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BELL, Gary F. "The Civil Law, the Common Law, and the English Language – Challenges and Opportunities in Asia." Asian Journal of Comparative Law 14, S1 (2019): S29—S49. http://dx.doi.org/10.1017/asjcl.2019.22.
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AbstractThis article addresses three questions. First, what is the effect on the civil law in Asia of young (and old) academics adopting English, the language of the common law, as a second language – rather than a civil law language, either a Continental European language (French, German etc), or another Asian civil law language (Japanese, Chinese etc)? Second, what is the effect on the civil law of civil law jurists pursuing their graduate studies not only in English but also in common law jurisdictions, rather than in civil law jurisdictions and returning home to become academics or practicing lawyers in civil law jurisdictions? Finally, since English is the lingua franca of civil law jurists in Asia, how can we adapt English to the civil law so as to make English one of our civil law languages?
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BANKOVA, O. S. "The importance of learning English in pilot training: world practice." Higher Education of Ukraine in the Context of Integration to European Educational Space 89, (II) 1 (2022): 150–57. http://dx.doi.org/10.38014/osvita.2022.89.13.
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The article addresses the issue of the necessary language training for future aviation professionals, together with practical training prior to flight training or initial training during flight in English-speaking countries. World practice shows a growing need for language training for pilots, air traffic controllers, etc. in areas of the world where English is not traditionally the mother tongue of the population. Important questions are what communicative skills are needed by future pilots and how ongoing research on Englishlanguage teaching methodology can help in the overall training of aviation professionals. The article presents the results of a study on the training of indigenous language-speaking professional pilots who were trained in English-speaking countries from the outset. The author gives examples from the experiences of students from countriessuch as China, USA, Greece, Brazil etc. Our research focuses on developing communication skills needed by students, To future pilots, to successfully learn in an English-speaking environment during their apprenticeship.
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Huddleston, Rodney. "The Case Against a Future Tense in English." Studies in Language 19, no. 2 (1995): 399–446. http://dx.doi.org/10.1075/sl.19.2.04hud.
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This paper addresses the controversy as to whether English will is appropriately analysed as a future tense auxiliary or a modal auxiliary: it examines the place of will within the verbal system and argues in detail on both formal and semantic grounds that it belongs with the uncontroversial modal auxiliaries can, must, may, etc. A crucial step in the formal argument is the demonstration that would needs to be analysed as the preterite counterpart of will (not as a distinct lexeme). The paper demonstrates the modal component in the meaning of will and argues against a grammatical split between modal will and future tense will.
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Lipovšek, Frančiška. "Misconceptions about Article Use in English." ELOPE: English Language Overseas Perspectives and Enquiries 3, no. 1-2 (2006): 99–113. http://dx.doi.org/10.4312/elope.3.1-2.99-113.
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The paper addresses some major misconceptions about article use in English, proceeding from purely syntactic issues to those relating directly to pragmatics. It is based on authentic, perfectly acceptable examples of article use that many Slovenian students of English would describe as ‘odd’ or ‘not in accordance with the rules’. The students’ explanations as to why the examples in question should be ruled out confirm the hypothesis that misconceptions about article use are largely ascribable to an insufficient understanding of grammatical rules. The rules governing article use are often misunderstood due to inaccurate interpretations of the terms defining/restrictive, definite, identifying, specifying, classifying, etc. The commonest mistake is equating defining with definite, and defining/restrictive with identifying, the consequence being the overuse of the definite article. Another important point made in the paper is that article use is a matter of pragmatics. The choice between the definite and indefinite articles reflects the speaker’s decision to present a piece of information as hearer-old or hearer-new respectively.
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Gaihre, Mukti Nath. "A Study of the Factors affecting Students' Performance in English." Journal of Academic Development 8, no. 1 (2023): 27–44. http://dx.doi.org/10.3126/tjad.v8i1.64825.
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This study has focused on students' performance level that is affected by different aspects. Research has been centered on bachelor-level students' English subjects at a community campus at Rupandehi, Nepal. The study is based on quantitative approaches supported by qualitative discussions. Data collection was conducted via a Google Forms questionnaire, including interviews. This study has revealed different levels of performance of the students and the aspects affecting them. Especially, the varied background of the students' and their competencies are the major factors of their performances. Besides, appropriate addresses of bridging supports would be more effective in increasing the performance. In the same way, library improvement, technological facilities, extra time classes according to student's convenience, scheduled orientation cum motivational programs etc., would increase the expected outcome towards students' performance. Similarly, the application of modern techniques/technologies to be applied while studying, students' financial status, additional student-focused initiatives by campus, etc., were asked to the students and seen as affecting the students' better performances. And, students' self-motivation towards effective English learning is also a vital part as suggested by the interviewee student.
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Muhammed Abdullah, Abdulsattar Mahmood. "Al-Tadhaad 'One Word with Two Opposite Meanings' as a Lexical Challenge in Arabic-English Translation." Journal of Tikrit University for Humanities 29, no. 3, 2 (2022): 79–93. http://dx.doi.org/10.25130/jtuh.29.3.2.2022.25.
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The current paper addresses itself to scrutinize the phenomenon of Al-Tadhaad 'one word with two opposite meanings' with reference to Arabic-English translation. It goes undeniable that Al-Tadhaad is based on the investigation of the opposite meanings of one word. Furthermore, in Arabic, Al-Tadhaad is dramatically different from antonymy and polysemy in English. Antonymy is mainly concerned with the oppositeness of two independent words such as big/ small, fast/ slow, etc. As for polysemy, it is restricted to the different and related meanings of one word. So, English lacks even the convenient terminology for such phenomenon. This study verifies that the phenomenon of Al-Tadhaad is widely utilized in the Glorious Quran and generally in the Arabic books.
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Khachatryan, G. S. "The concept of Business English teaching (higher education)." Philology and Culture, no. 1 (April 7, 2024): 185–93. http://dx.doi.org/10.26907/2782-4756-2024-75-1-185-193.
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This paper focuses on the differences between General English and Business English in terms of linguistic and linguodidactic approaches. References to normative documents and fundamental studies are essential for conducting in-depth research in the field of Business English. The paper presents and analyzes multiple sources that address the topic and describes the significance of the target audience in Business English. The article also discusses the key aspects necessary for modeling teaching materials and addresses the roles performed by the Business English teacher, namely: aids taking into account the needs and assessing the abilities of the target audience, the necessary conditions in a multicultural educational environment for students to exchange their cultural values, new educational and methodological resources, such as problem-based communicative tasks that promote the development of necessary competencies and skills for conducting successful intercultural communication in a business environment, etc. The paper examines and analyzes various Business English courses taught in Russian universities. It aims to correlate the course content with the requirements outlined in normative documents and educational standards.
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Liton, Hussain Ahmed. "Adopting Intercultural Communication Issue in Teaching English." Lingua Cultura 10, no. 1 (2016): 1. http://dx.doi.org/10.21512/lc.v10i1.910.
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Cultural assimilation and intercultural awareness has been an important hub of modern language and communication studies, underlining a shift that reflects a greater significance of the inseparability of language and culture, and the need to prepare students for effective intercultural communication to thrive in a global work environment. A thriving global workplace requires effective communication skill across cultures in this era of globalization and mass migration. Under the tutelage of such backdrop, this article addresses the terrain of adopting intercultural awareness in EFL classroom teaching/learning and aims at linking culture with language in pursuit of excellence in borderless effective communication. The study, in other words, investigated the linguistic aspects that could be affected by certain cultural dimensions (e.g., beliefs, traditions, taboo words, habits, and norms, religion, social factors, etc.) in intercultural communication. This paper uses a questionnaire device to receive some university teachers’ self-reported feedback. This article maintains qualitative and quantitative research methodology. The analytical research result shows that in teaching English, it is necessary to incorporate and develop aspects of cross-cultural awareness as a part of course curriculum to immerse students in effective intercultural communicative competence (ICC).
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Pineda Rodríguez, Allan. "Análisis comparativo lingüístico entre las versiones en inglés y español del Capítulo 17: Ambiental. TLC." LETRAS, no. 56 (August 7, 2014): 123–45. http://dx.doi.org/10.15359/rl.2-56.6.
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 Partiendo de un texto, a manera de muestra, este análisis comparativo de las versiones en español e inglés desarrolla tres aspectos principales: la contextualización del documento (función, destinatario, género discursivo, etc.); los alcances de la traducción jurídica; y el examen de diez casos que presentan problemas traductológicos de interés para la disciplina. De todo lo expuesto, se extraen algunas recomendaciones prácticas.
 Using a text chosen as a point of departure, this comparative analysis of the Spanish and English versions addresses three main aspects: the contextualization of the document (function, target audience, genre of discourse, etc.); the scope of legal translation; and the analysis of ten cases of particular interest within the discipline of translation studies. With this basis, practical recommendations are given. 
 
 
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Akmal, Akmal. "INFLUENCE OF PERCEIVED USEFULNESS AND EASE OF USE ON STUDENTS’ CONTINUOUS INTENTION IN LEARNING ON-LINE ENGLISH LESSONS: AN EXTENDED TAM." UAD TEFL International Conference 1 (November 20, 2017): 28. http://dx.doi.org/10.12928/utic.v1.146.2017.
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There are huge numbers of English lessons available on-line and are ready to be used by TEFL and ELT teachers for teaching Listening, Speaking, Reading, Writing, Pronunciation, Grammar, etc. Some on-line English lessons may receive less attention from the students as the web pages are too complicated or the addresses are too difficult to be accessed. It can be caused by improper choice of learning template such as Moodle, Edmodo, the Blackboard system, etc or caused by type of application used such as Wondershare, PPT Macros, Aurora 3D, Zondle, Hotpotato, iMindmap, Drop Box, Edmodo, ToolBook, Smashwords, Amazon Kindle DX, PowToon, and so forth. Therefore, it is critical to understand students’ continuous intention in following on-line English lessons. This study was aimed at assessing the influence of Perceived Usefulness and Ease of Use on Students’ Continuous Intention in learning on-line English Lessons. There were 230 pre-service English students (4A-4E classes) who took compulsory course of Teaching Media/ Instructional Technology during the academic year of 2016/2017.The students were divided into several groups for joining on-line English lessons of Listening, Speaking, Reading, Writing, Pronunciation, Grammar, Vocabulary, and TOEFL. While joining those on-line lessons, the researcher measured their continuous attention from ease-of-use, and perceived usefulness of extended Technology Acceptance Model (TAM). The data were collected through questioners and analysed by using Structural Equation Modelling (SEM).The results indicate that the students’ intentions are influenced positively by the design of the lessons, lessons delivery/ease-of-use, and their perceived usefulness. Perceived usefulness (PU) influenced more on students’ motivation than ease-of-use (PEOU). It is recommended that designers of on-line English lessons should consider students’ prior knowledge of ICT, pedagogical principles, and technological barrier in the students’ location for receiving more positive enduring intention.
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LYRAS, DIMITRIOS P., KYRIAKOS N. SGARBAS, and NIKOLAOS D. FAKOTAKIS. "APPLYING SIMILARITY MEASURES FOR AUTOMATIC LEMMATIZATION: A CASE STUDY FOR MODERN GREEK AND ENGLISH." International Journal on Artificial Intelligence Tools 17, no. 05 (2008): 1043–64. http://dx.doi.org/10.1142/s021821300800428x.
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This paper addresses the problem of automatic induction of the normalized form (lemma) of regular and mildly irregular words with no direct supervision using language-independent algorithms. More specifically, two string distance metric models (i.e. the Levenshtein Edit Distance algorithm and the Dice Coefficient similarity measure) were employed in order to deal with the automatic word lemmatization task by combining two alignment models based on the string similarity and the most frequent inflectional suffixes. The performance of the proposed model has been evaluated quantitatively and qualitatively. Experiments were performed for the Modern Greek and English languages and the results, which are set within the state-of-the-art, have showed that the proposed model is robust (for a variety of languages) and computationally efficient. The proposed model may be useful as a pre-processing tool to various language engineering and text mining applications such as spell-checkers, electronic dictionaries, morphological analyzers etc.
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Ortigosa Pastor, Ana. "Complex structures in Role and Reference Grammar : some problematic cases." Journal of English Studies 3 (May 29, 2002): 165. http://dx.doi.org/10.18172/jes.75.
