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Theoretical linguistics, particularly within the domain of cognitive linguistic (CL) theories, serves as a comprehensive framework for understanding language interpretation and addressing fundamental questions about its nature. Within the framework of theoretical linguistics, this study focuses on linguistic theories that delve into cognitive processes. Specifically, it explores how CL theories contribute to the development of English language (EL) skills in college students. To achieve this goal, a well-structured questionnaire method was employed to gather insights from 190 college students, and the collected data were analyzed using SPSS. The study adopts a quantitative descriptive research approach with a cross-sectional research design. The chosen methodology involves a questionnaire survey method, specifically utilizing a closed-ended 5-point Likert scale for participant responses. The corpus linguistics-focused curriculum enhances college students' writing complexity over traditional methods. This research contributes to the field of cognitive linguistics by not only emphasizing its role in EL development but also by addressing the integration of a corpus-based approach in English teaching. The study findings indicate frequent corpus-based language exploration correlates positively with students' confidence in written and spoken English. Furthermore, the analysis results highlight the effectiveness of integrating CL techniques into EL teaching materials, showcasing improvements in students' practical language skills and proficiency. [ABSTRACT FROM AUTHOR]

Purpose: The primary aim of this study was to investigate how speechlanguage pathologists (SLPs) from Estonia, Finland, and Lithuania rate the significance of different features for diagnosing childhood apraxia of speech (CAS) in their languages. Method: An online survey was conducted among 197 Estonian, Finnish, and Lithuanian SLPs who have worked with children with CAS. The SLPs were asked to rate the significance of 63 features for CAS diagnosis in their respective language. Cross-linguistic patterns in diagnostic features were examined with simple correspondence analysis (SCA) and via descriptive statistics. Results: The ratings revealed six to seven diagnostic features that were considered very significant for CAS diagnosis by the majority of respondents in each country. The SCA highlighted differences between Lithuanian SLPs and Estonian and Finnish SLPs. Some possible language-specific associations were noted, such as palatalization errors for Lithuanian and Estonian and diphthong distortions for Estonian. The respondents from all countries rated highly those features that can easily be applied to most languages (e.g., groping) and gave lower ratings to features that may be influenced by the linguistic structure of different languages (e.g., word stress errors). Conclusions: Overall, SLPs provided high ratings to CAS features that occur universally across languages, whereas features specific to languages, such as prosody-related errors, were not as highly rated. Several language-specific features were highlighted, providing direction for future research and emphasizing the importance of language-specific considerations in CAS research and diagnosis. [ABSTRACT FROM AUTHOR]

The perception of rhythmic patterns is crucial for the recognition of words in spoken languages, yet it remains unclear how these patterns are represented in the brain. Here, we tested the hypothesis that rhythmic patterns are encoded by neural activity phase-locked to the temporal modulation of these patterns in the speech signal. To test this hypothesis, we analyzed EEGs evoked with long sequences of alternating syllables acoustically manipulated to be perceived as a series of different rhythmic groupings in English. We found that the magnitude of the EEG at the syllable and grouping rates of each sequence was significantly higher than the noise baseline, indicating that the neural parsing of syllables and rhythmic groupings operates at different timescales. Distributional differences between the scalp topographies associated with each timescale suggests a further mechanistic dissociation between the neural segmentation of syllables and groupings. In addition, we observed that the neural tracking of louder syllables, which in trochaic languages like English are associated with the beginning of rhythmic groupings, was more robust than the neural tracking of softer syllables. The results of further bootstrapping and brain–behavior analyses indicate that the perception of rhythmic patterns is modulated by the magnitude of grouping alternations in the neural signal. These findings suggest that the temporal coding of rhythmic patterns in stress-based languages like English is supported by temporal regularities that are linguistically relevant in the speech signal. [ABSTRACT FROM AUTHOR]

English for Academic Purposes (EAP) courses have provided undergraduate students with a supporting structure for their research. After leaving these courses, students may write their senior theses or write for research journals or research symposiums. What genre knowledge and writing expertise will they gain through these activities and how? This paper examines the genre learning of a group of Chinese university students as they participated in three undergraduate research symposiums (URSs). The study reveals that they furthered genre knowledge across five domains—subject matter knowledge, formal genre knowledge, rhetorical knowledge, process knowledge, and genre awareness. They achieved these gains as they searched for appropriate research questions and analytical models, annotated and modelled Chinese research articles, experimented with new genre forms critically across lingua-cultural differences, negotiated with non-disciplinary raters and shifting rating criteria of the URSs, and managed their affect productively. Given the affordances of URSs, we conclude the study by suggesting ways to strengthen the ties between the EAP curriculum and URSs. • A study of genre learning of a group of Chinese university students. • Students participated in three undergraduate research symposiums. • Students furthered genre knowledge across five domains. • Genre learning was supported by translingual and affective mediations. [ABSTRACT FROM AUTHOR]

This article presents the development of a specialized data set for analyzing Estonian metadiscourse markers in academic usage, extending Hyland's interpersonal metadiscourse model to a non–Indo-European language. Our goal is to show how metadiscourse, as a feature of a writing tradition, can reveal aspects of writing in languages other than English, complementing the traditionally Anglo-centric perspective in metadiscourse research. By analyzing 21 Estonian linguistics research articles, we offer a transparent procedure to address methodological issues in metadiscourse studies and demonstrate the need for language-specific adjustments in the framework. We introduce statistical methods for analyzing multidimensional associations among marker categories, linguistic level, and rhetorical text structure. The findings suggest that Hyland's metadiscourse model can be adjusted for specific languages, highlighting the influence of language structure on metadiscourse category variation and linguistic expression levels. The study reinforces that the distribution and manifestation of metadiscourse are shaped, among other factors, by unique writing traditions. [ABSTRACT FROM AUTHOR]

Copyright of Larq Journal for Philosophy, Linguistics & Social Sciences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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.)

