Real Language Research Articles

ЯЗЫКОВОЕ БЫТИЕ ТВОРЧЕСКОЙ ЛИЧНОСТИ: БАХЫТ КАИРБЕКОВ

The article, which is one of our series describing features of “language biography” (according to Vyacheslav V. Ivanov) or “language beingness” characteristic of certain creative bilinguals, reflects on the language biography of the Russian-speaking personality of Bakhyt Kairbekov. The concepts of language beingness and second language beingness that we introduced in our previous works are understood in the framework of study of homo loquens. This is an attempt to describe a language entity of a certain real language (bi- and translingual) personality by linguistic terms. When analyzing B. Kairbekov’s language biography, scholars have come to the conclusion that the other people’s language that is used as a tool for creativity cannot be defined as an “alien”, a “native” or “second” language. The Russian language is a tool for B. Kairbekov’s creativity; it expresses his world outlook, national self-awareness, intellectual background, free from “colonial mentality” experience that imitates models, as well as cultural and learned stereotypes.

La frabrique de l'Autre : le Midi au xixe siècle ou l'invention d'une haine française

Since the midst 15th century, the Occitan language has been depreciated as all the southern accents have. But during the whole 19th century people questioned the fact that the Meridional language was a form of real French language. Many writers have stressed the excessiveness and the violence of the persons coming from the south of France. Indeed they used the theory of climates to give a scientific seeming interpretation to build up ethno types. Thus an anti meridionalism takes part in French common aversions. As it endangers the country in a triple way (military, political and social) the Midi area embodies an anti-France in the eyes of the reactionary people. This form of anti-meridionalism shows the intellectual process of the creation of The Others.

Application of deep learning and target visual detection in english vocabulary online teaching

The corpus software has many functions, such as keyword retrieval, context co-occurrence, word list generation and word frequency statistics. It can quickly and accurately provide various corpus and information, such as word-formation collocation, context, word frequency and so on. In this paper, the author analyzes the application of deep learning and target visual detection in English vocabulary online teaching. Deep learning is a kind of machine learning algorithm which includes multi-layer non-linear mapping and tries to obtain high-level abstract representation of data. By extracting features from information, the identifiable components in the image can be extracted. The results show that the application of corpus in College English vocabulary teaching can promote students’autonomous use of corpus in English vocabulary learning. The simulation experiment improves the performance of the system by choosing parameters, and the classification accuracy is more than 90%. Corpus can enable students to learn real and natural language and master natural collocation. At the same time, corpus can help students understand the semantic and pragmatic norms of words in communication and recognize the characteristics of register variants. Future research can use Map-reduce technology to accelerate the training process, save training time and test more hyperparameters.

Deep learning and multimodal target recognition of complex and ambiguous words in automated English learning system

On the basis of convolution neural network, deep learning algorithm can make the convolution layer convolute the input image to complete the hierarchical expression of feature information, which makes pattern recognition more simple and accurate. Now, in the theory of multimodal discourse analysis, the nonverbal features in communication are studied as a symbol system similar to language. In this paper, the author analyzes the deep learning complexity and multimodal target recognition application in English education system. Multimodal teaching gradually has its practical significance in the process of rich teaching resources. The large-scale application of multimedia technology in college English classroom is conducive to the construction of a real language environment. The simulation results show that the multi-layer and one-dimensional convolution structure of the product neural network can effectively complete many natural language problems, including the tagging of lexical and semantic roles, and thus effectively improve the accuracy of natural language processing. Multimodal teaching mode helps to memorize vocabulary images more deeply. 84% of students think that multi-modal teaching mode is closer to life. Meanwhile, multimedia teaching display is more acceptable. College English teachers should renew their teaching concepts and adapt themselves to the new teaching mode.

