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In this paper, I examine the Literary Chinese reflexive zì, which exhibits a crosslinguistically uncommon pattern: it performs both anaphoric and emphatic uses in adverbial position. I show that it has several uses: signalling coreference between the subject and the object, the object's possessor or the topic or focus of a complement clause, emphasising that the subject's identity, and indicating that the event affected the subject itself or had no external cause. I argue against categorically dividing these uses into anaphoric and emphatic uses. I propose four properties to unify the various uses: the referent of zì is centrally relevant to the event denoted by the predicate, coreferential with the subject, unexpected in its role in the event, and often contrasts with an alternative referent that may play same role. I compare my account to properties of reflexives in other languages, and argue that zì only partially supports Levinson's (Levinson, Stephen C. 1991. Pragmatic reduction of the binding conditions revisited. Journal of Linguistics 27(1). 107–161) theory of the development of anaphoric reflexives from emphatics. [ABSTRACT FROM AUTHOR]

The paper contributes to the typology of encoding motion events by highlighting the role of the verbal root meaning in lexicalization of motion. We focus on lexical semantics of the verbs of falling, which we study on a sample of 42 languages using the frame-based approach to lexical typology. We show that, along with downward motion, the verbs of falling regularly denote adjacent situations; and vice versa, the idea of downward motion is systematically conveyed by verbs from adjacent semantic fields. These findings challenge the application of the classical parameters of motion events (e.g. Path) to any given motion event description and offer new insights into the understanding of lexicalization patterns in general. [ABSTRACT FROM AUTHOR]

This paper explores clauses of substitution (e.g. instead of relaxing on the beach, he went to a concert) in a sample of forty-six languages. It is shown that clauses of substitution marked with monofunctional conjunctions or monofunctional converbs may not occur with standard negative markers. Clauses of substitution appearing with polyfunctional conjunctions or polyfunctional converbs may occur with obligatory standard negative markers. In these cases, negation shows a negative import as an effect of compositional interpretation. Interestingly, there are languages in which clauses of substitution marked with monofunctional clause-linking devices may occur with optional negative markers. In this scenario, the presence or absence of the negative marker does not change the adverbial relation holding between clauses. Instead, it seems to have an expressive- evaluative layer of semantic interpretation. When the negative marker is present in the clause of substitution, it indicates that the situation was not surprising. When the negative marker is absent, the situation must be understood as surprising. [ABSTRACT FROM AUTHOR]

This paper discusses the main elements that account for effective aeronautical communication in multicultural contexts and identifies approaches that can offer support to these elements. Most exchanges are performed by people from different linguacultural backgrounds and, although Aviation English is the language to be used in operations, communication dynamics are supposed to require skills that go beyond language proficiency. Data were collected from a questionnaire answered by experienced pilots flying in international airspace, and results were analyzed both from a quantitative and a qualitative perspective. The main findings show some of the challenges faced by pilots who are non-native speakers of English regarding elements that should be observed in training practices. [ABSTRACT FROM AUTHOR]

Let Wτ (X) be the set of all terms of type τ. Any element of the power set P(Wτ (X)) is called a tree language. In this paper, we define a new binary associative operation ·ij on P(Wτ (X)) and so a new semigroup is obtained. We study the algebraic structures of such a semigroup including idempotent elements, regular elements, and Green's relations. [ABSTRACT FROM AUTHOR]

In the process of learning a foreign language for specific purposes, the most suitable, adequate, and innovative approaches are constantly being sought, concerning how and which/what additional (supplementary) materials contribute to more effective 1) subject and 2) language content learning, as well as concerning easy knowledge transfer - from the native to the foreign language. The following paper examines the importance of various content components and illustrative materials as supporting engineering students’ foreign language teaching and learning. By means of an exploratory survey (survey card), the opinion of the students was collected and analyzed, which is indicative of the materials suitable for application in a working environment in their relation with the conceptual apparatus in the studied material in the native and foreign languages. [ABSTRACT FROM AUTHOR]

The aim of this paper is to study the poetic language of the Cantares de Dzitbalché. Despite its importance in the literary field, the texts contained in this Maya manuscript have received little interest from the rhetorical point of view. However, the use of parallelisms and other figures of semantic deepening make this work a masterful example of Maya poetry. Likewise, it is possible to observe in the texts an influence of the Hispanic tradition at the morphosyntactic and thematic level, which will also be analyzed and discussed throughout the work. [ABSTRACT FROM AUTHOR]

Bounded rationality gets a bad rap in epistemology. It is argued that theories of bounded rationality are overly context‐sensitive; conventionalist; or dependent on ordinary language (Carr, 2022; Pasnau, 2013). In this paper, I have three aims. The first is to set out and motivate an approach to bounded rationality in epistemology inspired by traditional theories of bounded rationality in cognitive science. My second aim is to show how this approach can answer recent challenges raised for theories of bounded rationality. My third aim is to clarify the role of rational ideals in bounded rationality. [ABSTRACT FROM AUTHOR]

In this paper, we report on data from 40 middle and secondary school mathematics teachers and teacher candidates as they begin to articulate the intersection of language-friendly pedagogy, mathematics teaching, and a multilingual technological tool by way of a two-hour introductory workshop. We use an Anthropological Theory of the Didactic which recognises that mathematics instruction and language instruction are done differently under distinct institutional conditions (curriculum, culture, language, etc.) to analyse our data. Our findings suggest that teachers' beliefs and perspectives regarding their multilingual students guide their choices about how to use a powerful digital multilingual platform to either remediate what they perceive as deficits in their students or leverage the assets of multilingual learners. [ABSTRACT FROM AUTHOR]

In topological modal logic, it is well known that the Cantor derivative is more expressive than the topological closure, and the 'elsewhere', or 'difference', operator is more expressive than the 'somewhere' operator. In 2014, Kudinov and Shehtman asked whether the combination of closure and elsewhere becomes strictly more expressive when adding the Cantor derivative. In this paper we give an affirmative answer: in fact, the Cantor derivative alone can define properties of topological spaces not expressible with closure and elsewhere. To prove this, we develop a novel theory of morphisms which preserve formulas with the elsewhere operator. [ABSTRACT FROM AUTHOR]

The genitourinary syndrome of menopause (GSM) has been proposed as a diagnosis by a consensus of clinicians and investigators. Our purpose for this paper is to review extant evidence about: 1) the breadth of symptoms and symptom clusters as related to the syndrome; 2) the prevalence of GSM (includes vulvar and vaginal atrophy); 3) factors that are associated with, predict, or explain the syndrome; and 4) what should be pursued for expanding meaningful evidence. Within recent literature, we found a wide range of prevalence estimates, likely a function of the differing populations studied, study design, and methods of data collection. Factors related to the prevalence of GSM included age and aging; reproductive aging stage; hormones, especially estrogen; and culture and language. We recommend further specification of diagnostic criteria for GSM; clarification of urinary symptoms in GSM; use of longitudinal study designs; validation of GSM-related measures; exploration of cultural equivalence of GSMmeasures; and assessing biases in completed research. [ABSTRACT FROM AUTHOR]

