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Mileshina, Larisa V., and Svetlana V. Piskunova. "Use of fixed combinations in the modern student’s speech." Neophilology, no. 21 (2020): 21–26. http://dx.doi.org/10.20310/2587-6953-2020-6-21-21-26.
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We consider the issue of fixed combinations associated with their use, the relationship with the system of phraseological units and memes in the speech of a modern student. We determine the semantics and function of some popular speech units formed due to the influence of Internet communication, this affects the state of the language culture of the people. We reveal the most frequent memes in students’ oral speech. The reasons why memes in oral speech have replaced phraseological units become expression mean constantly using these fixed combinations on the Internet. It was found that students, among whom the majorities are active users of the network, react to the repetition of memes, their brightness, and relevance for the expression of the emotions. Short-term, constant updating gives these combinations the novelty effect. The desire for adequate communication in school society, lacking sufficient experience of speech creativity form its own system of language expression of students, as well as the productivity of the fixed combinations use. The constant use of fixed units of a new type introduces them into the limits of personal relationships, acquires the character of a system, so it negatively affects not only the culture of communicants.
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MacKenzie, Ian. "Poetry and formulaic language." Linguistic Approaches to Poetry 15 (December 31, 2001): 75–86. http://dx.doi.org/10.1075/bjl.15.06mac.
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Corpora show that people are less original in using language than is generally believed. We routinely employ an immense repertoire of semi-preconstructed phrases, though we also adapt them: creative extensions and adaptations of institutionalized locutions sometimes occur more frequently than the ordinary form. Corpora also reveal that fiction uses verbal idioms rarely found in other forms of writing or in conversation, which suggests that novelists draw on their own experience of stereotyped fictional dialogue more than on real-life conversation. Oral epic poetry, from Homer to Beowulf, was, of course, also formulaic, but the received view is that written poetry should be quite the opposite: it should consist of new combinations of words. While it is easy to find poetry that does contain fixed expressions and poetic transformations of them, such as the ‘conversational’ (and occasionally prosaic) poetry of Wordsworth, Frost, Auden and McDiarmid, it is harder to argue that the poetry of Shakespeare, Donne, Shelley, Keats, Hopkins, Stevens or Ashbery is made up of formulaic language. Conversely, however, it can be shown that canonical poetry is the source of hundreds of phrases in our active verbal lexicons.
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Sánchez-Requena, Alicia. "Intralingual dubbing as a tool for developing speaking skills." Translation and Translanguaging in Multilingual Contexts 4, no. 1 (April 24, 2018): 101–28. http://dx.doi.org/10.1075/ttmc.00006.san.
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Abstract Communicating verbally with others is one of the main features of human behaviour, but the time employed in class to practise this skill is often insufficient. In an attempt to overcome the need to practise oral conversations and help students feel less anxious in foreign language (FL) contexts, new didactic approaches are being considered. Amongst those, the active use of techniques traditionally employed in audiovisual translation (AVT) has proved to have a positive impact on FL learning. This paper examines the relationship between intralingual dubbing (students' replacement of the original voices of actors in 1 minute long clips) and FL oral expression. The main aim is to provide objective evidence that the use of intralingual dubbing can enhance speed, intonation and pronunciation when speaking spontaneously in Spanish as a FL. A total of 47 participants aged 16–18 with a B1 level of Spanish dubbed videos for 12 weeks. Data is triangulated both qualitatively and quantitatively. Results confirm the main hypothesis and serve as evidence to support theoretical aspects of the inclusion of active AVT techniques in FL speaking classes.
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Fedorenko, Svitlana, Iryna Voloshchuk, Yuliia Sharanova, Nataliia Glinka, and Kateryna Zhurba. "Multimodality and Digital Narrative in Teaching a Foreign Language." Arab World English Journal 7, no. 1 (July 15, 2021): 178–89. http://dx.doi.org/10.24093/awej/call7.13.
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The article focuses on the authors’ pedagogical experience of exploiting digital narratives in a foreign language education at a modern university (on the basis of National Technical University of Ukraine “KPI” named after Igor Sikorsky). The study aims to consider multimodality in terms of foreign language didactics. It was designed by the constructivism theory and narratology in terms of teaching a foreign language. The research exploited the set of theoretical methods: analyzing, summarizing, and interpreting scholarly sources on the issue under scrutiny; generalization and conceptualization of the authors’ pedagogical experience. Applying those methods in coherence logic enabled the effective study and interpretation of the concepts of “narrative” and “digital narrative” in their interrelations. In the study, the narrative is viewed as a sociocultural tool that provides students with deeper self-understanding, and complements the communicative system of foreign language acquisition with metacognition and values of life meaning. The digital narrative as a form of expression, empowered and determined by digital technologies incorporates multimodal communication and narrative as a cognitive unity. The authors have stated that multimodality, grounded on information technologies, is introducing entirely new semiotic resources into the communicative environment of foreign language learning. It is also generating innovative ways and forms of oral and written interaction. Multimodal learning activities illustrating the specifics of creating digital narratives by learners of English as a foreign language, are highlighted. The significance of the study lies in the fact that the ongoing COVID-19 pandemic is unquestionably a rather fertile condition for active implementing digital technologies into foreign language education, and developing different multimodal learning activities in this area
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Kibbee, Douglas A. "John Palsgrave’s ‘Lesclaircissement De La Langue Francoyse’ (1530)." Historiographia Linguistica 12, no. 1-2 (January 1, 1985): 27–62. http://dx.doi.org/10.1075/hl.12.1-2.03kib.
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Summary John Palsgrave, an Englishman, wrote the first detailed grammar of the French language, Lesclaircissement de la langue francoyse (1530). This work is remarkable not only for its length but also for its quality. Palsgrave wrote a pedagogical text for his English readers, using a system which leads the learner from the development of passive skills (interpretation, both oral andintellectual, of written texts) to the development of active skills (expressing oneself in the target language). At the same time, he responded to the French Humanist desire to bring the vernacular languages under the control of ‘rules certayne’. In its grammatical method, Lesclaircissement exemplifies a stage in the development of Humanist grammar, as the Renaissance grammarians moved from a method based on forms to a more abstract representation of linguistic facts. As such, Palsgrave’s work stands half-way between the early Renaissance calques upon Donatus and the later excursions into logical grammar. In phonetics, Palsgrave’s attention to detail leads him to a clear recognition of the importance of nasal vowels in French (even if his articulatory description of the nasal vowels leaves something to be desired). In phonology, he aspires to a greater level of abstraction through his attempts to link liaison and elision phenomena to French phonotactics. In morpho-syntax, he uses the notion of perfection in language to provide an underlying structure in which the syntactic and the logical structure are explicit. He then explains how the languages in question ‘circumlocute’ to express the underlying structures. In this way, he prefigures the work of Meigret in French grammar. For all of his accomplishments, however, Palsgrave’s work had little influence on his successors. It had only one printing of 750 copies, and Palsgrave himself restricted the sales. Still, the work deserves our attention because of its wealth of detail and because of the method it uses.
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САВЧЕНКО, А. В. "Устойчивые сравнения в языке спортивного дискурса: русско-украинские параллели." Studia Slavica Academiae Scientiarum Hungaricae 64, no. 1 (June 2019): 159–69. http://dx.doi.org/10.1556/060.2019.64112.
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Nowadays, sports play an important role in the world, both from the pure competitive (even emulative) and political point of view. The influence of sports is also traced here at the linguistic level: many words and expressions from the field of sports penetrate the language but, on the other hand, the sphere of sports itself becomes a fertile ground for the emergence of new expressive words and idioms having different stylistic and expressive colours that can perform various pragmatic functions. In the language of sports, lexical units often acquire a new meaning related to sports; in some cases, the meanings of already existing metaphorical phraseological models are actualized. The paper is devoted to the problem of the status and description of one of the types of phraseological units, i.e. stable comparisons, which are used in the sphere of sports or sports discourse in modern Russian and Ukrainian languages. On the one hand, these units have their origins in sports slang as well as in mass media language and also come from common phraseology and other discourses. On the other hand, such units have not only a high expressive level but they are often used as picturesque and metaphorical means in other discourses, e.g. political, social, or economic. Such expressions are nowadays very popular and commonly used both in spoken language (speech) and in mass media language. Stable comparisons are, in fact, a universally figurative and expressive means of language which can be used in any situation, context, and in any pragmatic field of language use. The sphere of sports is not an exception, where such language units fulfil various functions both in the language of sports journalism (oral reportages, articles on sports, internet communication and discussions in internet forums specializing in sports) and in the speech of the athletes themselves. This paper discusses some of the most commonly used stable comparisons in the sphere of sports (i.e. sports discourse) both in Russian and Ukrainian languages. The metaphorical models of such units are examined from the point of view of Russian-Ukrainian language convergence. It can be stated that the language of modern Russian sports journalism can be seen today to a certain extent as a possible (or potential) prototype for the development of Ukrainian-language sports discourse. Generally speaking, live contacts in interdiscourse sports communication, including the language of sports journalism, however, are still ongoing and active language interaction at the level of vocabulary and phraseology remains one of the most effective means of enriching the vocabulary of the national language.
