Technical Vocabulary Research Articles

Narratives of reconciliation in Caesar’s Commentarii

Abstract Romans appreciated reconciliation and even celebrated and advertised it by dedicating temples and coins to Concordia. Accordingly, Caesar’s Commentarii value reconciliation as well. Indeed, I will argue that, in spite of the war-bulletin tone that often pervades the Commentarii, reconciliation plays a key-role in Caesar’s accounts both of the Gallic and of the Civil War. In particular, in the first part of my paper I consider some narrative strategies whereby Caesar advertises his openness toward reconciliation in BG. Caesar’s self-fashioning in his dealings with Dumnorix and Ariovistus in BG 1 exemplifies a typical script: Caesar (says he) is willing to extend his gratia, but some enemies refuse it, and Caesar’s biased narrative presents such refusal as highly unreasonable; but their stubbornness voids any attempt at reconciliation, and war ensues. Other episodes from the BG confirm this pattern. In part two, through an analysis of the siege at Brundisium (BC 1.26) and of the blockade at Oricum (3.15), I suggest that, in the BC, Caesar follows the same script as in the BG; but the BC presents a more rich and technical vocabulary of reconciliation along with some exceptional narratological devices. I try to show how the artful narrator sharpens his tools to deal with the thorny topic of reconciliation in a civil war. In the third and last part of my paper, I place Caesar’s representation against two contemporary letters found in Cicero’s correspondence with Atticus; briefly, I consider some contemporary responses to Caesar’s narratives of reconciliation.

Vocabulary Notebooks as a Noteworthy Powerful Instrument in Technical Vocabulary Learning

This research paper attempts to investigate the organization and effectiveness of vocabulary notebooks by distinguishing several benefits the implementation of this technique brings in the acquisition of technical terminology through an “English for Specific Purposes course”. When tackling with language learning, it is needless to emphasize the noteworthiness and the importance of vocabulary in this process. Appertaining to technical terminology, this plays entirely pertinent. Various studies have concluded that vocabulary notebooks (henceforth VN) efficiently expose different learners’ strategies within this single strategy, which led us to research VN. These research data were obtained mainly by applying the observational research technique, a vocabulary oral and written exam, and a comprehensive questionnaire on the effectiveness of the Vocabulary Notebook. Mechanical Engineering, Textile Engineering, and Hydrotechnical Engineering students at the Polytechnic University of Tirana were selected to obtain the data. The observation is partly overt and partly covert. Students of Mechanical Engineering and Textile Engineering (75 students) are the treatment group wherein the Mechanical Engineering students are an overt group and the Textile Engineering students serve as the covert observational group while on the other hand, the Hydrotechnical Engineering (45 students) students are the control group. The data were obtained during and at the end of the semester. Throughout the observation all along the 1st semester, it was perceived that most of the students organized their VN by utilizing mainly Microsoft Word downloaded on their Smart Phones, while the rest used the traditional paper notebook to organize their technical VN. The organization of the VN reflected the strategies each of the students implemented to learn technical terminology. At the end, students were tested on their acquired terminology through an oral and a short-written exam and then a questionnaire was handed to them. The students of the overt group making use of a digitalized form of a Notebook resulted to have acquired most of the technical vocabulary. In the main, the overt group outperformed the covert group on the acquisition of technical vocabulary, while the control group’s score on the oral exam was significantly below, compared to the all-inclusive treatment group. Students’ questionnaire revealed that overall students had a positive approach to this strategy and they embraced the autonomy acquired throughout the semester by implementing this strategy. With the exception of the effectiveness on vocabulary acquisition, which was on higher levels, this strategy proved itself once again to be an enhancer and promoter of learner autonomy. Keywords: vocabulary notebooks, autonomous learning, technical terminology List of Abbreviations: VN – Vocabulary Notebook, ME – Mechanical Engineering, TE – Textile Engineering

STUDENTS' PREFERENCE ON USING ONLINE TRANSLATOR IN ACADEMIC WRITING

This study investigates the preferences of fifth-semester students at UIN Raden Intan Lampung regarding the use of online translators in academic writing. Through a descriptive qualitative approach, data were collected from 180 students via a six-item questionnaire focusing on general usage and the impacts on academic writing. The findings indicate that online translators are widely utilized, with the majority of students using them daily or weekly. Google Translate emerged as the most preferred tool due to its ease of use and comprehensive language support. Students primarily use online translators to translate words or phrases, understand foreign texts, and check grammar and sentence structure. The impact on academic writing is generally positive, with many students finding these tools effective in improving their writing quality and efficiency. However, challenges such as over-reliance on translators, misinterpretation of context, and lack of technical vocabulary were also noted

