Scientific Texts Research Articles

Recommendations on the translation of academic texts in the social sciences and the humanities

These recommendations are addressed not only to translators, but to all users of translation, including authors and readers of academic texts, journal editors and publishers, as well as reviewers. They call attention to the translated nature of many works that are often viewed as originals, and through which English as the academic lingua franca is constantly produced and reproduced in a multilingual space. Rather than approaching translation as a hindrance, they seek to highlight its transformative potential and to call for more constructive approaches to the translation of academic texts. Academic translation, these recommendations maintain, relates to the particularities of the language of the social sciences and the humanities, as distinct from that of scientific and technical texts. Relying on a theory of translation as a procedure that involves specialized techniques for the rewriting of texts, they address the relationship between writing and translating, the collaboration between academic authors and translators, and relevant issues relating to the politics of translation in a highly unequal academic field.

Artificial Intelligence, the Production of Scientific Texts, and the Implications for Sleep Science: Exploring Emerging Paradigms and Perspectives.

The emergence of artificial intelligence (AI) has revolutionized many fields, including natural language processing, and marks a potential paradigm shift in the way we evaluate knowledge. One significant innovation in this area is ChatGPT, a large language model based on the GPT-3.5 architecture created by OpenAI, with one of its main aims being to aid in general text writing, including scientific texts. Here, we highlight the challenges and opportunities related to using generative AI and discuss both the benefits of its use, such as saving time by streamlining the writing process and reducing the amount of time spent on mundane tasks, and the potential drawbacks, including concerns regarding the accuracy and reliability of the information generated and its ethical use. In respect of both education and the writing of scientific texts, clear rules and objectives and institutional principles must be established for the use of AI. We also consider the positive and negative effects of the use of AI technologies on interpersonal interactions and behavior, and, as sleep scientists, its potential impacts on sleep. Striking a balance between the benefits and potential drawbacks of integrating AI into society demands ongoing research by experts, the wide dissemination of the scientific results, as well as continued public discourse on the subject.

Applying ChatGPT to writing scientific articles on the use of telemedicine: Opportunities and limitations

In the rapidly evolving world of technology, artificial intelligence (AI) has significantly integrated into various aspects of our lives, including health-care, education, finance, transportation, and entertainment. Notably, AI has also impacted the writing of textual works such as scientific papers, professional opinions, and educational texts. This study investigates the application of OpenAI’s ChatGPT language model in writing scientific articles on telemedicine, specifically in the areas of cardiology, oncology, and remote medical examination. The study uses ChatGPT versions 3.5 and 4 to create articles using three different prompts. The created articles were evaluated based on the reliability of the cited literature references, the impact factor (IF) of the journal in which the sources were published, and the relevance of the sources. The sources were divided into three categories: reliable, semi-reliable, and completely fictitious. The results demonstrate that ChatGPT can produce semantically coherent and error-free texts indistinguishable from human-written texts. However, the reliability of literary references varies significantly. ChatGPT 4, benefitting from its larger training dataset, generates a higher percentage of reliable sources compared to ChatGPT 3.5. The IF analysis indicates the prevalence of high-impact journals among reliable sources, which emphasizes the effectiveness of the model in selecting quality references. The study highlights the need for caution when using AI to write scientific articles due to the potential for biased, unverified, and inaccurate information. It is important to critically evaluate and vet AI-generated content. In addition, the study emphasizes that the correct use of AI and thoughtful drafting of prompts can improve the efficiency and quality of scientific papers. Future advancements in AI technology are expected to further minimize errors and biases.