Microaggression has recently gained prominence. It is a psychological construct that examines everyday slights experienced by marginalized groups. While much of the research has stemmed from the United States and has focused on race, gender, and sexuality, very few studies have investigated ways in which complex and overlapping identities involving language, religion, and caste/class intersect in cross-cultural workplace settings in the Global South. This study fills this gap by exploring a minoritized group carrying a 'double discrimination' burden due to their religion and socio-economic historical class background. It examines in what ways, if any, Indian Meos experience microaggressions in cross-cultural workplace settings. In doing so, it extends research that remains understudied. One of the criticisms against microaggression studies is their reliance on self-reporting and recall of past instances, thus lacking validity. This paper proposes conversation analysis as a useful approach offering an empirically grounded analysis of microaggression in action. [ABSTRACT FROM AUTHOR]

The Welsh Government's Welsh language strategy, Cymraeg: A million Welsh speakers [Welsh Government. 2017a. Cymraeg 2050: A Million Welsh Speakers. Cardiff: Welsh Government], aims to increase the numbers of Welsh speakers to one million by 2050. The creation of new Welsh speakers and immersion education form an integral part of the Welsh Government's language revitalisation strategy and this study revisits new Welsh speakers from the Rhymney Valley, South Wales in 2016/2017 a decade on from the 2006 research study [Hodges, R. 2009. "Welsh Language Use Among Young People in the Rhymney Valley." Contemporary Wales 22: 16–35. http://www.ingentaconnect.com/content/uwp/cowa/2009/00000022/00000001/art00004]. This longitudinal research provides further insights into their continuing language journeys, and indicates there has been a sustained reduction in this group's use of Welsh by 2016/2017 due to factors relating to fluency, confidence and a lack of opportunities to use Welsh. However, the results indicate that new speakers play an important role in influencing family language transmission and in increasing language awareness within the workplace. This paper calls for further longitudinal research on new Welsh speakers' language journeys so that this group may be appropriately supported as they make a crucial contribution to language revitalisation in Wales. [ABSTRACT FROM AUTHOR]

This paper examines the perceptual threshold in patterns of tonal timing (alignment) of Falling versus Low tones. The results indicate a remarkable sensitivity among the listeners. In a perception experiment with 30 participants, we tested how native speakers of the West Nilotic language Nuer responded to stimuli in which the timing of the F0 fall that distinguishes Low versus Fall following a High target is manipulated. We measured the threshold for the responses to shift tone perception from 25% to 75%. The results show that listeners only needed an average of 19 ms to differentiate between the melodic shapes and as little as 13 ms for one item. Perceptual sensitivity this fine-grained is not expected based on what is known about the Just Noticeable Difference (JND) from previous studies. Results from non-tonal languages report a sensitivity threshold for tonal timing of at least 50 ms at category boundaries. This difference suggests that whether or not subjects speak a tone language may be a determining factor in their JND. [ABSTRACT FROM AUTHOR]

Given the centrality of language in human life, scholars and others have long been interested in whether and how languages might influence thought. This paper describes a line of anthropological research on this issue that moves from a structural comparison of number marking in American English and Yucatec Maya to an assessment of associated cognitive effects on classification and memory, to an exploration of the functional factors involved in the emergence of new language-thought connections in middle childhood, and then finally to a consideration of related functional issues surrounding language standardization, literacy, and schooling. Throughout, the research utilizes a multilevel theoretical framing that emphasizes the contributions of the various subfields of anthropology, and it highlights key methodological challenges not only to design effective research but also to address the reflexive challenges of having our own language categories affect our understanding of other languages and of our experience more generally. [ABSTRACT FROM AUTHOR]

Background Music is an integral part of our lives and is often played in public places like restaurants. People exposed to music that contained alcohol-related lyrics in a bar scenario consumed significantly more alcohol than those exposed to music with less alcohol-related lyrics. Existing methods to quantify alcohol exposure in song lyrics have used manual annotation that is burdensome and time intensive. In this paper, we aim to build a deep learning algorithm (LYDIA) that can automatically detect and identify alcohol exposure and its context in song lyrics. Methods We identified 673 potentially alcohol-related words including brand names, urban slang, and beverage names. We collected all the lyrics from the Billboard's top-100 songs from 1959 to 2020 (N = 6110). We developed an annotation tool to annotate both the alcohol-relation of the word (alcohol, non-alcohol, or unsure) and the context (positive, negative, or neutral) of the word in the song lyrics. Results LYDIA achieved an accuracy of 86.6% in identifying the alcohol-relation of the word, and 72.9% in identifying its context. LYDIA can distinguish with an accuracy of 97.24% between the words that have positive and negative relation to alcohol; and with an accuracy of 98.37% between the positive and negative context. Conclusion LYDIA can automatically identify alcohol exposure and its context in song lyrics, which will allow for the swift analysis of future lyrics and can be used to help raise awareness about the amount of alcohol in music. Highlights Developed a deep learning algorithm (LYDIA) to identify alcohol words in songs. LYDIA achieved an accuracy of 86.6% in identifying alcohol-relation of the words. LYDIA's accuracy in identifying positive, negative, or neutral context was 72.9%. LYDIA can automatically provide evidence of alcohol in millions of songs. This can raise awareness of harms of listening to songs with alcohol words. [ABSTRACT FROM AUTHOR]

Although the educational intentions of content and language integrated learning (CLIL) seem to be perspicuous, how to put them into practice in different subjects is not so clear-cut. In addition, critical voices within the physical education (PE) arena claim that CLIL may jeopardise the subject. Therefore, CLIL needs to be adjusted in order to remain on the PE agenda. Currently, PE specialists embrace the models-based practice framework, which may involve new educational objectives (e.g. language learning). This paper seeks to fill this gap by advocating CLIL as a pedagogical model within the models-based practice framework. In this sense, CLIL may benefit from the advantages of a well-established approach in PE, bridging the gap between the general theory of CLIL and the practice of PE. The article follows the structure of previous advocacies for pedagogical models in PE and presents criteria, theoretical tenets, teaching and learning implications, a specific teacher profile, essential elements and guiding principles of the CLIL in PE model, as well as research evidence and field-testing experiences. In conclusion, such a framework depicts the interdependence of learning, teaching, subject content, language and context, presenting a work that could become a turning point for PE specialists to see CLIL in a new light. [ABSTRACT FROM AUTHOR]

