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Accurate and explainable artificial-intelligence (AI) models are promising tools for accelerating the discovery of new materials. Recently, symbolic regression has become an increasingly popular tool for explainable AI because it yields models that are relatively simple analytical descriptions of target properties. Due to its deterministic nature, the sure-independence screening and sparsifying operator (SISSO) method is a particularly promising approach for this application. Here, we describe the new advancements of the SISSO algorithm, as implemented into SISSO++, a C++ code with Python bindings. We introduce a new representation of the mathematical expressions found by SISSO. This is a first step toward introducing "grammar" rules into the feature creation step. Importantly, by introducing a controlled nonlinear optimization to the feature creation step, we expand the range of possible descriptors found by the methodology. Finally, we introduce refinements to the solver algorithms for both regression and classification, which drastically increase the reliability and efficiency of SISSO. For all these improvements to the basic SISSO algorithm, we not only illustrate their potential impact but also fully detail how they operate both mathematically and computationally. [ABSTRACT FROM AUTHOR]

We investigate whether ordinary quantification over objects is an extensional phenomenon, or rather creates non-extensional contexts; each claim having been propounded by prominent philosophers. It turns out that the question only makes sense relative to a background theory of syntax and semantics (here called a grammar) that goes well beyond the inductive definition of formulas and the recursive definition of satisfaction. Two schemas for building quantificational grammars are developed, one that invariably constructs extensional grammars (in which quantification, in particular, thus behaves extensionally) and another that only generates non-extensional grammars (and in which quantification is responsible for the failure of extensionality). We then ask whether there are reasons to favor one of these grammar schemas over the other, and examine an argument according to which the proper formalization of deictic utterances requires adoption of non-extensional grammars. [ABSTRACT FROM AUTHOR]

Departing from the relationship between the texts of the Ghanaian poet and novelist Kojo Laing and a recent international art exhibition, this article traces the relationship between style and the multivalent activity of flight across Laing's work. Drawing upon an intercontinental range of philosophers – from Deleuze and Guattari to contemporary Akan thinkers – it analyses the intersections between gender, geography, and language in Laing's texts, and demonstrates their value within the context of discussion of contemporary literature's investment in possible futures. Laing's transnational aesthetic foregrounds lines of flight across and between different linguistic and cultural communities, and traces relentlessly emerging or possible constellations of relation. Situating Laing in the context of his interdisciplinary reception, this article seeks to explore the aesthetic and ethical ramifications of the unusual networks of affiliation and response of one of West Africa's most important, yet critically undervalued, contemporary writers. [ABSTRACT FROM AUTHOR]

This essay reviews and builds upon Aníbal Quijano's contribution to decolonial theory to sketch out what I refer to as the geopolitics and coloniality of curriculum, broadly understood as an imperial doctrine and a pedagogical mode of domination aimed at producing a modern/colonial subjectivity. It argues that the geopolitics and coloniality of the curriculum reveal the relationship between geopolitical designs, colonialism, and curriculum, thereby contributing to the interrogation of how dominant ways of knowing are propagated discursively and pedagogically. The article focuses on how the geopolitics and coloniality of curriculum enable the reading, interpretation and unsettling of curricular discourses and pedagogical practices reproducing Euro‐Anglo‐American ways of being (ontological violence), individualist ways of knowing (epistemic violence) and racialised affective grammars. It concludes by gesturing towards ways to think, be, act, relate and do otherwise. [ABSTRACT FROM AUTHOR]

Background: Hepatitis B virus (HBV) integrates into human chromosomes and can lead to genomic instability and hepatocarcinogenesis. Current tools for HBV integration site detection lack accuracy and stability. Results: This study proposes a deep learning-based method, named ViroISDC, for detecting integration sites. ViroISDC generates corresponding grammar rules and encodes the characteristics of the language data to predict integration sites accurately. Compared with Lumpy, Pindel, Seeksv, and SurVirus, ViroISDC exhibits better overall performance and is less sensitive to sequencing depth and integration sequence length, displaying good reliability, stability, and generality. Further downstream analysis of integrated sites detected by ViroISDC reveals the integration patterns and features of HBV. It is observed that HBV integration exhibits specific chromosomal preferences and tends to integrate into cancerous tissue. Moreover, HBV integration frequency was higher in males than females, and high-frequency integration sites were more likely to be present on hepatocarcinogenesis- and anti-cancer-related genes, validating the reliability of the ViroISDC. Conclusions: ViroISDC pipeline exhibits superior precision, stability, and reliability across various datasets when compared to similar software. It is invaluable in exploring HBV infection in the human body, holding significant implications for the diagnosis, treatment, and prognosis assessment of HCC. [ABSTRACT FROM AUTHOR]

This article reports on the qualitative findings of a mixed methods study that investigated primary school teachers' beliefs, practices and choices of resources for teaching written grammar. Qualitative data were collected from Primary teachers in Western Australia through semi-structured interviews (n = 10) and analysed thematically. Although all participating teachers reported that they saw the teaching of written grammar as important, it was found that they had insecure Pedagogical Content Knowledge about Grammar (PCKAG). This insecure knowledge base coincided with eclecticism in pedagogical practice and the choice and use of resources that were not optimal for building PCKAG, or for supporting best practices in the instruction of written grammar. [ABSTRACT FROM AUTHOR]

