The duality of the concept of time in Tok Pisin, an English-lexified creole and one of the official languages of Papua New Guinea, manifests itself in the Melanesian-European elements that make up its temporal lexicon. Expressions that reflect the local semantic-cultural substratum – motivated by astronomical, natural, and religious events – have functioned side by side with their counterparts provided by the English superstratum, which reflect clock measures of time and represent it as a resource and money. The competing impact of indigenous and Western elements is also present in representations of time as space and in forms of temporal succession. The analysed expressions show that the concept of time in Tok Pisin not only reflects partial Anglicization, but also shares cross-linguistically common patterns of time construal with non-contact languages having much longer histories.
{"title":"Some remarks on the duality of the concept of time in the lexicon of Tok Pisin","authors":"K. Kosecki","doi":"10.26881/bp.2022.3.01","DOIUrl":"https://doi.org/10.26881/bp.2022.3.01","url":null,"abstract":"The duality of the concept of time in Tok Pisin, an English-lexified creole and one of the official languages of Papua New Guinea, manifests itself in the Melanesian-European elements that make up its temporal lexicon. Expressions that reflect the local semantic-cultural substratum – motivated by astronomical, natural, and religious events – have functioned side by side with their counterparts provided by the English superstratum, which reflect clock measures of time and represent it as a resource and money. The competing impact of indigenous and Western elements is also present in representations of time as space and in forms of temporal succession. The analysed expressions show that the concept of time in Tok Pisin not only reflects partial Anglicization, but also shares cross-linguistically common patterns of time construal with non-contact languages having much longer histories.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"156 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133642945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The pandemic that took us all by surprise and occurred across the world with different degrees of intensity resulted in the situation where there is an urgent need to develop coping strategies that would minimize the damage of lockdown and being left at the mercy of technology in our professional lives. This article demonstrates how my students, future teachers of English at the BA level, reacted to the pandemic and how the course they were participating in impacted their well-being. The course in question is positive psychology in TEFL, a part of TEFL methodology module. It is introduced in the programme of studies as an innovative and individualized approach to teaching a foreign language. But in fact, it offers much more as positive psychology is a whole new attitude to one’s life: “One of the main pillars of positive psychology is the role our emotions (affectivity) play in various con-texts of life; thus this is also true of the language classroom” (Gabryś-Barker 2021: 187). Positive psychology also emphasizes the role of our strengths and weaknesses and the impact of the so-called enabling institutions (such as schools, universities) (Seligman 2002, MacIntyre et al. 2016). The students’ reflections are gathered on the basis of narrative inquiry and as such they are analyzed according to the frame-work of qualitative content analysis.
这场大流行出乎我们所有人的意料，在世界各地以不同程度的强度发生，导致迫切需要制定应对策略，以最大限度地减少封锁造成的损害，并在我们的职业生活中受到技术的支配。这篇文章展示了我的学生，未来的文学学士水平的英语教师，如何应对大流行，以及他们参与的课程如何影响他们的福祉。这门课是英语教学中的积极心理学，是英语教学方法论模块的一部分。它作为一种创新的、个性化的外语教学方法引入了学习计划。但事实上，它提供了更多的东西，因为积极心理学是一种全新的生活态度:“积极心理学的主要支柱之一是我们的情绪(情感)在各种生活环境中所扮演的角色;因此，语言课堂也是如此”(Gabryś-Barker 2021: 187)。积极心理学还强调我们的优势和劣势的作用，以及所谓的支持机构(如学校、大学)的影响(Seligman 2002, MacIntyre et al. 2016)。学生的反思是在叙事探究的基础上收集起来的，因此根据定性内容分析的框架对其进行分析。
{"title":"The impact of positive psychology on EFL trainee teachers’ views on their well-being in the pandemic","authors":"D. Gabryś-Barker","doi":"10.26881/bp.2022.3.04","DOIUrl":"https://doi.org/10.26881/bp.2022.3.04","url":null,"abstract":"The pandemic that took us all by surprise and occurred across the world with different degrees of intensity resulted in the situation where there is an urgent need to develop coping strategies that would minimize the damage of lockdown and being left at the mercy of technology in our professional lives. This article demonstrates how my students, future teachers of English at the BA level, reacted to the pandemic and how the course they were participating in impacted their well-being. The course in question is positive psychology in TEFL, a part of TEFL methodology module. It is introduced in the programme of studies as an innovative and individualized approach to teaching a foreign language. But in fact, it offers much more as positive psychology is a whole new attitude to one’s life: “One of the main pillars of positive psychology is the role our emotions (affectivity) play in various con-texts of life; thus this is also true of the language classroom” (Gabryś-Barker 2021: 187). Positive psychology also emphasizes the role of our strengths and weaknesses and the impact of the so-called enabling institutions (such as schools, universities) (Seligman 2002, MacIntyre et al. 2016). The students’ reflections are gathered on the basis of narrative inquiry and as such they are analyzed according to the frame-work of qualitative content analysis.