Most countries provide some form of nationality or citizenship either by birthright or inheritance. This paper accepts Jacques Derrida's invitation to imagine nationality or citizenship otherwise, this time by death and burial: you are from where you die or are buried. I read Derrida's invitation alongside his four studies of Martin Heidegger's use of "Geschlecht" to argue that we ought to reconsider the relationship between the nation and (its) philosophy. I show that Derrida's proposed "law of the eclipse" provides us new resources to rethink nationalism today. [ABSTRACT FROM AUTHOR]

Background: It is well evident that individuals' levels of print exposure are significantly correlated with their reading ability across languages, and an author recognition test is commonly used to measure print exposure objectively. For the first time, the current work developed and validated a Simplified Chinese Author Recognition Test (SCART) and examined its role in explaining Chinese online reading. Methods: In Study 1, we constructed the SCART for readers of simplified Chinese and validated the test using data collected from 203 young adults in Mainland China. Participants were measured on the SCART and three self‐report tasks about their reading experiences and habits. Study 2 recruited additional 68 young adults in Mainland and measured their print exposure (with the same tasks used in Study 1), reading‐related cognitive ability (working memory, rapid automatic naming, Chinese character reading, and vocabulary knowledge), and Chinese online reading via an eye‐tracking passage reading task. Results: Results of Study 1 support the high reliability and validity of the SCART. Results of Study 2 indicate that SCART scores significantly predicted participants' online reading processing while controlling for subjective reading experiences and habits, and reading‐related cognitive abilities. Across two studies, we found converging evidence that the in‐depth recognition of the authors (i.e., participants have read the books written by these authors) appears to be a better indicator of print exposure than the superficial recognition of the author names. Conclusions: Taken together, this work filled in the gap in the literature by providing an evidence‐based, objective print exposure measure for simplified Chinese and contributes to a broader understanding of print exposure and online reading processing across different writing systems. Highlights: What is already known about this topicIndividuals' print exposure correlates with reading ability across languages, including Chinese.An author recognition test (ART) is commonly used to measure readers' objective print exposure across languages.ART scores predict offline reading performances across languages and online reading processing in readers of English. What this paper addsThe simplified Chinese ART developed here works well for readers of simplified Chinese, with the largest reader population worldwide.Deep knowledge in author recognition reflects print exposure better than does surface knowledge.ART scores also predict online reading processing in the case of Chinese. Implications for theory, policy or practiceThe simplified Chinese ART is now available for future researchers and practitioners.Future researchers may also consider assessing deep print knowledge in their ARTs.The simplified Chinese ART provides a cost‐effective way to estimate readers' online reading processing and patterns. [ABSTRACT FROM AUTHOR]

Background: Studies of syntactic comprehension and reading comprehension use a wide range of syntactic comprehension tests that vary considerably in format. The goal of this study was to examine to which extent different formats of syntactic comprehension tests measure the same construct. Methods: Sixty‐nine Grade 4 students completed multiple tests of decoding, vocabulary, fluid‐reasoning skill, reading comprehension and three tests of syntactic comprehension: the TROG‐2, a sentence repetition test and a whodunnit test. Results: There was limited shared variance between the syntactic comprehension tests, indicating that they only partially tapped into the same construct. Furthermore, the TROG‐2 was more highly correlated with fluid‐reasoning skill than the other syntax tests. Finally, the TROG‐2 and the whodunnit test explained additional variance in reading comprehension after controls, while sentence repetition did not. Conclusions: There are important differences between syntactic comprehension tests. This has consequences both for the interpretation of previous studies of syntactic comprehension and reading comprehension and for the design of future studies as the choice of syntactic comprehension measure may directly influence the results of the study. Highlights: What is already known about this topicPrevious studies show that different formats of sentence comprehension tests may measure different skills, but little is known about which specific skills different formats tap into. What this paper addsSyntactic comprehension tests tap into a construct that is partially separate from vocabulary and fluid‐reasoning skill.The TROG‐2 and the whodunnit test both capture variation in reading comprehension, but the TROG‐2 is highly correlated with fluid‐reasoning skill. Implications for theory, policy or practiceThere is some support for the idea that syntactic comprehension constitutes a source of individual differences in reading comprehension, indicating that some children have difficulties understanding what they read due to poor syntactic comprehension.Researchers who want to isolate the syntactic comprehension skills needed for reading comprehension from other language skills should opt for syntactic comprehension tests in the 'whodunnit' format or the TROG‐2 format rather than sentence repetition tests.Tests in the TROG‐2 format are dependent on fluid‐reasoning skill and are not appropriate for studies that need to isolate syntactic comprehension from fluid‐reasoning skill. [ABSTRACT FROM AUTHOR]

This paper examines the dynamics which led to the formation of Italian by reconstructing the language ideology of the teacher and polygraph Orazio Toscanella, i.e. one of those cultural mediators who, in the sixteenth‐century Venetian printing market, were actively involved in the promotion of the vernacular. Looking for traces of Toscanella's language ideology through a range of paratextual materials (title‐pages, prefatory letters), we reconstruct his ideas on the vernacular. These reveal an eclecticism which is not entirely coherent, but which can be understood in light of this polygraph's pedagogical objectives, and of his pressing need to respond to the market's requirements. By focusing on Toscanella's translation of Vives' Exercitatio, published in 1568 under the title Flores Italici, we then compare the ideas conveyed in the paratexts with the author's linguistic usage in the text: we thus show that Toscanella's eclectic ideas on language and his need to accommodate the market's requirements also shaped the type of vernacular he proposed to his readers. This focus on Toscanella's paratextual production allows us to investigate the way in which the 'high' vernacular model was re‐elaborated and disseminated to a broad audience, and the extent to which such re‐elaboration was influenced by commercial concerns. [ABSTRACT FROM AUTHOR]

This paper reconstructs Proto-Naish initials with lateral main consonants using data from three Naish languages: Lijiangba Naxi (LJ), Malimasa (MM), and Yongning Na (YN). The methodology of using conservative languages, such as Written Tibetan, Burmese, and rGyalrong, in interpreting sound correspondences is emphasized. At least five lateral initials should be reconstructed to Proto-Naish. Initial correspondences relevant to laterals are also discussed. [ABSTRACT FROM AUTHOR]

During the Bronze Age, the inhabitants of regions of Crete, mainland Greece, and Cyprus inscribed their languages using, among other scripts, a writing system called Linear A. These symbols, mainly characterized by combinations of lines, have, since their discovery, remained a mystery. Not only is the corpus very small, but it is challenging to link Minoan, the language behind Linear A, to any known language. Most decipherment attempts involve using the phonetic values of Linear B, a grammatological offspring of Linear A, to 'read' Linear A. However, this yields meaningless words. Recently, novel approaches to deciphering the script have emerged which involve a computational component. In this paper, two such approaches are combined to account for the biases involved in provisionally assigning Linear B phonetic values to Linear A and to shed more light on the possible connections of Linear A with other scripts and languages from the region. Additionally, the limitations inherent in such approaches are discussed. Firstly, a feature-based similarity measure is used to compare Linear A with the Carian Alphabet and the Cypriot Syllabary. A few Linear A symbols are matched with symbols from the Carian Alphabet and the Cypriot Syllabary. Finally, using the derived phonetic values, Linear A is compared with Ancient Egyptian, Luwian, Hittite, Proto-Celtic, and Uralic using a consonantal approach. Some possible word matches are identified from each language. [ABSTRACT FROM AUTHOR]

