Linguistic Training Research Articles

4C/ID for Foreign Language Communication Teaching

Aim/Purpose: The purpose of this study is to investigate the effectiveness of a specialized instructional approach that combines empathic listening and culturally nuanced communication skills to enhance students’ preparedness for real-life cross-cultural interactions. By incorporating both psychological and specific sociocultural components within the 4C/ID model framework, this study aims to address the gaps in traditional communicative language teaching, which often emphasizes linguistic competence but lacks focus on the deeper cultural, psychological, and sociological dimensions essential for meaningful communication in diverse cultural contexts. Specifically, this study seeks to determine whether this integrated approach can improve communicative competence, bridge performance gaps between high- and low-achievers, and support the development of culturally adaptive communication skills among language learners. Background: While communicative language teaching approaches have significantly improved students’ readiness for real-life interactions, traditional methods often fail to prepare learners for the complexities of cross-cultural communication. These approaches typically emphasize linguistic competence and practical conversation skills but rarely incorporate deeper communicative competencies rooted in cross-cultural psychology, sociology, ethnography, or cultural studies. As a result, students may be able to use the language fluently yet lack the awareness of sociocultural behaviors, non-verbal cues, and context-specific communication strategies essential for meaningful cross-cultural exchanges. This study addresses these limitations by implementing a specialized training program based on the 4C/ID model, designed to integrate empathic listening and culturally nuanced communication skills, divided into psychological and specific sociocultural components. This provides a more comprehensive approach to preparing students for authentic intercultural interactions. Methodology: Experimental comparison of the effect sizes of a conventional language teaching methodology (the control group) and a 4C/ID model for communication teaching (the experimental group). Twenty-seven adults (25 females, 2 males, age range 18-36, mean age = 21.3) were randomly divided into control and experimental groups. They underwent cognitive testing before the learning period. The analysis showed no statistically significant differences in the groups’ results (Mann-Whitney U test). The students were taught Japanese using two methodologies for nine months. The experimental group had 4C/ID communication training, while the control group had conventional tasks. To assess language skills, written and oral tests were employed. The assessment of subjects’ oral skills was a blind test performed by a native speaker. Contribution: This paper contributes to the field of language education by advancing a comprehensive approach to teaching communicative competence that goes beyond traditional linguistic training. It introduces an instructional model that integrates empathic listening with culturally specific skills, combining insights from cross-cultural psychology, sociology, and ethnography within the framework of the 4C/ID model. Findings: - The ability to maintain dialogue is improved by the awareness of extralinguistic phenomena pertaining to a given speech community. - The systematic approach to communication teaching decreases the gap between low-achievers and high-achievers. - Special communication training affects the oral exam results but not the written exam. Recommendation for Researchers: To enhance the clarity and accuracy of research findings, it is advisable to differentiate between the pure linguistic, psychological, and sociocultural aspects of communication. Utilizing tests such as pre-tests and/or post-tests, tailored to the specific research objectives, can help in measuring these aspects separately and in isolation. Future Research: Future studies should explore the long-term effects of empathic listening and sociocultural training on communicative competence across diverse cultural contexts. Additionally, the research could investigate the minimum linguistic proficiency required to effectively employ these skills and the potential for adapting this approach to other fields where cross-cultural communication is essential, such as international business and healthcare.

Dans les soutes de la mondialisation : les insécurités langagières des travailleurs d’en bas

In the great upheavals of globalization, this article will focus on those who are not directly involved in this great movement. These include migrants. For them, the most useful language is that of survival, both social and professional. In this context, we will focus on the training demands that emanate from certain professional fields in France, formulated in the urgency of economic and human situations that concern the public employment actors, the training structures and of course the learners/workers themselves. Indeed, certain economic sectors are under pressure, in the sense that they are struggling to recruit. Recourse to migrant labour is therefore one of the solutions, but, in most cases, the question of mastering the language of the host country in oral and/or written form arises,. Didactic solutions must be found on a case-by-case basis, in a very precise and specific way. In order to describe and analyse this situation, the article will be based on two experiences of technical and linguistic training in two vocational training fields: i) catering and ii) building and public works.

