Sociocultural Knowledge Research Articles

The Glass Mosaic of S. Agnese fuori le mura: New Tesserae in the Puzzle of Early Medieval Rome

The present study, which is part of a wider inter-disciplinary research project on Medieval Rome funded by the Swiss National Science Foundation, focuses on the archaeometric characterisation of glass tesserae from the apse mosaic of the church of S. Agnese fuori le mura, dated to the 7th century AD and never analysed until now. The main aims of the study are the identification of chemical compositions of glassy matrices and colouring/opacifying techniques by means of the combination of micro-textural, chemical, and mineralogical data. In S. Agnese tesserae, the results show the presence of glassy matrices and opacifiers/pigments, typical of both Roman and Late Antique/Early Medieval periods. The technological features identified (in particular, glassy matrices and opacifiers/pigments) allow us to discriminate not only new-production tesserae, i.e., those probably produced in the 7th century for the realisation of the S. Agnese mosaic, but also those obtained from recycling or re-using previous glass. This testifies to a quite complex “puzzle”, unusual in other glass mosaics from the same city and coeval with S. Agnese, supporting further the potentiality of archaeometric studies on glass to uncover the technical and socio-cultural knowledge that underpins its manufacturing, use, re-use, and recycling in the Early Medieval Rome.

Реконтекстуалізація в перекладі студентського сленгу

Student slang as a secondary communication system is used by students exclusively in the context of informal conversation, since slang units cannot be used appropriately without knowing specific university terminology. The difficulty of translating such profanity is caused by the need for recontextualization – the translator's reconstruction of the source and target text contexts. The study of student slang words, in particular the techniques of translating them from English into Ukrainian, is relevant due to the dynamic nature of student slang, as well as the expansion of the boundaries of contemporary academic mobility of students. The purpose of the article is to determine the peculiarities of using the recontextualization strategy in the main techniques of translating student slang from English into Ukrainian. The integrated study of recontextualization in student slang translation involved the application of the following methods: the method of continuous sampling (for assembling slang units from student web-blogs), the method of descriptive observation (for defining possible techniques of translating student slang), methods of analysis and synthesis (for singling out lexical and stylistic peculiarities of student slang translation and formulation of conclusions). Results. Within the framework of sociocognitive approach, context is considered to be a special mental construct generated by participants in their episodic memory in the course of communicative interaction. The relevant constituents of the unique, subjective and dynamic context model include the sender and receiver of the message, their relationship, personal (situational) and sociocultural knowledge, evaluations and emotions, place and time of communication. A translator as a mediator of communicative interaction between the sender and the receiver of the message, also constructs a context model. Effective translation activity is possible only if the peculiarities of the context models of both the sender and the receiver of the message are taken into account. That is why the translator's context model is formed by incorporating the context models of both communicative partners into an integrated context model. Recontextualization as a linguistic and cognitive operation is aimed at reconstructing a communicative situation in the conceptual coordinates of communicative partners. Recontextualization in translation is a comprehensive translation strategy that affects all structural and communicative levels of the text and is used to adapt the translated text to the conditions acceptable in the target environment and the pragmatics of bilingual interaction. The strategy of recontextualization in student slang translation includes several stages: reconstructing the integrated context model that will resonate with the usual, everyday conditions of student life; domesticating the source text through analogy and specification; using appropriate translation techniques and transformations to reproduce the meaning of student slang in the target language. A comprehensive analysis of the illustrative material proved that the strategy of recontextualization involves such most frequent techniques of translating student slang as the search for appropriate equivalents in the target language, descriptive translation, explication and calquing. The highlighting stylistic features of translating student slang include metaphor, metonymy and antonomasia. The stylistic load of student slang often causes translation difficulties, since the strategy of recontextualization requires the involvement of a wide range of not only situational background, but also encyclopaedic knowledge. Originality. The article presents the attempt of making a deep insight into the application of the recontextualization strategy in translating student slang from English into Ukrainian. Conclusion. The results of the study prove that student slang is a multifaceted and emotionally coloured linguistic phenomenon that serves not only as a means of communication but also as a kind of sypher encoded in a mosaic of words and phrases. The strategy of recontextualization as a multi-stage linguistic and cognitive operation is focused on the reconstruction of the communicative situation by the translator in order to adapt the target text and adequately translate slang units. It is proved that the main techniques of translating student slang from English into Ukrainian are the search for appropriate equivalents in the target language, descriptive translation, explication and calquing. Metaphor, metonymy and antonomasia are the most effective and frequent stylistic means aimed at fulfilling the pragmatic function of slang units. We consider the study of possible ways of translating student abbreviations and phraseological units from English into Ukrainian to be much promising.