On the Problem of Subject Identity in the ‘Adverbial Participle + Main Clause’ Construction in Modern Russian

The article discusses the subject matching between the adverbial participle construction and the main clause in Russian. Russian normative grammar requires the main clause and the adverbial participle construction within one utterance to express an action or a state of one and the same subject, as the Russian деепричастие (adverbial participle)= is typologically related to an implicit-subject converb. The adverbial participle has developed from a copredicative participle, and now it mostly expresses a subordinate action (or a subordinate state) of the main clause's subject, which has the form of the nominative case. But, according to numerous real language examples, both oral and written, the grammatical subject (if any) in the main clause does not always coincide with the semantic subject of the whole situation. Besides, there are cases when the subjects of the main clause and the adverbial participle construction are different. There exists a wider sphere of semantic and pragmatic relations between participants of the main situation and of the subordinate situation, where the communicative subject, and not the formal one, plays the main role. Several main types of constructions are analysed, in which the semantic and communicative subject, while being the same for both situations, is not expressed by means of the nominative case in the main clause. First, the semantic subject may have the form of the dative case, and that is sometimes = omitted when the subject is clear from the context: Uvidev (see-ADVP.PST) zadaniia, mne (I-DAT) stalo boiazno ‘After seeing the tasks, I became frightened’, Sidia v netoplenoi kvartire, bylo holodno ‘While sitting in the unheated apartment, I (we, etc.) was (were) cold’. Second, there can occur passivisation of the main clause: Vsio eto bylo sdelano (PASS), pod’ezzhaia (approach-ADVP.PRES) k derevne ‘All of this was done (by the author of the sentence) when he was approaching the village’. Third, the semantic subject may be expressed by different possessive constructions: Zakanchivaia (finish-ADVP.PRES) stat’iu, u menia (I-GEN) slomalsia komp’iuter ‘While I was finishing an article, my computer broke down’. The fourth case is represented by the removal of the subject, which is implicit in the given situation: Potrativ (spend-ADVP.PST) vsio na vypivku, na edu ne ostalos ‘Having spent all his/her/our etc. money on booze, nothing was left for food’. In addition, two rare types of using the adverbial participle construction are analysed: 1) when the latter neither morphologically nor semantically relates to the subject of the main clause: Rebionok gladil sobaku, viliaia (wag-ADVP.PRES) hvostom ‘The child caressed the dog (which was) wagging its tail’; 2) when the construction relates to the grammatical object of the main clause: Pozdravliaiu vas, grazhdanin, sovramshi (lie-ADVP.PST) ‘My congratulations, comrade: you’ve just lied!’. While focusing on Russian utterances, the paper also includes data from other Slavic (including ancient) and, in several cases, from Baltic languages. Comparison shows that the given phenomena are not specific to Russian. Besides, the comparative data helps us to avoid deducing some modern structural phenomena directly from older constructions. For example, there seems to be no reason to connect such structures as Rebionok gladil sobaku, viliaia (wag-ADVP.PRES) hvostom ‘The child caressed the dog (which was) wagging its tail’ directly to the absolute predicative use of participles in Old Russian. We come to the conclusion that the lack of formal and grammatical congruence (in other words, of categorial agreement) between the adverbial participle construction and the main clause is the reason why in modern Russian the adverbial participle construction is able to disconnect from the grammatical subject of the main clause. Therefore, the adverbial participle construction can now be used in any situation when the speaker has a communicative intention to designate a subordinate action and the subject of this action is clear from the context.

Mode and Tense in Yiddish

The historical dialect area of Eastern Yiddish in Central and Eastern Europe is widely detached from the Germanic languages and mainly surrounded by Balto-Slavic (but also Romanic and Uralic) languages. The geographical location of Eastern Yiddish lead to looking at language contact with mostly Slavic languages. But this perspective simplifies the real language situation in two ways: on the one hand, the contact to Germanic languages (especially to German) was not completely broken off even in predominantly Slavic-speaking areas, for example via administrative languages or German-speaking settlements (language islands), and on the other hand, much more decisively, Yiddish has not suddenly ceased to be a Germanic language in the Slavic language area, so it still follows the internal rules of a continental West Germanic language. The following article examines the European Yiddish dialects, as they were collected in the 1960 s within the survey of the “Language and Culture Archive of Ashkenazic Jewry” (LCAAJ), in the mirror of a West Germanic dialect continuum. Looking at just one random area of morphosyntax as an example, we can see how analytical tendencies of Yiddish dialects fit into this continuum. A distinctive Germanic tendency is the decline of the synthetic subjunctive form in favour of analytical formations as a result of a structural remodelling of the TAM-system. Besides the analyses of the subjunctive additional evaluations of the analytic formations of the pluperfect and future are considered.