This investigation is a large-scale comparative corpus study of the oppositive contrast domain (also called "semantic opposition") based on parallel texts. Oppositive contrast is established as a fuzzy region of the similarity space of contrast ('but'), a domain also characterized by the occurrence of selectives ("topic markers") and of initial non-predicative phrases in VSO/VOS-languages. Major findings are that many languages have special oppositive contrast markers and that there is a continuum between oppositive contrast markers and selectives, although truly intermediate markers are rare. The gradualness between oppositive and counterexpectative contrast is explained by semantic fuzziness and by emphasis, with strong emphasis being dependent on scales. Contrast is a rhetorical discourse relation and strong oppositive contrast can be used as a persuasive strategy aiming at establishing new common ground stepwise. The fuzziness of oppositive contrast has major theoretical and methodological implications. The encoding of the domain neither follows strict universals nor is it maximally diverse (diversity is strongly constrained). Due to its syntactic properties, oppositive contrast cannot be conceived of merely as a preestablished extralinguistic semantic domain. Furthermore, contrast exhibits a high degree of language-internal variability. General trends are reflected both by stable and by emergent grammar. [ABSTRACT FROM AUTHOR]

The Turkish nominalizer -(y)Iş demonstrates a broad spectrum of functions ranging from a deverbal word-formation device that forms lexicalized nouns with concrete and abstract meanings to an inflectional marker used in nominal clauses, especially in clausal complementation. In some uses, the item conveys manner semantics. While the item itself has been variously investigated and forms an established part of any Turkish grammar description, there is still a lack of consensus on its functional and semantic properties. This article investigates the morphosyntactic functions and the semantic features of the nominalizer -(y)Iş in light of the claims in the linguistic literature on the one hand, which include manner, countable events, factive imperfective, single instance of an event, direct reference to the inner process of an action, etc., and of examples from primary sources on the other, and evaluates the findings from the perspective of grammaticalization. It will be argued that the range of functions of this item and the fact that it seems to resist any straightforward analysis result from its transition from a derivational marker to an inflectional marker with tasks including complementizer functions, a process in which manner semantics will be argued to play a role. [ABSTRACT FROM AUTHOR]

Traditional computer-aided design (CAD) tools based on keyboard and mouse interactions present challenges to efficiency and quality in terms of free creation, iteration efficiency, and operational experience. This paper proposes a multimodal interactive guiding grammar framework for virtual-reality modeling scenarios. In studies on the characteristics of multimodal combinations, the present heuristic method leads to a high cognitive load and experimental cost, and the heuristic is difficult. Therefore, we propose a two-stage heuristic method. Subsequently, we use this method to decompose the interaction task into two stages: modalities and interactive operations. A clearer and more specific reference for multimodal selection is provided for the interaction design phase, based on the two dimensions of modality and task. This can reduce the heuristic cost and difficulty of users in completing tasks in multimodal interaction scenarios. Finally, the proposed virtual modeling platform which is used for experimental verification, and the results shows that, compared with traditional modeling, the interactive modeling method built according to the results of modal interaction in this study can better satisfy users in terms of emotional experience. In the index evaluation, high scores are achieved, with an average score of 5 points (1 and 7 are the lowest and highest scores of the evaluation index, respectively), and the large-area distribution of high scores also shows a good user experience. To a certain extent, this method improves the interaction mode of the previous 3D modeling. [ABSTRACT FROM AUTHOR]

Religious protest, such as the protest that Job expresses, reveals the manners in which believers experience the absurd while hanging on to God. The purpose of this article is to explore the "grammar" of this paradoxical faith stance by bringing Kierkegaard and Camus to bear upon it, and thereby to show the "family resemblance" between Job, Camus's "absurd man," and the Kierkegaardian believer. I begin with a discussion of experiences of the absurd that give rise to religious protest. I then turn to Kierkegaard to explore the manners in which "faith's thought" renders the "experience of the absurd" a religious one, while pushing the believer further into the absurd. I end with a discussion of Job as an absurd rebel in Camus's sense. [ABSTRACT FROM AUTHOR]

The Psalms saturated Augustine's sermons. He believed they were God's words to the church as inspired Scripture, and the church's words to God as prayer and praise. In the Psalms, he saw kenosis, the downward-directed God in Christ who emptied himself to take on human nature to stand in solidarity with the church and creation. He saw, too, the possibility of deification, the upward-directed church in Christ raised to share in the divine nature. Furthermore, Augustine believed that Christ himself spoke in the Psalms so that in them the church could hear his voice and come to know its own voice. In this essay, I examine why Augustine cherished the Psalms, and I consider how this might inspire contemporary preachers to cherish them and preach them. Moreover, I offer Augustine's Christocentric preaching of the Psalms as a paradigm for how preachers might facilitate Christological formation among their congregants. [ABSTRACT FROM AUTHOR]

The book "Corpus Linguistics for Writing Development" by Philip Durrant, published in 2023 by Routledge, offers advanced beginners in the fields of education, language, and linguistics selected corpus linguistic techniques for investigating the writing development of language learners. It provides programming skills in R without requiring prior knowledge of R. The book covers various aspects of writing development, such as vocabulary, grammar, and linguistic patterns, and demonstrates their practical implementation using corpus data and R code. It ends abruptly without a concluding chapter or exercises for further practice. Therefore, the book is only partially recommended for beginners without programming skills. [Extracted from the article]

How do children learn to connect expressions (e.g., "that red apple") to the real-world objects they refer to? The dominant view in developmental psychology is that children rely on descriptive information, "red" and "apple." In contrast, linguistic theories of the adult language attribute primacy to grammatical elements: words such as "that" or "another" first establish the status of potential referents within the discourse context (old or new) before descriptions can factor in. These theories predict that reference can succeed even when the description does not match the referent. We explored this novel prediction in adults and children. Over four experiments, we found that (a) adults relied on the articles to identify the referent, even when the description did not fit, consistent with grammar-first accounts; (b) consistent with description-first accounts, and unlike adults, 3- to 5-year-old children prioritized the descriptions provided by nouns and adjectives, despite being sensitive to grammatical information. This suggests that children connect expressions to referents differently from adults. [ABSTRACT FROM AUTHOR]

