Pub Date : 2023-06-29DOI: 10.29038/eejpl.2023.10.1.kuz
G. Kuzembayeva
Restoration of cultural heritage, revival of national traditions and basic elements of culture, reassessment of core and cultural values is of utmost importance in any human culture. In the context of present global developments enriching the dimensions of citizenship and reduced patriotism, this study aims at defining the values of citizenship and patriotism as perceived by the representatives of the Kazakh language and culture. The study manipulated ranking of the citizenship and patriotism values among the Kazakhs representing different gender categories, age groups and regions of Kazakhstan. The Mann-Whitney U-test and the Kruskal-Wallis test were employed to measure the variance among various groups of respondents. A word association test was conducted on the stimulus words Отан / homeland, отансүйгіштік / patriotism, тарих / history, тәуелсіздік / independence, еркіндік / freedom. Based on the received data, the association fields of the values of citizenship and patriotism were modelled and the semantic gestalts were defined. The ranking of values of citizenship and patriotism showed that the highly ranked value among all respondents, across both gender categories, all age groups (except 70+ years), and regions in Kazakhstan (except East Kazakhstan) was ‘independence’ (ranging from 4.76 to 4.84). The least ranked value among the representatives of the Kazakh language and culture except age groups of 50-70 years and 70+ years and South Kazakhstan region was ‘patriotism’. The word association test demonstrated that the values of citizenship and patriotism in the Kazakh language consciousness imply love for the birthplace and country, where a family and close people live, appreciation of courage of national heroes fighting for freedom and peace, value, happiness, and pride, offering bright future and opportunities. Funding The research is funded by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan (Grant No. AP13268778).
{"title":"Axiological dimension of citizenship and patriotism in a worldview of Kazakhs: A psycholinguistic study","authors":"G. Kuzembayeva","doi":"10.29038/eejpl.2023.10.1.kuz","DOIUrl":"https://doi.org/10.29038/eejpl.2023.10.1.kuz","url":null,"abstract":"Restoration of cultural heritage, revival of national traditions and basic elements of culture, reassessment of core and cultural values is of utmost importance in any human culture. In the context of present global developments enriching the dimensions of citizenship and reduced patriotism, this study aims at defining the values of citizenship and patriotism as perceived by the representatives of the Kazakh language and culture. The study manipulated ranking of the citizenship and patriotism values among the Kazakhs representing different gender categories, age groups and regions of Kazakhstan. The Mann-Whitney U-test and the Kruskal-Wallis test were employed to measure the variance among various groups of respondents. A word association test was conducted on the stimulus words Отан / homeland, отансүйгіштік / patriotism, тарих / history, тәуелсіздік / independence, еркіндік / freedom. Based on the received data, the association fields of the values of citizenship and patriotism were modelled and the semantic gestalts were defined. The ranking of values of citizenship and patriotism showed that the highly ranked value among all respondents, across both gender categories, all age groups (except 70+ years), and regions in Kazakhstan (except East Kazakhstan) was ‘independence’ (ranging from 4.76 to 4.84). The least ranked value among the representatives of the Kazakh language and culture except age groups of 50-70 years and 70+ years and South Kazakhstan region was ‘patriotism’. The word association test demonstrated that the values of citizenship and patriotism in the Kazakh language consciousness imply love for the birthplace and country, where a family and close people live, appreciation of courage of national heroes fighting for freedom and peace, value, happiness, and pride, offering bright future and opportunities.\u0000Funding \u0000The research is funded by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan (Grant No. AP13268778).","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41555776","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}
Pub Date : 2023-06-29DOI: 10.29038/eejpl.2023.10.1.kab
Krasimir Kabakciev
This paper deals with Bulgarian съм+-л (‘be’+past active participle) perfect verb forms with aorist and imperfect participles, the distinction between these two participles being a phenomenon found only in Bulgarian among the Slavic languages and generally absent in other languages too. According to the majority of Bulgarianists today, imperfect participles are not used in perfect verb forms. However, this thesis is considered here a fully defective one for several reasons, among which: no argumentation has ever been provided to explain the thesis in essence – for example, in its possible connection to the aspectual values encoded in aorist and imperfect participles, or to the general characteristics of съм+-л forms. These forms can effectuate many TAM meanings – not only of “a standard perfect” but also modal ones such as inferentiality, renarration, dubitativity. Following the author’s definition of aspect as an all-pervading and perpetual process of mapping temporal features