Pub Date : 2023-10-17DOI: 10.31470/2309-1797-2023-34-2-110-131
Lyudmila Soloshchuk, Yuliia Skrynnik
Introduction. This paper focuses on the study of the verbal and non-verbal repertoire of the speaker changing his/her social roles in the managerial type of discourse in the psycholinguistic perspective. The ambition of this analysis is to regard the strategies and tactics of the social roles’ performance with the detailed psycholinguistic analysis of the verbal and non-verbal repertoire of the speakers. Taking into account a speaker’s mental representations, sociolinguistic characteristics, interpreted as a speaker’s social status and roles, and the communicative situation itself, the research purposes are to explore the influence of the managerial context of communication on the communicative repertoire of the speaker transitioning from a leadership role to a subordinate one or from a subordinate role to a leadership role; the analysis of the difference in the realization of the communicative strategies by the same speaker performing either a leadership role or a subordinate social role in the managerial discourse also presents the goal of this paper. Methods and procedure of research. The research is carried out on the basis of the analysis of 578 dialogical fragments from film scripts in which changing of social roles by a discursive personality in the managerial discourse is presented. The discursive analysis, contextual and situational analysis, pragma-linguistic analysis, and elements of quantitative calculations are used in the article. Results. The verbal and non-verbal repertoire of the realization of the strategies and tactics for the social roles performance in the managerial discourse are distinguished in the article. Their ratio is calculated in the research in order to display the most efficient ones for the successful role performance. The paper proves that the usage of stereotyped verbal and non-verbal models of communication in the managerial discourse contributes to the realization of the certain social role, and thus, to the achievement of the communicative goals. Conclusions. The hierarchization of status-role relations in the managerial discourse influences the speech repertoire of the speaker. This is reflected in the verbal and non-verbal means of implementing the strategies of dominance and subordination in the managerial discourse. A promising area of the research is connected with the studying of discursive variability of verbal and non-verbal communicative components which provide the social roles’ performance in the intercultural managerial discourse with considering the psycholinguistic peculiarities of the speaker.
{"title":"Variativity of the Speaker’s Verbal and Non-verbal Behavior in the English Managerial Discourse","authors":"Lyudmila Soloshchuk, Yuliia Skrynnik","doi":"10.31470/2309-1797-2023-34-2-110-131","DOIUrl":"https://doi.org/10.31470/2309-1797-2023-34-2-110-131","url":null,"abstract":"Introduction. This paper focuses on the study of the verbal and non-verbal repertoire of the speaker changing his/her social roles in the managerial type of discourse in the psycholinguistic perspective. The ambition of this analysis is to regard the strategies and tactics of the social roles’ performance with the detailed psycholinguistic analysis of the verbal and non-verbal repertoire of the speakers. Taking into account a speaker’s mental representations, sociolinguistic characteristics, interpreted as a speaker’s social status and roles, and the communicative situation itself, the research purposes are to explore the influence of the managerial context of communication on the communicative repertoire of the speaker transitioning from a leadership role to a subordinate one or from a subordinate role to a leadership role; the analysis of the difference in the realization of the communicative strategies by the same speaker performing either a leadership role or a subordinate social role in the managerial discourse also presents the goal of this paper. Methods and procedure of research. The research is carried out on the basis of the analysis of 578 dialogical fragments from film scripts in which changing of social roles by a discursive personality in the managerial discourse is presented. The discursive analysis, contextual and situational analysis, pragma-linguistic analysis, and elements of quantitative calculations are used in the article. Results. The verbal and non-verbal repertoire of the realization of the strategies and tactics for the social roles performance in the managerial discourse are distinguished in the article. Their ratio is calculated in the research in order to display the most efficient ones for the successful role performance. The paper proves that the usage of stereotyped verbal and non-verbal models of communication in the managerial discourse contributes to the realization of the certain social role, and thus, to the achievement of the communicative goals. Conclusions. The hierarchization of status-role relations in the managerial discourse influences the speech repertoire of the speaker. This is reflected in the verbal and non-verbal means of implementing the strategies of dominance and subordination in the managerial discourse. A promising area of the research is connected with the studying of discursive variability of verbal and non-verbal communicative components which provide the social roles’ performance in the intercultural managerial discourse with considering the psycholinguistic peculiarities of the speaker.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"253 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139318043","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 : 2023-10-01DOI: 10.31470/2309-1797-2023-34-1-50-84
Olena Bielova
Мета дослідження: опис стану розвиненості мовлення дітей шести років із логопатологією. Методи і методики дослідження. Під час експериментального дослідження використані теоретичні методи, спрямовані на аналіз результатів дослідження та формування висновків. Емпіричні методи передбачають аналіз, порівняння, обробку даних, а також проведення спостереження та бесід із дітьми під час використання різних типів завдань, спрямованих на вивчення стану сформованості фонематичної (фонематичного сприймання, фонематичного аналізу, фонематичного уявлення), лексичної (пасивний та активний словники), граматичної (складання розповідей на різні теми, уживання займенників, узгодження слів у роді, числі, відмінку), просодичної (гучність, темп, інтонація, дикція) компетентностей. Результати проведеного дослідження дають чітке уявлення про те, що між групами досліджуваних дітей із логопатологією та з нормотиповим психофізичним розвитком існують суттєві відмінності щодо сформованості в них мовленнєво-мовних компетентностей. Діти старшого дошкільного віку (шести років), котрі виявили низькі показники, мають стійкі порушення фонематичної компетентності (сприймання, аналізу та уявлення); недостатньо сформовану лексичну компетентність (нерозуміння значення слів, труднощі під час складання розповіді, проблеми щодо класифікації понять та визначення слів із протилежним значенням); несформовану граматичну компетентність (аграматизм, спотворення звукової структури слів, персеверації, парафазії, невміння вживати займенники, узгоджувати прикметники в числі, роді та відмінку); нерозвинену просодичну компетентність (неврегульована сила голосу, темп мовлення, невиразні висловлювання, дикційні можливості обмежені через стійкі порушення звуковимови). Висновки. У дітей шести років із логопатологією недостатньо розвинені фонетична, лексична, граматична та просодична компетентності, як порівняти із результатами їх однолітків з нормотиповим психофізичним розвитком. Несформованість мовленнєво-мовних компетентностей подалі впливатиме на оволодіння дітьми навичками письма та читання під час засвоєння навчальної програми в школі.
