Understanding Of Text Research Articles

LINGUISTIC STRATEGY IN A CULINARY CONTEXT: PROCEDURE TEXT APPROACH TO TRADITIONAL FOOD AND CURRENT COOKING RECIPES

The aim of this study is to discuss linguistic strategies in the context of procedure texts, highlighting the appropriate use of language to guide readers through the necessary steps. In this case we can find out the effectiveness of using linguistic strategies in the context of procedural texts in learning language comprehension for students at SMK Negeri 5 Palembang. The research methods used in this research were interviews and questionnaires. The research sample consisted of 29 students consisting of 15 male students and 14 female students. Data collection techniques were carried out using interviews and questionnaires. The results of this research indicate that linguistic strategies are effective for teaching understanding of procedural texts to class X students at SMK Negeri 5 Palembang.

Large language models for generative information extraction: a survey

AbstractInformation Extraction (IE) aims to extract structural knowledge from plain natural language texts. Recently, generative Large Language Models (LLMs) have demonstrated remarkable capabilities in text understanding and generation. As a result, numerous works have been proposed to integrate LLMs for IE tasks based on a generative paradigm. To conduct a comprehensive systematic review and exploration of LLM efforts for IE tasks, in this study, we survey the most recent advancements in this field. We first present an extensive overview by categorizing these works in terms of various IE subtasks and techniques, and then we empirically analyze the most advanced methods and discover the emerging trend of IE tasks with LLMs. Based on a thorough review conducted, we identify several insights in technique and promising research directions that deserve further exploration in future studies. We maintain a public repository and consistently update related works and resources on GitHub (LLM4IE repository).

Research on adversarial attack and defense of large language models

Abstract. Large language models (LLMs) have made excellent progress in text and image understanding and generation. However, with the wide range of applications of these models in various industries, the issue of their security, especially the defense against adversarial attacks, has become a focus of research. This study focuses on exploring the adversarial attacks faced by LLMs and their defense strategies, especially the design and optimization of defense mechanisms. Through literature review and case studies, this paper analyzes in detail the white-box and black-box attack patterns against LLMs, including model inversion, backdoor attacks, and token-based strategies. In response to these attacks, this paper proposes a series of defense strategies, including preventive measures such as data augmentation, adversarial training and model regularization, as well as real-time attack detection and response strategies such as anomaly detection and adversarial sample detection techniques. The core of this research is to improve the robustness and trustworthiness of LLMs, providing the necessary guarantees for their integration and sustainability in multiple industrial applications. In addition, this paper proposes future research directions, highlighting the importance of developing advanced defense systems, promoting interdisciplinary research and exploring new applications for LLMs. This research provides valuable insights into understanding and improving the security defense mechanisms of LLMs, which is essential for maintaining the security and user trust of these models.

Pathways to motivation and learning in English language education: a case of two youths engaging in multiliteracies

Purpose This study investigates the effect of digital multimodal composing (DMC) on student motivation and literacy in English as a Foreign Language (EFL) contexts. It explores how students engaged in creating digital animations to respond to literary texts and the implications for integrating DMC into traditional literacy practices. Grounded in social semiotic theory and Self-Determination Theory, this study aims to understand how digital composing influences student engagement, motivation and literacy development. Design/methodology/approach Qualitative data were gathered over a six-month period using a combination of student surveys, semi-structured interviews, reflection logs and student-produced scripts/animations. This study focused on two university students who engaged in multimodal projects as part of their extracurricular EFL activities, examining their processes and reflections. Findings Students demonstrated strong intrinsic motivation during DMC processes, largely due to the social affordances provided by digital multimodal composing. By combining traditional literacy skills with digital practices, students experienced enhanced creative expression, enhanced meaning-making and a deeper understanding of literary texts through the production and sharing of animated videos. This process promoted both emotional and cognitive engagement, emphasizing the importance of teacher guidance and digital tools in creating a more dynamic and supportive learning environment. Practical implications This study outlines a practical approach to DMC through a structured process: selecting and reading a book, proposing a change as if requesting it from the author, creating and sharing a video on YouTube to explain the change and reflecting on the experience. This approach can guide educators in designing activities that deepen student engagement, enhance critical thinking and integrate digital tools with traditional learning methods. Originality/value This study contributes to the understanding of how digital technologies can transform traditional literacy practices, offering insights into the benefits of multimodal composition for language learning and motivation in EFL contexts. It provides practical examples of how students and teachers can leverage digital tools to enhance literacy education and prepare students for 21st-century challenges.