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Minami, Masahiko. "Connecting L1 and L2 acquisition: From the perspective of macro and micro narrative structure." Journal of Japanese Linguistics 35, no. 2 (November 26, 2019): 143–64. http://dx.doi.org/10.1515/jjl-2019-2008.
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Abstract The studies presented in this paper connect the story-related quality and the language-related quality of narrative discourse. The term “coherence” refers to whether or not a text makes sense at a global level, whereas “cohesion” describes the linguistic relationships among clauses in a narrative, such as how the surface linguistic elements of a text are linked to one another at a local level. Using a content-based narrative analysis, a trilogy – a set of three independent but interrelated studies – introduced in this paper quantitatively analyze oral personal narratives through three lenses. As examples of devices for cohesion, the paper qualitatively examines the use of two linguistic devices, tense (past and non-past) and voice (active and passive), and tries to show how narrators deploy organizational strategies in the use of these linguistic forms. The paper (1) examines varied topics in different narrative contexts (genre, topic, oral or written), (2) reveals how both coherence and cohesion serve as the twin engines of narrative, and (3) emphasizes the significance of paying attention not only to the narrative content/structure but also to the appropriate use of linguistic devices so that we can fully grasp language-specific ways of expressing affective elements in narrative.
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Potapchuk, Tetiana. "Children's folklore as a means of formation of communicative competence in young children of school age." Pedagogìčnij časopis Volinì 1(16), no. 2020 (2020): 75–80. http://dx.doi.org/10.29038/2415-8143-2020-01-75-80.
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Today, the issues of creativity, the disclosure of the creative beginning of each child as a real subject of life, are gaining a new sound. Society today desperately needs people who think creatively, are able to create culture, live р р, develop р. Therefore, the formation of an educated, creative personality р one of the priority tasks of education reform р Ukraine. Under the conditions of the national revival of the spirituality and culture of the Ukrainian people, oral folk art can р an effective means of forming communicative competence. Therefore, younger students should р offered the best examples of folklore. After all, they are close to the children’s world. The ред of oral folk art during the educational process with children has its own methodology and sequence, which takes into account the specifics and features of the child’s age, compliance with which will contribute to the development of speech р general and the formation of speech and communicative competence. Also, one of the important, effective ways to develop verbal creativity р junior high school has always been a folk tale, as one of the varieties of folklore. After all, р р a fairy tale that best activates children’s imagination and creative thinking, serves as a model of literary language and a means of developing coherent speech, a source of images and plots. Listening to fairy tales allows you to expand, enrich your vocabulary, lay a solid foundation for coherent speech and communicative competence. After all, fairy tales, as a rule, include repetitions, repeated listening to which helps to memorize words and individual expressions and, consequently, replenish the passive vocabulary.The teacher needs to create appropriate conditions for the full speech development of students. After all, by systematically using various genres of oral folk art р the educational process, significant results can р achieved. Oral folk art provides an example of literary correct, pure language, significantly enriches the passive and active vocabulary, forms knowledge about the environment, as a result р the basis for the formation of both language and speech competence of primary school children.
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Valentinova, Olga. "Word Image as a Cultural Sign in Language, art and Intellectual Journalism (on «Ontology of the Poetic Word Art and Ostrannenye» by M.L. Novikova)." Theoretical and Practical Issues of Journalism 9, no. 2 (May 27, 2020): 379–86. http://dx.doi.org/10.17150/2308-6203.2020.9(2).379-386.
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With the development of information technology, the influence of mass-media on the active processes in the language and society is steadily increasing. In this context, the problem of forming high professional culture of journalistic community, which involves working knowledge of information culture, linguistic culture and creative potential of the native language, is essential. Unlike an artist who does not invent images, but thinks in them, a journalist uses language imagery rationally, but not only a means of persuasion aimed mainly at manipulation. Intelligent journalism uses the image as an economical tool of expressing a complex idea, especially when logical thinking is ineffective. The monograph «Ontology of the Poetic Word Art and Ostrannenye» by M.L. Novikova explores imagery as a universal creative principle that enables one to see essential things, previously unnoticed, while conceptualizing the reality. This principle of creation, which features one mechanism, but different functions, works in the language, in the Arts - in oral lore, plastic and synthetic arts, and in intellectual journalism. The book will be of great interest for journalists. It allows readers to see the mechanism of forming the imagery and evaluate and master the creative word as both a tool for constructing new meanings that de-automatize perception, and a conductor of public attitudes, the latter being a special form of peoples interaction, a conceptual space that reflects the world view of a person and society in a particular period of time.
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Gerver, David, Patricia E. Longley, John Long, and Sylvie Lambert. "Selection Tests for Trainee Conference Interpreters." Meta 34, no. 4 (September 30, 2002): 724–35. http://dx.doi.org/10.7202/002884ar.
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Abstract This preliminary study devised and tested a series of psychometric tests to facilitate selection of simultaneous and consecutive interpreter-trainee candidates. Twelve tests, based either on text materials, linguistic subskills or speed-stress, were correlated with judges' ratings of the final interpretation examination. Students who passed the exam had higher mean scores on all tests than those who failed. Test scores were positively inter-correlated between completion-detection tests and simultaneous interpretation ratings and between recall tests and consecutive examination ratings. Text-based tests were more predictive than subskills or speed-stress tests. The relationship between test type and interpreting is discussed together with possible reasons underlying differential performance on tests of the same kind. Problems in the recruitment and training of conference interpreters have been the frequent subject of debate by members of the profession (Keiser 1978; Longley 1978; Namy 1978). Although there have been some publications on psychological and other theoretical aspects of the interpreter's skills (Barik 1973; Gerver 1976; Seleskovitch 1976; Karmiloff-Smith 1978; Moser 1978; Chernov 1979; Lambert 1983), there has been no systematic research on student selection and training in this field. What qualities and skills are required for success as an interpreter or as a trainee in the field? Although no previous empirical research has been carried out on this subject, there does appear to be some consensus among interpreters and teachers of interpreting as to the skills and qualities sought in new members of the profession. A survey of articles written by members of the profession, as well as transcripts of interviews with working interpreters, suggested some agreement of the following as being essential for success as a trainee or in the profession. 1. Profound knowledge of active and passive languages and cultures. 2. Ability to grasp rapidly and convey the essential meaning of what is being said. 3. Ability to project information with confidence, coupled with a good voice. 4. Wide general knowledge and interests, and a willingness to acquire new information. 5. Ability to work as a member of a team. The specific aim of the present study was to develop and evaluate objective tests to assess the second item mentioned above, that is the candidate's ability to grasp rapidly and to convey the meaning of spoken discourse. It was expected that the tests would contribute to improving selection procedures, hence the number of students passing the final examination, as well as the course itself. The present study arose from the decision of Patricia Longley, one of the co-authors and former director of the Interpretation Programme at the Polytechnic of Central London, to initiate the establishment of objective criteria for the selection of students for the postgraduate course in conference interpreting techniques at the School of Languages in London. The course, founded by Patricia Longley in 1963, and now headed by Jennifer MacKintosh, is an intensive six-month course in simultaneous and consecutive interpretation. Over 200 applications are received each year from candidates throughout the world, about half of whom are invited to London for interviews and informal tests, lasting a day. Only 25 to 30 candidates are selected for the course. The informal tests consist of written translation tests in addition to tests of both aural and oral language skills in the candidates' other languages. During the tests, candidates are first asked to repeat texts in the source language (shadowing) before progressing to interpretation of texts from their passive languages into their active language. These texts progress from simple sentences to more complex, albeit non-technical, longer passages. Unusual and unexpected phrases are inserted into the more difficult passages for interpretation in order to assess candidates' skills in coping with the unexpected and with passages which cannot be translated word-for-word. The interviews are designed to assess candidates' general background knowledge and interests, motivation, presentation of self, and general suitability for the profession. Whether or not there is a current market for the candidate's particular language combination is also taken into account at the time of selection. The intensive, six-month course involves training in both simultaneous and consecutive interpretation, and in the note-taking skills essential to the latter form of interpreting, in conference practices, and in a variety of subjects likely to be encountered in conference settings. The final examinations are oral in both forms of interpretation in the candidate's principal working languages, and are conducted by a board of external examiners who are themselves senior practising interpreters in major international organizations such as the U.N., Council of Europe, I.L.O., and the W.H.O. A secondary aim of the study was to explore alternative types of tests. Since the task of the interpreter is to transform spoken textual information from one language into another, either immediately (for simultaneous interpretation) or after some delay (for consecutive interpretation), the first type of test - termed text-based - assumed the processing of connected discourse to be a crucial feature of the interpreter's task. The approach was based on recent work in the area of text processing (Kintsch 1974; MacKintosh 1985). Text-based tests required either the recall of the information presented or the completion of individual target words in the text. The second type of test - termed subskill-based - assumed language subskills such as synonym generation, sentence re-expression and vocabulary selection to be an adequate reflection of the interpreter's task. The approach was based on the development of a set of factor referenced cognitive tests of verbal ability (Eckstrom et al. 1976). In addition, both simultaneous and consecutive interpretation are performed under conditions of speed-stress, since the interpreter is paced by the speaker over whom he has little or no control. Hence, the third type of test - termed stress-based-assumed speed stress to be a general performance factor not particular to, but exemplified by, interpreting. The approach was based on the development of a speed test requiring the solution of problems involving letter series performed under a time constraint (Furneaux 1956). It was expected that the present research would throw some light on whether text-based, subskill-based or speed stress-based tests reflected the crucial features of the interpreter's task for the purpose of testing trainee candidates' abilities.
