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This research introduces behavioral labeling as the use of names or tags that reflect an associated activity, and it proposes that this can induce corresponding behavior. Contrary to the common intuition that descriptions of behaviors emerge as markings for popular actions (i.e., the label is a consequence of the behavior), the authors propose that a description itself might also induce the corresponding action (i.e., the label is an antecedent of the behavior). Building on linguistic relativity theory and based on five studies conducted in the lab and field, the authors show that merely attaching a fictitious name to a behavior can induce that very behavior. The authors also explore a potential explanation for this finding by showing that a behavioral label can evoke mental imagery regarding the associated behavior, which enhances the implementation of the behavior. The results contribute to marketing theory by introducing behavioral labeling and highlighting how language can shape behaviors. Marketers can use behavioral labels to promote their offerings based on the associated behaviors, while public policy makers can use behavioral labels to encourage prosocial and proenvironmental behaviors. [ABSTRACT FROM AUTHOR]

Over the last 50+ years, there has been a huge rise in interest in consumer language research. This article spotlights the emergence and evolution of this area, identifying key themes and trends and highlighting topics for future research. Work has evolved from exploration of broad language concepts (e.g. rhetorics) to specific linguistic features (e.g. phonemes) and from monologues (e.g. advertiser to consumer) to two-way dialogues (e.g. consumer to service representative and back). We discuss future opportunities that arise from past trends and suggest two important shifts that prompt questions for future research: the new shift toward using voice (vs. hands) when interacting with objects and the ongoing shift toward using hands (vs. voices) to communicate with people. By synthesizing the past, and delineating a research agenda for the future, we hope to encourage more researchers to begin to explore this burgeoning area. [ABSTRACT FROM AUTHOR]

This article is a commentary on Ramoglou and McMullen’s 2024 article “What is an opportunity?: From theoretical mystification to everyday understanding.” As in the original article, the authors here discuss linguistic philosopher Ludwig Wittgenstein’s work in the context of the application of ordinary language in entrepreneurship.

How can marketers create slogans that consumers like and remember? We answer this question by analyzing how the lexical, semantic, and emotional properties of a slogan's individual words combine to influence slogan liking and slogan memory. Through a large correlational study with over 800 brand slogans, laboratory experiments, a biometric eye-tracking experiment, and a field study, we unearth the word properties that make slogans effective. We predict and find that linguistic properties that make a slogan easier to process (i.e. more fluent) result in slogans that are more likable but less memorable, whereas linguistic properties that reduce processing fluency result in slogans that are less likable but more memorable. Across our multi-method investigation, participants indicated a more favorable attitude toward slogans that are shorter, omit the brand name, and use words that are linguistically frequent, perceptually distinct, and abstract. In contrast, participants were more likely to remember slogans that are longer, include the brand name, and use words that are linguistically infrequent, concrete, and less perceptually distinct. We conclude by offering marketers practical advice into optimal word-choice strategies and delivering actionable guidance for creating slogans that are either likable or memorable. [ABSTRACT FROM AUTHOR]

An increasingly common strategy when naming new brands is to use an unconventional spelling of an otherwise familiar word (e.g., "Lyft" rather than "Lift"). However, little is known about how this brand naming strategy impacts consumers' beliefs about the brand and, ultimately, their willingness to support it. Eight experimental studies demonstrate that, in general, consumers are less likely to support unfamiliar brands whose names are spelled unconventionally compared with brands that use the conventional spelling of the same word. This occurs because consumers perceive the choice of an unconventionally spelled name as an overt persuasion attempt by the marketer and thus view the brand as less sincere. Using mediation and moderation, the authors demonstrate that these effects are driven by persuasion knowledge and show robustness by employing different types of unconventional spellings. The studies suggest that although marketers may choose unconventional spellings for new brands with the goal of positively influencing consumers' perceptions, doing so may backfire. However, unconventionally spelled names do not produce a backfire effect when the motive for selecting the name is seen as sincere. Further, unconventionally spelled brand names may even be desirable when consumers are seeking a memorable experience. [ABSTRACT FROM AUTHOR]

This article suggests a theory-driven approach to address the managerial problem of distinguishing between real and fake reviews. Building on memory research and linguistics, we predict that when recollecting an authentic experience in a product review, people rely to a greater extent on episodic memory. By contrast, when writing a fictitious review, people do not have episodic memory available to them. Therefore, they must rely to a greater extent on semantic memory. We suggest that reliance on these different memory types is reflected in the language used in authentic and fictitious reviews. We develop predictions about five linguistic features characterizing authentic versus fictitious reviews. We test our predictions via a multi-method approach, combining computational linguistics, experimental design, and machine learning. We employ a large-scale experiment to derive a dataset of reviews, as well as two datasets containing reviews from online platforms. We also test whether an algorithm relying on our theory-driven linguistic features is context independent, relative to other benchmark algorithms, and shows better cross-domain performance when tested across datasets. By developing a theory that extends memory and psycholinguistics research to the realm of word of mouth, this work contributes to our understanding of how authentic and fictitious reviews are created. [ABSTRACT FROM AUTHOR]