between verbal and nominal referents, specific uses of imperfect and aorist participles in sentences with perfect verb forms are analyzed, and the impact the relevant participle (imperfect or aorist) exerts on the temporal values of situation-participant NP-referents is analyzed and identified. The major generalization is that the never-ending process of mapping temporal features from verbs to nominals (NPs) that occurs in verbal-aspect languages (Slavic, Greek, Georgian), and vice versa, from nominals (NPs) to verbs that occur in compositional-aspect languages (Dutch, English, Finnish) is a crucial psychophysiological mechanism ingrained in peoples’ heads and conditioning the development of grammatical structures of languages. Intriguingly, this process is linguistically fully identifiable at the speaker-hearer interaction level but remains entirely beyond the awareness of the ordinary native speaker. Author: Krasimir Kabakčiev 0000-0002-5529-0872 kkabakciev@atiner.gr
{"title":"On the temporal values of situation-participant NP referents mapped from Bulgarian perfects with aorist and imperfect participles","authors":"Krasimir Kabakciev","doi":"10.29038/eejpl.2023.10.1.kab","DOIUrl":"https://doi.org/10.29038/eejpl.2023.10.1.kab","url":null,"abstract":"This paper deals with Bulgarian съм+-л (‘be’+past active participle) perfect verb forms with aorist and imperfect participles, the distinction between these two participles being a phenomenon found only in Bulgarian among the Slavic languages and generally absent in other languages too. According to the majority of Bulgarianists today, imperfect participles are not used in perfect verb forms. However, this thesis is considered here a fully defective one for several reasons, among which: no argumentation has ever been provided to explain the thesis in essence – for example, in its possible connection to the aspectual values encoded in aorist and imperfect participles, or to the general characteristics of съм+-л forms. These forms can effectuate many TAM meanings – not only of “a standard perfect” but also modal ones such as inferentiality, renarration, dubitativity. Following the author’s definition of aspect as an all-pervading and perpetual process of mapping temporal features between verbal and nominal referents, specific uses of imperfect and aorist participles in sentences with perfect verb forms are analyzed, and the impact the relevant participle (imperfect or aorist) exerts on the temporal values of situation-participant NP-referents is analyzed and identified. The major generalization is that the never-ending process of mapping temporal features from verbs to nominals (NPs) that occurs in verbal-aspect languages (Slavic, Greek, Georgian), and vice versa, from nominals (NPs) to verbs that occur in compositional-aspect languages (Dutch, English, Finnish) is a crucial psychophysiological mechanism ingrained in peoples’ heads and conditioning the development of grammatical structures of languages. Intriguingly, this process is linguistically fully identifiable at the speaker-hearer interaction level but remains entirely beyond the awareness of the ordinary native speaker.\u0000Author: Krasimir Kabakčiev \u0000 0000-0002-5529-0872\u0000 kkabakciev@atiner.gr","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46769813","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}
Pub Date : 2023-06-29DOI: 10.29038/eejpl.2023.10.1.kil
Grazyna Kilianska-Przybylo
The aim of the study is to examine strategies used in intercultural encounters by Polish and Turkish students of Foreign Languages (n1=50, n2=50, respectively) who have experienced intercultural communication. Intercultural encounters are viewed as ‘language-in-action’ situations because they provide a rich source of information about linguistic devices used during intercultural exchanges, sources of misunderstanding and miscommunication, and strategies implemented to transfer information or maintain conversational involvement of the interlocutors. This study offers some insights into the frequency and variety of the strategies used in intercultural encounters. It was conducted as a small-scale project, with the Critical Incident Technique and questionnaires administered to collect data. The research participants (C1/C2 levels of proficiency) were supposed to produce written narratives describing the most memorable intercultural encounters and report on intercultural communication strategies. Their narratives were later analysed to identify strategies applied to manage intercultural communication and achieve communicative goals (e.g. maintaining contact and/or conveying necessary information). Research findings show that Proactively seeking clarification and Building intercultural connection or relationship were the most frequent strategies used by these two groups. However, research results also suggest that the choice of strategies depends on such factors as the participants’ level of language proficiency, their cultural background or the quality and quantity of intercultural contacts. Cross-cultural analysis indicates that Turkish students are more socially- and culturally oriented, whereas Polish students display a tendency to focus more on cognitive and linguistic aspects of intercultural encounters. Findings from the study can be of help for educators and trainers involved in researching intercultural communication, strategic involvement and training.