Background: In today's society, a growing body of literature attests to the importance of young children's early digital literacy skills in their home environments and how acquisition of these digital literacy skills relates to their future learning and digital literacy. Objectives: Research on young children's digital literacy practices at home was reviewed to explore the positive and negative influences on early learning. This is important due to the children's rapid uptake of online digital technologies over the past decade. Methods: Peer‐reviewed research articles on home digital literacy practices of children (aged 0–8 years old) published between 2010 and 2021 from four education databases were carefully selected based upon pre‐determined criteria and examined using content analysis. Results and Conclusion: A high proportion of studies (29 of the 31; 93.5%) demonstrated significant benefits of young children gaining a range of skills, including digital operational, early literacy and language, socio‐emotional, and STEM, through the use of digital technologies at home. Five of the 31 (16.12%) studies reported negative effects of digital technologies in the home context, including distraction, aggressive behaviour, and false self‐confidence. Tablets and smartphone use gained greater momentum in the home context, especially between 2015 and 2021, and there was a positive shift in parental mediation, family involvement, and the children's home digital literacy practices. Implications: By leveraging children's acquisition of digital literacy skills in the home and taking into account the sociocultural context, we can enhance young children's preparation for the future and provide opportunities for skill development across various learning domains. Lay Description: What is already known about this topic: The literature shows use of tablets in the home by children have gained momentum.Parents have different attitudes towards using digital technologies in the home context.Parents have used different mediation strategies to control, supervise and support their children's home digital literacy practices. What this paper adds: Within the past decade, parents have extended their mediation strategies to support their children's home digital literacy practices.Young children move from early digital literacy to proficient digital literacy within the home.Home digital literacy practices can foster important skills in young children such as language and literacy, operational, socio‐emotional, and STEM.Artificial intelligence devices such as smart robots are extending children's home digital literacy practices. Implications for practice and/or policy: Understanding the sociocultural differences of young children can help parents, teachers, and policymakers to facilitate digital literacy skill acquisition.Fostering young children's basic language literacy, operational, socio‐emotional, and STEM skills through technology use in the home before formal education is essential.Extending young children's home digital literacy practices to other contexts such as the classroom is necessary. [ABSTRACT FROM AUTHOR]

Background: Critical thinking and argumentative writing are considered complex but essential skills for learners. However, few studies have examined how instructions can be designed to optimize the development of such skills simultaneously. Contextualized in flipped language classrooms, this study aimed to develop an instructional innovation for English as a foreign language (EFL) learners. Objectives: This study investigated the effects of an annotation‐supported Socratic questioning (ASSQ) approach as a flipped classroom enhancement on students' argumentative writing and critical thinking in an EFL writing course. Methods: Fifty students from two classes participated in the study, and they were randomly assigned to an experimental group and a comparison group. Following an 8‐week flipped learning curriculum, the experimental group learned with the proposed ASSQ approach in the enhanced flipped classroom, while the comparison group was exposed to the traditional flipped classroom. Students' argumentative writing performance was evaluated with their argumentative essays using a researcher‐developed writing rubric, and their critical thinking skills were assessed using the California Critical Thinking Skills Test. Results: Both groups significantly improved their argumentative writing, and the experimental group also significantly outperformed the comparison group after learning through the proposed approach. While the two groups had no significant difference in critical thinking skills, the within‐group comparison results revealed that the experimental group made significant improvements due to the instructional intervention. Implications: The ASSQ approach could enhance the flipped classroom in regard to the teaching of argumentative writing, whereas it bears only limited impact on critical thinking. Overall, the positive effect of the proposed approach on enhancing English learners' argumentative writing performance was mainly attributed to the combined affordances of Socratic questioning and a social annotation tool to scaffold the students' thinking through verbal articulation, and to visualize their thinking with social annotations throughout the flipped learning process. Lay Description: What is already known about this topic: Recent research has indicated that flipped classrooms can provide a more engaging context for encouraging active learning of students than traditional lecture‐based classrooms.Socratic questioning, which uses thought‐provoking questioning prompts to guide discussions, has been shown to be an active learning strategy to foster students' critical thinking skills.Social annotation tools are helpful in facilitating students' active learning in reading and comprehension. What this paper adds: This study proposed an annotation‐supported Socratic questioning (ASSQ) approach, merging the use of a social annotation tool and an active learning strategy, to enhance the instructional design of flipped language classrooms for English learners.Under the flipped learning conditions, the experimental group who learned with the ASSQ approach significantly outperformed the comparison group without this aid in argumentative writing performance.Under the flipped learning conditions, the proposed ASSQ approach could help both groups of students make satisfactory improvement in critical thinking skills, but there was no significant difference between the groups. Implications for practice: The combination of a social annotation tool and Socratic questioning into an integrated active learning approach can be applied to effectively flip argumentative writing courses for English learners.The proposed ASSQ approach can be adopted in longitudinal studies to explore its potential effect on critical thinking. [ABSTRACT FROM AUTHOR]

Machine translation for low-resource languages poses significant challenges, primarily due to the limited availability of data. In recent years, unsupervised learning has emerged as a promising approach to overcome this issue by aiming to learn translations between languages without depending on parallel data. A wide range of methods have been proposed in the literature to address this complex problem. This paper presents an in-depth investigation of semi-supervised neural machine translation specifically focusing on translating Arabic dialects, particularly Egyptian, to Modern Standard Arabic. The study employs two distinct datasets: one parallel dataset containing aligned sentences in both dialects, and a monolingual dataset where the source dialect is not directly connected to the target language in the training data. Three different translation systems are explored in this study. The first is an attention-based sequence-to-sequence model that benefits from the shared vocabulary between the Egyptian dialect and Modern Arabic to learn word embeddings. The second is an unsupervised transformer model that depends solely on monolingual data, without any parallel data. The third system starts with the parallel dataset for an initial supervised learning phase and then incorporates the monolingual data during the training process. [ABSTRACT FROM AUTHOR]