A corpus-based study of live grammatical metaphor in English academic writing

ABSTRACT Nominalization is an important resource for creating grammatical metaphor (GM). Previous research shows that nominalization is characteristic of academic writing but does not demonstrate discipline sensitivity within the academic genre. The reason might be that some nominalizations have developed into dead GM. This study aims to identify nominalizations that create live GM and explore the discipline sensitivity of live GMs based on a corpus of academic article abstracts across three discipline groups. The findings indicate that a clause construes an event or a status, which is either conveyed by the verbal group or a nominal group functioning as a participant of the verbal group. Verb nominalizations construing events and adjective nominalizations construing statuses are the key factors in identifying live GM. Notably, nominalizations not cooccurring with verbalizations are not necessarily dead GMs. The corpus-based research shows that both verb and adjective nominalizations exhibit discipline sensitivity. Verb nominalizations are more prevalent in natural science texts, whereas adjective nominalizations are more prevalent in the humanities and social science texts. However, live GMs are not inherently discipline sensitive; rather, it is those GMs contributing to the lexical density of the text that are discipline sensitive.

Analisis Metode Penerjemahan dalam Novel “Alice’s Adventures in Wonderland”

Comparing the translation of literary works and the translation of scientific texts shows the differences in terms of complexity and challenges. One example of a literary work is a novel. Novels with figurative language and idiomatic expressions certainly need to be translated accurately for the target readers. This study aims to explain the translation methods used in Alice's Adventures in Wonderland. This research is a descriptive qualitative research. The data sources in this study are taken from the original English novel published by D. Appleton and Co in 1866 and the Indonesian translation translated by Inkraian in 2015 published through wattpad. The research was conducted using the translation method proposed by Newmark (1998). The results show that there are seven translation methods used in translating Alice's Adventures in Wonderland, namely 6 data for literal translation, 6 data for free translation, 5 data for faithful translation, 4 data for communicative translation, 4 data for adaptation translation, 3 data for semantic translation, and 2 data for idiomatic translation.

A Report on the Chinese Translation of the Which interventions work best in a pandemic? from the Perspective of Translation as Adaptation

In scientific English texts, there are numerous complex and intricately structured long sentences, primarily used to describe complex and abstract scientific theories, laws, and phenomena. In the practice of scientific translation, accurately translating long and difficult sentences is often a major challenge for translators. Previous research has typically started with an analysis of the syntactic characteristics of long sentences and explored specific translation strategies for these sentences. This article, however, aims to explore the application of seven flexible techniques (amplification, subtraction, rearrangement, elaboration, condensation, combination, and modification) in the translation of long sentences in scientific English from the perspective of translation as adaptation, summarizing different translation strategies into various flexible techniques.

Postcolonial perspectives in the 21st Century: a critical analysis of modern theories and methodologies

The article is devoted to the analysis of modern theories of postcolonial perspective and methodologies applied for their research. The aim of the research is to analyze modern theories and methodologies in studying cultural and social postcolonial phenomena. Also, this research aims to outline methodologies used to investigate postcolonial theories; to introduce practical applications of postcolonial studies across cultural and social dimensions. The research is predominantly interdisciplinary and implies the use of a range of theoretical research methods (theoretical analysis of literature and scientific texts, historical research, discourse analysis, comparative analysis as well as synthesis and interpretation). The article provided the recent interpretation of the concepts of colonialism and postcolonialism. It was found that the mid-20th century marked a shift in focus from colonial to postcolonial studies. The theoretical framework of postcolonial studies is analyzed from diachronic and synchronic tiers. The specifics of six main theories were revealed (postcolonial theory, critical theory, site-specific theory, decolonial theory, and creolization theory). They offer both strengths and weaknesses when analyzing the impacts of colonialism. The methodology of postcolonial studies is usually interdisciplinary and prefers examining the impacts of colonialism based on literary sources and cultural analysis. Other methodologies include: historical research, textual analysis, ethnographic methods, interviews, observations, and comparative analysis. The implications include improving the understanding of the existing socio-political and economic structure and developing effective strategies to overcome the contemporary issues that emerged as a result of colonialism and postcolonialism.