Photovoice for leveraging traditional, complementary, and integrative medicine amongst black adults to improve sleep health and overall health.

Average adults are recommended to have 7-8 h of sleep. However insufficient sleep (IS defined as <7 h/nightly) is associated with increased risk of chronic diseases such as cardiovascular disease (CVD) and type 2 diabetes mellitus (T2DM). Traditional, complementary, and integrative medicine (TCIM), a burgeoning area of research and practice, leverages both modern and traditional approaches to improve health. Despite TCIM's recognition as a tool to improve sleep and related outcomes, there is a gap in literature in addressing its impact among black individuals, who experience a disproportionate burden of IS and chronic disease. This qualitative study aimed to increase understanding of TCIM practices to overcome IS and overall health in black communities. Using photovoice methodology, a qualitative tool which applies community-engaged principles to produce culturally informed results through interviews and digital media, consented participants were recruited from Miami, Florida and (1) instructed to capture images over one week that communicated their TCIM to improve sleep and overall health on their mobile device; (2) interviewed using individual, semi-structured procedures to add "voice" to the "photos" they captured for ~20 min; and (3) invited to participate in follow-up focus groups for refined discussion and data triangulation for ~1.5 h. Both individual and focus group interviews were conducted over Zoom with recordings transcribed for formal content analysis using Nvivo software. The sample included N = 25 diverse US black individuals (M = 37, SD = 13, range 21-57). Approximately a quarter of the sample were unemployed (N = 7) and majority were women (N = 21). Results highlighted five themes including: (1) natural wellness (sleep supplements, comfort beverages, aromatherapy, herbalism, outdoors); (2) self-care (self-maintenance, physical activity, spatial comfort); (3) leisure (pet support, play); (4) mental stimulation (mindfulness, reading); and (5) spiritual wellness (faith-based practices). Study results elucidate the heterogeneity of diverse US black individuals regarding sociocultural knowledge, beliefs, and behaviors. Addressing IS in black communities requires a comprehensive strategy that integrates cultural sensitivity, family and community dynamics, education, mental health support, and informed policymaking. Future studies should consider how sleep health literacy, stress appraisal, and coping strategies may vary by race/ethnicity for tailored intervention.

Evaluar el nivel de competencia intercultural de los candidatos al examen DELE a partir de su actuación oral

The importance of acquiring intercultural communicative competence (ICC) has taken on a prominent role in recent decades as a result of the increasingly pluralistic coexistence within our society. This awareness has also been transferred to the teaching of Spanish as a foreign language. However, no official tool is yet used for assessing this construct due to its inherent subjectivity, which prevents it from being assessed in the DELE official exams (Diploma in Spanish as a Foreign Language). Although the CCSE test (Constitutional and Sociocultural Knowledge of Spain) includes some questions related to this competence, priority is mostly given to knowledge of Culture. For this reason, the following paper suggests a rubric which could detect the level of intercultural competence of learners based on their performance on the oral expression and interaction test of the DELE exam.