Internationalisation of Cadiz Bay Port: Staff Training in English for Specific Purposes

Abstract The maritime sector is pivotal for the economic growth of coastal cities like Cádiz, Spain. In our globalised world, ports face high competitiveness, emphasising the growing need for English-proficient staff. This research focuses on the Port Authority of Cádiz Bay’s language-training programme, aiming to enhance employees’ English proficiency for job excellence. Through a qualitative study, the paper not only analyses the current programme but also proposes an alternative linguistic training approach. The ultimate objective is to equip port workers with language skills that contribute to providing excellent services to users, addressing the evolving demands of the maritime industry.

Direct long-acting antibodies: updating the language of RSV prevention to reflect the evolution of mAbs.

The language of medicine is constantly evolving, typically to better describe a new understanding of disease, adjust to changing social sensibilities, or simply to reflect a new drug class or category. We address the need for an updated language around monoclonal antibodies, or "mAbs" - a widely used medical term, but one which is now too general to accurately reflect the range of mAb pharmaceuticals, their effects, and the intended patients. The question of "what should we call a monoclonal antibody immunisation against respiratory syncytial virus (RSV) to ensure accurate understanding of the product?" was the basis for a virtual advisory panel in May 2022. The panel was convened by Sanofi with the intention of reviewing appropriate language in terminology in the context of mAb-based prophylaxis for RSV. The panel comprised several global experts on RSV and vaccination, a trained linguist specialising in doctor-patient interactions and medical language, and several experts in marketing and communications. We suggest the term "Direct Long-acting Antibody" (DLA) for a specific sub-class of mAbs for use in prevention of RSV disease in infants. This terminology should differentiate from other mAbs, which are generally not used as therapies in infants. This change will more accurately convey the specific mode of action of a mAb in infants, and how it could impact the prevention of communicable diseases: this class of mAbs is not an active treatment, but rather will offer direct and rapid protection lasting at least 5 months.

REFLECTIONS ON THE ASYMMETRY OF THE LINGUOCULTUROLOGY STUDY OBJECT

The purpose of this scientific research is to highlight the problem of asymmetry in the process of studying various sections of the language and speech system in linguoculturology. The object of study is priorities in the selection of research issues in linguocultural studies. The subject of the proposed research is the processes that cause one-sidedness of the linguoculturological study of the language and speech system in modern linguistics. The results of the analysis make it possible to draw conclusions that the active study of the linguocultural foundations of lexical and phraseological elements is facilitated by the openness of lexical and phraseosemantic systems of language and speech, the parallel study of many of them in other scientific areas: cultural studies, history, ethnography, folklore studies, literary studies, etc. Linguoculturologists ignore numerous elements of grammatical, word-forming, prosodic, phonetic, and even lexicological subsystems of language and speech, which play an important role in the lingual culture of all languages. These subsystems are mainly organized by syntagmatic-paradigmatic relations, the discovery and description of which requires a comprehensive approach to the material and enhanced theoretical linguistic training.