This study critically examines the biases and methodological shortcomings in studies comparing deaf and hearing populations, demonstrating their implications for both the reliability and ethics of research in deaf education. Upon reviewing the 20 most-cited deaf-hearing comparison studies, we identified recurring fallacies such as the presumption of hearing ideological biases, the use of heterogeneously small samples, and the misinterpretation of critical variables. Our research reveals a propensity to biased conclusions based on the norms of white, hearing, monolingual English speakers. This dependence upholds eugenics ideas and scientific ableism, which reinforces current power dynamics that marginalize the epistemologies and lived experiences of deaf populations. Going forward, it will be imperative for deaf people to be included in meaningful roles in deaf-related research as active contributors who help define the whole research process. Without this shift, the research risks remaining detached from the very populations it seeks to understand. [ABSTRACT FROM AUTHOR]

The primary aim of this research is to study abbreviation as a word-formation process and identify its specificity. To achieve this aim, the following objectives were formulated and addressed: identification of the main methods of word formation in contemporary English; determination of the place of abbreviation in the word-formation system of modern English; identification of the main types of abbreviations; description of the characteristics of each kind; analysis of the structural and semantic organization of initialisms in contemporary English. The research was based on a complete Oxford Advanced Learner's Dictionary (2023) sampling method and involved the analysis of 635 initial abbreviations that were categorized according to their structural and semantic characteristics. [ABSTRACT FROM AUTHOR]

The emergence of large language models (LLMs) presents significant opportunities in healthcare and medical education. This study evaluates the performance of LLMs in medical examinations, with a specific focus on allergy, immunology, and related specialties. LLMs have developed the ability to comprehend, interpret, and process language in a manner akin to humans. This advancement raises concerns about their potential role in disciplines like medicine, which require advanced cognitive skills and a deep, specialized knowledge base. Following PRISMA guidelines, our review investigates the performance of LLMs in medical tests, highlighting both their strengths and limitations. We found that LLMs demonstrate higher accuracy on English-language assessments but exhibit significant variation in performance across different medical disciplines. This underscores the need for discipline-specific training and raises ethical considerations regarding challenges in clinical reasoning and visual interpretation. Future research should address linguistic biases, develop specialized protocols, and enhance the capacity of LLMs in immunology and allergy. This study emphasizes the potential of LLMs to transform medical education and advocates for their careful integration to ensure adequate support for healthcare professionals in managing complex allergic and immunological conditions. [ABSTRACT FROM AUTHOR]

When negotiating with partners from abroad, which language should we choose: a native or a foreign one? To answer this question, we leverage dual‐process theory to investigate how using a native versus foreign language affects negotiation strategies and outcomes and explore the moderating role of emotions. Across three studies that use dual‐language speakers of four of the five most common languages in the world (English, Chinese, Spanish and French), our findings consistently show that, while the native language is the preferred option for negotiation (Study 1), the consequences are more emotional expression, more passive strategies and worse outcomes (Studies 2 and 3). Anger in a native versus foreign language makes negotiators compromise more, which results in worse outcomes (Study 3). Our contribution is threefold: We are the first to explore the effects of language (foreign vs. native) in an empirical negotiation setting; we separate the intrapersonal from the interpersonal effects of language by using the Actor‐Partner Interdependence Model; and we establish that the language effects are independent of culture. Our results suggest that managers should use their native language with caution when negotiating, since they might unconsciously display higher levels of emotion and use more passive negotiation strategies. [ABSTRACT FROM AUTHOR]

Despite the existence of many studies on the identity of language learners in the offline settings, few focus on how English language learners in the expanding circle construct their identity through their use of English and their choices over their first language capital as they enjoy variations of multilinguacultural exposes in the digital space. To fill this gap, this study explores the voices of 267 Indonesian undergraduate students in negotiating their identity as English learners and users. Drawing on the poststructuralist approach and positioning theory of identity, this study shows how socio-cultural values and a hegemony that posits L1 users as the most rightful language model become sensitive factors affecting participants' choices of languages, accent-preferences and desire to affiliate with diverse multilinguacultural persons in digital interactions. This article calls for the encouragement of translanguaging as discursive practice in the classrooms and beyond. Additionally, societal stigma on the existence and use of English which limits the identity options of Indonesian learners as users of English in the expanding circle should be responded strongly in digital interaction as well as offline encounters. [ABSTRACT FROM AUTHOR]

This paper develops the notion of epistemic exclusion as a way of exploring the different types of silence and silencing that happen in English medium Rwandan classrooms. By focusing on classroom observationsof teachers' pedagogic practices and the ways in which girls interact in the classrooms, we demonstrate how experiences of epistemic exclusion intersect with other mechanisms of marginalisation, in this case related to gendered norms and expected behaviours. Through thematic analysis of dual classroom observation schedules and video transcriptions from 32 Primary Six and Secondary Three lessons in four government schools, we have identified examples where learners' engagement in the co-construction of language and subject knowledge was limited by classroom practices. Silence, and silencing, of girls was particularly observed in Secondary Three where reluctance to speak in class and respond to teachers' questions, combined with lack of confidence as evidenced through body language, deprived girls from participating in spontaneous classroom talk. Conclusions discuss how silencing limits girls' epistemic inclusion. [ABSTRACT FROM AUTHOR]