Since the early twentieth century, it has been understood that mathematical definitions and proofs can be represented in formal systems with precise grammars and rules of use. Building on such foundations, computational proof assistants now make it possible to encode mathematical knowledge in digital form. This article enumerates some of the ways that these and related technologies can help us do mathematics. [ABSTRACT FROM AUTHOR]

This paper explores the range of uses associated with se constructions in Mexican Spanish. The validity of treating most se constructions as passives is under scrutiny. In contrast, a model to analyze the emergence of an important variety of impersonal interpretations is proposed. Arbitrary and quasi‐universal construals conform the base for finer interpretations for se constructions. In agreement with a usage‐based model, passive, impersonal and middle constructions are evaluated against four different genres which presumably determine the choice of se constructions for specific communicative necessities. While impersonal se constructions characterize journalistic writing and formal oral usage, middle se constructions are dominant in oral informal genres. Further specialization for impersonal se constructions, such as rules, norms, performative and arbitrary constructions are identified as a result of particular contexts determinacies. [ABSTRACT FROM AUTHOR]

"A Grammar of Meskwaki" by Ives Goddard is a comprehensive and meticulously researched grammar of the Meskwaki (Fox) language, an Algonquian language spoken in Iowa. The book is based on over sixty years of work by the author and focuses on the earliest reliable records of the language. It covers topics such as phonology, inflectional morphology, derivational morphology, sentence structure, and discourse organization. While the grammar is mainly based on written sources, occasional notes on differences in casual speech are included. The book provides a valuable resource for scholars of Algonquian linguistics and offers insights into the historical richness of the Meskwaki language. [Extracted from the article]

• The frequency in which teachers were using evidence-based language facilitation strategies varied substantially between teachers and strategy type. Teachers predominantly used open ended questions, in English and Spanish. • Heritage language exposure was observed in some classrooms; however, teachers were not using the children's heritage language to intentionally make explicit connections between the child's first language and their second language. • Teachers were adjusting their classrooms language environment, specifically the frequency in which they used children's heritage language, depending on the proportion of dual language learners in their classroom. • Without explicitly bridging concepts between dual language learners' first and second language, it is unlikely that we will see positive associations between heritage language exposure and dual language learners' English oral language skills. To better understand the language environments of early childhood education (ECE) classrooms with dual language learners (DLLs), we examined the frequency with which adults use various language facilitation strategies, potential classroom characteristics that may predict teacher strategy use and the impact that teacher strategy use may have on DLL children's lexical and morphosyntactic skills. The study included 21 preschool classrooms and 69 children from a Latine background who spoke Spanish at home. Classroom observations were recorded at three different timepoints in one school year. A total of 14 strategies were of interest: English-General (n = 5), Spanish-General (n = 5), and DLL-Specific (n = 4) language facilitation strategies. A between-subjects one-way analysis of variance (ANOVA) indicated that the frequency in which teachers were using the strategies did not differ by strategy type. Hierarchical linear models (HLM) were used to test the association between classroom characteristics and strategy use and DLL language outcomes. Results indicated that the proportion of DLLs had significant positive associations with teachers' use of general strategies in Spanish and DLL specific language strategies. The analyses also revealed a significant negative association between teachers' use of Spanish general language strategies and children's English lexical outcomes and positive associations between English general language strategy use and children's morphosyntactic outcomes. This study informs our understanding of adult-DLL interactions in ECE programs, the frequency in which different language facilitation strategies are used in these classrooms, and the impact that implementation of such strategies may have on DLL children's language growth. [ABSTRACT FROM AUTHOR]

This article argues that the evidential system of Khams Tibetan, a cluster of Tibetic languages spoken in the south-eastern Tibetosphere, should be considered a verb paradigm. We propose a paradigm with six evidential categories (egophoric, statemental, visual sensory, nonvisual sensory, sensory inferential, and logical inferential) for all the verb classes. We focus on two varieties – rGyalthang and Lhagang – and examine how these evidential categories are encoded with distinct morphemes. We then discuss the main evidential forms of the copulative and existential verbs available in Khams Tibetan varieties as a whole, as well as their morphological relationship. Our analyses lead us to argue against a differential treatment of evidentiality depending on verb categories. The article concludes that describing the evidential paradigm may be the first essential task in writing a grammar of a Tibetic language. [ABSTRACT FROM AUTHOR]

The assessment of children’s grammatical skills is a crucial component of diagnosing language disorders. Elicited production is a commonly used method for obtaining data on a child’s productive language abilities. We introduce a new instrument developed as part of the third edition of a standardised test battery for German. This instrument utilises elicited production, wherein participants describe coloured pictures depicting everyday situations, in order to generate four test scores: mean length of utterances, completeness of utterances, and two grammar scores comprising relevant target structures. The construction of the grammar scores was inspired by the Index of Productive Syntax (IPSyn), modified for German and computerised. The detailed results provide a comprehensive profile of a child’s syntactic and morphological strengths and weaknesses. Analysis of data collected from 348 monolingual German children who formed part of the norming sample, aged between 2;6 and 6;11 years of age, revealed age-related changes in these scores. Additionally, the age range was determined for both grammatical milestones and ‘red flags’, which may indicate potential problems in language development. In conclusion, the newly developed, time-efficient instrument allows for a detailed assessment of grammatical skills, identification of potential intervention targets, and facilitates various research objectives. [ABSTRACT FROM AUTHOR]