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130175396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the article, the author aims to problematize the notion that education as a practice can be written a priori. In doing so, first of all, an outline of Habermas’ work in connection with the ideal speech situation is given, to show its importance in conceptualizing educational practice in democratic society. This is followed by a description of Austin’s concept of the infelicitous functioning of the performative as a way to critically view the activity of teaching in general and then, more specifically, to bring into question the writing of education in connection with the discourses and philosophizing which govern its practice – what is done in the classroom by teachers and learners. In developing this idea, a number of discourses that underpin the practice of teaching (among others, functionalist-behaviourist, developmental-constructivist, critical-emancipatory) are discussed to highlight their similarities but also their fundamental differences and how, when one of the discourses dominates educational practice, it can lead to the distortions in the understanding and implementation of that practice. Additionally, instrumental and post-critical relations of philosophizing to the practice of education are described with the aim of posing the question of whether educational practice can actually be written a priori. In conclusion, the author suggests the writing of education would appear to be a “tool” to be used in the further “colonization of the lifeworld” rather than a support for the emancipatory projects that Habermas and Dewey pursued in relation to society and society and education, and that this may have consequences for democracy itself.
{"title":"An infelicitous agreement – the writing of education in relation to its practice","authors":"Martin Blaszk","doi":"10.26881/bp.2022.2.02","DOIUrl":"https://doi.org/10.26881/bp.2022.2.02","url":null,"abstract":"In the article, the author aims to problematize the notion that education as a practice can be written a priori. In doing so, first of all, an outline of Habermas’ work in connection with the ideal speech situation is given, to show its importance in conceptualizing educational practice in democratic society. This is followed by a description of Austin’s concept of the infelicitous functioning of the performative as a way to critically view the activity of teaching in general and then, more specifically, to bring into question the writing of education in connection with the discourses and philosophizing which govern its practice – what is done in the classroom by teachers and learners. In developing this idea, a number of discourses that underpin the practice of teaching (among others, functionalist-behaviourist, developmental-constructivist, critical-emancipatory) are discussed to highlight their similarities but also their fundamental differences and how, when one of the discourses dominates educational practice, it can lead to the distortions in the understanding and implementation of that practice. Additionally, instrumental and post-critical relations of philosophizing to the practice of education are described with the aim of posing the question of whether educational practice can actually be written a priori. In conclusion, the author suggests the writing of education would appear to be a “tool” to be used in the further “colonization of the lifeworld” rather than a support for the emancipatory projects that Habermas and Dewey pursued in relation to society and society and education, and that this may have consequences for democracy itself.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123407887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article deals with the possible application of the genres of science fiction (SF) and fantasy – novels, short stories, films, dramas, spectacles etc. in secondary schools as part of the programme of general education. The discussion concerns both the production and the reception of such works by the students. The purpose of this educational proposal is to introduce in the system an opportunity for the students to coordinate and consolidate creatively the knowledge and the skills acquired in the classes of all the other disciplines of the curriculum. The basic assumption of the thesis is that the characteristic features of these genres, i.e., their appeal to the imagination, curiosity, and the natural need of the students for their own artistic creation, may prove effective to elevate the educational targets beyond the pragmatic level of absorbing information for the sake of the formal requirements of the school programme. These aims, which transcend the level of the practical utility of existential and psychosocial needs, concentrate on the search for objective knowledge about the world through the development of the skill of critical thinking in the domain of cognition, the search for the artistic talents and predispositions of all the students in the domain of creation, and on the essential issues of educing the need for harmonious and peaceful coexistence with other people and with the environment. The article presents the essential features of the theoretical grounding of this conception, the pedagogical implications of its introduction into the system and suggestions for its practical realization illustrated with examples of possible activities for students and teachers. The essay is concluded with a speculation on the future perspectives of a reciprocal reinforcement of the quality of general education and the development of the literary genres of SF and fantasy.