Taboo language across the globe: A multi-lab study

The use of taboo words represents one of the most common and arguably universal linguistic behaviors, fulfilling a wide range of psychological and social functions. However, in the scientific literature, taboo language is poorly characterized, and how it is realized in different languages and populations remains largely unexplored. Here we provide a database of taboo words, collected from different linguistic communities (Study 1, N = 1046), along with their speaker-centered semantic characterization (Study 2, N = 455 for each of six rating dimensions), covering 13 languages and 17 countries from all five permanently inhabited continents. Our results show that, in all languages, taboo words are mainly characterized by extremely low valence and high arousal, and very low written frequency. However, a significant amount of cross-country variability in words’ tabooness and offensiveness proves the importance of community-specific sociocultural knowledge in the study of taboo language.

A Culture Among the Teachers: The White Habitus of Elementary Art

This ethnographic case study asks how White elementary art educators address cultures other than their own and how race and Whiteness operate in their curriculum work. This research involved three phases, where the researcher moved from observing teachers’ multicultural curriculum work to guiding critical reflection, and finally to collaboratively writing a critical curriculum that teachers then enacted. Findings suggest that teachers’ sociocultural knowledge shapes their teaching philosophies, often in dysconscious and embodied ways. Findings also suggest the habitus of art education has reinforced the notion of the arts as White property. This ideology was part of art education culture, norms, and behaviors embedded in both the formal and informal curriculum and maintained by the teachers’ preservice programs, their colleagues, and district leaders. These findings indicate the need for antiracist art education and mentorship preparing teachers to engage in intentional dialogue about race and identity, critically reflect on their curriculum work, and question the habitus.

게임기반학습이 신앙성숙에 미치는 영향에 대한 합의적 질적 연구

Objectives The purpose of this study is to explore and analyze the factors determining the impact of game-based learning on the spiritual maturity of Christian university students.&#x0D; Methods To achieve this, Christian university students in Daegu Metropolitan City were selected. From December 2022 to February 2023, a Minecraft-based educational program on the life of Jesus was conducted, followed by interviews. The collected data were analyzed using the Consensual Qualitative Research (CQR) method.&#x0D; Results The analysis yielded three domains, 14 categories, and 35 core concepts. The main findings are as follows. Firstly, game-based learning impacted the cognitive aspects of faith maturity, including understanding of Jesus's life and ministry, geographical, historical, and sociocultural knowledge of the time of Jesus, and integrated comprehension of the Bible. Secondly, game-based learning influenced the emotional aspects of faith maturity, including feelings of gratitude towards Jesus, remorse, love, reflection on faith, and shame. Thirdly, game-based learning was found to be effective in the volitional aspects of faith maturity, such as following the life and teachings of Jesus, examining and improving one's faith life, reading the Bible, loving one's neighbor, and exploring places of faith.&#x0D; Conclusions This study confirmed that game-based learning, still in its initial stages in the field of Christian education, can become an asset to Christian education by exploring the impact it has on learners' spiritual maturity through university students who have experienced game-based learning. It is also expected to serve as basic material for expanding and developing the realm of Christian education research. Finally, the study offers suggestions and directions for follow-up research.&#x0D;

Core socialist values and curriculum policy in China: A study of the curriculum standard for Chinese language

AbstractThis study employs Bernstein's concept of recontextualization and Rata's theorization of the Curriculum Design Coherence [CDC] model as theoretical tools to analyse the Curriculum Standard for Chinese Language [Standard] (The Standard, the Guidance, the Plan and all the quotations from the three policies were translated by me because the official English versions of them are unavailable.) which is part of a new approach to curriculum policy development in China. The study aims to identify and explain the mechanisms through which the Chinese government has recontextualized its ascendant political ideals of the core socialist values into the country's education system via curriculum policymaking. The study reveals that the Standard contains features embedding the core socialist values. This is achieved through three distinct mechanisms of recontextualization: policy propositions, subject competencies and subject concepts and content which operate from a sociocultural knowledge orientation. This sociocultural knowledge orientation aligns with the government's strong will to cultivate the core socialist values within the young generation so they become qualified builders and successors of the country's great socialist cause.