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Kharchenko, Nataliia V., and Inna V. Mysan. "Psycholinguistic Study of the Speech of Older Preschool Children: Specific Features of Understanding the Figurative Meaning of Phrases and their Use in Spontaneous Speech." Scientific Bulletin of Mukachevo State University. Series «Pedagogy and Psychology» 7, no. 2 (June 24, 2021): 25–37. http://dx.doi.org/10.52534/msu-pp.7(2).2021.25-37.
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The acquisition of native language phraseology is important for the speech and mental development of preschool children, because with the help of phraseology children can expressively reproduce a variety of social events in speech, impartially characterise people, their actions and deeds. The purpose of the study was to investigate psycholinguistic features of children's development of operations of understanding figurative meaning of phraseological expressions and their verbalisation in speech. To this end, the authors used methods of assessing the understanding of figurative meaning of proverbs and metaphors, direct interpretation of a word, choosing one variant of meaning from several paraphrases, interviewing children, recording their statements on a voice recorder, and talking to children. The analysis of children's speech was carried out according to the criteria and corresponding indicators: semantic (lexical, metaphorical, conceptual), pragmatic (active use of phrases, correct reproduction, appropriateness of actualisation), expressive-stylistic (evaluative, emotional, figurative speech). Four levels of children's operations of understanding figurative meaning of phraseological expressions and their use in speech were identified: high, sufficient, average, low, each of which correlated with certain psychological and psycholinguistic characteristics. It was found that children acquire phraseology spontaneously, under the influence of the speech of others, and selectively. It has been revealed that preschool children understand the meaning of phraseological units better than they use them in oral speech; the use of phraseological units in spontaneous speech is a more complex speech operation for children than the operation of decoding the figurative meaning of a phraseological unit. However, both the operations of understanding the figurative meaning of phraseological units and the operations of verbalising phraseological units in spontaneous speech require further development. The practical value of the research lies in the development of a diagnostic technique for studying the operations of understanding figurative meaning of phraseological expressions and their use in spontaneous speech in the zone of a child's speech activity and thinking development
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BYGATE, M. "Units of Oral Expression and Language Learning in Small Group Interaction." Applied Linguistics 9, no. 1 (March 1, 1988): 59–82. http://dx.doi.org/10.1093/applin/9.1.59.
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Chuang, Hui-Ching, Chih-Yen Chien, and Chao-Cheng Huang. "S134 – Active MMP-7 Expression in Buccal Cancer." Otolaryngology–Head and Neck Surgery 139, no. 2_suppl (August 2008): P121—P122. http://dx.doi.org/10.1016/j.otohns.2008.05.307.
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Objectives To evaluate the active MMP-7 expression in buccal cancer and correlate the expressions with clinicopath-ological features. Methods Tissue microarrays, immunohistochemistry, and Western blotting were used to detect the expression of active MMP-7 in oral tumor from 24 patients with buccal squamous cell carcinoma (BSCC). Results Total MMP-7 was detected on Western blots in 9 of 15 tumor tissue samples (60%) and in 2 of 15 normal mucosal samples (13.3%); this difference was significant (p = 0.008). Moreover, the active form of MMP-7 was expressed in 8 (88.9%) of the 9 tumor samples that expressed MMP-7, and in none of the normal tissue samples, regardless of the expression status of the pro-form. Immunostaining of total MMP-7 was observed histologically in both tumor and non-neoplastic epithelium, but immunostaining of active MMP-7 was present only in tumor nests. Expression of active MMP-7 was associated with larger tumor size (p = 0.022) and was significantly higher in BSCC with skin or bone invasion (p = 0.036). Conclusions Active MMP-7 expression was associated with more aggressive buccal squamous cell carcinomas.
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Hatcher, Ryan C., Kristina C. Breaux, Xiaochen Liu, Melissa A. Bray, Karen L. Ottone-Cross, Troy Courville, Sarah R. Luria, and Susan Dulong Langley. "Analysis of Children’s Errors in Comprehension and Expression." Journal of Psychoeducational Assessment 35, no. 1-2 (September 24, 2016): 57–73. http://dx.doi.org/10.1177/0734282916669019.
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Children’s oral language skills typically begin to develop sooner than their written language skills; however, the four language systems (listening, speaking, reading, and writing) then develop concurrently as integrated strands that influence one another. This research explored relationships between students’ errors in language comprehension of passages across oral and written modalities (listening and reading) and in language expression across oral and written modalities (speaking and writing). The data for this study were acquired during the standardization of the Kaufman Test of Educational Achievement–Third Edition (KTEA-3). Correlational analyses from the total sample ( n = 2,443-3,552) and within grade bands revealed low to moderate correlations (.26-.50). No evidence of convergent or divergent validity was found when comparing correlations of “same-name” error types (e.g., inferential errors across modalities) with correlations of “different-name” error types. These results support previous research findings and hypotheses that language by ear, eye, hand, and mouth are separable but interacting systems that differ in more ways than modality of input/output.
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Guimarães, Cayley, and Rita Cassia Maestri. "Non-Manual Expression – Sign Language as L2." International Journal for Innovation Education and Research 6, no. 10 (October 31, 2018): 101–11. http://dx.doi.org/10.31686/ijier.vol6.iss10.1169.
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Sign Language is fundamental for Deaf communication, culture and citizenship. The Brazilian Sign Language (Libras) is a complet linguistic system, of visual-spatial modality, with specificities that present a challenge for teaching and learning as L2. Non-Manual Expression is on atributte of the language for meaning attribution. Meaning attribution occurs from visual symbolic processes where non-manual expressions acquire a central role, and differs from those used in the oral language. This requires adequate educational practices and pedagogical material for the acquisition of Libras as L2. This research proposes a learning object and a methodology for teaching and learning of Libras in the form of a game that focus on non-manual expressions. The proposed methodology comprises the context, the theme of the communication situation, the utterance of the sign in Libras, along with learning fixation activities. Validation shows the importance of valuing the grammar of Libras as a pedagogical strategy that is adequate to teaching and learning non-manual expression in Libras.
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Craig, Holly K., and Julie A. Washington. "Oral Language Expectations for African American Preschoolers and Kindergartners." American Journal of Speech-Language Pathology 11, no. 1 (February 2002): 59–70. http://dx.doi.org/10.1044/1058-0360(2002/007).
