Structure Of Language Research Articles

Pedagogical Conditions of Using Technical Means in Language Learning

Pedagogical conditions of using multimedia technologies are considered in the article. There is an analysis of scientific sources of research on the use of computer tools in the teaching of foreign languages. The effectiveness of modern multimedia technologies in teaching English is proved. Multimedia tools are identified which significantly increase students' motivation and, as a result, the quality of their foreign language training. The article describes the educational conditions of using multimedia in foreign language education. To familiarize students with language vocabulary and structure, or to allow them to practice pronunciation and speaking with native speakers, the use of multimedia content in the classroom could integrate print, video, educational games and the Internet.

A Comparative Analysis of Passive Voice in Farsi and Pashto Languages

A Comparative Analysis of Passive Voice in Farsi and Pashto Languages

Exploring Semanticity for Content and Function Word Distinction in Catalan

In the realm of linguistics, the concept of “semanticity” was recently introduced as a novel measure designed to study linguistic networks. In a given text, semanticity is defined as the ratio of the potential number of meanings associated with a word to the number of different words with which it is linguistically linked. This concept provides a quantitative indicator that reflects a word’s semantic complexity and its role in a language. In this pilot study, we applied the semanticity measure to the Catalan language, aiming to investigate its effectiveness in automatically distinguishing content words from function words. For this purpose, the measure of semanticity has been applied to a large corpus of texts written in Catalan. We show that the semanticity of words allows us to classify the word classes existing in Catalan in a simple way so that both the semantic and syntactic capacity of each word within a language can be integrated under this parameter. By means of this semanticity measure, it has been observed that adverbs behave like function words in Catalan. This approach offers a quantitative and objective tool for researchers and linguists to gain insights into the structure and dynamics of languages, contributing to a deeper understanding of their underlying principles. The application of semanticity to Catalan is a promising pilot study, with potential applications in other languages, which will allow progress to be made in the field of theoretical linguistics and contribute to the development of automated linguistic tools.

Demand for and training of Chinese translators in the context of the �One Belt, One Road� initiative

Relevance. The need to investigate the specifics of Chinese translator training within the framework of the global programme �One Belt, One Road� is primarily conditioned by the constant changes in various aspects, particularly in structural, semantic, and artistic aspects. Purpose. The purpose of this study was to investigate the global initiative �One Belt, One Road� in the context of training professional human resources to perform Chinese language translations. Methodology. This study analysed materials available on the websites of several higher education institutions. The analysis focused on specific parameters such as the distinct features of training students in Chinese studies, the education of translators working with Chinese, and the principles, methods, and techniques used in teaching the Chinese language. Results. Analyses of translator training have identified key skills for students: parallel language and culture study, adherence to translation norms like business etiquette, and mastery of technical translation tools. In Kyrgyz universities, methods include verbal (lectures, discussions), visual (audio and video materials), and practical (creative works, exhibitions, quizzes, conferences). For Chinese translators under the �One Belt, One Road� initiative, training spans multiple linguistic levels: phonetic (phrases, accents), grammatical (categories, meanings), lexical (vocabulary related to the initiative and various fields), syntactic (word order, links), and stylistic (business etiquette, unique vocabulary). Conclusions. The study found that the �One Belt, One Road� initiative's language policy focuses on planning Chinese language status, foreign languages, language structure, educational language use, and language services. The key challenges are the shortage of skilled professionals, intergovernmental cooperation, infrastructure standards, financial integration, and cultural exchange. In the future, this study can be used to develop technical improvements in Kyrgyz-Chinese translation, to improve the training of Chinese specialists within the framework of the global initiative �One Belt, One Road�. Keywords: lingua franca; linguistic levels; linguistic policy; linguistic parameters; terminological units

