Journal of Psycholinguistic Research最新文献

This study, the first of the kind in the field of English for specific purposes, examined direct and indirect relationships among English language proficiency, English public speaking (EPS) motivation, motivational intensity, self-efficacy, and EPS achievement. The sample consisted of 189 non-English-major students. The final structural equation model yielded an acceptable fit to the data and explained 23.4% of the variance in EPS achievement. English language proficiency and EPS self-efficacy had both direct and indirect (via, respectively, self-efficacy and motivational intensity) impacts on EPS performance. Ought-to self emerged as the strongest contributor to explaining motivation (R² = .90), followed by learning experience (R² = .57), and ideal self (R² = .32). Implications are discussed.

This article was aimed to study the demonstration of urban images as topographic or background effects for depicting the social reality of life in large megacities. The research considered four literary works of Japanese and Chinese writers, namely the manga 'Hanzawa Naoki' (2020) by Jun Ikeido, the novel 'Convenience Store Woman' (2016) by Sayaka Murata, the manga 'Tokyo Ghoul' (2011) by Sui Ishida, and the Chinese novel 'Northern Girls' (2004) by Sheng Keyi. It was found that each literary work demonstrated the symbolism of the urban platform, on which specific cultural and social rules were formed (in the Japanese sense, the term 'joshiki' was used). So, there was a certain transformation of the Japanese traditional worldview to a mutually beneficial life activity, which can lead to marginalization. The study results also showed that the folklore images of Japanese yokai have transformed in the fantasy genre as metaphorical social roles that lack a sense of tolerance and liberality in the context of modern society.

Intangible cultural heritage (ICH) terms are unique expressions of cultural knowledge and practices that are deeply rooted in a particular region or community. Accurately translating ICH terms is crucial for sharing this knowledge and promoting cross-cultural understanding. However, the complex nature of ICH terms, including their regional and cultural specificity, means that mistranslations can easily occur during the translation process. In addition to linguistic and cultural barriers, psychological factors can also impact the accuracy of translations. Translation psychology, a new discipline that examines the psychological process of bilingual conversion and its cognitive mechanisms, can provide insights into the translation of ICH terms. This paper proposes an information processing model of translating ICH terms based on translation psychology, which examines the psychological processes of translators during the translation of Chinese ICH terms into English. Through questionnaires and translation exercises, the study compares and analyzes the psychological activity process of the translators, verifies the expression of translation psychology in the translation of ICH terms, and identifies the characteristics of students' translations. The study's subjects were non-English major sophomores with diverse academic backgrounds, randomly sampled from a representative polytechnic university in Guangdong. The findings of this study are significant for improving the quality of translations and promoting cross-cultural understanding of ICH terms. By understanding the psychological factors involved in the translation of ICH terms, we can overcome language and cultural barriers and accurately convey the rich cultural heritage embodied in these terms.

Relative clause (RC) production has been a major tool used for understanding language production mechanism in experimental linguistics. The present study analyzes language production mechanisms in Turkish by utilizing animacy effect on RC production. A picture description task was applied to two participant groups. The data were combined and analyzed to see how animacy influenced RC formation. The outcomes were also compared to the distributions of RC use in corpus data. Both participant and corpus data demonstrated significant level of passivization for RCs with animate heads, strongly affirming the grammatical function assignment proposal by Bock and Warren (Cognition 21(1):47-67, 1985) as well as the premise of Production-Distribution-Comprehension account (MacDonald in Front Psychol 4:226, 2013), emphasizing the relationship between language production mechanisms and typology. However, the corpus data were observed to have higher numbers of passivization with animate condition. Accordingly, a coarse comparison of the participant RC production proportions in the current study with some other crosslinguistic research suggests that some language-specific or discourse-related interventions can also compete with the animacy accessibility during the sentence planning procedure, which needs an extra inquiry especially in Turkish language.

The study analyzed modern e-learning and flipped classroom methods in inclusive education, focusing on their impact on motivation, academic performance, and the effectiveness of the educational process. The experiment involved 648 first- and second-year students from Abai Kazakh National Pedagogical University, the Elabuga Institute (Branch) of Kazan Federal University, and I.M. Sechenov First Moscow State Medical University. According to the survey conducted in the first phase, 66% of students reported using e-learning and flipped classroom methods, while 34% indicated that these methods were not employed. Furthermore, 50% of respondents rated the development of these methods in their universities as low, suggesting a lack of attention, familiarity among teachers, or reluctance to adopt them. To study the psychopathology of language and cognitive functions among children with special needs, the authors used the ASEBA questionnaire algorithm. It allowed for a survey among children from specialized classes, mixed classes (E-learning and flipped classroom), and control classes. Each group consisted of 50 people, there were three classes in each category. The ASEBA questionnaire revealed information about various aspects of the psychological functioning of children, including their behavior, emotional state, social adaptation, as well as problems with language and communication. The use of the questionnaire in different types of classes helped to compare the results between groups and identify features and differences in the psychopathology of language and cognitive functions in children with special needs. The findings can contribute to a deeper understanding of the psychopathology of language and cognitive functions in this category of children.

Across languages, certain phonological patterns are preferred to others (e.g., blog > lbog). But whether such preferences arise from abstract linguistic constraints or sensorimotor pressures is controversial. We address this debate by examining the constraints on doubling (e.g., slaflaf, generally, XX). Doubling demonstrably elicits conflicting responses (aversion or preference), depending on the linguistic level of analysis (phonology vs. morphology). Since the stimulus remains unchanged, the shifting responses imply abstract constraints. Here, we ask whether these constraints apply online, in eye movements. Experiment 1 shows that, in bare phonological forms, doubling is dispreferred, and correspondingly it elicits shorter fixations. Remarkably, when doubling signals morphological plurality, the aversion shifts into preference, in Experiment 2. Our results demonstrate for the first time that the constraints on doubling apply online. These findings are consistent with the hypothesis that phonological knowledge arises, in part, from an abstract linguistic source.

Vocabulary knowledge greatly affects writing performance (Stæhr in Lang Learn J 36:139-152, 2008; Johnson in Tesol J 7:700-715 2016), but little is known about the relative contribution of different dimensions of vocabulary knowledge to reading-to-write performance. The current study attempted to investigates the contribution of receptive/orthographic (RecOrth) vocabulary knowledge, productive/orthographic knowledge (ProOrth), productive/phonological (ProPhon) vocabulary knowledge and depth of vocabulary knowledge to reading-to-write scores. For this purpose, 154 Chinese English as foreign language (EFL) learners took a battery of vocabulary knowledge tests and a reading-to-write test. The extent to which vocabulary at different word frequencies predicted reading-to-write was also investigated. The results of regression indicated that ProOrth academic level, vocabulary depth, and RecOrth 2, 000 frequency level explained 40.2% of the reading-to-write score variance. Among the high-performing group, ProOrth academic and vocabulary depth were predictive of the reading-to-write score, while only ProOrth academic vocabulary explained the variance in the reading-to-write score for the low-performing group. The findings reveal the important relationship among dimensions of vocabulary knowledge and reading-to-write and stress the need for systematic vocabulary instruction.