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Fundamental to improving our clinical and empirical understanding of African American students is the development of appropriate, culture-fair assessment methods. This investigation provides descriptive information in the form of means and standard deviations for the performances of 100 typically developing African American preschool and kindergarten students on selected measures of oral language production and comprehension. The measures included four derived from free-play spontaneous language samples: a dialect density measure, mean length of C-units, frequencies of complex syntax, and number of different words. Two measures were derived from responses to nonstandardized elicitations in the form of question prompts and probes of active/passive voice construction. Performances were stable for socioeconomic status on all measures. Dialect density and number of different words varied significantly by gender. Responding to requests for information in the form of question prompts showed a statistically significant increase from preschool to kindergarten. The protocol is recommended for culturefair assessment purposes with African American students as they begin formal education.
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Zambrano, María Dolores Velásquez, and Jhonny Saulo Villafuerte. "Recreational Games to Strengthen Equilibrium and Oral Expression of Children with Down Syndrome." Theory and Practice in Language Studies 10, no. 4 (April 1, 2020): 360. http://dx.doi.org/10.17507/tpls.1004.03.
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This research shows the contribution of recreative games on the improvement of oral expression and equilibrium in children with Down syndrome. Two are the cases of study chosen in this research project executed for 10 months in an elementary school located in Manta city, Ecuador. The researchers' team designed ad hoc., an educational intervention that articulates games and phonics for exercising the oral expression in Spanish and English languages. Besides, the participants train their static and dynamic equilibrium using the gamification model proposed by Delgado, Pérez, Mero, Villafuerte, and Macias in 2019. Pretest and posttest are applied to determine the participants’ oral expression and equilibrium progress. The results allow concluding that recreational games contribute to developing oral expression and equilibrium in children with Down syndrome. However, the early therapies, family involvement, children's personality, and their learning attitudes impact on the children's performances.
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Filipan-Žignić, Blaženka, Vladimir Legac, and Katica Sobo. "Oral Expression of Young People Caused by the Use of New Media." International Human Sciences Review 1 (March 15, 2019): 9–15. http://dx.doi.org/10.37467/gka-humanrev.v1.1649.
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The authors want to explore the extent to which the elements of the language of new media (abbreviations, omission, dialectisms, vulgarisms, anglicisms, etc.) are present in the speech of young Croatians (100 secondary school students in their final years) in their conversations due to the influence of the language of new media. The results of the research have shown that young people use a large number of the elements of the language of new media in their mutual communication, but it is much less than in their written communication.
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Curtiss, Deborah. "DECONSTRUCTING VISUAL STATEMENTS TO IMPROVE WRITTEN AND ORAL EXPRESSION." Reading Psychology 9, no. 4 (October 1988): 483–94. http://dx.doi.org/10.1080/0270271880090413.
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Thomas, GJ, and P. M. Speight. "Cell Adhesion Molecules and Oral Cancer." Critical Reviews in Oral Biology & Medicine 12, no. 6 (November 2001): 479–98. http://dx.doi.org/10.1177/10454411010120060301.
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Cell adhesion molecules (CAMs) are found on the surfaces of all cells, where they bind to extracellular matrix molecules or to receptors on other cells. As well as having a structural role, CAMs function as signaling receptors, transducing signals initiated by cellular interactions which regulate many diverse processes, including cell division, migration, and differentiation. Cell adhesion molecules are essential for maintaining stable tissue structure. However, cell adhesion must be dynamic to facilitate the mobility and turnover of cells. In dynamic situations, cells alter their cell-cell and cell-matrix interactions by virtue of altered expression and function of CAMs. The expression of CAMs is normally tightly regulated, thereby controlling cell proliferation, mobility, differentiation, and survival. Many of these processes are misregulated in malignant tumors, and it has been shown that many of the characteristics of tumor cells are attributable to the aberrant expression or function of CAMs. Integrins and E-cadherin are the most important CAMs expressed by stratified squamous epithelium. Altered expression of these molecules has been found in oral carcinoma, where loss of CAM expression is often seen in poorly differentiated lesions. However, up-regulation of certain integrins, such as av(36, has consistently been found in oral cancer, suggesting that it may play an active role in disease progression.
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Ushio, Y., R. Wakiya, K. Ueeda, T. Kameda, S. Nakashima, H. Shimada, M. Mahmoud Fahmy Mansour, et al. "POS1358 THE EFFECTS AND SAFETY OF APREMILAST AND CYTOKINE EXPRESSION IN BEHCET’S DISEASE PATIENTS." Annals of the Rheumatic Diseases 80, Suppl 1 (May 19, 2021): 961.1–961. http://dx.doi.org/10.1136/annrheumdis-2021-eular.2772.
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Background:Apremilast, the small-molecule phosphodiesterase (PDE) -4 inhibitor, was approved for the treatment of recurrent oral ulcers associated with Behcet’s disease (BD) in Japan from September 2019, following the success of the phase 3 RELIEF study (1). However, the efficacy of apremilast on domains other than oral ulcers in BD patients is unclear. On the other hand, it has been reported that apremilast may decrease the production of proinflammatory cytokine and increase the production of anti-inflammatory mediators in psoriasis (PS) and psoriatic arthritis (PsA) (2).Objectives:To evaluate the effects and safty of apremilast on clinical symptoms and the changing of serum cytokine expression.Methods:BD patients who had treated with apremilast for active oral ulcers were included in the study. We investigated the improvement rate of oral and genital ulcers, skin lesions, arthritis. In addition, serum cytokines (IFN-γ, IL-10, IL-8, and TNF-α) before and after apremilast treatment were measured using a multiplex immunoassay (Luminex Assay, R&D Systems).Results:Fourteen patients (3 males and 11 females) were enrolled in this study. The mean age was 46.6 ± 13.0 years and the mean duration of disease was 10.2 ± 8.8 years. All patients had active oral ulcers, five had genital ulcers, six had skin lesions, and four had arthritis. Three months after the treatment with apremilast, oral ulcers improved in 13 patients (92.9%). The improvement rates of genital ulcers, skin lesions and arthritis were 60%, 25% and 25%, respectively. Changes in serum cytokines were different from those previously reported in PS. Adverse events were gastrointestinal symptoms such as nausea and diarrhea in 6 patients and sensorineural deafness in 1 patient. Medication was reduced in 2 patients, and discontinued in 1 patient due to nausea and diarrhea.Conclusion:Apremilast is useful not only for oral ulcers, but also for other lesions in BD patients. The effect of apremilast for other domain such as genital ulcers, skin lesions, arthritis was not comparable to that of active oral ulcers. Additionally, BD may have different cytokine profile from PS and PsA.References:[1]Hatemi G, Mahr A, Ishigatsubo Y, et al. Trial of Apremilast for Oral Ulcers in Behcet’s Syndrome. N Engl J Med. 2019;381(20):1918-28[2]Schafer P. Apremilast mechanism of action and application to psoriasis and psoriatic arthritis. Biochem Pharmacol. 2012;83(12):1583-1590Disclosure of Interests:None declared
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Kean, Ang Chooi, and Mohamed Amin Embi. "Using Active Engagement Strategy to Promote Learning Awareness and Self-Monitoring." International Journal of Learning and Development 1, no. 1 (October 16, 2011): 91. http://dx.doi.org/10.5296/ijld.v1i1.1105.
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Abstract This paper reports an ongoing practice attempting to promote learning awareness and self-monitoring in a Japanese language oral communication classroom of a 12-Week Preparatory Course under the local in-service teachers’ Japanese language teacher training programme. It aims to share the experiences and challenges faced in planning and implementation of the practice. In providing a mid-term review on the effort taken, an online questionnaire was administered to the 15 course participants. The results of the questionnaire obtained from 14 respondents, together with reflection reports submitted by 3 selected participants were examined to find out the influence of the practice onto their learning and perceptions among the participants towards the practice within the first half of the course of 6 weeks. The initial findings showed positive results in the aspect of learning awareness in all participants. However, there were only a few cases with indication in the aspect of self-monitoring. Keywords: active engagement, learning awareness, self-monitoring, Japanese language, oral communication, teacher training
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de Prada Pérez, Ana. "Subject pronoun expression and language mode in bilingual Spanish." Studies in Hispanic and Lusophone Linguistics 11, no. 2 (September 25, 2018): 303–36. http://dx.doi.org/10.1515/shll-2018-0010.