{"title":"Strategies employed for information transfer and relation building in intercultural communication – A cross-cultural study","authors":"Grazyna Kilianska-Przybylo","doi":"10.29038/eejpl.2023.10.1.kil","DOIUrl":"https://doi.org/10.29038/eejpl.2023.10.1.kil","url":null,"abstract":"The aim of the study is to examine strategies used in intercultural encounters by Polish and Turkish students of Foreign Languages (n1=50, n2=50, respectively) who have experienced intercultural communication. Intercultural encounters are viewed as ‘language-in-action’ situations because they provide a rich source of information about linguistic devices used during intercultural exchanges, sources of misunderstanding and miscommunication, and strategies implemented to transfer information or maintain conversational involvement of the interlocutors. This study offers some insights into the frequency and variety of the strategies used in intercultural encounters. It was conducted as a small-scale project, with the Critical Incident Technique and questionnaires administered to collect data. The research participants (C1/C2 levels of proficiency) were supposed to produce written narratives describing the most memorable intercultural encounters and report on intercultural communication strategies. Their narratives were later analysed to identify strategies applied to manage intercultural communication and achieve communicative goals (e.g. maintaining contact and/or conveying necessary information). Research findings show that Proactively seeking clarification and Building intercultural connection or relationship were the most frequent strategies used by these two groups. However, research results also suggest that the choice of strategies depends on such factors as the participants’ level of language proficiency, their cultural background or the quality and quantity of intercultural contacts. Cross-cultural analysis indicates that Turkish students are more socially- and culturally oriented, whereas Polish students display a tendency to focus more on cognitive and linguistic aspects of intercultural encounters. Findings from the study can be of help for educators and trainers involved in researching intercultural communication, strategic involvement and training.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48631784","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}
Pub Date : 2023-06-29DOI: 10.29038/eejpl.2023.10.1.tar
R. Taraban, I. Meza, Oksana Lernatovych, Serhii Zasiekin, S. Saraff, R. Biswal
In this paper, we describe a framework for bilingual decoding instruction, with a call for collaborators. Decoding is the ability to apply knowledge of letter-sound correspondences to pronounce words. We adopt a standard phonological approach for early instruction that could be expanded to include practice with constructive morphemes, like prefixes and suffixes, and reading for meaning. Decades of research have shown that word decoding is a bottleneck in reading comprehension. Unless children develop sight-word reading capabilities, comprehension of texts is severely hampered. The present approach draws on children’s spoken vocabulary knowledge in their native language as a bridge to decoding in a second language. The goal is to develop a tutoring system that draws on current and forthcoming multimedia technologies, and to implement the system in multilingual countries, e.g.: USA, India, Ukraine and across national borders. As a starting point, the authors will use a web platform https://ethicalengineer.ttu.edu designed in 2017 by the USA, Indian, and Ukrainian collaborators, several of them being co-authors of this paper, as a model for the new website for reading instruction. The Ethical Engineer website demonstrates one mechanism through which instructors can reach out to establish connections within and outside their native country around topics and issues of common interest and support educator cooperation and research development. The new model hopes to achieve success comparable to that of the EthicalEngineer. Using computer-based instruction allows for empirical testing of teaching methods, thereby optimizing the educational process. It is important to take advantage of this to ensure the most effective methods are used in early reading instruction for children. Disclosure statement No potential conflict of interest was reported by the authors.
