Pub Date : 2023-03-22DOI: 10.31470/2309-1797-2023-33-1-72-104
Mona Sabir, Alaa Melebari
Purpose. This study explores the processing of English articles by native speakers of Hejazi Arabic, a language with articles. The research aims to answer the question of whether offline (explicit) knowledge of specificity in English article choice mirrors online (implicit) knowledge. Existing research has found that Hejazi-Arabic learners of English misuse articles in the indefinite specific context when answering a written task; however, their performance is target-like in all other contexts of article use, which indicates that their production may be sensitive to specificity, similar to the production of learners from languages that do not include articles. Little has been done, though, to explore this phenomenon using online measures. Methods. To answer the research question, 68 speakers of Hejazi-Arabic were recruited alongside 23 native English speakers. The participants and native English speakers completed an article elicitation task and self-paced reading task. Results. The results of the article elicitation task show learners’ overuse of the in the indefinite specific context, which is consistent with the findings of existing research. Similarly, the real-time processing results indicate that there is a wider gap in reaction times between natives and L2 learners in the indefinite specific context, suggesting that learners’ online performance is not on target in this context. Conclusion. The study concludes that Hejazi Arabic speakers’ online knowledge of English articles show some resemblance to their offline knowledge. Theoretical implications and methodological issues are also discussed.
{"title":"I Want to Marry *the Merchant Banker: An Exploratory Self-Paced Reading Experiment on Arab Learners’ Processing of English Articles","authors":"Mona Sabir, Alaa Melebari","doi":"10.31470/2309-1797-2023-33-1-72-104","DOIUrl":"https://doi.org/10.31470/2309-1797-2023-33-1-72-104","url":null,"abstract":"Purpose. This study explores the processing of English articles by native speakers of Hejazi Arabic, a language with articles. The research aims to answer the question of whether offline (explicit) knowledge of specificity in English article choice mirrors online (implicit) knowledge. Existing research has found that Hejazi-Arabic learners of English misuse articles in the indefinite specific context when answering a written task; however, their performance is target-like in all other contexts of article use, which indicates that their production may be sensitive to specificity, similar to the production of learners from languages that do not include articles. Little has been done, though, to explore this phenomenon using online measures. \u0000Methods. To answer the research question, 68 speakers of Hejazi-Arabic were recruited alongside 23 native English speakers. The participants and native English speakers completed an article elicitation task and self-paced reading task. \u0000Results. The results of the article elicitation task show learners’ overuse of the in the indefinite specific context, which is consistent with the findings of existing research. Similarly, the real-time processing results indicate that there is a wider gap in reaction times between natives and L2 learners in the indefinite specific context, suggesting that learners’ online performance is not on target in this context. \u0000Conclusion. The study concludes that Hejazi Arabic speakers’ online knowledge of English articles show some resemblance to their offline knowledge. Theoretical implications and methodological issues are also discussed.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"167 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82926818","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 : 2023-03-22DOI: 10.31470/2309-1797-2023-33-1-212-229
V. Shymko
Purpose. Second language (L2) listening comprehension remains one of the most under researched problems in field largely due to the corresponding methodological difficulties. This study focuses on the development of such a measurement unit that considers the actual grammatical completeness and does not distort the factual semantics of the perceived text – listening comprehension unit. Methods and procedure of research. The concept of listening comprehension unit is developed based on a structural-ontological approach, which is a tool for systemic description of the multidisciplinary subject matter fields. To validate listening comprehension units, a study was carried out on a sample of 38 English L2 learners. Study participants were grouped according to their IELTS results, and listening comprehension unit scores were compared with idea unit ones. Results. The obtained empirical data were processed with One-way ANOVA test and proper results support the following conclusions. First, listening comprehension units can be used to measure and differentiate levels of L2 listening comprehension of short texts. Secondly, the study demonstrates a higher differential sensitivity of listening comprehension units compared to idea units in L2 listening comprehension levels diagnostics. Conclusions. First, listening comprehension units can be used to measure and differentiate levels of L2 listening comprehension of short texts. Secondly, our study demonstrates a higher differential sensitivity of listening comprehension units compared to idea units in L2 listening comprehension levels diagnostics. In our opinion, another advantage of using listening comprehension units is that this tool also allows one to look differently at the semantic structure of the listening comprehension process. In turn, this might open new psycholinguistic, pedagogical and didactic perspectives in the field.