{"title":"Science fiction and fantasy in general education","authors":"R. Wenzel","doi":"10.26881/bp.2022.2.05","DOIUrl":"https://doi.org/10.26881/bp.2022.2.05","url":null,"abstract":"This article deals with the possible application of the genres of science fiction (SF) and fantasy – novels, short stories, films, dramas, spectacles etc. in secondary schools as part of the programme of general education. The discussion concerns both the production and the reception of such works by the students. The purpose of this educational proposal is to introduce in the system an opportunity for the students to coordinate and consolidate creatively the knowledge and the skills acquired in the classes of all the other disciplines of the curriculum. The basic assumption of the thesis is that the characteristic features of these genres, i.e., their appeal to the imagination, curiosity, and the natural need of the students for their own artistic creation, may prove effective to elevate the educational targets beyond the pragmatic level of absorbing information for the sake of the formal requirements of the school programme. These aims, which transcend the level of the practical utility of existential and psychosocial needs, concentrate on the search for objective knowledge about the world through the development of the skill of critical thinking in the domain of cognition, the search for the artistic talents and predispositions of all the students in the domain of creation, and on the essential issues of educing the need for harmonious and peaceful coexistence with other people and with the environment. The article presents the essential features of the theoretical grounding of this conception, the pedagogical implications of its introduction into the system and suggestions for its practical realization illustrated with examples of possible activities for students and teachers. The essay is concluded with a speculation on the future perspectives of a reciprocal reinforcement of the quality of general education and the development of the literary genres of SF and fantasy.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128777296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The text presents the extraordinary discourse and surprising grammar of the Anthropocene discussion. It introduces the most relevant terms making up the unique lexicon of the Anthropocene epoch. Much like the debate on the epoch of man itself, this lexicon has an interdisciplinary dimension. Terms which are used include post-nature, climatic divide, Gaia, eco-justice, human environmental rights, irrecoverable/irreversible loss, geohistory and Plantationocene, while in the text topics covering criticism of anthropocentrism, human agency and natural agency, all of which are so crucial to the Anthropocene debate, are discussed.
{"title":"The extraordinary discourse of the Anthropocene","authors":"E. Bińczyk","doi":"10.26881/bp.2022.2.01","DOIUrl":"https://doi.org/10.26881/bp.2022.2.01","url":null,"abstract":"The text presents the extraordinary discourse and surprising grammar of the Anthropocene discussion. It introduces the most relevant terms making up the unique lexicon of the Anthropocene epoch. Much like the debate on the epoch of man itself, this lexicon has an interdisciplinary dimension. Terms which are used include post-nature, climatic divide, Gaia, eco-justice, human environmental rights, irrecoverable/irreversible loss, geohistory and Plantationocene, while in the text topics covering criticism of anthropocentrism, human agency and natural agency, all of which are so crucial to the Anthropocene debate, are discussed.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127890301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the article, I present issues of presence, existential absence, and the sense of dignity of a person with a disability. I present these issues for the first time and attempt to show disability “from within”, a perspective to which I am no stranger as I myself am disabled. The issues of presence, absence and human dignity have always fascinated me. Hence, in this text, they are “filtered” through my dramatic and sometimes even traumatic personal experiences. In conveying these experiences, I never forget what human existence should be – the fact that there should be dignity, presence and being. Is my human experience marked by this? At some point in the text I make a “moral accusation” in connection with this issue. Additionally, I have never forgotten (and will never forget) the person who helped me to “reborn” for myself, people and the world. “The significant person and her achievement in relation to the author” is my modest expression of gratitude to someone because of whom I LIVE. However, the central points of reference in this text are questions of human dignity and presence. They form its axis and are its guiding categories of analysis. I conclude by stating that these are important, even essential issues in order to understand the phenomenon of what it is to be human. And to be unique in that humanity. The main research question which I pose is the following: Does society see that people with disabilities have dignity? Furthermore, the thesis I propose and which I believe arises from this question is: society has little recognition of the dignity of people with disabilities. More specific research questions will be quoted below in the text which, in terms of methodology, has been written using an autoethnographic approach (Wolcott 2004, Kacperczyk 2014, Urbańska 2012). The choice of this highly qualitative methodology was guided by the assumption that autoethnography allows a subjective presentation of specific fragments of those events inscribed in the category of human dignity described here. This will be an analytical autoethnography, after Canagarajah (2012), because through writing I analyze the emotional, mental and situational states that I have had to face in the past, while some of the experiences that generated these states resonate with me to the present. Last but not least, it is my hope that my openly described states of mind will contribute to some betterment of this particular area of human existence in its extremely important, social and cultural dimensions.