The Most Ideal L2 Teaching Method

Though it is possible to see numerous researches on the so-called language teaching methods, there is still a pressing need to study them comparatively and from different angles. The article studies some specific methods with regard to covering language skills, mother tongue usage, usage of cutting-edge technological devices, comprehensibility gain. Besides, there is a strong focus on the conduction of the lesson regarding whether the lesson is student-centered, teacher-centered or self-centered. The aim of the article is to reveal the best language learning method combining the positive features of all language learning criteria. In the study, 20 local and foreign non-English speaking students with B1 level were involved in the experiment. They were divided into four groups which learnt English through a specific method. Most of the participants were locals except 6 who were of Turkish and Iranian origins. Speaking skill of the Iranian students was relatively better in comparison with others. At the end of the experiment, the comprehensibility gain of each group was graded accordingly. The Uniskills method proved to be the most effective and qualitative method compared to other methods in terms of coverage of language skills. The second effective method was CLT which also encompassed all four skills. It was revealed that the usage of mother tongue in English language learning is better than not using it. Since language input makes progress while using native language. Comparing the source and target languages makes a clear picture of language structure in the brain. Operation function is activated and cognitive skills develop significantly. It turned out that the usage of mother tongue in language learning is more effective and the students find the meanings of some unknown words obscure when they don’t use the native language. It became obvious that teacher-centered lesson is more efficient than the student-centered education.

Introduction: Language ideologies—again? New insights from a flourishing field

Abstract Originally defined as “any sets of beliefs about language articulated by the users as a rationalization or justification of perceived language structure and use” (Silverstein 1979: 193), language ideologies now seem to be “everywhere” (Cavanaugh 2019). Indeed, while language ideological research has moved “from a marginalized topic to an issue of central concern” (Kroskrity 2004: 501), and despite the abundance and regularity of new scholarly work, both theoretically and methodologically, language ideologies are still not very well framed. The Special Issue on ‘Language Ideologies: Old Questions, New Perspectives’ aims at offering diverse insights on language ideologies with a focus on methodological and theoretical questions. In this introduction in particular, we briefly map out the field by focusing on what distinguishes language ideologies from other close phenomena such as language attitudes. We also describe the methods used to access language ideologies. Finally, we introduce the ten papers that constitute this Special Issue.

Polyphony in Text and Discourse: A Cognitive Semantics Multimodal Case Study on Parenthesis and Quotation

Abstract Essentially grounded in Cognitive Semantics and conceived to capture fundamental compositional properties inscribed in (written) text and (spoken) discourse, this study proposes a unifying account of parenthesis and quotation in English. Understood as determinants of conceptual structure in language, these two categories, though ubiquitous in all forms of language use, but so far entirely missing from the Cognitive Semantics, research agenda, are (re-)conceptualized under the aegis of Bakhtin’s polyphony and voice, and Goffman’s decomposition of the speaker as ‘fictive’ polyphony. In achieving this goal, the paper explores via dense, multimodally informed micro-studies of authentic text and discourse how voices are made salient to readers and hearers, scrutinizing various categories of cuing devices. As a corollary, Cognitive Semantics is seen to be developed and enriched, opening it up to transcend the language system, thus paying respect to the ‘total linguistic fact’ in the sense of Silverstein.

Psychological mechanism and cognitive basis of humorous speech

To more clearly present the psychological mechanism and cognitive basis of humorous speech, this study measured college students using various scales, discussed the role of humorous coping in resolving their social anxiety and regulating their mental health, and attempted to construct a cognitive symbol working model from three dimensions: theory of innocence, modern semiotics, and conceptual integration theory. We used the proposed model to present the psychological mechanism and cognitive basis of humorous speech. This study found that humor coping is positively correlated with college students’ social anxiety, which is positively correlated with mental health. Affinity humor style and humor coping can positively predict college students’ communication anxiety, but affinity humor style has better predictive power. This research held that relevance is the general principle of communicative cognition and has become a space of conceptual synthesis network. The combination of conceptual fusion and deviation theory with conventional theory can help us better understand verbal humor and reveal its cognitive basis. There is a close relationship between humorous language and human psychological mechanisms. Finally, there is also a clear relationship between different psychological mechanisms and the structure of humorous language.