METHODS OF TRANSFERRING FULL WORD-FORMATION AFFIXES IN THE NATIONAL CORPUS OF THE KAZAKH LANGUAGE

This scientific article studies methods of transferring full word-formation affixes in the National Corpus of the Kazakh language. Affixes play an essential role in the forming of word formation and semantics of a language, and the study of their transmission is crucial for linguistic theory and practice. The purpose of the study is to analyze and systematize approaches to word-forming affixes in the corpus of the Kazakh language.The main areas of research include the analysis of the morphological features of affix transfer, as well as the identification of contexts in which various transmission options for transfer are possible.A short description of the scientific and practical significance of the work: the study allows us to better understand the proc esses of word formation in the Kazakh language and develop effective methods for automatic processing of texts in this language. It is also of practical importance for the creation of linguistic resources and the development of language applications. Brief description of the research methodology: the research methodology includes the analysis of textual material from the national corpus of the Kazakh language, as well as the use of linguistic tools and data analysis to determine the features of the transmission of affixes. The main results and analysis of the research work, conclusions: the study revealed various ways of transmitting wordforming affixes, including morphological constructions, in the corpus of the Kazakh language. The analysis made it possible to identify the features and frequency of these methods. Value of the conducted research: this study contributes to the linguistic theory, and enriches our knowledge about the mechanisms of word formation and ways of transmitting linguistic elements in the language corpus. In addition, the results obtained can be useful for the development of language technologies and resources for the Kazakh language. Practical significance of the results: the study can be used in the creation of automatic systems of text processing systems in the Kazakh language, and the development of language applications, such as in linguistic training and translation. The obtained results and conclusions can become the basis for further research in the field of linguistics and computational linguistics.

Individualization of professional training of future specialists in philological specialties

The article deals with the ways of personalizing the methodological training of future linguists. The nature of the subject's experience of methodological activity is revealed. The importance of designing a personal trajectory of methodological formation and self-development for a student is confirmed. The necessity of creating a personalized and structured learning environment when teaching in higher education institutions is emphasized. Teaching methods that contribute to the formation of an individual methodological style for future teachers are identified. As a result, the creation of a personalized and systematic learning system is of particular importance in the systematic training of future linguists in higher education institutions. The environment that designs personal trajectories of students' methodological formation and self-development includes considering their characteristics and subject experience, developing appropriate learning strategies, and developing their methodological style.

FACTORS AFFECTING LISTENER PERCEPTION OF ACCENTED SPEECH: THE ROLE OF ACCENT FAMILIARITY AND LINGUISTIC TRAINING

ABSTRACT Listeners have been shown to judge second language (L2) users more negatively than L1 speakers on measures of language proficiency and even on personal qualities. However, less is known about what factors affect listener judgment which this study seeks to explore. In the study, one first language (L1) English speaker recorded her spontaneous speech (i.e. the baseline recording). Three other speakers of English (with Northern American, moderate Chinese, and heavy Chinese accents) read aloud two scripts controlled for content and language (one grammatical and one ungrammatical), resulting in six scripted recordings. Six-hundred and eighty-seven listeners with mixed L1s were randomly allocated into six groups. Each group listened to the same baseline recording and a different scripted recording. They evaluated the speakers’ proficiency on 9-point scales and reported their background information via an online questionnaire. Results suggested that speakers’ accents negatively influenced listeners’ proficiency judgment. However, a threshold was observed regarding this influence; specifically, the moderately-accented speaker was not perceived negatively compared to L1 speakers. Multiple regression showed that listeners’ accent familiarity and linguistic training were positively associated with their rating severity, meaning that these variables have the potential to affect listeners’ perceptual bias against L2 users.

Pedagogical linguistics: Connecting formal linguistics to language teaching

Abstract: This article reports on the beginning of a new pan-European enterprise called pedagogical linguistics, which can be distinguished from related approaches on several grounds. Crucially, pedagogical linguistics centers on teaching structural properties of 'language', not just properties of specific languages. Although this crosslinguistic perspective on language is already part of language practitioners' training, student teachers are often not able to draw the connection between formal linguistic training and their teaching in a multilingual classroom. Pedagogical linguistics addresses this lack of awareness and therefore aims at raising 'linguistic' awareness (in addition to language awareness) by highlighting the relevance of formal structural concepts for language pedagogy.