This paper reviews 26 reports into deaths and serious abuse of children in families who were subject to the No Recourse to Public Funds (NRPF) rule. Our analysis illustrates vulnerabilities caused by exclusionary policies, exacerbating social deprivation and isolation experienced by the children and families and making it more difficult for professionals to respond in ways which safeguarded children's welfare. Drawing upon a social model for protecting children that requires recognition of the social determinants of harm and the economic, social and cultural barriers faced by families, we examine the experiences of children and families with NRPF who were the subject of a serious case review, and the responses of agencies responsible for safeguarding child welfare. We conclude with recommendations for practices aimed at promoting the rights and well‐being of children and families subject to NRPF rules. [ABSTRACT FROM AUTHOR]

This paper explores how three cognitive and perceptual cues, vocal iconicity, resemblance-based mappings between form and meaning, and segment position and lexical stress, interact to affect word formation and language processing. The study combines an analysis of the word-internal positions that iconic segments occur in based on data from 245 language families with an experimental study in which participants representing more than 30 languages rated iconic and non-iconic pseudowords. The pseudowords were designed to systematically vary segment and stress placement across syllables. The results for study 1 indicate that segments used iconically appear approximately 0.26 segment positions closer toward the beginning of words compared to non-iconic segments. In study 2, it was found that iconic segments occurring in stressed syllables and non-iconic segments occurring in the second syllable were rated as significantly more fitting. These findings suggest that the interplay between vocal iconicity and prominence effects increases the predictive function of iconic segments by foregrounding sounds, which intrinsically carry semantic information. Consequently, these results contribute to the understanding of the widespread occurrence of vocal iconicity in human languages. [ABSTRACT FROM AUTHOR]

Online activities have spiked due to the COVID-19 pandemic, including language learning activities. As the world is aging, this affects senior citizens too. Yet, few studies have been conducted studying online (language) learning in this age-group. Moreover, no concrete pointers exist on how to go about such an online language learning course. This paper examines what should be considered when designing and implementing online language learning courses for seniors. To that end we present data from 73 senior language learners from two independent language learning contexts: the Netherlands and Scotland. The data were collected between May 2020 and August 2021. Data includes spoken and written samples from lessons, focus groups, interviews and questionnaires. Given the qualitative nature of the data and the aim of identifying patterns of meaning across the respective datasets, a reflexive thematic analysis (TA) approach was adopted. We employed an inductive approach to coding, using both semantic (explicit or overt) and latent (implicit, underlying) coding frameworks, in order to inform two overarching themes: "Navigating the digital highway" and "Camera ready for new friends." We discuss these themes and their sub-themes and arrive at concrete recommendations for the third-age language learning classroom. [ABSTRACT FROM AUTHOR]

The two aims of this study were to: 1) identify the 100 most impactful contributors to English-language gerontological journals, and 2) map their respective disciplinary affiliations to help illuminate the perspectives shaping gerontological discourse. Toward that end, we conducted a secondary data analysis of a publicly available database of the world's leading scientists. After extracting all scientists in the gerontological category, we rank ordered them according to a composite measure of scholarly impact that controls for self-citations and author order while also calculating other bibliometric statistics. Disciplinary affiliations were assigned based upon the Classification of Instructional Programs codes developed by the National Center for Education Statistics at the United States Department of Education. The results reveal the mean contributor to the gerontological literature published 241.15 (SD = 203.95) papers and – after correcting for self-citations – had an h-index of 50.05 (SD = 25.00), and an hm-index 23.67 (SD = 7.50). A diverse array of professional affiliations characterized the contributors with a plurality being located in the health professions category, followed by the biological and biomedical science, and social sciences categories. The results reveal that gerontology is home to some of the world's leading scientists. Leveraging their expertise can help advance the field's collective knowledge development. [ABSTRACT FROM AUTHOR]

The most common approach to understanding the semantics of the concept of pain is third-person thought experiments. By contrast, the most frequent and most relevant uses of the folk concept of pain are from a first-person perspective in conversational settings. In this paper, we use a set of linguistic tools to systematically explore the semantics of what people communicate when reporting pain from a first-person perspective. Our results suggest that only a pluralistic view can do justice to the way we talk about pain from a first-person perspective: The semantic content of the folk concept of pain consists of information about both an unpleasant feeling and a disruptive bodily state. Pain linguistics thus provides new insights into ordinary pain language and poses an interesting challenge to the dominant unitary views of pain. [ABSTRACT FROM AUTHOR]

The phenomena of globalisation and the increase in the number of communication tools have led to a significant boom in the use of multimedia resources in foreign language teaching and learning. Since success in learning a foreign language is linked to the assessment of the learning environment and since multimedia resources certainly change the learning environment, the integration of multimedia and ICT tools into teaching and learning should have an impact on motivation and, consequently, on learning success. Furthermore, in the context of pedagogical innovations, learning should be achieved by all participants in the educational relationship. In this sense, this study aims to meet the need to analyse the use of multimedia resources in the context of educational innovation through learning assessment. This paper is a field study. The mixed-methods research is based on the collection and analysis of data from various scientific sources, questionnaires of students studying English at the higher education institution of Ukraine “National University “Zaporizhzhia Polytechnic” and observation of their activity and performance. The purpose of the study is to establish the connection between the use of multimedia resources and increasing students' motivation in learning foreign languages, to test the teachers' perception of the student's role in learning a foreign language in a higher education institution, as well as the learning outcomes achieved by the same subjects after the introduction of a pedagogical innovation using multimedia resources. The results show that the perception of learning, interest, and satisfaction differ depending on the gender of students. The use of multimedia materials in accordance with the teaching-learning method affects the perception of the respective roles between the teacher and the student. Changes in student roles are accompanied by changes in teacher roles. The change in the roles of students is accompanied by some resistance from some of them. The main result achieved by students is related to the development of autonomy and has little to do with learning the subject as such. The research shows that the recommended approach did not lead to a significant improvement in the quality of learning and the level of mastery of the discipline by students compared to their school achievements. However, the results clearly demonstrate the growth of motivation and development of independence among students, their active participation in group work. That is why the introduction of multimedia innovations has a really positive effect on motivation. [ABSTRACT FROM AUTHOR]

This paper examines academic institutions' heterogeneous initial responses to generative AI (GAI) tools like ChatGPT and factors influencing increased acceptance over time. GAI's disruptive nature coupled with uncertainty about impacts poses adoption challenges. However, external pressures from stakeholders seeking GAI integration contribute to changing attitudes. Actions of institutional change agents also drive growing acceptance by increasing awareness of GAI advantages. They challenge prevailing logics emphasizing assessments, proposing new values around employability and job performance. Additionally, academic institutions reevaluating GAI's value creation potential through applications and evolving business models contributes to favorable responses. The paper proposes an institutional theory framework explaining dynamics underpinning academic institutions' assimilation of GAI. It highlights how various mechanisms like external pressures, institutional entrepreneurs' theorization efforts justifying technology use, and internal sensemaking shape institutional norms and values, enabling academic systems' adaptation. The study informs policy and practice while directing future research toward validating propositions empirically and examining contextual dimensions including industry characteristics affecting GAI adoption. • GAI's disruptive nature aqnd uncertainty about impacts poses adoption challenges. • External pressures from stakeholders seeking GAI integration contribute to changing attitudes. • Actions of institutional change agents drive growing acceptance of GAIs. • Academic institutions are reevaluating GAI's value creation potential. [ABSTRACT FROM AUTHOR]