Implementing smart technologies for teaching Ukrainian language across secondary and higher education: case studies and practical recommendations

The article is dedicated to exploring SMART technologies in the process of teaching the Ukrainian language to students in general secondary and higher education institutions. Specifically, methodical recommendations are formulated to enhance the effectiveness of utilizing these technologies in the modern educational process. The significance of SMART technologies is substantially increasing in the innovative paradigm of the educational process under the influence of integration, globalization, and the transition to an information society. The article employs a comparative and content analysis of distance and electronic learning of the Ukrainian language. It delves into the theoretical foundations of computer-assisted language teaching as a distinct methodological approach based on “smart” technologies. The authors emphasize the effectiveness of using interactive whiteboards and multimedia presentations to implement the principle of visualizing language elements and structures, facilitating students' acquisition of lexical-grammatical material. It is identified that creating mental maps is an effective SMART teaching technology for the Ukrainian language. To this end, computer services such as MindMeister, Mindomo, Cliffy, Spinscape, Bubbl.us, MAPMYself, SpiderScribe, and others are recommended. The research concludes that the use of SMART technologies by students in general secondary and higher education institutions contributes to increased motivation for language learning, improved literacy levels, facilitates independent research efforts aimed at enhancing professional-communicative competence, and streamlines the process of knowledge assessment by educators.

Обучение хорватских учащихся лексике русского языка с опорой на родной язык

This article discusses the main reasons underlying the difficulties and errors experienced by Croatian native speakers in mastering the lexical structure of another Slavic language, specifically Russian, in the initial stage of learning. The author's attention is focused on the student’s substitution of meanings of lexical units in Russian with words of the native language, due to interlingual or linguistic paronymy. In teaching Russian to Croatian native speakers, it is important to maintain the thematic and situational principle of teaching, the principle of sufficiency, and the principle of relying on the mother tongue. This paper provides examples of effective vocabulary mastering: the use of visual clarity, reliance on similar sounding words in the native language, internationalisms, archaisms, application of the tacit (implicit) knowledge mechanism, unconscious reliance on equivalent, similar sounding words from close South Slavic languages, particularly Serbian and Slovenian (as positive interference). Attention is focused on the development of logical thinking and independence, the correct use of the dictionary, and working with audio recordings and video materials. The article focuses on words with connotative meaning, linguocultural lexis, non-equivalent and partially equivalent lexis, and speech etiquette.

Turkic-Chinese lexical parallels within the framework of the phonological model SASYS

Relevance. Considering the constant development of global language contacts and cultural interactions, examining the mechanisms of interaction between the Turkic and Chinese languages is of great importance for identifying the mechanisms of borrowing words and analysing cultural and historical ties between these language groups. Purpose. The purpose of the study was to examine and identify the features of the processes of mutual influence, assimilation, and development of lexical elements of the Turkic and Chinese languages. Methodology. The study uses linguistic, comparative, and lexical-semantic methods to analyse etymological pairs and phonological adaptation between the Kyrgyz and Chinese languages. Results. The study identifies both similarities and differences in the phonetic implementation of single-root lexemes between Chinese and Turkic languages within the SASYS phonetic model. Attention is paid to sound combinations, accents, and phonetic features, establishing patterns in their structure and evolution. The phenomena of phonetic borrowing and adaptation in both languages are identified, and influenced by cultural and historical contexts. Additionally, the study confirms a tendency to simplify sound structures in some Turkic languages compared to more persistent phonetic forms in Chinese. Conclusions. The analysis determines the origin of various interlanguage and intercultural words. Single-root lexemes passing between Chinese and Turkic languages undergo systematic phonetic changes, adapting sound combinations and accents to conform to the phonetic rules of the recipient language. The results highlight the SASYS phonetic model's importance for understanding phonetic evolution and adaptation between these languages, emphasizing their deep historical and cultural ties. Keywords: interaction of languages; nostratics; etymological identity; sound changes