{"title":"A few words about dignity: An introspective study of a person with disability","authors":"Agnieszka Dul","doi":"10.26881/bp.2022.2.04","DOIUrl":"https://doi.org/10.26881/bp.2022.2.04","url":null,"abstract":"In the article, I present issues of presence, existential absence, and the sense of dignity of a person with a disability. I present these issues for the first time and attempt to show disability “from within”, a perspective to which I am no stranger as I myself am disabled. The issues of presence, absence and human dignity have always fascinated me. Hence, in this text, they are “filtered” through my dramatic and sometimes even traumatic personal experiences. In conveying these experiences, I never forget what human existence should be – the fact that there should be dignity, presence and being. Is my human experience marked by this? At some point in the text I make a “moral accusation” in connection with this issue. Additionally, I have never forgotten (and will never forget) the person who helped me to “reborn” for myself, people and the world. “The significant person and her achievement in relation to the author” is my modest expression of gratitude to someone because of whom I LIVE. However, the central points of reference in this text are questions of human dignity and presence. They form its axis and are its guiding categories of analysis. I conclude by stating that these are important, even essential issues in order to understand the phenomenon of what it is to be human. And to be unique in that humanity. The main research question which I pose is the following: Does society see that people with disabilities have dignity? Furthermore, the thesis I propose and which I believe arises from this question is: society has little recognition of the dignity of people with disabilities. More specific research questions will be quoted below in the text which, in terms of methodology, has been written using an autoethnographic approach (Wolcott 2004, Kacperczyk 2014, Urbańska 2012). The choice of this highly qualitative methodology was guided by the assumption that autoethnography allows a subjective presentation of specific fragments of those events inscribed in the category of human dignity described here. This will be an analytical autoethnography, after Canagarajah (2012), because through writing I analyze the emotional, mental and situational states that I have had to face in the past, while some of the experiences that generated these states resonate with me to the present. Last but not least, it is my hope that my openly described states of mind will contribute to some betterment of this particular area of human existence in its extremely important, social and cultural dimensions.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124530424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tracking the performance of a coach and her client conversing during a demo coaching session we find that languaging provides a cognitive space for the client’s problem determination and solution creation despite the cognitive complexity of the issues she languages about. We apply here qualitative methods (Peräkylä, Antaki, Vehviläinen and Leudar 2008), specifically microgenetic analysis. On a more general level, our study proves that languaging aids in the construction of selfscaffolding space in which cognitive change emerges. This is because languaging mediates mental processes, thought completion and brings cognitively complex ideas to the physical domain. We also find that sense-making is achieved through the integration of languaging and bodily actions.
{"title":"Languaging and interactivity in the self-scaffolding space: How cognitive change happens in one coaching dialogue","authors":"G. Grzegorczyk","doi":"10.26881/bp.2022.2.06","DOIUrl":"https://doi.org/10.26881/bp.2022.2.06","url":null,"abstract":"Tracking the performance of a coach and her client conversing during a demo coaching session we find that languaging provides a cognitive space for the client’s problem determination and solution creation despite the cognitive complexity of the issues she languages about. We apply here qualitative methods (Peräkylä, Antaki, Vehviläinen and Leudar 2008), specifically microgenetic analysis. On a more general level, our study proves that languaging aids in the construction of selfscaffolding space in which cognitive change emerges. This is because languaging mediates mental processes, thought completion and brings cognitively complex ideas to the physical domain. We also find that sense-making is achieved through the integration of languaging and bodily actions.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130052708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Covid-19 pandemic, 2020-2022, has been defined as a turning point and possibly a critical incident (Tripp 1993) for the workstyle, professional well-being, and quality of work of thousands of academics worldwide. This type of uncontrolled, unexpected, and multifaceted event: political (procedural and administrative), biological (coronavirus inflicted deaths) and cultural (normative), has never before been experienced by the contemporary generation of professionally active academic teachers. As we assume in the presented research findings, two years of a global lockdown and the implementation of regulations which have had a destabilizing effect, must have affected the dynamics of identity shifts experienced by this professional community. Paradoxically, however, alongside this, endless possibilities have opened up for new research concerning the hardship experienced during the adaptation undertaken to deal with global and local (g/local) sociocultural changes in policy and work conditions in academia. One such study, led by two co-researchers at the University of Gdańsk, shall be introduced and partially described in the following text. Selected findings shall also be demonstrated and tentative conclusions drawn.