The influence of phonetic competence on the success of cross-cultural communication

Problem. The developed phonetic competence is a prerequisite for successful cross-cultural communication, as it ensures mutual understanding of interlocutors in communication. The limited number of hours for learning a foreign language in a technical university, on the one hand, and the emergence of an increasing number of digital educational tools, on the other hand, require the search for new means of teaching phonetics in the context of preparation for cross-cultural communication. Goal. To analyze the methods of developing phonetic skills of non-linguistic HEI students and to propose new approaches to the combined development of phonetic and sociocultural competences using modern digital technologies. Methodology. It is determined that mastering the phonetic system of the language means a high level of development of phonetic skills, which include auditory-pronunciation, intonation, receptive and reproductive skills. The stages of formation of phonetic competence are traced, and a number of principles underlying the teaching of pronunciation are highlighted. The existing approaches to the formation of phonetic competence are analyzed, it is indicated that most effectively the task of teaching pronunciation can be solved using the audio-lingual method, which involves repeated listening and pronunciation of speech fragments, and leads to the formation of certain language automatisms. When developing new methods of forming phonetic competence, mobile technologies can be actively used, which allow learning the language at any convenient time and in any convenient place. Results. For the combined formation of phonetic and cross-cultural competences using the audio-lingual method, the course "Cultural sketches" was developed, which included thirty culture-related topics covering the most diverse fields of culture: Each topic was presented as an audiovisual file with parallel translation, the texts were processed using translingual strategies, which imply the alternating use of native and foreign languages, giving students the opportunity to practice language fragments as many times as they needed to consolidate the material and bring it to automaticity. Originality. Phonetic competence was formed in combination with cross-cultural competence, which implies assimilation of a wide range of sociocultural knowledge from various fields of human activity, using the method of audiovisual translation, which was implemented thanks to the use of mobile technologies. Practical value. The experience of practical work with the use of mobile tools for teaching phonetics shows that this approach makes it possible to increase the level of phonetic competence in the use of the English language by future specialists, and also stimulates them to self-development and independent activity.

Blessings on the Waves: Miraculous Encounters of Japanese Pilgrim Monks during Sea Voyages Transmitting Dharma from Southern Song China

The maritime route connecting the Chinese continent and the Japanese archipelago facilitated a significant exchange of commercial goods and sociocultural knowledge throughout the Southern Song dynasty. Within this context, Japanese pilgrim monks traveling along this route acted as key conduits for the transmission of Buddhist teachings. Their journeys profoundly influenced the establishment and development of new Buddhist monasteries in Japan. Focusing on biographical accounts that portray the experiences of these pilgrim monks during their twelfth- and thirteenth-century sea voyages, this paper aims to explore how these accounts drew on intertextual links with existing Buddhist records to fulfill the compilers’ intentions. Specifically, this paper examines the structure and sources of biographical accounts detailing miraculous encounters between pilgrim monks and Buddhist deities during perilous situations at sea. By interpreting the role of these deities in the corpus of Buddhist literature and within Japanese Buddhist monasteries founded by pilgrim monks, this paper argues that the increasing emphasis on pilgrim monks’ attainment of divine protection in their biographical records suggests a growing concern for reinforcing the authority of their dharma lineages. Moreover, the composition and reception of these miraculous accounts reflected the changing religious needs and reshaped strategies for promoting specific Buddhist sects in subsequent periods.