This paper outlines a collaborative research project established via a research partnership within a Global Englishes (GE) theoretical framework. The aim of the quasi-experimental classroom-based study was to examine the effect of a GE curriculum intervention embedded within a general English course in a commercial language school. The study adopted a longitudinal mixed methods design, collecting data from 24 school-aged learners via the English as an International Language Perception Scale at four time points, and via dairies at five time points. Quantitative findings reveal that students' perceptions toward the diversity of English became significantly more positive after the GE intervention with qualitative findings providing further evidence of change in students' attitudes toward the legitimacy of non-standard Englishes. Evidence was not obtained for a significant effect of the intervention on students' perceptions toward the current status of English, strategies for multilingual and multicultural communication, or English speaker identity. In this paper we discuss how researcher and teacher partners collaborated from project inception to the dissemination of the findings, intertwining and leveraging important theoretical, methodological, and professional knowledge throughout the research process. We highlight the importance of partnership research for the bidirectional development of teacher-researcher holistic identities. [ABSTRACT FROM AUTHOR]

English for Academic Purposes (EAP) instructors may struggle to capitalize on students' multilingual practices in teaching and demystifying academic writing, considering the expectation to use standard English. My teaching report is situated in Qazaqstan, where I worked as an EAP instructor with first-year undergraduate students for whom Qazaq and Russian are the dominant languages, English is a foreign language, and translanguaging is a commonplace practice. The paper shares how I built on my shared linguistic and cultural background with my students to implement translanguaging pedagogy for teaching EAP writing in a hybrid course at an English-medium university. A major takeaway from my teaching experience is to establish a translanguaging space, in which students with different translanguaging beliefs can explore pedagogical translanguaging. The pedagogical translanguaging instructions used in writing one academic essay were focused on developing an outline, citations, and rough drafts. Throughout the essay completion in person and online, students and I discussed translanguaging writing examples, drew on our metalinguistic awareness, and critical discussions of linguistic choices. Overall, this paper illuminates on how an EAP instructor with a similar linguistic background to their students can disrupt monolingual norms, and use translanguaging pedagogy for linguistically just academic writing instruction [ABSTRACT FROM AUTHOR]

In response to Petrić's (2012) call for comparing citation practices between student and published writing in the same field to better understand the interaction between developmental and disciplinary influences on the utilization of direct quotation, this paper conducts a comparative analysis of citation choices in 100 literature review sections of L2 master's theses and 100 research article literature review sections in the field of translation studies. This analysis utilizes a modified framework of functional options for cited information. The findings reveal a significant difference in the normalized frequency of citation options between the student corpus and the expert corpus. L2 master's students predominantly rely on single-source, author-responsible, long direct quotations with active voice and past tense. This approach is used to present source information without active engagement, suggesting their primary objective is to showcase knowledge of the research field. Conversely, experts strategically employ citations to support their claims and establish intertextual links. The differences in citation choices between master's theses and research articles might be attributed to the L2 students' limited grasp of the subtle nuances associated with citation forms, reporting verbs, verb tenses and voices, as well as a lack of proficiency in employing various pragmatic and rhetorical functions achievable through citation. Additionally, these differences may be attributed to the comprehensive knowledge and experience accumulated by expert writers over time. The implications of these findings for teaching English academic writing are discussed within the paper. • A new citation analysis model is proposed. • Students use more single-source direct quotations than experts. • Students prefer using the active past tense describing previous studies. • Students prefer non-factive reporting verbs. • Students place more responsibility on authors than writers in citing studies. [ABSTRACT FROM AUTHOR]

• Chinese should be categorized as a discourse-configurational language, namely a Category III language under Miyagawa's typology. • Several compelling empirical facts are presented to demonstrate that the δ-feature lowers to T in Chinese. • Chinese wh -adverbial zenme 'how come' is not base-generated in the CP periphery, but rather inserted in the TP. Assuming the Strong Uniformity Principle, Miyagawa recently proposed a typology of languages based on distinct patterns of Feature Inheritance at Phase C. In this typology, Chinese is identified as a Category II language (with the δ-feature on C and the φ-feature on T). That is, Chinese is regarded as a non-discourse-configurational language similar to English. This paper aims to review Miyagawa's discussion of Chinese and argue for its reclassification as a Category III language, that is, a discourse-configurational language like Spanish. I contend that Miyagawa's discussion of Chinese only pertains to Aboutness-shift topic, a type of topic base-generated in the CP domain across languages; as a result, his conclusions are unsustainable. On the other hand, I show that phenomena like Object Preposing, forced A-focalization, and the distribution of Familiar and Contrastive topics in non-assertive embedded clauses provide compelling evidence that the δ-feature has lowered to T in Chinese. Finally, I address a potential counterargument presented by the Chinese wh -adverbial zenme 'how come'. I argue that zenme is not base-generated in the CP periphery, but rather inserted in the TP layer. [ABSTRACT FROM AUTHOR]

A clinical, evidence-based model to inform clients and their parents about the nature of stuttering is indispensable for the field. In this paper, we propose the Erasmus Clinical Model of Stuttering 2.0 for children who stutter and their parents, and adult clients. It provides an up-to-date, clinical model summary of current insights into the genetic, neurological, motoric, linguistic, sensory, temperamental, psychological and social factors (be it causal, eliciting, or maintaining) related to stuttering. First a review is presented of current insights in these factors, and of six scientific theories or models that have inspired the development of our current clinical model. Following this, we will propose the model, which has proven to be useful in clinical practice. The proposed Erasmus Clinical Model of Stuttering visualizes the onset and course of stuttering, and includes scales for stuttering severity and impact, to be completed by the (parent of) the person who stutters. The pathway of the model towards stuttering onset is based on predisposing and mediating factors. In most children with an onset of stuttering, stuttering is transient, but if stuttering continues, its severity and impact vary widely. The model includes the circle of Engel (1977), which visualizes unique interactions of relevant biological, psychological, and social factors that determine the speaker's experience of stuttering severity and its impact. Discussing these factors and their interaction with an individual client can feed into therapeutic targets. The model is supplemented by a lifeline casus. • A new clinical, evidence-based model to inform children who stutter and their parents, and adult clients about stuttering. • The onset and development of stuttering is visualized in a Figure. • Biological, psychological, and social factors are related to the speaker's experience of stuttering severity and impact. • A hypothetical lifeline casus illustrates the model. [ABSTRACT FROM AUTHOR]