The Effects of Task Repetition on the Processing and Acquisition of Technical Vocabulary Through Video‐Lecture‐Based Tasks: A Mixed‐Methods Study

AbstractThis study investigated how repeating a video‐lecture‐based task affects second language (L2) learners’ processing and incidental acquisition of technical vocabulary as well as the relationship between processing and lexical gains. The participants were 75 Chinese learners of L2 English. Thirty participants performed the task once (control group), whereas another 30 participants did the same task three times (repetition group). The two groups then completed unannounced vocabulary posttests. The remaining participants engaged in stimulated recall after performing the task once, twice, or three times. The repetition group made greater gains in vocabulary knowledge than the control group, and the repetition group's visual attention to the target words declined during repeated viewing. The amount of attention to the target words emerged as a predictor of delayed meaning recall, with task repetition decreasing the strength of this relationship. Stimulated‐recall participants repeating the task reported increased awareness of specific aspects of the target words.

English Needs by Hotel Receptionists in Sikka: An Analysis of English for Hospitality

The urgency of this research is to improve the quality of hotel services in the Sikka district by identifying hotel receptionist’s needs and challenges in using English. In addition, understanding the English communication needs of hotel receptionists may provide beneficial insight into the industry of hotels and hospitality. This research aims to analyze the English needs of hotel receptionists and identify the importance of using English and the challenges often faced in communicating using English. This research was conducted in several hotels in the Sikka district using qualitative methods. This research employs in-depth interviews with 4 hotel receptionists to gain comprehensive data. The results showed that good English skills are indispensable for receptionists to serve guests more effectively, provide accurate information, handle complaints or special requests from foreign guests, create positive experiences, and support the growth of the hotel business. In addition, this research found that the main challenges faced by receptionists in communicating using English include a lack of technical vocabulary, difficulty understanding different accents and dialects, and constraints in responding quickly and appropriately in emergencies. Solutions to overcome the challenges are continuous and focused English training is essential to overcome these challenges and improve the communication skills of hotel receptionists. In addition, the use of technology such as translator apps can help language obstacles in real-time. In this case, receptionists can be more confident and competent in using English, thus providing better service to international guests.

Perceived impact of English medium instruction on transnational graduates in Türkiye: Insights from a mixed-methods study

This study explores the experiences and perceptions of transnational graduates from English medium instruction (EMI) programs at a Turkish higher education institution. A mixed-methods approach employing descriptive statistics and content analysis investigates how graduates perceive the impact of EMI on their content knowledge, English proficiency, career advancement, international exposure, and academic participation. Drawing on self-reported data, the study found that EMI programs contributed to professional development, facilitated career opportunities, and improved English language proficiency, particularly in technical vocabulary. Participants also reported feeling confident in their field-specific competencies and had better engagement with international communities and developments. Qualitative findings highlighted communication challenges experienced by transnational graduates when engaging with residents of their host communities. The study indicates the long-term outcomes of EMI programs for transnational graduates in today's interconnected and diverse professional landscape.

Technical vocabulary in government spoken communications: The team of five million in bubbles, PPE and CBACs

AbstractThe New Zealand government delivered regular 1 p.m. televised COVID‐19 briefings from March 2020. These events had a crucial communicative function and were usually headed by top government and medical officials. This study focuses on technical vocabulary in a corpus made up of these briefings, including single words (grouped into technical word families) and acronyms (e.g., bubble and PPE) as well as the most frequent two to five‐word multiword units (MWUs; e.g., case numbers, genomic sequencing, and chains of transmission) containing at least one technical single‐word family member. The corpus consists of 20 prepared speeches: 10 each in 2020 and 2021 by Prime Minister Jacinda Ardern and Director‐General of Health Dr. Ashley Bloomfield (50,782 tokens). The results showed that 6.02% of the single‐word families (e.g., outbreak(‐s), contact(‐s/‐less)) in the texts were technical, which may present a challenge for comprehension. Unsurprisingly, the Director‐General of Health used more technical vocabulary than the Prime Minister. The top 20 MWUs containing technical vocabulary were identified in the corpus. Most were two‐word collocations (e.g., negative test, testing centre/s, and number of tests). Implications for identifying and dealing with technical vocabulary in both government communications and language education are discussed.