This paper is describes the author's personal involvement with issues of policy and implementation that were sparked by the Lau decision. Topics included are student assessment, the bilingual education wars, the role of research, the paradigm shift with the advent of standards, and California state policy in the education of English learners. [ABSTRACT FROM AUTHOR]

In the 1780s in Saint Petersburg there appeared a multilingual comparative dictionary, under the editorship of the German Peter Simon Pallas (1741–1811). Its title – 'Comparative Vocabularies of All Languages and Dialects' – illustrated its ambitious scope, and the first volume of this dictionary covered the languages of Europe, Asia and 'the Islands of the Southern Ocean'. A second, promised, volume, containing the languages of Africa and the Americas, never appeared. For various reasons, this work, despite its vast linguistic content, has generally been discussed only briefly in the history of lexicography and linguistics in English, and the English entries themselves have not yet been presented in their entirety. The aim of this article is thus to correct this oversight, and to provide an overview of the history of the Vocabularies itself, as well as a list of the English entries as they appear in the work itself. [ABSTRACT FROM AUTHOR]

In the English language, when a sentence contains all letters of the alphabet, such as "The/A quick brown fox jumps over the lazy dog", this is known as a pangram. Curiously, despite its odd meaning, this fox-dog pangram has found practical usage in some applications, mainly in text typography related to computer graphics, in linguistics, as a writing tutorial, or for testing computer keyboards. Even more curiously, it has been detected as a residual of template text in some academic papers. This unique linguistic curiosity was examined by screening Scopus and Web of Science, as well as Google Scholar from 2019–2023, to appreciate its practical use, as well as to assess whether there were any cases of residual template text, the main target of this exercise. In the latter case, this letter advocates for the removal of this residual text, in the form of a literary correction. [ABSTRACT FROM AUTHOR]

The current study explored the intelligibility and acceptability ratings of dysarthric speakers with African American English (AAE) and General American English (GAE) dialects by listeners who identify as GAE or AAE speakers, as well as listener ability to identify dialect in dysarthric speech. Eighty-six listeners rated the intelligibility and acceptability of sentences extracted from a passage read by speakers with dysarthria. Samples were used from the Atlanta Motor Speech Disorders Corpus and ratings were collected via self-report. The listeners identified speaker dialect in a forced-choice format. Listeners self-reported their dialect and exposure to AAE. AAE dialect was accurately identified in 63.43% of the the opportunities; GAE dialect was accurately identified in 70.35% of the opportunities. Listeners identifying as AAE speakers rated GAE speech as more acceptable, whereas, listeners identifying as GAE speakers rated AAE speech as more acceptable. Neither group of listeners demonstrated a difference in intelligibility ratings. Exposure to AAE had no effect on intelligibility or acceptability ratings. Listeners can identify dialect (AAE and GAE) with a better than chance degree of accuracy. One's dialect may have an effect on intelligibility and acceptability ratings. Exposure to a dialect did not affect listener ratings of intelligibility or acceptability. [ABSTRACT FROM AUTHOR]

Purpose: The current study delineated a clinical and theoretical framework that clinicians and researchers can use to guide the assessment of bilingual aphasia at morphosyntactic, lexical–semantic, and phonological levels of language processing. Method: This tutorial outlines cross-linguistic and multicultural considerations that should be addressed in evaluating bilingual adults with aphasia (BWAs). Results: At the morphosyntactic level, we presented three features that should be taken into account when evaluating linguistic symptoms in languages considering whether they are typologically similar or dissimilar: word order, pro(noun)-drop, and morphological inflections of verbs. We suggest that clinicians need to conduct additional error analyses that reflect typological differences in syntactic templates, argument-deletion phenomena, and morphological inflections to better understand linguistic characteristics of impairments arising from the interactions of the two languages that may differ in many ways. At the lexical–semantic level, we addressed three cross-linguistic features that may impact naming performance in BWAs: cognates, lexical frequency, and semantic typicality. The presence of cognates between the two languages can lead to differential interpretations of naming performance. In addition, the same lexical items may exhibit varying lexical frequency and typicality across languages due to cultural and linguistic differences. We suggest that clinicians should thoroughly prepare the testing items considering the linguistic distance. Finally, we emphasized differences in segmental and suprasegmental features of phonology that could contribute to cross-linguistic phenomena during assessment of two or more languages. Conclusions: This cross-linguistic assessment framework contributes to a better understanding of linguistic impairments and communication difficulties experienced by BWAs. This framework can be utilized in current clinical practice to facilitate culturally and linguistically appropriate assessment and treatment approaches for BWAs. [ABSTRACT FROM AUTHOR]