DEFINING THE INTEGRATIVE COMMUNICATIVE SPACE AS A FACTOR INFLUENCING THE LINGUO-METHODOLOGICAL STRATEGY FOR TEACHING RUSSIAN AS A FOREIGN LANGUAGE

Modern sociocultural interaction tools and technologies bring forth multiple information transmission forms and methods, which in its turn leads to the emergence of new mono- and multi-code communication systems that intrinsically differ from verbal or creolized texts. Among the category features of the communication field are, on one hand, its universality resulting from the global nature of Internet resources and, on the other, its diffuseness determined by the simultaneous incorporation and synergy of the real and virtual language environment, which exert a special impact on the language personality. The authors understand the successful development of the secondary language personality as the development of the learner’s multilinguistic and multicultural personality, i.e. the combination of linguistic and cultural fluency and professional speaking skills. It is directly and closely dependent, in terms of methodology, on the awareness of the existing relationship between the “natural” language order and various semiotic ways of explaining the totality of national distinctions and values and the methodological interpretation of the present-day integrative communicative space. A competent organization of the language learning process, based on the integrated communication environment, will blur the boundary between in-class and natural communication, will provide foreign learners with the opportunity to acquire, through various channels of communication, the necessary communication experience to be effectively engaged in sociocultural, academic and professional activities in the Russian language. It will also contribute a deeper understanding of the Russian linguistic culture as an integral part of the global value paradigm.Keywords: real and virtual language environment, information and communication resources, online space, secondary language personality, language learning strategy.

An analysis of the integration of subject contents in elementary English textbooks of 2015 revised curriculum

The purpose of this study was to analyze the content-language integrated activities of the 5th and 6th grade English textbooks based on the 2015 revised national curriculum, and to suggest directions for application in teaching English. Four elementary English textbooks of each grade were analyzed and the results were as follows. First, the integration of contents with English were cited 78 times in 10 subjects. Second, the most frequently integrated subject was social studies(15 times), followed by practical arts(14), Korean(11), ethics(11), and arts(10). Third, the most popular integrated topics were leisure activities(P.E.), jobs(practical arts), geographical information and cultural diversity(social studies), manners and recognition of importance on time and things(ethics). These integrated subject contents and topics provided a variety of contexts for meaningful and real language use. Fourth, a list of language-content integration for 5th and 6th grade English teaching was completed based on the analysis of the current textbook activities. Some implications and suggestions for further research for effective content-language integrated textbook activities were made.

O inglês para aviação e a pragmática: uma proposta de investigação descritiva por meio da Linguística de Corpus

O inglês para aviação tem sido propagado devido a testes de proficiência linguística aplicados a pilotos e controladores de tráfego aéreo, que necessitam comprovar um nível mínimo de proficiência para operarem internacionalmente. Para esse fim, são desenvolvidos materiais didáticos e exames que não oferecem elementos importantes da comunicação utilizada por esses profissionais, especialmente em situações anormais – escopo de interesse de tais avaliações. A fim de investigar a linguagem real empregada nesse contexto, compilamos um corpus com a transcrição de 93 comunicações radiotelefônicas. Valendo-se da interface entre as pesquisas em Linguística de Corpus e Pragmática Linguística, denominada Pragmática de Corpus, o presente estudo busca um entendimento maior dos motivos que acarretam certas escolhas dos falantes, apresentando os dados que motivaram os estudos pragmáticos desta investigação, com possíveis justificativas para o alto número de dêiticos e elementos de mitigação. Pretende-se, ainda, apresentar uma análise parcial do projeto e suas contribuições à descrição linguística do inglês para aviação, com a finalidade de substanciar o ensino desse inglês específico.