{"title":"Мовлення дітей шести років з логопатологією: Особливості та стан розвитку","authors":"Olena Bielova","doi":"10.31470/2309-1797-2023-34-1-50-84","DOIUrl":"https://doi.org/10.31470/2309-1797-2023-34-1-50-84","url":null,"abstract":"Мета дослідження: опис стану розвиненості мовлення дітей шести років із логопатологією. Методи і методики дослідження. Під час експериментального дослідження використані теоретичні методи, спрямовані на аналіз результатів дослідження та формування висновків. Емпіричні методи передбачають аналіз, порівняння, обробку даних, а також проведення спостереження та бесід із дітьми під час використання різних типів завдань, спрямованих на вивчення стану сформованості фонематичної (фонематичного сприймання, фонематичного аналізу, фонематичного уявлення), лексичної (пасивний та активний словники), граматичної (складання розповідей на різні теми, уживання займенників, узгодження слів у роді, числі, відмінку), просодичної (гучність, темп, інтонація, дикція) компетентностей. Результати проведеного дослідження дають чітке уявлення про те, що між групами досліджуваних дітей із логопатологією та з нормотиповим психофізичним розвитком існують суттєві відмінності щодо сформованості в них мовленнєво-мовних компетентностей. Діти старшого дошкільного віку (шести років), котрі виявили низькі показники, мають стійкі порушення фонематичної компетентності (сприймання, аналізу та уявлення); недостатньо сформовану лексичну компетентність (нерозуміння значення слів, труднощі під час складання розповіді, проблеми щодо класифікації понять та визначення слів із протилежним значенням); несформовану граматичну компетентність (аграматизм, спотворення звукової структури слів, персеверації, парафазії, невміння вживати займенники, узгоджувати прикметники в числі, роді та відмінку); нерозвинену просодичну компетентність (неврегульована сила голосу, темп мовлення, невиразні висловлювання, дикційні можливості обмежені через стійкі порушення звуковимови). Висновки. У дітей шести років із логопатологією недостатньо розвинені фонетична, лексична, граматична та просодична компетентності, як порівняти із результатами їх однолітків з нормотиповим психофізичним розвитком. Несформованість мовленнєво-мовних компетентностей подалі впливатиме на оволодіння дітьми навичками письма та читання під час засвоєння навчальної програми в школі.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"35 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139326493","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 : 2023-09-26DOI: 10.31470/2309-1797-2023-34-1-129-172
Sergii Maksymenko, E. Ivashkevych, Yevhen Kharchenko, Olena Tarnavska, Nadija Sinjavska
The aim of our research is to study semantic and pragmatic meaning of discursive units in the process of communication of a psychotherapist with teenagers with autonomic dysfunctions, using the methods of Positive Psychotherapy. Methods. The main method which has been used in our article was the method of providing psychological help to teenagers with autonomic dysfunction with a help of a five-step model of Positive Psychotherapy (Peseschkian, 2000). To analyze the empirical results of the study the psychodiagnostic technique “Balance Model of Mental Energy Distribution” was used (Peseschkian, 2000). We also used the author’s 24-scale bipolar version of the semantic differential for understanding the semantic and pragmatic meaning of discursive units in the process of communication of a psychotherapist with a client. Results. In our research we determined the semantic and pragmatic meanings of discursive words, such as: (1) actualization of the previous context; (2) anthropocentricity of the statement; (3) synonymy of the context given by discursive words; (4) antonymy of the context given by discursive words; (5) hyponymic context given by discursive words; (6) amplification of the previous context; (7) amplification of conclusions using updated key statements; (8) expectedness/unexpectedness of the addresser’s statement. Conclusions. The specificity of paradigmatic connections of discursive words (first of all, synonymous, antonymic, hyponymic, anthropocentric, actualized, amplified, expected or unexpected) is determined by their contextual dependence. We call such semantic and pragmatic communicative meanings, which differentiate discursive words in the paradigm of communicative situations in the process of communication between a psychotherapist and a client, intentional scripts. They are distinguished by variable lexical and functional possibilities, depending on the context of the utterance, as well as different variations of lexical and semantic, pragmatic and functional constructions.
