthographic errors. The analysis identified common types of interlingual and intralingual interference. Interlingual interference results from the influence of Russian and English graphic, phonological, and morphological features, while intralingual interference arises from inadequate understanding of the phonetic and phonological foundations of the language. Content analysis identified the most frequent orthographic errors, with primary causes including insufficient mastery of spelling rules, differences between native and target language writing systems, and teaching method shortcomings. These errors serve as indicators of students’writing experience and language proficiency. The identified types of interference contribute to improving normative tools, assessing the effectiveness of educational programs and methodologies, standardizing orthographic norms, and enhancing writing culture in multilingual societies. The findings support the codification of Kazakh orthographic norms and the development of a scientific and methodological foundation for reducing linguistic interference.

Examining the underlying structure of teachers’ perceptions regarding English language learners: differences by teacher characteristics

ABSTRACT The purpose of this study was to examine the underlying structure of teachers’ perceptions of English language learners (ELLs) in US rural schools as well as to test for differences among the constructs of teachers’ perceptions based on their gender and whether they had received training to teach ELLs. The sample consisted of 76 rural Tennessee K-12 teachers. Data were collected using an attitude survey and analysed using principal component analysis (PCA) and multivariate analysis of variance (MANOVA). Three factors relating to teachers’ perceptions were identified: (1) discouraging the use of student's native language at home and at school, (2) low expectations and standards for ELLs, and (3) ELLs place extra demands and more requirements on teachers. The study found a statistically significant interaction between teacher training and gender in relation to discouraging ELLs from using their native language at school, with trained males less likely to discourage compared to females, a trend that was the opposite for untrained teachers. No significant differences were found for the constructs of low expectations for ELLs or the perceived extra demands ELLs place on teachers across gender or training. The study concludes with recommendations for teacher education in this area.

Variations in early relational vocabulary development: How do children become language-specific users?

ABSTRACT By preschool age, children become wordsmiths. Among their early learned words, relational terms such as verbs and prepositions are demanding to acquire. In the process of learning these words, children are first language-general users, detecting and categorizing event components and spatial relations similarly (nonlinguistic event concepts), despite the language environment they are born to. They later become language-specific users with exposure to their native language. This process is mediated and/or moderated by internal and external factors such as children’s own attentional patterns or neonatal status (e.g., being preterm) and parents’ use of specific vocabularies. This review paper integrates recent evidence from the dynamic and interactive process of learning words for spatial relations, motion events, and causal events. The review specifies the intricate relations among different factors for learning relational words by particularly providing data from longitudinal and cross-sectional studies with full-term and preterm Turkish-learning children. We suggest a multilevel, and multifactor approach to studying early relational vocabulary development.

Impact of Technology-enhanced Pedagogy towards Students’ Academic Attitudes in the National Language in Uganda: A Quasi-Experimental Study in the Secondary Schools in Mbarara City

Purpose: This study assessed the impact of technology-enhanced pedagogy on students' academic attitudes towards Kiswahili language learning in secondary schools in Mbarara City, Uganda. Materials and Methods: Employing a quasi-experimental design, the study compared two groups: an experimental group (N = 79) taught using technology-enhanced methods (e.g., audio, video, and interactive media) and a control group (N = 79) taught using traditional methods such as lectures and textbooks. Stratified random sampling was utilized to select a total of 158 participants. The main data collection instrument was the Foreign Language Learning scale, supplemented with additional bio-data. A pre-post test was conducted over three months, and data were analyzed using descriptive statistics and paired-samples t-tests in Statistical Package for Social Sciences version 26. Findings: The results revealed that the experimental group showed a significant improvement in academic attitudes, with a post-intervention mean of 3.7 (SD = 7.0) compared to the pre-intervention mean of 1.0 (SD = 5.9), t(78) = 2.5, p = 0.013. In contrast, the control group showed no significant change, with a post-intervention mean of 0.8 (SD = 4.3) compared to the pre-intervention mean of -0.7 (SD = 5.8), t(78) = 1.7, p = 0.095. Implications to Theory, Practice and Policy: These findings suggest that technology-enhanced pedagogy has a significant positive impact on students' academic attitudes, while traditional methods did not yield similar improvements. The study highlights the potential of integrating technology into language education and emphasizes the need for further research on the long-term effects of technology in diverse educational contexts.