Need Analysis of DKV Student Toward English Listening Skill

In an increasingly globalized world, proficiency in English, particularly in listening skills, is essential for students across various disciplines, including Design and Visual Communication (DKV). This study aims to conduct a comprehensive need analysis to identify specific difficulties and requirements related to English listening skills among DKV students at Universitas Indraprasta PGRI. Utilizing surveys and stratified random sampling, the research gathers detailed data on current proficiency levels, perceived importance, and specific challenges faced by these students. Key findings reveal that while most students possess intermediate proficiency, they face significant difficulties with understanding different accents, fast speech rates, and technical vocabulary. These challenges are compounded by external factors such as background noise and lack of context. The study underscores the importance of tailored educational strategies, including exposure to diverse English accents, varied speech rates, and technical vocabulary specific to the DKV field. Additionally, it highlights the need for interactive and immersive learning experiences to enhance students' listening competencies. The results provide valuable insights for educators to develop effective interventions and support services, ultimately improving the academic and professional prospects of DKV students.

A Non-English Students' Strategies in Learning Technical Vocabularies

This research aimed to finding out the strategies that usually used in learning technical vocabularies by Non-English students’. This research applied the Descriptive Qualitative Method, which took 2 months period of it for the data collection by using interview. The research involved ten students’ from Faculty Economic and Business Universitas Muhammadiyah Makassar as the participants. The scope of the study is tend to analyze the strategies used by Non-English students’ in learning a foreign language, in this case English. A result of this research showed that the strategies that usually used in learning technical vocabularies by Non-English students’ most of the students’ used direct strategies, namely memory strategies, cognitive strategies and compensation strategies. And the students’ also used indirect strategies, namely metacognitive strategies, affective strategies and social strategies. Based on the data obtained, the researcher concluded that the students’ used both strategies in learning technical vocabularies.

Evaluating the Impact of Gamification on Learning Effectiveness in Technical Vocabulary Instruction

With the rise of digital education, the integration of gamified elements has emerged as a potential strategy to enhance student engagement and comprehension in various academic disciplines. This study seeks to evaluate the impact of gamification on learning effectiveness in the domain of technical vocabulary instruction during an online course. A mixed-methods approach was employed, involving data collection from students enrolled on an online technical vocabulary programme offered by the Language Centre at Gdansk University of Technology. A quantitative analysis of placement test scores, the frequency of using course material and final grades was conducted to understand their impact on learning outcomes, and data from surveys provided insights into students' perceptions and experiences with gamified activities. The findings indicate that the incorporation of gamification positively influenced learning effectiveness during the online course. Participants demonstrated higher levels of motivation, active participation, and a deeper understanding of technical terminology achieved through gamified interactions. The study's outcomes contribute to the growing body of research on gamification's potential benefits in online learning environments, especially in the context of technical vocabulary instruction, and offer valuable implications for educators and course designers seeking innovative approaches to optimize learning experiences in virtual settings.

Cognitive Technology to Evaluate the Academic Learning of Computational Cognition in Psychology Students

<p style="text-align:justify">This study illustrated an alternative way to evaluate students’ academic learning. It involved the joint and intertwined application of the natural semantic network technique, computer simulations, and semantic priming experiments to assess the cognitive changes in knowledge structures due to academic learning in two groups of psychology students. The experimental group was enrolled in a course on computational cognition, while the control group was oblivious to this course. The results indicated that the cognitive assessment tools discriminate the cognitive changes produced as a result of general training undertaken in a psychology degree versus the influence of a specific course. After the course, the experimental group increased their technical vocabulary, changed their conceptual valuation of definers related to computational theories of mind, and reorganized the relations among definers according to the computational cognition approach. Also, this group presented a higher connectivity index between the concepts of the semantic network, their conceptual activation level and conceptual co-activation pattern changed, and their access level to the evaluated schema’s concepts improved. In contrast, the control group did not show significant changes in their cognitive patterns after the course. These findings suggest that cognitive tools may be helpful in the diagnosis of academic learning.</p>

ЕФЕКТИВНІ СТРАТЕГІЇ ДЛЯ ПОКРАЩЕННЯ НАУКОВОЇ КОМУНІКАЦІЇ АНГЛІЙСЬКОЮ МОВОЮ

The article discusses the main strategies for improving scientific communication in English. It has been determined that the process of obtaining a university education includes educational and research components. The educational component includes the formation of English-language academic competence, the research component requires mastery of a scientific style of speech, since the essence of scientific communication in English is the exchange of information between a group of people united by common ideas and interests. In addition, it has been determined that effective formation of scientific communication in English for students is possible if a systematic approach to learning a foreign language is implemented. Formal (scientific publications and dissertation defenses) and informal communication in a virtual environment (conversations of scientists, speeches at conferences, electronic correspondence, other forms of computer communication) have been considered. Various aspects of scientific communication have been analyzed. It has been found that effective scientific communication requires an understanding of the audience (interacting with different groups, such as scientists, students, the public, politicians and financial partners, requires adapting the communication approach to their unique interests, technical level and perception of information), creating active interaction (creating forums for discussion where scientists and the audience can exchange ideas, questions and answers), using simple and understandable speech (avoiding complex terms and technical vocabulary, using analogies, definitions), using visual aids (interactive presentations, videos, graphics), use of modern technologies (social networks Twitter, Facebook and LinkedIn, websites and multimedia tools). Based on the analysis, the conclusions have been drawn that effective scientific communication is possible if the right strategies and tools are used. We see the study of scientific communication as a component of scientific and pedagogical activity as a perspective for further exploration.