Cognitive training incorporating temporal information processing improves linguistic and non-linguistic functions in people with aphasia

People with aphasia (PWA) often present deficits in non-linguistic cognitive functions, such as executive functions, working memory, and temporal information processing (TIP), which intensify the associated speech difficulties and hinder the rehabilitation process. Therefore, training targeting non-linguistic cognitive function deficiencies may be useful in the treatment of aphasia. The present study compared the effects of the novel Dr. Neuronowski® training method (experimental training), which particularly emphasizes TIP, with the linguistic training commonly applied in clinical practice (control training). Thirty four PWA underwent linguistic and non-linguistic assessments before and after the training as well as a follow-up assessment. Patients were randomly assigned to either experimental (n = 18) or control groups (n = 16). The experimental training improved both non-linguistic functions (TIP and verbal short-term and working memory) and linguistic functions: phoneme discrimination, sentence comprehension, grammar comprehension, verbal fluency, and naming. In contrast, the control training improved only grammar comprehension and naming. The follow-up assessment confirmed the stability of the effects of both trainings over time. Thus, in PWA, Dr. Neuronowski® training appears to have broader benefits for linguistic and non-linguistic functions than does linguistic training. This provides evidence that Dr. Neuronowski® may be considered a novel tool with potential clinical applications.

Тополектизация поэтического текста в годы формирования китайской «новой поэзии»

The paper explores the infiltration of topolect into the poetry of Liu Bannong and Crescent Moon Society authors, induced by the Folksong Collection Movement, often labeled as introducing vernacular into poetry. The language of Liu Bannong’s New Poetry presents a complex hybrid between the emerging literary norm, local Beijing vernacular and his native lect of the northern Taihu region. Many contemporaries noted his poetry’s merits and his invaluable contribution to New Poetry development, greatly facilitated by Liu Bannong’s professional linguistic training. Following Liu Ban Nong’s footsteps, the Crescent Moon Society suggested experimenting with a new poetic language through the prism of the vernacular. Theorizing was supported by poetic practice: the authors of the Crescent Moon Society included topolect vocabulary in the texts abundantly, and directly marked individual poems as colloquial. In addition to inlaying topolect vocabulary or including large fragments of text written in topolect, topolectization was also carried out through rhyming. Despite the fact that further influence of this topolect poetry remained underestimated, the emerging connection between topolect and the authentic embodiment of the idea of a national language has become important for any discussion about language reform in the new China.

The Maze Task Mobile: Using a Psycholinguistic Experimental Technique as a Pedagogical Tool for Language Learning

This study presents a mobile application of the maze task as a complementary activity for second language learning. The application facilitates conducting linguistic training sessions with the maze task for both pedagogical and experimental purposes. We designed the Maze Task Mobile, used it in English classes with native speakers of Brazilian Portuguese, and analyzed student perceptions through an attitude survey. Besides presenting the application in detail, we discuss the results from the survey and from participants’ accuracy in the task highlighting the benefits of this first mobile version of the maze task as well as improvements needed for future development.

The influence of raters and scoring procedures on EIT outcomes: An exploratory study

This mixed-methods study examines the role of rating modality (aural vs. written) and rater characteristics (language background, linguistics training) on outcomes on a Spanish elicited imitation task (EIT) and provides insight into rater cognition during the scoring process. Thirty Spanish-English bilingual raters were divided into two conditions—one that scored test-takers’ audio-recorded oral EIT productions, the other that scored written transcriptions. Within each condition, raters varied according to their language background (native vs. nonnative Spanish speaker) and linguistics training (no training, minimal training, moderate training, extensive training). All raters scored the same six 30-item EITs using Ortega et al.’s (2002) rubric. Ten raters additionally completed a think-aloud protocol during their scoring. Ordinal logistic mixed-effects modelling was used to explore quantitative interrater differences in scoring (k = 5,400), and content analysis (Krippendorf, 2018) was employed to investigate patterns in the verbal reports. Results reveal significant differences in EIT outcomes according to rating modality and language background but not linguistics training. Raters scoring in the aural condition and native Spanish speakers rated test items higher than their written condition and nonnative Spanish-speaking counterparts. Analyses of the verbal reports suggest some systematic differences in rating considerations according to rating modality such as differences introduced by punctuation in the written modality or by the need to determine what language was produced in the aural modality. The findings contribute novel information for EIT validity arguments and have implications for rating procedures for future EIT studies.

Criminal law or penal law: which one is it?