Linguistic and Cultural Adaptation of the Russophone Migrant Women

Based on individual and group interviews, as well as on written sources, this study focused on female practices of linguistic and cultural adaptation in immigration. In Russophone families, women play the central role in creating a sense of home away from home through preservation of cultural traditions and community connections. At the same time, they face numerous challenges such as discrimination and language barrier. In some cases, they also become sole breadwinners, thus bearing the double load of occupational and household duties. The women’s resilience and dedication contribute to family stability and well-being, serving as a source of inspiration for the young. Russophone immigrant women often influence family language policies by deciding which language/s they speak to the children. The choice of home language/s often depends on such factors as fluency in different languages and beliefs about cultural heritage. Expansion of language repertoires typical of Russophone immigrant families leads to translanguaging and code mixing. An initial choice between the native language and the language of the new country may gradually change, impacting children’s linguistic and cultural development. On the other hand, children’s integration into the local society and cultural hybridization affects family language policies. Besides occupational and linguistic challenges, Russophone women are sometimes confronted with ethnic discrimination. As a result, some feel ashamed of or try to hide their background, while others seek support through social networks or online communities when offline communication with the co-ethnics is limited. Keywords: integration, post-Soviet states, Russian language, intercultural marriage, family language policy, multilingualism, female communities, Russophone women

Community members’ knowledge, attitude, and practices towards Ebola virus prevention in the Western Province of Rwanda

BackgroundThe Ebola Virus Disease (EVD) for decades has been a public health concern in some parts of the world especially in East, Central, and West Africa. Despite investment in improving community members’ health, there is regular resistance to available intervention, with little literature describing the reasons. This necessitated exploring knowledge, attitude, and practices of community members’ towards the EVD prevention strategies in the Western Province of Rwanda.MethodsAuthors present qualitative data from a mixed-method survey of the UMURINZI program conducted in Rubavu and Rusizi districts of Rwanda. Respondents’ were purposefully chosen for the study and verbally consented to participate. Data was mainly collected between July and August 2020 in the Rwandan native language Kinyarwanda which was later transcribed and translated into English. All quantitative data analysis of respondents’ socio-demographic characteristics were performed in STATA version 25. ATLAS Ti version 5.1 was used to summarize qualitative data (Focus Group Discussions (FDGs) and In-Depth Interviews (IDIs)), using a deductive approach. Ethical approval for the study was obtained from the Rwanda National Ethics Committee.ResultsA total of 165 participated. Among those who took part in the FGDs, n=115 (69.70%) were male and had at least secondary education n=80 (48.48%). Among the 19 IDIs respondents, n= 11 (57.89%) came from Rusizi and were mostly n=13 (68.42%) men. Majority of them n=14 (73.68%) had a bachelor degree level of education. Our study found that participants were aware of EVD and the UMURINZI program due to community-based awareness activities. Despite knowing what EVD was, some were hesitant to be vaccinated for religious or personal beliefs and unfounded rumors. Through community engagement and mobilization efforts, community members started practicing desirable behaviors towards EVD prevention.ConclusionOur study found that some respondents were aware of EVD and the UMURINZI program, and had started to adopt the positive attitudes and practices suggested by program supporters. We propose that similar initiatives; effective community engagement and mobilization be used to maximize desired behavior.

NƏSİMİ ŞEİRLƏRİNDƏ DİL VƏ ÜSLÜB İDRAK PROSESİ KİMİ

The work of I. Nasimi, an active follower of the Huruf school, can rightly be considered the initial stage in the formation of the Azerbaijani literary language. The breadth of linguistic and stylistic features of Na-simi's poetry is united with the breadth of his worldview. Thus, the poet managed to convey his ideas mainly on the basic principles of Hurufism through the national language and unique style, creating effects that expand the cognitive process, such as attention, thought, perfection, memory, judgment, decision-making, etc.

Importance of Mother Tongue as a Third Language in School Curriculum: Special Focus on the Galo Tribe of Arunachal Pradesh, India.

The identity of tribal people is deeply rooted in their native languages. Their mother tongue is the main source of their indigenous or traditional knowledge. At present, one of the prime challenges of tribal communities of Arunachal Pradesh is to preserve the knowledge of their indigenous culture and tradition, which are mostly in the form of oral narratives. In this field, the Galo tribe of Arunachal Pradesh has endeavored to document their oral narratives and promote and preserve their Indigenous knowledge through the mother tongue textbook. The Gallo Ennam is the newly developed script of the mother tongue language of the Galo tribe of Arunachal Pradesh. It was recognized as a third language by the Govt. of Arunachal Pradesh in 2008. Eventually, since 2010, their mother tongue language textbook has been introduced in the school curriculum of Galo inhabited areas. The main motto of the third language textbook is the preservation of indigenous knowledge in their native language among the younger generation of society. Hence, based on both primary and secondary sources from educational institutes and society, the paper discusses the importance of the mother tongue language as a medium of instruction and focuses on the implementation of the Galo language of Arunachal Pradesh as a third language in the school curriculum.