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This paper addresses the issue of complex structures in the framework of Role and Reference Grammar (Van Valin and LaPolla, 1997). These authors establish an explicit and clear-cut typology of complex constructions for English highlighting the role of operators (modality, aspect, tense, etc.). However, after analyzing a 1000-example corpus, several cases will turn out to be quite ambiguous and not so definite as regards clausal selection. Consequently, such examples will prove that the boundaries between complex structures as established by Van Valin and LaPolla (1997) cannot be considered as so limited and precise, and that they will usually have need of a more detailed account drawing evidence from other theoretical grounds
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Segovia, Raquel. "Transfer phenomena and intercultural movements of texts." Journal of Intercultural Communication 9, no. 1 (2009): 1–11. http://dx.doi.org/10.36923/jicc.v9i1.475.
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The complexity of contemporary international communication requires an analysis of the transfer phenomena occurring within it. This paper addresses the subject from the perspective of cultural approaches to translation by adopting the concept modes of discursive transfer, which refers to any form of text processing that can be produced within and/or across cultures and media (translation, summary, adaptation for children, comic strip or film, etc.). To illustrate the transformations that textual material can undergo, I draw on the well-known example of Harry Potter and the Philosopher’s Stone and its discursive multiplication within the book industry. Focusing more specifically on cover illustrations and plot summary, I adopt a cross-cultural perspective and present a comparison and contrast of the English, US, and Spanish editions.
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West, David. "“Strangers in the night, exchanging glasses”." English Text Construction 16, no. 2 (2023): 197–213. http://dx.doi.org/10.1075/etc.00060.wes.
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Abstract This article deals with the phenomenon of mondegreens, a term coined in 1954 to describe when a listener to a pop song mishears the lyrics and sings her own version instead, as in Strangers in the night, exchanging glasses (rather than glances). A distinction is made in the literature between within-language mondegreens, which occur when a listener produces a mondegreen in the same language as the original (as in Strangers in the night, exchanging glasses), and cross-language mondegreens, when a listener produces a mondegreen in a different language to the original (as in the German Agathe Bauer for the English I’ve got the power). The key question that the article addresses is: Why do we mondegreen? After providing an overview of the approaches to both within-language and cross-language mondegreens that have been taken in linguistics and related disciplines, the article then draws on cognitive psychology and its approach to creativity to argue that mondegreens are in fact better understood not so much as simple errors as products of the creative mind.
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SHYTYK, L., and D. KULINICH. "LEXICAL AND GRAMMATICAL SPECIFICITY OF EPISTOLARY ADDRESS (ON THE MATERIAL OF “LETTERS TO OLES GONCHAR” COMPILED BY M. STEPANENKO)." Philological Studies, no. 34 (December 30, 2021): 35–45. http://dx.doi.org/10.33989/2524-2490.2021.34.250151.
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The article is devoted to the study of lexical and grammatical features of epistolary addresses (on the material of “Letters to Oles Honchar” compiled by M. Stepanenko). The address is interpreted as one of the manifestations of human communication needs which serves to establish and maintain speech contact, as well as to express the emotional and evaluative characteristics of the interlocutor. An epistolary address is a word or phrase by which the author of a letter nominates his addressee in the text of a written message to establish contact with him.
 We processed 895 letters to Oles Honchar, in which 1185 addresses in Ukrainian and about 200 units in other languages had been recorded. Lexical features of addresses represent their belonging to the following semantic groups: addresses-anthroponyms (name, patronymic and surname); traditional etiquette forms (пан, товариш); general addresses (names of persons by generic or gender feature; names of persons by kinship in the indirect sense; names of persons by friendly relations); special addresses (names by profession, type of activity, position, academic titles); occasional addresses. Most often, senders address Oles Honchar by patronymic or by name, using it in full or in short form, and sometimes by surname.
 The lexical and semantic content of addresses depends on the intention of the speaker, his politeness, knowledge of language etiquette and the peculiarities of the relationship with the writer. In order to strengthen the address, attributive distributors expressed by honorific and emotional-evaluative adjectives аre used. Honorific adjectives (шановний, високошановний, найшанованіший, глибокошановний, вельмишановний, високоповажний, etc.) convey a polite attitude and perform etiquette function. Emotional-evaluative adjectives (дорогий, славний, щирий, незабутній, рідний, любий, коханий, etc.) denote sincerity, friendliness, friendly affection and perform an evaluative function. We reveal a significant proportion of constructions in which adjectives of both groups are used. This causes a change in the tonality of the communicative situation and reduces interpersonal distance. Possessive pronouns мій, наш, which have partially lost the meaning of possessiveness, strengthen the intimacy, cordiality and sincerity of the relationship. Addresses in Russian, Belarusian, Polish and English are described.
 It is found that the grammatical differentiation of addresses directly depends on lexical and grammatical features (proper or common names and substantivized parts of speech) and morphological means of their expression. It is confirmed that the typical morphological form of addresses is the vocative case of the noun, as well as the homonymous nominative case in letters written during the Soviet period. Violations of morphological norms (different case forms of lexical phrase components, a non-normative form Олесе) and orthographic mistakes in spelling of the writer’s patronymic are revealed. The non-normative form of the nominative case as a means of expressing the address in letters dated 1990–1995 is substantiated.
 The results of the research show that the most frequent lexeme is Олесю Терентійовичу. Forms Олесь Терентійович and Олесю are less used. Quantitative indicators of addressing forms are summarized in the table.
 We see the prospect of further scientific research in deepening other vectors of analysis of addresses, in particular in the study of their functional and stylistic potential.
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Kalyani, Dr Lohans Kumar. "Translation as a Learning Method in English Language Teaching." International Journal of Multidisciplinary Research in Arts, Science and Technology 1, no. 3 (2023): 1–4. http://dx.doi.org/10.61778/ijmrast.v1i3.12.
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"The Translation Method" in teaching English represents a historically significant approach, rooted in the early methodologies of language instruction. Here we explore the evolution, principles, and controversies surrounding this method within the context of teaching English as a second or foreign language. Historically, translation was extensively used as a primary tool for language learning, aiming to help students understand English texts by comparing them with their native languages. While this method fell out of Favor in communicative language teaching paradigms, it continues to be debated and revisited in modern educational contexts. In this article we delves into the strengths of the translation method, emphasizing its role in developing students' analytical and critical thinking skills. By engaging with complex linguistic structures and cultural nuances, students can deepen their understanding of both languages. Additionally, the method can provide a bridge for learners to grasp challenging concepts in English through the familiarity of their native language. However, the abstract also addresses the criticisms and challenges associated with the translation method. Detractors argue that an overemphasis on translation can hinder natural language acquisition and oral communication skills. Furthermore, it might not align with the communicative and immersive approaches favoured in contemporary language pedagogy, Evolution, Principles, Teaching, etc. The translation method can be integrated into modern language classrooms, emphasizing its judicious use as a supplementary tool. It explores how technology, such as translation software and interactive exercises, can enhance the method's effectiveness. Additionally, the abstract touches on the importance of balancing traditional methods with communicative and immersive techniques, ensuring a comprehensive and adaptable language learning experience.
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Nguyen, Thi Lan. "ANALYSIS OF TEACHERS’ WRITTEN FEEDBACK ON WRITING SKILLS OF THIRD-YEAR ENGLISH-MAJORED STUDENTS AT A VIETNAMESE UNIVERSITY." VNU Journal of Foreign Studies 40, no. 1 (2024): 103–23. http://dx.doi.org/10.63023/2525-2445/jfs.ulis.5188.
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In the realm of higher education, the acquisition of proficient writing skills is deemed a cornerstone of academic success, particularly for students majoring in English. However, developing writing skills is a complex and challenging process that requires effective instruction and feedback. Central to this journey is the role of teachers, who, through their written feedback, become instrumental guides in shaping and refining students’ writing abilities. This study, therefore, aims to investigate the perceptions, preferences, and attitudes of 56 third-year English-majored students at a university in Vietnam regarding teachers' written feedback on essays. The results show that students are engaged in essay writing and receive regular or frequent feedback. However, they have mixed emotions about feedback, ranging from eagerness to improve to feeling lost. They also have diverse preferences for feedback types, such as error correction, explanation, suggestion, etc. Most students agree that feedback helps their writing skills and motivates them to revise, but some also face challenges such as discouragement and uselessness. The study recommends a balanced and constructive feedback approach that considers students’ varied needs and addresses their challenges, which can enhance the feedback experience for students.
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Tutorsky, A. V., E. V. Govor, and C. Ballard. "Miklouho-Maclay’s Legacy in Russian- and English-Language Academic Research, 1992–2017." Archaeology, Ethnology & Anthropology of Eurasia 47, no. 2 (2019): 112–21. http://dx.doi.org/10.17746/1563-0110.2019.47.2.112-121.
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This article provides an overview of recent scholarship dedicated to the legacy of the Russian scientist and traveler Nicolai Miklouho-Maclay. The fi rst part deals with the so-called “classic” approach of the second half of the 20th century, which tended towards a mythologized and idealized portrait of Miklouho-Maclay, as evidenced by the publications of D. Tumarkin and by the second edition of the Complete Works of N.N. Miklouho-Maclay, published in the 1990s. The second part addresses articles published during the 1990s and 2000s that have sought to “demythologize” and reevaluate standard perspectives on Miklouho-Maclay. Some authors, rather than overestimating his achievements, tend to understate the impact of his work. The third part deals with Englishlanguage articles about Miklouho-Maclay’s legacy. These are mostly translations of Miklouho-Maclay’s archival texts from Russian, with scholarly commentary. However, an ongoing Australian research project conducted by Chris Ballard and Elena Govor has begun a sustained program of fi eldwork with descendants of the Melanesian source communities with which Miklouho-Maclay worked, seeking new insights into his texts and especially his drawings as a form of dialogic approach to culture. We propose to study Miklouho-Maclay’s legacy using modern approaches to anthropological theory. This will hopefully result in a unifi ed image rather than separate images of an anthropologist, an artist, a humanist, etc. Also, the use of Miklouho-Maclay’s drawings in addition to his texts will be an important step toward a dialogic study of Oceanic cultures.
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Gražytė, Rasa, and Nijolė Maskaliūnienė. "TRANSLATION OF CONCEPTUAL METAPHOR IN THE LEGAL DISCOURSE OF EU WHITE PAPERS." Vertimo studijos 2, no. 2 (2017): 71. http://dx.doi.org/10.15388/vertstud.2009.2.10604.
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Traditionally legal discourse has been perceived as an area of human activity where every attempt is made to speak or write precisely, clearly and unambiguously—i.e. no room is left for figurative language. In this context the use of metaphor is naturally unacceptable. With the change in the approach to metaphor as a mental phenomenon, rather than a language phenomenon or a means of embellishing the text, the study of metaphor in various types of discourse has received a new impetus. This article addresses the issue of conceptual metaphor translation in the legal discourse of EU White Papers. Metaphorical expressions are categorized into cognitive domains such as dealing with a problem is war, a problem is an enemy, responsibility is a burden, progress is a motion forward, etc. The analysis confirms the hypothesis that if metaphorical expressions exploit the same cognitive domain both in English and Lithuanian, metaphoricity is fully preserved in translation. Where cognitive domains differ, metaphoricity manifests itself in a different domain or is lost altogether.
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Mukhin, S. V., and D. A. Efremova. "Old English terminological word-complexes in natural philosophic worldview (exemplified by terms of astronomy)." Linguistics & Polyglot Studies 9, no. 2 (2023): 48–61. http://dx.doi.org/10.24833/2410-2423-2023-2-35-48-61.