Violence and apocalyptic notions in Mark 13

Mark 13 is famously known as the most challenging text in the entire Markan gospel. In Mark 13:7–8, the Markan Jesus foretells a tumultuous period marked by wars, rumours of wars, nations in conflict and natural hazards, aligning with common motifs in apocalyptic literature. The language vividly depicts a world in upheaval, emphasising cosmic and earthly disturbances as harbingers of climactic historical moments. The destruction of the temple, announced in Mark 13:2, is subject to both literal and symbolic interpretations, with some associating it with the historical event of the Second Temple’s destruction in 70 CE and others perceiving it as a symbol of the end of an age. Approaching Mark 13 without being triggered by violent connotations is unthinkable. Hence, responsible interpretation is pivotal in addressing such potentially violent connotations, particularly considering contemporary world conflicts. Sensitivity, without compromising the truth of the message of Mark 13, is crucial when considering the text’s impact on war-torn communities. This applies both to a reading that simulates the possible intention of the text within the context in which the Gospel, according to Mark, originated and to a historically informed use of such a reading considering contemporary conflicts. This study aims to employ a historiographical hermeneutic as an investigative tool to contribute a plausible understanding of the present text and avoid utilising this text as proof to promote violence and wars today. Especially, when one considers the recent catastrophes: natural hazards, civil unrest and wars across the world. Some are quick to utilise the Olivet discourse to explain such gruesome activities.Contribution: This study contextualizes Mark 13 within the 1st century CE, focusing on the Second Temple’s destruction in 70 CE. It promotes a sensitive interpretation, avoiding justifications for contemporary violence, and highlights the text’s relevance by drawing parallels between its turmoil and current global conflicts, encouraging ethical reflection.

Research on the Cultural Factors of Insufficient Expression of Emotion in the Application of AIGC Technology in Film Production

This study discusses the application of AIGC technology in film production and its shortcomings in emotional expression. AIGC technology provides efficient, low-cost solutions in multiple aspects of film production, such as script writing, special effects production and image generation. However, AIGC technology still presents challenges in emotional expression and accurate communication of cultural context. This paper analyzes the application status of AIGC technology in movies and points out its limitations in character expression, tone of character lines, and background construction. It is found that the emotional expression of characters generated by AIGC often lacks delicacy and cannot perfectly present complex emotional changes, especially for the emotional expression in a specific cultural background. To this end, the article suggests that the AIGC technology should play a greater role in film production by enriching the emotional and cultural data of the AIGC model and strengthening the deep understanding of text and images.

Using ChatGPT in planning English language classes

The digital transformation is a global trend in modernizing educational systems. Implementing digital technologies in Russian educational institutions has been legally established and has become an everyday practice for teachers and students. The transition to new forms of learning, including interaction with artificial intelligence (AI) in combination with other technological solutions, contributes to solving applied problems, such as optimizing teacher’s working time. This article explores the possibilities of using AI (in particular, ChatGPT) as a tool for English lesson planning and instructional design.The article provides an overview of the capabilities, basic principles of interaction, and prospects for using ChatGPT in the educational process. The main part of the article consists of examples of ChatGPT responses to requests from a user — an English language teacher. As a result of interaction with ChatGPT, we were able to create a lesson plan as well as exercises for the development of lexical skills, for monitoring text understanding, for developing speaking skills and listening skills. The article demonstrates that the use of ChatGPT in English language lesson planning opens new perspectives for effective individualized learning and expands the possibilities for creating attractive and relevant educational content to meet diverse needs of students.