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AbstractIn research on Spanish subject pronoun expression, Spanish-English bilinguals have been shown to present higher rates of expressed subjects in code-switching than in monolingual Spanish mode, an outcome attributed to perseveration from English or to convergence with English. In this study we seek to arbitrate between these competing accounts. For that purpose, productions were elicited from bilinguals in an oral elicitation task, manipulating perseveration source and target structures in three modes: monolingual Spanish, language switching, and code-switching. Participants demonstrated the anticipated sensitivity to perseveration across conditions and effects of bilingual mode in the code-switching condition, with greater expressed pronoun use with omitted subject primes. These results allow us to isolate structural perseveration from bilingual effects and to ascribe the source of increased use of expressed pronominal subjects in bilingual Spanish to dual language activation or convergence.
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Khasawneh, Mohamad Ahmad Saleem. "The Relationship Between the Acquisition of Language Patterns and Oral Expression Skills Among Students with Learning Difficulties in the English Language During the Covid-19 Pandemic." FONDATIA 5, no. 2 (September 30, 2021): 140–52. http://dx.doi.org/10.36088/fondatia.v5i2.1130.
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This study aimed at identifying the relationship between the acquisition of language patterns and oral expression skills among students with learning difficulties in the English language during the Covid-19 pandemic. The study used the experimental approach and implemented the program on a sample of 84 students divided into an experimental group (n = 42) and a control group ( n = 42). The instruments of the study consisted of the training program, a test of language patterns, and a test for the evaluation of oral expressive performance. The study found the existence of a statistically significant relationship between the acquisition of language patterns and oral expression skills among students with learning difficulties in the English language.
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Mayo, Isabel Cantón, and Elena Pérez Barrioluengo. "Oral Communicative Competence of Primary School Students." Journal of Education and Learning 6, no. 4 (May 24, 2017): 57. http://dx.doi.org/10.5539/jel.v6n4p57.
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Oral communicative competence enables speakers of a language to interact effectively with each other. Oral communicative competence includes a wide semantic field since the oral expression is a way of expression for the thought and it provides feedback and develops by means of the linguistic function (Vygotsky, 1992; Piaget, 1983a, 1983b; Pinker, 2003). English communicative competence is based on the use of the language as a tool of communication, both oral and written, of representation, of interpretation and of reality comprehension. This investigation aims to analyse the oral communicative competence in English of students who have finished the stage of Primary Education. It also tries to know if the center where students study, the students’ gender, the attitude towards the English language and attendance to private lessons increase the oral communicative competence. The sample was intentional and stratified (rural-urban and ordinary-bilingual). It is composed by 265 students and the instrument is a questionnaire provided with reliability and validity. The results show high levels of competence, higher than expected, and with light differences that favor the girls and the urban bilingual schools in the acquisition of the oral communicative competence in English.
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Prieto Carnicero, Luis Ángel, and Isabel Cantón Mayo. "La expresión oral en primaria: A propósito de una experiencia práctica en el aula." Foro Educacional, no. 25 (September 5, 2016): 31. http://dx.doi.org/10.29344/07180772.25.811.
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RESUMENEl objetivo general de este trabajo es evaluar el nivel de expresión oral en la competencia lingüística adquirido por el alumnado de Educación Primaria. Asimismo, se pretende analizar la influencia que pudieran tener variables como el género y el tipo de centro. La muestra está compuesta por un total de 60 individuos, que presentan una edad comprendida entre los 9 y los 10 años, a quienes se les aplicó una prueba ad hoc de expresión oral, a través de una ilustración. Entre los resultados se destaca que la expresión oral del alumnado se encuentra en un nivel medio.Palabras clave: Expresión oral, educación primaria, competencia lingüística.The oral expression in Primary Education: A practical experience in the classroomABSTRACTThe overall objective of this study is to evaluate the level of oral expression in the language skills acquired by Primary Education students. It also aims to analyze the influence of variables such as gender and type of school. The total sample consists of 60 individuals between 9 and 10 years old, who passed an ad hoc test of oral expression through an illustration. Among other results, their oral expression is at a medium level.Keywords: Oral expression, primary education, language proficiency.
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Moore, Susan, and Olivier Polge. "Interpreting the un-expected: Oral realization and translation." Canadian Journal of Linguistics/Revue canadienne de linguistique 60, no. 2 (July 2015): 121–42. http://dx.doi.org/10.1017/s0008413100026074.
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AbstractThe study explores the expression of the unexpected by English adjectives and participles prefixed in un- in The Picture of Dorian Gray. The study compares their oral realizations and translations in connection with the various modes of construction of otherness, which can either be a dual opposition between the expected and effective values, with participles and some adjectives, or a gradient between the two values with adjectives. In the case of dual opposition, ungradable adjectives tend to be translated using positive adjectives and there is clear acoustic prominence on the prefix, as in the case of special focus. “Constructed negation” in translation is illustrated by sans + (aucun) NOUN or the suffix -able, and corresponds to greater duration of the prefix. In other cases, the base is acoustically prominent, but translation techniques vary, although four techniques account for 80% of the entries, even if translator styles differ considerably.
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Roffman, Andrew E. "“I Am Tensing”: Thoughts on Active and Passive Language in the Description and Expression of Emotion in Psychotherapy." Journal of Systemic Therapies 39, no. 4 (December 2020): 1–12. http://dx.doi.org/10.1521/jsyt.2020.39.4.1.
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My intention in writing this paper is to outline the different effects of active and passive language use in psychotherapy when it comes to the expression and description of emotion. I will argue for the value of helping clients shift from passive to active language as they describe their emotional experience; that this shift deepens a client's engagement in the moment, allowing for embodiment, ownership, and accountability especially regarding distressing emotion. I will describe how mindfulness adds a further step in deepening this process. I will offer exceptions for the promotion of active over passive language, as well as an exercise so that readers may experiment with similar shifts in their own emotional expression as a means of having a direct experience of the effects of active language.
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Bartolome, Ruby, Tomoko Kaneko-Tarui, Jill Maron, and Emily Zimmerman. "The Utility of Speech-Language Biomarkers to Predict Oral Feeding Outcomes in the Premature Newborn." American Journal of Speech-Language Pathology 29, no. 2S (July 10, 2020): 1022–29. http://dx.doi.org/10.1044/2019_ajslp-csw18-19-0027.
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Purpose Successful oral feeding and speech emergence are dependent upon the coordination of shared oral muscles and facial nerves. We aimed to determine if the speech-associated genes, forkhead box P2 (FOXP2) , contactin-associated protein-like 2 (CNTNAP2 ), glutamate receptor, ionotropic, N-methyl D-aspartate 2A (GRIN2A) , and neurexin 1, were detectable in neonatal saliva and could predict feeding outcomes in premature newborns. Method In this prospective, observational, preliminary study, saliva collected from 51 premature infants (gestational ages: 30–34 6/7 weeks) at different stages of oral feeding development underwent gene expression analysis. Binary (+/–) expression profiles were explored and examined in relation to days to achieve full oral feeds. Results GRIN2A and neurexin 1 rarely amplified in neonatal saliva and were not informative. Infants who amplified FOXP2 but not CNTNAP2 at the start of oral feeds achieved oral feeding success 3.20 (95% CI [−2.5, 8.9]) days sooner than other gene combinations. Conclusions FOXP2 and CNTNAP2 may be informative in predicting oral feeding outcomes in newborns. Salivary analysis at the start of oral feeding trials may inform feeding outcomes in this population and warrants further investigation.
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Xu, Duoduo. "Noun-epithets of Dongba and Daba oral traditions." Linguistics of the Tibeto-Burman Area 44, no. 1 (May 11, 2021): 133–39. http://dx.doi.org/10.1075/ltba.20011.xu.
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Abstract Dongba and Daba chants represent two of the few oral traditions still surviving in the world. In both traditions, the main category of formulaic expressions consists of traditional noun-epithets describing spirits. Dongba and Daba spirits can be classified into five categories, of which the noun-epithets used to describe them share similar features. Another significant percentage of noun-epithets portray figures of animals. Dongba and Daba chants are both chanted in odd-numbered metric patterns in which noun-epithets are adapted to the metric context. Besides the core expression (often a tetra-syllabic compound), several monosyllabic words not affecting the core meaning may be inserted as optional morphemes to modify the number of syllables in the noun-epithet. This study provides a systematic philological analysis of the vast repertoire of Daba and Dongba noun-epithets. Comparative mythology and comparative linguistics combine to present a comprehensive description of the stylistic features of Daba and Dongba noun-epithets.