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The research focuses on the study of terminological word-complexes in Old English. Following a complex multidisciplinary approach, it addresses the linguistic evidence from the viewpoint of terminology, phraseology and linguoculturology. The article analyzes the role of terminological word- complexes from the Anglo-Saxon Manual of Astronomy in the semiotic segment of natural philosophy in the Pre-Norman linguistic community of England. The research is conducted mainly within the framework of linguocultural approach. The 27 terminological word-complexes under analysis belong to the sphere of theoretical and observational astronomy and are taken from the text of the 10th century Anglo-Saxon Manual of Astronomy. The system of methods includes analysis of dictionary definitions, componential analysis, phraseological identification, contextual analysis, etc. The research proceeds from the assumption that Old English astronomic terms subsume culturally significant information on the Early Medieval prescientific worldview. Most terms are substantive phrases denoting heavenly bodies and their characteristics, peculiarities of the Universe’s physical structure, and events of the astronomic calendar. A number of inherent characteristics, such as recurrence of use and metaphoric transformation of the components’ semantics allow for treating the terminological word-complexes as phraseological entities. The entirety of word-complexes falls into two groups of word-combinations of idiomatic and phraseomatiс type. The research consecutively puts to scrutiny the terminological word-complexes verbalizing the concepts ‘heavenly body’, ‘outer space’, and ‘orbital rotation’. Attention is paid to the volume and character of culturally significant information conveyed by the astronomical terms in context and demonstrating the natural philosophical interpretation of the physical world structure as different from the modern scientific views. A conclusion is made that further research of phraseologically bound terminological word-complexes pertaining to various spheres of knowledge is needed to reconstruct the complete picture of natural philosophic worldview for the benefit of phraseology, terminology, linguoculturology and history of English.
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Glebova, T. "Professional Language Training of International Students in the Multicultural Environment of University for International Relations." MGIMO Review of International Relations, no. 4(37) (August 28, 2014): 317–23. http://dx.doi.org/10.24833/2071-8160-2014-4-37-317-323.
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The article addresses the specific features of professional language training of international students in the multicultural environment of a Russian university teaching students of international relations. After a brief historical survey of teaching foreign students in the universities of Russia, the writer considers the factors that influence the choice of universities graduating specialists in international relations by foreign students. The author goes on to analyze the specifics of linguisticand socio-cultural environment in Russian universities and its impact on international students stressing the fact that the educational environment at MGIMO-University is multilingual and multicultural. That explains the relevance of studying the quality of professional language training of foreign students in the sphere of international relations. The language of teaching in most universities of the Russian Federation is Russian, besides, all MGIMO students are obliged to learn English either as their first or second foreign language, that is why international students have to study in a tri-lingual environment and the interfering influence of several cultures. The writer points out that under such circumstances it is necessary for future IR specialists to build a number of professionally relevant competences: linguistic, socio-cultural, communicative, and suggests educational technologies that have proved to be effective in building them: case-study, role-plays, etc. The article gives special attention to the place and role of translation in teaching English as translation is a system of encoding within the system of two language systems. Translating phrases from Russian into English the student does 'inner', mental translation using the mother tongue. That makes the author suggest using the students'mother tongues in the teaching process. While learning foreign languages, international students should, along with language material, study the system of values of a different country thus preparing themselves for cross-cultural communication in the professional international community.
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Krivochen, Diego Gabriel, and Andrea Padovan. "Lexicalised Locality: Local Domains and Non-Local Dependencies in a Lexicalised Tree Adjoining Grammar." Philosophies 6, no. 3 (2021): 70. http://dx.doi.org/10.3390/philosophies6030070.
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Contemporary generative grammar assumes that syntactic structure is best described in terms of sets, and that locality conditions, as well as cross-linguistic variation, is determined at the level of designated functional heads. Syntactic operations (merge, MERGE, etc.) build a structure by deriving sets from lexical atoms and recursively (and monotonically) yielding sets of sets. Additional restrictions over the format of structural descriptions limit the number of elements involved in each operation to two at each derivational step, a head and a non-head. In this paper, we will explore an alternative direction for minimalist inquiry based on previous work, e.g., Frank (2002, 2006), albeit under novel assumptions. We propose a view of syntactic structure as a specification of relations in graphs, which correspond to the extended projection of lexical heads; these are elementary trees in Tree Adjoining Grammars. We present empirical motivation for a lexicalised approach to structure building, where the units of the grammar are elementary trees. Our proposal will be based on cross-linguistic evidence; we will consider the structure of elementary trees in Spanish, English and German. We will also explore the consequences of assuming that nodes in elementary trees are addresses for purposes of tree composition operations, substitution and adjunction.
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Malyuga, E. N., E. V. Ponomarenko, and A. V. Minayeva. "Stylistic devices as means of forming discursive features of advertising minitexts (exemplified by English economic and political media sources)." Vestnik of Samara University. History, pedagogics, philology 26, no. 4 (2020): 82–87. http://dx.doi.org/10.18287/2542-0445-2020-26-4-82-87.
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The article is devoted to functional and stylistic features of advertising minitexts in English economic and political mass media and Internet sources. The scientific relevance of the topic is proved by the significant role of advertising in building up not only market relations but also cultural stereotypes and public opinion. Besides, the necessity arises to reveal the human linguistic consciousness potential of integrating different meanings and small forms of their verbalization, as the trend towards contracting speech acts is gaining momentum in both oral and written communication. Hence, advertising texts make a proper object of analysis since the need for quick catching of the customers attention and saving money on publication space determines advertisements small volume. The authors set the purpose of analysing the stylistic features of advertising minitexts in economic and political sources in terms of the formation of their discursive features. Methods of discourse functional analysis, descriptive and contextual analyses are implemented thereto. The article addresses the issue of correlation between text and discourse with regard to the advertising linguistic status, types of advertising texts, extralinguistic factors (including psychographic and demographic profiles of consumers) determining the choice of means that actualise advertising discourse functions. The analysis focuses on the expressive means forming peculiar advertising stylistics and special pragmatic increments aimed at making efficient impacts on the recipient. The findings of the empiric analysis are presented in reference to such expressive means as metaphors, allusions, wordplay, antithesis, etc. The prevalence of metaphors, epithets and hyperbole as the most frequent stylistic devices in advertising discourse has been revealed. The authors conclude that discursive features of the texts under analysis are actualized in pragmasemantic increments which are not inferred from speech elements direct meanings alone but are synergistically formed in advertising functional space in the course of text generation and perception based on the communicating parties living backgrounds.
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Irma Wulandari, Putu. "EXPOSURE INDEX (EI) SEBAGAI ALAT OPTIMISASI PADA SISTEM RADIOGRAFI DIGITAL: IMPLEMENTASI DAN TANTANGAN BAGI RADIOGRAFER." JRI (Jurnal Radiografer Indonesia) 6, no. 1 (2023): 1–10. http://dx.doi.org/10.55451/jri.v6i1.167.
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Background: The existence of ”exposure creep” in digital radiography systems has been debated over years, raising concern in image optimisation. Therefore, effective implementation of Exposure Index (EI) as a tool for optimisation has been stressed to address this issue. However, the concept of ”exposure creep” and Exposure Index (EI) might not be familiar to all Indonesian radiographers. This study aims to explore the current literature related to EI, including the development, current status, and challenges in its implementation. 
 Methods: Literatures were explored in various databases using the following keywords; “Exposure Creep”, Radiation dose in Digital Radiography, Optimisation in Digital Radiography, Exposure Index, Deviation Index, etc. Only references, such as books, journal articles, and official reports in Bahasa Indonesia and English are included in this study. 
 Results: The term “Exposure Creep” refers describe a gradual increase in exposures following the implementation of digital radiography systems. Exposure Index is used as a feedback for radiographers regarding exposures in image acquisition. However, in the beginning of its development there have been several issues, leading to confusion to users. Therefore, the development of the standardized Exposure Index (IEC 624924-1) has been proposed. This article also addresses several challenges in EI implementation and take-home points for radiographers. 
 Conclusions: Radiographers should be familiar with the basic concept of EI in order to effectively implement it as an optimisation tool.
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Aida. M. Bakeer. "Impact of Implementing Blended Learning on EFL Students’ Attitudes in HEIs in Palestine: Lessons learned from TEFL-ePAL project." Journal of Palestine Ahliya University for Research and Studies 2, no. 3 (2023): 26–42. http://dx.doi.org/10.59994/pau.2023.3.26.
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The present study addresses the impact of implementing blended learning, interactive learning materials, and 21st-century teaching methods on students' attitudes toward learning EFL at Higher Educational Institutions (HEIs) in Palestine. Moreover, it aims to highlight the efficacy of digital resources as supportive education, which can be relied on to achieve the goals of education. To achieve the purposes of this study, the researcher developed a 5 Likert scale questionnaire. The validity and the reliability of this instrument were tested and assured. The sample of the study consisted of 208 EFL students joining 4 Palestinian universities: Al-Quds Open University (QOU), Palestine Ahliya University (PAU), Palestine Technical University/ Kadoori (PTUK), and Al-Istiqlal University (PASS) during the first semester of the academic year 2021-2022. The quasi-experimental method was used. The results indicated that implementing 21st-century methods of teaching and using interactive learning materials developed positive attitudes toward learning English as a foreign language in higher education. The results also revealed several barriers that students face, that hinder adopting educational technology and enhancing professional and sustainable development in higher education in Palestine, including usability concerns, technical issues, digital literacy gaps, etc. The researcher offers recommendations on ways to foster adopting student-centered approaches and educational technology to enhance sustainability in teacher development in Palestine.
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Allahbi, Sara. "E-learning Challenges Faced by the Primary School English Teachers of Taif City in Saudi Arabia." Asian Journal of Education and Social Studies 47, no. 1 (2023): 43–62. http://dx.doi.org/10.9734/ajess/2023/v47i11015.
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Aims: The ultimate aim of this research project is to find out the adverse effect of COVID 19 on the learning environment in the Kingdom of Saudi Arabia (KSA). Furthermore, considering the impact of the corona virus on the education sector across the globe, especially at the primary level, this research addresses whether primary school English as foreign language (EFL) teachers faced challenges in dealing with online/virtual classes. To achieve the objectives and answer the research questions of the present study, the researcher elicited teachers’ perceptions regarding the challenges they face in the process of learning via virtual mode- the only alternative e-learning strategy available at the time of social distancing during Covid-19. The research method was quantitative, as data was collected from teachers’ questionnaires (adapted). The study relied on the primary school context of Taif region, Saudi Arabia. The study took around 7 months from conception to completion towards the last phase of the master’s level. The sample comprised 154 EFL Primary School teachers aged 25 to 35 years (104 females and 50 males) in Taif, Saudi Arabia. The adapted tool (a questionnaire) included different components such as attitude towards e-learning, readiness, challenges, infrastructure etc.
 It was found that e-learning tools were more effective for more female teachers. Hence, the year of experience did not significantly affect e-learning materials with reference to two groups of teachers. The study also revealed that the age of male and female teachers does not contribute to the use of e-learning materials. Moreover, digital material exploitation is more easily done by the younger generation than the traditional teachers. The research findings are beneficial in redefining e-learning/virtual learning and redesigning compatible curricula, especially teaching strategies that would incorporate blended learning. In addition, teacher development activities will be initiated, keeping the teachers’ needs in view. Extension research at the doctoral level may be conducted to further support the findings by undertaking research with a larger sample. A tool should also be developed and employed to study online learning and associated factors, especially in the Taif region.
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Nyström, Esbjörn. "Litteraturvetenskapen i Sverige." Tidskrift för litteraturvetenskap 40, no. 1 (2010): 60–76. http://dx.doi.org/10.54797/tfl.v40i1.11995.
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Literary Studies in Sweden: an Analysis of a Confusion of Ideas
 The article addresses questions of disciplinary identity within literary scholarship in Sweden. In the first part it is shown in a number of examples how researchers in the Swedish university subject »litteraturvetenskap« – when debating or mentioning »literary scholarship in Sweden« – are identifying this field solely with their own subject, thus neglecting the existence of literary studies at all levels within several other subjects, i. e. the foreign languages: English, German, French etc. In a second part, statistics on the dissertations presented in the field of literary studies during the years 1999–2008 are presented. The statistics show that the majority of these dissertations were in fact presented not in »litteraturvetenskap«, but in foreign languages. In a third part, the absence of both a Scandinavian Literature subject and a Comparative Literature subject in Sweden is discussed. The Swedish/Scandinavian and the general/comparative components are thought to be combined in the subject »litteraturvetenskap«. However, their coexistence in one subject is insufficiently motivated, and the balance between the two is far from ideal. The Swedish component dominates, especially in research. The hegemonic and, at the same time, essentially unclear name »litteraturvetenskap« for the university subject in fact seems to conceal the problems outlined. In the conclusion, a suggestion is made to split »litteraturvetenskap« into one subject for Swedishlanguage or Scandinavian literature and another subject concerned with more general issues, a sort of Comparative Literature subject.
