Vocabulary Selection Research Articles

Generative Artificial Intelligence: Applications in Scientific Writing and Data Analysis in Wound Healing Research

ABSTRACT Generative artificial intelligence (AI) models are a new technological development with vast research use cases among medical subspecialties. These powerful large language models offer a wide range of possibilities in wound care, from personalized patient support to optimized treatment plans and improved scientific writing. They can also assist in efficiently navigating the literature and selecting and summarizing articles, enabling researchers to focus on impactful studies relevant to wound care management and enhancing response quality through prompt-learning iterations. For nonnative English-speaking medical practitioners and authors, generative AI may aid in grammar and vocabulary selection. Although reports have suggested limitations of the conversational agent on medical translation pertaining to the precise interpretation of medical context, when used with verified resources, this language model can breach language barriers and promote practice-changing advancements in global wound care. Further, AI-powered chatbots can enable continuous monitoring of wound healing progress and real-time insights into treatment responses through frequent, readily available remote patient follow-ups. However, implementing AI in wound care research requires careful consideration of potential limitations, especially in accurately translating complex medical terms and workflows. Ethical considerations are vital to ensure reliable and credible wound care research when using AI technologies. Although ChatGPT shows promise for transforming wound care management, the authors warn against overreliance on the technology. Considering the potential limitations and risks, proper validation and oversight are essential to unlock its true potential while ensuring patient safety and the effectiveness of wound care treatments.

The effects of hands-on content-language integrated learning on fourth graders’ acquisition of target vocabulary and procedural knowledge in Taiwan

Despite the widespread use of multimodal pedagogies in Content and Language Integrated Learning (CLIL) contexts, empirical studies specifically focusing on the impact of hands-on learning on target vocabulary and procedural knowledge acquisition in CLIL Social Studies, particularly in Taiwan, are relatively uncommon. Grounded in embodied learning theories, this study investigated the comparative impact of hands-on learning versus worksheet-based instruction on fourth graders’ target vocabulary acquisition and procedural knowledge within a CLIL Social Studies setting in Taiwan. The study also explored students’ perceptions of their learning experiences with these instructional methods. This quasi-experimental study involved four intact fourth-grade CLIL Social Studies classes from three elementary schools in Taiwan, comprising 40 students in the Experimental Group (EG), who engaged in hands-on learning, and 34 students in the Control Group (CG), who engaged in worksheet-based learning. Activities included Chinese dumpling making, bird’s nest building, and designing a pot of succulents. Data were collected through pre- and post-tests to assess target vocabulary acquisition and procedural knowledge, followed by learner experience surveys to evaluate students’ perceptions of their learning experiences. The analysis included paired-samples t-tests, independent-samples t-tests, and thematic analysis of open-ended survey responses. Results revealed that the EG significantly outperformed the CG in both target vocabulary acquisition and procedural knowledge across all three activities, with large effect sizes (d = 1.05–1.51 for target vocabulary and 0.95–2.89 for procedural knowledge), demonstrating the effectiveness of hands-on learning. However, while significant differences were observed in memory retention of target vocabulary and procedural knowledge from the survey results, no significant differences were found between the EG and CG in terms of perceived ease of learning. These findings suggest that hands-on learning offers substantial benefits over traditional worksheet-based instruction in CLIL settings, though the transition to hands-on methods may require additional support. Practical implications include the strategic selection of relevant vocabulary, the implementation of structured hands-on approaches, and the emphasis on behavioral reinforcement to enhance learning outcomes.

Frequency of Hebrew word usage by children with intellectual and developmental disabilities: implications for AAC core vocabulary

Appropriate vocabulary selection for augmentative and alternative communication (AAC) intervention is crucial to support communication and language development in children with intellectual and developmental disabilities (IDD). Core vocabulary lists are commonly used to guide this process, and there is a need for language-specific consideration. This paper aimed to develop a wordlist for selecting the core vocabulary for AAC intervention for young Hebrew-speaking children with IDD. Five children (age 3;5–8;4) were audio-recorded in naturalistic interactions with an interviewer and family members. Using Levy’s clinical corpus in the Child Language Data Exchange System (CHILDES) and Child Phonology Analyzer (CPA) tools and preestablished codes, wordlists with usage frequencies were extracted and coded for lexeme, lexical categories and functions or content. The percentages of the 20, 50, 100, and 200 most frequent lexemes were calculated for each child and for the five children combined. The top 200 most frequently used lexemes constituted 85% of the composite lexicon. A comparison was made between this study list and a previous list derived from language samples of typically developing (TD). Lexemes representing function words dominated, albeit with a slight preference for content words in children with IDD. Among the content words, children with IDD used more adverbs, while children with TD used more verbs. Implications for AAC core vocabulary are discussed.