{"title":"Evaluation of L2 Listening Comprehension: In Pursuit of New Measurement Units","authors":"V. Shymko","doi":"10.31470/2309-1797-2023-33-1-212-229","DOIUrl":"https://doi.org/10.31470/2309-1797-2023-33-1-212-229","url":null,"abstract":"Purpose. Second language (L2) listening comprehension remains one of the most under researched problems in field largely due to the corresponding methodological difficulties. This study focuses on the development of such a measurement unit that considers the actual grammatical completeness and does not distort the factual semantics of the perceived text – listening comprehension unit. \u0000Methods and procedure of research. The concept of listening comprehension unit is developed based on a structural-ontological approach, which is a tool for systemic description of the multidisciplinary subject matter fields. To validate listening comprehension units, a study was carried out on a sample of 38 English L2 learners. Study participants were grouped according to their IELTS results, and listening comprehension unit scores were compared with idea unit ones. \u0000Results. The obtained empirical data were processed with One-way ANOVA test and proper results support the following conclusions. First, listening comprehension units can be used to measure and differentiate levels of L2 listening comprehension of short texts. Secondly, the study demonstrates a higher differential sensitivity of listening comprehension units compared to idea units in L2 listening comprehension levels diagnostics. \u0000Conclusions. First, listening comprehension units can be used to measure and differentiate levels of L2 listening comprehension of short texts. Secondly, our study demonstrates a higher differential sensitivity of listening comprehension units compared to idea units in L2 listening comprehension levels diagnostics. In our opinion, another advantage of using listening comprehension units is that this tool also allows one to look differently at the semantic structure of the listening comprehension process. In turn, this might open new psycholinguistic, pedagogical and didactic perspectives in the field.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"9 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74031218","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 : 2023-03-19DOI: 10.31470/2309-1797-2023-33-2-196-216
Nataliia Наталя, Maryna Tsegelska
Purpose. The purpose of this study was to outline the variable markers of the individual linguistic awareness/consciousness development in the conditions of artificial bilingualism. Methods. The main method of the study was the method of selective observation with the fixation of markers of the linguistic awareness development and qualitative indicators of respondents' mastery of English as a foreign language in the artificial bilingualism conditions. Potential standards of passive-mechanical (imitation) and active (cognitive-communicative) models of artificial bilingualism were used for comparison. Markers of the respondents’ linguistic awareness were subject to monitoring: language knowledge, culture and speaking skills (at a level sufficient for formulating and expressing thoughts in the process of interpersonal communication in a foreign language), manifestations of language socialization (mastering the norms of listening, perceiving and speaking in a foreign language at a level sufficient for communication and coordination of semantic codes of communication subjects).The obtained data were subjected to content analysis, which made it possible to evaluate the markers of the development of the respondents’ linguistic awareness in the artificial bilingualism conditions and to reveal the level of using a foreign language in communication. In order to statistically confirm the significance of the obtained data, the method of one-factor variance analysis (Fisher’s φ-criterion) was used. A multidimensional procedure of cluster analysis (K-means clustering) was also used, which made it possible to distinguish subsets of the levels of the linguistic awareness development among the respondents of the research project. Results. The results of the data analysis of the research project proved that the differences between the experimental and control groups of junior high school students in identifying markers of linguistic awareness are reliably significant relative to individual predictors of the logical ordering of speech-thinking dimensions of language awareness (at p ≤ 0.05).Respondents of the experimental group demonstrate better results in listening, understanding the content of oral expression in a familiar everyday context and in communicative competences. The dominance of markers of an average level of linguistic awareness development among younger schoolchildren was also recorded. Conclusions. In the realities of permanent transformations of the modern information society, bilingualism appears as a predictor of foreign language mastery at a level sufficient for communication and exchange of ideas with other subjects of linguistic activity. Language (and foreign language in particular) is not only a communication tool, but also a way of perceiving, organizing and encoding (or decoding) the surrounding reality. In this context, linguistic awareness is interpreted as an invariant of possible schemes of mastering reality, which is most suitable