The Promotion of Unhu/Ubuntu/Vumunhu Through the Teaching of Heritage Education in ECD Classrooms of Zimbabwe

Globally, heritage education is seen as a model which can be implemented to provide a holistic education that incorporates spiritual, cultural, and moral values to all citizens. In Zimbabwe, the education is underpinned by a philosophy of unhu/ubuntu/vumunhu which nurtures humanness, human interdependence and the sense of community in learners. In addition, early childhood proponents underscore the teaching of socio-cultural knowledge to young children during their early stages of learning. The newly introduced Zimbabwe Curriculum Framework for Primary and Secondary Education (2015-2022) includes family and heritage studies as one of the curriculum areas to be taught from early childhood development (ECD) to tertiary level. The framework emphasises continuous development of unhu/ubuntu/vumunhu from ECD to the point of exiting secondary education. Against this background, the study examined how teachers are instilling unhu/ubuntu/vumunhu values in ECD learners through heritage education. The study further explored the alignment of the curriculum demands to ECD teachers’ practices in teaching heritage studies. An explorative qualitative case study informed by the socio-constructivism was adopted. Data was gathered from three teachers through semi-structured interviews and analysis of teacher artifacts. The study revealed that there is a gap between the curriculum demands and teachers’ classroom practices on the teaching of unhu/ubuntu/vumunhu culture at early childhood development. Teachers lack adequate content knowledge on heritage education and continue to use traditional methods of teaching in ECD. The paper concludes by suggesting a culturally-based model of classroom practice that is oriented towards inculcating unhu values in learners.

The World of Traditional Healers: A Study on the Dimasas of Dima Hasao District, Assam

Based on basic ideas validated by community culture, traditional healing is thought to be the most ancient type of organized approach to healing activities. A scientific platform has long been established to discover the wealth of remedies for various ailments, taking into account the pharmacological actions of different ingredients through corresponding endeavors by qualified and specialized individuals in each community. The residents of the community professionally administer care utilizing plant, animal, and mineral materials in accordance with widely accepted sociocultural knowledge and attitudes towards the tri-polar concept of Body, Mind and Soul in relation to health. The traditional healers were well expertise to diagnose the conditions of their patients, administer medications, and heal their ailments. This study centers on the functions that traditional healers play in a tiny frontier tribal group, taking into account their local affiliation and the ways in which the respective population adapts through conventional healing.

Implementing LGBTQ Culturally Appropriate Affirmation Training in the Southern United States: An Evidence-Based Practice Project.

The lesbian, gay, bisexual, transgender, or queer (LGBTQ) community is diverse, and members have a shared need for culturally competent health care (CCH). Best practices show that culturally appropriate affirmation training (CAAT) bridges the sociocultural knowledge gap between patient and provider, resulting in increased access to CCH. The pre-/posttest project design used validated tools to measure group changes in knowledge, attitude, and skills before and after delivery of LGBTQ CAAT. The sample included staff interacting with or making decisions on behalf of patients (n = 11) at a nonprofit clinic in the southern United States. A Wilcoxon signed-rank test showed an increase in health care team scores for knowledge, attitude, and skills (knowledge, p = .006, r = -.59; attitude, p = .123, r = -.33; skills, p = .005, r = -.60). Qualitative analysis (thematic analysis) (a) showed that participants explored sensitive subjects in a nonjudgmental way; (b) connected the dots between minority stress, bias, and patient-provider trust; and (c) showed increased staff confidence in providing care to LGBTQ patients. As staff undergo LGBTQ CAAT, access to CCH will increase, health outcomes will improve, and LGBTQ health disparities will decrease. [J Contin Educ Nurs. 2024;55(3):121-129.].

Conceptions of Mental Illness and Psychopharmaceuticals in Global Health

The field of global health has prioritized the scaling up of services and treatment for mental health in low and middle-income countries. While equitable access to treatments constitutes a priority, the call for urgent action to fill the treatment gap has been advanced largely in the absence of an appeal for ethnographic attention to sociocultural knowledge of conditions and their treatment. This article argues that local knowledge of conceptions of mental illness and psychotropic medication is foundational for an informed understanding of treatment in relation to subjective experience, cultural meaning, and clinical efficacy. These issues are specifically explored in relation to scientific, clinical, and popular discourse surrounding the cultural trope of “chemical imbalance.”