Development of Stunting Prevention Education Videos through Balanced Nutrition Arrangements for Adolescents

Stunting in children contributes to adolescent nutrition problems because adolescent nutrition affects the health quality of the next generation. Adolescent malnutrition, such as iron and protein deficiencies, impacts reproductive health and increases the risk of giving birth to stunted children. Therefore, it is important to carry out adolescent nutritional interventions to prevent stunting as early as possible. This research aims to produce educational videos that are feasible and effective in increasing knowledge about stunting and balanced nutrition with the target group of adolescents. This research is a Development Research using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model. The data analysis applied a one-to-one test and a small-group test. The one-to-one test obtained a percentage of 89% indicating that the video design is in a good category with revision. The small-group test reached 92% indicating that it is categorized as very good but some suggestions for improvement are recommended. The suggested revision is not fundamental because it is only related to the selection of vocabulary to be understood better by the target. Another recommendation is the background musical illustrations that possibly distract the targets’ attention. After some improvements, it is recommended that this educational video be disseminated through social media platforms such as WhatsApp Group or Instagram so that more teenagers can access it.

Queer Linguistics: Exploring Pragmatic Strategy within Gay’s Language on Online Dating Apps

A play in meanings can be found within an internal interaction of a secretive and concealed community. In Surabaya, queer individuals, particularly gay men, employ secret codes within their language as a defensive measure against conservative societal norms. The primary strategy of this coded language involves the selection of specific vocabulary and the nuanced meanings embedded within it. Many MSMs (men who have sex with men) utilize these vocabularies for communication, primarily through online dating apps. This study aims to uncover the registers within the gay community and explore how their meanings correspond with their literal meanings in the English language. The research employs a case study method of qualitative approach and applies Leech’s seven types of meaning theory (1981) for analysis. The findings reveal that gay registers convey connotative, reflected, social, and collocative meanings. Connotative meaning is the most commonly used, followed by reflected, collocative, and social meaning. Connotative meanings are frequently employed because the gay community assigns codes to various concepts based on their real-world references. The study sheds light on how queer communities, particularly MSMs in Surabaya, use coded language as a tool for navigating conservative societal pressures. This highlights the adaptability of marginalized groups in protecting their identities, emphasizing the importance of language as valid form of expression and resistance. Future research could expand to other regions with similar or differing cultural contexts, allowing for comparative analysis of coded language usage among MSMs in various conservative environments and providing a more comprehensive understanding of the phenomenon.

Exploring teaching methods for middle school English vocabulary in China: Based on observation of high-quality lessons in people’s education edition

This study investigates the methodologies used in teaching vocabulary in middle school English classrooms, focusing on the interconnections among class types, parts of speech, teaching stages, and methods. By combining offline classroom observations with a review of 99 high-quality online lessons from the People’s Education Edition, the research provides a comprehensive comparison of vocabulary instruction practices. The findings reveal that vocabulary instruction is often embedded within broader lessons on listening and speaking, reading, writing, and grammar rather than being addressed in dedicated sessions, and that there is significant variability among teachers in core vocabulary selection and instructional approaches. The study concludes that there is a lack of consistent and dedicated vocabulary teaching methods across different class types. This research offers valuable insights for educators to develop more targeted and effective vocabulary teaching strategies, aiming to improve vocabulary acquisition among middle school students.

내러티브 과제 유형에 따른 초등 학령기 아동의 어휘 사용 특성

Background and Objectives: The vocabulary of an augmentative and alternative communication (AAC) system should reflect the AAC user’s needs and desires for successful communication. The selection of vocabulary should be based on the vocabulary used by the child’s peers. This study aimed to examine vocabulary usage characteristics of children in lower primary grades according to the type of narrative task and to select core vocabulary for use in an AAC system. Methods: We collected utterances from 20 children in lower elementary school for four narrative tasks (personal experience story, storytelling, explanation, and procedural descriptions). Characteristics of high-frequency vocabulary, core vocabulary, and word class vocabulary by task were examined. Results: Of the total number of words, the total frequency of core words was 77.28% (n = 26,400). The total number of other words was 2,677 (10.98%). The most frequent words in the core vocabulary were ‘-e(-에)’, ‘-ga(-가)’, and ‘-neun(-는)’. Conclusion: The inclusion of high-frequency words and core vocabulary in the narrative task can be used as a basis for vocabulary selection for school-aged children who use AAC systems.

