Vocabulary Words Research Articles

Word Knowledge Dimensions in L2 Lexical Inference: Testing Vocabulary Knowledge and Partial Word Knowledge.

This study explored the role of word knowledge dimensions in second language (L2) word-meaning inference. College-level L2 learners (N = 121) participated in this study and completed a series of word knowledge tests including vocabulary size, word associates, morpheme-form knowledge, morpheme-meaning knowledge, morpheme discrimination, and morpheme recognition. Two modules of lexical inferencing tasks (pseudoword inference and real-word inference) were also administered to the participants. Through multivariate path analysis, the findings demonstrated that word-knowledge dimensions made a collective contribution to L2 lexical inference after text comprehension ability was controlled for. More critically, the study found that word associates and morpheme-form knowledge had the strongest predicting power among all word-knowledge components. Theoretical justifications were provided to discuss the mechanism of word knowledge and lexical inference. In addition, applied implications were discussed to shed light on L2 vocabulary instruction and learning.

Upaya Pencegahan Smartphone Addicted Berbasis Vocabulary Word Match Game Pada Anak Usia Sekolah Dasar Desa Tumi Jaya Oku Timur

The aim of this community service is to reduce addicted Smartphone by providing and introduction to mastery of English Vocabulary through the vocabulary word match game method for elementary school in Tumi Jaya Village, Jayapura OKU Timur. The method used is by using a word match game, this service program can be carried out well and run smoothly according to what has been planned from the beginning of the activity even though all service participants have not mastered the material well. This activity got a very good response with the evidence of the activeness of the service participants in participating in the learning process by not leaving the material before it was finished. The message conveyed by the leaders and parents of elementary school was that they must continued to hold follow-up activities in the form of similar training which are always held periodically so that they can improve their ability of elementary school in carrying out the learning process, especially in increasing vocabulary.

The reciprocal relationship between vocabulary knowledge and word reading in Chinese primary-school children

There may be some mutual promotion between vocabulary knowledge and word reading because the development of either of these leads to a stronger bonding of orthographic, phonological, and semantic information. This study investigated the developmental relationship between vocabulary knowledge and word-reading ability in Chinese. We recruited 204 Mandarin-speaking primary school children in Beijing. Their vocabulary knowledge and word reading were measured from Grades one to three. Cross-lagged modeling analysis was used to investigate the potential bidirectional relationship between their vocabulary knowledge and word reading. Individual differences were found in vocabulary knowledge and word reading from Grades one to three. The children's vocabulary knowledge and word reading predicted each other reciprocally with the autoregressive effects controlled. This evidence provides an insight into the relationship between oral and written word representations in a deep orthography (i.e., Chinese), which is essential for the development of precise models of reading development.

HearMe: Accurate and Real-time Lip Reading based on Commercial RFID Devices

Lip reading can help people with speech disorders to communicate with others and provide them with a new channel to interact with the world. In this paper, we design and implement <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">HearMe</i> , an accurate and real-time lip-reading system built on commercial RFID devices. HearMe can be used to accurately recognize different words in a pre-defined vocabulary without limitations in light conditions and can be used in multiple user scenarios by leveraging RFID's ability in identifying different users. We design an effective data collection strategy to well capture the tiny and complex signal patterns caused by mouth motion and propose a set of algorithms to extract signal profiles related to mouth motions and mitigate interference factors like multi-path. A carefully designed set of features, including time-domain statistical features and frequency-domain features, are then extracted from the signal to lift the recognition accuracy at the word level. To reduce training costs when the model is used in a new environment, a transfer-learning-based approach is adopted to enhance the robustness of the model in cross-environment scenarios. Experimental results show that HearMe detects speaking actions of the user with an accuracy higher than 0.95 and recognizes different words in a 20-words vocabulary with an average accuracy higher than 0.88. Moreover, the latency of HearMe ( <inline-formula xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex-math notation="LaTeX">$\sim$</tex-math></inline-formula> 150ms) is nearly two orders of magnitude less than traditional approaches, making it applicable to practical scenarios that require real-time lip reading.