DIFFICULTIES IN TRANSLATING POPULAR SCIENCE TEXT IN THE FIELD OF ECONOMY (ON THE MATERIAL OF THE MONOGRAPH A.R. KROEBER CHINA`S ECONOMY: WHAT EVERYONE NEEDS TO KNOW)

Background. An adequate translation should fulfill the purpose of communication, which is imbedded in the original. At the same time, it is necessary to take into consideration both the content of the text and its pragmatic function. The translator`s task is using various types of translation transformations to select adequate lexical, phraseological, grammatical structures to maintain the pragmatic function of the translation at the level of the original. The authors of the article study the most interesting examples of translation difficulties based on the material of the monograph A.R. Kroeber China’s Economy: What Everyone Needs to Know and offer their own variants of their translation. Purpose. Analysis of the translation difficulties of a popular scientific text on economic topics. Materials and methods. The main research method is comparative analysis. The article is based on the text of the monograph A.R. Kroeber China’s Economy: What Everyone Needs to Know. Results. Analysis of the text of the monograph (parts 2.6-3.3 / 30,048 sign.) has revealed more than 200 translation difficulties with the help of which the pragmatic function of the text is preserved. These linguistic phenomena require detailed analysis using logical thinking, linguistic and extensive background knowledge for their adequate translation. The results of the research can be used in the preparation of lecture materials and practical tasks for the program "Translator in the field of professional communication" in disciplines focused on translation studies.

Digital dissemination practices: An analysis of explanatory strategies in the process of recontextualising specialised knowledge

Researchers and scientists are increasingly encouraged by their institutions, by external organizations and by societal demands to foster the global dissemination of their knowledge production. Such dissemination is nowadays very frequently carried out online through different digital practices and texts. The current Web 2.0 and Science 2.0 context requires complex discursive practices to recontextualise and communicate specialised knowledge in a way that is accessed, understood and accepted by multiple audiences. The use of explanatory strategies has been highlighted by previous research as playing a key role in the recontextualisation of scientific findings. Such strategies can be realised verbally and non-verbally through diverse semiotic modes and affordances of the digital medium. A taxonomy of verbal explanatory strategies (elaboration, explicitation, exemplification, enumeration and comparison) and non-verbal (visual representations and spatial organisation) is presented stemming from the data-driven analysis of a sub-corpus of web-hosted practices, which is part of the SciDis Database compiled by the InterGEDI research group at Universidad de Zaragoza. In particular, the sub-corpus consists of 30 texts: 10 author-generated digital texts – from the knowledge dissemination community The Conversation –, and writer-mediated digital texts – 10 feature articles and 10 research digests – on circular economy and sustainability. Results show that verbal explanatory strategies are more frequent than non-verbal ones and that within the latter exemplification and explicitation are most common across all three types of digital dissemination practices. Author-generated scientific digital texts present more non-verbal explanatory strategies than writer-mediated ones – feature articles, and especially than research digests. The findings on the strategies resorted to and their realisation can be used to design tools for researchers, scientists and scriptwriters, mediators of disciplinary knowledge, who need to communicate such knowledge through digital platforms to diversified audiences.

“... but be sure you let it settle”: Late Modern Authors’ Presence in English Scientific Texts

The use of pronouns shows the author’s intention to address the reading public or the presence of the target readership in texts. This paper focuses on second-person pronouns, which are especially revealing of the author`s desire to engage the reader by endowing on them an active role in the negotiation and construction of knowledge. For the same reason, we will also analyse the use of the word reader. Science writing is thus understood as a dialogue between the two groups of participants involved in knowledge creation. Two usages of you have been detected in previous works using the Coruña Corpus of English Scientific Writing (CC): general and dialogic. The former might be interpreted as a generic “one,” “everybody;” the latter, considered as an in-group strategy that embraces both the writer and the reader. The detailed analysis of the pragmatics of the second person pronouns and reader in Corpus of English Chemistry Texts (CEChET) and Late Modern English Medical Texts (LMEMT) will hopefully shed some light on the object-centred nature of scientific writing.