The Concept of "Kalam" in Imam Sibawaih's View on "Al-Kitab": Arabic Linguistic Studies

A word cannot be said to be a speech when it does not fulfill the standard criteria in the structure that exists in speech. This is of particular concern to an Arabic linguistic figure named Imam Sibawaih who has a special explanation of the standards in assessing an utterance as kalam. This opinion can be seen from his work entitled "Al-Kitab", one of the Arabic grammatical books that became the initial reference for Arabic linguistic grammatical scholars. However, in the book, Imam Sibawaih does not explicitly explain, but some examples and arguments are presented in his work entitled "Al-Kitab". Therefore, this study aims to reveal the standard criteria of a word that can be said to be an utterance according to Imam Sibawaih's view in his book entitled "Al-Kitab". This research is descriptive-qualitative research using data sources in the form of Imam Sibawaih's book entitled "Al-Kitab". The data collection method in this research uses the listening method with documentation techniques. The method of data analysis in this study uses a descriptive method with the hermeneutic approach to analyze the purpose of Imam Sibawaih's explanation in the examples and arguments presented in his work entitled "Al-Kitab". The result of the research is the discovery of the concept of "kalam" in the view of Imam Sibawaih in the "Al-Kitab" in the form of (1) kalam must be by the structure of language and meaning, (2) kalam must have benefits, (3) kalam must be by the context, (4) kalam is not composed of words that have opposite meanings

Kemampuan Membaca dalam Hati Wacana Berbahasa Bali Siswa Kelas VIII.1 SMP Ngurah Rai Kerobokan, Kabupaten Badung

The research is conducted to achieve the following objectives: (1) to describe the silent reading ability of Balinese language texts by eighth-grade students (class VIII.1) at Ngurah Rai Kerobokan Junior High School, and (2) to describe the challenges faced by students when engaging in silent reading to comprehend the content of the text. This study aims to evaluate the reading comprehension ability of Balinese discourse among eighth-grade students (class VIII.1) at Ngurah Rai Kerobokan-Badung Junior High School. Data were collected and analyzed to determine the students' reading comprehension proficiency based on the assessment standards for Balinese language in eighth grade under the School-Based Curriculum (KTSP). The analysis revealed that the students' reading comprehension ability falls under the category of "less proficient," with an average score of 65. Despite the minimum passing grade (KKM) being set at 72, only 9 students (22.5%) were able to achieve it, while the remaining 31 students (77.5%) scored below the KKM. The main difficulties encountered by students in reading Balinese discourse include understanding vocabulary, language structure, and lack of interest in reading. Therefore, the majority of students are considered not proficient in reading Balinese discourse.

Causative construction in Likpakpaanl (Konkomba)

This article is a contribution to the cross-linguistic discussion on causation. It proceeds on the note that causation is a significant notion, both cognitively and grammatically. I make a case that the Mabia (Gur) languages of West Africa are severely under-represented in the literature on causation. I then focus on causation in Likpakpaanl, an under-researched Mabia language spoken in Ghana and Togo in West Africa. I further present data from thirteen other related West African languages for comparative purposes. Broadly speaking, Likpakpaanl deploys all the traditional causation strategies- lexical, morphological, serialising and analytic. However, the use of nasals, especially vowel nasality as a causativisers is novel and uniquely places Likpakpaanl among its linguistic relatives. The Likpakpaanl analytic causative marker chà has a functional scope for both factitive and permissive causatives. In a sense, the source of the specialised analytic causative marker in Likpakpaanl diverges from the oft-cited cross-linguistic source of analytic causative markers. The Likpakpaanl biclausal causative is the balanced structure and, therefore, aligns well with the biclausal causative structure described for the West African linguistic area, contra the deraked structure of Indo-European languages. A thorough investigation of the constellation of causatives in Mabia promises new insights into causative typology.