What concepts do people use to construct narratives about how to get ahead in contemporary society? To what extent do these narratives reflect distinctive constellations of beliefs? What are these constellations and is their usage contingent on social position? With these questions in mind, we used the qualitative data associated with the American Voices Project to systematically explore and map constellations of beliefs. Adopting a natural language analysis, we identify linguistic patterns that signal the relative importance of different get-ahead outlooks as cultural frames. These outlooks include not only traditional meritocratic factors, but also a range of nonmeritocratic influences, including nonrational factors such as luck and religion. Our analysis identifies three distinctive versions of meritocracy--frustrated, complex, and detached--in how people describe their life trajectories. Our findings suggest that the idea of meritocracy hides meaningful variations and nuances in the ways people construct visions of what meritocracy means and how it is constituted. [ABSTRACT FROM AUTHOR]

This study examines the impact of linguistic accommodations on the science performance of multilingual pupils. In a randomized controlled trial conducted in Flanders (Belgium), pupils aged 9-12 were assigned to one of three conditions: a control group taking a science test in the language of schooling (n = 64), a group receiving a written bilingual test in both the pupils' L1 and language of schooling (n = 64), and a group with a written bilingual test accompanied by read-aloud accommodations in both languages (n = 69). The hypothesis posited that pupils in accommodated conditions would outperform those in non-accommodated conditions. However, univariate analysis of variance did not reveal significant differences between conditions, suggesting that accommodations did not lead to higher test scores. Subsequent multiple linear regression within the condition involving the bilingual test with read-alouds examined how within-group variance impacted accommodation effectiveness, considering both main effects and interaction effects. Results indicate that proficiency in the L1 and frequency of read-aloud use in the L1 significantly predict science performance. Notably, for pupils who frequently used read-alouds, the significant interaction effect with L1 proficiency suggests an amplified beneficial effect on the test scores when pupils are more proficient in their L1. [ABSTRACT FROM AUTHOR]

This research investigates language practices, including code-switching and code-mixing, among lower primary bilingual students, age 8-11, in an Albanian language instruction school. The primary aim is to explore the dynamics of language use, perceptions, and behaviors among students and teachers. Utilizing a mixed-methods approach, the study incorporates student and teacher questionnaires, as well as observational data. Findings reveal the prevalence of Bosnian in home environments, with students exhibiting a preference for Albanian in classroom settings. Teachers recognize code switching as a pedagogical tool but express concerns about students' overreliance on Bosnian. Observational data illuminate nuanced language choices and patterns of code switching among students, highlighting the complexity of bilingual communication in educational contexts. [ABSTRACT FROM AUTHOR]

Copyright of Multilingua is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Deepfakes, particularly audio deepfakes, have become pervasive and pose unique, ever‐changing threats to society. This paper reviews the current research landscape on audio deepfakes. We assert that limitations of existing approaches to deepfake detection and discernment are areas where (socio)linguists can directly contribute to helping address the societal challenge of audio deepfakes. In particular, incorporating expert knowledge and developing techniques that everyday listeners can use to avoid deception are promising pathways for (socio)linguistics. Further opportunities exist for developing benevolent applications of this technology through generative AI methods as well. [ABSTRACT FROM AUTHOR]

Summary: Social workers, alongside many professionals in "caring" domains, often feel they are poorly represented in television dramas. This study draws on a 172-million-word database to consider how social workers and seven other professional groups (cop, doctor, nanny, nurse, priest, teacher, and therapist) are portrayed in English-medium TV programs in the period 2010–2017. IMDb plot summaries are analyzed, and 200 examples per profession (n = 1,600) are classified as negative, positive, or neutral. Employing the methodology of corpus linguistics, the study contrasts with previous research as the focus is on the language surrounding mentions of professionals rather than on visual depictions or characters' actions. Findings: The study evidences the prevalence of negative societal discourses around social workers as either judgmental bureaucrats or uncaring "childcatchers," contextualizing the findings through comparison with other professionals. The analysis also suggests that social work characters on TV—in common with those from other female-dominated professions such as nanny or nurse—are frequently referred to in terms of their sexual availability or physical appearance. Applications: Findings will have practical relevance for those interested in the recruitment, job satisfaction, and retention of practitioners, and in reducing the stigmatization of social workers and their clients. The innovative methodology employed in the study offers particular insights for social work researchers and also scriptwriters. The study evidences the ongoing need to support media professionals and the general public to better understand the challenges facing the profession and thereby reduce the tendency toward a culture of blaming individuals for society's failings. [ABSTRACT FROM AUTHOR]

This study explores the feasibility of cross-linguistic authorship attribution and the author's gender identification using Machine Translation (MT). Computational stylistics experiments were conducted on a Greek blog corpus translated into English using Google's Neural MT. A Random Forest algorithm was employed for authorship and gender profiling, using different feature groups [Author's Multilevel N-gram Profiles, quantitative linguistics (QL), and cross-lingual word embeddings (CLWE)] in both original and translated texts. Results indicate that MT is a viable method for converting a multilingual corpus into one language for authorship attribution and gender profiling research, with considerable accuracy when training and testing datasets use identical language. In the pure cross-linguistic scenario, higher accuracies than the baselines were obtained using CLWE and QL features. [ABSTRACT FROM AUTHOR]