Suicide Research with Refugee Communities: The Case for a Qualitative, Sociocultural, and Creative Approach

People from refugee backgrounds experience distinctively complex situations pre- and post-resettlement and are at heightened risks of suicide. The bulk of research on refugee suicide and suicidal ideation is based on diagnostic perspectives, biomedical approaches, and quantitative measures. To explore lived experience of suicide among refugee communities in more depth, this review highlights the need for qualitative, creative methods and a different paradigm to conceptualise suicide research from a social and cultural perspective as an alternative to framing and treating suicidality purely as a mental health issue. Situational and lived experience-based knowledge can significantly expand understandings of how to curb the rise in suicidal ideation and reduce suicide risks among refugees. In this context, creative research methods can be excellent tools to uncover the deeply contextual dimensions of suicidality. When interdisciplinary research explores subjective and sociocultural meanings attached to suicidal ideation, there is a greater potential to develop culturally safe supports, which are models attuned to cultural norms as determined by those most affected by lived experience of an issue or problem. Qualitative suicide research using creative methods and grounded in sociocultural knowledge can address the multidimensional and situational factors affecting refugee communities to improve interventions beyond medical framings.

Problematising Simplicity: Addressing Comprehension Gaps of RFI’s ‘Le Journal en Français Facile’

This paper evaluates Malawian learners’ French language comprehension abilities concerning the French radio program ‘Le Journal en français facile’ (The News in Simple French), broadcast by Radio France Internationale. Specifically, it assesses learners’ levels of aural comprehension of this Francophone news content designed for non-native audiences. The paper examines whether the universal applicability of the ‘français facile’ (simple French) concept across heterogeneous learners can be assumed, considering linguistic aspects deemed elementary from a Francophone perspective may not prove equivalently rudimentary for anglophone learners of French. Methodologically, the paper is grounded in the Bottom-up and Top-down listening comprehension model, which emphasises integrating linguistic and prior sociocultural knowledge to facilitate aural meaningmaking. Through French listening exercises and teacher interviews with a sample of Malawian college students, the study highlights limitations in comprehension, with listeners restricted to grasping essential lexical news components like numbers, names and locations while failing to parse complex news concepts —attributed to newscaster accent, pronunciation, speech rate, unfamiliar vocabulary, and insufficient prior knowledge activation. This paper argues the notion of “simple” French may be misconstrued when applied uniformly across diverse global learners engaging with RFI broadcasts, evidenced by difficulty comprehending the news program among numerous Malawian learners despite its simplified linguistic profile. Mastery of these broadcasts, it is contended, necessitates more advanced proficiency.

PROFESSIONAL TRAINING OF FUTURE PHILOLOGISTS BY MEANS OF MODERN INFORMATION TECHNOLOGIES IN THE LIGHT OF SOCIO-CULTURAL AND LINGUODIDACTIC SCIENTIFIC APPROACHES

The article substantiates the need to use sociocultural and linguodidactic scientific approaches to the problem of formation of professional competence of future philologists by means of modern information technologies. The analysis of the pedagogical and linguistic aspects of the problem under study made it possible to isolate the leading system characteristics of the professional training of philologists at the university (essence, composition, structure, functions, history of the system) and to clarify the manifestation of the system characteristics of the phenomenon under study in the university environment as a system object. The necessity of introducing the socio-cultural component (at the normative, organizational, technological and methodological level) to the content of modern information technologies as requiring the formation of an appropriate level of socio-cultural knowledge from all subjects of the organization of the educational process in the university implementing the relevant educational programs is emphasized.The use of leading scientific approaches is correlated with the educational environment of HEI; noted that any educational environment is inherently informational and linguistic environment. The specificity, type and level of this information depends on the type and level of HEI, the direction of training, etc. It is noted that modern information technologies allow to create a special information environment of the institution of higher education and the corresponding educational program due to the involvement of modern educational, organizational, technological, didactic, methodological information to all stages and components. The linguodidactic foundations of professional training of future philologists are presented in the light of the Pan-European recommendations on language education, as well as the main problems and factors that make it possible to implement a linguodidactic approach to the formation of professional competence of future philologists.