Too late to be grounded? Motor resonance for action words acquired after middle childhood

Though well established for languages acquired in infancy, the role of embodied mechanisms remains poorly understood for languages learned in middle childhood and adulthood. To bridge this gap, we examined 34 experiments that assessed sensorimotor resonance during processing of action-related words in real and artificial languages acquired since age 7 and into adulthood. Evidence from late bilinguals indicates that foreign-language action words modulate neural activity in motor circuits and predictably facilitate or delay physical movements (even in an effector-specific fashion), with outcomes that prove partly sensitive to language proficiency. Also, data from newly learned vocabularies suggest that embodied effects emerge after brief periods of adult language exposure, remain stable through time, and hinge on the performance of bodily movements (and, seemingly, on action observation, too). In sum, our work shows that infant language exposure is not indispensable for the recruitment of embodied mechanisms during language processing, a finding that carries non-trivial theoretical, pedagogical, and clinical implications for neurolinguistics, in general, and bilingualism research, in particular.

Relation of the codification and the real language in reflection of Ján Bosák

Abstract In the study, the author analyzes the relation between communication and the real language, as this relation had been reflected by Ján Bosák (1939 – 2019), an important representative of the Slovak linguistics of the second half of the 20th and beginning of the 21st century. The theoretical and methodological coordinates of Ján Bosák’s research evolved from systemic linguistics to studying language in communication and language as a social phenomenon of its own kind. Ján Bosák has contributed to the Slovak linguistic research on the function of standard Slovak by introducing notions of the ordinary Slovak vernacular and the vernacularity, not only in the sense of stylistics, but in the sense that this vernacular represents a newly emerging variety in contemporary language situation. Since the beginning of the 1990s, Ján Bosák has systematically developed, as well as, strictly speaking, initiated the Slovak research in sociolinguistics, while he focused especially on sociolinguistic interpretation of variants and later on an original research into stratification of the Slovak language. Using sociolinguistic perspective as a starting point, Ján Bosák creatively revised the theory of Slovak national/standard language, as well as engaged in the discussion on both the norm(s) and codification of standard Slovak and the issues of language culture and possibilities for its cultivation. He also defined the so-called communication spheres and their relation to functional styles. Willingly or not, he had to leave the view of traditional theory, especially with regard to the issue of how to perceive plurality, diversity and variability within language, given that, as he assumed, the norm can neither be identified with codification nor subsumed under standards of the previous language situation. Ján Bosák undoubtedly deserves credit for the fact that the Slovak linguistics has gradually endorsed a new perspective on standard Slovak and that a diversity of views has been established in this respect. He tied in with the previous research tradition in that he held the notions of norm, codification and common use to be important with respect to the issues of standard Slovak and language culture. He believed, however, that the codification needs to be grounded in meticulous scientific knowledge on the real norm and that it is also inevitable to respect innovations and accept the principle of variety. Ján Bosák also believed that the distance in mutual communication between the norm and codification continues to grow because the “hypostatization” of the notion of system, in the sense that “everything happens in the name of the system and its sustenance” is still a characteristic tendency in Slovak linguistics. In this way, the relation between system and norm on the level of particular speech activity goes missing with regards to the individual user. A certain part of Slovak linguists is severely mistaken in that they identify norm with codification. But, as Ján Bosák argued, the contradictions of norm, common use and codification can best be grasped and interpreted through a symbiosis of systemic approach, communication approach and sociolinguistic strategy.

INCREASING STUDENTS’ HIGHER ORDER THINKING SKILL (HOTS) BY USING AUTHENTIC MATERIALS IN TEACHING ENGLISH FOR EFL CLASS

Teaching English in educational system nowadays is more focused to increase students’ language skills through transferring knowledge and giving test activities only but less focused on increasing learners’ thinking ability. Higher order thinking skills (HOTS) are one of thinking skills that must be increased in teaching English besides language skills. Furthermore, authentic materials is a good media that can be used in teaching English since they offers the real language and genunine materials to increase learner’s motivation. By using authentic mterials, students can feel the real exposure of the target language they learnt. So that, English learning are more meaningful. This research is experimental study in form of pre-test post-test control group design aimed to investigate the influences of video authentic materials to increase learner’s higher order thinking skills. The participants of this study were English students of STKIP Bina Bangsa Getsempena Banda Aceh. To collect the data, instrument used are tests and questionnaires. Based on data analysis, the result of the study indicated that the scores of students learnt by using video authentic materials increased significantly. It is based on the result of t-test showed that the t- score was 2.641 and the significance score was 0.011. This significance value is smaller than 0.05, so it can be stated that Ha is accepted and Ho is rejected, which means that there is a significant difference in the results of the experimental group post-test and the control group posttest. It can be concluded that teaching Englsih by using authentic video as media can improve English language skills and critical thinking skills of students of STKIP BinaBangsaGetsempena Banda Aceh. Keywords: HOTS, Video Authentic Materials, Teaching English