The study of the Bible in Arabic has become a topic of increasing interest among scholars of the intellectual history of the Islamic world, as well as Christianity in areas under Islamic rule. Nevertheless, most Arabic Bible manuscripts remain largely, or even totally, unstudied. While the textual and theological dimensions of these translations are attracting increasing scholarly attention, their linguistic analysis remains dominated by a traditionalist approach now completely outdated. This paper has two goals, one descriptive and one methodological. First, we aim to fully describe the Arabic Gospel manuscript Sinai Arabic MS 68, traditionally dated to the 14th century CE but which we date to the 16th century CE, perhaps in the aftermath of the fall of the Mamluk empire. Our description focuses on the linguistic nature of the manuscript, but includes discussions of its history and materiality as well. Second, we propose a methodological approach to studying the language of the text that takes seriously non-Classical components and contextualizes these features within what is known from other such nonClassical compositions, including especially Christian manuscripts. We conclude that the manuscript was produced by artisans and a scribe with significant courtly experience, and shows evidence of multiple normative linguistic registers, which argues strongly for the importance of broadening the framework within which scholars interpret such ‘Middle Arabic’ texts. [ABSTRACT FROM AUTHOR]

Neurodegenerative dementia syndromes, such as primary progressive aphasias (PPA), have traditionally been diagnosed based, in part, on verbal and non-verbal cognitive profiles. Debate continues about whether PPA is best divided into three variants and regarding the most distinctive linguistic features for classifying PPA variants. In this cross-sectional study, we initially harnessed the capabilities of artificial intelligence and natural language processing to perform unsupervised classification of short, connected speech samples from 78 pateints with PPA. We then used natural language processing to identify linguistic features that best dissociate the three PPA variants. Large language models discerned three distinct PPA clusters, with 88.5% agreement with independent clinical diagnoses. Patterns of cortical atrophy of three data-driven clusters corresponded to the localization in the clinical diagnostic criteria. In the subsequent supervised classification, 17 distinctive features emerged, including the observation that separating verbs into high- and low-frequency types significantly improved classification accuracy. Using these linguistic features derived from the analysis of short, connected speech samples, we developed a classifier that achieved 97.9% accuracy in classifying the four groups (three PPA variants and healthy controls). The data-driven section of this study showcases the ability of large language models to find natural partitioning in the speech of patients with PPA consistent with conventional variants. In addition, the work identifies a robust set of language features indicative of each PPA variant, emphasizing the significance of dividing verbs into high- and low-frequency categories. Beyond improving diagnostic accuracy, these findings enhance our understanding of the neurobiology of language processing. [ABSTRACT FROM AUTHOR]

We argue that copular constructions that relate two referring expressions are based on small clauses with an asymmetrical semantics. The small clauses in question are headed by a relational item that selects for an individual and an individual concept, along the lines proposed by Heycock (Canadian Journal of Linguistics/Revue canadienne de linguistique 57: 209–240, 2012). Our analysis allows us to explain the asymmetric properties of these constructions when they occur as complements to think. Additional motivation comes from facts that involve questions based on copular clauses. [ABSTRACT FROM AUTHOR]

The article discusses the book "Dictionnaires et réseaux des lexicographes aux XVIIe et XVIIIe siècles," which focuses on dictionaries and lexicographers in the 17th and 18th centuries, particularly Antoine Furetière's Dictionnaire universel. The book explores the international influence of French lexicography during this time period and the proto-encyclopedic nature of dictionaries from that era. It also examines the revisions made by Basnage de Beauval to Furetière's work and the competition it faced from the Dictionnaire de Trévoux. The book is divided into two sections, with the first section focusing on the Dictionnaire universel and its influence, and the second section discussing contemporary multilingual dictionaries in Europe. The article provides a summary of the contents of the book, including the changes made by Basnage and the influences between various dictionaries during this period. [Extracted from the article]

"Advances in Discourse Analysis of Translation and Interpreting: Linking Linguistic Approaches with Socio-cultural Interpretation" edited by Binhua Wang and Jeremy Munday explores the impact of cultural and ideological intervention on translation and interpreting activities through empirical case studies. The book incorporates multiple disciplines, such as corpus linguistics, systemic functional linguistics, and critical discourse analysis, to enrich the methodological inventory of translation and interpretation studies. The case studies demonstrate how translation and interpreting mediate narratives, political and media discourses, questions, texts, and subtitling related to China. The book provides valuable implications for scholars and students interested in translation and interpreting studies, cross-linguistic discourse analysis, and Chinese studies. [Extracted from the article]