{"title":"A Prospectus for Bilingual Early Reading Instruction","authors":"R. Taraban, I. Meza, Oksana Lernatovych, Serhii Zasiekin, S. Saraff, R. Biswal","doi":"10.29038/eejpl.2023.10.1.tar","DOIUrl":"https://doi.org/10.29038/eejpl.2023.10.1.tar","url":null,"abstract":"In this paper, we describe a framework for bilingual decoding instruction, with a call for collaborators. Decoding is the ability to apply knowledge of letter-sound correspondences to pronounce words. We adopt a standard phonological approach for early instruction that could be expanded to include practice with constructive morphemes, like prefixes and suffixes, and reading for meaning. Decades of research have shown that word decoding is a bottleneck in reading comprehension. Unless children develop sight-word reading capabilities, comprehension of texts is severely hampered. The present approach draws on children’s spoken vocabulary knowledge in their native language as a bridge to decoding in a second language. The goal is to develop a tutoring system that draws on current and forthcoming multimedia technologies, and to implement the system in multilingual countries, e.g.: USA, India, Ukraine and across national borders. As a starting point, the authors will use a web platform https://ethicalengineer.ttu.edu designed in 2017 by the USA, Indian, and Ukrainian collaborators, several of them being co-authors of this paper, as a model for the new website for reading instruction. The Ethical Engineer website demonstrates one mechanism through which instructors can reach out to establish connections within and outside their native country around topics and issues of common interest and support educator cooperation and research development. The new model hopes to achieve success comparable to that of the EthicalEngineer. Using computer-based instruction allows for empirical testing of teaching methods, thereby optimizing the educational process. It is important to take advantage of this to ensure the most effective methods are used in early reading instruction for children.\u0000\u0000Disclosure statement\u0000No potential conflict of interest was reported by the authors.\u0000","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43562492","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}
Pub Date : 2023-06-29DOI: 10.29038/eejpl.2023.10.1.koz
I. Kuznetsov, Nataliia Kozachuk, T. Kachynska, O. Zhuravlov, O. Zhuravlova, O. Rakovets
The current domain of creativity studies is characterized by a high diversity of psychological and neuroscience techniques and methods researchers use. However, the role of verbal processes, especially inner speech, remains underrepresented in this area. Existing studies point to the heterogeneity of inner speech brain mechanisms involved in creative thinking. While consciously controlled verbalized thoughts are associated with the activity of task-dependent brain networks (TPN), especially lateral-frontoparietal network (L-FPN), non-voluntary, mind-wandering thoughts are supposed to correlate with default-mode networks (DMN) activity. While DMN activity leads to an increased number of creative ideas, L-FPN activity results in fewer ideas but increased idea originality. From this point, rest state and state of getting prepared (preconditioning) to task completion, when both mind-wandering and control thoughts occur, are of specific interest. In our study, 49 volunteers completed divergent thinking tasks with rest state and preconditioning state preceded. We later divided all participants into two groups – with low and high creativity levels based on their performance during divergent tasks. EEG was recorded during rest state and preconditioning state and analyzed based on power spectrum and sLORETA data. Our results show an essential role of preconditioning alpha-2 EEG subband in creative thinking performance. The originality of the task solution correlates with the activity of L-FPN structures, while DMN activity does not differ significantly between the two groups. Disclosure statement No potential conflict of interest was reported by the authors.
{"title":"Inner speech as a brain mechanism for preconditioning creativity process","authors":"I. Kuznetsov, Nataliia Kozachuk, T. Kachynska, O. Zhuravlov, O. Zhuravlova, O. Rakovets","doi":"10.29038/eejpl.2023.10.1.koz","DOIUrl":"https://doi.org/10.29038/eejpl.2023.10.1.koz","url":null,"abstract":"The current domain of creativity studies is characterized by a high diversity of psychological and neuroscience techniques and methods researchers use. However, the role of verbal processes, especially inner speech, remains underrepresented in this area. Existing studies point to the heterogeneity of inner speech brain mechanisms involved in creative thinking. While consciously controlled verbalized thoughts are associated with the activity of task-dependent brain networks (TPN), especially lateral-frontoparietal network (L-FPN), non-voluntary, mind-wandering thoughts are supposed to correlate with default-mode networks (DMN) activity. While DMN activity leads to an increased number of creative ideas, L-FPN activity results in fewer ideas but increased idea originality. From this point, rest state and state of getting prepared (preconditioning) to task completion, when both mind-wandering and control thoughts occur, are of specific interest. In our study, 49 volunteers completed divergent thinking tasks with rest state and preconditioning state preceded. We later divided all participants into two groups – with low and high creativity levels based on their performance during divergent tasks. EEG was recorded during rest state and preconditioning state and analyzed based on power spectrum and sLORETA data. Our results show an essential role of preconditioning alpha-2 EEG subband in creative thinking performance. The originality of the task solution correlates with the activity of L-FPN structures, while DMN activity does not differ significantly between the two groups.\u0000Disclosure statement\u0000No potential conflict of interest was reported by the authors.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42920048","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}
