Access To Speakers Research Articles

Istirātījiyyātu al-Nafādi Ilá al-Muʻjami al-Żihnī lada Talāmīżi al-Sanati al-Śāliśati min al-Taʻlīmi al-Śānawī al-Iʻdādiyyi [Mental Lexicon Access Strategies for Students of the Third Year of Preparatory Secondary Education

Lexical units are organized within the mental lexicon, and the processes of constructing, processing, and accessing them are organized according to extremely complex mental pathways. This requires language speakers to activate them and use them quickly and effectively in their linguistic achievement. The more the speaker's access to his mental lexicon is sound, the more he can communicate successfully in different linguistic contexts. This research paper attempts to contribute to deriving some appropriate strategies for accessing the mental lexicon according to the parametric peculiarities of the Arabic language by linking these strategies to four basic criteria (the criterion of phonetic similarity, the criterion of spelling form, the criterion of semantic similarity, the criterion of grammatical predicate). This study was based on field research that targeted a sample of 40 students belonging to the third year of preparatory secondary education within a Moroccan public educational institution. The study used tests related to linguistic information that allows access to lexical units within the mental lexicon, aiming to analyze and measure them in the student's linguistic achievement. The results revealed that there is a strong influence of standards of access to the mental lexicon on the performance of learners in written expression and that there is a large gap between what is stipulated in educational documents and what students produce in their construction writings based on their level in this academic level.

On reference work and issues related to the management of knowledge: An analysis of the Farsi particle dige in turn-final position

This paper provides a conversation analytic description of the particle dige in turn-final position in Farsi conversation, and demonstrates its function as an epistemic marker. The analysis suggests that the turn-final particle dige occurs in turns that signal problems with the prior turn(s) that may have been motivated by matters related to managing epistemic dimensions. The analysis proposes two specific interactional contexts in which turn-final dige occurs: (a) in turns that are devoted to showing speaker's access to specific knowledge, and (b) in situations in which participants deal with misalignment in their respective presumed epistemic status. In addition, the paper illustrates (a) how issues related to indexing access to knowledge and knowledge primacy in conversation involve management of referential information, and (b) that in designing their turns, speakers select specific referential formulations in order to make reference to information and knowledge, and to signal their epistemic stance toward that knowledge.