{"title":"Semantic and Pragmatic Meaning of Discursive Units in the Process of Communication of a Psychotherapist with a Client","authors":"Sergii Maksymenko, E. Ivashkevych, Yevhen Kharchenko, Olena Tarnavska, Nadija Sinjavska","doi":"10.31470/2309-1797-2023-34-1-129-172","DOIUrl":"https://doi.org/10.31470/2309-1797-2023-34-1-129-172","url":null,"abstract":"The aim of our research is to study semantic and pragmatic meaning of discursive units in the process of communication of a psychotherapist with teenagers with autonomic dysfunctions, using the methods of Positive Psychotherapy. Methods. The main method which has been used in our article was the method of providing psychological help to teenagers with autonomic dysfunction with a help of a five-step model of Positive Psychotherapy (Peseschkian, 2000). To analyze the empirical results of the study the psychodiagnostic technique “Balance Model of Mental Energy Distribution” was used (Peseschkian, 2000). We also used the author’s 24-scale bipolar version of the semantic differential for understanding the semantic and pragmatic meaning of discursive units in the process of communication of a psychotherapist with a client. Results. In our research we determined the semantic and pragmatic meanings of discursive words, such as: (1) actualization of the previous context; (2) anthropocentricity of the statement; (3) synonymy of the context given by discursive words; (4) antonymy of the context given by discursive words; (5) hyponymic context given by discursive words; (6) amplification of the previous context; (7) amplification of conclusions using updated key statements; (8) expectedness/unexpectedness of the addresser’s statement. Conclusions. The specificity of paradigmatic connections of discursive words (first of all, synonymous, antonymic, hyponymic, anthropocentric, actualized, amplified, expected or unexpected) is determined by their contextual dependence. We call such semantic and pragmatic communicative meanings, which differentiate discursive words in the paradigm of communicative situations in the process of communication between a psychotherapist and a client, intentional scripts. They are distinguished by variable lexical and functional possibilities, depending on the context of the utterance, as well as different variations of lexical and semantic, pragmatic and functional constructions.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"42 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139335889","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 : 2023-09-18DOI: 10.31470/2309-1797-2023-34-2-82-109
Muneera Muftah, F. A. Y. Al-Inbari, B. Q. Al-Wasy, Hassan Saleh Mahdi
Purpose. Automated Corrective Feedback (ACF) is one of the techniques used in EFL writing instruction and assessment. This technique has been widely employed to improve students’ writing skills over the last few decades. Adopting a mixed-method design with data triangulation, this study was conducted to investigate the effect of utilizing WRITER, one of the ACF software, on critical writing aspects including use and mechanics, vocabulary, structural organization, and content. Methods and procedure. A pre-post quasi-experimental research design was arranged to collect data from 44 Arab EFL learners assigned to four groups: two peer and self-editing control groups and two automated peer and self-editing experimental groups. While the two control groups were required to perform conventional self- or peer-editing tasks, the two experimental groups used WRITER, an ACF software, to edit both their own essays and those written by peers. Statistical analysis was run to examine differences in the writing aspects across the groups. Findings. The analysisиindicated significant differences among these four groups. Students involved in the peer-editing experimental group outperformed all groups on mechanics and structural organization. In addition, the self-editing experimental group did better than other groups in improving their vocabulary. Nonetheless, students in the self-editing control group, who did not utilize any type of ACF to improve their writing, performed better than all other groups in terms of the content aspect. Overall results revealed that ACF could increase the productivity of class time; provide valuable feedback on grammar, word choice, structural organization, use and mechanics and enhance students’ self-confidence in their compositions. These results suggest that ACF has a significant effect on EFL writing and can be an effective tool for improving writing skills. Conclusions. This study examined the impact of ACF of WRITER, a type of computer-assisted language learning tool, on enhancing EFL learners’ knowledge of the writing aspects. The findings of the study have some practical implications in the EFL writing classroom, as they inspire educators to incorporate ACF in self- and peer-editing activities and help their students improve language competency.