Solidarity-Based Content Sharing on Social Media: A Closer Look at the Language Style among Millennial Social Platform Users

Social Media platforms have shaped diverse linguistic issues through informal language use, language adaptation and change, linguistic creativity and global communication. The current study reveals the issues about investigating about language style and linguistic form of solidarity expression used by the millennial community on social media platforms. Thirty respondents who aged about 23-43 years old considered as millennial participated in this study and inquired through open-ended questionnaire. The data was probed by using grounded theory proposed by Creswell. The findings exposed that language style were realized for certain communication purposes and based-social context oriented, solidarity expression was shown through a different linguistic form to reveal ideas, feeling, empathy, caring, respect, moral justice and kinds of arguments. after deeply investigated, there were four types of language styles that are dominantly used by millennial on this social media platform, namely formal language style, informal language style, slang language style and colloquial language style, unfortunately, many people abuse social media as a platform for venting their anger and their disappointment by using disrespectful language and behaviors are frequently observed online. Consequently, this scholarly paper also provides advice on the user of social media platform must possess a range of skills including linguistic knowledge, sociocultural knowledge, and the ability to use language in appropriate ways depending on the specific communicative context.

Inhaltliche Gamification im aufgabenorientierten Fremdsprachenunterricht (IGAF)

Gamification can be more than rewards. For this study, an application was developed, which conveys the usual content of a Spanish textbook via a detective case in a playful and narrative way. Therefore, approaches of task-based language learning (TBLL), content-based gamification, and storytelling are used. The content-based gamification approach combines playful elements, storytelling, and learning objects. Learning content, such as sociocultural knowledge or linguistic resources, becomes part of a playful setting. Within the design-based research study, the app was cyclically tested with several groups of 7th graders. Qualitative data were collected and evaluated. The results show that this approach leads to a high level of problem orientation. The learners work on the tasks primarily in order to solve the detective case. The virtual space has the potential to promote perspective-taking and immersion processes so that learners immerse themselves in a target language world. Finally, these results culminate in a model for content-based gamification in TBLL (IGAF), which can be used for the development of similar teaching and learning arrangements.

Perspectives on the semantics/pragmatics debate: insights from aphasia research.

In the philosophy of language, there are many ongoing controversies that stem from relying too heavily on an utterance-based framework. The traditional approach of rigidly partitioning the utterance's meaning into what is grammatically determined from what is not may not fully capture the complexity of human language in real-world communicative contexts. To address this issue, we suggest shifting focus toward a broader analysis level encompassing conversations and discourses. From this broader perspective, it is possible to obtain a more integrated view of how linguistic and extra-linguistic aspects dynamically interact and thus reconsider semantics/pragmatics dichotomy as complementary dimensions. Meaning is not confined to linguistic structures alone but emerges from the dynamic interplay of words, sociocultural knowledge, discursive situations, and psychological dispositions of speakers. Substantiating this perspective calls for embracing an interdisciplinary approach that synthesizes research from various domains, including linguistics, cognitive psychology, and philosophy of language. This paper focuses on a particularly compelling case study: aphasia. Speeches produced by individuals with aphasia represent complex scenarios where the balance between linguistic and extra-linguistic aspects is notably compromised, often to the former's detriment. Aphasics' productions represent a vivid example of how the interpretation of speeches can be far from involving fixed and static operations. Instead, it entails continuously reallocating cognitive resources toward the most readily available and accessible sources for the speakers. This case study ultimately demonstrates that the influence of semantic and pragmatic processes in shaping and conveying meanings displays remarkable adaptability, continuously adjusting to the ever changing demands placed upon speakers.