Purpose: A well-established set of language-specific norms for phonological development is imperative in the assessment of child speech sound difficulties. Currently, English norms are used clinically (in the absence of norms for local languages) to determine if a child displays age-appropriate, delayed or disordered speech patterns in Sinhala. This preliminary exploratory study aimed to document phonological processes observed in typically developing Sinhalaspeaking children aged 3;0–6;11 (years;months). Method: The Test of Articulation and Phonology–Sinhala, a picture-based assessment, was devised by the researchers and administered to 102 Sinhalaspeaking children from three geographical locations (Colombo, Kandy, and Gampaha). The quantitative measures included percent consonants correct, percent vowels correct, and percent phonemes correct, while the qualitative analysis identified phonological processes. Results: The quantitative results showed a marked influence of age on phoneme production accuracy with over 75% consonants correct by 3 years 6 months. The qualitative findings demonstrate common typical phonological processes and less common phonological processes in Sinhala compared to the speech pathology and cross-linguistic literature. Common phonological processes included fronting, stopping, and weak syllable deletion widely documented in linguistic and speech-language pathology literature. Many shared phonological processes were observed between Sinhala and Sri Lankan Tamil, the two main local languages, including fronting of retroflex sounds and lateralization. The phonological process of denasalization of prenasalized stops was observed in Sinhala, with no documentation of the phonological process found within the mainstream speech-language pathology literature. Conclusion and Implications: These findings reinforce the need to document and use language-specific typical phonological processes in Sinhala given the implications for early and accurate identification of speech difficulties and intervention. [ABSTRACT FROM AUTHOR]

The article focuses on the importance of terminology in clinical and public health communication, advocating for the use of "non-English language preference" (NELP) over "limited English proficiency" (LEP) to better represent linguistic minority populations. Topics discussed include the multifaceted nature of language proficiency, the implications of using preference-based terminology, and the evolving nature of language in public health advocacy.

English is considered one of the most important languages in the world. It is taught in every school, college, and university in the world. English has become an international language and the language of science, technology, and business (Haidar, 2019b). McKay (2002) states it is an important tool in educational careers worldwide. The main priority of students and parents is to acquire a complete command of English and develop skills to conquer the business and technological fields that dominate the world today. Students should know the importance of the English language in professional life shortly. They should also know that the business and financial structure now depend on English. Today, English is recognized as the language of innovation, discovery, learning, teaching, and marketing. Researches briefly discussed that English has become the sole source of communication worldwide. Many researchers and scholars work in their libraries and research laboratories to display the results of their research in the field of English. Therefore, English is still taught in educational institutions around the world. Language is the center of social interaction in every society regardless of space and time. Language and social interaction are interrelated: language shapes social interaction, and social interaction shapes language. Learning a language is going through the learning process of indoor, outdoor, formal, or non-formal education. Teaching, language learning, socio-cultural contexts, and language variations must be taken into account as they affect the success of learning a language. The teacher may not neglect the influence of different languages and socio-cultural contexts of the participants, especially in the mother tongue or the foreign language. It is related to the roles that facilitate learners to achieve the goals of language learning. The conditions of socio-cultural contexts and language variations can be covered in sociolinguistics research. [ABSTRACT FROM AUTHOR]

Purpose: This study investigated articulatory patterns for American English /ɹ/ in children with and without a history of residual speech sound disorder (RSSD). It was hypothesized that children without RSSD would favor bunched tongue shapes, similar to American adults reported in previous literature. Based on clinical cueing practices, it was hypothesized that children with RSSD might produce retroflex tongue shape patterns at a higher relative rate. Finally, it was hypothesized that, among children who use a mixture of bunched and retroflex shapes, phonetic context would impact tongue shape as reported in the adult literature. Method: These hypotheses were tested using ultrasound data from a stimul-ability task eliciting /ɹ/ in syllabic, postvocalic, and onset contexts. Participants were two groups of children/adolescents aged 9-15 years: 36 with RSSD who completed a study of ultrasound biofeedback treatment and 33 with no history of RSSD. Tongue shapes were qualitatively coded as bunched or retroflex using a flowchart from previous research. Results: Children with no history of RSSD were found to use bunched-only tongue shape patterns at a rate higher than adults, but those who used a mixture of shapes for /ɹ/ followed the expected phonetic contextual patterning. Children with RSSD were found to use retroflex-only patterns at a substantially higher rate than adults, and those using a mixture of shapes did not exhibit the expected patterning by phonetic context. Conclusions: These findings suggest that clients receiving ultrasound biofeedback treatment for /ɹ/ may be most responsive to clinician cueing of retroflex shapes, at least early on. However, retroflex-only cueing may be a limiting and insufficient strategy, particularly in light of our finding of a lack of typical variation across phonetic contexts in children with remediated /ɹ/. Future research should more specifically track cueing strategies to better understand the relationship between clinician cues, tongue shapes, and generalization across a range of contexts. [ABSTRACT FROM AUTHOR]

This research aims to compare the linguistic characteristics of Middle Eastern English with British and American English in the context of YouTube. For this purpose, the theoretical framework adopted is Biber's Multidimensional Analysis, in which Middle Eastern English is compared with British and American English regarding language usage features. To do so, the present study considers a purposive sample of 40 YouTube videos with speakers from the Middle East, Britain, and America. The methodology entails the use of a wellplanned and structured process to assess the various aspects of the language of spoken English in the videos. In the particular concern of this study, the emphasis lies on comparing Middle Eastern English and its relation to British and American English on YouTube. Specifically, the comparative analysis identifies the differences in the linguistic features due to cultural, social, and contextual factors in Middle Eastern English. Based on the findings, Middle Eastern English differs from British and American English because it is more argumentative, less abstract, less situation-bound, and less narrative. Consequently, the results of this study help analyze the current state of change in English varieties on social media and reveal the sociolinguistic aspects of the English language in relation to the video-sharing site YouTube. The study elicits a rather complex picture of how linguistic diversity comes into play with regard to the integrated and interconnected nature of today's cyberspace communication. [ABSTRACT FROM AUTHOR]