Cross-Linguistic Scientific Communication, Contemporary Digital Terminological Neologisms in English, and Translation Issues

The paper develops applied and theoretical results obtained by the author in a long-term, corpus-based research on the cross-linguistic scientific communication and on its most distinctive problem — translating modern scientific texts mainly on digital information processing from English into Russian (and vice versa). These texts are characterized primarily by the growing number of multi-word language-specific new terms. In this respect special attention is paid in the paper to modern authentic «digital» neologisms-clusters in English: to their cross-linguistic idiomatic character, their language-specific types and patterns, to their systematization as well as to their communicative and cognitive distinctions. The paper introduces their equivalent terminological counterparts in Russian and the way they are to be translated into Russian. Some important generalizations and proposals are also introduced concerning new trends in the formation of language-specific «digital» terminological clusters in English and the way they can be rendered into Russian. The paper concludes with outlining some further perspectives in studying cross-linguistic scientific communication, its new terminology and developing its cross-linguistic translation, particularly by digital resources.

Pathways to Early Science Literacy: Investigating the Different Role of Language and Reading Skills in Science Literacy Among Early Primary School Children

The purpose of this study is to examine the distinct roles of language and reading skills in science literacy among primary school students through a qualitative approach. Science literacy, defined as an understanding of scientific concepts and processes, and the capacity to apply them in everyday life, is a crucial competency for students in the modern era. This research employed a case study method, with data collection techniques comprising in-depth interviews, classroom observations and document analysis. The findings indicate that language skills play a pivotal role in assisting students in comprehending and communicating scientific concepts in an effective manner. The aforementioned skills encompass an individual's capacity to comprehend and employ scientific terminology, construct sentences with correct grammatical structures, and convey ideas in a clear and logical manner. In contrast, reading abilities are pivotal for students to obtain, comprehend and integrate information from diverse sources, including scientific texts. Well-developed reading abilities facilitate students to understand intricate scientific texts, construct arguments supported by evidence and draw inferences from available data. This research offers insights into the development of language and reading skills holistically, with the aim of improving science literacy among primary school students. It also emphasises the importance of an integrated and comprehensive teaching approach in science education.

Evaluation of Senior High School Students’ Ability to Reading Chemistry Text

Science text reading activities can introduce students to understanding chemical concepts and practice reading skills. Reading skills play an important role in science education because they are related to student's cognitive and metacognitive abilities. This study aims to see how the ability to read texts and students' understanding of chemical concepts through texts. This research uses a mixed method design, embedded type. Quantitative data is obtained through survey results and qualitative data is obtained through interviews to strengthen the justification of quantitative data obtained. Participants in this study were 299 high school students in the cities of Malang and Batu. The research instrument is an instrument of reading chemistry text skills (r = 0.918) consisting of 3 chemistry texts and in each of them, there are 8 essay questions covering literal, interpretation, and application aspects. The profile of students' reading skills based on the results of surveys and interviews shows that most students' reading skills have not been able to understand the idea of chemical concepts correctly, have not been able to describe chemical terms in the text correctly, students' explanations of chemical concepts are at the structural level, and have not been able to provide creative ideas (arguments) for solutions to problems presented in the text. The implications of this study need to be explicit skills in reading chemistry texts to understand chemical concepts and be proficient in reading chemistry texts.