Lexical stylistic features of Mo Yan’s literary texts (based on the short stories “Genius” and “Set free”)

The article is devoted to the study of lexical and stylistic means of creating portraits of heroes and objects in the short stories of the Chinese writer Mo Yan. The necessity of deepening the general linguistic theory about lexical stylistics and the wide usage of lexicalstylistic means in Mo Yan’s works, as well as the lack of research on this topic determine the relevance of our research. The aim of the work is to highlight and analyze in detail all the lexical and stylistic tools used by Mo Yan in his novels to describe the emotions, character traits and appearance of the characters and to paint a portrait landscape of nature and the environment. The article examines the main aspects of lexical stylistics, which is stylistic means in combination with the contextual meanings of words, especially their coloring, expressiveness, emotionality and signs of unmarkedness. The analysis of lexical and stylistic units was carried out on the basis of Mo Yan’s stories 天才 «Genius”, 放呀 “Set Free”. In parallel with the illustrative material, the own translation of both novels is suggested. By using special theoretical and linguistic methods in this study, we managed to identify the entire range of lexical means, with the help of which the author constructs and describes the image of the main characters of his stories. Based on the analysis of quotations and excerpts, it was found that the majority of lexical and stylistic devices are represented in Mo Yan’s texts with the help of tropical figures that gravitate to linguistics, unmarked vocabulary or groups of words by lexical meaning. Using the method of percentage transformation, the ratio of all lexical and stylistic units in each work was determined separately. From a literary point of view, the general features of the author’s writing style are outlined: unique features of the images of characters and inanimate objects, authentic motives and gender features of the protagonists of the works. From the point of view of translation studies, the main problems of translating realia and the reasons for the formation of lacuna in the target language were illustrated.

Потенциальные слова в русском литературном языке первой половины и середины XIX века: основания выделения, специфика

The paper identifies the reasons for selecting potential words in the vocabulary of the Russian literary language of the first half and mid-19th century and determines the specifics of potential words in the historical aspect. The tasks of the study were to identify the similarities and differences between such two types of non-formal words as potential and occasional as interpreted by different researchers, to collect the vocabulary of potential words in the Russian literary language of the named chronological section, and to classify the collected material based on: a) their existence in a particular context, b) their word-formation semantics and structure. The research material included texts of epistolary, fictional genres, reviews of literary-critical and sociopolitical nature of the first half and mid-19th century, explanatory, encyclopedic dictionaries, dictionaries of foreign words reflecting the vocabulary of the chronological interval under study, and texts of the main subcorpus of the National Corpus of the Russian language. The study allowed the author to conclude that potential words related to historical lexicology should be understood as actually existing in one or two texts or recorded in one dictionary, but not confirmed by the practice of communication of a specific time, and not as non-existent, but only possible in the system and norm of this language. Based on the material of the collected vocabulary, the author proves that potential words are not only highly productive but also low-productive word-formation types.

A Comprehensive Review of Arabic Text Summarization

The explosion of online and offline data has changed how we gather, evaluate, and understand data. It is frequently difficult and time-consuming to comprehend large text documents and extract crucial information from them. Text summarization techniques address the mentioned problems by compressing long texts while retaining their essential contents. These techniques rely on the fast delivery of filtered, high-quality content to their users. Due to the massive amounts of data generated by technology and various sources, automated text summarization of large-scale data is challenging. There are three types of automatic text summarization techniques: extractive, abstractive, and hybrid. Regardless of these previous techniques, the generated summaries are a long way from the summarization produced by human experts. Although Arabic is a widely spoken language that is frequently used for content sharing on the web, Arabic text summarization of Arabic content is limited and still immature because of several problems, including the Arabic language’s morphological structure, the variety of dialects, and the lack of adequate data sources. This paper reviews text summarization approaches and recent deep learning models for this approach. Additionally, it focuses on existing datasets for these approaches, which are also reviewed, along with their characteristics and limitations. The most often used metrics for summarization quality evaluation are ROUGE1, ROUGE2, ROUGE L, and Bleu. The challenges that are encountered during Arabic text summarizing methods and approaches and the solutions proposed in each approach are analyzed. Many Arabic text summarization methods have problems, such as the lack of golden tokens during testing, being out of vocabulary (OOV) words, repeating summary sentences, lack of standard systematic methodologies and architectures, and the complexity of the Arabic language. Finally, providing the required corpora, improving evaluation using semantic representations, the lack of using rouge metrics in abstractive text summarization, and using recent deep learning models to adopt them in Arabic summarization studies is an essential demand.