This study explores the negotiation of locational epistemic access during initial reference sequences through embodied mapping, a practice in which co-participants (re)construct geographical maps by using their bodies and the space around them in concert with talk. Like a physical map, an embodied map becomes a mutually available resource that can be scrutinized or amended and therefore constitutes a resource for managing intersubjectivity and addressing epistemic asymmetry. Although embodied maps are ephemeral and physically intangible, they are treated as perceptible by co-participants and are made amenable to correction through the practices of visualization. Embodied mapping in novice second language interaction is a sophisticated, jointly accomplished resource for constructing gesture utterance packages that bolsters participants' limited linguistic resources. The data are in English and Japanese and originate from conversations video-recorded in a paired English as a Foreign Language (EFL) test setting. [ABSTRACT FROM AUTHOR]

The organization of abstract concepts reflects different dimensions, grounded in the brain regions coding for the corresponding experience. Normative measures of linguistic stimuli offer noteworthy insights into the organization of conceptual knowledge, but studies differ in the dimensions and classes of concepts considered. Additionally, most of the available information has been collected in English, without considering possible linguistic and cultural differences. Here, we aimed to create a comprehensive Turkish database for abstract concepts (TACO), including rarely investigated classes such as political concepts. We included 503 words-78 concrete (fruits, animals, tools) and 425 abstract (emotions, social, mental states, theoretical, quantity, space, political)-rated by 134 Turkish speakers for familiarity, imageability, age of acquisition, valence, arousal, quantity, space, theoretical, social, mental state, and political dimensions. We calculated dominance and exclusivity, indicating the dimension receiving the highest mean score for each word, and the position of the word along the unidimensional–multidimensional continuum, respectively. A principal component analysis (PCA) was conducted on the semantic dimensions. The results showed that mental state was the dominant dimension for most concepts. Moderate to low levels of exclusivity indicated that the concepts were multidimensional. PCA revealed three components: Component 1 captured the juxtaposition between social/mental state and magnitude polarities, Component 2 highlighted affective components, and Component 3 grouped together political and theoretical dimensions. The introduction of political concepts provided insights into the multidimensional nature of this unexplored class, closely intertwined with the theoretical dimension. TACO constitutes the first comprehensive Turkish database covering several abstract dimensions, paving the way for cross-linguistic and cross-cultural studies of semantic representations. [ABSTRACT FROM AUTHOR]

Aims and objectives/purpose/research questions: The empirical goal of the paper is to document the linguistic distribution and patterning as well as the sociolinguistic conditioning of intensifiers in English spoken by educated young adults from Germany. Here, I also seek to understand how the empirical data presented here informs our understanding of the mechanisms underlying language change in those forms of English that emerge through the combined impact of naturalistic L2 acquisition and instructed foreign language learning (henceforth, EFL or Learner English). Design/methodology/approach: The study reports intensification data from 53 advanced learners of English from Germany and compares it with that reported for L1 English vernaculars. The data were elicited with the help of sociolinguistic interviews tapping into learners' natural linguistic behaviour. The processes of language change are explored against the backdrop of grammaticalisation theory, as espoused by variationist sociolinguists. Data and analysis: The study employs two methods of analysis: distributional percentages and fixed-effects logistic regression analyses. These allow pinpoint rates and patterns of intensification as well as its language-internal and language-external conditioning. Findings/conclusions: Systematic comparisons of language-internal conditioning underlying the occurrence of linguistic variants pinpoint 'functional specialisation' (also 'entrenchment') as a driving mechanism of and a potent constraint on language change. Originality: While demonstrating how functional specialisation is operative in the system of German Learner English intensification, the present study highlights the relevance of EFL data to empirical testing and advancement of (socio-)linguistic theory. The study also highlights the relevance of learners' linguistic identity and the sociopsychological construct of 'relatedness' in the adoption of the globally available features of the English language. Significance/implications: The study pleads for more research at the intersection of historical/general linguistics and SLA as such an approach adds to knowledge about language acquisition, language variation and, ultimately, language change. [ABSTRACT FROM AUTHOR]

We explore how general principles of learning apply to and combine with usage‐based approaches to language learning and teaching, with a focus on the effects of order of exposure to new information in second language (L2) instruction. Although the effects of input spacing and timing on memory and learning have been previously explored (see Rogers, 2020; Shintani, 2017, for an overview), the effects of order of exposure to the input remain understudied. In this study, we tested whether order of exposure to information in the L2 plays a role in L2 learning and whether an optimal order where the most reliable cues are introduced first ensures that foreign language learners are better equipped to form representations that allow flexible, yet accurate generalisations. We analysed data collected through a training study that teaches the English article system to first language (L1) speakers whose language does not have markers of definiteness. [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]

The purpose of the article is to expose the results of the investigation whose objective was focused on developing activities that promote the development of oral expression in the english language in medical science students. The deficiencies in the English subject related to the development of oral expresion are shown to achieve a correct communication through the use of English language. Taking into account that the training of students in medical universities is based on having a good communicative approach, in addition, that they are prepared from a technical scientific point of view and that they have linguistic skills for exchange and collaboration which constitutes a current challenge for Cuban Universities. In this medical importance is given to knowledge with emphasis in the development of the oral expression, which constitutes a need which establishes as a graduation requirement user level equivalent to B1. [ABSTRACT FROM AUTHOR]