Аскетическая жизнь монашествующих. Фрагмент систематического французско-русского словаря религиозной лексики

This publication is devoted to one of the topics representing the vocabulary of monasticism. In previous issues two parts of the “Monasticism” section were published. This work can be considered a deepening of the previous one, since it contains vocabulary describing the features of the inner life of monastics.Some sections touching on the topic of asceticism appeared earlier (attitudes to prayer, humility, hope in God, love for Him, etc.), but in relation to monastics, the vocabulary takes on a more specific, strict coloring, as it describes vigils, severe fasts, the practice of wearing a hair shirt, self-flagellation (in Catholicism).As in previous publications, archaisms are sometimes used because they are found in religious literature in Russian. As in previous publications, the reader may encounter possible unevenness and unsystematicity in the selection of vocabulary. This is due to the fact that we are not dealing with a translation of a theology textbook, but with vocabulary and concepts most often found in religious literature. At the same time, their relative weight in individual subtopics, as well as in both faiths, may be different: some topics are more emphasized in religious life and attract the attention of writers and speakers of these languages.The work was submitted for review to Archpriest Igor (Vyzhanov), candidate of theology, rector of the St. Nicholas Patriarchal Cathedral in New York, and Bruno Bisson, candidate of philological sciences, simultaneous translator, who made very valuable comments. Since work on the dictionary continues, the author will be grateful for all comments and, especially, corrections.

Textual connections of the mythonyms in I.A. Bunin’s poetry

The question of the textual functioning of mythonyms in the poetic heritage of I.A. Bunin is raised. The relevance of the topic is due to the interest of linguists in the problem of artistic text-building, in particular the author’s preference in vocabulary selection, as well as the unresolved issue of modeling Bunin’s onomasticon. The purpose of the study is to describe the textual connections of mythological names, through which meaningful and conceptual information is explicated and a subtext is formed. The research material included the scientific edition (by Professor T.M. Dvinyatina) of I.A. Bunin’s poetry, from which 272 units were extracted by continuous sampling. The factual material was systematized and interpreted with the descriptive, taxonomic, quantitative methods, contextual analysis, modeling. Standing out against the background of different layers of the Bunin’s vocabulary, mythological names interact with each other, with other semantic subgroups of onyms, appellatives, attributive and verbal vocabulary. The author notes that mythoanthroponyms and theonyms have the richest syntagmatic connections. Contextual synonymy is found in demononyms, mythoanthroponyms, mythopersonyms, mythoponyms and theonyms; and contextual antonymy is found in mythoponyms and mythopersonyms. The intertextual nature and the precedent level determine the associative connections of Bunin’s mythonymicon units. It is concluded that the textual functioning of mythonyms is determined by I.A. Bunin’s intention to overcome the particularization of cultural worlds and create such an individual author’s mythopoetic space where images and plots already familiar to readers are constantly enriched with new meanings. The prospects of the work include the study of Bunin’s prose mythonymicon and the textual connections of mythonyms in it, which will allow to create a consistent onomastic model of Bunin-writer.

A Contrastive Analysis of Linguistic Features of Chinese and American Compliments

Compliments are an integral component of social etiquette and play a significant role in everyday interpersonal communication. This study examines the influence of distinct phonetic characteristics in Chinese and English on the moods and sentiments conveyed through compliments. Through an analysis of compliment strategies and their linguistic functions in common situations, this study compares the differences in vocabulary selection and expression methods between Chinese and American compliments. It also discusses the underlying reasons for these differences from the perspectives of cultural variations, social norms, and thinking patterns. Furthermore, the study analyzes and compares the similarities between Chinese and American compliments in terms of their purposes, topics, and stylistic changes. Overall, despite differences in phonetics, vocabulary selection, and expression methods, Chinese and American compliments exhibit convergence in their macroscopic purposes, themes, and styles due to the constraints imposed by specific conversational scenarios.

Requirements for the Selection of Professional Vocabulary and Professionally Marked Background Knowledge for Non-Philological Humanities Specialties Students

Requirements for the Selection of Professional Vocabulary and Professionally Marked Background Knowledge for Non-Philological Humanities Specialties Students

The prevalence of relational basic concepts on core vocabulary lists for AAC: is frequency enough?

