Use Of Language Resources Research Articles

INTER-PARTIAL LANGUAGE SYNCRETISM AS A MANIFESTATION OF EXPRESSION

In wartime, the internal potential of language reaches its extreme, which is shown through the implementation of expressive means that can be traced in the grammatical plane. The desire for the efficient use of language resources in combination with the revelation of the deep inner potential of each word is known as a phenomenon of interpartial language syncretism, which became the object of analysis in the suggested article. The subject of research is the expressive-emotional potential that arises as a result of semantic-grammatical fusion within syncretic language units. The goal is to identify and describe the syntactic, morphological and semantic factors that create a special expressive effect, and thus to prove that the phenomenon of inter-partial language syncretism can be considered one of the elements of the language game. The research employed the methods of observation and description of linguistic phenomena, structural-semantic and contextual analysis using methods of external and internal interpretation. Media texts and social media discourse of various genres served as the foundational source base.The phenomenon of inter-partial language syncretism, which arises as a result of inter-linguistic transposition of genetically related linguistic units or lexical-grammatical homonymy, possesses significant expressive and emotional potency. Therefore, this phenomenon should be considered as an element of the language game, however, taking into account extralingual factors (the war as a catalyst for the appearance of such innovative linguistic units), it is necessary to emphasize the absence of a humorous connotation. The identification and analysis of such language facts have diverse perspectives in further investigation: 1) it will highlight the criteria and techniques for distinguishing parts of speech; 2) it will outline the semantic, morphological and syntactic features of syncretic language units; 3) it will enrich the repertoire of grammatical means of the language game.

Figurative Narratives of Environmental Security

The current paper presents a comprehensive overview of numerous, frequently divergent, views of the concept of environmental security and stresses the resulting ambiguity in its interpretations across various types of discourse. This calls for the need to provide an overarching explanation of what environmental security is to be able to tackle environmental issues in the years to come. Given the complexity and the abstract nature of the term, it is the effective use of language resources that can be helpful in making sense of the environmental security and relevant mechanisms to ensure it. The paper argues that figurative language serves as a pervasive cognitive mechanism in interpreting and foregrounding the major aspects of sustainable "communication" with and about the environment. The focal point of the paper is the authors' urge to search for an apt metaphorical narrative encompassing various aspects of environmental security as a single metaphor is hardly able to cover a myriad of interdependent relations in the course of human-nature interaction. The analysis of the recurring discursive metaphors (military, medical, care) to refer to environmental security has revealed their downsides in promoting an adequate view of the current threats and, thus, the lack of public awareness of the emergency actions to save the planet.

Learning to Evaluate Through That-Clauses

The advent of technology has facilitated the study of language development and writing development in the form of learner corpora. While learner corpus studies have flourished in recent years, few consider evaluative language development. This paper reports on a study which examines the use of evaluative that-clauses, a linguistic structure that is regularly used to express evaluation in academic writing, in a longitudinal corpus of 304 argumentative essays written by a group of undergraduate students at a university in Brunei. Results suggest students' dynamic use of language resources over time, and support the findings of previous research on the use of evaluative that-clauses by undergraduate students in other contexts of learning. This study, based on an approach to treating learner language in its own right, contributes to the understanding of the nature of language development. Implications for language teaching, including a revised role for teacher feedback and the use of longitudinal learner corpora for students' learning, are considered.

Correction to: The LRE Map: what does it tell us about the last decade of our field?

The LRE Map of Language Resources was introduced at LREC 2010. Its intended purpose was: “to shed light on the vast amount of resources that represent the background of the research presented at LREC”. It also aimed at a change of culture in the field, actively engaging each researcher both in the documentation task about resources and in sharing resources. When we started to use it regularly also in other conferences, it became clear that it was an innovative instrument able to provide a picture of the field and its evolution as reflected by the creation and use of Language Resources. After 9 years we revisit the Map, considerably extending the data analysed in an LREC 2018 paper. The LRE Map data analysed here have been provided by the authors of 21 conferences during the phase of submission of papers, and contain information about 9405 resources. We analyse the LRE Map data from many different viewpoints and the paper reports on the global picture, along the many Map dimensions, on different trends emerging from a diachronic perspective and finally on some comparisons between five editions of the two major conferences present in the Map: LREC and COLING.The original article has been corrected.

The LRE Map: what does it tell us about the last decade of our field?