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Mumtaz, Dr Naureen, and Dr. Uzma Quraishi. "Development of Oral Communicative Competence: A Teachers’ Perspective." Journal of Arts & Social Sciences 7, no. 2 (December 31, 2020): 199–216. http://dx.doi.org/10.46662/jass-vol7-iss2-2020(199-216).
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This study was an attempt to determine the point to which the English language textbook, “English for Class 8” prescribed by the Punjab Textbook Board fulfills the learners ‘language learning needs of English as foreign language in Pakistan. The study aimed to explore as to what degree the suggested textbook increases the likelihood of learning the language and the diligent effort to development oral communicative competence (OCC) among the target learners. A quantitative approach enabled the researcher to comprehensively answer the research question. The results indicate that the relevant course book fails to facilitate the target learners to acquire English as foreign language to enable them to use the language for communicative purposes. The tasks presented in the textbook, do not focus on sociolinguistic and extended verbal expression in speech of the target language. By including tasks that challenge the learners to engage themselves in producing meaningful utterances, the present English language textbook can become even better a tool to develop speech proficiency.
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White, Jonathan. "Topic- and mode-sensitive interaction strategies: functions of ellipsis in oral communication." Research in Language 13, no. 3 (September 30, 2015): 334–50. http://dx.doi.org/10.1515/rela-2015-0027.
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In this article, we discuss ellipsis as an interactive strategy by analysing the author’s textchat corpus and the VOICE corpus of English as a Lingua Franca. It is found that there were fewer repetitions in the textchat data, and this is explained as a consequence of the textchat mode. Textchat contributions are preserved as long as the chat is active or has been saved, and therefore users can scroll through and review the discussion, compared to the more fleeting nature of oral conversation. As a result, repetition is less necessary. The frequency of other functions identified could be attributed to the topic of discourse. Discussions involve much ellipsis used to develop discourse, although some were self-presentations with repetition used to confirm details. Back-channel support and comments were often low because speakers instead used forms like yeah as supportive utterances.
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Massi, Giselle, Frances Tockus Wosiacki, Ana Cristina Guarinello, Adriana Bender Moreira de Lacerda, Telma Pelaes de Carvalho, Ana Cláudia Wanderbrooke, Nanci Garcia Cairo, and Roxele Ribeiro Lima. "Active aging: an intervention-research report." Revista CEFAC 20, no. 1 (February 2018): 5–12. http://dx.doi.org/10.1590/1982-0216201820113017.
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ABSTRACT Purpose: this study aimed to analyze significant effects of language activities on elderly people´s autonomy and social participation. Methods: it is an intervention research report, based on a dialogical discourse perspective, developed in two stages. In the first, a speech-language intervention involving written and oral practices about life stories was carried out with six elderly participants. In the second, a semi-structured interview was applied with these participants based on questions that addressed the aims of the study. Results: the participants were all females, aged between 61 and 90 years old. Their statements indicated that, through dialogical practices, they were able to increase their social participation, autonomy and self-esteem; they were also able to deconstruct stigmatizing social standards imposed to elderly people. Final Considerations: dialogical practices among the elderly can help promote active aging and overcome negative conceptions about elderly people, as proposed by the World Health Organization and the National Health Care Policy for the Elderly, which confirm that elderly people contribute to social development.
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Liu, Jun. "Understanding Asian students’ oral participation modes in American classrooms." Journal of Asian Pacific Communication 10, no. 1 (June 26, 2000): 155–89. http://dx.doi.org/10.1075/japc.10.1.09liu.
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Second language acquisition (SLA) researchers have not adequately explored English as a Second Language (ESL) students’ use of English in academic settings other than the language classroom. Social contexts of language learn- ing, such as students’ content course classrooms, affect not only the amount and the type of input learners receive, but also the extent to which learners are able to engage in meaningful real-life communication in the target language. An increasing educational concern in American academic settings is some ESL students’ minimization of the importance of verbal communication in their content courses. To challenge the linguistic explanation of the inability of ESL students to adapt to active oral participation modes in their content courses, this study, by focusing on Asian graduate students in different majors in a US university, examined multiple pertinent factors affecting their oral participation modes via both classroom observations and interviews. Sociocultural, linguistic, cognitive, affective, and pedagogical/ environmental factors were found to influence these students’ oral communication in their content courses, with socio-cultural factors exerting the largest influence on students’ classroom reticence. Directions for further research are recommended.
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Feiz, Parastou. "Beyond motion: ‘Come’ and ‘go’ in Persian oral narratives." Linguistics 57, no. 3 (May 27, 2019): 577–606. http://dx.doi.org/10.1515/ling-2019-0009.
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Abstract This paper presents a discourse-analytic study of the verbs aamadan ‘come’ and raftan ‘go’ in Persian as they appear in thirty oral elicited narratives and uses English narratives based on identical stimuli as a reference point for a comparative analysis. The paper argues that despite certain similarities, the two sets of verbs in English and Persian have clear differences, both in terms of the syntactic structures in which they appear and their functions within the stories. Notably, beyond the expression of translational motion, aamadan and raftan encode aspect, subjectivity, and the speakers’ perspectives on certain elements of the events as the stories unfold in their memories. Such choices in grammatical structures of the narratives can reveal much about the speakers’ underlying cognitive processing and contribute to the understanding of the speakers’ conceptual image of the story line.
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Yunus, Muhammad, and Abdollah Abdollah. "Development of Basic English Grammar Teaching Materials Based on Situational Approach in English Language Education Study Program of Universitas Muslim Indonesia." ELT Worldwide: Journal of English Language Teaching 7, no. 2 (October 31, 2020): 163. http://dx.doi.org/10.26858/eltww.v7i2.15390.
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This study is a research development of Basic English Grammar teaching materials in the English Language Education Study Program of the Faculty of Literature UMI. This study aims to obtain more effective teaching methods between Oral Approach and Teacher Center Learning or lecture methods. This research was conducted using the pseudo experiment method (quasi experimental research). Quasi Experimental Design in this design was used by two groups of subjects. One group was given a specific treatment (experiment), while the other was used as a control group. Both groups were given pre-test measurements. After that the group given treatment (Situational Based Approach) is an experimental group, then both groups are done measurement (post-test) or acquisition. Pre-test Group - Treatment - Post-test. Research site at UMI Faculty of Literature. The number of respondents as many as 50 students is divided into two groups, namely the experiment group and the control group of 25 people each. The results showed that there was a significant difference between the Oral Approach method and the Teacher Center Learning method or the lecture method in improving the student's learning outcomes in Basic English Grammar learning. The cause is that the Oral Approach method has a higher average and improvement compared to the Teacher Center Learning method or lecture method because the Oral Approach method brings more active students into learning. Although given the same material at the same time, but in oral approach method therefore students are active in the learning process. So, lecturers are just facilitators. While in the method of lecture students are only fixated on the explanation of teachers and students are less active in learning. Therefore, oral approach teaching method is more effective than Teacher Center Learning method on Basic English Grammar teaching.
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Tyagi, Ethika, Clifford Whatcott, Jason M. Foulks, Adam Siddiqui-Jain, David J. Bearss, and Steven L. Warner. "The Oral CDK9 Inhibitor, TP-1287, Is Active in Non-Clinical Models of Multiple Myeloma." Blood 132, Supplement 1 (November 29, 2018): 3269. http://dx.doi.org/10.1182/blood-2018-99-120047.