{"title":"The Role of Automated Corrective Feedback in Improving EFL Learners' Mastery of the Writing Aspects","authors":"Muneera Muftah, F. A. Y. Al-Inbari, B. Q. Al-Wasy, Hassan Saleh Mahdi","doi":"10.31470/2309-1797-2023-34-2-82-109","DOIUrl":"https://doi.org/10.31470/2309-1797-2023-34-2-82-109","url":null,"abstract":"Purpose. Automated Corrective Feedback (ACF) is one of the techniques used in EFL writing instruction and assessment. This technique has been widely employed to improve students’ writing skills over the last few decades. Adopting a mixed-method design with data triangulation, this study was conducted to investigate the effect of utilizing WRITER, one of the ACF software, on critical writing aspects including use and mechanics, vocabulary, structural organization, and content. Methods and procedure. A pre-post quasi-experimental research design was arranged to collect data from 44 Arab EFL learners assigned to four groups: two peer and self-editing control groups and two automated peer and self-editing experimental groups. While the two control groups were required to perform conventional self- or peer-editing tasks, the two experimental groups used WRITER, an ACF software, to edit both their own essays and those written by peers. Statistical analysis was run to examine differences in the writing aspects across the groups. Findings. The analysisиindicated significant differences among these four groups. Students involved in the peer-editing experimental group outperformed all groups on mechanics and structural organization. In addition, the self-editing experimental group did better than other groups in improving their vocabulary. Nonetheless, students in the self-editing control group, who did not utilize any type of ACF to improve their writing, performed better than all other groups in terms of the content aspect. Overall results revealed that ACF could increase the productivity of class time; provide valuable feedback on grammar, word choice, structural organization, use and mechanics and enhance students’ self-confidence in their compositions. These results suggest that ACF has a significant effect on EFL writing and can be an effective tool for improving writing skills. Conclusions. This study examined the impact of ACF of WRITER, a type of computer-assisted language learning tool, on enhancing EFL learners’ knowledge of the writing aspects. The findings of the study have some practical implications in the EFL writing classroom, as they inspire educators to incorporate ACF in self- and peer-editing activities and help their students improve language competency.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"15 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139339061","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 : 2023-04-07DOI: 10.31470/2309-1797-2023-33-2-90-113
T. Leleka, O. Moskalenko
ABSTRACT Purpose. The purpose of the experimental study is to identify the tendencies of the global bilingualism development in the Ukrainian and Slovak languages based on the English loanwords functioning in the individual consciousness of their speakers. The novelty of the research is setting up the main features of the global bilinguialism where the young people are the social stratum that represents the basis of the language changes and reacts to the social processes leading to the new perception of the English loanwords that is relevant nowadays. The main hypothesis of the research is the statement about the expansion of the global bilingualism trends connected with the intensive use of the digital technologies. It causes language code switching and the blurring of the languge pictures of the world. Methods. The main method of the research is psycholinguistic, more precisely, the free associative experiment and its essence to offer the respondent the stimuli, in our case, the English loanwords, with the aim of evoking appropriate associations. Presedure. The respondents were given a written list of the stimulus words and they had to write down the first word that comes to their mind when responding to the stimuli. For the Ukrainian and Slovak respondents the list consisted of such English loanwords from the area of the social networking: Ukr. контент, Sl. kontent (content); Ukr. скріншот, Sl. skrinshot (screenshot); Ukr. iнтерфейс, Sl. interfeis (interface); Ukr. xештег, Sl. haštag (hashtag); Ukr. чат, Sl. čat (chat); Ukr. клік, Sl. klik (click); Ukr. лайк, Sl. like (like); Ukr. паблік, Sl. public (public).The experiment was conducted two times in 2019 and in 2022 in the Ukrainian and Slovak universities at non-language faculties where the respondents at the age of 17–21 took part: 200 Ukrainian and 200 Slovak students, 100 women and 100 men. Results. There have been four groups of the associations given by the Ukrainians and Slovaks: the same loanword, the other English loanword, the unassimilated English word, the word of the native language. The number of the associations in different groups is dissimilar. The Slovaks gave more associations in English, the Ukrainians had more associations in Ukrainian. The both groups have the tendency to increase the number of the associations expressed with the English words, which are connected with the process of the global bilingualism development caused by the society digitalization era. Conclusions. Due to the globalization processes that are taking place all over the world, the perception of the loanwords is changing. The English language is perceived as an integral part of everyday life. According to the results of the experiments conducted in 2019 and 2022 we can observe the emergence of the associations in English, which indicates the development of a special type of bilingualism, namely global, which is connected with the internationalization of the English language in the world, as well