β-languages of order n have been introduced by the authors of [9]. In [5], the authors have shown that the class of β-languages of order n is closed under union, concatenation and star-closure operations. In this paper, we show that the class of β-languages of order n is not closed under substitution operation. Motivated by this, we introduce the notion of hyper β-languages of order n(n ≥ 1) and show that the class of hyper β-languages of order n is closed under substitution, union, concatenation and star-closure operations. [ABSTRACT FROM AUTHOR]

This article looks to verbal valency analysis to help clarify the meaning of the difficult clause ובאו חמדת כל הגוים‎ in Hag. 2.7b, and so the verse as a whole. Attention to the verb's valency patterns (i.e., בוא‎ [ qal ]) presents a fresh interpretive option that is both contextually fitting and (unlike previous proposals) linguistically robust. These patterns suggest that the cryptic phrase כל חמדת הגוים‎ is not the subject (so most) but a descriptor for the Jerusalem temple naming the locative goal of the clause's motion verb. This analysis identifies כל הגוים‎ of the previous clause as the subject, yielding the following rendering of the verse: 'And I (Yahweh) will shake all the nations so that they will come to "the desire of all the nations" (i.e., the temple), in order that I may fill this house with glory, declares the Lord of Hosts'. [ABSTRACT FROM AUTHOR]

This classroom study investigated the effectiveness of form-focused instruction and peer feedback training to improve grammatical accuracy and thereby maximize learning opportunities during peer interaction. Eighty-seven third-semester learners of German were assigned to a PI group (peer interaction only), an FFI group (peer interaction and form-focused instruction), or a PFT group (peer interaction, form-focused instruction, and peer feedback training). During an instructional intervention over 3 class periods, participants in all 3 groups engaged in the same peer interaction activities, but only the FFI group and the PFT group received form-focused instruction on the grammatical target structure, the German present perfect tense. Critically, only the PFT group was trained to provide corrective feedback to peers. Results from a pretest and two posttests, all of which included an oral production task and an error correction task, showed that peer interaction was effective when combined with form-focused instruction, but more effective when peer feedback training was also provided to learners. These results underscore the importance of instruction on peer feedback for more successful peer interaction activities. [ABSTRACT FROM AUTHOR]

Multifactorial studies of the be:get‐passive alternation are still rare. On the basis of the International Corpus of English, this is the first investigation to use mixed modelling for the passive alternation in world Englishes. Overall, our findings reveal that regional differences are far less important than language‐internal constraints, with Inner and Outer Circle varieties largely sharing a core grammar. Additionally, while there is qualitative evidence confirming the interchangeability of the two passive allostructions, our generalised‐mixed model reveals that the choice is still heavily influenced by the different semantic origins of the variants, evident not only in the adversative semantics of the get‐passive but also in a tendency to prefer human/animate subjects. The strong prescriptive reaction to the progressive passive in the Late Modern period, however, has not resulted in a marked preference for get over be in progressives in our data. [ABSTRACT FROM AUTHOR]

This study investigated how much practice is necessary for learners to attain durable second language (L2) grammar knowledge. Using digital flashcards, 119 participants practiced translating 12 sentences into an artificial language, followed by feedback, until they had typed all sentences correctly. Participants repeated this activity in one, two, three, or four relearning sessions on consecutive days. After a 14‐day delay, all groups scored highly on a receptive test. However, scores on a productive test were substantially higher for groups with three or four relearning sessions. Accuracy tended to peak on the 3rd day of training. An analysis by individual training performance revealed that participants attained durable productive knowledge if they completed two sessions without errors, regardless of how many sessions they had performed in total. The findings provide a timeframe for processes described in skill retention theory (Kim et al., 2013) and suggest a performance benchmark to indicate when learners have gained procedural L2 grammar knowledge. A one‐page Accessible Summary of this article in non‐technical language is freely available in the Supporting Information online and at https://oasis‐database.org [ABSTRACT FROM AUTHOR]

A growing body of literature has reported the relationship between music and language, particularly between individual differences in perceptual rhythm skill and grammar competency in children. Here, we investigated whether motoric aspects of rhythm processing—as measured by rhythmic finger tapping tasks—also explain the rhythm-grammar connection in 150 healthy young adults. We found that all expressive rhythm skills (spontaneous, synchronized, and continued tapping) along with rhythm discrimination skill significantly predicted receptive grammar skills on either auditory sentence comprehension or grammaticality well-formedness judgment (e.g., singular/plural, past/present), even after controlling for verbal working memory and music experience. Among these, synchronized tapping and rhythm discrimination explained unique variance of sentence comprehension and grammaticality judgment, respectively, indicating differential associations between different rhythm and grammar skills. Together, we demonstrate that even simple and repetitive motor behavior can account for seemingly high-order grammar skills in the adult population, suggesting that the sensorimotor system continue to support syntactic operations. [ABSTRACT FROM AUTHOR]

The present study explores Austrian pre-service EFL teachers’ language awareness. The negative polarity properties of ‘any’ are investigated. These are informative since some of the grammatical constraints are taught in EFL instruction while others are not. The research question addresses whether pre-service teachers’ knowledge is constrained by pedagogical rules. 66 pre-service EFL teachers rated eight sentence types illustrating varying grammatical constraints on the occurrence of ‘any’ by means of paced acceptability judgement. Then knowledge of metalinguistic was assessed through untimed sentence pair assessment, open rule verbalisation, and recall of rule teaching. Results suggest that ability to distinguish grammaticality as indexed by judgements was generally high but most robust for taught properties. Metalinguistic knowledge was similarly restricted mainly to the taught pedagogical rules. Based on these results, ramifications for the role of language knowledge in EFL teacher training and avenues for further research are discussed. [ABSTRACT FROM AUTHOR]