Complex verbs with the same preverb/prefix/particle that is both linguistically productive and analyzable can be compositional as well as non-compositional in meaning. For example, the English on has compositional spatial uses (put a hat on) but also a non-spatial "continuative" use, where its semantic contribution is consistent with multiple verbs (we played / worked / talked on despite the interruption). Comparable examples can be given with German preverbs or Russian prefixes, which are the main data analyzed in the present paper. The preverbs/prefixes/particles that encode non-compositional, construction-specific senses have been extensively studied; however, it is still far from clear how their semantic idiosyncrasies arise. Even when one can identify the contribution of the base, it is counterintuitive to assign the remaining sememes to the preverb/prefix/particle part. Therefore, on one hand, there seems to be an element without meaning, and on the other, there is a word sense that apparently comes from nowhere. In this article, I suggest analyzing compositional and non-compositional complex verbs as instantiations of two different types of constructions: one with an open slot for the preverb/prefix/particle and a fixed base verb and another with a fixed preverb/prefix/particle and an open slot for the base verb. Both experimental and corpus evidence supporting this decision is provided for Russian data. I argue that each construction implies its own meaning-processing model and that the actual choice between the two can be predicted by taking into account the discrepancy in probabilities of transition from preverb/prefix/particle to base and from base to preverb/prefix/particle. [ABSTRACT FROM AUTHOR]

The authors share a story of a middle school writer's experience navigating across languages in an English for Speakers of Other Languages support classroom. [ABSTRACT FROM AUTHOR]

In this article, three teacher educators share how English language arts teachers can implement collaborative translanguaging in secondary settings. [ABSTRACT FROM AUTHOR]

Through the analysis of English in the linguistic landscape (LL) of Tokyo, this article demonstrates the diverse functions of English on signage and argues that the use of English in different areas of Tokyo mirrors the distinct socioeconomic characteristics of each area, aiming to highlight how English contributes to shaping the multifaceted Tokyo's cityscape. This study specifically contrasts the three areas: Asakusa and Tsukiji, Shibuya, and Roppongi and Azabu. The data consists of photographed signs, supplemented with fieldnotes, obtained from fieldwork in 2023. Considering all the aspects of the observed signs, the diverse English use on signage can be viewed as a manifestation of its proliferation and localisation as a global language, adapting to a diverse audience, including Japanese locals, visitors from overseas, and local foreign residents. As a result of such manifestation, along with the varied functions and interplay with social contexts, the aggregate of English signs of each area collectively crafts the complexity of Tokyo's mosaic cityscape. [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]

In a class filled with students, every student is at a different understanding level. They are taught using the same curriculum but, in the end, their levels of comprehension, understanding and application differs from person to person. This matters even more in cases where students enrol for a new course, and they are from different educational institutions, economic backgrounds, social backgrounds and geographical locations. Their backgrounds have a lot to do with their understanding of things and their current comprehension patterns. This is the scenario where a bridge course shines. This is a scenario in which a bridge course tries and brings them to a level playing field such that before the actual course begins, the students will be brought to a level understanding. The present research is an action research conducted at Azim Premji University, where students enrolling for post graduate programs are given the opportunity to pursue a short bridge course, before their actual course begins. The content and opinions expressed are that of the author(s) and are not necessarily endorsed by/do not necessarily reflect the views of Azim Premji University [ABSTRACT FROM AUTHOR]

Northeastern States of India is a hub of various communities, ethnic groups and languages. Most of these languages have close affinities in the field of linguistic traits. These languages basically belong to the Sino-Tibetan language family. Among of these languages, Bodo and Koch Rabha belong to the cognate group of Tibeto-Burman groups of languages under the greater Sino-Tibetan Language Family. Linguistically, both Bodo and Koch Rabha languages have similarities in case of phonology, morphology, syntactic and semantically. The present paper intends to make a comparative study in the field of noun formation of Bodo and Koch Rabha languages and the similarities in its formation. [ABSTRACT FROM AUTHOR]

This paper aims to propose the Technological Pedagogical and Language Skills (TPALS) framework, an extension of the widely adopted TPACK model, with a specific focus on English Language Teaching (ELT). TPALS emphasizes the interactive relationship between technology, pedagogy, and language skills development to enhance learning experiences in acquiring English as a second language through the systematic integration of digital tools in the 21st century. Drawing on interviews with pre-service and in-service teachers from Southern India, the study explores the real-world implications of TPALS in English language classrooms. The findings suggest that systematic technology integration, alongside pedagogical strategies, fosters language proficiency while addressing diverse linguistic needs. Moreover, the challenges faced during the COVID-19 pandemic highlight the importance of equipping teachers with appropriate digital literacy skills and training for sustained success in integrating technology into language learning. This paper further explores the potential of multimedia tools, online platforms, and digital resources to create immersive language learning environments and contribute to the development of essential English language proficiency. [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]

In recent years, gamification has appeared to be an enjoyable and appealing instructional approach in educational settings. This paper reports the implementation and evaluation of gamified instruction to support learners of English as a foreign language in a linguistics course. Several gamification elements, such as experience points, badges, leaderboard and competition, were deployed on a Moodle course management system. A comparison of the results of the survey on learning motivation revealed that the experimental group had greater learning motivation than did the control group after the instruction, particularly in the dimensions of relevance and satisfaction, suggesting that gamification can increase learners’ interest and satisfaction. To illustrate learning engagement, the data of online activities in the course management system were analyzed and compared between groups. The outcomes were encouraging, showing that students in the gamified group were more likely to submit quizzes and posts on discussion forums than were those in the nongamified group. The analysis of the relationships between gamified learning activities and motivation revealed that learning motivation was significantly correlated with discussion forums, WordWall games and badges. The findings indicate that gamification elements can effectively promote students’ motivation and engagement in learning English as a foreign language context.