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NAUMENKO, TATIANA I., and ANASTASIA A. MOLOZYA. "NAMELESS STAR: EDISON DENISOV’S MUSIC IN THE DISCOURSES OF AN UNORDINARY STORY." ART AND SCIENCE OF TELEVISION 17, no. 2 (2021): 121–47. http://dx.doi.org/10.30628/1994-9529-2021-17.2-121-147.
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The article addresses the 1978 film Nameless Star (directed by Mikhail Kozakov, music by Edison Denisov) as one of the few examples of on-screen art in which music not only supports the story, but comes to the fore, becoming one of its characters. Naturally enough, in this article, Nameless Star is considered through the lens of its musical concept. The focus is on some of the composer’s individual features that characterize his film music. Among the main ones is Denisov’s fundamental idea about integrating music into a single canvas of a film work, which directly affects its figurative and stylistic characteristics and poetics in general. In this vein, the author analyzes various interpretations of the plot (or, rather, plotlines—the encounters of the main characters, the discovery of a new star, etc.), which have significant divergences in the texts of different authors and direct participants in the filming process; the main semantic points highlighted in the film by keywords (“station”, “diesel-electric locomotive”, etc.); and, finally, the film’s sound and musical design shaping a single line of storytelling. The special role of sound elements (train noise, station bell, etc.) accompanying the narration and endowing it with special thoroughness and authenticity is revealed. It is noted that the dramatic center of the film is an impromptu performance of the Symphony composed by one of the main characters—Mr. Udrea, music teacher. The significance of this artwork in the context of the narration is extremely high: decisive plot turns are associated with the Symphony; it combines intonations and leitmotifs that determine the overall emotional tone of the film. Edison Denisov manages to reproduce Udrea’s intention to the finest detail, creating a nuanced intonation-thematic profile of the Symphony, thanks to, among other things, skillful timbre-rhythmic differentiation. Over and above, he structures musical drama in such a way that during performance of the Symphony, the semantic dominants of the film, embodied in the system of its main sound images, get actualized (theme of the city, Mona’s theme, etc.). In a sense, the music here goes beyond being a mere soundtrack: it becomes an integral part of the plot, penetrating into the words of the heroes (recurring mentioning of the English horn or the story about the structure of the Symphony). Largely thanks to the music, which brings new implications to the film, the romantic comedy appears as a complex, multiplanar work, revealing an unordinary facet in the creative gift of one of the most convinced avant-garde composers of the 20th century.
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Gries, Stefan Th. "Exploring variability within and between corpora: some methodological considerations." Corpora 1, no. 2 (2006): 109–51. http://dx.doi.org/10.3366/cor.2006.1.2.109.
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The results usually reported in corpus-linguistic studies are quantitative: frequencies, percentages, model parameters, etc. However, given that no corpora are alike, and that sometimes different results are reported for very similar corpora (or even the same corpus), three central issues are: (i) how to identify and quantify the degree of variation coming with one's results; (ii) how to investigate the source of the observed variation in corpora; and, (iii) how homogeneous one's corpus is with respect to a particular phenomenon. In this paper, I shall present a methodology that addresses these issues, providing data from ICE-GB on the frequency of the English present perfect, the alternation of transitive phrasal verbs and the semantics of the English ditransitive. Specifically, I will show how applying resampling methods and exploratory data analysis to corpus data allows for, (i) providing interval estimates for one's findings that show how superficially different results may reflect similar underlying tendencies; (ii) determining communicative dimensions underlying variation in a bottom-up fashion (similar to work by Biber, but based on just the phenomenon one is interested in); and, (iii) quantifying the homogeneity of the corpus with respect to the phenomena one is actually interested in (rather than by the standard approach of using word frequencies). For every parameter we estimate from data, we need to establish an unreliability estimate. We use this to judge the uncertainty associated with any inferences we may want to make about our point estimate, and to establish a confidence interval for the true value of the parameter. Up to now, we have used parametric measures like standard errors that are based on the assumption of normality of errors […]. If the assumption of normality is wrong, then our unreliability estimates will also be wrong, but it is hard to know how wrong they will be, using standard analytical methods. An alternative way of establishing unreliability estimates is to resample our data […] (Crawley, 2002: 195; emphasis as original)
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Khrapunov, Nikita I. "Describing Ethnography of a Borderland Province: Mary Holderness in the Crimea." Izvestia of the Ural federal university. Series 2. Humanities and Arts 22, no. 4 (202) (2020): 174–89. http://dx.doi.org/10.15826/izv2.2020.22.4.070.
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This paper addresses travelogues by English author Mary Holderness who spent the years 1816–1820 in the settlement of Karagoz in the Crimean Peninsula. Scholarship has used this source but rarely, mostly for cultural-anthropological facts. This paper provides an integral analysis of these travel writings as the most detailed account of Crimean ethno-confessional communes from the period. The works by Holderness are studied in the context of contemporary Western knowledge of the Crimea and specific ethnographic ideas in early Romanticism. The “involved observer’s” experience allowed Holderness to collect unique information about the economy and ethnography of the country. The source provides various accounts on the economic activities and taxation specificities, traditional costumes and cuisine, matrimonial relations and funeral rituals, entertainment and superstitions, religion, and other features of Crimean Russians and Tatars, Greeks and Germans, Bulgarians and Armenians, Karaites, and other ethnocultural communities. These materials allow one to disclose the features of the British perception of other peoples. Thus, foreigners tended to generalisation and typisation, making conclusions about the general trends of the national character relying on a few cases known to them from their own experience. The traveller put her fellow countrymen at the top of the “stairs of peoples” going from “barbarism” to “civilization,” while Crimean ethno-confessional communes occupied the stairs below them. She “supplied” them with various combinations of such features as primitive religiosity and superstitions, bad morals and disinclination to work according to Protestant ethics, laziness and stealing combined with a good heart, hospitality, empathy, etc.
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Buniyatova, Isabella, and Tetiana Horodilova. "THE INTERPLAY OF ANGLO-SAXON HOMILETIC DISCOURSE AND GRAMMAR." Studia Linguistica, no. 22 (2023): 34–47. http://dx.doi.org/10.17721/studling2023.22.34-47.
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The article is devoted to the interplay of discourse and grammar in the formation of sentential units in the Anglo-Saxon homilies of the 9th-11th centuries, created by notable homilists, namely, Ælfric (955-1020 сa.), Wulfstan (death date 1023 ca.), as well as anonymous authors in the miscellany “The Blickling Homilies”. The material under consideration helped us offer two prior assumptions. Firstly, the body of homilies in the specified historical period (total number – 28 units) constitutes a distinct variety of performative texts, which share a set of specific features, and which, in aggregate, make up a homiletic type of discourse. Secondly, foregrounding of finite verb in Old English sentence is a genre-dependent phenomenon that has been attested in the preaching texts and the epic poetry. In this article, the term homily (sermon) is unfolded as a discursive phenomenon that establishes a close link between preacher and congregation, and, as such, serves as a medium of communication. This type of communication involves the dynamic interdependence of participants, the constant tension and continuity of the process, which results in the consolidation of spiritual and didactic principles of believers. Linguistically, it is represented by a number of grammatical phenomena shared by the homilies in question, which include formulaic initial addresses of the preacher to the audience, numerical tautological or parallel phrases, alliterative constructions, deictic elements, etc. Anglo-Saxon priest’s “fatherly conversation” can be described in didactic and Christian dogmatic terms, the spirit and letter of which were especially relevant in the context of the old Germanic ethnic groups’ existentia at the beginning of the second millennium.
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Nim, Evgenia. "The Elusive Fandom: The Problem Field of Foreign Fan Studies." Sociological Journal 30, no. 2 (2024): 33–52. http://dx.doi.org/10.19181/socjour.2024.30.2.2.
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The article is dedicated to an overview of English-language fan studies as an interdisciplinary research area. In particular, it discusses trends in the development of fan studies, various approaches to the conceptualization of fandom and fans, as well as the phenomenon of “aca-fans” and the specifics of research ethics in fan studies. The author traces the complex path of formation and transformation of fan studies into an independent subdiscipline recognized by the academic community. This path is marked by a series of “waves,” which reflect both different approaches to understanding the subject of study and changes in the status of fan studies as such. The spread of fan practices and communities emerging around objects of mass culture contributed to their normalization and mainstreaming. Fan studies also demonstrates changes in its focus: the issue of stigmatization of fans is receding into the background, and fandom analysis in the context of social inequality, participatory culture and media consumption is becoming relevant. Contemporary discussions within fan studies are aimed at rethinking the key notions and searching for new interpretations and concepts that overcome the limitations of previous approaches. One of the main topics of discussion is whether the focus of fan studies is still on the fan community (a tradition started by Henry Jenkins) or whether it also includes individual fans. In addition to revising the concepts and boundaries of the subject field, the article addresses methodological and ethical problems in this area. Particular attention is paid to the position of “aca-fans”, belonging to both the academia and the fan world. The article also shows how the perspective of fan studies is beginning to be applied in related social science disciplines. Since many communities and movements (political, consumer, cultural, etc.) function in some ways similar to fandom, turning to fan studies theories can deepen our understanding of these phenomena.
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Holtfort, Thomas, and Andreas Horsch. "https://armgpublishing.com/journals/sec/volume-8-issue-1/article-5/." SocioEconomic Challenges 8, no. 1 (2024): 62–77. http://dx.doi.org/10.61093/sec.8(1).62-77.2024.
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In the 21st century, various socio-economic crises have revealed that traditional economic science and (neo)classical thinking are unable to explain all the complexity of current economic problems, therefore the application of more complex and non-trivial economic concepts is gaining relevance. In addition to behavioral and evolutionary economic thinking, models of quantum economics have been developed in recent years, which allow solving economic problems, using mainly quantum thinking and the principles of quantum physics, in particular particle-wave dualism, the principle of uncertainty, the absence of a subject-object distinction, superposition and confusion. The article addresses 3 research questions (RQ). According to RQ1, the paper finds that quantum economics research is dominated by the following topics: quantum economics, quantum finance, quantum decision making, and quantum game theory. According to these four thematic descriptors, the article carries out a systematic modern review of scientific works in the period from 1978 to 2022 (if only 50 works were published in 1978-1999, then in 2000-2022 already 3430), with an emphasis on the most cited (Google Scholar) English-language journal articles. The analysis showed that articles on this topic are published mainly in journals of a non-economic profile, that the peaks of publication activity occur at times of powerful socio-economic upheavals (for example, the dot.com bubble, the substandard/financial crisis, the European debt crisis, the coronavirus pandemic, etc.). In accordance with RQ2, the article defines the key characteristics of the quantum economic model: in contrast to neoclassical economics (based on mechanistic classical physics, is rational and deterministic, with the help of the invisible hand of the market it leads to a stable equilibrium), the quantum approach, on the contrary, considers the economy as more complex, empirically oriented, uncertain, probabilistic, superpositional, as an archetypal example of a quantum social system that has its own versions of duality, measurement, and entanglement. According to RQ 3, the article determines to what extent quantum economics can update (neo)classical economics (integration of new ontological premises into economic thinking, more experimental and practical approach, connection between the concept of entanglement and sustainable development, management of financial risks based on the concept of quantum probability, rethinking the concept of randomness by quantum probability, introduction of quantum money, equilibrium using quantum games, etc.).
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Aljunied, Khairudin. "The Koran in English: A Biography." American Journal of Islamic Social Sciences 35, no. 3 (2018): 79–82. http://dx.doi.org/10.35632/ajiss.v35i3.484.