An important skill for L1 language teachers when teaching grammar is the ability to produce and quickly evaluate arguments that underpin a grammatical analysis. Previous research has revealed that the strongest arguments in favour of a particular grammatical analysis are based on linguistic manipulations (LM) rather than on rules of thumb (RoT). This makes it critical for teachers to be able to handle arguments based on LM. If LM are considered too difficult to process compared to RoT, however, (student) teachers may avoid grammatical argumentation based on LM altogether, and they might struggle to evaluate their pupils' LM-based grammatical argumentation. The current study has therefore examined whether LM impose a higher cognitive load on Dutch student teachers than RoT, using grammatical discussion tasks in which participants (N = 298) evaluated arguments based on RoT and on LM. Multilevel analyses indicate that LM are indeed more difficult to process than RoT, as measured by response times, correct classifications, and perceived difficulty ratings. This effect is partly influenced by student teachers' need for cognition and their willingness to engage in grammar. [ABSTRACT FROM AUTHOR]

The non-fluent/agrammatic variant of primary progressive aphasia (nfvPPA) is a neurodegenerative syndrome primarily defined by the presence of apraxia of speech (AoS) and/or expressive agrammatism. In addition, many patients exhibit dysarthria and/or receptive agrammatism. This leads to substantial phenotypic variation within the speech-language domain across individuals and time, in terms of both the specific combination of symptoms as well as their severity. How to resolve such phenotypic heterogeneity in nfvPPA is a matter of debate. 'Splitting' views propose separate clinical entities: 'primary progressive apraxia of speech' when AoS occurs in the absence of expressive agrammatism, 'progressive agrammatic aphasia' (PAA) in the opposite case, and 'AOS + PAA' when mixed motor speech and language symptoms are clearly present. While therapeutic interventions typically vary depending on the predominant symptom (e.g. AoS versus expressive agrammatism), the existence of behavioural, anatomical and pathological overlap across these phenotypes argues against drawing such clear-cut boundaries. In the current study, we contribute to this debate by mapping behaviour to brain in a large, prospective cohort of well characterized patients with nfvPPA (n = 104). We sought to advance scientific understanding of nfvPPA and the neural basis of speech-language by uncovering where in the brain the degree of MRI-based atrophy is associated with inter-patient variability in the presence and severity of AoS, dysarthria, expressive agrammatism or receptive agrammatism. Our cross-sectional examination of brain-behaviour relationships revealed three main observations. First, we found that the neural correlates of AoS and expressive agrammatism in nfvPPA lie side by side in the left posterior inferior frontal lobe, explaining their behavioural dissociation/association in previous reports. Second, we identified a 'left-right' and 'ventral-dorsal' neuroanatomical distinction between AoS versus dysarthria, highlighting (i) that dysarthria, but not AoS, is significantly influenced by tissue loss in right-hemisphere motor-speech regions; and (ii) that, within the left hemisphere, dysarthria and AoS map onto dorsally versus ventrally located motor-speech regions, respectively. Third, we confirmed that, within the large-scale grammar network, left frontal tissue loss is preferentially involved in expressive agrammatism and left temporal tissue loss in receptive agrammatism. Our findings thus contribute to define the function and location of the epicentres within the large-scale neural networks vulnerable to neurodegenerative changes in nfvPPA. We propose that nfvPPA be redefined as an umbrella term subsuming a spectrum of speech and/or language phenotypes that are closely linked by the underlying neuroanatomy and neuropathology. [ABSTRACT FROM AUTHOR]

The present study examined the relative effects of discourse-based and sentence-level grammar instruction on the learning of English present perfect in academic writing, using a sequential explanatory mixed-methods design. Participants were 37 multilingual graduate students enrolled in different sections of an ESL-writing course at a U.S. university. Prior to two 35-minute instruction sessions, the participants completed a pretest composed of acceptability-judgment, forced-choice, and fill-in-the-blank tasks. The same tasks, with different but comparable items, were administered immediately after and four weeks after the completion of the instructions. Retrospective verbalizations were elicited after completion of the delayed post-test to elicit the learners' awareness of the target form and other related tenses in academic writing. While results of the acceptability-judgment and forced-choice tasks show non-significant differences among the treatment and control groups on the pre-post-delayed post-tests, the discourse-based, fill-in-the-blank task results reveal that the discourse-based instruction group outperformed the other groups immediately after instruction. Results from the retrospective interviews corroborate these findings. Implications for discourse-based grammar instruction are discussed. 本研究采用序贯解释型混合型设计, 考察了基于语篇和句子层面的语法教学对学术写作中英语现在完成时学习的相对影响。 参与者是37名多语言研究生, 她们参加了美国一所大学的ESL写作课程的不同部分。在两节35分钟的教学课程之前, 参与者完成了由可接受度判断、强迫选择和完形填空所组成的预测是。在四周后课程完成的地时间, 参与者再次进行了内容不同但具备可比性的统一测试。在完成延迟后测试后, 进行了回溯语汇分析以了解学习者在学术写作中对目标形式和其他相关失态的认识。虽然可接受性判断和强迫选择的结果显示实验组和对照组在前-后-延迟后测试中没有显著差异, 但基于话语的完形填空的结果显示, 基于语篇的教学组在教学课程后的表现优于其他组。回顾性访谈的结果证实了这些发现。最后, 本文讨论了基于语篇的语法教学的影响。 This study compared the effects of discourse-based and sentence-level grammar practice on raising ESL writers' awareness of using the present perfect in academic writing. Thirty-seven multilingual graduate students were recruited from academic writing courses at a U.S. university and divided into three groups receiving discourse-based, or sentence-level grammar practice, or no grammar practice. Before, immediately after, and four weeks after the practice, they all completed three grammar tasks checking their discourse-level and sentence-level verb tense usage. After the third test, some participants from the two grammar practice groups were interviewed to explain their awareness of the present perfect and other related verb tenses in academic writing. The results showed that although all groups performed similarly on sentence-level grammar tasks over time, only the discourse-based grammar group got better on a discourse-based grammar task immediately after practice. Interview results supported the positive effects of discourse-based grammar practice. The current findings highlight discourse-based grammar practice to help raise ESL students' awareness of verb tense usage. [ABSTRACT FROM AUTHOR]