Documenting the Unexpected: Repatriating Native American Linguistic Sovereignty in Northeastern Ancestral Lands

More than 400 years of contact and concomitant linguistic colonialism has forced the great majority of Native American languages of the Northeast into extinction. Though many distinct Native American communities have disappeared, vestiges of their languages still exist in the usual and expected places—place names and historical documents. The few remaining languages continue to resist colonial domination and projected extinction by the end of the twenty-first century. Despite centuries of linguistic colonialism and trajectories toward “language death,” contemporary Native American language advocates are engaged in innovative revitalization and reclamation programs that repurpose historical documents to promote unexpected forms of “language life” and new forms of linguistic sovereignty. This essay traces shifts in language ideologies from colonial linguistic imperialism and the extinction of Native American languages to Native American linguistic repatriation, the promise of language life, and emerging forms of linguistic sovereignty. Key developments between language experts and Native American language advocates are identified as they offer insights into the unexpected domains of Native American language life.

Perceptions and Use of Germline Genetic Testing Among Patients With Prostate Cancer.

Many patients with prostate cancer are eligible for germline genetic testing, but it is underutilized in clinical practice. We aimed to explore perceptions of and decision making about undergoing genetic testing among patients with prostate cancer. This qualitative interview study enrolled patients diagnosed with prostate cancer who had been treated at a safety-net hospital and had received a referral for genetic testing in the previous 12 months. Participants completed an interview in their native language via telephone. Data on genetic testing use were captured in interviews and via the medical record. A thematic analysis explored factors related to decision making in concert with genetic testing use. Thirty-three English-speaking (n = 25), Spanish-speaking (n = 6), and Haitian Creole-speaking (n = 2) patients completed interviews. In interviews, 19 reported completing genetic testing, 10 reported no testing, and four were unsure. Medical records indicated 24 had undergone genetic testing-including six participants whose self-reported testing status was no or unsure. Four main themes identified factors that influenced participant-reported genetic testing decisions: gendered perceptions of value to family, personal utility of genetic results, preferences for information, and relative priority of testing. Many participants did not view testing as a priority and delayed or declined testing because of cancer treatment burden. These results suggest opportunities to improve communication about testing purpose, value, and utility in those affected by cancer. Conversations about the utility of both the individual benefit of obtaining genetic testing for those affected by prostate cancer and implications for familial cascade testing are warranted.

The Attitude of Children with a Migration Background to School Education as a Sign of Socio-psychological Adaptation

From the point of view of the child-centered approach, which emphasizes the activity and subjectivity of children, the importance of their experience, the mission of the school and the role of professionals (teachers, educational advisers, social workers) working with them and influencing the success of their adaptation are especially highlighted. Education is of particular importance in matters of adaptation and well-being of children with a migration background. The purpose of the article is to identify the specifics of the attitude to the learning process, existing school rules and social spaces of children with a migration background. The methodology of the study was based on the assumption that children with a migration background can perceive and interpret the learning processes, educational and social space differently, which is a sign of their sufficient / insufficient adaptation. The study was of a sociological and psychological nature. The sample consisted of 3861 students in grades 5–9, including 2955 children of the titular nation, 906 children with a migration history. The study used the survey method and focus groups. In conclusion, it is concluded that there is a difference in attitudes towards school, school rules, readiness for aggression in school relationships, perception of the teacher’s attitude, and parental involvement. There are a number of significant differences in attitudes towards various aspects of schooling between children of the titular nation and children with a migration history, which may be a sign of insufficient adaptation of the latter. Students with a migration background more often perceive the teacher as insulting and humiliating, and are afraid to go to the board. This is especially true for students with low language proficiency from families in which it is customary to communicate only in the national language.

Reported severity of psychotic, depressive and anxiety symptoms in relation to bilingual language profile: An exploratory study and the validation of Basque versions of the PQ-B, DASS-42, PHQ-9 and GAD-7.

Language plays a crucial role in health care and especially in mental health, since the use of the native language helps to make a good diagnosis as several studies have shown. We studied the influence of language on the accurate detection of psychotic and affective symptoms, exploring differences in the severity of reported symptomatology in a bilingual Basque-Spanish population. The study uses the Prodromal Questionnaire-Brief for the detection of psychosis and the Patient Health Questionnaire-9, Generalized Anxiety Disorder Scale-7, and Depression, Anxiety and Stress Scale-42 for the assessment of stress, anxiety and depression. Basque versions of the scales were developed and their psychometric properties were evaluated in a sample of 623 individuals, including 521 from the general population and 102 psychiatric patients. Possible relations between questionnaire scores and four linguistic factors, namely first language (L1), proficiency, age of acquisition and language exposure, were examined. The four translated questionnaires showed adequate sensitivity, goodness-of-fit, and reliability indices, thus validating their suitability for general and clinical settings. The results showed that reporting of depressive symptoms seemed to be modulated by linguistic variables, mainly L1, whereas the severity of psychotic symptoms was less reliably associated with the gathered linguistic factors. Overall, our results suggest that language of assessment by means of written instruments may have a limited impact on healthcare outcomes in balanced bilingual populations. The study enriches the understanding by considering various linguistic factors beyond L1, and by exploring the effect of these factors on affective symptoms, apart from psychotic ones.