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Anyone familiar with Bruce Lawrence’s oeuvre knows that the book under review is the culmination of his long and serious engagement with Islam’s foundational texts. His earlier publication, The Qur’an: A Biography (2006), traces the central place of divine revelation in Muslim life and thought for many centuries. The Qur’an inspired its most faithful believers to become predominant in much of the medieval world and, in the process, it was a book that captured the interest and imagination of non-Muslims. Law- rence’s own translation of the Qur’an into English is now in the works. Be- fore completing this admirable feat at the prime of his scholarly life, he offers us an inventory of a number of influential and no less creative—some polemical—attempts at untying the Gordian knot of rendering classical Ar- abic into lucid English. But can God’s eternal word, revealed to Prophet Muhammad in the seventh century, be translated into English at all given the deep-seated differences between the two linguistic worlds in space and time? The answer to this question is not a simple yes or no, as Lawrence explains in this slim but indispensable volume. Unlike scriptures of other world religions, the Qur’an stakes a claim on its linguistic authoritativeness from the onset. Its self-image, as specialists such as Daniel Madigan, Toshi- hiko Izutsu, and Fazlur Rahman have it, was rooted in its unique language. The Qur’anic language is thus not merely one language among others of its time (or anytime) but is the distinctive language of God to be read, stud- ied, memorized and disseminated in the original form. From this angle of vision, no translation of the Qur’an is regarded by the majority of Muslims as the Qur’an itself. Lawrence acknowledges this longstanding credo, or the dominant “filter of orthodoxy,” as he puts it (xxi). The translated Qur’an is, to him, best referred to as a “Koran”. Not that the Arabic and translated texts are radically different in terms of their central messages and moral injunctions, but that the Koran was a historical and not an eternal artefact. The Koran was a product of a human endeavor to make the language of God accessible in the world of man. The filter of orthodoxy was however confronted with an ever-growing and cosmopolitan ummah which, for the most part, consisted of non-Ar- abs who knew little but a rudimentary form of Arabic. Translations became inevitable, as Lawrence informs us. The Arabic Qur’an in its pure form gen- erated Korans in other Muslim languages (Persian, Turkish, Malay, etc.) as Islam grew to become a juggernaut after the death of Muhammad (Chapter 1). And yet, as Islam emerged triumphant as a world-conquering faith, its adversaries saw the urgent need to fully discern the scriptures that made Muslims so powerful. Translations into Latin and then English from the twelfth through the eighteenth centuries were largely born out of hate en- meshed with fear and the passionate desire among translators to convince fellow Christians of “falsehood of the Qur’an” (33). Such adverse motives however turned into an emphatic understanding of what the Qur’an actu- ally stood for, as seen in George Sale and Edward Henry Palmer’s transla- tions. The Orientalists were not all cut from the same cloth. What Lawrence does not show quite clearly was how these early English translations provided the raison d’etre for Muslims to produce their own Korans as a corrective project against the biases of Western Orientalism. In South Asian translations by Muhammad Ali, Abdul Majid Daryabadi, Mar- maduke Pickhall, and Abdullah Yusuf Ali, allusions were made, be it direct- ly or obliquely, to the problems of earlier (non-Muslim) translations, just as they sought (for example) to undo use of the terms “Mohammedan” or “Mohametan” to describe Muslims. Granted that these translators belonged to different Muslim sects, their overriding concern was that the Qur’an suf- fered from imprecise translations into English. South Asian Muslims, in my view, were not only translating the Qur’an. They were arresting the march of a prejudiced form of Orientalism by producing English Korans of their own. In hindsight, their efforts were successful, at least for a while, until the advent of the digital age. The coming of the internet and the expansion of English as a lingua franca of most of the world, as Lawrence handsomely points out, has led to the proliferation of Korans, both online and offline, by Muslims and non-Muslims, conservatives and liberals, orientalists and their detractors, Sunnis and Shi’ites, feminists and artists. To Lawrence, most translations produced in an era of abundance fail to capture the Qur’an’s rhythmic prose, with the exception of a handful. Contemporary Korans are so often contorted by the politics of ideological hegemony and nationalist parochi- alism that hinder scholarly endeavor (Chapters 4-5). Lawrence singles out Saudi translations that purvey a puritanical strand of Islam. Interestingly, there are, within Saudi Arabia itself, less literalist Korans. One wonders whether the current political transition in Saudi Arabia will give rise to newer, state-sponsored translations of the Qur’an. I certainly believe it will. For now, Lawrence shows that Salafism in Saudi Arabia (as elsewhere in the Muslim world, as many analysts have pointed out) is not by any means monochrome and homogenous. It is therefore unsurprising that different Korans have been produced in a highly controlled and conservative state. Meantime, the market is flooded with highly popular alternatives in the likes of those by Thomas Cleary, Muhammad Abdul Haleem, and Tarif Khalidi. Spoilt for choice, Muslims and non-Muslims have now the liberty to choose which translation squares with their respective lingustic tastes, spiritual quests, and worldviews. Lawrence ends the book with the latest and most innovative venture at translating the Qur’an, by artist Sandow Birk. It is a translation that comes in the form of inventive expressions, a graphic Koran, so to speak, intended for an American audience whom Birk believes can discern how the Qur’an addresses their everyday trials and tribulations. The linguistic beauty of the Qur’an, in Birk’s formulation, is best expressed in colorful images. An American himself, Lawrence is most impressed by Birk’s project, couching it as “visual and visionary, it is a hybrid genre designed to reach a new audience not previously engaged either by the Koran or by Islam” (137). Had George Sale and Henry Palmet lived to this day, they would perhaps shudder over such an Americanization of the Qur’an. In displaying art with a Qur’anic glaze, Birk does more than translating the Qur’an to English. He demonstrates how the Qur’an can be embedded and normalized into Anglo-American lives and sensibilities. Provocatively-written, deftly-researched, and a pleasure to read, The Koran in English opens up many promising pathways and novel directions for future research. The specter of the Palestinian-American scholar, Is- mail al-Faruqi, came to mind as I was reading the book. Al-Faruqi once envisioned English becoming an Islamic language, or a language that can express what Islam is more accurately. Al-Faruqi held that this could be achieved by incorporating Arabic terms into the English corpus. Reading The Koran in English tells us that Al-Faruqi’s vision is currently realized in ways he barely imagined, or perhaps, in ways that are more subtle and sublime. In translating the Koran to English—an enterprise that is now undertaken by scholars, popular writers, and artists, and that will undoubt- edly grow exponentially in the years to come—English has been (or is) Ko- ranized. Or, to borrow and inflect Lawrence’s syllogism in the opening of the book: If you don’t know Arabic, you can still understand the Qur’an. By understanding the Qur’an, you can choose to become a Muslim. And if you do not become a Muslim, you may still appreciate and derive much benefit from the Qur’an. Therefore, the Qur’an, or the Koran, is not only for Muslims but for those who care to think and reflect about life and about the divine. Indeed, “He gives wisdom to whom He wills, and whoever has been given wisdom has certainly been granted much good. And none will grasp the message except the people of intellect” (al-Baqara: 269).
 Khairudin AljuniedMalaysia Chair of Islam in Southeast AsiaGeorgetown University
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Aljunied, Khairudin. "The Koran in English: A Biography." American Journal of Islam and Society 35, no. 3 (2018): 79–82. http://dx.doi.org/10.35632/ajis.v35i3.484.
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Anyone familiar with Bruce Lawrence’s oeuvre knows that the book under review is the culmination of his long and serious engagement with Islam’s foundational texts. His earlier publication, The Qur’an: A Biography (2006), traces the central place of divine revelation in Muslim life and thought for many centuries. The Qur’an inspired its most faithful believers to become predominant in much of the medieval world and, in the process, it was a book that captured the interest and imagination of non-Muslims. Law- rence’s own translation of the Qur’an into English is now in the works. Be- fore completing this admirable feat at the prime of his scholarly life, he offers us an inventory of a number of influential and no less creative—some polemical—attempts at untying the Gordian knot of rendering classical Ar- abic into lucid English. But can God’s eternal word, revealed to Prophet Muhammad in the seventh century, be translated into English at all given the deep-seated differences between the two linguistic worlds in space and time? The answer to this question is not a simple yes or no, as Lawrence explains in this slim but indispensable volume. Unlike scriptures of other world religions, the Qur’an stakes a claim on its linguistic authoritativeness from the onset. Its self-image, as specialists such as Daniel Madigan, Toshi- hiko Izutsu, and Fazlur Rahman have it, was rooted in its unique language. The Qur’anic language is thus not merely one language among others of its time (or anytime) but is the distinctive language of God to be read, stud- ied, memorized and disseminated in the original form. From this angle of vision, no translation of the Qur’an is regarded by the majority of Muslims as the Qur’an itself. Lawrence acknowledges this longstanding credo, or the dominant “filter of orthodoxy,” as he puts it (xxi). The translated Qur’an is, to him, best referred to as a “Koran”. Not that the Arabic and translated texts are radically different in terms of their central messages and moral injunctions, but that the Koran was a historical and not an eternal artefact. The Koran was a product of a human endeavor to make the language of God accessible in the world of man. The filter of orthodoxy was however confronted with an ever-growing and cosmopolitan ummah which, for the most part, consisted of non-Ar- abs who knew little but a rudimentary form of Arabic. Translations became inevitable, as Lawrence informs us. The Arabic Qur’an in its pure form gen- erated Korans in other Muslim languages (Persian, Turkish, Malay, etc.) as Islam grew to become a juggernaut after the death of Muhammad (Chapter 1). And yet, as Islam emerged triumphant as a world-conquering faith, its adversaries saw the urgent need to fully discern the scriptures that made Muslims so powerful. Translations into Latin and then English from the twelfth through the eighteenth centuries were largely born out of hate en- meshed with fear and the passionate desire among translators to convince fellow Christians of “falsehood of the Qur’an” (33). Such adverse motives however turned into an emphatic understanding of what the Qur’an actu- ally stood for, as seen in George Sale and Edward Henry Palmer’s transla- tions. The Orientalists were not all cut from the same cloth. What Lawrence does not show quite clearly was how these early English translations provided the raison d’etre for Muslims to produce their own Korans as a corrective project against the biases of Western Orientalism. In South Asian translations by Muhammad Ali, Abdul Majid Daryabadi, Mar- maduke Pickhall, and Abdullah Yusuf Ali, allusions were made, be it direct- ly or obliquely, to the problems of earlier (non-Muslim) translations, just as they sought (for example) to undo use of the terms “Mohammedan” or “Mohametan” to describe Muslims. Granted that these translators belonged to different Muslim sects, their overriding concern was that the Qur’an suf- fered from imprecise translations into English. South Asian Muslims, in my view, were not only translating the Qur’an. They were arresting the march of a prejudiced form of Orientalism by producing English Korans of their own. In hindsight, their efforts were successful, at least for a while, until the advent of the digital age. The coming of the internet and the expansion of English as a lingua franca of most of the world, as Lawrence handsomely points out, has led to the proliferation of Korans, both online and offline, by Muslims and non-Muslims, conservatives and liberals, orientalists and their detractors, Sunnis and Shi’ites, feminists and artists. To Lawrence, most translations produced in an era of abundance fail to capture the Qur’an’s rhythmic prose, with the exception of a handful. Contemporary Korans are so often contorted by the politics of ideological hegemony and nationalist parochi- alism that hinder scholarly endeavor (Chapters 4-5). Lawrence singles out Saudi translations that purvey a puritanical strand of Islam. Interestingly, there are, within Saudi Arabia itself, less literalist Korans. One wonders whether the current political transition in Saudi Arabia will give rise to newer, state-sponsored translations of the Qur’an. I certainly believe it will. For now, Lawrence shows that Salafism in Saudi Arabia (as elsewhere in the Muslim world, as many analysts have pointed out) is not by any means monochrome and homogenous. It is therefore unsurprising that different Korans have been produced in a highly controlled and conservative state. Meantime, the market is flooded with highly popular alternatives in the likes of those by Thomas Cleary, Muhammad Abdul Haleem, and Tarif Khalidi. Spoilt for choice, Muslims and non-Muslims have now the liberty to choose which translation squares with their respective lingustic tastes, spiritual quests, and worldviews. Lawrence ends the book with the latest and most innovative venture at translating the Qur’an, by artist Sandow Birk. It is a translation that comes in the form of inventive expressions, a graphic Koran, so to speak, intended for an American audience whom Birk believes can discern how the Qur’an addresses their everyday trials and tribulations. The linguistic beauty of the Qur’an, in Birk’s formulation, is best expressed in colorful images. An American himself, Lawrence is most impressed by Birk’s project, couching it as “visual and visionary, it is a hybrid genre designed to reach a new audience not previously engaged either by the Koran or by Islam” (137). Had George Sale and Henry Palmet lived to this day, they would perhaps shudder over such an Americanization of the Qur’an. In displaying art with a Qur’anic glaze, Birk does more than translating the Qur’an to English. He demonstrates how the Qur’an can be embedded and normalized into Anglo-American lives and sensibilities. Provocatively-written, deftly-researched, and a pleasure to read, The Koran in English opens up many promising pathways and novel directions for future research. The specter of the Palestinian-American scholar, Is- mail al-Faruqi, came to mind as I was reading the book. Al-Faruqi once envisioned English becoming an Islamic language, or a language that can express what Islam is more accurately. Al-Faruqi held that this could be achieved by incorporating Arabic terms into the English corpus. Reading The Koran in English tells us that Al-Faruqi’s vision is currently realized in ways he barely imagined, or perhaps, in ways that are more subtle and sublime. In translating the Koran to English—an enterprise that is now undertaken by scholars, popular writers, and artists, and that will undoubt- edly grow exponentially in the years to come—English has been (or is) Ko- ranized. Or, to borrow and inflect Lawrence’s syllogism in the opening of the book: If you don’t know Arabic, you can still understand the Qur’an. By understanding the Qur’an, you can choose to become a Muslim. And if you do not become a Muslim, you may still appreciate and derive much benefit from the Qur’an. Therefore, the Qur’an, or the Koran, is not only for Muslims but for those who care to think and reflect about life and about the divine. Indeed, “He gives wisdom to whom He wills, and whoever has been given wisdom has certainly been granted much good. And none will grasp the message except the people of intellect” (al-Baqara: 269).