Pub Date : 2023-06-29DOI: 10.29038/eejpl.2023.10.1.kry
T. Krysanova
This article addresses an integrative psycholinguistic and cognitive-semiotic perspective on constructing fear in English horror films. At the heart of constructing fear in horror film is the filmmakers’ presumption that viewers can potentially share their joint intention with the filmmakers, can share joint attention, and, as a result, share joint emotion. Drawing on the theory of intersubjectivity, fear in horror films emerges as the result of joint attention between filmmakers and viewers. Fear is viewed as a multimodal construct resulting from the synergistic integration of verbal, nonverbal, and cinematic semiotic resources via audial and visual modes. Each semiotic resource contributes to meaning-making by employing elements specific to horror films. The verbal system contains interjections, descriptive words, emotion-laden words, pleas for help, and violation of the sentence structure. The nonverbal elements include a contorted face, screaming, chaotic gestures, shaking, or stupor. The cinematic resource possesses the meaning-making potential to highlight various aspects of filmic fear through close-ups and middle close-ups, camera angles, dim light, and non-linear disturbing music. The meanings constructed by semiotic elements interact through cross-mapping, contributing to the formation of multimodal blends, which emerge in conceptual integration. Multimodal blends of fear in horror films include two-/three-component, non-parity, and consecutive patterns. From the viewers’ perspective, fear in horror films is perceived as a whole entity with a different level of intensity: from anxiety to horror. The experiment results show that the main indicators of fear for both males and females are pleas for help, voice and facial expressions, and music and close-up. However, while watching horror films, males feel interested more, while females experience negative emotions of fear, disgust, and tension.
{"title":"Psycholinguistic and cognitive-semiotic dimensions of constructing fear in horror films: A multimodal perspective","authors":"T. Krysanova","doi":"10.29038/eejpl.2023.10.1.kry","DOIUrl":"https://doi.org/10.29038/eejpl.2023.10.1.kry","url":null,"abstract":"This article addresses an integrative psycholinguistic and cognitive-semiotic perspective on constructing fear in English horror films. At the heart of constructing fear in horror film is the filmmakers’ presumption that viewers can potentially share their joint intention with the filmmakers, can share joint attention, and, as a result, share joint emotion. Drawing on the theory of intersubjectivity, fear in horror films emerges as the result of joint attention between filmmakers and viewers. Fear is viewed as a multimodal construct resulting from the synergistic integration of verbal, nonverbal, and cinematic semiotic resources via audial and visual modes. Each semiotic resource contributes to meaning-making by employing elements specific to horror films. The verbal system contains interjections, descriptive words, emotion-laden words, pleas for help, and violation of the sentence structure. The nonverbal elements include a contorted face, screaming, chaotic gestures, shaking, or stupor. The cinematic resource possesses the meaning-making potential to highlight various aspects of filmic fear through close-ups and middle close-ups, camera angles, dim light, and non-linear disturbing music. The meanings constructed by semiotic elements interact through cross-mapping, contributing to the formation of multimodal blends, which emerge in conceptual integration. Multimodal blends of fear in horror films include two-/three-component, non-parity, and consecutive patterns. From the viewers’ perspective, fear in horror films is perceived as a whole entity with a different level of intensity: from anxiety to horror. The experiment results show that the main indicators of fear for both males and females are pleas for help, voice and facial expressions, and music and close-up. However, while watching horror films, males feel interested more, while females experience negative emotions of fear, disgust, and tension.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41839900","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}
Pub Date : 2023-06-29DOI: 10.29038/eejpl.2023.10.1.qur
E. Qurbi
This study investigated the effects of sentence contexts on the second language (L2) word recognition process. It aims at finding whether second language (L2) learners of English perform similar to English native speakers in terms of using the sentence context to predict upcoming word in their L2. A group of L2 participants and a control group of native speakers (L1) participants performed a cross-modal priming task in which they were asked to make a lexical decision on a visually presented word while listening to a semantically related or non- related English sentence. The test was conducted to determine whether both groups of participants were able to predict an upcoming word based on the context of the preceding sentence that is auditorily presented. The study is conducted using PsychoPy software whereas the data was analyzed using linear-mixed effects modeling in RStudio software. The results showed that the L1 speakers were able to predict an upcoming word based on the context of the preceding sentence. That is, a significantly faster recognition of the related word was observed compared to the less related words. On other hand, the English second language participants were not as able to predict an upcoming word as quickly as the English native speaker participants were. However, the L2 participants showed post-access lexical processing or what is called an integrating process of the presented word to the previous sentence context. That is, an effect of the sentence context was observed with L2 participants, yet only after reading the presented word, they decide whether it is appropriate to the preceding sentence context or not. Acknowledgments The author is thankful to the Deanship of Scientific Research at Najran University for funding this work under the National Research Priorities funding program.