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]

After the COVID-19 pandemic outbreak, the disruption of in-person schooling has significantly affected many students including emergent bilingual students. Designed as an ethnographic study, this research study examines two Spanish-English dual language bilingual education teachers' implementation of translanguaging pedagogies and language socialization during the pandemic through the following research questions: (1) What adjustments did the teachers make to their teaching and curriculum to support the students as they navigated the pandemic times? (2) How did the teachers and students use languages in their interaction in blended learning environments? Findings from the 2nd grade Spanish Language Arts and 4th grade Social Studies classes demonstrate that both teachers reported an increased awareness of the importance to integrate translanguaging pedagogies and reflected a translanguaging stance. They also intentionally integrated translanguaging strategies into their teaching through translanguaging design. The 2nd grade teacher invited the students to draw upon their full linguistic repertoires for Spanish literacy development, whereas the 4th grade teacher adopted translanguaging design to make content materials more accessible. Through translanguaging socialization, both teachers socialized the students into and through flexible language use and created a learning environment where students' linguistic repertoires were valued as a resource for learning. [ABSTRACT FROM AUTHOR]

Previous research on cross-linguistic transfer has provided evidence about the transfer of reading performance and strategies. However, little knowledge exists regarding how motivational factors (e.g. self-efficacy, intrinsic motivation [IM], extrinsic motivation [EM]) transfer and how they facilitate the transfer of reading from the first language (L1; i.e. Chinese in this study) to the second language (L2; i.e. English in this study). Furthermore, there is little agreement on the relationship between self-efficacy, IM, EM, and reading comprehension in L1 and L2 studies. This study aimed to (1) explore the relationship between self-efficacy, IM, EM, and reading comprehension in both L1 and L2; (2) identify whether self-efficacy, IM, EM, and reading performance can be directly transferred from L1 to L2; (3) and investigate how self-efficacy affects the cross-linguistic transfer of reading comprehension. 2,894 fourth-graders from 38 Hong Kong schools participated in this study. Results found that the relationship between self-efficacy, IM, EM, and reading comprehension was consistent in both L1 and L2. For cross-linguistic transfer, IM, EM, and reading performance can be transferred directly from L1 to L2, but reading self-efficacy cannot. Findings also indicated that self-efficacy indirectly affected L2 reading through several potential pathways. Implications for bilingual reading education are discussed. [ABSTRACT FROM AUTHOR]

Multilingualism is often associated with advantages for acquiring additional languages. Theoretical approaches explain these advantages by assuming a Common Underlying Proficiency or a Metalinguistic Awareness. At the State Europe School in Berlin, students from different language backgrounds receive instruction in German and a partner language according to two-way immersion (TWI). It is unclear how this bilingual instruction affects the acquisition of a third language. We examined the English proficiency of N = 656 TWI sixth-grade students and N = 739 mainstream students via a C-test. Multiple regression analyses revealed that TWI students exhibited higher English proficiency than mainstream students despite having received less English instruction. The results showed additional effects of German- and partner-language reading skills. The findings support the assumption of TWI programs that the use of two languages of instruction fosters third language acquisition. [ABSTRACT FROM AUTHOR]

Natural languages distinguish between telic predicates that denote events leading to an inherent endpoint (e.g., draw a balloon) and atelic predicates that denote events with no inherent endpoint (e.g., draw balloons). Telicity distinctions in many languages are already partly available to 4–5-year-olds. Here, using exclusively nonlinguistic tasks and a sample of English-speaking children, we ask whether young learners use corresponding temporal notions to characterize event structure—that is, whether children represent events in cognition as bounded temporal entities with a specified endpoint or unbounded temporal units that could in principle extend indefinitely. We find that 4–5-year-old children in our sample compute boundedness during an event categorization task (Experiment 1) and distinguish event boundedness from event completion (Experiment 2). Furthermore, 4–5-year-olds in our sample evaluate interruptions at event endpoints versus midpoints differently—but only for events that are construed as bounded, presumably because in such construals, events truly culminate (Experiment 3). We conclude that young children represent events in terms of foundational and abstract temporal properties. These properties could support the acquisition of linguistic aspectual distinctions and further scaffold the way children conceptualize and process their dynamic experiences. Public Significance Statement: The present study shows that 4–5-year-old children classify and interpret events in terms of abstract temporal structure (i.e., the way an event begins, develops, and ends). The sensitivity to event temporal profiles could support the acquisition of temporal distinctions in language and further scaffold the way children conceptualize and process their dynamic experience. [ABSTRACT FROM AUTHOR]

School-age English learners (ELs) are faced with the challenging task of acquiring a foreign language while simultaneously reading academically demanding literature. Therefore, the current research aimed to examine the relation between the rate of grammatical tense marking errors made by ELs and their performance on measures of reading comprehension (RC). The sample for the current study included 5th-grade students who were categorized as ELs who were receiving English support services (N = 103). Samples were collected using i-Ready and writing samples. The samples were used to examine ELs' RC in relation to tense marking errors in their written responses on the district writing assessment at the end of the school year. The results from the study revealed that there was a moderate negative correlation (r = −.431, p <.010) between verb tense errors and reading comprehension. Students with high rates of verb tense errors received lower RC scores. [ABSTRACT FROM AUTHOR]