The selection of appropriate vocabulary is a crucial and challenging aspect of augmentative and alternative communication (AAC) intervention. Core vocabulary lists are frequently used to support vocabulary selection for children who require AAC. A vocabulary domain that has garnered limited attention within the AAC literature is relational basic concepts (RBCs). RBCs describe relationships between objects, persons, or situations, and play a pivotal role in language development, communication, and academic success. For the present study, we created a list of 156 RBCs, drawing primarily from assessments that measure basic concept knowledge in preschool and early elementary school students. We examined the overlap of these words on nine core vocabulary lists. We found that most concepts were not represented on any core lists. Additionally, there was relatively little overlap of RBCs between the core lists. These findings suggest that vocabulary selection resources created using exclusively a core vocabulary approach may have limited utility for identifying many concepts that preschool and early elementary students are expected to know and use. Implications for AAC research and practice are discussed with emphasis on the need for further consideration of RBCs within vocabulary selection practice and the field of AAC at large.

Wortschatzerwerb – Wortschatzdidaktik – Wortschatzarbeit

Abstract Well-developed vocabulary skills are crucial for effective communication. Didactically speaking, it is therefore essential to explicitly foster the development of lexical competence in the classroom. This applies to both learners of German as a first and second language. The design of systematic vocabulary activities should aim to increase both the quality and quantity of learners‘ word knowledge and to ensure long-term retention of acquired words. While various approaches exist for teaching vocabulary in foreign language teaching, systematic and targeted approaches for supporting vocabulary acquisition in teaching German as a first language have yet to be established and, more importantly, effectively implemented in the classroom. Drawing upon findings from language acquisition research and linguistic models, we propose a framework for explicit vocabulary activities that facilitates the integration of new words into learners‘ mental lexicons (vocabulary breadth) and, in connection with this, promotes the development of semantic, relational, and formal word knowledge (vocabulary depth). The article will demonstrate how this framework was implemented in Deutsch Kindergarten, a new teaching resource developed in Switzerland. It will also highlight broader didactic principles, such as criteria for vocabulary selection and principles for vocabulary teaching, which should be considered in the classroom.

Lexical Availability and Foreign Language Teaching: Main Contributions of a Growing Field

Teaching vocabulary presents a significant challenge in foreign language instruction. This article discusses the advantages that the results obtained in studies on lexical availability offer for foreign language teaching. The methodology of lexical availability, which involves extracting vocabulary that is closely associated with specific lexical categories, was first developed in France in the 1950s, and since then, it has been predominantly used for teaching Spanish as a first language. More recently, in the past 15 years, it has also been employed for teaching Spanish as a foreign language. This article examines the origins and methodology of lexical availability, with a particular focus on two significant applications related to teaching Spanish as a foreign language. From a cognitive standpoint, the article discusses studies analysing the configuration of the mental lexicon using available vocabulary data. From a didactic perspective, the article explores how lexical availability can be used to improve the selection of vocabulary in teaching materials for Spanish as a foreign language.

Национально ориентированный лингвострановедческий учебный словарь для вьетнамских граждан как инструмент обучения межкультурной коммуникации: к вопросу о концепции создания

Nationally oriented teaching is one of the leading directions in the theory and practice of teaching Russian language as a means of intercultural communication. The need to train, in the absence of a language environment, specialists in various fields with knowledge of the Russian language, who will have to interact with their Russian colleagues and partners in the professional and everyday spheres, poses the task of developing effective means of teaching the Russian language. This article is devoted to the consideration of the concept of creating such a teaching tool — a nationally oriented linguistic and cultural educational dictionary for Vietnamese citizens studying the Russian language as a means of intercultural communication “Russia — Vietnam: a handshake of cultures”.
 
 The purpose of the article is to describe the features of the proposed macroand microstructure of the dictionary, to consider the linguistic and methodological tasks facing it, as well as issues related to its relevance and prospects for use.
 
 Based on the analysis of the data obtained during the preparation of the concept of the dictionary, the authors substantiate the principles for the formation of its content and structure: the selection of vocabulary is based on research in the field of contrastive semantics based on Russian-Vietnam ese comparisons; ideographic classification and classification of communicative intentions form the basis of the macrostructure of the dictionary. The article also presents the authors classification of speech intentions, used in the future dictionary, and examples of nationally oriented exercises for the formation of cross-cultural competence.
 
 The scientific novelty and practical significance of the research presented in the article are determined by the relevance and demand for the considered dictionary. As a tool for developing cross-cultural competence, the dictionary “Russia — Vietnam: Handshake of Cultures” will contribute not only to increasing the level of proficiency in Russian language as a means of intercultural communication in the process of learning and teaching, but also to further strengthening mutual understanding between representatives of two friendly countries and peoples.