The LRE Map of Language Resources was introduced at LREC 2010. Its intended purpose was: “to shed light on the vast amount of resources that represent the background of the research presented at LREC”. It also aimed at a change of culture in the field, actively engaging each researcher both in the documentation task about resources and in sharing resources. When we started to use it regularly also in other conferences, it became clear that it was an innovative instrument able to provide a picture of the field and its evolution as reflected by the creation and use of Language Resources. After 9 years we revisit the Map, considerably extending the data analysed in an LREC 2018 paper. The LRE Map data analysed here have been provided by the authors of 21 conferences during the phase of submission of papers, and contain information about 9405 resources. We analyse the LRE Map data from many different viewpoints and the paper reports on the global picture, along the many Map dimensions, on different trends emerging from a diachronic perspective and finally on some comparisons between five editions of the two major conferences present in the Map: LREC and COLING.

Criticism of the media language: Questions for discussion

The article is devoted to one of the four directions of modern media linguistics — criticism of the media language (CM). The main prerequisites for the design of CM are the logic of the development of modern linguistics, which demonstrates a steady increase in attention to the communicative capabilities of the language realized in different discursive spaces, the movement of active language processes into the media space and the resulting conflict between the traditional idea of speech culture and the new requirements for the effective use of language resources. The author draws attention to the solution of many installation issues that are recorded in the dictionary-directory Medialinguistics (2018). The uniqueness of the research field of the Kyrgyz Republic is presented in the collective monograph Media Linguistics of the Slavic Countries (2020), which is a milestone for Slavic media studies. But the goal of the author of this article is to identify the discussion areas that have already been identified in the relevant research field. The author attempts to present topical, debatable, issues focusing on the previously stated criteria for evaluating media speech: effectiveness, correctness, ethics, aesthetics. The key findings are as follows: 1) the normative concept of media speech is formed in the process of dialogic interaction between the competent professional community “processing the language” and philologists who are able to comprehend the results of this “processing” on the basis of a detailed analysis of the speech situation in the mass media; 2) the most important task of CM is related to the satisfaction “the need for generally understandable, correct language”, which corresponds to the establishment and preservation of national unity and “political and economic integrity of the state” (the idea of N. I. Tolstoy); 3) the most indisputable when recognizing several controversial moments are the criteria for the effectiveness and correctness of the media speech; 4) one of the most serious debatable issues arises in the area of ethical and aesthetic reflection of criticism related to the verbal representation of the comic category in Russian mass media.

Citiranje jezikovnih podatkov v slovenskih znanstvenih objavah v obdobju 2013–2019

Odprta znanost temelji na prosto in odprto dostopnih znanstvenih publikacijah in podatkih. Slednji omogočajo preverjanje rezultatov predhodnih raziskav in njihovo nadgrajevanje, v kontekstu jezikovnih tehnologij in ročno označenih jezikovnih virov pa tudi šolanje novih orodij za procesiranje besedil. Vendar pa je, tako kot za znanstvene objave, tudi za podatke pomembno, da so korektno citirani, saj šele to omogoča ponovljivost raziskav, citati pa so tudi najpomembnejši pokazatelj zanimivosti in koristnosti delovanja znanstvenikov ter pomembno vplivajo na njihovo priznanost in s tem možnost pridobivanja projektov ter zaposlitev. V prispevku najprej predstavimo ti. »austinska načela« citiranja jezikovnih podatkov in opišemo tovrstne aktivnosti v sklopu infrastrukture CLARIN.SI. Nato analiziramo stanje citiranja jezikovnih podatkov, predvsem korpusov, v šestih vodilnih slovenskih jezikoslovnih znanstvenih revijah (Jezik in slovstvo, Slavistična revija, Slovenščina 2.0, Linguistica, Slovene Linguistic Studies in Jezikoslovni zapiski) ter v zbornikih dveh znanstvenih konferenc z jezikoslovno tematiko (Jezikovne tehnologije in digitalna humanistika ter Obdobja) za obdobje zadnjih sedmih let, tj. 2013–2019. Pregledali smo 1.074 znanstvenih objav in kvantitativno ter kvalitativno analizirali rezultate. S kvantitativnega vidika pokažemo, da v celotnem obdobju zgolj dobra četrtina pregledanih člankov vključuje rabo virov ter da je v poznejšem obdobju (2018–2019) raba virov v objavah več kot dvakrat pogostejša kot v zgodnejšem obdobju (2013–2017). Načine navajanja virov razvrstimo v pet kategorij (npr. navajanje hiperpovezave na vir v besedilu ter navajanje ključne publikacije o viru); pokažemo, da je raba posameznega načina v veliki meri odvisna od navodil avtorjem za posamezno publikacijo. S kvalitativnega vidika se osredotočamo predvsem na vire z vnosom v repozitoriju raziskovalne infrastrukture CLARIN.SI, za katere pokažemo, da so z redkimi izjemami neustrezno citirani. Izsledke povzamemo in po ti. »austinskih načelih« pokažemo, kaj je bilo že narejenega v sklopu infrastrukture CLARIN.SI ter predlagamo smernice za citiranje jezikoslovnih podatkov in načine za njihovo implementacijo.