Potassium-competitive acid blockers, a new therapeutic class, and their role in acid-related diseases: a narrative review.

A new therapeutic class, potassium-competitive acid blockers (P-CABs), has emerged in Brazil to promote a superior antisecretory effect addressing the unmet needs related to acid-related disease management. Vonoprazan fumarate showed a good safety profile and was approved by the Brazilian regulatory agency - ANVISA. This narrative review was conducted to review the general concepts regarding P-CABs, focussing on vonoprazan fumarate. A literature search was conducted through April-May 2021 using official databases with a combination of MeSH controlled vocabulary and text words. The authors selected articles that described pivotal and novel insights about P-CABs and vonoprazan fumarate. Vonoprazan is a drug of the P-CABs class newly approved for the management of acid-related diseases in Brazil. P-CABs achieve rapid, potent, and prolonged acid suppression (including night-time) and promise to address some unmet clinical needs in GERD. Furthermore, considering the difficulties encountered in attaining effective symptomatic control - particularly at night - using currently available PPIs, this new drug class is promising. This review brings important information about vonoprazan, a new therapeutic option in Brazil, which may be considered as a valuable tool for managing acid-related diseases.

Crossword puzzle game to improve students’ vocabulary mastery

ABSTRACTThis research is a literature review about teaching vocabulary by using a game called crossword puzzle game. The purpose of this research was to describe the process of teaching vocabulary using crossword puzzle game, and to describe teacher problems and student problems in the teaching and learning process. In this research, the researcher used descriptive qualitative research. In several literature reviews, researchers found several cases such as, problems that are often encountered by a teacher, namely; The teacher has difficulty in handling the class because the students make it too crowded by themselves, the teaching method is wrong, and requires students to share some vocabulary words in the meeting but students can only master some of them, and also some obstacles that are often encountered by a student in learning vocabulary, that is; Students find the teacher's explanation boring, and they perceive vocabulary learning as knowing the main meaning of new words obtained only from textbooks or from the teacher, so it is difficult for them to use words based on the appropriate context. Therefore, teaching English vocabulary applies crossword puzzle games is effective in increasing students' vocabulary.

Text to talk: Effects of a home-school vocabulary texting intervention on prekindergarten vocabulary

This paper presents the results of an intervention study focused on understanding how a 5-month, vocabulary-focused texting program called Text to Talk can enhance home-school connections concerning vocabulary and preschool children's language learning. Classrooms (49) were randomly assigned to intervention or control status in an urban preschool program in the eastern United States. Intervention teachers delivered Text to Talk, a curriculum-aligned program that provides weekly texts for teachers to send to families that include vocabulary words and related activities from books being read in the classroom. Children's target word knowledge and receptive language skills (PPVT) were measured at baseline and follow-up, with treatment effects on target word knowledge (d = 0.17). Treatment families reported much higher use of texting as a source of communication with teachers, but otherwise rates of home-school communication in person, phone, and with paper were unchanged; family self-report of general home learning activities was also unaffected by treatment status. Implementation analysis showed moderate to high fidelity among teachers and families, with greater family fidelity associated with larger treatment impacts. The findings suggest that a family-focused texting-based program, aligned with the school curriculum, leads to improved taught-word knowledge among children from under-resourced communities.

The contribution of high-frequency multi-word sequences to speech rate and listening perception among EFL learners

This experiment tested gains in spoken fluency and ability to complete a dictation listening task accurately among 33 Japanese L1 English language users. Both a control group (N = 17) and an experimental group (N = 16) studied Anki vocabulary cards each week for 10 weeks and described three picture stories that contained the vocabulary words every week. Both groups studied 10 common bigrams (such as take advantage) each week while the experimental group additionally studied sets of 10 reduced trigrams (how do you) and did narrow listening homework each week. The results for spoken storytelling fluency found a large advantage for the experimental group while fluency for the free speaking task showed a medium advantage for the experimental group that was not statistically significant. For the listening dictation task, both groups reduced their errors from pretest to posttest but neither group was statistically different from each other.