{"title":"Variability of the Linguistic Consciousness development of an Individual in the Artificial Bilingualism Conditions","authors":"Nataliia Наталя, Maryna Tsegelska","doi":"10.31470/2309-1797-2023-33-2-196-216","DOIUrl":"https://doi.org/10.31470/2309-1797-2023-33-2-196-216","url":null,"abstract":"Purpose. The purpose of this study was to outline the variable markers of the individual linguistic awareness/consciousness development in the conditions of artificial bilingualism. \u0000Methods. The main method of the study was the method of selective observation with the fixation of markers of the linguistic awareness development and qualitative indicators of respondents' mastery of English as a foreign language in the artificial bilingualism conditions. Potential standards of passive-mechanical (imitation) and active (cognitive-communicative) models of artificial bilingualism were used for comparison. Markers of the respondents’ linguistic awareness were subject to monitoring: language knowledge, culture and speaking skills (at a level sufficient for formulating and expressing thoughts in the process of interpersonal communication in a foreign language), manifestations of language socialization (mastering the norms of listening, perceiving and speaking in a foreign language at a level sufficient for communication and coordination of semantic codes of communication subjects).The obtained data were subjected to content analysis, which made it possible to evaluate the markers of the development of the respondents’ linguistic awareness in the artificial bilingualism conditions and to reveal the level of using a foreign language in communication. In order to statistically confirm the significance of the obtained data, the method of one-factor variance analysis (Fisher’s φ-criterion) was used. A multidimensional procedure of cluster analysis (K-means clustering) was also used, which made it possible to distinguish subsets of the levels of the linguistic awareness development among the respondents of the research project. \u0000Results. The results of the data analysis of the research project proved that the differences between the experimental and control groups of junior high school students in identifying markers of linguistic awareness are reliably significant relative to individual predictors of the logical ordering of speech-thinking dimensions of language awareness (at p ≤ 0.05).Respondents of the experimental group demonstrate better results in listening, understanding the content of oral expression in a familiar everyday context and in communicative competences. The dominance of markers of an average level of linguistic awareness development among younger schoolchildren was also recorded. \u0000Conclusions. In the realities of permanent transformations of the modern information society, bilingualism appears as a predictor of foreign language mastery at a level sufficient for communication and exchange of ideas with other subjects of linguistic activity. Language (and foreign language in particular) is not only a communication tool, but also a way of perceiving, organizing and encoding (or decoding) the surrounding reality. In this context, linguistic awareness is interpreted as an invariant of possible schemes of mastering reality, which is most suitable ","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"134 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77883121","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 : 2023-03-09DOI: 10.31470/2309-1797-2023-33-1-41-71
Valeriy Kykot
Вступ. У статті викладені окремі аспекти дослідження звукового інструментування поезії як системи звукообразів, що належить до синсемантичного образного рівня віршового твору, з огляду на психолінгвістичні експериментальні дослідження, спрямовані на з’ясування семантики та символіки звуку в повсякденному та художньому мовленні, що сприяють повнішій інтерпретації та належному доперекладному аналізові поетичного твору з метою досягнення його адекватного перекладу та якісного аналізу отриманого результату. Методи. Серед основних застосованих методів – структурний та системний аналіз поетичного твору та його перекладу, що включають семантичний, стилістичний, ритміко-інтонаційний, логіко-синтаксичний та інші види аналізу; описовий, пояснювальний та компілятивний із елементами семантико-стилістичного аналізу; зіставний метод для висвітлення актуалізації звукообразів у поетиці зіставлюваних мовокультур; контекстологічний аналіз для дослідження актуалізації звукообразної семантики в межах різних контекстів, а також такий метод психолінгвістичного аналізу як факторний аналіз (метод головних компонент) для визначення особливостей семантики тексту поетичного першотвору й тексту перекладу. Результати. У роботі описано функціональні можливості звукообразів у поетичному творі, релевантні для його інтерпретації, доперекладного аналізу та перекладу; показано механізми функціонування звукообразів, в основі яких лежить звукова символіка, алітерація, звукова імітація, звукові повтори та загалом звукова семантика, чинність якої підтверджена відповідними психолінгвістичними дослідженнями різних років ученими різних країн; виявлено способи перекладу звукообразів поетичних творів з англійської мови на українську та навпаки, а також запропоновано до введення в науковий обіг поняття контекстної звукової семантики, за яким стоїть явище, що є одним із індикаторів повноцінного перекладу. У статті розглянуто низку малоопрацьованих донині питань, що стосуються перекладацького відтворення семантизації звуків, досліджені релевантні для перекладу основні функції звуку, а також деяких інших формотворчих образних компонентів поетичного твору, з огляду на їх малодосліджені аспекти. Звукове інструментування вірша визначено як поєднання евфонічних засобів організації поетичного мовлення, які можуть набувати відповідних значень безпосередньо в поетичному дискурсі та належати до образів-домінант твору. Висновки. До домінантних образів поетичного твору можуть належати звукові образні компоненти вірша, які вимагають під час перекладу функціонального підходу. Задля досягнення адекватного перекладу, під час доперекладного аналізу важливо з’ясувати, яку семантичну чи експресивну функцію та в який спосіб виконує звуковий образ та чи входить він до образів-домінант поетичного твору, щоб відтворювати його з урахуванням значимості в образній ієрархії твору та його образної семантики в конкретному творі й у відповідній мовокультурі, виявленої внаслідок застосування належних методів та результ