Students’ Holistic Reading of Socio-Scientific Texts on Climate Change in a ChatGPT Scenario

ChatGPT becomes a prominent tool for students’ learning of science when students read its scientific texts. Students read to learn about climate change misinformation using ChatGPT, while they develop critical awareness of the content, linguistic features as well as nature of AI and science to comprehend these texts. In this exploratory study, we investigated students’ reading performance in comprehending two ChatGPT-generated socio-scientific texts, with one focusing on cognitive-epistemic aspects of climate science and another one focusing on social-institutional aspects of climate science. We theorized such reading of ChatGPT-generated outputs as encompassing the content-interpretation, genre-reasoning and epistemic-evaluation domains. Combining Rasch partial-credit model and qualitative analysis, we explored and investigated how a total of 117 junior secondary students (grades 8 to 9) read such texts. Moreover, we also examined how 55 students’ holistic reading of socio-scientific texts on climate change in a ChatGPT scenario changes after a reading-science intervention. Our findings indicate that the content-interpretation was the easiest while the epistemic-evaluation domains were the most difficult. Interestingly, after the reading-science intervention, many students developed their tentative view on nature of science when they evaluated ChatGPT’s claims; while a small increase in number of students discussed reliability and non-epistemic nature of AI when they evaluated ChatGPT’s claims in relation to climate change. The findings also drive a pedagogical model that improves students’ holistic reading of socio-scientific texts generated by ChatGPT.

Artificial Intelligence and Writing Assisted by Algorithms: What Do Scientific Associations and Their Journals Signal?

The use of artificial intelligence (AI), particularly in the writing of scientific texts, has been much problematized. This article analyzes, in research of an exploratory and documentary nature (Lüdke; André, 1988), whether there are positions taken by Brazilian scientific associations and their respective journals on the production of scientific communications mediated by the use of artificial Intelligence (AI), such as ChatGPT and like, unveiling the emerging themes associated with the practices of appropriation of this technology in textual production. The research was carried out between May and June 2023, on the websites of 33 Brazilian scientific associations from different areas of knowledge, and 50 journals. No expressly contrary positions were found in relation to the uses of generative AI for textual production, by the 33 (thirty-three) associations researched. Only 3 (three) of the 50 (fifty) journals, until June 2023, had explicit policies or guidelines for authors on the use of artificial intelligence in the writing of scientific communication. From the analytical induction, when exploring the collected data, we conclude that: a) topics such as authorship, plagiarism and ethics are the most correlated with the appropriation of AI for scientific communication; b) the absence of positions from a significant number of journals, on the use of generative AI in the textual production of scientific communication is still safeguarded by the principles of authorship and ethics, with no general mention of the technologies that generate writing; c) concerns about the use of AI in scientific communication tend to spread, since its effects are not restricted to a specific type of knowledge. It is necessary for scientific associations and journals to explain their positions on the use, or not, of AI in scientific communication.

The role of frames in shaping the representation of local knowledge and concerns in scientific texts

The role of frames in shaping the representation of local knowledge and concerns in scientific texts

Keyphrase Extraction from Scientific Articles

Keyphrase extraction is a crucial task in natural language processing (NLP) that involves identifying important terms and phrases in a text. This paper presents a methodology for extracting keyphrases from scientific articles using a combination of preprocessing techniques and the term frequency-inverse document frequency (TF-IDF) algorithm. The approach includes tokenization, stopword removal, and punctuation elimination, followed by the application of the TF-IDF vectorizer to identify and score keyphrases. The results demonstrate the effectiveness of the method in highlighting significant terms in scientific texts.

Barriers and facilitators to uptake and use of oral pre-exposure prophylaxis in pregnant and postpartum women: a qualitative meta-synthesis