The teaching of Spanish Law in English responds to the dynamics of European integration and to the set of policies carried out in the European Higher Education Area. By offering training in English, universities can enhance the linguistic training of their graduates, improve their understanding of other legal systems, and attract international students. However, this objective is accompanied by several challenges. The first of these is the need for both teachers and students to be proficient in the language. The transition to an English language curriculum requires a high level of linguistic competence on the part of teachers along with continuous language improvement. Similarly, students must possess the language skills necessary to understand complex legal concepts and to participate effectively in debates. Teaching Spanish national law in English poses specific challenges, such as pedagogical adjustments, creating legal materials in English and achieving linguistic clarity while maintaining legal precision. Specific problems arise in the context of criminal law, such as navigating nuanced legal terminology, understanding different legal systems, or explaining legal categories that do not exist in other jurisdictions.

A Linguistic Analysis of Sexism-Related Hate Speech in Social Media

The aim of this article is to present the functioning of a dual algorithm/human analysis and to investigate the means with which to study hate speech, especially sexism-related hate speech, in the online environment, focusing on social media comments and hashtags. Another aim is to investigate new linguistic trends in contemporary online hate speech that can be revealed via quantitative hate speech analysis. In the first part, the concept of hate speech is briefly introduced in a linguistic context. In the second part, an example of a Twitter hashtag is analyzed. In the third part, an algorithm for the identification of sexism-related hate speech from the corpus available at hatespeechdata.com is discussed. The article demonstrates the methods of evaluating selected types of online content for the presence of hate speech. It is made evident that algorithm-based hate speech qualification is an insufficient tool for identifying hate speech and that qualitative analysis by a trained linguist is necessary.

DISCURSIVE EVENT "APPOINTMENT TO A POSITION": THE SPECIFICS OF THE ARCHITECTONICS OF THE OFFICIAL DOCUMENT

Aim. To interpret the specifics of the architectonics of an official document with a discursive event “appointment to a position” in German, English and Russian. Methodology. The analysis of the claimed discursive event is carried out using descriptive and comparative methods, as well as by analyzing the structure and interpreting information in an official document when decomposing it into its constituent parts for their further interpretation. Results . The discourse analyzed in three languages is characterized by a similar situation, content and the same goal setting. Discursive architectonics, the number of participants in the “appointment to a position” event coincide in the languages studied. However, there are differences in the use of emotionally expressive vocabulary in the discourses of German and English, and it is completely absent in the Russian-language discourse. This indicates the existence of typological features of the official document “appointment to a position”, regardless of the language, as well as the individual linguistic features of each of the presented discourses. Research implications . The results obtained are important for various branches of the science of language: Text Theory, Text Interpretation, Text Typology. Using these results will be important for the training of linguists, especially in terms of familiarizing them with the latest requirements and features in the field of written business communication.

INNOVATIVE PEDAGOGICAL TECHNOLOGIES AS A MEANS OF MODERNIZATION OF HIGHER EDUCATION

The article is devoted to the consideration of current issues of educational innovation in the context of modern paradigmʼs formation in higher education.As a result of the conducted research, the essence of innovative pedagogical technologies as a means of modernizing the current educational environment is established. Based on the analysis of the regulatory documents of the education development strategy, the author substantiates the natural prerequisites for updating the educational policy in the context of European integration and global challenges of today as well as effective implementation and proactive approval of progressive achievements of education and science in the practice of domestic universities. In terms of the raised problem, the content of technological processes as a pedagogical category is revealed. In addition, the pedagogical meaning of innovations and the process of innovations in technologies as well as methods of modern education are clarified. Moreover, the meaningful content of key concepts in the field of technological education is examined.The article highlights the fundamental theoretical and methodical foundations of the formation of an improved system of promising technologies, aimed at the development of communicative, creative and professional competencies of students. The practical levers of the productive use of modern pedagogical technologies in the training of future competitive specialists of the innovative type are outlined. The specifics of the targeted application of methodological innovations in the interactive environment of higher education institutions based on the principle of their integration with traditional forms and methods of organizing educational and cognitive activities are revealed.In the research, the descriptive method, the method of critical analysis of scientific and methodical sources, generalization and systematization of practical experience as well as the method of systematic analysis are used.
 Keywords: educational environment; educational technologies; innovation; innovative pedagogical technologies; interactive learning technologies; learning technologies; linguistic training; modernization of education.