{"title":"Семантика звуку в поетичному оригіналі й перекладі","authors":"Valeriy Kykot","doi":"10.31470/2309-1797-2023-33-1-41-71","DOIUrl":"https://doi.org/10.31470/2309-1797-2023-33-1-41-71","url":null,"abstract":"Вступ. У статті викладені окремі аспекти дослідження звукового інструментування поезії як системи звукообразів, що належить до синсемантичного образного рівня віршового твору, з огляду на психолінгвістичні експериментальні дослідження, спрямовані на з’ясування семантики та символіки звуку в повсякденному та художньому мовленні, що сприяють повнішій інтерпретації та належному доперекладному аналізові поетичного твору з метою досягнення його адекватного перекладу та якісного аналізу отриманого результату. \u0000Методи. Серед основних застосованих методів – структурний та системний аналіз поетичного твору та його перекладу, що включають семантичний, стилістичний, ритміко-інтонаційний, логіко-синтаксичний та інші види аналізу; описовий, пояснювальний та компілятивний із елементами семантико-стилістичного аналізу; зіставний метод для висвітлення актуалізації звукообразів у поетиці зіставлюваних мовокультур; контекстологічний аналіз для дослідження актуалізації звукообразної семантики в межах різних контекстів, а також такий метод психолінгвістичного аналізу як факторний аналіз (метод головних компонент) для визначення особливостей семантики тексту поетичного першотвору й тексту перекладу. \u0000Результати. У роботі описано функціональні можливості звукообразів у поетичному творі, релевантні для його інтерпретації, доперекладного аналізу та перекладу; показано механізми функціонування звукообразів, в основі яких лежить звукова символіка, алітерація, звукова імітація, звукові повтори та загалом звукова семантика, чинність якої підтверджена відповідними психолінгвістичними дослідженнями різних років ученими різних країн; виявлено способи перекладу звукообразів поетичних творів з англійської мови на українську та навпаки, а також запропоновано до введення в науковий обіг поняття контекстної звукової семантики, за яким стоїть явище, що є одним із індикаторів повноцінного перекладу. У статті розглянуто низку малоопрацьованих донині питань, що стосуються перекладацького відтворення семантизації звуків, досліджені релевантні для перекладу основні функції звуку, а також деяких інших формотворчих образних компонентів поетичного твору, з огляду на їх малодосліджені аспекти. Звукове інструментування вірша визначено як поєднання евфонічних засобів організації поетичного мовлення, які можуть набувати відповідних значень безпосередньо в поетичному дискурсі та належати до образів-домінант твору. \u0000Висновки. До домінантних образів поетичного твору можуть належати звукові образні компоненти вірша, які вимагають під час перекладу функціонального підходу. Задля досягнення адекватного перекладу, під час доперекладного аналізу важливо з’ясувати, яку семантичну чи експресивну функцію та в який спосіб виконує звуковий образ та чи входить він до образів-домінант поетичного твору, щоб відтворювати його з урахуванням значимості в образній ієрархії твору та його образної семантики в конкретному творі й у відповідній мовокультурі, виявленої внаслідок застосування належних методів та результ","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"47 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77972608","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 : 2023-02-28DOI: 10.31470/2309-1797-2023-33-2-6-28
Bothina Ali Mohammed Hussien
Purpose. The purpose of this study was to gain insight into the potential effects of online Orton-Gillingham-based instruction on improving some reading skills among children identified at risk for dyslexia. Methods. This study employed a quantitative approach using a quasi-experimental, pre-test and post-test and follow up design to investigate the effects of Orton-Gillingham-based instruction on reading comprehension and word recognition among preschool children at risk for dyslexia. Sixty children were chosen. Children received 3 training sessions a week, lasting between 40 and 45 min: (10) minutes for auditory training, (15) minutes for visual training, (10) for motor training and (10) minutes for pairing training. Results. The results indicated that using Orton-Gillingham method increased reading comprehension and word recognition among Arabic-speaking children at risk for dyslexia. Conclusion. Online Orton-Gillingham-based instruction was effective in improving some reading skills among children identified at risk for dyslexia. It is recommended that this method to be incorporated in into the curriculum in order to best-teach children at risk for dyslexia and other LDs. Teachers, particularly who are concerned with teaching reading to those type of children should be equipped with adequate knowledge and information about Orton-Gillingham-based instruction.