 Khairudin AljuniedMalaysia Chair of Islam in Southeast AsiaGeorgetown University
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Ashari, NFN. "Potensi dan Kendala Sistem Resi Gudang (SRG) untuk Mendukung Pembiayaan Usaha Pertanian di Indonesia." Forum penelitian Agro Ekonomi 29, no. 2 (2016): 129. http://dx.doi.org/10.21082/fae.v29n2.2011.129-143.
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<p><strong>English</strong><br />Price fall of agricultural commodities usually taking place during harvest season adversely affect the farmers. The government addresses this issue through launching the Warehouse Receipt System (SRG). This paper critically reviews potencies and constraints of WRS in supporting agricultural finance and its improvement measures. Theoretically, SRG provides potential benefits, especially in financial support, stabilizing price fluctuation, increasing farmers’ income, credit mobilization, improving product quality, etc. However, SRG implementation in the agricultural sector encounters a number of constraints, such as high transaction costs, inconsistency of quantity and quality of agricultural products, lack of bank support, and weak farmers’ institutions. Since the farmers’ institutions are not well organized yet, SRG procedures seem very complicated and need simplification. In addition, SRG promotion and more conducive government policy are also necessary to optimize this credit scheme.</p><p> </p><p><strong>Indonesian</strong><br />Fenomena jatuh harga komoditas pertanian, terutama saat panen raya, seringkali merugikan petani. Untuk mengatasi permasalahan ini sekaligus membantu pembiayaan usaha pertanian pemerintah telah menggulirkan skim pembiayaan dengan Sistem Resi Gudang (SRG). Tulisan ini bertujuan melakukan tinjauan secara kritis terkait potensi dan kendala penerapan SRG untuk pembiayaan sektor pertanian. Hasil studi menunjukkan adanya potensi yang dapat dimanfaatkan dari pelaksanaan SRG utamanya dalam mendukung pembiayaan, minimalisasi fluktuasi harga, peningkatan pendapatan petani, mobilisasi kredit, perbaikan mutu produk dan sebagainya. Namun, implementasi SRG di sektor pertanian masih dihadapkan sejumlah kendala diantaranya besarnya biaya transaksi, inkonsistensi kuantitas dan kualitas produk pertanian, minimnya dukungan lembaga perbankan, serta masih lemahnya kelembagaan petani. Dengan kelembagaan petani belum tertata secara baik, aturan SRG masih dipandang terlalu rumit sehingga diperlukan penyederhanaan prosedur agar SRG dapat dimanfaatkan oleh petani. Disamping itu, sosialisasi keberadaan SRG serta dukungan kebijakan pemerintah yang kondusif akan menjadi faktor penting sehingga SRG dapat diimplementasikan lebih optimal.</p>
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Bylieva, Daria, Victoria Lobatyuk, and Alla Safonova. "ONLINE FORUMS: COMMUNICATION MODEL, CATEGORIES OF ONLINE COMMUNICATION REGULATIONANDNORMS OF BEHAVIOR." Humanities & Social Sciences Reviews 7, no. 1 (2019): 332–40. http://dx.doi.org/10.18510/hssr.2019.7138.
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Purpose of the study: The paper addresses the issue of regulating Internet communication activities in the context of online forums. The study aims to create a forum communication model identifying the areas subject to social regulation and defining the most common types of norms
 Methodology: The study draws upon the semiotic method to develop a new communication model based on classical theories. Quantitative empirical studies are also used. The rules and guidelines of 1,205 online forums were analyzed to identify the most common norms.
 Main Findings: Communicators and moderators access the forum communication space via user accounts and create a sign system. Some categories, such as a ban on deceptive or offensive content, are similar to those used in offline life. Other regulations are Internet-specific in that they are determined by inherent challenges of online communication (for example, account cloning) or by the way a forum is structured (flooding, necroposting, etc.).
 Applications of this study: The findings related to the forum rules are presented in a summarized manner, although the rules vary slightly in reality, depending on the forum topic. The prevalence of deviant behaviors on online forums was also beyond the scope of this study. The study was based on the rules of Russian- and English-speaking forums, and it should be noted that language differences could influence the results.
 Social Implications: The evolving social interactions on the Web require regulations, which can differ significantly from those used offline. The study of social norms on the Internet allows us to trace what types of online behavior are now considered deviant and examine the current potential of Internet self-regulation.
 Novelty/Originality of this study: The study developed a new communication model for categorizing online communication norms. Major categories of online communication behavior regulation were identified and the most popular types of social norms were determined.
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Hayman, Richard, and Erika E. Smith. "Social media in undergraduate teaching and learning: A scoping review protocol." PLOS ONE 18, no. 11 (2023): e0291306. http://dx.doi.org/10.1371/journal.pone.0291306.
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Objective To conduct a scoping review that systematically examines the body of research on social media in undergraduate teaching and learning in order to identify key issues, trends, gaps, and needs. Our objectives include determining what methods have been commonly used to study social media in undergraduate teaching and learning, and to synthesise insights from published research findings within the fields of higher education, educational technology, and the scholarship of teaching and learning. Introduction The use of social media technologies in post-secondary environments has been increasing over time, and especially following the shift to remote teaching and learning during the COVID-19 pandemic, this growth has continued. This review addresses a need to analyse and understand the body of research on the use of social media across undergraduate contexts for teaching and learning. Inclusion criteria This scoping review includes peer-reviewed journal articles on social media in an undergraduate teaching or learning context published at any time, in English. In addition to including concepts and terms related to social media broadly, based on global social media usage, we include within our search the most commonly used social media platforms. We excluded items from the grey literature (such as reports, dissertations, and theses), and studies that focus on groups outside of the undergraduate population of interest (e.g., in elementary, secondary, or graduate settings, etc.). Methods Systematic searching will be conducted in relevant subject and multidisciplinary databases: Education Database, Education Research Complete, ERIC, British Education Index, Australian Education Index, Academic Search Complete, and Scopus. Records will be deduplicated and screened using Covidence software, with each record independently reviewed by two researchers in both rounds, screening titles and abstracts in the first round, and full-text of articles in the second. Researchers will meet to discuss discrepancies and make decisions using a consensus model, and a third researcher will be independently tasked with resolving any conflicts. Data extraction will also use two independent researchers to review each article.
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Gagarin, S. N. "From a dictionary to an atlas: segmental mapping of the linguistic picture of the world." MGIMO Review of International Relations, no. 1(34) (February 28, 2014): 262–69. http://dx.doi.org/10.24833/2071-8160-2014-1-34-262-269.
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'At the heart of any language lies a vision. It embraces the world around us in myriads of complex ways. It is the lifeblood of every people's identity. It is so essential and indispensable that few assets of humankind can rival it for value or timelessness. It is known as the linguistic picture of the world, and it is notorious for being among the knottiest study subjects of language science. No coherent methodology has been proposed to date as to how it should be consistently structured to result in a systemic and navigable map of its core words and concepts. This constitutes a conspicuous gap in contemporary linguistics, which the present article addresses from the perspective of cognitive lexicology and lexicography while engaging the linguistic picture of the world on a segment-by-segment basis. In keeping with the aforesaid approach, one segment at a time is selected, and the discourse that reflects it is analysed with a view to identifying transcendental notions contained therein. The latter are construed as a type of cognitive concepts which epitomise the core ideas inherent in a particular type of spoken or written discourse. Being verbalised by means of relevant verbal fields, these transcendental notions permeate the cognitive and textual fabric of the selected segment of a linguistic picture of the world. By way of demonstrating the feasibility of this approach, a new type of dictionary has been compiled by the author, which captures and reveals in a semantically structured way the verbal side of the transcendental notion "countering" in the socio-political discourse of English-language media. Along with other transcendental notions, such as "facilitation", "communication", "attitude", etc., it is viewed as part of a range of the cognitive pillars which are essential to a limited segment of a linguistic picture of the world, but are by no means reserved to it, stretching far beyond and reaching throughout the vision of the world enshrined in the English language. The present article asserts and demonstrates by example that by creating the described type of dictionaries a basis can be laid for engaging the broader linguistic picture of the world in a whole new way, as their structure enables the drawing of clear semantic boundaries between and within the verbal fields of major concepts. These, in turn, can be used for creating maps, or rather atlases, initially of the smaller segments of linguistic pictures of the world, which may over time, and with enough methodological evolution, transform into larger-scale projects covering different languages, which arguably contains a hitherto unexplored potential for comparing them at a new systemic level, that of the structure and internal semantic delimitation of linguistic pictures of the world.
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Susanto, Danny. "L'anglicisme dans la langue française." Digital Press Social Sciences and Humanities 3 (2019): 00013. http://dx.doi.org/10.29037/digitalpress.43286.
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<p class="Abstract">The purpose of this study is to analyze the phenomenon known as&nbsp;<span style="font-size: 1rem;">“anglicism”: a loan made to the English language by another language.&nbsp;</span><span style="font-size: 1rem;">Anglicism arose either from the adoption of an English word as a&nbsp;</span><span style="font-size: 1rem;">result of a translation defect despite the existence of an equivalent&nbsp;</span><span style="font-size: 1rem;">term in the language of the speaker, or from a wrong translation, as a&nbsp;</span><span style="font-size: 1rem;">word-by-word translation. Said phenomenon is very common&nbsp;</span><span style="font-size: 1rem;">nowadays and most languages of the world including making use of&nbsp;</span><span style="font-size: 1rem;">some linguistic concepts such as anglicism, neologism, syntax,&nbsp;</span><span style="font-size: 1rem;">morphology etc, this article addresses various aspects related to&nbsp;</span><span style="font-size: 1rem;">Anglicisms in French through a bibliographic study: the definition of&nbsp;</span><span style="font-size: 1rem;">Anglicism, the origin of Anglicisms in French and the current situation,&nbsp;</span><span style="font-size: 1rem;">the areas most affected by Anglicism, the different categories of&nbsp;</span><span style="font-size: 1rem;">Anglicism, the difference between French Anglicism in France and&nbsp;</span><span style="font-size: 1rem;">French-speaking Canada, the attitude of French-speaking society&nbsp;</span><span style="font-size: 1rem;">towards to the Anglicisms and their efforts to stop this phenomenon.&nbsp;</span><span style="font-size: 1rem;">The study shows that the areas affected are, among others, trade,&nbsp;</span><span style="font-size: 1rem;">travel, parliamentary and judicial institutions, sports, rail, industrial&nbsp;</span><span style="font-size: 1rem;">production and most recently film, industrial production, sport, oil industry, information technology,&nbsp;</span><span style="font-size: 1rem;">science and technology. Various initiatives have been implemented either by public institutions or by&nbsp;</span><span style="font-size: 1rem;">individuals who share concerns about the increasingly felt threat of the omnipresence of Anglicism in&nbsp;</span><span style="font-size: 1rem;">everyday life.</span></p>
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Liepa, Dite. "Īpašvārdu pareizrakstība: problēmas un risinājumi." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings, no. 16 (May 6, 2020): 313–34. http://dx.doi.org/10.37384/va.2020.16.313.