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Abstract Background With 31,000 new cases expected in 2018 (US), and a 50% five-year overall survival rate, there is yet a significant unmet need in the treatment of patients with multiple myeloma (MM). The proteasomal inhibitor bortezomib is approved for the treatment of patients with multiple myeloma. Bortezomib inhibits the degradation of many proteins, including the pro-apoptotic protein NOXA. However, low basal levels of NOXA and/or high levels of the anti-apoptotic protein MCL-1 have been implicated in bortezomib resistance and negative patient outcomes. NOXA functions to sequester MCL-1 and prevent its interaction with the apoptosis inducing proteins, BAK or BAX. The BCL-2 inhibitor, venetoclax, has also been investigated in clinical trials for the treatment of multiple myeloma. Increased MCL-1 expression has been shown to be key in the resistance to venetoclax. Considering the central role of MCL-1 to survival and treatment efficacy in myeloma, we investigated the ability of an MCL-1-lowering agent, namely the CDK9 inhibitor, TP-1287, to suppress tumor growth in non-clinical models of multiple myeloma. TP-1287 is an oral form of the CDK9 inhibitor, alvocidib, and suppresses MCL-1 expression via CDK9-mediated regulation of RNA polymerase II. Alvocidib is currently under clinical investigation in patients with acute myeloid leukemia (AML), in both the frontline and relapse/refractory settings. Hypothesis We hypothesized that TP-1287 would suppress tumor growth in models of multiple myeloma and would be active in combinations with bortezomib or venetoclax. Methods Celltiter-Glo and Caspase-Glo assays were used to evaluate the in vitro anti-tumor activity of TP-1287, bortezomib, and venetoclax. We utilized real time PCR to measure gene expression changes in treated cells. We also measured protein expression changes following treatment, using standard gel electrophoresis and immunoblotting technique. In order to assess the anti-tumor activity of these compounds in vivo, we initiated xenograft studies in the RPMI-8226 model for multiple myeloma. Results In cell viability assays, we observed IC50s ranging from 0.1 nM to over 1000 nM with alvocidib or venetoclax treatment. The addition of up to 100 nM venetoclax resulted in a 2.8-fold reduction in the IC50 of alvocidib in the cultured OPM-2 cell line. Venetoclax activity was potentiated with the addition of alvocidib, resulting in a more than 500-fold decrease in IC50 in the relatively venetoclax-resistant OPM-2 cells. The cleaved form of TP-1287, or alvocidib, was able to reduce MCL-1 protein and mRNA expression in several multiple myeloma cell lines, in a time-dependent fashion. In the RPMI-8226 xenograft model for multiple myeloma, TP-1287 treatment frequency and dose level were explored, with administration of doses up to 15 mg/kg. As a single agent, TP-1287 achieved tumor growth inhibition (%TGI) of 56.0, 76.6, and 93.9% at doses of 2.5, 7.5, and 15 mg/kg, respectively. Additional studies are currently underway to investigate the efficacy of alvocidib and venetoclax in the context of bortezomib resistance where low NOXA may contribute to enhanced cell survival via MCL-1. Conclusions Taken together, our data suggest that the combination of alvocidib with venetoclax may constitute a novel therapeutic regimen in the treatment of MM. Further, it suggests that CDK9-mediated targeting of MCL-1 may offer a route to addressing intrinsic resistance in multiple myeloma patients. Disclosures Tyagi: Tolero Pharmaceuticals, Inc: Employment. Whatcott:Tolero Pharmaceuticals, Inc: Employment. Foulks:Tolero Pharmaceuticals, Inc: Employment. Siddiqui-Jain:Tolero Pharmaceuticals, Inc: Employment. Bearss:Tolero Pharmaceuticals, Inc: Employment. Warner:Tolero Pharmaceuticals: Employment.
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Prasetyo, Hendra. "Euphemism in Oral Dialect Speech Ngeto-Ngete District Suralaga." International Journal of Linguistics, Literature and Culture 3, no. 1 (January 27, 2017): 52. http://dx.doi.org/10.21744/ijllc.v3i1.364.
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Language and culture in the community are the two things that can not be separated. The language used in a particular speech community values shaped by cultural norms that they profess. There are several words taboo in the culture of a society which then allows the emergence of a new term that is more refined for use. Smoothing of taboo language was then known by euphemisms. Euphemism is a symptom of language by using a more subtle expression to replace the phrase which is considered rude. It intentionally or not intended to cover the actual reality or as a form of homage to partners said. The method used is descriptive qualitative data collection techniques using methods refer to and capable. The research results obtained is a form of euphemism often used in oral speech Sasak dialect ngeto-ngete District of Suralaga use of varied forms, the forms of figurative expression, a metaphor, a word to replace one word to another, and circumlocutions form. Meaning euphemism spoken form is based on the context of the speech uttered. Function euphemisms that often arise in the Sasak dialects spoken utterances ngeto-ngete District of Suralaga is functioned as a means of smoothing the speech, confidentiality, and diplomacy.
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Khasawneh, Mohmmad. "The Effect of Using a Language Games-Based Electronic Program on Acquiring Oral Expression Skills among People with Learning Difficulties in English Language during Covid-19 Pandemic." MANAZHIM 3, no. 2 (August 30, 2021): 136–50. http://dx.doi.org/10.36088/manazhim.v3i2.1109.
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The purpose of this study was to identify the effect of using a language games-based electronic program on developing the oral expressions of people with learning difficulties in the English language during the emerging Covid-19 pandemic. The study used the experimental approach and implemented the program on a sample of 84 students, who were distributed to an experimental group (42) and a control group (42). The instruments of the study consisted of the training program and a test for the evaluation of oral expressive performance. The study found the existence of significant differences between the experimental and control groups in the acquisition of oral expression after receiving the training program in favor of the experimental group.
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Olivares Garita, Cinthya, and Jorge Altamirano Alvarado. "Folktales and Short Stories to Blend Culture and Language Competence." LETRAS, no. 68 (July 6, 2020): 107–41. http://dx.doi.org/10.15359/rl.2-68.5.
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The aim of this research is to study the use of literature-based cultural material to reinforce speaking and writing skills by using folktales (general culture) and short stories (home culture) in oral and written expression in the English Teaching major. The analysis of a questionnaire for teachers and students indicates that those texts are rarely used to strengthen the productive skills. Based on this, a proposal has been devised to blend world and home culture with language competence to develop written and oral activities in the classroom.
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Napitupulu, London P. "The effectiveness of video as media learning on improving student oral comprehension of French language." Ukrainian Journal of Educational Studies and Information Technology 8, no. 3 (September 30, 2020): 19–27. http://dx.doi.org/10.32919/uesit.2020.03.03.
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French Language subject is one of the optional subjects at High school. Process of learning in classroom needs the correct learning media related to student characteristic, explained material and the condition of supported facility to make an effective learning process. Within the right learning media, it will lead student to better learning outcomes. This research has a purpose to analyse student needs and teacher needs toward video learning media using French Language material for second grade class of Social Science-I and its result of learning media video development in the first semester. This research used descriptive qualitative analysis technique, which means a research method that described the reality or fact based on the obtained data with a purpose to understand student learning outcomes and to obtain student responses toward learning activities during the process of learning. The result of this research showed that media video can be effective to improve student learning activities and process. It can be seen by the increase number on very active student category from 7.89% on early cycle, increase to 15.79% in cycle I and 31.58% in cycle II. It was proven by the number of students who were very active in the learning process from 7.89% in the initial cycle, increasing to 15.79% and becoming 31.58% in the second cycle. Thus, based on the result it can be concluded that Media video learning is a good help to improve student participation in studying French Language of second grade class Social Science-1 at State High School 1 in Bandar.
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Berninger, Virginia W., and Robert D. Abbott. "Listening comprehension, oral expression, reading comprehension, and written expression: Related yet unique language systems in grades 1, 3, 5, and 7." Journal of Educational Psychology 102, no. 3 (2010): 635–51. http://dx.doi.org/10.1037/a0019319.
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Kajikawa, Akinobu, Kazuya Masuda, Mitsunori Katoh, and Shizunobu Igimi. "Adjuvant Effects for Oral Immunization Provided by Recombinant Lactobacillus casei Secreting Biologically Active Murine Interleukin-1β." Clinical and Vaccine Immunology 17, no. 1 (November 18, 2009): 43–48. http://dx.doi.org/10.1128/cvi.00337-09.
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ABSTRACT Vaccine delivery systems using lactic acid bacteria are under development, but their efficiency is insufficient. Autologous cytokines, such as interleukin-1β (IL-1β), are potential adjuvants for mucosal vaccines and can be provided by recombinant lactic acid bacteria. The aim of this study was the construction and evaluation of recombinant Lactobacillus casei producing IL-1β as an adjuvant delivery agent. The recombinant strain was constructed using an expression/secretion vector plasmid, including a mature IL-1β gene from mouse. The biological activity of the cytokine was confirmed by IL-8 production from Caco-2 cells. In response to the recombinant L. casei secreting IL-1β, expression of IL-6 was detected in vivo using a ligated-intestinal-loop assay. The release of IL-6 from Peyer's patch cells was also detected in vitro. Intragastric immunization with heat-killed Salmonella enterica serovar Enteritidis (SE) in combination with IL-1β-secreting lactobacilli resulted in relatively high SE-specific antibody production. In this study, it was demonstrated that recombinant L. casei secreting bioactive murine IL-1β provided adjuvant effects for intragastric immunization.