HISTORICAL FOUNDATIONS OF NARROW VOWELS IN THE TURKIC (KIPCHAK) LANGUAGES

On the basis of comparative historical methods, the degree of proximity and common features of related Turkic languages are determined. The phonetic and phonological structures of the Kazakh and related Turkic languages belonging to the Kipchak group are studied in a diachronic aspect. The universal phonological phenomena of narrow vowel phonemes based on the laws of synharmonism and the agglutinative structure of the Turkic languages are described on the material of the Kazakh, Karakalpak, Tatar, Bashkir, Nogai, Karachay-Balkar languages of the Kipchak group.The aim of the study is to identify common and distinctive features of the phonetic and phonological structures of the Kazakh and related (Kipchak) Turkic languages through comparative historical methods. The system of vocalism of related Turkic languages is compared with each other, their similarities and differences are revealed, and as a result, the stages of the historical development of phonetic systems are established, the ways of the emergence and formation of phonemes are described. As a result of comparing the vocalism of the narrow (y, i, u, ü) vowels of the Turkic languages of the Kipchak group, common and distinctive features in the phonological systems of related languages are determined. The results obtained in the course of the study are of great theoretical and practical importance. The study of the languages of the Kipchak group, which make up a large branch of modern Turkic languages and languages of written monuments of the ancient Turkic era from the point of view of diachronic phonology, opens up great prospects in the study of general patterns in other areas of linguistics.

Linguistic analysis of fiction texts in the context of the frame theory

The aim of the study is to identify and analyse frame structures, activators, and concepts in texts to reveal their impact on the reader' s perception. The research employed the methods of semantic, structural, and intertextual frame analysis. Cronbach' s alpha was also used to verify the instruments used. The following cases were used in the work: Oxford English Corpus and International Corpus of English (ICE). It is noted that frame activators such as "great heat", "hell heat", "hot wind", and "scorching sun" evoke associations with scorching heat and unusual warmth in the desert. These frames convey the impression of life danger, exhaustion, and severity of conditions. In turn, phraseological units such as "fresh waters", "bloody sunset", and "dried earth" reveal the contradictory nature of the image of the desert, where even such natural phenomena as water and sunset acquire a new, deep shade of meaning. The application of this theory was found to reveal complex language structures and their influence on the understanding and perception of texts. The obtained results open up new opportunities for educational and literary analysis, deepening the understanding of language mechanisms in fiction. Further studies in the field of linguistic analysis of texts should be aimed at considering the interaction between different works of art, focusing on the frame perspective. It is also worth paying attention to the possibilities of using the theory of frames to fulfill practical assignments, such as automatic text analysis.

Exploring Language Teaching Methods: An in-Depth Analysis of Grammar Translation, Direct Method, and Audiolingual Method: A Literature Review

The present literature study delves into the development of language teaching methodologies, with particular emphasis on three well-known techniques: Grammar Translation, Direct Method, and Audiolingual Method. The background underscores how pedagogical ideas have changed throughout time and stresses the historical context of language learning. The evaluation analyzes important academic publications, instructional resources, and empirical investigations using a thorough methodology to evaluate the advantages and disadvantages of each approach. Findings of the discussion show that educators can make informed decisions about selecting and adapting methodologies to optimize language instruction for diverse learner populations if they understand their historical development, theoretical underpinnings, practical implications, and limitations. This approach combines elements from each method while addressing their limitations, resulting in dynamic and effective language learning experiences that cater to diverse learner needs and goals. And the review concludes that Language teaching strategies vary, with each method having unique characteristics and methods. The Direct Method promotes natural language learning, the Audiolingual Method emphasizes habit building, and the Grammar Translation Method emphasizes formal language structures. To enhance effectiveness, teachers should combine technology, communicative teaching practices, and a learner-centered environment.