A Real Time Malaysian Sign Language Detection Algorithm Based on YOLOv3

Sign language is a language that involves a movement of hand gestures. It is a medium for the hearing impaired person (deaf or mute) to communicate with others. However, in order to communicate with the hearing impaired person, the communicator has to have knowledge in sign language. This is to ensure that the message delivered by the hearing impaired person is understood. This project proposes a real time Malaysian sign language detection based on the Convolutional Neural Network (CNN) technique utilizing the You Only Look Once version 3 (YOLOv3) algorithm. Sign language images from web sources and recorded sign language videos by frames were collected. The images were labelled either alphabets or movements. Once the preprocessing phase was completed, the system was trained and tested on the Darknet framework. The system achieved 63 percent accuracy with learning saturation (overfitting) at 7000 iterations. Once it is successfully conducted, this model will be integrated with other platform in the future such as mobile application.

Speech-bundles in the 19th-century English novel

We propose a lexico-grammatical approach to speech in fiction based on the centrality of ‘fictional speech-bundles’ as the key element of fictional talk. To identify fictional speech-bundles, we use three corpora of 19th-century fiction that are available through the corpus stylistic web application CLiC (Corpus Linguistics in Context). We focus on the ‘quotes’ subsets of the corpora, i.e. text within quotation marks, which is mostly equivalent to direct speech. These quotes subsets are compared across the fiction corpora and with the spoken component of the British National Corpus 1994. The comparisons illustrate how fictional speech-bundles can be described on a continuum from lexical bundles in real spoken language to repeated sequences of words that are specific to individual fictional characters. Typical functions of fictional speech-bundles are the description of interactions and interpersonal relationships of fictional characters. While our approach crucially depends on an innovative corpus linguistic methodology, it also draws on theoretical insights into spoken grammar and characterisation in fiction in order to question traditional notions of realism and authenticity in fictional speech.

ИСПОЛЬЗОВАНИЕ УЧЕБНЫХ ФИЛЬМОВ НА ЗАНЯТИЯХ ПО ИНОСТРАННОМУ ЯЗЫКУ В ВОЕННОМ УЧИЛИЩЕ ДЛЯ ФОРМИРОВАНИЯ НАВЫКОВ ДВУСТОРОННЕГО ПЕРЕВОДА ДОПРОСА ВОЕННОПЛЕННОГО

The article justifies the efficiency of using educational films in foreign language teaching at military higher school. It is shown that using educational films in foreign language teaching at military higher school allows developing military students’ speech activity, creates communicative educational environment, raises the motivation for foreign language learning, provides conditions most similar to real foreign language communication, allows the learners to evaluate the efficiency of their speech activity in social and professional situations.

The Question of Choice in an Achievement

Achievement tests administered at national level play a significant role in the lives of test-takers as well as the whole society. This paper aims to investigate the effect of giving students a choice between two optional questions on their overall performance in a high-stake achievement test for university admission. It is hypothesized that questions targeting writing-based productive skills and language system necessitate display of abilities which are different from fact-based questions designed around story content. The two items are assumed to reflect different constructs that require different criteria of assessment. Consequently, the student’s overall score is affected by the item they choose to answer, which might not be reflective of their real language abilities. An open-ended interview was carried out with ten teachers working with grade 3 students in model secondary schools to investigate the nature of the two types of test items and their impact on the student’s performance. The data has proved that giving choice in an achievement test generates different performances that are assessed differently. It is recommended that in order to address the question of fairness, it is important to clearly define and balance the construct of the items that affect the student’s choice and performance.