The NLP4NLP Corpus (II): 50 Years of Research in Speech and Language Processing

The NLP4NLP corpus contains articles published in 34 major conferences and journals in the field of speech and natural language processing over a period of 50 years (1965-2015), comprising 65,000 documents, gathering 50,000 authors, including 325,000 references and representing approximately 270 million words. This paper presents an analysis of this corpus regarding the evolution of the research topics, with the identification of the authors who introduced them and of the publication where they were first presented, and the detection of epistemological ruptures. Linking the metadata, the paper content and the references allowed us to propose a measure of innovation for the research topics, the authors and the publications. In addition, it allowed us to study the use of language resources, in the framework of the paradigm shift between knowledge-based approaches and content-based approaches, and the reuse of articles and plagiarism between sources over time. Numerous manual corrections were necessary, which demonstrated the importance of establishing standards for uniquely identifying authors, articles, resources or publications.

COGNITIVE AND PRAGMATIC APPROACH TO THE STUDY OF THE LANGUAGE GAME PHENOMENON: THEORETICAL ASPECT

Summary. The article studies the functions of the language game, which are determined by the author’s intention and expressed in a particular textual organization of a discourse as a means of implication of pragmatic effect. It analyzes the difference in the understanding of the term «the language game» in modern linguistics, as well as some debatable approaches to differentiating the concepts of «the language game» and «the situational game». It proves that the language game phenomenon appears as a deviation from the normative use of a certain language unit, a deviation from language stereotypes, which connects the language game with a deviation from rules of pragmatic use of language resources.

УКРАЇНСЬКА МОВА У ФОКУСІ ПЕРСПЕКТИВ РЕФОРМУВАННЯ СТАРШОЇ ШКОЛИ

The results of scientific research and pedagogical experience testify to the overloading of pupils of high secondary school with the special subject knowledge. At the same time, it was discovered that high secondary school pupils did not realize the importance of the acquired knowledge for the educational and practical activities. In addition, it was found that pupils have not fully developed an ability to apply knowledge of Ukrainian language into practice (some limitation of thematic, lexical, semantic, and contents aspects of speech of pupils of high secondary school; stylistic backhandedness; inadequate or inefficient use of language resources). The results of the external independent evaluation confirm that not all graduates of general secondary educational establishment have sufficient knowledge in Ukrainian language; they have a weak command of skilled practical language skills.The article deals with the important issues of teaching the Ukrainian language in the 10–11grades in the context of modern educational transformations. The rules of the theory and practice of teaching the state language in the profile education is analyzed. The factors that complicate the process of learning the language in the high secondary school are determined. The permanent changes in the content and structure course at the program level are characterized. The program of Ukrainian language for the 10 – 11 forms of general secondary education institutions with Ukrainian language education is analyzed. The problems are identified; their causes and possible consequences are explained; formulated the requirements for the reformed linguistic education. The conceptual and terminology apparatus of research, the core of which is the Ukrainian language competence, is specified. Conclusions were based on the study of the experience of reforming linguistic education in the leading countries of the world. They highlight the expediency of the creative use of elements of this experience, but taking into account the Ukrainian national specifics. The basic principles of reforming education in general and Ukrainian language education in particular in institutions of general secondary education are determined. The prospects for reforming the theory and practice of teaching the Ukrainian language are projected.

Коммуникативно-прагматическая специфика моделей самопрезентации (на примере микроблога «Твиттер» Стивена Фрая)

The models of self-presentation as a way of constructing identity and a form of self-reflection are considered. The empirical material for the study was S. Fry’s self-identifying statements in the social network “Twitter,” which is estimated as the most egocentric discourse. Lexical-stylistic and grammatical means of self-presentation are analyzed, classification of models and structures of self-presentation is created. Particular attention is paid to the bright features of S. Fry’s idiostyle, such as the ironic self-identification with the help of special autoreference formulas. The question is raised about the possibility of gaming use of self-presentation statements to draw attention to his own figure, to construct identity through the creative use of language resources. Attention is paid to how the gaming self-presentation is used to create a speech mask, the construction of a special artistic image in which self-centeredness, awareness of self-importance is combined with an ironic attitude to himself. Conclusions about the language personality of S. Fry, idiocentrics microblog “Twitter” and the referential meanings of expressions, characterized by a communicative orientation.