Peculiarities of the Use of Professionally Oriented Vocabulary by Future Agrarians while Learning English

The article is devoted to the study of the peculiarities of bilingualism of students of non-linguistic specialties when learning English. The terminological vocabulary allows accurate and accessible presentation of a content of this subject area and ensures correct understanding of the text. To represent the relations of information units (represented in terms), commonly used words are needed, which requires the use of ordinary language and leads to an appearance of ambiguity during their use. Purpose. The objective of study is consideration of linguistic particularities of agrarian professionally oriented vocabulary, which is used while studying a foreign language at the university. The methodology covers a comprehensive set of theoretical and empirical research methods, including the analysis of scientific sources, regulatory documents, pedagogical observation, description, classification and systematization. The study was related to students of the second year of full-time study of the agronomy specialty in Vinnytsia National Agrarian University, Ukraine. Results. The fact that the terms carry the main semantic load that in the literature of the agrarian direction, occupying the main place among other general literary and official words, is illustrated with examples. A detailed (conceptual) description of the agrarian industry has been carried out. It is noted that English-language agronomic texts differ in syntactic structure and complexity and are characterized by adverbial, infinitive and gerund inflections, as well as other purely language constructions, which in turn complicate text understanding and pose additional challenges to a translator. It is proved that the dictionary of agricultural terms is replenished by borrowing lexical units from everyday speech and by reinterpreting or narrowing their meanings. It is indicated that the colloquial language is enriched due to the expansion of the meanings of special terminological units. This dynamic two-way process testifies to a language development and translation complication activity due to the need to select the appropriate translation variant of multi-meaning lexical units. The investigation concluded that the clustering of many terminological constructions requires a correct division into immediate components and a serious familiarization with reference materials, a deeper immersion in the subject area. It is shown that agrarian terminology needs careful lexical and grammatical analysis in order to determine the optimal ways of its use. However, terminology alone is not sufficient to transfer or disseminate knowledge, as knowledge is culturally defined in human society.

Style of Technical Language: Oil and Gas Discourse

The present paper discusses the style and characteristics of technical language generally and oil and gas discourse particularly and shows the differences between technical and scientific language. The paper starts with providing an overview on technical language and the historical emergence. Then, it shows the difference between technical and scientific language because scads of people think they are the same, which is not the case. The paper proceeds to discuss the style and characteristics of technical language giving examples [along with the Arabic proposed translation] about each characteristic for further clarification, and it moves to discuss oil and gas language showing how this discipline is versatile and interdisciplinary. Finally, the paper recapitulates the characteristics of oil and gas discourse and provides examples [along with the Arabic proposed translations] about each. This paper might be of great benefit for specialist and non-specialist individuals who use technical language, including academics, engineers, technicians, linguists, translators and many more, as it helps to improve understanding of technical texts [which is beneficial for translators] and advance the writing skills of specialist individuals.

Strategies of Social Studies Teachers in Using Natural Tourist Attractions as Learning Resources for Middle School Students in Semarang Regency

. Education generally demands that the learning process should not be directed solely toward textual understanding, but rather encourages contextual learning. In this approach, learning should utilize a variety of learning resources that keep pace with advancements in science and technology, and are also closely tied to up-to-date developments in the surrounding environment and society. By using local environmental issues as a learning resource, it is expected that students will obtain more accurate and reliable information. The aim of this research activity is to identify and explain natural tourist attractions in Semarang Regency as learning resources for social studies in junior high schools. The method used is qualitative. The data sources consist of primary and secondary data. Data collection techniques include interviews, observation, and document/archive analysis, while the validity of the data is ensured through technique triangulation.

“Should you really chat while reading?” effects of on-screen multitasking and text disfluency on integrated understanding