BackgroundAcute HIV infection during pregnancy and in the postpartum period increases the risk of vertical transmission. The World Health Organization (WHO) has recommended preexposure prophylaxis for pregnant and postpartum women at risk of acquiring HIV. However, there are significant gaps between the actual practice and the ideal goal of preexposure prophylaxis implementation among pregnant and postpartum women. Therefore, it is important to determine what influences women’s implementation of preexposure prophylaxis during pregnancy and in the postpartum period. This review aims to aggregate barriers and facilitators to preexposure prophylaxis implementation among pregnant and postpartum women.MethodsA range of electronic databases, including PubMed, CINAHL Plus with Full Text, Embase, and Web of Science, were searched for potentially relevant qualitative studies. The search period extended from the establishment of the databases to March 16, 2023. This review used the ENTREQ (Enhancing transparency in reporting of qualitative research synthesis) statement to guide the design and reporting of qualitative synthesis. The methodological quality of the included studies was assessed using the Joanna Briggs Institute Critical Appraisal Checklist. The JBI meta-aggregation method was applied for guiding the data extraction, and the JBI ConQual method was applied for guiding the evaluation of the level of evidence for the synthesis.ResultsOf retrieved 2042 studies, 12 met the inclusion criteria. The total population sample included 447 participants, including 231 pregnant and postpartum women, 21 male partners, 75 healthcare providers (HCPs)/healthcare workers (HCWs), 18 policymakers, 37 mothers, and 65 women of childbearing age. A total of 149 findings with credibility ratings of “unequivocal” or “equivocal” were included in this meta-synthesis. Barriers and facilitators to preexposure prophylaxis implementation were coded into seven categories, including three facilitator categories: perceived benefits, maintaining relationships with partners, and external support, and four barriers: medication-related barriers, stigma, barriers at the level of providers and facilities, and biases in risk perception.ConclusionThis systematic review and meta-synthesis aggregated the barriers and facilitators of preexposure prophylaxis implementation among pregnant and postpartum women. We aggregated several barriers to maternal preexposure prophylaxis implementation, including medication-related factors, stigma, barriers at the level of providers and facilities, and risk perception biases. Therefore, intervention measures for improving preexposure prophylaxis services can be developed based on these points.PROSPERO NumberCRD42023412631.

ASPECTS OF FRENCH IDENTITY THROUGH THE PRISM OF LANGUAGE (USING THE EXAMPLE OF THE EVOLUTION OF THE LEXEMES PAYS-PAYSAGES-TERROIRS-VILLAGES)

The article is devoted to the designations in the language of cultural references that form and reflect the sense of identity of its bearers. Among them is the image of “your own space”, which is marked and formed with the help of special words related to both language and culture. Taking into account the works of F. Brodel, P. Nora, R.A. Budagov, L. Febvre, A. Rey, M. Ozouf, etc., the concept of “force-words” (mots-force / lieux de force), having a long history, reflecting the culture and values of the collective, possessing emotional power and historically changeable, is substantiated. On the material of dictionaries, scientific, science fiction and fiction texts, Internet sites, two poles of representations of the Frenchmen about themselves are established. The first is marked by lexemes associated with civil society (Patrie - Nation - Etat / Nation, Contract, Drapeau; République). The second one is reconstructed in the article on the basis of the lexemes Pays, Paysages, Terroirs, Villages, Langues (plural) and is associated with the values of private life, the idea of the native land, local and family memory. Using the example of these lexemes, it is revealed that the nature of force words and the direction of their development are not data once and for all: in some circumstances, the identifying function of the word develops, in others, the force word weakens and loses its emotional impact and ability to be an identity marker.

A semantic approach for the analysis of verbs in life sciences texts

ABSTRACT This paper presents a corpusbased study of a group of lexical verbs in eighteenth and nineteenth century scientific texts. The study has a twofold aim. Firstly, it aims to select four types of verb classes (verbs of communication, desire, aspectuals and perception) identified by Levin and Noonan and explore their use in the Corpus of English Life Sciences Texts, a subcorpus of the Coruña Corpus of English Scientific Writing. Secondly, it aims to determine if the frequency of these verbs varies based on the gender of the authors. Further, the study seeks to ascertain if a shifting pattern could be attested in the use of these verbs throughout the two centuries examined in the corpus, at a time when the scientific register was already becoming established. The findings of the study obtained from the greater or lesser occurrence of the verbs in question over the two centuries indicate which ones were more frequent in Life Sciences texts, whether they were more commonly used either by men or women and whether there was a pattern of continued usage of these verbs in Late Modern English scientific language rather than a shift towards nominalisation in this type of discourse.