Standard computational models of language acquisition treat acquiring a language as a process of inducing a set of string-generating rules from a collection of linguistic data assumed to be generated by these very rules. In this paper I give theoretical and empirical arguments that such a model is radically unlike what a human language learner must do to acquire their native language. Most centrally, I argue that such models presuppose that linguistic data is directly a product of a grammar, ignoring the myriad non-grammatical systems involved in the use of language. The significance of these non-target systems in shaping the linguistic data children are exposed to undermines any simple reverse inference from linguistic data to grammatical competence. [ABSTRACT FROM AUTHOR]

Domain-specific Multi-modal Neural Machine Translation (DMNMT) aims to translate domain-specific sentences from a source language to a target language by incorporating text-related visual information. Generally, domain-specific text-image data often complement each other and have the potential to collaboratively enhance the representation of domain-specific information. Unfortunately, there is a considerable modality gap between image and text in data format and semantic expression, which leads to distinctive challenges in domain-text translation tasks. Narrowing the modality gap and improving domain-aware representation are two critical challenges in DMNMT. To this end, this paper proposes a progressive modality-complement aggregative MultiTransformer, which aims to simultaneously narrow the modality gap and capture domain-specific multi-modal representation. We first adopt a bidirectional progressive cross-modal interactive strategy to effectively narrow the text-to-text, text-to-visual, and visual-to-text semantics in the multi-modal representation space by integrating visual and text information layer-by-layer. Subsequently, we introduce a modality-complement MultiTransformer based on progressive cross-modal interaction to extract the domain-related multi-modal representation, thereby enhancing machine translation performance. Experiment results on the Fashion-MMT and Multi-30k datasets are conducted, and the results show that the proposed approach outperforms the compared state-of-the-art (SOTA) methods on the En-Zh task in E-commerce domain, En-De, En-Fr and En-Cs tasks of Multi-30k in general domain. The in-depth analysis confirms the validity of the proposed modality-complement MultiTransformer and bidirectional progressive cross-modal interactive strategy for DMNMT. • Advancing domain multi-modal neural translation through modality-complement module. • Progressive cross-modal multitransformer enhances domain-text translation quality. • A layer-wise progressive strategy enhances the multi-modal representation ability. • Novel insights and technical contributions for multi-modal domain machine translation. [ABSTRACT FROM AUTHOR]

Stern's diatomic series, denoted by (a (n)) n ≥ 0 , is defined by the recurrence relations a (2 n) = a (n) and a (2 n + 1) = a (n) + a (n + 1) for n ≥ 1 , with initial values a (0) = 0 and a (1) = 1. A record-setter for a sequence (s (n)) n ≥ 0 is an index v such that s (i) < s (v) holds for all i < v. In this paper, we provide a complete description of the record-setters for the Stern sequence. As a consequence, we prove that the running max sequence of the Stern sequence is not 2-regular. • Obtains a complete description of the record-setting maximum values of the Stern sequence. • Proves that the set of record-setters in binary form a context-free language. • Proves that the running max sequence is not a 2-regular sequence. [ABSTRACT FROM AUTHOR]

Recent research on classroom-based assessment (CBA) during the COVID-19 pandemic has examined language teachers' strategic responses to challenges in online teaching. However, there is still a paucity of empirical research on their CBA practices supported by information and communication technology (ICT) during the return to face-to-face (f2f) classes. Moreover, most studies on CBA during and after the pandemic have focused on secondary or higher education, leaving young learner contexts underexplored. Thus, this study investigated how two primary school English teachers in South Korea exercised their agency to implement ICT-afforded CBA to address challenges in returning to f2f classes, grounded in an ecological perspective. It further explored mediating factors that influenced their agency in both temporal and relational aspects. Observations, interviews, and reflection papers revealed four main themes regarding their agency enactment in identifying ICT affordances for CBA, which were linked to individual factors in their agency enactment, including their pedagogical beliefs, ICT use experiences, identity, and professional development. The cultural (e.g., national curriculum), structural (e.g., student wellness and parental voices), and material dimensions (e.g., institutional support of teacher training) also influenced their agency enactment. This study provides both theoretical and practical implications for ICT-afforded CBA in the post-pandemic era. [ABSTRACT FROM AUTHOR]

• Shows how one-on-one instructors use different practices to conduct elicitations. • Shows how one-on-one instructors employ embodied resources to conduct elicitations. • Illustrates how simultaneous joint attention to form and meaning can be accomplished. • Provides insights for instructors to reflect on their own interactional decisions. This paper explores instructor elicitation practices used in mandatory one-on-one instructional sessions to prompt learners of Japanese to incorporate specific linguistic items in their responses. Specifically, the study is based on a corpus of 15 h of video-recorded interactions in a study abroad program in Japan. Drawing on multimodal conversation analysis, the study investigates: (1) how instructors design and sequentially place elicitations to prompt learners to use a specific target language form while engaging in meaning-focused activities; and (2) how these elicitation designs and placements affect the accomplishment of the intended pedagogical goal. The findings contribute to the understanding of elicitation practices for specific pedagogical purposes and yield empirically based insights that can inform interactional decisions. [ABSTRACT FROM AUTHOR]

• This article is a discourse analysis of one educator's description of her Marshallese students as different. • In this interaction, "different" functioned as an index of deficiency. • Indexical links between difference and deficience emerge partly from both educational structures (assessments) and academic research arguments. • "Different" marks Marshallese students as uniquely, unnatural, nonrational, and exotic. • Academics must reconsider whether, and how, to discuss difference. This paper presents a discourse analysis of the role the label "different" plays in mitigating or constructing deficit discourses of Asian-Pacific Islander students in a school in the U.S. Some scholars argue that discourses of linguistic difference play a positive role in countering deficit ideologies (e.g., Paris & Ball 2009). Others disagree, claiming that discourses of difference index deficiency (e.g., Gorski, 2016). To address this debate, I analyze a discussion with a U.S. educator and the language we used to talk about her first- and second-generation Marshallese immigrant students. Both of us were trying to speak positively about both the students and Marshallese culture. Nonetheless, "different" inadvertently functioned as an index of deficiency and had the effect of racializing Marshallese students. This analysis illuminates some of the negative impacts a focus on "difference" can have and challenges academics to reconsider the role "different" plays in their research and advocacy. [ABSTRACT FROM AUTHOR]

Session types are a type-based approach to correct message-passing programs. A session type specifies a channel's protocol as sequences of exchanges. Aiming to uncover the essential notions of session-based concurrency, prior work defined minimal session types (MSTs), a formulation of session types without the sequentiality construct, and showed a minimality result : every process typable with standard session types can be transformed into a process typable using MSTs. Such a minimality result was proven for a higher-order session π -calculus, in which values are abstractions (functions from names to processes). In this paper, we study MSTs but now for the session π -calculus, the (first-order) language in which values are names and for which session types have been more widely studied. We first show that a new minimality result can be obtained by composing known results. Then, we develop optimizations of this new minimality result and prove also a dynamic correctness guarantee. [ABSTRACT FROM AUTHOR]