Title‐pages represent an interesting and under‐researched type of paratextual material in the context of the Italian early modern book market. Drawing on pragma‐linguistic approaches not yet applied in the Italian context, this paper offers an analysis of title‐pages of vernacular grammars and lexicographic works that were printed in Venice in the sixteenth and early seventeenth century (31 works).In Venice, which was the hub of vernacular codification, this new genre saw increasing attempts at popularization as more and more readers demanded straightforward tools that would help them learn literary Tuscan. My analysis focuses on the marketing strategies employed by publishers, printers, and authors – viewed together as a community of practice – on the title‐pages of these works. Focus is placed on the genre labels employed in primary titles, the presentation of the author's credentials, intended readership, printer and publisher, and dedication, as well as on the modifications applied by Venetian publishers when it came to re‐print and popularize non‐Venetian works. By exploring strategies used to guide and attract target audiences, this article aims to show that linguistic approaches are useful in the study of Italian paratexts and confirms the importance of including paratextual features in studies of historical sociolinguistics. [ABSTRACT FROM AUTHOR]

This article enquires into the discursive and affective texture of the intersections of popular culture and left/feminist politics in the current Anglo-American context. It does this primarily via a contextual reading of the recent work of Welsh/Greek pop singer Marina Diamandis (who performs under the mononym 'Marina'), especially her 2021 single entitled 'Purge the Poison'. Building on Sarah Banet-Weiser's work on popular feminism, I suggest that recent years have seen the emergence within popular and commercial culture of a 'popular left politics' which includes – but is not limited to – popular feminism. I argue that Marina's work – as well as its reception from fans and critics – can help us identify several constitutive features of what I call the cultural grammar of popular left politics. These include, first, a conception of knowledge as linked to the revelation of truth grounded in identity and experience; second, a projection of purity and perfectionism of self and, third, a projection of complicity onto others. I further suggest – drawing in particular on Akane Kanai's recent work – that these features of the cultural grammar of popular left politics are testament to the centrality of neoliberalism in shaping the discursive, affective and subjective character of even ostensibly anti-neoliberal forms of politics and culture. Furthermore, in contrast to the familiar argument that neoliberalism blunts or co-opts oppositional discourses, I suggest that, in the current conjuncture, explicitly and overtly anti-neoliberal discourses are sometimes afforded a certain cachet and visibility, so long as the cultural grammar they adopt aligns with the competitive and individualistic logics of neoliberal hegemony. [ABSTRACT FROM AUTHOR]

Background: A large body of literature indicates that connected speech profiles in patients with Alzheimer's disease (AD) can be utilized for diagnosis, disease monitoring, and for developing communication strategies for patients. Most connected speech research has been conducted in English, with little work in some European languages. Therefore, significant drawback remains with respect to the diversity of languages studied, and how the fragmentation of linguistic features differs across languages in AD. Accordingly, existing reviews on connected speech in AD have focused on findings from English-speaking patients; none have specifically focused on the linguistic diversity of AD populations. This scoping review is undertaken to provide the currently reported characteristics of connected speech in AD in languages other than English. It also seeks to identify the type of assessments, methods to elicit speech samples, type of analysis and linguistic frameworks used, and micro- and macro-linguistic features of speech reported in non-English speakers with AD. Method: We will conduct a scoping review of published studies that have quantitively assessed connected speech in AD in languages other than English. The inclusion criteria for the studies would be subject/s with a clinical diagnosis of AD. The search will include the electronic databases PubMed, Ovid-Embase, PsycINFO, Linguistic and Language Behaviour Abstracts (LLBA), and Web of Science up until March 2023. Findings will be mapped and described according to the languages studied, the methodology employed (e.g., patient characteristics, tasks used, linguistic analysis framework utilized), and connected speech profiles derived (e.g., micro- and macro-linguistic reported). Discussion: The scoping review will provide an overview of languages studied in connected speech research in AD with variation in linguistic features across languages, thus allowing comparison with the established key features that distinguish AD patients from healthy controls. The findings will inform future research in connected speech in different languages to facilitate robust connected speech research in linguistically and ethnically diverse populations. [ABSTRACT FROM AUTHOR]

This article argues for the inclusion of verbal and nominal ellipsis in the Spanish as a Second Language classroom, mainly at intermediate and advanced levels. A qualitative analysis of Spanish textbooks and grammar manuals reveals that ellipsis processes are frequently ignored in this type of teaching materials. A succinct linguistic description of the main elliptical processes in Spanish (verbal ellipsis, nominal, fragments, and null complement anaphora) is presented and a series of sample learning activities are proposed for the practice of these constructions and their inclusion in teaching materials. At the same time, I argue for the importance of the so-called discourse grammar and of the mechanisms of discourse coherence and cohesion, of which ellipsis is an example, in the construction of complex discourse and, consequently, in the integral teaching of Spanish as a second language. [ABSTRACT FROM AUTHOR]