Lifting Eighth-Grade Students' Recount Text Writing Skills through Mind Mapping

This research was conducted at SMP Al Kamal Wonodadi Blitar to lift the personal recount writing skills of eighth-grade students, totaling 29 students, especially on the topic of personal recount by integrating mind mapping. The researchers implemented classroom action research based on Kemmis and Taggart's model with four main steps: planning, acting, observing, and evaluating, as well as reflecting. Data were collected through tests. The results of this study showed a significant transformation in students' writing abilities after using mind mapping, increasing from 55.66 in the pre-test to 81.14 in the post-test. This improvement involved various aspects of writing such as grammar usage, vocabulary selection, idea development, content quality, and mechanical accuracy in the context of personal recount texts. Based on these results, the researchers recommend that English teachers integrate mind mapping as an alternative tool to develop students' writing skills.

A Corpus-based Comparison of Lexical Features in English News: China Daily and CNNs Reports about Russia-Ukraine Conflict as Examples

The news plays a crucial role in disseminating information to the public. The use and preferences of vocabulary in news articles reflect the language proficiency, attitudes, and positions of news writers. Therefore, this study examines the differences in vocabulary characteristics between China Daily, a Chinese news organization, and CNN, a US news organization, in their news writing on the Russia-Ukraine conflict. Through corpus-based research methods, the study aims to explore the differences in lexical features and provide insights for journalists and English writing learners in terms of vocabulary selection and comprehension when writing and reading English news about the Russia-Ukraine conflict and related war and conflict events.

تمثيل الصين في الخطاب الإعلامي الأمريكي فيما يتعلق بجائحة كورونا: تحليل نقدي للخطاب

تتناول هذه الدراسة التغطية الإعلامية الأمريكية للصين، وخاصة الرئيس الأمريكي دونالد ترامب، خلال أحداث فيروس كورونا.استخدمت الدراسة منهجية التحليل النقدي للخطاب (CDA) لإجراء التحقيق. تستخدم هذه الدراسة نضرية فان دايك (1998) التى تركز على الأيديولوجية والمنهج الاجتماعي المعرفي. وتم جمع عشر تغريدات حول أزمة كورونا من منصة التواصل الاجتماعي تويتر. وقد خضعت هذه التغريدات الى التحليل باستخدام نموذج فان ديك من أجل استخلاص نتائج المراد معرفتها. تشير نتائج البحث إلى أن رئيس الولايات المتحدة استخدم تقنيات بلاغية مختلفة، مثل اختيار المفردات، واستخدام اللغة المجازية، والافتراضات، والعبارات المحملة، والادعاءات الصريحة، لتصوير الصين بشكل سلبي لعامة الناس. بالإضافة إلى ذلك، استغل الخلاف الرئاسي مع الخصوم السياسيين لتصوير الصين بشكل سلبي، على عكس الإجراءات التي اتخذتها إدارته لمكافحة الفايروس. لقد صورها بشكل إيجابي.

Jacob's Analytical Assessment in the Evaluation of Arabic Writing Skills at Madrasah Aliyah Negeri Program Keagamaan

This article aims to determine the level of Arabic writing proficiency of class X PK 1 Madrasah Aliyah Program Keagamaan (MANPK) Jember students in writing essays. The sample for this research was 20 students, here in after referred to as students 1 - students 20 (S1-S20). Data was taken from students' "Simple Essays" written in class. These texts were then analyzed based on the Jacobs Analysis Rubric to assess students' general Arabic writing proficiency. This technique proposes assessing five criteria in students' Arabic writing, namely from the aspects of content, organization, vocabulary, language use, and mechanics. This research uses a quantitative descriptive research design. The results of the evaluation of students' Arabic writing using Jacob's analysis were that the average student's writing ability was at a good to average level. This can be seen from the number of students whose Arabic writing skills in all aspects are at a perfect to very good level, only 10%, while the number of students who are at a good to average level in all aspects of the assessment is 60% and 30% of other students. is at a fair to poor level in all aspects, except for the aspect of vocabulary use and selection, which is at a good to sufficient level. These findings can be used as feedback for teachers to improve the process of learning Arabic writing skills.

The Application of the Combined Corpus in C-E Translation Teaching

In recent years, corpora have become increasingly sophisticated and are popular among linguists and widely followed by academics because of their powerful functions. This paper investigates the combined use of single and bilingual corpora in teaching translation quality assessment. Using single and bilingual corpora as research objects, the empirical method explores the path of efficient use of combined corpora in translation teaching, and the results show that the combined use of corpora can provide strong support for translation learners in vocabulary selection, comparison of synonyms and conducting translation quality assessment, and this study aims to improve the quality of teaching and learning in translation courses.