Hospital re-admission after critical care survival: a systematic review and meta-analysis.

Survivors of critical illness frequently require increased healthcare resources after hospital discharge. We undertook a systematic review and meta-analysis to assess hospital re-admission rates following critical care admission and to explore potential re-admission risk factors. We searched the MEDLINE, Embase and CINAHL databases on 05 March 2020. Our search strategy incorporated controlled vocabulary and text words for hospital re-admission and critical illness, limited to the English language. Two reviewers independently applied eligibility criteria and assessed quality using the Newcastle Ottawa Score checklist and extracted data. The primary outcome was acute hospital re-admission in the year after critical care discharge. Of the 8851 studies screened, 87 met inclusion criteria and 41 were used within the meta-analysis. The analysis incorporated data from 3,897,597 patients and 741,664 re-admission episodes. Pooled estimates for hospital re-admission after critical illness were 16.9% (95%CI: 13.3-21.2%) at 30 days; 31.0% (95%CI: 24.3-38.6%) at 90 days; 29.6% (95%CI: 24.5-35.2%) at six months; and 53.3% (95%CI: 44.4-62.0%) at 12 months. Significant heterogeneity was observed across included studies. Three risk factors were associated with excess acute care rehospitalisation one year after discharge: the presence of comorbidities; events during initial hospitalisation (e.g. the presence of delirium and duration of mechanical ventilation); and subsequent infection after hospital discharge. Hospital re-admission is common in survivors of critical illness. Careful attention to the management of pre-existing comorbidities during transitions of care may help reduce healthcare utilisation after critical care discharge. Future research should determine if targeted interventions for at-risk critical care survivors can reduce the risk of subsequent rehospitalisation.

ANIMATION AND VIDEO IN IMPROVING OPEN WORDS VOCABULARY

The most important part of language learning is vocabulary. To do well in English and effectively perform a good English, students must be able to retain words. The purpose of this study is to seek whether vocabulary learning through animation and video in groups learning perform better than individual learning. This study used a quantitative analysis approach with a comparison design to find out the students' vocabulary enhancement. The vocabulary pre-test and post-tests were utilized as the instruments of this study. The sample were VIII grade students from two classes at a public school in Cimahi, Bandung. The results of this study showed that both groups of students improved their open words vocabulary, and students who are taught through animation and video with learning in groups performed better than the students who learn individually, with pre-test scores of 59.59 and 59.00, and post-test scores of 83.47 and 73.63.

СТРУКТУРНО-СЕМАНТИЧНІ ХАРАКТЕРИСТИКИ АНГЛІЙСЬКИХ ТЕРМІНІВ МОБІЛЬНОГО ЗВЯЗКУ

The article is devoted to the structural-semantic analysis of the mobile communication term which is characterized by the presence of a stable invariant meaning and its variable meanings that are closely related to the words of common vocabulary. It is argued that in the process of analyzing the mobile communication terms it is necessary to take into account the abstract, generalized invariant feature in the language system and differential semantic features in the speech system that is the basis for the creation of an unlimited number of semantic concepts and in fact is the source of the word-forming potential of the term. The basis for the nomination of concepts in a special field is the invariant meaning of the term which remains unchanged in all contextual cases of its usage. In conclusion, it is noted that the mobile communication term due to the explication of its structural and semantic features represents in the professional language a stable unit of synthetic or analytical nomination, which is fixed by the relevant concept in the field of mobile communication and limited to a special field of usage.