抽象的目的。本实验研究的目的是基于英语外来词在乌克兰语和斯洛伐克语使用者个人意识中的功能，来识别全球双语发展的趋势。该研究的新颖之处在于建立了全球双语的主要特征，其中年轻人是代表语言变化的基础的社会阶层，并对社会进程做出反应，导致对当今相关英语外来词的新认知。本研究的主要假设是关于全球双语趋势的扩张与数字技术的密集使用有关的陈述。它导致语言代码的转换和世界语言图像的模糊。方法。研究的主要方法是心理语言学，更准确地说，是自由联想实验，其本质是为被调查者提供刺激，在我们的案例中，是英语外来词，目的是唤起适当的联想。Presedure。研究人员给了受访者一份刺激词的书面清单，他们必须写下对刺激做出反应时想到的第一个词。对于乌克兰和斯洛伐克的受访者来说，他们选择的外来词包括社交网络领域的英语外来词:Ukr;контент， Sl. content(内容);Ukr。скріншот， Sl. skrinshot(截图);Ukr。iнтерфейс， l. interfeis(接口);Ukr。xештег， Sl. haštag(标签);Ukr。чат， Sl. at (chat);Ukr。клік， Sl. klik(点击);Ukr。лайк， l. like(喜欢);Ukr。паблік， Sl. public(公众)。该实验于2019年和2022年在乌克兰和斯洛伐克大学的非语言学院进行了两次，参与者年龄在17-21岁之间:200名乌克兰学生和200名斯洛伐克学生，100名女性和100名男性。结果。乌克兰人和斯洛伐克人给出了四组联想:同一个外来词，另一个英语外来词，未被同化的英语词，母语词。不同群体的关联数量是不同的。斯洛伐克人更多地使用英语，乌克兰人更多地使用乌克兰语。这两个群体都有增加用英语词汇表达联想的趋势，这与社会数字化时代导致的全球双语发展进程有关。结论。由于全球化进程正在全世界范围内进行，对外来词的看法正在发生变化。英语被认为是日常生活中不可或缺的一部分。根据2019年和2022年进行的实验结果，我们可以观察到英语中联想的出现，这表明一种特殊类型的双语的发展，即全球，这与英语在世界上的国际化以及其感知的特殊性有关。全球双语的发展导致了两种语言码在个体意识中的相互作用。英语正在渗透到乌克兰和斯洛伐克人民的语言中，改变着全球化社会的思维。因此，自我概念的转变会影响世界语言图景的转变，这证实了研究假设。
{"title":"The Psycholinguistic Aspects of Global Bilingualism Against the Background of the Society Digitalization Process in Ukraine and Slovak Republic","authors":"T. Leleka, O. Moskalenko","doi":"10.31470/2309-1797-2023-33-2-90-113","DOIUrl":"https://doi.org/10.31470/2309-1797-2023-33-2-90-113","url":null,"abstract":"ABSTRACT \u0000Purpose. The purpose of the experimental study is to identify the tendencies of the global bilingualism development in the Ukrainian and Slovak languages based on the English loanwords functioning in the individual consciousness of their speakers. The novelty of the research is setting up the main features of the global bilinguialism where the young people are the social stratum that represents the basis of the language changes and reacts to the social processes leading to the new perception of the English loanwords that is relevant nowadays. The main hypothesis of the research is the statement about the expansion of the global bilingualism trends connected with the intensive use of the digital technologies. It causes language code switching and the blurring of the languge pictures of the world. \u0000Methods. The main method of the research is psycholinguistic, more precisely, the free associative experiment and its essence to offer the respondent the stimuli, in our case, the English loanwords, with the aim of evoking appropriate associations. \u0000Presedure. The respondents were given a written list of the stimulus words and they had to write down the first word that comes to their mind when responding to the stimuli. For the Ukrainian and Slovak respondents the list consisted of such English loanwords from the area of the social networking: Ukr. контент, Sl. kontent (content); Ukr. скріншот, Sl. skrinshot (screenshot); Ukr. iнтерфейс, Sl. interfeis (interface); Ukr. xештег, Sl. haštag (hashtag); Ukr. чат, Sl. čat (chat); Ukr. клік, Sl. klik (click); Ukr. лайк, Sl. like (like); Ukr. паблік, Sl. public (public).The experiment was conducted two times in 2019 and in 2022 in the Ukrainian and Slovak universities at non-language faculties where the respondents at the age of 17–21 took part: 200 Ukrainian and 200 Slovak students, 100 women and 100 men. \u0000Results. There have been four groups of the associations given by the Ukrainians and Slovaks: the same loanword, the other English loanword, the unassimilated English word, the word of the native language. The number of the associations in different groups is dissimilar. The Slovaks gave more associations in English, the Ukrainians had more associations in Ukrainian. The both groups have the tendency to increase the number of the associations expressed with the English words, which are connected with the process of the global bilingualism development caused by the society digitalization era. \u0000Conclusions. Due to the globalization processes that are taking place all over the world, the perception of the loanwords is changing. The English language is perceived as an integral part of everyday life. According to the results of the experiments conducted in 2019 and 2022 we can observe the emergence of the associations in English, which indicates the development of a special type of bilingualism, namely global, which is connected with the internationalization of the English language in the world, as well ","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"68 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90877526","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 : 2023-04-05DOI: 10.31470/2309-1797-2023-33-1-6-25
Nataliia Akimova, Oksana Chornous, Alina Akimova, A. Akimova
Мета. Пропоноване дослідження має на меті проаналізувати психологічні особливості розуміння назви бренду у формі особового імені, визначити тенденції та закономірності впливу назви бренду на образ об’єкта номінації та очікування споживачів. Методи. У роботі були використані теоретичні методи (дедуктивний, індуктивний, аналіз, синтез, узагальнення) для побудови емпіричної концепції дослідження психологічних особливостей розуміння назви бренду у формі особового імені. Емпіричне дослідження проводилося за допомогою керованого асоціативного експерименту та шкалування. Для збору інформації використовувалося усне опитування у формі інтерв’ю, для обробки результатів – контент-аналіз. Математична обробка даних здійснювалася за допомогою первинної статистики, статистичного виводу. Крім названих, бути застосовані також інтерпретаційні методи для пояснення отриманих результатів з погляду первинних припущень та посилань. Результати. Виявлено, що споживачі в раціональному розумінні бренду керуються його назвою в третині, а іноді й у майже половині випадків, причому найбільше значення назва бренду має для жінок і найменше для дітей. Вплив назви на об’єкт номінації на етапі емоційної ідентифікації найбільше відчувається жінками та дітьми, хоча для чоловіків емоційне розуміння назв брендів також істотно переважає над раціональним. Зафіксовано певні кореляції між досвідом та впливовістю назви бренду. Спостережено більш емоційне сприйняття назв бренду у формі екзотичного або сучасного імені. Висновки. Назва бренду у формі особового імені істотно впливає на образ об’єкту номінації та формує відповідні очікування. Емоційне розуміння скеровує раціональне розуміння. Як раціональний, так і емоційний вплив назви бренду на об’єкт номінації більш істотний для жінок, ніж для чоловіків. У дітей емоційна інтерпретація домінує над раціональною майже втричі.