{"title":"Using Online Orton-Gillingham Lessons to Teach Reading Comprehension and Word Recognition to Preschool Children at Risk for Dyslexia","authors":"Bothina Ali Mohammed Hussien","doi":"10.31470/2309-1797-2023-33-2-6-28","DOIUrl":"https://doi.org/10.31470/2309-1797-2023-33-2-6-28","url":null,"abstract":"Purpose. The purpose of this study was to gain insight into the potential effects of online Orton-Gillingham-based instruction on improving some reading skills among children identified at risk for dyslexia. \u0000Methods. This study employed a quantitative approach using a quasi-experimental, pre-test and post-test and follow up design to investigate the effects of Orton-Gillingham-based instruction on reading comprehension and word recognition among preschool children at risk for dyslexia. Sixty children were chosen. Children received 3 training sessions a week, lasting between 40 and 45 min: (10) minutes for auditory training, (15) minutes for visual training, (10) for motor training and (10) minutes for pairing training. \u0000Results. The results indicated that using Orton-Gillingham method increased reading comprehension and word recognition among Arabic-speaking children at risk for dyslexia. \u0000Conclusion. Online Orton-Gillingham-based instruction was effective in improving some reading skills among children identified at risk for dyslexia. It is recommended that this method to be incorporated in into the curriculum in order to best-teach children at risk for dyslexia and other LDs. Teachers, particularly who are concerned with teaching reading to those type of children should be equipped with adequate knowledge and information about Orton-Gillingham-based instruction.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"12 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77057729","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 : 2023-02-25DOI: 10.31470/2309-1797-2023-33-2-145-174
Mawardin Said Muhammad, Ferry Rita, Sri Arfani
Purpose. This manuscript is a result of a research that aims at identifying Constraints Based Behaviours in EFL (English as a Foreign Language) Mastery. Methods and procedure. This scientific research result manuscript has data obtained descriptively and analysed qualitativelyso that qualitative descriptive method is used. Graduade students of English Education Study Program, Faculty of Teacher Training and Education as its subjects have to do real behaviours for overcoming the constraints to master the EFL that has been learnt to decode and encode messages for having solution of problem through activities that have not been realized because of the constraints. Its specific target is realization of the university students’ behaviours supporting their English competence/knowledge and performance/skill. They have to realize main points of activities based on their problems in learning that foreign language to be behaviours based on the constraints in mastering that international language. This is to identify the students’ constraints to hopefully be overcome by the English education students and lecturers. The students are intended to freely use their English so that they do have the foreign language skills: receptive and productive skills. Results. Resultsof the research indicate thatthe English education students sometimes learn English, use/produce it so that they can understand/comprehend it, develop their skills, and always improve their English. English skill that they master most is Reading. They master oral English more than visual one and most of them do English speaking skill/activities and they in mastering the English have most constraints on reading skill. Conclutions. English education students experienced most constraints on Reading Skill, have behaviours for overcaming the constraints, and then can master most that skill. Thus, constraints based behaviours of English education students in EFL mastery are identified through their experiences consistently.
{"title":"Constraints Based Behaviours in EFL Mastery of English Education Students","authors":"Mawardin Said Muhammad, Ferry Rita, Sri Arfani","doi":"10.31470/2309-1797-2023-33-2-145-174","DOIUrl":"https://doi.org/10.31470/2309-1797-2023-33-2-145-174","url":null,"abstract":"Purpose. This manuscript is a result of a research that aims at identifying Constraints Based Behaviours in EFL (English as a Foreign Language) Mastery. \u0000Methods and procedure. This scientific research result manuscript has data obtained descriptively and analysed qualitativelyso that qualitative descriptive method is used. Graduade students of English Education Study Program, Faculty of Teacher Training and Education as its subjects have to do real behaviours for overcoming the constraints to master the EFL that has been learnt to decode and encode messages for having solution of problem through activities that have not been realized because of the constraints. Its specific target is realization of the university students’ behaviours supporting their English competence/knowledge and performance/skill. They have to realize main points of activities based on their problems in learning that foreign language to be behaviours based on the constraints in mastering that international language. This is to identify the students’ constraints to hopefully be overcome by the English education students and lecturers. The students are intended to freely use their English so that they do have the foreign language skills: receptive and productive skills. \u0000Results. Resultsof the research indicate thatthe English education students sometimes learn English, use/produce it so that they can understand/comprehend it, develop their skills, and always improve their English. English skill that they master most is Reading. They master oral English more than visual one and most of them do English speaking skill/activities and they in mastering the English have most constraints on reading skill. \u0000Conclutions. English education students experienced most constraints on Reading Skill, have behaviours for overcaming the constraints, and then can master most that skill. Thus, constraints based behaviours of English education students in EFL mastery are identified through their experiences consistently.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"26 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74719883","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 : 2023-02-21DOI: 10.31470/2309-1797-2023-33-2-114-144
N. Mykhalchuk, Pavlo Levchuk, E. Ivashkevych, Alexander Nabochuk
The purpose of the article is to study lexical units, with the help of which it becomes possible to build up the models of multilingualism, which are dominant among the population on the territory of Western Ukraine. Methods. Theoretical methods – categorical and structurally-functional analysis of the texts, the methods of systematization, modeling, generalization; empirical ones – the analysis of lexical units, the experiment. For the purpose of studying the models of multilingualism we used “The Methodology of studying the models of multilingualism on the territory of Western Ukraine (by the influence of Russian, English and German” (Mykhalchuk & Ivashkevych, 2022). Results. Dynamic models of multilingualism on the territory of Western Ukraine are: the Model of Balanced Ambilingualism and the Model of Unbalanced or Asymmetric Bilingualism. There are two types of Balanced Ambilingualism: (1) the Model of Ambilingual Balanced Bilingualism. It emphasizes that both language systems are developed to the highest level of perfect mastery of the language as mastering a native one; (2) the Model of Non-Ambilingual Balanced Bilingualism implies that both language systems aren’t at the same level of their development. Unbalanced or Asymmetric Bilingualism is presented by two sub-models: (1) Transitional Bilingualism; (2) Stable Dominant Multilingualism. Conclusions. Any multilingual system is not reduced to the summation of different monolingual systems. Multilingual psycholinguistic systems of the person are open ones. The bilingual’s metalinguistic abilities show a strengthening effect when the person is studying not only the second, but also the third or more languages. Accumulating such advantages as cognitive variability (mobility), metalinguistic abilities, metapragmatic and sociocultural “awareness”, multilinguals also accumulate some disadvantages: a deficit in the level of language proficiency due to interlanguage interactions; limitations in language acquisition and language efforts.