Students' multitasking during lectures or academic assignments is a common activity that may have negative effects on performance. It is therefore relevant to investigate under what conditions such negative effects can be reduced. The current study brought together two separate lines of research to examine the effects of on-screen multitasking and text disfluency. Multitasking required students to read and respond to social media messages during reading. Text disfluency was perceptual in the form of harder-to-read versus easy-to-read text. We included 208 university students, who were randomly assigned to one of the four conditions resulting from a 2 x 2 between-subjects design. Participants read two dual-positional texts on sun exposure and health. Dependent on the assigned condition, they could read perceptually fluent or disfluent texts, and they could intermittently receive, or not receive, on-screen social media messages while reading. As outcome variables, we measured participants’ perception of cognitive load, integrated text understanding, and metacognitive calibration of text understanding. We also controlled the possible contributions of the individual differences of prior knowledge, reading comprehension skills, working memory, and cognitive flexibility. Results showed a negative effect of multitasking on the integrated understanding of the dual positional texts with non-multitaskers outperforming multitaskers. Perception of cognitive load and metacognitive calibration were not affected by multitasking. No impact of disfluency was observed for any of the outcome variables, and the interactive effect of multitasking and disfluency was also not statistically significant. Limitations and directions for future research are discussed.

The Perception and Meaning of a Literary Text in the Initial Stage of the Basic Level of Education in the Context of the Use of Cross-Curricular Connections (The Teacher‘s Point of View)

The article examines the problem of perceiving and making sense of a literary text, using interdisciplinary connections for this purpose. A brief retrospective analysis is introduced, then the relevance of the problem is emphasized. The methodology of the research is presented with the survey conducted among teachers from the initial stage of the basic level of education and conclusions from the two components are drawn. The survey is entirely online. It is based on two criteria with corresponding co-indicators to them. It includes questions about the perception and understanding of literary text by students in the elementary stage, as well as the use of intersubject connections by teachers - opinions about their usefulness, examples of their application and achieving the motivation of students for the learning process; as well as the strategies used to improve skills, the difficulties students encounter, and the joint activities with parents. Relevant conclusions have been drawn.

CRISP: A cross-modal integration framework based on the surprisingly popular algorithm for multimodal named entity recognition

The multimodal named entity recognition task on social media involves recognizing named entities with textual and visual information, which is of great significance for information processing. Nevertheless, many existing models still face the following challenges. First, in the process of cross-modal interaction, the attention mechanism sometimes focuses on trivial parts in the images that are not relevant to entities, which not only neglects valuable information but also inevitably introduces visual noise. Second, the gate mechanism is widely used for filtering out visual information to reduce the influence of noise on text understanding. However, the gate mechanism neglects capturing fine-grained semantic relevance between modalities, which easily affects the filtration process. To address these issues, we propose a cross-modal integration framework based on the surprisingly popular algorithm, aiming at enhancing the integration of effective visual guidance and reducing the interference of irrelevant visual noise. Specifically, we design a dual-branch interaction module that includes the attention mechanism and the surprisingly popular algorithm, allowing the model to focus on valuable but overlooked parts in the images. Furthermore, we compute the matching degree between modalities at the multi-granularity level, using the Choquet integral to establish a more reasonable basis for filtering out visual noise. We have conducted extensive experiments on public datasets, and the experimental results demonstrate the advantages of our model.

What Can Postliberals and Evangelicals Learn from Each Other? Merciful Substitution in George Hunsinger's Philippians and Historic Reformed Theology

This article brings George Hunsinger's treatment of substitutionary atonement in his Philippians into dialogue with John Owen and B. B. Warfield as representatives of historic Reformed theology. The aim of the article is to reassert the primacy of expiation over propitiation in evangelical theology by considering Hunsinger's proposal to replace the term “penal substitution” with what he calls a “merciful substitution.” He accepts the notion of propitiation when it is defined as the removal of God's wrath predicated upon the removal of sin (expiation), but rejects the distorted understanding of propitiation according to which God is a God of wrath first and only subsequently a God of mercy. For Hunsinger, expiatory sacrifice is the means provided by God's mercy so as to reconcile us to God. Similarly, for Owen and Warfield, expiation is accomplished by Christ's substitutionary sacrifice in which the believer's sin and guilt are translated to him through mystical and federal union. While it is unlikely that evangelicals would make “merciful substitution” a normative expression of the atonement, Hunsinger's caveats against the excessively forensic and nominalistic connotations of the term “penal substitution” are worth the consideration of evangelicals who share his passion for the dogmatic norma normata that regulates our understandings of the biblical texts.