{"title":"Second language word processing in sentence contexts: pre-lexical prediction versus post-lexical integration","authors":"E. Qurbi","doi":"10.29038/eejpl.2023.10.1.qur","DOIUrl":"https://doi.org/10.29038/eejpl.2023.10.1.qur","url":null,"abstract":"\u0000\u0000\u0000This study investigated the effects of sentence contexts on the second language (L2) word recognition process. It aims at finding whether second language (L2) learners of English perform similar to English native speakers in terms of using the sentence context to predict upcoming word in their L2. A group of L2 participants and a control group of native speakers (L1) participants performed a cross-modal priming task in which they were asked to make a lexical decision on a visually presented word while listening to a semantically related or non- related English sentence. The test was conducted to determine whether both groups of participants were able to predict an upcoming word based on the context of the preceding sentence that is auditorily presented. The study is conducted using PsychoPy software whereas the data was analyzed using linear-mixed effects modeling in RStudio software. The results showed that the L1 speakers were able to predict an upcoming word based on the context of the preceding sentence. That is, a significantly faster recognition of the related word was observed compared to the less related words. On other hand, the English second language participants were not as able to predict an upcoming word as quickly as the English native speaker participants were. However, the L2 participants showed post-access lexical processing or what is called an integrating process of the presented word to the previous sentence context. That is, an effect of the sentence context was observed with L2 participants, yet only after reading the presented word, they decide whether it is appropriate to the preceding sentence context or not.\u0000Acknowledgments\u0000\u0000\u0000\u0000\u0000The author is thankful to the Deanship of Scientific Research at Najran University for funding this work under the National Research Priorities funding program.\u0000","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44673132","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}
Pub Date : 2023-06-29DOI: 10.29038/eejpl.2023.10.1.vla
O. Vlasenko, Viktoriia Maistruk
In order to effectively communicate in a professional setting, it is essential for managers to have a mastery of the language specific to their field. One tool that can be used for professional communication is verbal politeness, which involves using appropriate words and phrases to show respect for the listener and soften unfavourable information. These linguistic units promote a culture of professionalism and ethical business relationships and are a key indicator of a manager's speech competence. A psycholinguistic study examined the usage of polite language by aspiring managers. The participants were 218 undergraduate and graduate students enrolled in the Management program across various universities in Ukraine's oblasts. The organizational psycholinguistics research aimed to assess the extent to which aspiring managers incorporate professional language units such as polite words and phrases in their speech. We analyzed the references of 1,308 respondents to determine how politeness language units corresponded to the structural parts of the document. By studying 928 selected language units of politeness, we could assess the level of politeness markers. This indicator reflects future managers' skill level in applying synonymous ranges of politeness. The analysis found that respondents used various linguistic units to soften the impact of unfavourable information when conveying it to others. These units formed synonymous ranges based on context and semantic content. Only half of the students showed a wide range of knowledge and skills in appropriately using polite language. Thus, aspiring managers need to improve their knowledge and practical skills in using a variety of linguistic units of politeness in business documents. Therefore, we recommend implementing programs to improve communication levels for those pursuing higher education in management. Disclosure statement No potential conflict of interest was reported by the authors.