{"title":"Dynamic Models of Multilingualism on the Territory of Western Ukraine","authors":"N. Mykhalchuk, Pavlo Levchuk, E. Ivashkevych, Alexander Nabochuk","doi":"10.31470/2309-1797-2023-33-2-114-144","DOIUrl":"https://doi.org/10.31470/2309-1797-2023-33-2-114-144","url":null,"abstract":"The purpose of the article is to study lexical units, with the help of which it becomes possible to build up the models of multilingualism, which are dominant among the population on the territory of Western Ukraine. \u0000Methods. Theoretical methods – categorical and structurally-functional analysis of the texts, the methods of systematization, modeling, generalization; empirical ones – the analysis of lexical units, the experiment. For the purpose of studying the models of multilingualism we used “The Methodology of studying the models of multilingualism on the territory of Western Ukraine (by the influence of Russian, English and German” (Mykhalchuk & Ivashkevych, 2022). \u0000Results. Dynamic models of multilingualism on the territory of Western Ukraine are: the Model of Balanced Ambilingualism and the Model of Unbalanced or Asymmetric Bilingualism. There are two types of Balanced Ambilingualism: (1) the Model of Ambilingual Balanced Bilingualism. It emphasizes that both language systems are developed to the highest level of perfect mastery of the language as mastering a native one; (2) the Model of Non-Ambilingual Balanced Bilingualism implies that both language systems aren’t at the same level of their development. Unbalanced or Asymmetric Bilingualism is presented by two sub-models: (1) Transitional Bilingualism; (2) Stable Dominant Multilingualism. \u0000Conclusions. Any multilingual system is not reduced to the summation of different monolingual systems. Multilingual psycholinguistic systems of the person are open ones. The bilingual’s metalinguistic abilities show a strengthening effect when the person is studying not only the second, but also the third or more languages. Accumulating such advantages as cognitive variability (mobility), metalinguistic abilities, metapragmatic and sociocultural “awareness”, multilinguals also accumulate some disadvantages: a deficit in the level of language proficiency due to interlanguage interactions; limitations in language acquisition and language efforts.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"75 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79495811","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 : 2023-02-20DOI: 10.31470/2309-1797-2023-33-2-217-237
Khansaa Hassan Al-Bahadli, L. H. Al-Obaydi, M. Pikhart
Purpose. Project-based learning (PBL) is a student-centered environment that emphasizes a dynamic classroom approach. It is founded on the idea that students gain a deeper understanding by actively tackling difficulties and issues from the real world. Students gain knowledge in a subject by devoting a significant amount of time to researching and solving a challenging question or interesting issue. Methods & Procedure. PBL was used in online classes during the pandemic of COVID-19. The study concentrated on projects that were created by students themselves under the guidance of teachers with the aim of determining their impact on their communication, engagement, motivation, and academic accomplishment in L2 acquisition context. The sample of the study that consisted of 100 EFL college students deployed this methodology in their weekly lectures. Results. The results show that PBL can have some positive effect on the entire spectrum of parameters under consideration as well as have a substantial impact on communication, engagement, motivation, and academic performance in online education. The findings clearly show that PBL can be a useful methodology for L2 acquisition and can provide students with various challenging activities and topics that increase their motivation and engagement, and thus, academic achievement.