{"title":"Психологічні особливості розуміння назви бренду у формі особового імені","authors":"Nataliia Akimova, Oksana Chornous, Alina Akimova, A. Akimova","doi":"10.31470/2309-1797-2023-33-1-6-25","DOIUrl":"https://doi.org/10.31470/2309-1797-2023-33-1-6-25","url":null,"abstract":"Мета. Пропоноване дослідження має на меті проаналізувати психологічні особливості розуміння назви бренду у формі особового імені, визначити тенденції та закономірності впливу назви бренду на образ об’єкта номінації та очікування споживачів. \u0000Методи. У роботі були використані теоретичні методи (дедуктивний, індуктивний, аналіз, синтез, узагальнення) для побудови емпіричної концепції дослідження психологічних особливостей розуміння назви бренду у формі особового імені. Емпіричне дослідження проводилося за допомогою керованого асоціативного експерименту та шкалування. Для збору інформації використовувалося усне опитування у формі інтерв’ю, для обробки результатів – контент-аналіз. Математична обробка даних здійснювалася за допомогою первинної статистики, статистичного виводу. Крім названих, бути застосовані також інтерпретаційні методи для пояснення отриманих результатів з погляду первинних припущень та посилань. \u0000Результати. Виявлено, що споживачі в раціональному розумінні бренду керуються його назвою в третині, а іноді й у майже половині випадків, причому найбільше значення назва бренду має для жінок і найменше для дітей. Вплив назви на об’єкт номінації на етапі емоційної ідентифікації найбільше відчувається жінками та дітьми, хоча для чоловіків емоційне розуміння назв брендів також істотно переважає над раціональним. Зафіксовано певні кореляції між досвідом та впливовістю назви бренду. Спостережено більш емоційне сприйняття назв бренду у формі екзотичного або сучасного імені. \u0000Висновки. Назва бренду у формі особового імені істотно впливає на образ об’єкту номінації та формує відповідні очікування. Емоційне розуміння скеровує раціональне розуміння. Як раціональний, так і емоційний вплив назви бренду на об’єкт номінації більш істотний для жінок, ніж для чоловіків. У дітей емоційна інтерпретація домінує над раціональною майже втричі.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"35 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87028519","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 : 2023-03-29DOI: 10.31470/2309-1797-2023-33-1-167-189
Brittany A. Harman, Hennessy Strine
Purpose. People are exposed to exaggeration in some form every day. They must comprehend and interpret the hyperbole, or conversational overstatement, to which they are exposed. Research suggests that people cognitively correct hyperbolic utterances using information retrieved from memory to generate estimates of what really occurred in the situation or event and the sampling of memory traces during the interpretation of utterances is influenced by the form and contextual elements of the utterance. Methods. In three experiments, participants were presented with texts containing information described in a literal or hyperbolic manner (e.g., “I caught a fish” vs. “I caught a fish the size of a whale”) and asked for explicit estimates of value (e.g., number, size, duration). The form (Experiment 1), context (Experiment 2), and speaker (Experiment 3) of an utterance were all predicted to influence the estimates that people generated. Results. It was found that the presence of hyperbole, as well as information about the context and speaker, had a reliable impact on participants’ quantitative estimates. Conclusions. The form, context, and speaker of an utterance all appear to influence the estimates that people generated. Such results are consistent with the notion that people cognitively correct hyperbolic utterances using information retrieved from memory to generate estimates about what really happens in the situation or event. Future research should be aimed at designing experiments that can investigate these memory traces more directly.