Richard Thurnwalds formative Phasen in Österreich und Bosnien

The present analysis examines a number of fairly recent research in-sights and the underlying sources related to the early phases of Richard Thurnwald’s career. These phases unfolded mainly in Vienna, Bosnia and Graz, before Thurn-wald moved to Berlin in 1901, eventually to become one of the world’s best-known socio-cultural anthropologists from the German-speaking countries in the twen-tieth century. This article examines Thurnwald’s fieldwork experience in Bosnia against the background of that region’s status in the Habsburg Empire, and in view of the conceptual, methodological and linguistic training Thurnwald brought with him. It then contextualizes Thurnwald’s field methods within a wider spectrum of the methodological pluralism of Vienna’s academic landscapes, and examines the role of Ludwig Gumplowicz in Graz for shaping Thurnwald’s next career moves. As a result, a detailed assessment of the continuities and discontinuities between this and subsequent phases in Thurnwald’s career promotes an improved understan-ding of his biography and oeuvre.

Independent work of university students in learning a foreign language

The article considers the main problems that arise in the organization of independent training of students of non-linguistic specialties in the course of teaching foreign language communication. Independent work in foreign language training in the system of higher professional education is considered as a tool, a means of mastering the system of professional knowledge, methods of cognitive activity. The author has analysed theoretical approaches, Russian and foreign experience of pedagogic work. The methodological and organizational aspects of this problem were studied and structured. Taking into account modern conditions, the pedagogicpossibilities of combining traditional and distance forms of organization of independent work of students are considered. Based on the conducted experimental types of training, the optimal forms of presentation and organization of educational material were identified, aimed at developing students' abilities of creative thinking, research work with extended language material, independent organization of educational activities, and the individual approach to the implementation of educational tasks. As a result, methodological requirements and methods for optimizing the independent learning activities of university students in the new conditions of the hybrid system of the educational process at the university based on foreign experience and original research have been developed. The role of the teacher in the organization of independent activity, personalization of the language material, stimulation of the skills of its critical comprehension is shown. All presented organizational and pedagogic strategies have shown their effectiveness and can be implemented in the process of linguistic training of university students. Methodological grounds can serve as guidelines in the creation of educational and methodological developments.

Thesaurus modelling of English mythological terminology (semantic field for the term «God»)

It is found that in the mythological discourse of English-speaking countries there are many concepts that are represented in the minds of people who study English as a fuzzy set of isolated concepts. This leads to difficulties that hinder the understanding and correct use of mythological terminology. The purpose of the study is to systematize the English-language mythological discourse and its terms using the thesaurus approach, which involves the construction of semantic fields and the identification of the information-semiotic nature of the studied terminology. To identify the meaning of the terms under study, we chose a semiotic approach, since in it each linguistic sign is considered as a sign consisting of the signified or content side of the linguistic sign and the signifier (otherwise called the MY? expression). It is in the signified of the linguistic sign that the meaning components are laid, which allow revealing the semantic nature of the term. Thus, it is the information-semiotic nature of the terminology Greek mythology that acts as the subject of research. In the course of the study, the semantic field god was constructed with two schemes of semantic relations; a dictionary entry was written for each term of this field. The study showed that the identification of the information-semiotic nature of English mythological terminology contributed not only to the differentiation of nuances in the meaning of mythological terms due to the creation of new dictionary entries, but also helped to clearly illustrate the connection of terms within the field by constructing schemes intended for the title term God. The results obtained can be used in the process of professional training of linguists, as well as for the development of lecture courses and for conducting seminars on foreign literature