Background and Purpose: Translators encounter significant challenges when dealing with the structures of Quranic euphemisms, particularly in effectively avoiding ambiguity of meanings in the target text. This study aims to investigate ambiguity in the translation of Quranic euphemisms into the Malay language and identify effective approaches to address it. Methodology: The present study employed a descriptive analysis, adapting Olimat's (2018) Evaluation Model of Euphemism Translation in the Quran and Newmark's (1981) Semantic and Communicative Theory. Six samples were meticulously chosen with the purpose of effectively capturing ambiguities in the translation of texts related to the domain of sexuality. This study presents each Quranic euphemism in its original Malay translation and a literal English translation, aiming to enhance comprehension and promote a deeper appreciation of the nuances and subtleties in the translation of Quranic euphemisms. Findings: The findings revealed notable deficiencies in accurately conveying the intended meaning in certain translations, despite the implementation of parentheses to facilitate explicitation. Additionally, some translations fell short of fulfilling the lexical function of the words, leading to discrepancies and insufficiencies of information in communicating the contextual meaning. Furthermore, certain translations did not align with the target language context. Contributions: Translators need to employ strategies such as contextual analysis, cultural adaptation, and clarification through additional explanatory to minimize ambiguity in the translated text. Overall, five main aspects need to be considered in the translation of Quranic euphemisms: conveying the true meaning, adherence to grammar rules, effectiveness in word selection, preservation of euphemistic style, and appropriateness of translation approaches. The findings of this study offer valuable insights to Quran translators, specifically those involved in the field of Arabic-Malay translation and pave the way for future advancements. [ABSTRACT FROM AUTHOR]

This article discusses the author's research on Danish Sign Language (DTS) in the late 1970s. The author describes their analysis of temporal and stance adverbs in DTS sentences, using examples from an online dictionary. They also discuss the development of DTS as a recognized language and its potential for deaf children's cognitive, social, and emotional development. The article highlights the challenges of studying DTS at the time, including limited technology and resources. The author concludes by reflecting on the changes in technology and research on signed languages since the 1970s and their current research interests. [Extracted from the article]

The Destructions of the Modes of Signifying (henceforth: DMS) is an anonymous fourteenth-century polemic against modist speculative grammar (grammatica speculativa). Wielding Ockhamist logic and metaphysics, the DMS repeatedly attacks the very root of modism: the claim that the grammatical features of language are grounded in the metaphysical properties of the world. I call this the Modist Correspondence Thesis (henceforth: MCT). In its most general form, MCT says that every mode of signifying exhibited by an utterance corresponds to a mode of being exhibited by a thing. The Emptiness Argument of the DMS tries to show that MCT fails to accommodate certain special cases, such as privative, fictitious, and divine utterances, like 'blindness' (caecitas), 'chimera' (chimaera), and 'deity' (deitas). The modist Thomas of Erfurt directly addresses the Emptiness Argument, anticipating the anti-modist criticisms present in the DMS. In doing so, he points the way to alternative formulations of MCT that are immune to those criticisms. [ABSTRACT FROM AUTHOR]

This paper uses shape grammar to conduct strategic research and innovative translation of existing wooden furniture designs. A traditional Chinese Ming-style recessed-leg table was used as an example to demonstrate its feasibility. The paper applies biological DNA genetic information to furniture products, and combines shape grammar to evolve and mutate them, thereby creating new forms of wooden furniture that maintain the original genes. A DNA gene pool of recessed-leg table was constructed, and an architectural queti replacement pool was constructed based on the rules of shape grammar as backup for subsequent experiments to replace part of the designed genes of the recessed-leg table. Shape grammar was used to deduce the recessed-leg table and generate three plans. A consumer questionnaire was established through the semantic differential method. After evaluating these three design plans, an optimal plan that meets market demand was selected, and modeling, rendering, and concept elaboration were performed. Finally, the paper takes Ming-style recessed-leg table as an example to demonstrate that it is effective and feasible to use shape grammar to guide the design and research of domestic wooden furniture. [ABSTRACT FROM AUTHOR]

This review article of the Oxford Latin Syntax (Vols. I-II, 2015 and 2021) demonstrates how the communicative approach of Harm Pinkster's monumental grammar complements recent revivals of oral, aural, and active Latin pedagogical methods. I conclude with examples of how Pinkster's analysis of discourse may be applied to select passages (from Plautus' Rudens, as a productive means of explicating dramaturgical and narratological matters there) in order to illustrate the OLS's manifold potential for exploring discursive strategies of Latin texts generally. [ABSTRACT FROM AUTHOR]

The current derivation and application of traditional culture lack a scientific procedural method, and the existing processes are overly cumbersome and complex. The transformation of flat patterns requires manual modeling by professional product designers, resulting in low efficiency, especially when dealing with intricate patterns. To address these issues, this paper takes Xiamen cement encaustic tiles as an example and establishes a standardized process from the extraction of cultural elements to the 3D printing of physical products. Additionally, a one-click transformation plugin from flat patterns to three-dimensional models is developed based on the QT framework and Grasshopper platform. This plugin utilizes an edge recognition algorithm to identify the transformed patterns as editable NURBS curves. The curves are then converted into surfaces using the plugin's modeling functionality before being encapsulated. With the encapsulated plugin, users only need to input a PNG image of the desired pattern and the basic model of the desired product to obtain a product with the structural features of the specified pattern. This research aids product designers in quickly extracting the most distinctive features, significantly accelerating the development speed of cultural and creative product transformations, improving production efficiency. The simplified operational process enables more people to participate in the design of cultural and creative products, promoting the dissemination and integration of traditional culture with modern technology. [ABSTRACT FROM AUTHOR]