The most recent iteration of NAEYC's key Developmentally Appropriate Practice (DAP) texts (the 2020 Position Statement and the fourth edition of the DAP book) reflect a more robust stance on family educator-relationships and attention to issues of equity as reflected in linguistic shifts. This article analyses NAEYC's rhetorical moves between the 2009 texts and the present versions, presenting a mixed-methods critical discourse analysis (CDA) of the changes in the texts drawing on critical theory, Doucet's framework for anti-racist practice, discourse theory and critical linguistics. The findings reveal meaningful changes in the language and framing of family-educator relationships, highlighting a move towards more inclusive, reciprocal partnerships. And while the current editions of NAEYC's key DAP texts show greater attention to cultural inclusivity and anti-bias approaches, we make a case to push for explicitly anti-racist reciprocal partnerships with families and communities within the DAP texts. We discuss the implications of these changes for policy and practice in early childhood education, as well as suggestions for future research in diverse cultural contexts, particularly in low- and middle-income countries. This analysis contributes to the ongoing conversation about equity and social justice in educational partnerships and practices. [ABSTRACT FROM AUTHOR]

This summary explores the concept of Critical American Language Praxis (CaLP) in the context of language education in the Americas. It advocates for decolonial approaches that challenge the dominance of global English and colonial ideologies. The CaLP framework emphasizes critical theories, decoloniality, translanguaging, and global South epistemologies to critique traditional power dynamics in language education and propose new paradigms. The summary acknowledges the potential benefits of CaLP in promoting equitable and inclusive language education, but also highlights the challenges and limitations of implementing it. It concludes by calling for further exploration and refinement of CaLP as a practical methodology for decolonizing language education. [Extracted from the article]

In this article, I make sense of my encounters with the language of objectivity as a student, tutor, mentor, and researcher. I rely on Dorothy E. Smith's conceptualisation of the ethic of objectivity, a practice that requires the student to devalue their embodied experience while ripping it from their experiential knowledge, which in turn they must rewrite in the language of objectivity. In conversation with Patricia Hill Collins and bell hooks, I reflect on whose perspective the language of objectivity represents. In doing so, I argue it is the language of the oppressor, and thus, the ethic of objectivity creates in the student an internal division between an experienced world written in their own language and an objectified world written in the oppressor's language. Identifying the ethic as an expression of dominant language ideology, I suggest that any critical writing pedagogy must relinquish the ethic of objectivity. [ABSTRACT FROM AUTHOR]

Copyright of Arts for Linguistic & Literary Studies is the property of Thamar University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present article, realized by using analytical method and library research, has discussed the different roles of colors in French and Persian terms. On the one hand, these terms have been studied in the field of linguistics, especially in terms of vocabulary and syntactic structure, and on the other hand, their hidden and obvious symbols have been analyzed by the intercultural point of view. In order to be aware of the commonality and differentiation of the colors’ role in the terms of both French and Persian languages and to create order and coherence in the text of the article, the authors have categorized them into six groups, according to their own initiative: conceptual metaphor, terms structured by noun and adjective, metonymy, political domain, abstract concepts and terms based on infinitive. It is noteworthy that by referring to specialized books and dictionaries, the body of research consisting of qualified terms for each group has been conceived and for each of them, equivalent has been chosen in the target language. In addition to examining each term, the authors of the article have provided an analytical study of the examples, citing the views of linguists. Also, by referring to the book Le Proverbe : Vers une définition linguistique (2012) by Sonia Gomez-Jordana Ferari, the syntactic structure of the examples of the research body has been examined.. [ABSTRACT FROM AUTHOR]

This study examined the effects of an intervention package using high-tech augmentative and alternative communication (AAC) with Naturalistic Instruction (NI), time delay, and prompting during social routines for preschoolers on the autism spectrum. The AAC was a communication application on a tablet programmed with color photo representations of participants and communication partners engaged in social routines. The primary dependent measure was a linguistic communication turn on the AAC device completing the instructor's cloze phrase related to the routine. A secondary dependent measure was prelinguistic communication –nonspecific vocalizations and smiling – within each turn of the routine. Results indicated that all communication types increased and maintained for all three participants with two participants meeting mastery criteria within the minimal number of sessions. These results are significant in providing additional evidence for the effectiveness of AAC intervention beyond teaching simple object requests and in teaching more socially meaningful communication to children on the autism spectrum. Additionally, this study supports the use of color photo representations to promote social interaction. Future research should continue to evaluate such interventions on a larger scale and include naturally occurring communication partners, such as siblings and peers. [ABSTRACT FROM AUTHOR]

Background Antimicrobial resistance is driven by inappropriate antimicrobial prescribing. The National Antimicrobial Prescribing Survey (NAPS) is an Australian-developed auditing platform to assist in the assessments of antimicrobial quality by antimicrobial stewardship programmes using consensus-based definitions. The NAPS has demonstrated to be transferable to other countries. Its adaptation to Portugal could improve knowledge about the quality of antimicrobial prescribing in the country. Objectives To translate, culturally adapt, and validate the Australian Hospital NAPS appropriateness assessment definitions of antimicrobial prescribing for Portugal. Methods International recommendations on translation and adaptation of instruments were followed. Two panels of experts participated in the process, using Zoom® for discussions and interviews, and Google Forms® for assessing vignettes. A native English-speaking person proficient in Portuguese conducted the back-translation. SPSS v.28 and Excel® were used for validity calculation. Results The Portuguese version was well accepted, its implementation being perceived as desirable and feasible by the experts. Validation process showed a Fleiss' κ score of 0.483 (95% CI, 0.415–0.551, P  < 0.005) for appropriateness, and an average agreement with the Australian NAPS team of 0.8 and 0.9, respectively, for appropriateness and reasons for inappropriateness. Conclusions The Portuguese version of the Australian Hospital NAPS appropriateness assessment definitions of antimicrobial prescribing, the first to be translated from English, was deemed non-inferior to the original, was well accepted, considered to be desirable and feasible, and could inspire other countries, particularly other Portuguese-speaking countries, to adapt and validate them in their own contexts, reinforcing the possibility of transferring NAPS use beyond Australia. [ABSTRACT FROM AUTHOR]