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Taufiq, Mirwan Akhmad. "TA'TSIR AL-BI'AH AL-LUGHAWIYAH 'ALA TA'LIM AL-LUGHAH AL-'ARABIYAH WA TA'ALLUMIHA LI AL-NATHIQIN BI GHAIRIHA." Arabi : Journal of Arabic Studies 5, no. 2 (December 31, 2020): 231. http://dx.doi.org/10.24865/ajas.v5i2.185.
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This study aims to discover the effect of language environment on learning the Arabic language held in Indonesia and Sudan and also to identify the patterns of influence in the acquisition of the Arabic language. In this study, the researcher used the analytical and comparative descriptive method by using various tools: oral and written test for Southeast Asian students who are learning the Arabic language in the Center for Language Development in Indonesia and the Institute of Arabic Language in Sudan. The interview was held to some experts in Arabic teaching who had academic experience in both environments. From this research, it is found that the difference between both environments in the effect is very low; the Indonesian environment may affect students more active than average students in the Sudanese environment. Active learning and active acquisition may remove these environmental boundaries and enables them to improve their Arabic language skills.
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Xiong, Wei. "A Survey of the Inadequacies of Oral English Teaching in Developing Areas of Zhejiang Province." Theory and Practice in Language Studies 9, no. 10 (October 1, 2019): 1342. http://dx.doi.org/10.17507/tpls.0910.13.
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Affected by exam-oriented education, many teachers and students pay more attention to written knowledge in the process of English learning in junior high schools in Zhejiang Province. Students’ ability of oral English is not as good as written expression, especially in areas where economic development is relatively slow. This paper aims to find out the factors that affect the oral communication ability of junior high school students in Zhoushan through the field investigation of Ningbo and Zhoushan. It can provide direction and reference for improving students' oral English ability in economically underdeveloped areas in the future.
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Xiao, Xiao-Yun, and Connie Suk-Han Ho. "Weaknesses in Semantic, Syntactic and Oral Language Expression Contribute to Reading Difficulties in Chinese Dyslexic Children." Dyslexia 20, no. 1 (July 31, 2013): 74–98. http://dx.doi.org/10.1002/dys.1460.
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Madoyan, Narine. "The Language of Synchronous and Asynchronous Interactions of EMC." Armenian Folia Anglistika 9, no. 1-2 (11) (October 15, 2013): 89–92. http://dx.doi.org/10.46991/afa/2013.9.1-2.089.
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The article examines the peculiar features of EMC, namely through the comparison of the linguistic and paralinguistic expressions of e-mails and chats. The analysis of the factual material reveals that the language of e-mails possesses certain similarities (syntactic, semantic, structural) with written speech. The abovementioned similarities cannot be viewed as standard practice since the language of e-mails often contains certain elements typical of both written and oral speech. The language of chats, on the other hand, can be defined as a form of internet expression of oral speech. It is noteworthy, that the emotions and feelings of the participants are expressed through a special sign system.
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Laparra, José Moisés, Marta Olivares, and Yolanda Sanz. "Oral administration of Bifidobacterium longum CECT 7347 ameliorates gliadin-induced alterations in liver iron mobilisation." British Journal of Nutrition 110, no. 10 (May 9, 2013): 1828–36. http://dx.doi.org/10.1017/s0007114513001098.
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Coeliac disease is an autoimmune disorder triggered by gluten intake, causing intestinal inflammation and mucosal damage commonly associated with the malabsorption of nutrients and ferropenic anaemia. The present study evaluates the effects of the oral administration of Bifidobacterium longum CECT 7347 on gliadin-mediated alterations in hepatic Fe deposition and Hb concentration, liver transferrin receptor (TfR)-2, IL-6, TNF-α and hepcidin (Hamp) expression (mRNA), and active hepcidin peptide production by liquid chromatography–MS/MS. Weanling rats, sensitised or not with interferon (IFN)-γ, were fed with gliadins and/or the bifidobacterial strain. Gliadin feeding increased hepatic Fe deposition; however, only gliadin-fed sensitised animals showed lower Hb concentrations than the controls. TfR2 expression decreased after gliadins were fed to both sensitised and non-sensitised animals, and restored by the administration of B. longum. These observations were accompanied by increases in IL-6 expression levels in all the treatment groups; however, TNF-α expression only increased significantly in animals fed gliadins alone or together with B. longum if they had previously been sensitised with IFN-γ. Liver expression levels of Hamp diminished in all cases to the lowest values in animals sensitised with IFN-γ after being fed with gliadins and/or bifidobacteria. In these animals, plasma Hamp active peptide concentrations significantly increased when compared with the controls. Significant correlations were calculated between Hamp expression and liver Fe contents (liver Fe = 1/0·0032+0·032 × Hampexp), and Hb concentrations (Hb = 11·49+10·13 × (Hampexp)1/2). These data indicate that oral administration of B. longum ameliorates gliadin-mediated perturbations in liver Fe deposition and mobilisation.
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Radbil, T. B. "Active Processes in the Syntax of Modern Russian Speech in the Aspect of Linguo-Semiotic and Linguo-Cognitive Interpretation." Critique and Semiotics 39, no. 1 (2021): 127–44. http://dx.doi.org/10.25205/2307-1737-2021-1-127-144.
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The paper examines the ways of implementation and syntactic organization of the discourse of the Russian segment of the Internet as a syncretic phenomenon that organically combines the principles of actualizing oral and written forms of communication. The methods of linguosemiotic and linguo-cognitive analysis of discourse as an information flow, based on the ideas of Yu. S. Stepanov, V. Z. Demyankov, U. Chafe and others are applied in the work. The research material is text data extracted from the Russian National Corpus and obtained by the method of continuous sampling based on the results of the author’s own Internet monitoring. The study shows that the syntax of Internet speech is not reduced to the process of hybridization of traditionally existing oral and written forms of language existence. In the usus of the information environment of the informal Internet, their own norms are developed, which are organic for the conditions of communication offered in this environment. The specific role of syntactic models of parcelling, segmentation, stringing techniques, graphic abbreviations, and other paraverbal means in informal Internet communication is analyzed. Also, special attention is paid to the originality of the punctuation design of speech on the Internet, the emergence of new punctuation norms. The author came at a conclusion that the Internet discourse is a new equal third form of language existence, along with the traditionally distinguished oral and written forms.
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Takano, Atsushi, Yoshihiro Yoshitake, Masanori Shinohara, and Yataro Daigo. "Validation of secreted protein OASEP1 as a prognostic biomarker and therapeutic target for oral cancer." Journal of Clinical Oncology 38, no. 15_suppl (May 20, 2020): e18520-e18520. http://dx.doi.org/10.1200/jco.2020.38.15_suppl.e18520.
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e18520 Background: Although current treatments for oral cancer (OC) include surgery, radiotherapy, and chemotherapy, their effectiveness is still limited. Therefore, the development of novel prognostic biomarkers and/or therapeutic agents is urgently needed. Methods: Our strategies are as follows: i) Identification of up-regulated genes in cancers by means of gene expression microarray, ii) Validation of clinicopathological significance of their protein expression by tissue microarray, iii) Examination of their growth effect on cancer cells by siRNAs and active ligand protein for growth assays. Results: We selected a secreted protein, OASEP1 (OC-associated serum protein 1) as a candidate. Real-Time qPCR and Western blotting showed that OASEP1 gene and its gene product were expressed in the majority of OC cells. Immunohistochemical staining showed that OASEP1 expression was observed in 73 (74.4%) of 98 OCs that had undergone curative surgery. In addition, high level of OASEP1 expression was associated with poor prognosis for OC patients ( P = 0.0158, by log-rank test). Suppression of OASEP1 expression by siRNAs for OASEP1 (si-OASEP1) significantly suppressed the growth and invasion of OC cell lines. Flowcytometry and live cell imaging showed that si-OASEP1 induced the apoptosis of OC cells. siRNAs against OASEP1-receptor also suppressed the growth of OC cells. Addition of active OASEP1 recombinant protein into culture media enhanced the growth of OC cells probably through AKT pathway. Our data suggest that OASEP1 and its receptor could play a significant role in the growth of OC cells in probable autocrine/paracrine manner. Conclusions: OASEP1 is a possible prognostic biomarker and therapeutic target for OC.