• A later start of English as a foreign language (EFL) lessons is beneficial to pupils with DLD. • Pupils with more positive attitudes towards EFL lessons obtain higher scores. • In pupils with DLD, more EFL anxiety is associated with lower achievement. • Predictors of EFL achievement change over time. Like children with typical language development, their peers with developmental language disorder (DLD) are expected to learn English as a foreign language (EFL). For pupils without DLD, it is well-established that amount of informal exposure to English outside of the classroom, starting age of EFL instruction and motivation are strong positive predictors of EFL learning rate and/or achievement, whereas anxiety is negatively related to performance. This paper is the first attempt to investigate how these predictors of EFL performance operate in learners with DLD. Participants were nineteen Dutch-speaking 7th graders with DLD learning English as a school subject at a specialist education facility in the Netherlands. English receptive grammar and receptive vocabulary were measured twice, with a four-month interval. Foreign language learning motivation, anxiety and (length and amount of) informal exposure to and instruction in English were measured via questionnaires. The participants did not show any progress on English vocabulary and grammar. At Time 1, vocabulary and grammar scores were positively related to starting age of EFL instruction and negatively related to anxiety. For vocabulary, achievement was also positively predicted by attitudes towards English lessons. Only the relationship between starting age of instruction and vocabulary outcomes was visible at Time 2. Amount and length of informal exposure to English did not predict performance, which is in stark contrast to the patterns observed in EFL learners with typical language development. We conclude that children with DLD benefit from a later onset of foreign language lessons, whereas length and amount of out-of-school exposure to English are less important in the context of DLD, possibly due to difficulty with implicit learning. [ABSTRACT FROM AUTHOR]

As international students and English-medium Instruction (EMI) programs increase, Japanese universities need to adapt their programs to fulfill the needs of these students. One often overlooked area is academic writing in English. This paper discusses an action research study examining the challenges of providing formal academic writing support for English-speaking students in an EMI-program at one large private university in Tokyo. The study utilizes a participatory action research approach (Burns, 2009). The study attempted to examine what aspects of academic writing are these students most confident and most insecure about, and what aspects of the writing course did the students feel are most useful for them in preparing them for further academic writing, and how this EMI program can help students overcome these challenges. The data comes from a multiple choice and open answer questionnaire as well as focus group interviews. Suggestions on how to create and implement successful academic writing courses in an EMI context, based on the lessons learned from this course from the administrative point-of-view as well as both from faculty and students' perspectives will be provided to conclude. [ABSTRACT FROM AUTHOR]

Document-level Relation Extraction(DocRE) aims to extract relations between entities from documents. In contrast to sentence-level relation extraction, it requires extracting semantic relations from multiple sentences. It is necessary to further improve the performance of the above algorithm in order to extract document-level relation. Therefore, the DocRE algorithms have to deal with more complex entity structure relationships and the need to unite semantic relationships between different sentences when reasoning about relationships between entities. The proposed algorithms fail to infer relationships between entities when dealing with complex entity structure relationships. In this paper, we propose an entity mentions deep attention framework that efficiently infers entity relationships through entity structure and contextual information. Firstly, a structural dependency module of entities is designed to achieve interaction between different mentions of the entity. Secondly, a deep contextual attention component proposed to enrich the semantic information between entities by entity-related contexts. Finally, we use a distance mapping component to solve the problem of entity pairs that are far away from each other. According to our implementation results, our model outperforms the state-ofthe-art models on three public datasets DocRED, DGA, and CDR. • We created dependencies for entities and various mentions to enable structural reasoning. • The deep contextual attention module is designed to enhance context semantic information and improve model reasoning. • A location mapping module enhances entity representations for accurate capture of remote entity relationships. • The experimental results demonstrate the superiority of our EMDA model. [ABSTRACT FROM AUTHOR]

[Display omitted] • 4 speeded continuation tasks investigated agreement attraction in Romanian. • Bare nouns cannot typically be preverbal subjects in Romanian. • Bare noun intervenors cause less attraction than modified DP intervenors. • Cue-based retrieval is sensitive to the overtness of the determiner. This paper investigates whether agreement attraction is modulated by distributional properties determining subject-likelihood by examining the degree to which bare nouns and full determiner phrases (DPs) cause agreement attraction effects in Romanian. Romanian represents an ideal testing ground for this, given two distributional constraints making bare nouns less subject-like: Locative Determiner Omission , preventing locative prepositions from taking nouns with definite articles (unless modified by adjectives), and the Naked Noun Constraint , disallowing bare nouns as preverbal subjects. We predicted that bare nouns should be less likely to trigger agreement attraction than overt DPs. We conducted four speeded forced-choice sentence continuation tasks on Romanian native speakers to test this prediction. We observe that overt DPs cause significantly more attraction than bare nouns. We suggest that the results are consistent with a cue-based retrieval mechanism for forming agreement dependencies, where cues that determine subjecthood are used to reactivate elements in working memory upon processing a verb. These cues can be language specific, and in Romanian, this means that agreement attraction is sensitive to the morphophonological overtness of the determiner. [ABSTRACT FROM AUTHOR]

Graphical depictions of distributed systems' behaviors in the form of Sequence Diagrams (SD) are widely used, with formalisms such as Message Sequence Charts (MSC) or UML-SD. Yet, only restricted subsets of these languages are associated to formal semantics, most of which are given by translation towards other formalisms. These translational approaches are the only ones enabling formal verification thanks to the ecosystem and tools associated to the target formalism. However, traceability of SD concepts is lost and the translation of some operators, in particular the weakly sequential loop, is problematic. In this paper, we define an Interaction Language to encode SD and ground it formally by associating it to three different semantics which we prove to be equivalent. A "denotational" semantics, relying on composing operators over sets of traces (sequences of atomic actions) allows one to reason on algebraic properties of SD. A structural "operational" semantics apprehends SD as executable objects which can express traces one action after the other. It also bridges the gap between the two other semantics and enables proving their equivalence. A functional style "execution" semantics separates two concerns intertwined in the operational semantics that is: identifying immediately executable actions (frontier actions) and computing follow-up SD which specify continuations of behaviors. The use of positions to identify frontier actions resolves non-determinism as every distinct occurrence of these actions have unique positions and are associated to a unique follow-up SD. Additionally, this enables visualizing frontier actions in SD as well as the execution of SD. These three semantics constitute a framework which enable using SD directly for formal verification. Traceability of SD concepts and executed actions is preserved and the weakly sequential loops are treated as any other operator. [ABSTRACT FROM AUTHOR]