Teaching Essay Writing Using Authentic Materials to Improve Students' Writing Performance

This study used authentic material as the tool in essay writing class. Authentic material is made not for teaching need; it is the material that bring real language knowledge. It can be brought to the class as a learning tool. There two beneficial types of authentic materials; printed and audio authentic materials. This research used authentic printed materials to improve students' writing achievement. This is a Classroom Action Research in three cycles. This study aims to explain in detail the implementation of authentic printed material in writing class and how the authentic material can improve students ' writing achievement. The result is the research has been done in three cycles, because the first and second cycle could not reach the goal. The third cycle finally could reach the criteria of success. The conclusion of this research is authentic material can improve students' writing achievement and it is recommended to use authentic material in writing class and other language classes.

Folklore as the “Great Other”: Worldview of the Ukrainian Opposition at the End of the Cossack Era

The historical tradition of Hetmanate in the 18th century, especially its second half, when the political institutions of the Cossack state were systematically ruined by Russian centralism along with the formation of the qualitatively new dimensions of the Ukrainian ethnocultural singularity in the consciousness of its political and intellectual elite, is also determined by the evolving interest in the phenomenon of the Ukrainian folklore. This phenomenon, uncontrolled in its core by the Russian absolutism, began to stand out in the discourse of the era as the “great Other”, whose reality proved the potential possibility to establish the worldview of the Ukrainian anti-imperial opposition. The metatext of the “Cossack chronicle” became an important stage in this process; its records, substantially corrected by the artistic vision of the folk duma and historical song, established the intellectual paradigm fundamentally oppositional to the Moscow-centric one. The establishment of the scientific Ukrainian studies in the declining years of the Cossack era as an integral complex of directions for system learning of Ukraine and the Ukrainian world (as well as a form of social presence of the national idea) allowed conceptualization of this worldview system, its analytical and aesthetic coordinates, whose space shaped the folklore phenomenon with the prospect for its adequate comprehension. The unfolding of the Ukrainian studies intensified the interest of the intellectual elite in the creative production by means of the real vernacular language (O. Lubasevych) resulting in the new stage of the national cultural and literary development – “Eneida” by I. Kotliarevskyi. The defined context caused the emergence of the then creative landmark by Ya. Markovych “Notes on Little Russia, Its Citizens, and Creative Works” (1798), which, for the first time in the Ukrainian cogitative tradition, considered folklore as a theoretically significant attribute of national being. This served as the ground for the realization of the ideological complex, which provided a possibility for the intellectual revolution started by M. Maksymovych and an integral formation of the Ukrainian National Liberation War in the first third of the 19th century.

Dialectical Models of Deliberation, Problem Solving and Decision Making

Hamblin distinguished between formal and descriptive dialectic. Formal normative models of deliberation dialogue have been strongly emphasized as argumentation frameworks in computer science. But making such models of deliberation applicable to real natural language examples has reached a point where the descriptive aspect needs more interdisciplinary work. The new formal and computational models of deliberation dialogue that are being built in computer science seem to be closely related to some already existing and very well established computing technologies such as problem solving and decision making, but whether or how dialectical argumentation can be helpful to support these systems remains an open question. The aim of this paper is to examine some real examples of argumentation that seem to hover on the borderlines between deliberation, problem solving and decision making.

Quantitative linguistics approach to interlanguage development: a study based on the Guangwai-Lancaster Chinese Learner Corpus

Interlanguage is crucial for the understanding of human language acquisition and development. Based on a collection of L2 Chinese texts from three levels of international students studying in China, this study demonstrates the possibility of adopting quantitative and corpus-based methods to investigate the development of interlanguage. To do so, we used Zipf’s law and related metrics to measure linguistic complexity in terms of different language styles and task types. Results show that (1) quantitative linguistic indices, including H-point and curve length, can differentiate the proficiency levels of L2 Chinese; (2) task type interacts with language style and language level with regard to their effects on language complexity; (3) interlanguage is indeed a self-organizing and self-adapting system; and (4) the Zipfian parameters can differentiate language levels. This study offers a new approach to the study of interlanguage by modeling its dynamic organization system in real language use. It has pedagogical implications for the use of language tasks and language styles with different L2 learner proficiency levels.