Using Quizlet and Brain Quiz in ESP virtual classroom at technical university (CEFR level B2/C1)

Importance. The use of game design features in educational activities, or gamification of learning, is a popular, albeit contentious, trend in the field of education right now. This research applies gamification as a strategy to enhance inner motivation and learner autonomy in acquiring L2 technical vocabulary of the second language by students at the B2/C1 level in a virtual classroom.Research Methods. The case study uses a two-cycle action research design to assess the difference between learning terminology with and without Quizlet support throughout a spring semester 2022, observes the development of learner autonomy through a survey, and demonstrates the growth of inner motivation reflected by Brain Quiz team scores.Results and Discussion. The paired-sample t-test findings showed a significant difference between the two vocabulary learning cycles. After utilising Quizlet, students’ vocabulary scores on Moodle quizzes increased by 10 to 15 % on average across all grade levels. As part of the evaluation process, the online formative assessment “Brain Quiz” demonstrates that students with higher performance on Moodle quizzes are able to establish more productive teams.Conclusion. The study can contribute to the English Language Teaching (ELT) literature regarding innovative and technological tools that can improve students’ language skills in the 21st century.

Anthropomorphising Machines and Computerising Minds: The Crosswiring of Languages between Artificial Intelligence and Brain & Cognitive Sciences

The article discusses the process of “conceptual borrowing”, according to which, when a new discipline emerges, it develops its technical vocabulary also by appropriating terms from other neighbouring disciplines. The phenomenon is likened to Carl Schmitt’s observation that modern political concepts have theological roots. The authors argue that, through extensive conceptual borrowing, AI has ended up describing computers anthropomorphically, as computational brains with psychological properties, while brain and cognitive sciences have ended up describing brains and minds computationally and informationally, as biological computers. The crosswiring between the technical languages of these disciplines is not merely metaphorical but can lead to confusion, and damaging assumptions and consequences. The article ends on an optimistic note about the self-adjusting nature of technical meanings in language and the ability to leave misleading conceptual baggage behind when confronted with advancement in understanding and factual knowledge.

TEACHING TECHNICAL VOCABULARY: ARE MATCHING EXERCISES THE THING OF THE PAST?

TEACHING TECHNICAL VOCABULARY: ARE MATCHING EXERCISES THE THING OF THE PAST?

Exploring the impacts of mobile-assisted learning on university students’ technical vocabulary knowledge

Technical vocabulary acquisition holds paramount significance within academic and professional contexts. This research delves into the transformative potential of Mobile-Assisted Language Learning (MALL) in facilitating university students' mastery of technical words. The study examined the efficacy of digital flashcards (DFs) compared to traditional paper-based flashcards (PFs) as pedagogical tools for vocabulary instruction. In doing so, 80 Iranian psychology students with intermediate English proficiency participated in this research with an intervention that lasted for ten weeks. Their vocabulary knowledge was assessed using the Vocabulary Knowledge Scale (VKS) pre- and post-intervention, with an additional delayed post-test administered six weeks later. The results of mixed between-within analysis of variance (ANOVA) revealed that those using DFs outperformed the control learning condition (PFs) in both post-test (p < 0.001, η² = 0.240) and delayed post-test assessments (p < 0.001, Partial η² = 0.407), signifying the effectiveness of mobile-assisted learning in developing receptive and productive written knowledge of technical vocabulary. Additionally, the findings demonstrated that students who engaged with DFs exhibited substantially greater retention and recall of technical vocabulary over time (i.e., a significant effect for time), indicating the long-term benefits of MALL. The practical implications of these findings extend to English language teachers and learners in specialized fields, emphasizing the pedagogical value of mobile technology in optimizing technical vocabulary instruction.