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The paper “Spelling of Proper Nouns: Problems and Solutions” focuses on the questions and spelling norms regarding capitalisation. The compiled material for the paper is based on the questions regarding language practice, professional experience as a language consultant (2005–2018) at the Latvian Language Agency, participation in the meetings of the Latvian Language Expert Commission of the State Language Centre, as well as experience as a lecturer at various Latvian institutions of higher education teaching the course “Business Latvian”. The article addresses the contradictory information presented in various sources, including school textbooks, handbooks and even laws issued by the state. Based on these sources, the spelling of names of educational institutions, entities and their divisions, eras and historical events, positions and titles, holidays, memorial and commemorative days, as well as names that include the components pasaules (world) and starptautiskais (international), are ambiguous. The paper gives sources that provide information on the particular problem cases, as well as spelling suggestions, based on the author’s professional experience. Unfortunately, many of the aforementioned issues still lack a solution and they have not been described in any source. In such cases the solution has to be based on the explanations of analogous examples. The issue of capitalisation is somewhat problematic, as developing unified spelling norms has never been easy due to both past spelling norms (including the Soviet heritage) and various views of linguists regarding capitalisation. Moreover, spelling of proper nouns in Latvian is also influenced by foreign language (English, Russian, German) spelling norms of proper nouns, subjective points of view of individual pedagogues, proofreaders, editors and other language professionals, as well as the objective reality (signboards in public environment, written media, names of companies registered in the Register of Enterprises etc.). However, attempts to find an explanation are met with (possibly deliberate) textbook authors’ avoidance of describing and tackling problematic issues, as that would take a lot of time and professional analysis. Sometimes linguists, being aware of the complexity of the situation, avoid taking initiative in popularising new spelling norms. The paper draws broadly on “Capitalisation in Latvian: Overview of Historical Research, Problems and Solutions” (Riga: Latvian Language Agency, 2012), which is the most recent and comprehensive work dedicated to this topic, as well as the most recent decisions of the Latvian Language Expert Commission of the State Language Centre.
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Soudani, Mohamed. "Welche Sprache(n), wee und woozy linen? Deutschkurs am Intensivfremdsprachenzentrum CEIL Algerischer Universitäten." Traduction et Langues 15, no. 2 (2016): 159–71. http://dx.doi.org/10.52919/translang.v15i2.688.
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Which language(s), wee and woozy linen? Deutschcourse at the CEIL intensive foreign language center of Algerian universities
 Foreign language learning has become a must in Algerian universities in recent years due to its concrete importance in the higher education context and at the international level. Algerian students, lecturers (researchers) and university members have become aware in recent years about the need to learn and/or master at least one foreign language. In order to meet the increasing demand for foreign language learning in higher education, many Algerian universities have initiated intensive foreign language centers (des centers d'enseignement intensif des langues étrangères). Several world languages are offered for learning such as French, English, German, Spanish, Chinese, etc. Learning German occupies an important place at these intensive foreign language centers and is requested and/or offered at many settings at Algerian universities. This article first provides a brief overview of the German courses offered at these institutions and then specifically addresses the questions of the teaching and learning materials used, the curriculum and the various learning objectives of learning German. In fact, various steps can be recorded in the design or conception of a specific textbook for German learners at the intensive language centers of Algerian universities, which are briefly presented at the end of this article. First, the language needs and the learning goals of the German learners are considered in more details in order to create a general curriculum. Of course, the necessary basic elements of the German language must be made available to the CEIL German learners in the initial lessons. Later, after an intensification of the German learning in the sense of the intensive course, further linguistic means or competencies from the university area in Germany could be used in the textbook in order to meet the needs of learners. Last but not least, the linguistic requirements and the adequate communication needs should be taken into account in the textbook. Also, the learners’ autonomy should be promoted because the aim of this experiment (creating a specific textbook for the CEIL German learners) is to get the CEIL German learners prepared for independent learning of the German language. Instrumental motivation certainly has a positive influence on the achievements of the CEIL learners. Accordingly, the CEIL German lessons can be improved by the textbook and other practical materials to keep pace with the course developments.
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Lê, Mê-Linh. "Undergraduate Library Instruction in the Humanities Increases the Use of Books Over Journals." Evidence Based Library and Information Practice 7, no. 2 (2012): 69. http://dx.doi.org/10.18438/b8wc91.
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Objective – To assess the impact of in-class library instruction sessions on the quantity, quality, and format of resources cited by undergraduate students. 
 
 Design – Citation analysis and literature review.
 
 Setting – A public university in the United States with approximately 9,000 undergraduate students. 
 
 Subjects – Undergraduates in eight first-year Composition I classes and five upper-level Humanities classes at Florida Gulf Coast University (FGCU). 
 
 Methods – This study consisted of three components. In the first, first-year students with little to no academic library experience from eight classes of first-year Composition I were divided into two groups: those who received library instruction and those who did not. The instruction sessions were all taught by the same librarian, were one-hour hands-on classes held in a computer lab, and focused on basic library information, searching the catalogue, as well as searching journal databases. Later in the term, the citation pages from papers submitted by the students as a class assignment were analyzed by the authors who looked at the average number of citations employed in each paper, the frequency of scholarly citations, and the frequency of source/format type (e.g., book, article, website, etc.). SPSS was used for data recording, storage, and to calculate statistics (although it should be noted that the authors do not include any of the descriptive statistics that can be generated by SPSS). In the second component, which attempted to discern if there were any differences in the citations used by students from the different disciplines, the same form of citation analyses was performed on bibliographies from upper-level students enrolled in five History, Art History, Art, and English classes who had participated in a library instruction session in the past. The results of the two citation analyses (Composition I versus upper-level students) were then compared. The third component compared the results of the citation analyses to data extracted from five similar studies in order to determine if the FGCU findings were typical of undergraduate students or deviated from the norm. 
 
 Main Results – The comparison of citations from the Composition I students showed that students who received a library instruction session had more average citations per paper (5.3 to 3.2); used slightly more scholarly sources (51.7% to 49.4%); were much more likely to use books (25.6% vs. 6.3%) or magazines and newspapers (18.5% vs. 9.6%) as a source; and were less likely to cite journal articles (16.3% vs. 27.3%) than their counterparts who received no library instruction. Students who had not received instruction were more likely to use videos (5.4% vs. 2.8%) or course texts and handouts (11.7% vs. 0%). Both groups exhibited a preference for material that could be accessed online, and web sites were the most frequently cited source, accounting for nearly one-third of all citations. 
 
 When the results from the Composition I students who received library instruction were compared to upper-level students who had received instruction in the past, it was found that the average number of citations increased as the course level got higher (i.e., fourth year students used more citations than third year, who used more than second year, etc.). In general, the number of scholarly sources also increased as the course level did. The analysis also showed a strong preference for books over journal articles throughout all classes and course level. Preference for other formats (e.g., web sites, reference sources) varied a great deal and in many cases could be attributed to the nature of the assignments. 
 
 In order to determine whether the FGCU findings were typical of the undergraduate experience, the citation analyses were compared to five other institutions across the U.S. Results show that the FGCU findings were similar in some aspects; two other institutions also displayed a preference for books, but usage of journal articles in upper-level courses was either the same or lower at FGCU compared to other institutions. 
 
 Conclusion – For many academic liaison librarians, instruction is an important and time-consuming part of their job. The nature of many library instruction sessions – frequently one-time classes at the beginning of a semester – means instruction is often given without much attention to the impact of the session on the quality of students’ work. This study addresses this issue in order to determine whether library instructions sessions should continue at FGCU in their present format. The findings broadly indicate that library instruction has a large impact on the number of books used and the overall number of resources cited, and a very small impact on the number of scholarly sources cited. It appears that the increased reliance on books by students comes at the expense of journal articles, which were much more frequently used by students who had not received instruction. The study also found that as students progress in their studies, they cite more material and use more scholarly material. This finding is seen in a number of other citation analysis studies located through a literature search. Ultimately, the authors believe that this study demonstrates the usefulness of the library sessions to students, as it causes them to cite more sources, to cite a wider variety of sources, and to cite more books. It is possible that some of the negative findings of the study, specifically related to low journal usage, may be used to alter the structure or content of future library sessions offered by FGCU librarians.
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Daugaard, Solveig. "A medium is a medium is a medium is a medium." Sensorium Journal 1 (March 31, 2016): 11–14. http://dx.doi.org/10.3384/sens.2002-3030.2016.1.11-14.
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At the symposium Media Archaeology and Artistic Practice held September 17th 2015, a discussion was raised by invited keynote speaker Garnet Hertz, artist and associate professor at Emily Carr University, concerning the discourse around the media archeological lab and the humanities lab, and if this perhaps was mainly a question of naming. Can the desire to construct labs instead of other, more traditional, humanist and artistic workspaces such as studios, seminar rooms, offices etc. from one particular perspective be seen as a superficial gesture, one that boils down to attaching a new name to the same old practice, in order to get hands on new funding? As the discussion progressed it was stressed, that there are obvious attractions in this particular name – connoting hard science, collective work processes and experimental approach – as well as a material hands-on-quality that agrees with the theoretical discours of media archaeology. But also, that there are in fact substantial qualities of the lab as a concrete space that could generate new energy and new types of knowledge production when transferred to the artistic and humanistic context.
 The conversation made me think of the title of our present conference A medium is medium is medium as it also addresses the question of what is in a name.
 The title is a quote from Friedrich Kittler, who in Discourse Networks 1800/1900 uses the sentence to stress the untranslatable quality of the medium: The important fact that any transfer from one medium to another involves a distortion – and thus always will be to some degree arbitrary. But in Kittler the sentence is also a reminder about how the medium of language, as it is put to use in literature, has been considered as something close to an ideal channel – a channel of communication working without friction. By adding a third and final medium to his sentence, Kittler reminds us, essentially, that a medium is never just a channel or a technology of communication – it is always also something more. The material base makes a difference.
 Even if Kittler does not give a reference, it is rather obvious that he is here paraphrasing Gertrude Stein’s signature sentence ”a rose is a rose is a rose is a rose” and as a Stein scholar I have not been able to refrain from a mild irritation that Kittler missed a part, he has only three times medium against Stein’s four times rose.
 Stein’s sentence brings us back to the question of what’s in a name. As has often been suggested, it addresses the famous passage from Romeo and Juliet, where Juliet is trying to disavow the importance of the name (due to the fact that her beloved Romeo is a Montague):
 What’s in a name.that which we call A roseby any other name would smell as sweet
 As we all know, in the tragedy, the power of the name proves invincible and Juliet’s pragmatic attitude does not help her much against the ruling discourse of the encompassing society breeding strife between her name and Romeo’s. And even if Stein’s sentence in the first instance may look like merely a very insistent statement that a rose, when all is said and done, is still a rose – just as Juliet claims – there is a lot more to say about it.
 Stein herself said, among other things:
 When I said.A rose is a rose is a rose is a rose.And then later made that into a ring I made poetry and what did I do I caressed completely caressed and addressed a noun.(“Poetry and Grammar,” Lectures in America )
 She also claimed, that with this sentence, she made the rose red for the first time in English poetry for at least 100 years (and knowing Stein one shouldn’t miss the homonymic play upon red – it is both the color and the past tense of read. With Stein’s sentence – the rose is both red and read for the first time.) What is particularly elegant in this embrace by Stein’s of a noun, or of a name, is that in this very embracing movement she is putting the word’s grammatical status into serious doubt. When the third part is added to “a rose is a rose” an unresolvable syntactical confusion is introduced – it becomes impossible to determine whether the second part is the end or the beginning of a clause – but as the forth part is introduced both the sounds and the grammar of language starts dissolving and transform into genuine play. And every time the words “a rose”, the article and the noun, are repeated and “caressed” they sound more like a verb – “arose”. What seemed like an ultimate insistence upon the reality of a noun, is suddenly transformed into a verb – what appeared to be pure substance turned into action.