Named Entity Recognition Using BERT

Abstract: In our current era where technology keeps increasing, where data driven applications are reign supreme, Mamed Entity Recognition (NER) emerges as an important tool, aiding in better understanding of text and powering various natural language processing tasks downstream. This paper takes into the use of pre trained BERT model for NER tasks, Skipping the need for further adjustments. Our aim is to boost the accuracy and speed of NER systems by leveraging BERT’s pre trained representations. Our approach involves leveraging built in capabilities to spot key entity labels like names, dates, and people, streaming the NER process while achieving competitive results. This research takes a step forward in maximizing the potential of pre trained models for NER applications ultimately making text analysis easier and more efficient in today’s digital world.

ZNO-Eval: Benchmarking reasoning capabilities of large language models in Ukrainian

As the usage of large language models for problems outside of simple text understanding or generation increases, assessing their abilities and limitations becomes crucial. While significant progress has been made in this area over the last few years, most research has focused on benchmarking English, leaving other languages underexplored. This makes evaluating the reasoning and robustness level of language models in Ukrainian particularly challenging. The purpose of this work is to establish a comprehensive benchmark for the reasoning capabilities evaluation of large language models in the Ukrainian language. This paper presents the ZNO-Eval benchmark based on real exam tasks from Ukraine's standardized educational testing system: the External Independent Evaluation and the National Multi-subject Test. With single- answer options, multiple-choice, matching, and open-ended questions from diverse subjects, including Ukrainian language, mathematics, history, and geography, this dataset paves the way toward a thorough analysis of reasoning capabilities across different domains and complexities. Evaluation of several well-known language models, such as GPT-3.5-Turbo, GPT-4o, GPT-4-Turbo, Mistral Large, Claude 3 Opus, and Gemini-1.5 Pro on this benchmark demonstrated the superiority of GPT-4o in both common knowledge reasoning and intricate language tasks. At the same time, Gemini Pro and GPT-4 Turbo excelled in the arithmetic domain, leading in single-answer and open-ended math problems. While all models were close to max performance in text-only common knowledge tasks like history and geography, there still is a gap for Ukrainian language and math, thus highlighting the importance of developing specialized language benchmarks for more accurate assessments of model capabilities and limitations across different languages and contexts. This research introduced ZNO-Eval, an effective benchmark for evaluating reasoning capabilities, and thoroughly explored the abilities and limitations of modern solutions in the Ukrainian language. Future research should aim to expand the scope of ZNO-Eval to other modalities like images commonly used for exam problem description.

Reimagining the Classics: Feminist Perspectives on Canonical Texts

This paper explores feminist perspectives on canonical texts, reimagining classical literature through the lens of gender, power, and voice. “Canonical works have traditionally reflected patriarchal norms, often marginalizing or silencing female characters. Feminist literary criticism challenges these interpretations, offering new ways to understand these texts by reclaiming the voices of women and exposing the gendered structures embedded within them. Through the examination of key themes such as the male gaze, intersectionality, and the subversion of patriarchal norms, this paper seeks to demonstrate how feminist reinterpretations transform the reader's understanding of classical works. Case studies of iconic texts highlight how female characters are redefined, shifting from passive figures to empowered agents of change. The paper also considers the intersection of race, class, and gender in feminist critiques and how modern adaptations and retellings of canonical texts continue to challenge traditional narratives. By critically engaging with feminist theory and literature, this paper argues that these reimagined readings not only provide a more inclusive understanding of classical texts but also reveal their contemporary relevance in addressing issues of gender equality, empowerment, and social justice. This study contributes to feminist literary scholarship by deepening the dialogue between classical literature and feminist thought.