In an era of internationalisation and globalisation, many institutional and national governments' higher education policies have embraced neoliberal agendas that encourage the use of English as a medium of instruction (EMI). Due to the postcolonial struggles of the Global South, it is important to critically examine the entanglement of EMI with the cultural politics of English and the colonial relationship between the Global North and Global South. This study takes as its departure point the notion that EMI might entail linguistic governmentality in perpetuating the linguistic, cultural and epistemic superiority of Anglo-Atlantic spaces. This paper seeks to unearth and analyse the complexity of EMI teaching in the Global South, specifically in Morocco as a postcolonial context. This study draws on focus group discussions with 24 university professors to get deeper insights into their perceptions of the significance and the implications of using EMI in Moroccan universities. [ABSTRACT FROM AUTHOR]

Despite recognising multilingualism as a reality and multilingual workforce as an advantage, language policies continue to favour certain languages over others. Using a case study of Canada's language-in-immigration policy related to three federally administered immigration programs, this study is an attempt to understand how the macro-level policy represents Canada's official languages (English and French) vis-à-vis the linguistic diversity that skilled immigrants bring to the country. A particular emphasis is given to the role of the Canadian points-based system and how it has emerged as a device to create power relations between the official languages and other languages. The findings reveal a disconnect between the macro policies and the social realities where a linguistic imbalance and inclusion of accountability measures have created a narrow model of social integration that expects multilingual skilled workers to integrate into the socio-economic culture through one of the official languages of Canada. Disregarding the multilingual reality of the Canadian society and not utilising the linguistic diversity of the multilingual workforce is a missed opportunity to benefit fully from these skilled workers and requires rethinking the current model of integration from a multilingual perspective. [ABSTRACT FROM AUTHOR]

Students bring with them rich cultural and linguistic ways of knowing and communicating when engaged in figuring out explanations of phenomena. However, it is a challenge for teachers to support bi/multilingual learners in language-intensive science and engineering practices when they don't share a common language. When we position students' bi/multilingualism as an asset rather than an obstacle, we can support bi/multilingual students' equitable sensemaking. To support bi/multilingual learners' equitable sensemaking, we offer two tools: language surveys and the multiple ways of communicating strategies sheet. We describe how a teacher (second author) used these resources to adapt an investigation about air resistance and contact forces for his bi/multilingual students. The tools and examples provided can help educators better understand their students and make principled changes to science instruction, to expand how we use language in science. We hope the tools aid teachers in this challenging work but also reframe how educators see what students are saying and doing as assets for developing their ideas and learning. [ABSTRACT FROM AUTHOR]

The proposition zhengyan ruo fan 正言若反 (straightforward words seem paradoxical) embodies Laozi's 老子 linguistic self-consciousness about the expression of ideas, and the way of thinking presented by this proposition is also commonly considered by ancient exegetes to be reflected in the linguistic expressions of Daoism. As such, contemporary Chinese scholars have paid great attention to this proposition and have discussed it enthusiastically. However, researchers have not yet reached a consensus on how to interpret this proposition. The divergence of views among scholars is manifested both in the interpretation of this proposition according to the context it appears in and how to locate its role and status in Laozi's thought. In terms of the interpretation of the text, scholars have different views on the chapter to which zhengyan ruo fan should be attributed and the precise meaning of this proposition in the chapter where it appears. Scholars have also paid attention to linguistic phenomena involved in the Laozi, the theoretical motives behind these linguistic phenomena, and the way they relate to other important concepts in Laozi. There are many differences in the discussed opinions. In this article, an overview of these different views and an assessment of the merits and flaws of each interpretation in light of the textual basis and theoretical feasibility is provided in order to increase understanding of the linguistic expression and the thought behind it, in regard to Laozi in particular and even Daoism in general. [ABSTRACT FROM AUTHOR]

Issues of intelligibility may arise amongst English learners when acquiring new words and phrases in North American academic settings, perhaps in part due to limited linguistic data available to the learner for understanding language use patterns. To this end, this paper examines the effects of Data‐Driven Learning for Pronunciation (DDLfP) on lexical stress and prominence in the US academic context. 65 L2 English learners in North American universities completed a diagnostic and pretest with listening and speaking items before completing four online lessons and a posttest on academic words and formulas (i.e., multi‐word sequences). Experimental group participants (n = 40) practiced using an audio corpus of highly proficient L2 speakers while comparison group participants (n = 25) were given teacher‐created pronunciation materials. Logistic regression results indicated that the group who used the corpus significantly increased their recognition of prominence in academic formulas. In the spoken tasks, both groups improved in their lexical stress pronunciation, but only the DDLfP learners improved their production of prominence in academic formulas. Learners reported that they valued DDLfP efforts for pronunciation learning across contexts and speakers. Findings have implications for teachers of L2 pronunciation and support the use of corpora for language teaching and learning. [ABSTRACT FROM AUTHOR]