The language resource Strategic Agenda: the FLaReNet synthesis of community recommendations

The main purpose of this paper is to serve as a landmark for future research and in particular for future strategic, infrastructural and coordination initiatives. It presents a preliminary plan for actions and infrastructures that could become the basis for future initiatives in the sector of Language Resources and Technologies (LRTs). The FLaReNet Language Resource Strategic Agenda presents a set of recommendations for the development and progress of LRT in Europe, as issued from a three-year consultation of the FLaReNet European project. Recommendations cover a broad range of topics and activities, spanning over production and use of language resources, licensing, maintenance and preservation issues, infrastructures for language resources, resource identification and sharing, evaluation and validation, interoperability and policy issues. The intended recipients belong to a large set of players and stakeholders in LRT, ranging from individuals to research and education institutions, to policy-makers, funding agencies, SMEs and large companies, service and media providers. The main goal of these recommendations is to serve as an instrument to support stakeholders in planning for and addressing the urgencies of the LRT of the future.

‘The word isn't there!’: a Foucauldian approach to power negotiation in an instructional interaction across linguistic and cultural boundaries

Power is often stabilized as status, role, and expertise that create discourse variations in existing studies on nonnative speakers' (NNSs) interactions with native speakers (NSs). The ethnolinguistic approach views NSs as the powerful and dominant group due to their linguistic status. In contrast, the discourse domain approach argues that NNSs are capable of giving a better discourse performance than NSs if they have the expertise on the topic. Drawing on Foucault's conceptualization of power, the present study argues that power is not monolithic and static, but dynamic and negotiable. The discourse under consideration represents an instructional interaction between an NNS teacher and a NS college student. A close analysis of the discourse reveals that neither the NS student's linguistic status nor the NNS teacher's expertise is taken for granted as a given privilege, but both are actually negotiated. Power negotiation involves the use of language resources, interactional skills, and contextual knowledge in the participants' attempts to achieve their respective situational goals.

Tożsamość kulturowa (religijna) a wybory tłumacza

This paper discusses the influence of cultural, especially religious, identity on the translator’s work on the basis of texts rendered in the sixteenth century. The study investigates levels at which the translator interfered in the structure or meaning of the text. The texts analyzed can be distinctly divided into two groups. The first one comprises religious writings which had to be translated faithfully in order to render the meaning of the source text. In this case, the challenge for the translator was the lexis. On the one hand, due to the lack of equivalents of certain referents, the translator had to find a manner of rendering even those passages that described issues which were totally unfamiliar to the Polish culture. On the other hand, they had to decide how to translate proper names. As proper names often both denoted and symbolized certain concepts or items, the translator could try to either render them with Polish appellatives which would reflect their meaning or leave them in the source language. Moreover, the translation was also marked with the style of the source text and the use of language resources. In order to illustrate the issue, the paper presents examples of how sixteenth century translators dealt with finding appropriate linguistic devices to properly render both the meaning and the form of the source text.The other, entirely different, type of translator’s work was rendering a text which was significantly dissimilar to their culture and religion. In this respect, the paper includes an analysis of selected passages from the Latin textbook entitled Ex P. Terentii comediis Latinissimae colloquiorum formulae..., which had the form of phrases and whose foreign part was based on excerpts from Terence’s comedies. The study presents the translator’s interference in the meaning in order to minimize the discrepancy between the ancient polytheistic religion of the source text and the Christian beliefs of the translator. The examples presented in the paper lead to the conclusion that the translator’s religion and cultural awareness had considerable influence on their conscious decisions to shape the target text in respect of lexis, grammar, style, and meaning.

Secondary school students’ stance-support strategies in online discussion: implications for the composition classroom

Taking a stance and supporting it are intrinsic acts in expository/argumentative essays. One question of interest to English teachers is how to improve the development and expression of support arguments in students’ essays. This paper offers an answer by examining students’ stance-support strategies in informal argument, and identifying the associated lexico-grammatical features that they use and do not use to realise those strategies. The paper will show how research findings on students’ argument practices and use of language resources in an informal context can inform the process of deciding what thinking skills and language forms to teach in composition classes.