Muhammad dan Orisinalitas Al-Quran dalam Pandangan Abraham Geiger

Among the interest in the study of Muhammad and the Quran was born from the Orientalists. Including the Orientalists who were very influential on this study was Abraham Geiger. From this research, it is found that Geiger has a view that tends to be contrary to that of Muslim scholars in general. Where Geiger views that Muhammad was someone who had tried to bring up the Quran because it was influenced by the Jewish culture that already existed in the Arab region at that time. Geigers opinion is based on several facts that he put forward, which include: When Muhammad carried out his mission in Medina, Muhammad was dealing with Jews who had long had a strong influence on the local community and Muhammad had close relations with Jews. in the area. This fact is then reinforced by Geigers findings in the Qur'an which are indicated to be taken from the Jewish tradition, such as the discovery of 14 vocabulary words of the Koran which tend to be the same as Jewish dogma, the discovery of doctrinal concepts that indicate the adaptation of the Qur'an from the Jews. and the stories in the Koran that tend to be in line with Jewish teachings.

СТИЛІСТИЧНО МАРКОВАНА ЛЕКСИКА В РОМАНІ ТОМАСА БРУССІҐА “АM KÜRZEREN ЕNDE DER SONNENALLEE” ТА ЇЇ ВІДТВОРЕННЯ В УКРАЇНСЬКОМУ ПЕРЕКЛАДІ

The article deals with problems of literary translation on the lexical level. Translation strategies and techniques used to reproduce stylistically marked words and expressions of Thomas Brussig’s novel “Am kürzeren Ende der Sonnenallee” and the equivalency of their functions in the Ukrainian translation are explored. The word choice of the well known German author targeted at creating humorous or satirical tone in his novels constitutes his own individual style which is diffi cult to reproduce in other languages. That is why each new translation of his novel arouses a great interest of linguists and translatologists. The purpose of this article, therefore, was to classify the stylistically coloured vocabulary of the novel and to examine the lexical and stylistical choices of the translator S. Onufriv, especially the means chosen to render dialectisms, slang and jargon expressions, historical words from the GDR time, expressive personal nicknames, and denominations into Ukrainian. The main terms used in this article to describe the relation between the original text and its translation are “stylistic equivalency” and “stylistic density”, their application being explained based on the linguistic theories of translation (Fedorov, Retsker, Koller, Reiß). In the article, the comparative and descriptive methods as well as the quantitative estimations were used. Seven text fragments with 123 stylistically coloured expressions of lower register were chosen for our analysis. It revealed a higher stylistic density of the Ukrainian translation compared to the German text due to the use of stylistically lower vocabulary and Ukrainian dialect words used to substitute stylistically neutral words of the German author: 181 coloured words and expressions were found. The most important translation issues regarding the reproduction of dialect, slang words and of expressive names were defi ned. It was discovered that the eff ect caused by combining words of diff erent registers (formal and casual) had been lost in translation. Full stylistic equivalency of the youth slang translation as well as features of individual translator’s style were revealed. Several suggestions were made on how to avoid word-to-word translation in some places of the analyzed text fragments. To obtain the whole picture of formal translation equivalency, the tasks for further equivalency studies on other text levels were formulated. Key words: stylistically marked words and expressions, dialectisms, slang expressions, expressive personal nicknames and denominations, translation, stylistic equivalency, stylistic density

Understanding Child-Directed Speech Around Book Reading in Toddler Classrooms: Evidence From Early Head Start Programs

Child-directed speech (CDS), which can help children learn new words, has been rigorously studied among infants and parents in home settings. Yet, far less is known about the CDS that teachers use in classrooms with toddlers and children’s responses, an important question because many toddlers, particularly in high-need communities, attend group-care settings. This exploratory study examines the linguistic environment during teacher-led book readings in American Early Head Start classrooms serving 2-year-olds from households in poverty. Seven teachers in four classrooms were trained to emphasize target words while reading story and informational books. We first analyzed the nature and quality of their book readings from a macro-level, exploring global instructional quality [Classroom Assessment Scoring System (CLASS)] and linguistic complexity [i.e., diversity of vocabulary (D) and sophistication of syntax (MLU-w)], and we also examined micro-level teacher-child talk strategies and use of target words. Compared to prior research, these classrooms had similar global quality and syntactic complexity, although less lexical diversity. Exploratory results also revealed three distinct teacher talk patterns—teachers who emphasized (1) comments, (2) questions, and (3) a balance of the two. Question-focused teachers had more adult and child talk during reading, as well as more repetitions of target words, and stronger CLASS Engaged Support for Learning. However, comment-focused teachers used more diverse vocabulary and had stronger CLASS Emotional and Behavioral Support. Results illuminate the nature and quality of CDS in toddler classrooms, particularly in the context of an intervention emphasizing target vocabulary words, and highlight applications for professional development and questions for further research.