This article explores the compatibility between Data-Driven Learning (DDL) and usage-based approaches to second language acquisition (SLA). Usage-based approaches emphasize the importance of language use and its impact on language development. DDL, which utilizes language corpora to study learner input and output, aligns with usage-based SLA by exposing learners to authentic usage data and helping them derive regularities and patterns. The article suggests future research directions, including the creation of DDL materials guided by usage-based SLA principles and longitudinal studies to examine the long-term effects of DDL. The author emphasizes the importance of establishing stronger connections between DDL and SLA theory to enhance language learning outcomes. [Extracted from the article]

The article discusses the benefits and challenges of using "do-it-yourself" (DIY) corpora for academic writing development. DIY corpora are compiled by students for their own use in academic writing, allowing them to investigate language features and edit their own texts. The article reviews the theoretical underpinnings of DIY corpus-building, including learner autonomy, specialized discourse, and data-driven learning. It also provides a literature review of studies that have implemented DIY corpora with undergraduate and graduate students, highlighting the benefits and challenges of the approach. The article concludes with recommendations for adopting DIY corpora, emphasizing the importance of demonstrating its effectiveness and providing technical and analytical skills training. [Extracted from the article]

The present paper seeks to explore the subjects and styles of Indian writing in English, especially in the postcolonial milieu through an analysis of Kamala Das' poem "Introduction" which has been taken as an illustrative text. The literary anxieties of the mentioned writers, the influences on them, their situational dynamics, and their evolution as progenitors of a complex canon, not to mention their linguistic experimentation are reflected in the metapoetic orientation of this seminal poem, a study of which yields valuable insights into the cultural context of the discourse both embodied and generated by it. [ABSTRACT FROM AUTHOR]

According to one view of alethic modality, alethic modality is deontic modality with respect to thoughts or language. To say that something is necessary is to prescribe norms on how we must think or use language. This view has been argued to have many philosophical advantages over the traditional view that takes alethic modality to describe things in the world. In this article, I argue that the deontic view also enjoys a wide range of empirical support from linguistics and psychology. [ABSTRACT FROM AUTHOR]

Is anything good simpliciter? And can things count as 'good' independent of the context in which 'good' is used? Traditionally, a number of meta‐ethicists have given positive answers. But more recently, some philosophers have used observations based on natural language to argue that things can only count as 'good' relative to ends and contextual thresholds. I will use work from contemporary linguistics to argue that 'good' is ambiguous, and that it has a moral disambiguation that attributes a fixed degree of goodness. This implies that things can count as 'good' simpliciter, independent of context. Not only does this result provide support for the traditional view, but it also vindicates some aspects of the more recent view. [ABSTRACT FROM AUTHOR]

Data analytics and programming skills are increasingly important in the humanities, especially in disciplines like linguistics due to the rapid growth of natural language processing (NLP) technologies. However, attitudes and perceptions of students as novice learners, and the attendant pedagogical implications, remain underexplored. This article reports a combined SWOT (strengths, weaknesses, opportunities, threats) and survey analysis of how postgraduate linguistics students reflect on internal qualities and external circumstances that affect their learning. SWOT is a popular self-reflective strategic planning tool by organizations. An innovative approach was used to classify students into four SWOT-defined learner dispositions (SO, ST, WO, and WT) based on their relative emphasis on strengths versus weaknesses, and opportunities versus threats. Scores on a modified Mathematics Attitude Survey measuring self-rated ABILITY, INTEREST, UTILITY, and PERSONAL GROWTH were then compared across these dispositions. Results reveal (i) some unexpected and interesting strengths/weaknesses/opportunities/threats, (ii) perceived internal traits (strengths/weaknesses) play a greater role than external traits (opportunities/threats) in shaping students' attitudes, (iii) a paradox where more confident students tend to be less interested, and vice-versa. Pedagogical implications arising from the results are discussed with an eye on enhancing the teaching of data analytics and programming skills to this target population. [ABSTRACT FROM AUTHOR]