{"title":"Quantifying Hyperbole: Explicit Estimates of Exaggerated Utterances","authors":"Brittany A. Harman, Hennessy Strine","doi":"10.31470/2309-1797-2023-33-1-167-189","DOIUrl":"https://doi.org/10.31470/2309-1797-2023-33-1-167-189","url":null,"abstract":"Purpose. People are exposed to exaggeration in some form every day. They must comprehend and interpret the hyperbole, or conversational overstatement, to which they are exposed. Research suggests that people cognitively correct hyperbolic utterances using information retrieved from memory to generate estimates of what really occurred in the situation or event and the sampling of memory traces during the interpretation of utterances is influenced by the form and contextual elements of the utterance. \u0000Methods. In three experiments, participants were presented with texts containing information described in a literal or hyperbolic manner (e.g., “I caught a fish” vs. “I caught a fish the size of a whale”) and asked for explicit estimates of value (e.g., number, size, duration). The form (Experiment 1), context (Experiment 2), and speaker (Experiment 3) of an utterance were all predicted to influence the estimates that people generated. \u0000Results. It was found that the presence of hyperbole, as well as information about the context and speaker, had a reliable impact on participants’ quantitative estimates. \u0000Conclusions. The form, context, and speaker of an utterance all appear to influence the estimates that people generated. Such results are consistent with the notion that people cognitively correct hyperbolic utterances using information retrieved from memory to generate estimates about what really happens in the situation or event. Future research should be aimed at designing experiments that can investigate these memory traces more directly.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"18 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87696497","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 : 2023-03-27DOI: 10.31470/2309-1797-2023-33-1-190-211
Oleksandr Kholod
Метою дослідження було обрано ідентифікацію психолінгвістичних моделей експлікації вітальних цінностей українців різного віку (від 18 до 65+) під час широкомасштабної агресії Росії проти України в зазначений період. Методика дослідження. Опитування здійснювалося у два етапи за допомогою опитувальника “Вітальні цінності українців”: на першому етапі в опитуванні брали участь 28, або 100% осіб віком від 18 до 55 років, на другому етапі було опитано 51, або 100% респондентів віком від 18 років до 69 років. 89 респондентам (у двох етапах опитування) було запропоновано відповісти на 2 запитання й виконати 2 завдання; запитання 1 – “Якими були ваші життєві цінності ДО 24 лютого 2022 року? Опишіть”, запитання 2 – “Якими є зараз ваші життєві цінності ПІСЛЯ впливу з боку медіатизації? Опишіть”. За результатами обробки отриманих даних було встановлено, що у досліджуваних функціонують різні психолінгвістичні моделі експлікації вітальних цінностей українців під час широкомасштабної агресії Росії проти України. Висновки. Дійсно, у картині світу респондентів-українців різного віку функціонують дев’ять (на першому етапі) і вісім (на другому етапі) різних психолінгвістичних моделей, які експлікувалися вісьмома (на першому етапі) і дванадцятьма (на другому етапі) вербальними маркерами.
{"title":"Психолінгвістичні моделі експлікації вітальних цінностей українців","authors":"Oleksandr Kholod","doi":"10.31470/2309-1797-2023-33-1-190-211","DOIUrl":"https://doi.org/10.31470/2309-1797-2023-33-1-190-211","url":null,"abstract":"Метою дослідження було обрано ідентифікацію психолінгвістичних моделей експлікації вітальних цінностей українців різного віку (від 18 до 65+) під час широкомасштабної агресії Росії проти України в зазначений період. \u0000Методика дослідження. Опитування здійснювалося у два етапи за допомогою опитувальника “Вітальні цінності українців”: на першому етапі в опитуванні брали участь 28, або 100% осіб віком від 18 до 55 років, на другому етапі було опитано 51, або 100% респондентів віком від 18 років до 69 років. 89 респондентам (у двох етапах опитування) було запропоновано відповісти на 2 запитання й виконати 2 завдання; запитання 1 – “Якими були ваші життєві цінності ДО 24 лютого 2022 року? Опишіть”, запитання 2 – “Якими є зараз ваші життєві цінності ПІСЛЯ впливу з боку медіатизації? Опишіть”. \u0000За результатами обробки отриманих даних було встановлено, що у досліджуваних функціонують різні психолінгвістичні моделі експлікації вітальних цінностей українців під час широкомасштабної агресії Росії проти України. \u0000Висновки. Дійсно, у картині світу респондентів-українців різного віку функціонують дев’ять (на першому етапі) і вісім (на другому етапі) різних психолінгвістичних моделей, які експлікувалися вісьмома (на першому етапі) і дванадцятьма (на другому етапі) вербальними маркерами.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"36 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82791796","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 : 2023-03-26DOI: 10.31470/2309-1797-2023-33-2-175-195
Ahood Swar, M. Mohsen
Introduction. Cognitive processes have been extensively examined in the literature of translation studies to identify what goes on in students’ minds when they translate from one language into another. Such investigations targeted translators’ pauses over different texts from their native language into a foreign language. However, identifying translators’ revisions of different types of text remains sufficiently unexplored in the translation studies literature. Goals. This paper attempts to examine Arab students’ translation behaviors (self-revision or self-correction in particular) during the translation of a text from their second language (English) into their first language (Arabic) and vice versa. It also aims to reveal how revising a translated text is moderated by the variety of directionality and text type. To this end, 27 Arab native students were asked to translate two types of texts: literary and medical texts from English into Arabic and from Arabic into English over a keystroke logging program (Inputlog). Their behaviors were video-recorded using a video screenshot program. After translation, four students were invited to take a stimulated recall interview by viewing their behaviors in the video and were requested to verbalize what they were thinking of when they deleted and/or inserted text during translation assignments. Results. The results from the quantitative analysis showed that text type and L1-L2 directionality have significant effects on students’ cognitive processes. In addition, qualitative analyses obtained from MAXQDA revealed that students' translators encountered difficulties in many areas such as creativity-demanding problems, lexical problems, comprehensibility problems, spelling problems (for only Arabic-English directionality), and syntactic problems. Conclusion. Many cognitive process difficulties were identified which were related to psycholinguistics issues that need to be tackled in the translation studies.