Conservative Muslim and textual interpretation of the hadiths in polygamy propaganda in Indonesia

The pro-polygamy movement in Indonesia demonstrates not only Islamic doctrine and identity but also the rise of conservative Islam which is legitimized by an understanding of particular hadiths. This article aims to describe polygamy propaganda carried out by conservative Muslim groups on social media which is based on a literal textual understanding of religious texts. This qualitative research used gender analysis to investigate male dominance in polygamous propaganda employing hadith to recruit polygamous class participants. Data for the study were gathered from social media platforms (Facebook, Instagram, and YouTube) as well as online news about polygamy mentoring programs. The polygamous traditions employed by two mentorship communities in Indonesia such as Dauroh Poligami Indonesia (DPI) and Forum Poligami Indonesia (FPI), were used in this study. Polygamy traditions have been selected and interpreted to support polygamy, viewed as mandatory for men, with conservative narratives that support the propaganda of how to marry four wives. It is regarded as a symbol of individual piety and an Islamic lifestyle, inextricably linked to the materialization of religion, which provides polygamy with social and spiritual bliss. Therefore, polygamy propaganda initiated debate among Muslim feminist movements to advocate for gender equality and women's empowerment in modern Indonesia.

Memory Pegged Mind Map (MPMM): An Analysis Method for Narrative Texts

This paper discusses how the Memory Pegged Mind Mapping (MPMM) method can be utilized for the analysis of narrative texts. Content analysis, a part of qualitative research methods, systematically examines meanings and themes within texts. Narrative texts serve as significant tools for individuals to convey experiences and emotions, offering rich and layered meanings through their analysis. The MPMM method is a technique that aids researchers in organizing and visualizing information and ideas, helping them retain key points effectively. It contributes to the systematic identification of themes and motifs in narrative texts. The article emphasizes the importance of narrative texts within the context of Turkish language courses and details the application of the MPMM method for their analysis. Additionally, it explains how fundamental elements of narrative texts can be analyzed by integrating mind mapping and memory peg techniques. The analyses conducted using MPMM are expected to enhance students' deeper understanding of texts and foster their critical thinking skills. This method can effectively serve as a tool to improve students' reading and writing abilities, offering innovative approaches in education. In conclusion, the use of MPMM in narrative text analysis enriches qualitative research methods and facilitates a deeper understanding of narrative texts. This paper aims to provide a comprehensive perspective on the application of MPMM in education and research, contributing to academic studies and teaching processes.

Abstract B025: Assessing the content and quality of online patient education material on clinical trials from NCI-designated comprehensive cancer centers

Abstract Background: Online patient educational material on cancer clinical trials is available on NCI- designated comprehensive cancer center websites and official YouTube channels. Online health information is an important resource for patients seeking to learn more about treatment options. Objective: Examine the quality and content themes in online patient educational material (PEM) related to cancer clinical trials published by comprehensive cancer centers. Methods: A random sample of comprehensive cancer centers (21) was chosen to represent the national network of cancer centers. Each website was searched for webpages containing patient-oriented clinical trial information. Official YouTube channels were also searched for relevant video material. Each webpage and video (N=196) were assessed for quality and content themes. Quality was measured using an abbreviated Patient Education Materials Assessment Tool which scores understandability and actionability of text and audio-visual materials, and content themes were assessed by the use of a content characteristic codebook. Results: Common content themes in the sample (N=196) of online PEM from comprehensive cancer centers were defines purpose of trials, physician speaker, animated or illustrated elements, and defines phases of trials. Online PEM had an average score of 83 for understandability and 26 for actionability, an area for improvement. Only 10% of materials reviewed scored high for understandability (>90) and for actionability (>70). Online webpages that mixed text and video scored highest on the quality assessment. Video-only content scored lowest on the quality assessment. Only a small percentage of PEM included FAQs (10%), instructions on how to find a trial (16%), mentioned consent (14%) or costs associated with trials (12%). Mentions or depictions of minority populations were not commonly observed in the material (11%). Conclusions: Online PEM published by comprehensive cancer centers is an important and easily accessible resource for patients looking to learn more about clinical trials. Cancer centers should add various audio-visual formats and interactive tools to their webpages to increase the quality of the clinical trial resources. Including representation of historically underserved populations and adding actionable advice for patients has the potential to engage patients’ interest and increase enrollment in cancer clinical trials. Citation Format: Trista Beard, Diana Morales, Fatimata Sanogo, Chanita Hughes Halbert. Assessing the content and quality of online patient education material on clinical trials from NCI-designated comprehensive cancer centers [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B025.