{"title":"Professional identity shifts of academic teachers in response to recent (g)local critical incidents: Preliminary research results","authors":"B. Karpińska-Musiał, Jarosław Jendza","doi":"10.26881/bp.2022.2.03","DOIUrl":"https://doi.org/10.26881/bp.2022.2.03","url":null,"abstract":"The Covid-19 pandemic, 2020-2022, has been defined as a turning point and possibly a critical incident (Tripp 1993) for the workstyle, professional well-being, and quality of work of thousands of academics worldwide. This type of uncontrolled, unexpected, and multifaceted event: political (procedural and administrative), biological (coronavirus inflicted deaths) and cultural (normative), has never before been experienced by the contemporary generation of professionally active academic teachers. As we assume in the presented research findings, two years of a global lockdown and the implementation of regulations which have had a destabilizing effect, must have affected the dynamics of identity shifts experienced by this professional community. Paradoxically, however, alongside this, endless possibilities have opened up for new research concerning the hardship experienced during the adaptation undertaken to deal with global and local (g/local) sociocultural changes in policy and work conditions in academia. One such study, led by two co-researchers at the University of Gdańsk, shall be introduced and partially described in the following text. Selected findings shall also be demonstrated and tentative conclusions drawn.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124667251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the modern world, AI language-based solutions are more and more present in everyday life. Language users deal with chatbots or intelligent assistants (e.g., Siri or Alexa) that provide a human-machine interaction. This interaction relates not only to the knowledge of language rules but also to the way language exchange works among its users. Furthermore, such interaction definitely suggests implied meaning and cognitive aspects of the human communication. Thus, the research question of this work proposes the thesis that in the process of natural language processing, the above-mentioned aspects must be taken into account. The present article attempts to address the issue of whether the interpretation of the sentiment analysis models the cognitive background of the language interaction (human communication). Additionally, this analysis provides qualitative data that support the integrity of the NLP processes.
{"title":"Selected aspects of sentiment analysis in the context of human communication","authors":"","doi":"10.26881/bp.2022.1.07","DOIUrl":"https://doi.org/10.26881/bp.2022.1.07","url":null,"abstract":" \u0000 \u0000In the modern world, AI language-based solutions are more and more present in everyday life. Language users deal with chatbots or intelligent assistants (e.g., Siri or Alexa) that provide a human-machine interaction. This interaction relates not only to the knowledge of language rules but also to the way language exchange works among its users. Furthermore, such interaction definitely suggests implied meaning and cognitive aspects of the human communication. Thus, the research question of this work proposes the thesis that in the process of natural language processing, the above-mentioned aspects must be taken into account. The present article attempts to address the issue of whether the interpretation of the sentiment analysis models the cognitive background of the language interaction (human communication). Additionally, this analysis provides qualitative data that support the integrity of the NLP processes.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130659702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elham Akhlaghi, A. Bączkowska, Branislav Bédi, Hakeem Beedar, Cathy Chua, C. Cucchiarini, Hanieh Habibi, Ivana Horváthová, Christèle Maizonniaux, Neasa Ní Chiaráin, Nathalie Paterson, Chadi Raheb, Manny Rayner, Chunlin Yao
We describe an ongoing project, in which an informally organised international consortium is using the open source LARA platform to create multimodal annotated editions of Antoine de Saint-Exupéry’s Le petit prince in multiple languages, so far French, English, Italian, Icelandic, Irish, Japanese, Polish, Farsi and Mandarin. LARA versions of the book include integrated audio and translations and an automatically generated lemma-based concordance, and are freely available online. We describe the methods used to construct the various versions. In some cases, work for a given language was simply divided by type, typically with one person adding translations and another recording audio. In other languages, we experimented with crowdsourcing methods, splitting the text into chapter-sized units and using the LARA platform to distribute these to multiple annotators, then combining the results at the end. Finally, we report an initial classroom study, where the French version was used by intermediate-level Australian students of French.
我们描述了一个正在进行的项目，在这个项目中，一个非正式组织的国际财团正在使用开源的LARA平台，以多种语言创建Antoine de saint - exupsamry的Le petit prince的多模式注释版本，到目前为止，法语、英语、意大利语、冰岛语、爱尔兰语、日语、波兰语、波斯语和普通话。这本书的LARA版本包括集成的音频和翻译，以及自动生成的基于引理的一致性，并且可以在网上免费获得。我们描述了用于构造不同版本的方法。在某些情况下，给定语言的工作只是按类型划分，通常由一个人添加翻译，另一个人录制音频。在其他语言中，我们尝试了众包方法，将文本分成章节大小的单元，并使用LARA平台将它们分发给多个注释器，然后在最后组合结果。最后，我们报告了一项初步的课堂研究，其中法语版本由中级法语水平的澳大利亚学生使用。
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