{"title":"The Impact of the Online Project-Based Learning on Students’ Communication, Engagement, Motivation, and Academic Achievement","authors":"Khansaa Hassan Al-Bahadli, L. H. Al-Obaydi, M. Pikhart","doi":"10.31470/2309-1797-2023-33-2-217-237","DOIUrl":"https://doi.org/10.31470/2309-1797-2023-33-2-217-237","url":null,"abstract":"Purpose. Project-based learning (PBL) is a student-centered environment that emphasizes a dynamic classroom approach. It is founded on the idea that students gain a deeper understanding by actively tackling difficulties and issues from the real world. Students gain knowledge in a subject by devoting a significant amount of time to researching and solving a challenging question or interesting issue. \u0000Methods & Procedure. PBL was used in online classes during the pandemic of COVID-19. The study concentrated on projects that were created by students themselves under the guidance of teachers with the aim of determining their impact on their communication, engagement, motivation, and academic accomplishment in L2 acquisition context. The sample of the study that consisted of 100 EFL college students deployed this methodology in their weekly lectures. \u0000Results. The results show that PBL can have some positive effect on the entire spectrum of parameters under consideration as well as have a substantial impact on communication, engagement, motivation, and academic performance in online education. The findings clearly show that PBL can be a useful methodology for L2 acquisition and can provide students with various challenging activities and topics that increase their motivation and engagement, and thus, academic achievement.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"16 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83902186","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 : 2023-02-15DOI: 10.31470/2309-1797-2023-33-1-105-131
N. Savelyuk, Viktor Kotsur, Oksana Kikinezhdi, Alina Saik
Мета. Емпірична експлікація та інтерпретація психосемантичних структур вербалізованих образів “жінки в українській політиці” (“успішна” та “неуспішна”) у ґендерному ракурсі порівняльного аналізу. Методи та методики дослідження. У прoцесі дoслідження системно викoристoвувaлися: (1) теoретичні метoди – aнaліз наукової літерaтури, синтез, інтерпретація та узагальнення дaних; (2) емпіричні методи – математичне шкалювання вербальних стимулів “успішна в українській політиці жінка” (перший етап дослідження) та “неуспішна в українській політиці жінка” (другий етап дослідження) із застосуванням стандартного семантичного диференціалу Ч. Осгуда; (3) метoди мaтемaтичнoї стaтистики – первинний статистичний аналіз кількісних даних, критерій Колмогорова-Смірнова, непараметричний критерій U Манна-Вітні. Результати. На основі факторного аналізу та інтерпретації його результатів у загальній вибірці констатовано більшу когнітивну складність вербалізованого образу “успішної в українській політиці жінки”, порівняно з образом “неуспішної в українській політиці жінки”. На першому етапі дослідження у субвибірці дівчат як домінантний виокремлено психосемантичний фактор “Моральна атрактивність”, у субвибірці юнаків – “Впливовий розум”. Це проінтерпретовано як мовленнєва проєкція “материнських” (фемінних) рис на узагальнений образ успішної жінки-політикині у студенток та “батьківських” (маскулінних) якостей – у студентів. На другому етапі в обох субвибірках як провідний експліковано більш гетерогенний фактор “Загальна неприйнятність”. Незважаючи на однакову назву, відмінності між окремими його дескрипторами у субвибірках дали змогу констатувати ґендерні особливості, зокрема прояви ейджизму в юнаків. Також виявлено й описано контраверсійність між свідомими вербальними характеристиками та латентними ґендерними стереотипами дослідженої студентської молоді. Висновки. Якісний та кількісний порівняльний аналіз психосемантичних структур, експлікованих у сформованих за статевим критерієм субвибірках, дав змогу обґрунтувати й розкрити вікові та ґендерні особливості студентства, які виявляються в його політично орієнтованій мовленнєвомовній активності.
{"title":"Вербалізовані студентською молоддю образи “жінки в українській політиці”","authors":"N. Savelyuk, Viktor Kotsur, Oksana Kikinezhdi, Alina Saik","doi":"10.31470/2309-1797-2023-33-1-105-131","DOIUrl":"https://doi.org/10.31470/2309-1797-2023-33-1-105-131","url":null,"abstract":"Мета. Емпірична експлікація та інтерпретація психосемантичних структур вербалізованих образів “жінки в українській політиці” (“успішна” та “неуспішна”) у ґендерному ракурсі порівняльного аналізу. \u0000Методи та методики дослідження. У прoцесі дoслідження системно викoристoвувaлися: (1) теoретичні метoди – aнaліз наукової літерaтури, синтез, інтерпретація та узагальнення дaних; (2) емпіричні методи – математичне шкалювання вербальних стимулів “успішна в українській політиці жінка” (перший етап дослідження) та “неуспішна в українській політиці жінка” (другий етап дослідження) із застосуванням стандартного семантичного диференціалу Ч. Осгуда; (3) метoди мaтемaтичнoї стaтистики – первинний статистичний аналіз кількісних даних, критерій Колмогорова-Смірнова, непараметричний критерій U Манна-Вітні. \u0000Результати. На основі факторного аналізу та інтерпретації його результатів у загальній вибірці констатовано більшу когнітивну складність вербалізованого образу “успішної в українській політиці жінки”, порівняно з образом “неуспішної в українській політиці жінки”. На першому етапі дослідження у субвибірці дівчат як домінантний виокремлено