Teachers to Learners: Portfolio, please! New Techniques of Portfolio Assessment in ESL Classrooms

Portfolio assessment is considered to be one of the more advanced approaches to enhancing the proficiency of English among second language (ESL) students. The research examines how ESL learners' writing processes involved in portfolio creation influence their overall writing performance, specifically focusing on electronic portfolios (EPs) and paper-based portfolios (PPs). The research also identifies the challenges that Saudi ESL learners face when using the writing portfolio. A mixed-method approach was adopted for the research. The quantitative method consists of ESL tests distributed among one hundred and twenty male ESL learners at Yanbu Industrial College in Saudi Arabia to determine the effect of various writing portfolios on students’ writing performance. A qualitative method, which consists of classroom observations, document analysis, and interviews with twelve ESL students and seven ESL teachers from different universities in Saudi Arabia, has also been utilized. The research highlights the fact that although there is no significant difference between paper-based (PPs) portfolios and electronic portfolios (EPs) in developing students' performance in writing, specific pedagogical approaches should be implemented in assessing the writing portfolios, such as the students’ reflections and their peers' assessments, to raise their awareness of language structures. ESL teachers should also adopt a correction method that only highlights common mistakes to help students notice their errors and avoid charging them with negative feelings of excessive corrections. The research’s outcome could raise ESL teachers’ awareness of the best pedagogical methods of evaluating the writing portfolio and provide some strategies to help students develop their writing performance.

Shaping The Way to Teach? Exploring the Adoption of Digital Multimodal Texts As Instructional Tools in EFL Teaching Practicum

This research scrutinizes a case study conducted with 15 pre-service English as a Foreign Language (EFL) teachers in a microteaching class at the English Education Department at UIN Walisongo Semarang. The purpose of the study was to examine the forms, implementation, and reflection of digital multimodal instructional media utilized by pre-service teachers. Observations of classrooms and document analysis were employed to acquire data. Pre-service EFL teachers employ digital multimodal instructional media, including PowerPoint presentations, films, and songs, to enhance English language learning. These tools integrate text, images, video, and audio elements to teach language structures, vocabulary, and emotions effectively. Student portfolios showcase diverse educational strategies across different grade levels, using videos, songs, and PowerPoint presentations to engage students and reinforce language skills. Educator reflections underline the significance of digital multimodal media in simplifying complex topics, improving comprehension, and fostering a holistic learning experience. They also stress the importance of adequate equipment and resources for successful multimedia implementation, affirming the value of multimodal approaches in providing impactful and engaging English language education. The study highlights the potential for these digital tools to provide an engaging and interactive learning environment for EFL students. It is recommended that more research investigate ways for optimizing the use of digital multimodal media in diverse EFL teaching scenarios.

An optimal framework for natural English translate processing: On the application of artificial neural network and Adam optimization algorithm

Traditional rule-based and statistical methods have limitations when dealing with complex language structures and semantics. In neural network machine translation algorithms, the objective function is usually to improve the accuracy of n-ary words. However, this does not guarantee a more natural and accurate translation. To overcome these challenges, this paper proposes an optimization algorithm for English natural translation processing based on neural networks, which combines Generative Adversarial Network (GAN) and Transformer models. In GAN, the generative model uses the Transformer model to generate false samples, while the discriminative model uses a binary classifier based on convolutional neural networks and attention mechanisms to distinguish between true and false samples. During the training process, reinforcement learning algorithms are added to evaluate and adjust the generated sentences, and the parameters of the generated model are updated. The classification results of the discriminative model are used together with the Bilingual Evaluation Basis Value (BLEU) objective function to evaluate false samples, and the results are fed back to the generating model to guide parameter updates and optimization. Extensive experiments were conducted on a standard English-Chinese machine translation dataset to evaluate our method. Compared with the benchmark model that only uses supervised learning methods, our neural network-based optimization algorithm for English natural translation processing has achieved significant improvements in translation quality. According to statistical comparison, compared with the Transformer model (BLUE = 33.63 and AP = 90%) and the deep learning model based on long-term and short-term memory (BLUE = 30.26 and AP = 83%), the GAN and Transformer models proposed as the best framework exhibit better performance in bilingual evaluation deficiency (BLEU) (34.35) and accuracy (AP = 95%).