Scaffolding for Multilingual Learners in Elementary and Secondary Schools (Book Review)

Within the K-12 school setting, multilingual learners (MLs) face many challenges related to understanding and learning critical content knowledge. Because K-12 content requires highly advanced and technical vocabulary, academic discourse, and strong writing skills, the material can be complex for MLs to grasp and master fully. Unfortunately, teachers sometimes underestimate MLs’ abilities in school and purposefully simplify content to help them comprehend classroom material more expediently (Pettit, 2011). These simplifications may impact their ability to learn higher-order thinking skills or their overall academic progress. To address the need to make content both accessible and challenging, teachers may consider using appropriate scaffolding techniques, such as incorporating students’ home languages and visual supports that value MLs’ contributions to their classes and enable them to grow academically. [First Paragraph]

Color-Based Metaphors in English and the Process of Metaphorization in Technical Texts: A Review Study

The study of the complicated processes taking place in technical texts could change not only the mechanism of a contemporary term formation, but also widen their meanings and extend spheres of their application in both monolingual and multilingual communicative settings. Accordingly, this review study aims at the elaboration of the use and classification of the color-based metaphorical terms in English as well as at the analysis of the tendency for metaphorization of technical texts in English. It further aims at explaining the tendencies in the development of technical texts that have caused changes in the development of technical vocabulary initiating the ongoing process of metaphorization and an extension of meaning of the existing and newly created terms. To this end, the complicated mechanisms underlying the emerging concepts of enduring metaphorization are explained and the processes of meaning formation, extension or compression are illustrated. In the end, as there are potential threats in the pattern of the color-based term creation in technical terms in English and their possible translation into other languages, some relevant caveats are provided.

Medical Spanish Graphic Activity: A MeGA Deliberate Practice Approach to Reducing Jargon Use With Spanish-Speaking Acute Care Patients.

Medical Spanish courses in US medical schools aim to teach patient-centered communication, yet many existing resources focus on technical vocabulary and may inadvertently increase jargon use with patients. Graphic medicine presents an opportunity for interactive learning that centers the patient experience, yet it has never been explored in medical Spanish education. We developed a Medical Spanish Graphic Activity (MeGA) for medical student deliberate practice of patient-centered verbal communication focused on three aspects: diagnosis, treatment, and follow-up care. Each 30-minute activity included a comics handout depicting a patient with a common problem. Students used voice-to-text technology to record their explanations in response to prompts. Transcripts were analyzed for jargon use, including total jargon, unexplained jargon, and problem words (non-Spanish words plus unexplained jargon), utilizing a previously published, reliable protocol for Spanish medical jargon classification. Participants voluntarily provided postactivity feedback. Twenty-nine fourth-year students with intermediate or greater Spanish skills participated in a series of 10 MeGA activities between January and April 2022. Unexplained jargon use and problem words progressively decreased for all transcripts (diagnosis, treatment, and follow-up; all ps < .001). Total jargon use also decreased, but this was not significant in follow-up transcripts (p = .38). All students agreed that MeGA helped them enhance communication skills applicable to patient care and self-identify strengths and limitations. MeGA is realistic to implement, engages students' active participation in the speaking domain, and reduces unexplained jargon use. Future studies should explore the broader application of this model and engage patient perspectives.

Trends in the development of vocabulary for emotion and cognition in English: A millennial perspective

Existing research has shown that there is much variation in diachronic development and borrowability rates across different semantic fields in English, but most work up to now has focused on specialized or technical vocabulary, rather than fields associated with how people express and conceptualize their feelings and thoughts. While some studies have explored the historical evolution of the emotion lexicon (e.g., Diller [2014]) and, to a lesser extent, the cognition lexicon (e.g., Kiricsi [2010]), the contrastive study of these semantic categories has yet to be a focus in the research landscape. Therefore, this paper aims to explore the development of the cognition and emotion lexicon over a period of thousand years, from Old to Present-Day English. We compare the emergence of words in these two semantic fields across three key dimensions: semantic subfields, source languages of roots and morphological structure. For this purpose, we created a sample of approx. 1400 nouns on the basis of the Historical Thesaurus of English (HTE; categories: 02.01 mental capacity and 02.04 emotion) and analysed their etymology with the help of the Oxford English Dictionary. To annotate the lexical items in our sample, we used the methods of formal-morphological analysis (e.g., Tyschenko [2003]; Krykoniuk [2022]) and semantic analysis (e.g., Pons-Sanz [2022]; HTE [2023]). We analyse our sample with clustering techniques (i.e., Principal Component Analysis and Correspondence Analysis) to determine general trends across the two lexicons (e.g. a greater involvement of Latin roots and compounding in the formation of the cognition lexicon, and Norse-derived roots and conversion in coinage of nouns referring to emotion), as well as specific features of each period of the English language (e.g. the significant impact that the Middle English period had on the lexicalization of memory, fear, compassion, pleasure and suffering, and the early integration of French-derived terms, as suggested by word-formation processes).