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Pub Date : 2023-06-29DOI: 10.29038/eejpl.2023.10.1.val
Rubén González Vallejo
Weather information is of great importance to society due to the impact of the physical environment on everyday life. As a result, popular tradition has disseminated many proverbs related to human activities that have been the subject, over time, of scientific studies, intending to verify the veracity of such predictions. For this reason, this article initially presents a brief bibliographical and regulatory analysis of the evolution of atmospheric language and a presentation of the bodies that regulate its communication in Spain and Italy. Subsequently, a corpus of weather reports extracted during December 2022 from an Italian and Spanish news channel will be illustrated to study the communication of weather forecasts from a macro- and microstructural linguistic level, given the need for studies in both languages. For this purpose, Speechnotes will be used for the transcriptions, and Sketch Engine to create the corpus. As a result of the analysis, Spanish news programmes devote more time to the space of time, show a much higher speed of locution than the Italian corpus, provide a more significant number of mechanisms to show probability and uncertainty, and a great variety of linguistic-discursive strategies to exemplify the scientific context. We also find a recurrent gerund, which we will call an "atmospheric gerund". In Italian, on the other hand, we find greater deixis, more synthetic information, and less dynamism in the interaction with the data. Funding This work has been funded by the Margarita Salas grants for the training of young doctors (2021-2023) of the University of Salamanca
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Pub Date : 2023-06-29DOI: 10.29038/eejpl.2023.10.1.hol
N. Holovatska
The paper focuses on the research of the efficiency of three primary forms of teaching and besides, blended learning influence on learning and teaching English as a foreign language at Yuriy Fedkovych Chernivtsi National University, Ukraine, at Faculties of Economics (particularly, Economic Cybernetics), Law, Pedagogy and Psychology, Philology, for two academic years 2020/2021, 2021/2022. The study sample consisted of 120 students from 4 mentioned faculties who took the compulsory academic discipline English for Specific Purposes in the 1st, 2nd and 3rd semesters in compliance with their curriculum. The objectives of the study are to analyze and compare the effectiveness of the practical application of the three primary forms of education (full-time, distant and blended) and to study the impact of blended learning on teaching and learning English as a foreign language in practical classes of the compulsory English course. For the research, a questionnaire survey divided into two parts was used. Each of the survey parts included four items. The second part of the survey was conducted based on the typical 5-level Likert scale. To analyze the elicited data, SPSS (Statistical Package for the Social Sciences) program was used for the qualitative research. The outcomes in both parts are presented in percentages. The study conclusions showed that a blended study is the challenge of the present-day education system and is highly approved by university students. They are sure that using blended learning in teaching EFL at Chernivtsi National University is beneficial, advantageous and productive for improving skills in English as a foreign language course. Four-fifths of the respondents stated that their language proficiency skills significantly enhanced compared to conventional teaching methods. Author: Nataliia Holovatska 0000-0002-2051-9454 n.holovatska@chnu.edu.ua
本文重点研究了三种主要教学形式的效率，此外，混合学习对乌克兰尤里·费得科维奇·切尔诺夫茨国立大学经济学(特别是经济控制论)、法学、教育学和心理学、文献学院系的英语作为外语的学习和教学的影响，为期2020/2021、2021/2022两个学年。研究样本包括来自上述四个学院的120名学生，他们在第一、第二和第三学期按照课程要求学习了必修的学术学科《特殊用途英语》。本研究的目的是分析和比较三种主要教育形式(全日制、远程和混合式)的实际应用效果，并研究混合式学习对英语必修课程实践课教学和作为外语学习的影响。本研究采用问卷调查法，分为两部分。每个调查部分包括四个项目。调查的第二部分是根据典型的5级李克特量表进行的。为了分析所得数据，使用SPSS (Statistical Package for the Social Sciences)程序进行定性研究。这两个部分的结果都以百分比表示。研究结果表明，混合式学习是当今教育体系面临的挑战，受到大学生的高度认可。他们确信在切尔诺夫茨国立大学的英语教学中使用混合式学习对提高英语作为外语课程的技能是有益的、有利的和富有成效的。五分之四的受访者表示，与传统的教学方法相比，他们的语言能力得到了显著提高。作者:Nataliia Holovatska 0000-0002-2051-9454 n.holovatska@chnu.edu.ua
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