{"title":"Second Language Students' Revision During Translating Medical and Literary Texts: A Psycholinguistics Perspective","authors":"Ahood Swar, M. Mohsen","doi":"10.31470/2309-1797-2023-33-2-175-195","DOIUrl":"https://doi.org/10.31470/2309-1797-2023-33-2-175-195","url":null,"abstract":"Introduction. Cognitive processes have been extensively examined in the literature of translation studies to identify what goes on in students’ minds when they translate from one language into another. Such investigations targeted translators’ pauses over different texts from their native language into a foreign language. However, identifying translators’ revisions of different types of text remains sufficiently unexplored in the translation studies literature. \u0000Goals. This paper attempts to examine Arab students’ translation behaviors (self-revision or self-correction in particular) during the translation of a text from their second language (English) into their first language (Arabic) and vice versa. It also aims to reveal how revising a translated text is moderated by the variety of directionality and text type. To this end, 27 Arab native students were asked to translate two types of texts: literary and medical texts from English into Arabic and from Arabic into English over a keystroke logging program (Inputlog). Their behaviors were video-recorded using a video screenshot program. After translation, four students were invited to take a stimulated recall interview by viewing their behaviors in the video and were requested to verbalize what they were thinking of when they deleted and/or inserted text during translation assignments. \u0000Results. The results from the quantitative analysis showed that text type and L1-L2 directionality have significant effects on students’ cognitive processes. In addition, qualitative analyses obtained from MAXQDA revealed that students' translators encountered difficulties in many areas such as creativity-demanding problems, lexical problems, comprehensibility problems, spelling problems (for only Arabic-English directionality), and syntactic problems. \u0000Conclusion. Many cognitive process difficulties were identified which were related to psycholinguistics issues that need to be tackled in the translation studies.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"51 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86164252","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 : 2023-03-23DOI: 10.31470/2309-1797-2023-33-2-29-56
Anhar Assunitan
Purpose. The purpose of this study was to investigate the phonological errors associated with consonant and vowel pronunciation made by Saudi learners of the English language in light of the optimality hypothesis. In addition, transfer and contrastive analysis hypotheses are discussed, which justify why Saudi English language learners make phonological errors. Methods. Thirty Saudi female students in their first semester in the English language department at Qassim University were randomly selected. They were examined on their pronunciation of over 30 words from a list of twenty sentences. Each participant was individually recorded using a sensitive microphone, and all recordings were transcribed using IPA symbols and compared to the English transcription to identify the correct and incorrect pronunciation. Each participant filled out a consent form before to having their pronunciation recorded. Results. The majority of errors committed by Saudi English learners are attributable to the substitution of foreign sounds with the closest native sounds. In addition, Saudi English learners tend to add a glottal stop to non-onset syllables and insert a vowel to break clusters of three or more obstruent consonants. This finding is due to the fact that their native language is an onset language and lacks clusters of three or more obstruent consonants. The descriptive tables in addition to the Pareto charts of these errors are provided. Conclusions. Overall, results from this study support optimality theory, transfer, and contrastive analysis hypotheses. Moreover, this study contributes to the growing literature on the investigation of phonological errors produced by Arab learners of English, particularly Saudi learners. This study proposes that Saudi English learners listen attentively to English native speakers to correct phonological errors. In addition, Saudi English learners should record their pronunciation during discussions and replay them in order to identify their mistakes and avoid them in the future.
{"title":"An Optimality-Theoretic Analysis of Some Phonological Errors Produced by Saudi Female Learners of the English Language","authors":"Anhar Assunitan","doi":"10.31470/2309-1797-2023-33-2-29-56","DOIUrl":"https://doi.org/10.31470/2309-1797-2023-33-2-29-56","url":null,"abstract":"Purpose. The purpose of this study was to investigate the phonological errors associated with consonant and vowel pronunciation made by Saudi learners of the English language in light of the optimality hypothesis. In addition, transfer and contrastive analysis hypotheses are discussed, which justify why Saudi English language learners make phonological errors. \u0000Methods. Thirty Saudi female students in their first semester in the English language department at Qassim University were randomly selected. They were examined on their pronunciation of over 30 words from a list of twenty sentences. Each participant was individually recorded using a sensitive microphone, and all recordings were transcribed using IPA symbols and compared to the English transcription to identify the correct and incorrect pronunciation. Each participant filled out a consent form before to having their pronunciation recorded. \u0000Results. The majority of errors committed by Saudi English learners are attributable to the substitution of foreign sounds with the closest native sounds. In addition, Saudi English learners tend to add a glottal stop to non-onset syllables and insert a vowel to break clusters of three or more obstruent consonants. This finding is due to the fact that their native language is an onset language and lacks clusters of three or more obstruent consonants. The descriptive tables in addition to the Pareto charts of these errors are provided. \u0000Conclusions. Overall, results from this study support optimality theory, transfer, and contrastive analysis hypotheses. Moreover, this study contributes to the growing literature on the investigation of phonological errors produced by Arab learners of English, particularly Saudi learners. This study proposes that Saudi English learners listen attentively to English native speakers to correct phonological errors. In addition, Saudi English learners should record their pronunciation during discussions and replay them in order to identify their mistakes and avoid them in the future.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"41 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87666240","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}
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