психосемантичний фактор “Моральна атрактивність”, у субвибірці юнаків – “Впливовий розум”. Це проінтерпретовано як мовленнєва проєкція “материнських” (фемінних) рис на узагальнений образ успішної жінки-політикині у студенток та “батьківських” (маскулінних) якостей – у студентів. На другому етапі в обох субвибірках як провідний експліковано більш гетерогенний фактор “Загальна неприйнятність”. Незважаючи на однакову назву, відмінності між окремими його дескрипторами у субвибірках дали змогу констатувати ґендерні особливості, зокрема прояви ейджизму в юнаків. Також виявлено й описано контраверсійність між свідомими вербальними характеристиками та латентними ґендерними стереотипами дослідженої студентської молоді. \u0000Висновки. Якісний та кількісний порівняльний аналіз психосемантичних структур, експлікованих у сформованих за статевим критерієм субвибірках, дав змогу обґрунтувати й розкрити вікові та ґендерні особливості студентства, які виявляються в його політично орієнтованій мовленнєвомовній активності.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"19 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81631941","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 : 2023-02-03DOI: 10.31470/2309-1797-2023-33-1-26-40
A. Alshahrani
Purpose. The aim of this study was to investigate the contribution of rapid automatized naming skills (RAN) and phonological awareness (PA) to Arabic language reading fluency(RF). Methods. A quantitative, cross-sectional and descriptive method was employed, with the main focus on the contribution of rapid automatized naming skills and phonological awareness to Arabic language reading fluency. A cross-sectional study was performed for all children in six prim art schools located in Makka. A convenience sampling method was used to recruit children. For children to be included in this study, there were some criteria: (a) to have no academic or developmental disabilities; (b) Both gender (males and females). Questionnaires were distributed to the children with the help of classroom teachers. All questions must be answered and responded to. A total of 360 participants aged 6–10 years took part in this study: 280 males (77.7%, age mean = 8.9, SD = 3.27), and 80 females (22.3%, age mean = 9.2, SD = 2.44). Results. The first main finding of the current research is that the correlations between RAN, PA and reading fluency were significant. In the final model, PA was directly and positively predictive of RAN (β = 0.664, p = 0.000) and RAN was directly and strongly related to RF (β = 0.623, p = 0.000). PA explained 52.3% of variance of RF. RAN explained 51.8% of variance of RF. PA and RAN together explained 69.9% of variance of RF. Conclusions. The findings of this study add to our knowledge of the contribution of PA and RAN to RF, as well as the complex intralingual relationship between PA and RAN.
目的。本研究的目的是探讨快速自动命名技能(RAN)和语音意识(PA)对阿拉伯语阅读流畅性(RF)的贡献。方法。采用定量、横断面和描述性方法，主要关注快速自动化命名技能和语音意识对阿拉伯语阅读流畅性的贡献。对位于Makka的六所艺术学校的所有儿童进行了横断面研究。采用方便抽样方法招募儿童。要纳入这项研究的儿童，有一些标准:(a)没有学业或发育障碍;(b)两性(男性和女性)。在课堂老师的帮助下，向孩子们分发了调查问卷。所有的问题都必须得到回答和回应。共有360名6-10岁的参与者参加了本研究，其中男性280人(77.7%，年龄平均= 8.9,SD = 3.27)，女性80人(22.3%，年龄平均= 9.2,SD = 2.44)。结果。本研究的第一个主要发现是RAN、PA和阅读流畅性之间的相关性是显著的。在最终的模型中，PA与RAN直接呈正相关(β = 0.664, p = 0.000)， RAN与RF直接强相关(β = 0.623, p = 0.000)。PA解释了52.3%的RF方差。RAN解释了51.8%的RF方差。PA和RAN共同解释了RF方差的69.9%。结论。这项研究的发现增加了我们对PA和RAN对RF的贡献的认识，以及PA和RAN之间复杂的语内关系。
{"title":"The Contribution of Rapid Automatized Naming Skills and Phonological Awareness to Arabic Language Reading Fluency: A Path Analysis","authors":"A. Alshahrani","doi":"10.31470/2309-1797-2023-33-1-26-40","DOIUrl":"https://doi.org/10.31470/2309-1797-2023-33-1-26-40","url":null,"abstract":"Purpose. The aim of this study was to investigate the contribution of rapid automatized naming skills (RAN) and phonological awareness (PA) to Arabic language reading fluency(RF). \u0000Methods. A quantitative, cross-sectional and descriptive method was employed, with the main focus on the contribution of rapid automatized naming skills and phonological awareness to Arabic language reading fluency. A cross-sectional study was performed for all children in six prim art schools located in Makka. A convenience sampling method was used to recruit children. For children to be included in this study, there were some criteria: (a) to have no academic or developmental disabilities; (b) Both gender (males and females). Questionnaires were distributed to the children with the help of classroom teachers. All questions must be answered and responded to. A total of 360 participants aged 6–10 years took part in this study: 280 males (77.7%, age mean = 8.9, SD = 3.27), and 80 females (22.3%, age mean = 9.2, SD = 2.44). \u0000Results. The first main finding of the current research is that the correlations between RAN, PA and reading fluency were significant. In the final model, PA was directly and positively predictive of RAN (β = 0.664, p = 0.000) and RAN was directly and strongly related to RF (β = 0.623, p = 0.000). PA explained 52.3% of variance of RF. RAN explained 51.8% of variance of RF. PA and RAN together explained 69.9% of variance of RF. \u0000Conclusions. The findings of this study add to our knowledge of the contribution of PA and RAN to RF, as well as the complex intralingual relationship between PA and RAN.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"4 Suppl 1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76316252","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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