Accurate assessment of self-perceived stress is crucial because perceived stress has been linked to post-stroke depression in persons with aphasia and may be related to linguistic performance. Measuring self-reported perceived stress can be difficult in persons with aphasia (PWA) due to linguistic impairments; therefore, using proxy ratings could be an alternative. The accuracy of proxy ratings of perceived stress may be influenced by the proxy's familiarity with the person with aphasia and/or the condition of aphasia. Additionally, accuracy may be affected by genuine or mistaken signs of perceived stress in PWA due to linguistic behavioural markers common in both stress and aphasia. An observation of stress in a PWA may also trigger a stress response in the proxy. This physiological stress response, known as stress contagion, may be mediated by trait empathy and impact proxy ratings of perceived stress in PWA. The current study investigates the accuracy of proxy ratings of perceived stress made by proxy reporters unfamiliar with PWA and unfamiliar with aphasia by exploring the agreement between PWA self- and unfamiliar proxy-reported stress ratings, the effect of aphasia severity on proxy ratings, stress contagion, and the contribution of trait empathy to proxy ratings. Fifty-five proxy reporters unfamiliar with aphasia self-reported their trait empathy and perceived stress, then watched two video cases of unfamiliar PWA and rated the stress of the PWA and their own stress level. No correlation was found between self-report and unfamiliar proxy report of PWA perceived stress. Aphasia severity did not affect proxy ratings. The proxy reporter's self-reported stress matched the PWA's stress level. Trait empathy did not predict proxy ratings. The lack of association between PWA self-report and the ratings of proxy reporters unfamiliar with PWA and aphasia indicates that unfamiliar proxy ratings are not ideal for representing objective measures of perceived stress. While aphasia severity does not affect ratings by proxy reporters unfamiliar with PWA and aphasia, unfamiliar proxy reporters may overestimate perceived stress levels in PWA. The correlation between proxy reporter self-report and PWA self-report suggests that some aspect of stress contagion is present. [ABSTRACT FROM AUTHOR]

Taking the manuscript On the Dual Essence of Language as a starting point, the article follows the scholarly tradition of reexamining the position of Ferdinand de Saussure's linguistics regarding twentieth-century semiotics and structuralism. After half a century of research on Saussure's manuscript legacy, the manuscript discovered in 1996 and published for the first time in 2002 develops aspects of Saussure's linguistic thought that cannot be inferred on the basis of previously known texts. One of these aspects concerns the crucial question of the nature of the linguistic sign and the process of signification, as well as the role of linguistic science in understanding such problems. The current text aims at reconstructing Saussure's ideas on these points through an analysis of the notion of final quaternion, claiming that this notion presents an alternative concept of the linguistic sign and signification process that hasn't been explored so far. It involves a five-sided relationship of non-pregiven elements in one signifying complex that is neither signifier, nor signified, and in the end, brings to the fore the material dimension of verbal language. [ABSTRACT FROM AUTHOR]

Deictic pronouns refer directly to the extralinguistic world (as in Stop her!), while anaphoric pronouns refer to elements introduced in discourse (as in My best friend is Mary. John adores her.). The distinction is central to linguistic theory and may be central also for understanding aphasia. This paper compares the production of deictic and anaphoric pronouns in fluent aphasia and non-fluent aphasia. It does so both for English and for Tagalog, which allows extensive omission of pronominal arguments. For both languages, the results show a dissociation between deictic and anaphoric pronouns. Non-fluent aphasic speech displays a lower proportion of anaphoric pronouns to non-pronouns than non-brain-damaged speech, while the proportion of deictic pronouns to non-pronouns is either not different (Tagalog) or higher (English). In contrast, fluent aphasic speech displays a higher proportion of deictic pronouns to non-pronouns, while the proportion of anaphoric pronouns is either not different (Tagalog) or lower (English). [ABSTRACT FROM AUTHOR]

A family of familiar linguistic tests purport to help identify when a term is ambiguous. These tests are philosophically important: a familiar philosophical strategy is to claim that some phenomenon is disunified and its accompanying term is ambiguous. The tests have been used to evaluate disunification proposals about causation, pain, and knowledge, among others. These ambiguity tests, however, have come under fire. It has been alleged that the tests fail for polysemy: a common type of ambiguity, and one that is at issue in philosophically interesting cases. Furthermore, the objection that the tests fail for polysemy is often taken to be an undeniable bit of linguistic data. We argue that this is mistaken. The objection implicitly relies on controversial assumptions about how to account for copredicational sentences, in which a single argument is ascribed prima facie incompatible properties. Furthermore, on several viable theories of copredication, the objection fails. However, our discussion also reveals that even if ambiguity tests are preserved, they may be significantly harder to execute than previously thought. [ABSTRACT FROM AUTHOR]

Objectives: Endometriosis is a chronic condition in which tissue resembling the endometrium grows outside of the womb, causing severe chronic pain. Research demonstrates the physical, emotional and quality of life impact on people with endometriosis, but pain is reportedly difficult to communicate, resulting in lengthier diagnosis. This work aimed to gain insight into the value of imagery production as a pain communication strategy through a novel synergy of psychological and linguistic/socio‐semiotic approaches. Design: A qualitative, multimodal, participant‐generated imagery study. Methods: Interpretative phenomenological analysis (IPA) and conceptual metaphor and metonymy analysis were utilized to examine visual representations of endometriosis pain. Data were collected in two focus groups with four and six women, respectively; all with a diagnosis of endometriosis, aged 25–40 years old (M = 34.5, SD = 4.2) and a mean diagnosis delay of 8.4 years (SD = 3.6). Results: The overarching theme across visual representations was 'Pain as Physical Violence' with 'colour as emotional representation', 'texture as sensory qualities' and 'materials as sensation' as sub‐themes. These are realized through metaphorical and metonymical relations in both the visual representations as well as the accompanying linguistic representation of the process. Conclusions: This study demonstrates the value of a creative mixed‐methodologies approach to capture experiential aspects of pain and its impact that are not verbalized in linguistic accounts alone. This can facilitate a deeper understanding of one's pain, acting as a medium for therapeutic adjustment to occur, while facilitating effective and empathic patient–professional conversations surrounding pain. [ABSTRACT FROM AUTHOR]