 Similarly current research in the fields of media history and media aesthetics – if we are to take the varied contributions made to this conference as representative – is concerned with regarding the medium as something more than an artifact: To take into account the essential materiality that, according to Kittler, is irreducible in any communication, but to also continuously understand the medium as something relational and entangled in dynamic processes.
 The conference A medium is a medium is a medium was intended as a kick-start of the network Sensorium for young researchers working in the field between aesthetics, technology and materiality. What the network is going to be and do in the future is up to us to work out at this conference and in the time to come. A warm welcome to every one!
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Frølund, Sune. "NATURVIDEN - EN NATURFILOSOFISK UNDERSØGELSE OG KRITIK AF VIDENSBEGREBER I NATURVIDENSKAB." Studier i Pædagogisk Filosofi. Monografiserie 1, no. 1 (2015): 1. http://dx.doi.org/10.7146/spfms.v1i1.20252.
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<p><br />The dissertation was initially motivated by the contemporary problems many countries face with decreasing public interest in science, and a subsequent decrease in the number of <br />young people choosing science and technology studies. It even seems to be the case, that the more a nation is dependent on science and technology, the weaker the status of such <br />subjects in the public space.<br />This development is considered a threat to the future preservation of wealth in the aff ected countries, all facing globalisation and increasing competition from the ‘new coun-<br />tries’ that do not have recruitment problems to the scientifi c and technological studies. <br />Contemporary educational studies have suggested many explanations for the problem. Poorly educated elementary school teachers, lack of money invested in higher education of <br />scientists, bad representation of science in the media, lack of role models etc. The present dissertation, however, asks if something inherent in science could explain its present lack of appeal to modern human beings. And consequently the dissertation launches an investiga-<br />tion into the concept of knowledge of nature as it is practised in science.<br />The concept of nature plays an exceptional role for our self-interpretation as human beings and for our understanding of art, culture and society. This role is inextricably linked <br />to a perception of nature as ‘the given’, the universally presupposed, ‘the unmade’, that which emphatically is and is by itself. Being such, nature is at the same time our opposite, as <br />well as what we are. When this is true, an epistemic access to nature is indispensable. <br />The emerging question now is whether science, presently considered as the holder of our fundamental knowledge of nature, actually satisfi es our quest for epistemic access to <br />the given, to the very being of nature. <br />The German sociologist Max Weber described almost one hundred years ago the scientification of nature as ‘disenchantment’. A scientific explanation, Weber said, strips nature from sense qualities, immediate experience, values and sense. No wonder then, that science also strips nature from any trait whatsoever that could be of interest to a modern <br />human being. <br />The thesis of the present dissertation could be considered a reinforcement of Weber’s statement. The thesis claims, that science does not have nature as such as its object, but rather the operationalization of nature. The scientific concept of knowledge is designed to facilitate the artificial reconstruction and control of natural phenomena and processes. <br />And it is legitimized by its utility for our survival. Consequently scientific knowledge does not meet our quest for epistemic access to nature an sich. Rather it – by substituting natural with artificial – eliminates nature. <br />The dissertation now proceeds to show how the modern, operational concept of scientific knowledge was created. In short it was done by emancipating science from an older <br />type of knowledge of nature: the philosophy of nature.<br />Ch. I addresses the question whether Isaac Newton could be used – as he indeed was and is – to authorise the separation of science from philosophy. Through an interpretation of Newton’s manuscript De gravitatione and through a comparison of this text with the French philosopher René Descartes’ Principia Philosophia it is shown, that Descartes, not Newton, is the spokesman of an utilitaristically legitimized emancipation of science from natural philosophy. It is, too, shown that Newton tries to maintain some of the anthropo morphistic traits of the older non-operationalistic or contemplationistic type of knowl-<br />edge. Newton even develops a rudimentary ‘body-philosophy’ in order to substantiate our epistemic access to non-human bodies or things.<br />Ch. II examines the construction of ‘Newtonianism’ in the French Enlightenment. Newton’s position is misrepresented as a type of early positivism. This is done by interpreting him through John Locke’s agnostic empiricism and François Voltaire’s and Jean d’Alembert’s not less agnostic Cartesian rationalism. <br />Ch. III presents some fundamental aspects of Aristotle’s philosophy of nature. It is shown, that Aristotle’s natural forms and natural teleology as well as his qualifi cation of <br />the dialectical relation between natural and artifi cial, are the logical consequences of his attempt to understand nature qua nature, i.e. to understand nature naturally.<br />Ch. IV discusses Francis Bacon’s arguments for inverting the Aristotelian physis-technê-relation as well as his arguments for the exchange of contemplatio with operatio, of truth with utility, thus creating our modern idea of what it is to know nature scientifically.<br />Ch. V considers the concept of knowledge laid down in Th e French Encyclopedia. Here Bacon’s actionism meets Descartes’ rationalism and science is put on the same footing with <br />art and craft. Too Denis Diderot’s theory of evolution is discussed.<br />Ch. VI discusses the lack of explanatory force a non-teleological concept of nature has to determine the transition from nature to society and to substantiate a coherent theory of education. This is done through some of Jean-Jacques Rousseau’s writings. The chapter also outlines the naturalistic basis of the German concept of Bildung (English transl.: ‘formation’, ‘edifi cation’ or ‘education’) that was created to answer Rousseau’s antinomy.<br />Ch. VII presents a few characteristic positions in the 20'th Century-discussion of the concept of science. The purpose of the chapter is to show, that the scientific concept of knowledge of nature still has not gained a coherent interpretation. <br />The Conclusion sums up the findings of the dissertation and asks for a future development of a modern philosophy of nature, and pleads for a closer cooperation between science and philosophy, in order to determine what can be considered natural nature today.</p>
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Khalifa, Elsadig Mohamed. "Exploring Saudi College Students' Attitudes toward Using English Dictionaries at Albaha University." Dinamika Ilmu, June 19, 2021, 151–63. http://dx.doi.org/10.21093/di.v21i1.3179.
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The present paper addresses the attitudes of Saudi students toward using English dictionaries at Albaha University. A sample of 64 English majors in the College of Science and Arts in Almandaq took part in this study. A descriptive quantitative approach was implemented in this study. A 24-item questionnaire was applied in this study to collect the data. Data analysis was conducted using SPSS. Findings revealed that while most of the participants used bilingual dictionaries, few of them used monolingual dictionaries. Also, the findings showed that there was a lack of awareness among the students in using dictionary entries. Furthermore, a majority of students believe in the importance of using dictionaries for language learning. Integrating lexicography in the English course program is the main recommended implication to be taught. Teachers should implement activities related to dictionary skills in their English classes, such as using dictionary entries, including pronunciation, collocation, parts of speech, abbreviations, etc. Finally, students should be trained to use monolingual dictionaries in their language learning. These implications can be used to overcome the students’ difficulties in using dictionaries.
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Wang, Na, Xiaohong Zhang, and Ashutosh Sharma. "A Research on HMM based Speech Recognition in Spoken English." Recent Advances in Electrical & Electronic Engineering (Formerly Recent Patents on Electrical & Electronic Engineering) 14 (April 13, 2021). http://dx.doi.org/10.2174/2352096514666210413122517.
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: The computer assisted speech recognition system enabling voice recognition for understanding the spoken words using sound digitization is extensively being used in the field of education, scientific research, industry, etc. This article unveils the technological perspective of automated speech recognition system in order to realize the spoken English speech recognition system based on MATLAB. A speech recognition technology has been designed and implemented in this work which can collect the speech signals of the spoken English learning system and then filter those speech signals. This paper mainly adopts the preprocessing module for the processing of the raw speech data collected utilizing the MATLAB commands. The method of feature extraction is based on HMM model, codebook generation and template training. The research results show that the recognition accuracy of 98% is achieved by the spoken English speech recognition system studied in this paper. It can be seen that the spoken English speech recognition system based on MATLAB has high recognition accuracy and fast speed. This work addresses the current research issued needed to be tackled in the speech recognition field. This approach is able to provide the technical support and interface for the spoken English learning system.
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Alam, Md Morshedul, and Tanzin Sultana. "Challenges and effectiveness of eclectic method at higher secondary level in rural Bangladesh." IIUC Studies, August 23, 2021, 73–86. http://dx.doi.org/10.3329/iiucs.v17i1.54986.
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This article addresses the challenges and effectiveness of implementing Eclectic Method in Language Teaching at higher secondary level in the rural context of Bangladesh. This paper adopts a qualitative approach, and six rural colleges are selected to conduct the research. These institutions are located in Chittagong District, Bangladesh. Ten English teachers were interviewed face-to-face to collect data about the challenges they have faced and the effectiveness they observed in applying Eclectic Approach in their colleges. The findings show the applicability of Eclectic Approach in several ways that include flexibility in teaching, variety in adapting language teaching aspects, allowing new ideas, dynamic classroom facilities, enhancing teachers’ and students’ respect for cross-culture and multi-lingual classroom. The findings indicate some hurdles in teaching English that include lack of trained teachers, improper text books, teachers’ insufficient knowledge, rigid mentality of the rural teachers, insufficient infrastructural facilities, and taking pride in mother-language etc. This research may help the policy makers of language and curriculum design in developing effective strategies for Eclectic practices in rural Bangladesh. IIUC Studies Vol.17, December 2020: 73-86
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Saifullah, Khalid, Muhammad Ibrahim Khan, Suhaima Jamal, and Iqbal H. Sarker. "Cyberbullying Text Identification based on Deep Learning and Transformer-based Language Models." EAI Endorsed Transactions on Industrial Networks and Intelligent Systems 11, no. 1 (2024). http://dx.doi.org/10.4108/eetinis.v11i1.4703.
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In the contemporary digital age, social media platforms like Facebook, Twitter, and YouTube serve as vital channels for individuals to express ideas and connect with others. Despite fostering increased connectivity, these platforms have inadvertently given rise to negative behaviors, particularly cyberbullying. While extensive research has been conducted on high-resource languages such as English, there is a notable scarcity of resources for low-resource languages like Bengali, Arabic, Tamil, etc., particularly in terms of language modeling. This study addresses this gap by developing a cyberbullying text identification system called BullyFilterNeT tailored for social media texts, considering Bengali as a test case. The intelligent BullyFilterNeT system devised overcomes Out-of-Vocabulary (OOV) challenges associated with non-contextual embeddings and addresses the limitations of context-aware feature representations. To facilitate a comprehensive understanding, three non-contextual embedding models GloVe, FastText, and Word2Vec are developed for feature extraction in Bengali. These embedding models are utilized in the classification models, employing three statistical models (SVM, SGD, Libsvm), and four deep learning models (CNN, VDCNN, LSTM, GRU). Additionally, the study employs six transformer-based language models: mBERT, bELECTRA, IndicBERT, XML-RoBERTa, DistilBERT, and BanglaBERT, respectively to overcome the limitations of earlier models. Remarkably, BanglaBERT-based BullyFilterNeT achieves the highest accuracy of 88.04% in our test set, underscoring its effectiveness in cyberbullying text identification in the Bengali language.
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"Handwritten Text Recognition using Machine Learning Techniques in Application of NLP." International Journal of Innovative Technology and Exploring Engineering 9, no. 2 (2019): 1394–97. http://dx.doi.org/10.35940/ijitee.a4748.129219.
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Handwriting Detection is a technique or ability of a Computer to receive and interpret intelligible handwritten input from source such as paper documents, touch screen, photo graphs etc. Handwritten Text recognition is one of area pattern recognition. The purpose of pattern recognition is to categorizing or classification data or object of one of the classes or categories. Handwriting recognition is defined as the task of transforming a language represented in its spatial form of graphical marks into its symbolic representation. Each script has a set of icons, which are known as characters or letters, which have certain basic shapes. The goal of handwriting is to identify input characters or image correctly then analyzed to many automated process systems. This system will be applied to detect the writings of different format. The development of handwriting is more sophisticated, which is found various kinds of handwritten character such as digit, numeral, cursive script, symbols, and scripts including English and other languages. The automatic recognition of handwritten text can be extremely useful in many applications where it is necessary to process large volumes of handwritten data, such as recognition of addresses and postcodes on envelopes, interpretation of amounts on bank checks, document analysis, and verification of signatures. Therefore, computer is needed to be able to read document or data for ease of document processing.