Building on previous observations of variability in speech research, we examine variability in speech perception study materials associated with the specific talker and contrast under examination. English-speaking listeners completed a web-based auditory AXB task involving Hindi dental-retroflex stop contrasts produced by four talkers. Main effects of talker and contrast, as well as the interaction of the two, were observed. Further, there was a great deal of individual listener variation. These findings complicate our ability to characterize the difficulty that Hindi dental-retroflex contrasts pose for English speakers, and lead to critical questions concerning the generalizability of speech perception study findings. [ABSTRACT FROM AUTHOR]

In this conceptual article we offer a vision and a manifesto for an anti-racist English education, focusing particularly on language. Locating our work with anti-racist efforts in the UK, we conduct a brief historical reflection of these efforts, before turning our attention to the current politico-economic context and making a case for the urgent need for English teachers and teacher educators to commit to anti-racism within their work. We then outline what contemporary anti-racist efforts in English education might look, sound, and feel like. We argue for a greater attention to intersectional positionalities and activism in English education. We argue for anti-racist language policies which work in dialogue with other broader anti-racist efforts. We argue for the need to pay attention to specific contexts and racialised dynamics of institutions and local communities. We argue for anti-racist pedagogical stances which seek to sustain the language practices of marginalised children. Finally, we end with some clarifications and warn against seeing our manifesto as a reductive, tick-box exercise. [ABSTRACT FROM AUTHOR]

This study examines the production of third language (L3) German consonant clusters by 26 L1 Cantonese–L2 English bilinguals, with the aim of uncovering the possible cross-linguistic influences on L3 pronunciation. Learners' production of 17 onset and 21 coda German consonant clusters were auditorily analysed with respect to accuracy and error type. Findings showed that L3 pronunciation accuracy was affected by the similarities between each individual L3 consonant cluster and its possible correspondences in L1 Cantonese and L2 English. An L3 German consonant cluster that contained more Cantonese and English consonants would be produced more accurately, whereas an L3 consonant cluster that looked similar to English but mismatched with English orthography would generate production errors (e.g. kn [kn] → kn [n]). Individual variation between different L3 consonant clusters suggests that cross-linguistic influences on the L3 can occur from both the L1 and the L2 at the feature level and can be both positive and negative. At the same time, the study also shows that L3 speech is significantly influenced by markedness and language experience factors. [ABSTRACT FROM AUTHOR]

Purpose and Method: In this study, the author employed a positivist perspective and framework, utilizing a scoping methodology to systematically explore the extant research literature in speech-language pathology pertaining to literacy interventions for children from culturally and linguistically diverse (CLD) backgrounds. Results: The scoping review encompassed 22 studies selected from a pool of 908 sources, uncovering 34 literacy strategies presented in an evidence map. These strategies, intended for both school-age and preschool children, were implemented across diverse populations, including Indigenous communities, dual language learners, and children with disabilities. The strategies identified offer valuable insights for intervention planning and piloting. Conclusions: The review underscores the significance of culturally responsive literacy interventions in fostering inclusive and supportive learning environments for CLD learners. Additionally, two illustrative case studies are presented to exemplify the application of the identified strategies and discussed in the context of implementing Universal Design for Learning principles for all students. [ABSTRACT FROM AUTHOR]

This study compared language samples from typically developing 4-year-olds who spoke African American English (AAE), Jamaican English (JE), or Mainstream American English (MAE) to assess the value of using language sample analysis (LSA) measures for characterising language use across dialects of English. Specific LSA metrics included mean length of utterance (MLU) in morphemes and in words, the Index of Productive Syntax (IPSyn), Developmental Sentence Scoring (DSS) and measures of lexical diversity. Children demonstrated diverse linguistic patterns across dialects, but a Kruskal–Wallis H test did not reveal significant differences in scores obtained through LSA measures. Notably, the IPSyn captured morphosyntactic structures in each category across dialects where prior research has highlighted limitations. This preliminary study uses a case-based approach to illustrate the applicability of LSAs in describing linguistic variations across children who speak different dialects of English. Moreover, the findings from this study underscore the potential use of LSAs in describing linguistic patterns to support the characterisation of communication profiles for culturally and linguistically diverse children. [ABSTRACT FROM AUTHOR]

Recently, there has been considerable academic interest in the positive emotions of language learners. As a contribution to this field, the aims of this study were to identify foreign language pleasure (FLE) patterns and their relations with language learning motivation. A total of 145 Korean university students joined the study and their responses to surveys related to the FLE and L2 future selves were analyzed. It was found, first, that there were three underlying FLE factors named Teacher-facilitator enjoyment, Private-internalized enjoyment, and Social enjoyment. Second, these factors were mostly correlated with L2 future selves. It also indicated that ought-to L2 self and the first and third FLE factors were not related to self-perceived proficiency, unlike ideal L2 self and the second FLE factor, that is, Private-internalized enjoyment. Lastly, the result of mediation analysis suggested that private-internalized enjoyment serves as a mediator in the way ideal L2 self affected self-perceived proficiency. The implications based on the findings were discussed. [ABSTRACT FROM AUTHOR]