This study examines how listeners categorize second language (L2) accents and how their linguistic background affects this categorization. Ninety‐eight adult bilingual and multilingual Greek listeners categorized accents in a familiar (British English)–unfamiliar (Australian English) L2 accent condition. Data were collected through an online survey and analysed using binomial mixed‐effects models and signal detection analysis. The results demonstrated that both bilinguals and multilinguals exhibited low performance in the task, potentially due to their decreased familiarity with the Australian English accent and the fact that the two accents are phonetically similar. However, despite both groups' low performance, multilinguals outperformed bilinguals in accent categorization accuracy. This advantage could be attributed to a combination of cognitive and social dynamics. Results expand upon prior research, indicating that exposure to accent variation enhances listeners' abilities to categorize non‐native accents. The study provides important theoretical implications for the perception of accents and practical insights into foreign language learning and multilingual communication. [ABSTRACT FROM AUTHOR]

While linguistics traditionally keeps lexicon separate from grammar, Construction Grammar takes the grammatical construction as the basic unit of language. A grammatical construction integrates the roles of lexemes with their typical grammatical contexts, suggesting the advantages of a comprehensive approach. Furthermore, according to Construction Grammar, grammatical constructions comprise a system in which constructions mutually reinforce each other. We reveal the complex connections among Russian grammatical constructions that emerge from the Russian Constructicon, a resource with over 2200 annotated constructions. We achieve this by focusing on a single semantic subclass of 110 constructions labeled Sets and elements. Our analysis follows the connections among constructions through two domains: semantics and syntax. We find that all constructions fit into groupings at various levels of semantic schematicity, as well as presenting various syntactic dimensions. A given construction has affinities both to constructions with similar meanings and with similar form, and any given construction may have multiple affinities in either or both of these domains. Through our focus on multiword grammatical constructions, we reach beyond traditional approaches that separate words from grammar, instead viewing words in their grammatical context and grammar in its lexical context. [ABSTRACT FROM AUTHOR]

This study explores the dynamics of migration in the growing prominence of German in Nigeria, and the ways self-perception of language competence shapes ethnolingual belonging and future trajectories of transmigrant Nigerians residing in Germany. Drawing on promotional texts of German language schools and migration-themed discourses on Nairaland, I show that while German is mainly espoused for migration purposes back at home, most Nigerians in Germany conceptualise belonging and otherness through the lens of language proficiency—a perspective that rationalises their inclination towards relocating to Anglophone destinations for greater linguistic capital and social inclusion. I argue that the narrowed view of German as a migration asset impedes its wider adoption and mainstreaming in the Nigerian linguistic market, and illuminate the complex nexus between language, racialisation, migration, and belonging, as well as the tenuous link between language learning and acculturation. The paper offers insights into the ways language competence shapes ethnolingual membership and migration patterns in a globalised world and suggests a nuanced understanding of new language acquisition. [ABSTRACT FROM AUTHOR]

Amidst efforts to fulfill the Chinese government's education guide for morality building and character cultivating, curriculum ideology and politics have emerged as key aspects in higher education pedagogy. English linguistics, a staple for junior English majors and often perceived as theoretical and challenging, represents an opportunity to align with national education directives. This study explores the integration of ideological and political education within the English major's curriculum, specifically within an English linguistics course. This paper details an empirical case study conducted in a local Jiangxi university in China, where an "ideological education + linguistics" teaching model was carefully crafted and implemented in the introductory linguistics session. Methodologies included classroom observation, post-lesson questionnaire and interview, revealing enhancements in student engagement, understanding of linguistic concepts, and scientific and logical reasoning. Additionally, noteworthy improvements in teaching methodologies were reported. The findings affirm the model's feasibility and effectiveness in reinforcing the curriculum ideology and politics in major disciplines, suggesting a beneficial tripartite impact on national educational goals, student learning, and teaching innovation. Research significance indicates that by applying their experiences, front-line teachers can act as researchers, enhancing the implementation of educational research; besides theoretical studies, micro case studies are essential to validate and complement educational research, thus contributing to the development of a comprehensive theoretical framework. [ABSTRACT FROM AUTHOR]

When a person listens to natural speech, the relation between features of the speech signal and the corresponding evoked electroencephalogram (EEG) is indicative of neural processing of the speech signal. Using linguistic representations of speech, we investigate the differences in neural processing between speech in a native and foreign language that is not understood. We conducted experiments using three stimuli: a comprehensible language, an incomprehensible language, and randomly shuffled words from a comprehensible language, while recording the EEG signal of native Dutch-speaking participants. We modeled the neural tracking of linguistic features of the speech signals using a deep-learning model in a match-mismatch task that relates EEG signals to speech, while accounting for lexical segmentation features reflecting acoustic processing. The deep learning model effectively classifies coherent versus nonsense languages. We also observed significant differences in tracking patterns between comprehensible and incomprehensible speech stimuli within the same language. It demonstrates the potential of deep learning frameworks in measuring speech understanding objectively. [ABSTRACT FROM AUTHOR]