Effects of a Reading Intervention and a Mentoring Intervention for Ninth-Grade English Learners with Reading Difficulties

This study examined the effects of Reading Intervention for Adolescents (RIA) and a mentoring intervention (MI) implemented for 1 year with ninth-grade English learners (ELs) with reading difficulties. Eligible students enrolled at three urban high schools were randomly assigned to the RIA (n = 142), MI (n = 163), RIA and MI (n = 164), or business-as-usual comparison condition (n = 154). The RIA lessons focused on advanced word study, fluency, academic vocabulary, and collaborative comprehension strategies with content area texts. The MI assigned each student a mentor who helped them access and participate in school activities with the expectation that this condition would be associated with improved self-perceptions toward school engagement. RIA (RIA and RIA + MI) had significant, positive effects on sentence-level fluency and comprehension (g = 0.17) and vocabulary learning (g = 0.30), but not on measures of word reading, vocabulary, or reading comprehension (g range: −0.1 to 0.05). The MI intervention did not yield discernable effects on students’ self-reported engagement questionnaire, absences, course failures, or disciplinary referrals. We present considerations for how to address systemic changes for meeting the needs of ELs with persistent reading difficulties in high school.

Impact of gamification elements on user satisfaction in health and fitness applications: A comprehensive approach based on the Kano model

As health and fitness applications (apps) take on larger markets, attracting and satisfying users has become a crucial task. Gamification, a popular ancillary design used in various fields, was gradually introduced into apps to make the products more attractive and practical. As previous studies mainly focused on the mechanism or efficiency merely on specific gamification elements (GE), heterogeneity was prominent, and scope was limited. Hence, this study comprehensively arranges GE into four dimensions. The main objective is to determine the correlation between gamification dimensions and user satisfaction. Natural language process and sentimental analysis were used in online reviews (N = 45,659) of a typical fitness app to build a hierarchical conception vocabulary of gamification words, elements, and dimensions, as well as calculate the degree of elements’ realization. Meanwhile, Kano model–based questionnaires (n = 110) quantitatively classified GE into different quality classifications. A user satisfaction score was provided at the end to quantitatively measure the correlation between GE and user satisfaction, demonstrating that different dimensions corresponded to a different level of contribution to user satisfaction (non-negative, stable positive, limitation, and uncertain). Furthermore, suggestions for designing strategy were given as an instructor for further improvement and design.

Developing an Observation Tool to Measure Preschool Children’s Problem-Solving Skills

In the Next Generation Science Standards (NGSS), problem-solving skills are part of science and engineering practices for K–12 students in the United States. Evaluating these skills for the youngest learners is difficult due to the lack of established measures. This paper reports on our process of developing an observation instrument to measure preschool children’s learning and their application of problem-solving skills, namely, the steps of the engineering design process (EDP). The instrument, Engineering Preschool Children Observation Tool (EPCOT), was intended to evaluate the frequencies of problem-solving behaviors and use of EDP-related vocabulary by observing preschoolers engaged with the Seeds of STEM eight-unit curriculum in the classroom. In this paper, we describe the development process and revision of EPCOT, its current constructs, and present descriptive findings from using the tool in a pilot study with sixteen classrooms: eight intervention classrooms who received the entire curriculum, and eight comparison classrooms who received only the eighth unit of the curriculum (to enable comparison). We found that, out of 34 possible behaviors across the problem-solving process, children in all classrooms engaged in 31 unique problem-solving behaviors, suggesting that preschool children are indeed capable of meaningfully engaging in solving problems. We also observed a trend that children who were exposed to more of the curriculum (the intervention group) produced more novel vocabulary words than those in the comparison group, who tended to repeat vocabulary words. Since EPCOT was developed in alignment with state and national standards, we believe it has the potential to be used with other early childhood engineering/problem-solving curricula.