This article revisits the distinction between inflectional and derivational patterns in general grammar and discusses the possibility that this well-known distinction is not rooted in the reality of languages, but in the Western tradition of describing languages, through dictionaries (for words, including derived lexemes) and through grammar books (where we often find tables of exemplary paradigms). This tradition has led to rather different terminological treatments of the two kinds of patterns, but from the perspective of a constructional view of morphology, there is no need to incorporate such differences into formal grammatical descriptions. For practical purposes, we need clear and simple definitions of entrenched terms of general linguistics, so the article proposes semantically based (retro-) definitions of inflection, derivation and lexeme that cover the bulk of the existing usage. Finally, I briefly explain why we need sharp definitions of comparative concepts, and why prototype-based and fuzzy definitions of traditional terms are not helpful. [ABSTRACT FROM AUTHOR]

This study aims to estimate the developmental trajectory of grammatical complexity for L2 writers by investigating the extent to which clausal and phrasal complexity is associated with L2 writing proficiency. The corpus used in this study contained 234 argumentative essays of first-year Korean college students at three proficiency levels. The five clausal and four phrasal features were extracted from the tagged corpus to count the frequency of each complexity feature. Our findings demonstrated an association between writing proficiency and clausal and phrasal complexity. Especially noteworthy was that the main source of complexity at each proficiency level (i.e., finite adverbial clauses, WH relative clauses, of phrases as nominal postmodifiers) showed a gradual increase in complexity in terms of two parameters: structural type and syntactic function. A qualitative follow-up analysis provided a detailed description of differences among developmental levels, especially with respect to the lexical associations of particular complexity features. Pedagogical implications are for using empirically derived developmental stages in creating detailed rating scale descriptors and providing more customized writing courses accordingly. • L2 writing proficiency is associated with clausal and phrasal complexity. • The early development proceeds from finite adverbial clauses to WH relative clauses. • The advanced development features postmodifying of phrases. • Grammatical complexity develops steadily in terms of structural/syntactic parameters. • The lexical realizations of grammatical structures also matter for development. [ABSTRACT FROM AUTHOR]

The article discusses the book "Activating Linguistic and Cultural Diversity in the Language Classroom" by Enrica Piccardo, Geoff Lawrence, Aline Germain-Rutherford, and Angelica Galante. The book presents ten contributions based on the research project Linguistic and Cultural Diversity Reinvented Project (LINCDIRE). The authors argue that a plurilingual classroom provides a better learning environment than purely communicative language teaching. They introduce an action-oriented method in which learners work towards a specific end product, such as a cookbook with local recipes. The book emphasizes the importance of new teaching methods in foreign language instruction to reduce rote memorization of vocabulary and grammar rules and promote multilingualism. [Extracted from the article]

We propose a new grammar-based language for defining information extractors from documents (text) that is built upon the well-studied framework of document spanners for extracting structured data from text. While previously studied formalisms for document spanners are mainly based on regular expressions, we use an extension of context-free grammars, called extraction grammars, to define the new class of context-free spanners. Extraction grammars are simply context-free grammars extended with variables that capture interval positions of the document, namely spans. While regular expressions are efficient for tokenizing and tagging, context-free grammars are also efficient for capturing structural properties. Indeed, we show that context-free spanners are strictly more expressive than their regular counterparts. We reason about the expressive power of our new class and present a pushdown-automata model that captures it. We show that extraction grammars can be evaluated with polynomial data complexity. Nevertheless, as the degree of the polynomial depends on the query, we present an enumeration algorithm for unambiguous extraction grammars that, after quintic preprocessing, outputs the results sequentially, without repetitions, with a constant delay between every two consecutive ones. [ABSTRACT FROM AUTHOR]

This study proposed a three-tier test to help students learn English grammar. To reduce students' anxiety, game-based learning was incorporated into the three-tier test, where personalization was also implemented to accommodate students' different needs. More specifically, we developed a Personalized Entertaining Three-Tier Test (PET3), which consisted of the three-tier test, game-based learning and personalization. On the other hand, diversities exist among learners, especially prior knowledge. To this end, this study aimed to provide the complete understandings of the effects of prior knowledge in the PET3 context, in terms of test performance, task performance, learning behavior and gaming behavior. Regarding test performance, high prior knowledge learners (HPK) performed better than low prior knowledge learners (LPK). Regarding task performance, HPK was superior to LPK in two aspects, i.e., the reasons of the main questions and advanced questions, while LPK performed better than HPK in the aspect of the review questions. Regarding learning behavior, HPK and LPK favored to use different hints. Regarding gaming behavior, HPK tended to be a winner while LPK had a tendency to be looser. Based on these findings, we developed a framework, which could help designers and instructors to know the preferences of diverse learners. [ABSTRACT FROM AUTHOR]

This research discusses the words used in the first 50 verses of Surah Al-Baqarah. It was noted that there are different grammatical interpretations of the words examined in the sources of parsing (i'rȃb) of the Qur'an during the research. The specific evaluations were discussed in deduction, comparison, and interpretation. In this study, first, the definition of parsing, its importance, the relationship between parsing is expressed and then other issues concerning its importance, the relationship between parsing in the Qur'an, negative parsing, and parsing, and the study of the concept of parsing and attention are revealed. The historical process of parsing is also examined. Then, the Arabic text and meaning of the verses are revealed in their entirety, and the various grammatical interpretations of the relevant words are mentioned. As a result of the research, the role of i'rȃb knowledge in determining the correct meaning was pointed out by drawing attention to the fact that it is possible to analyze a certain element in different ways in terms of grammar and that this is an important method in reaching different meanings. The role of knowledge of parsing in determining the correct meaning is also emphasized. Giving that the primary purpose of Islamic sciences is to understand the message of the Qur'an in the most accurate way. The presence of different forms of parsing in the verses affects the meaning. For this reason, a good knowledge of parsing is needed to understand the Qur'an correctly. [ABSTRACT FROM AUTHOR]

This research aims to discuss the grammar of the Arabic language from two angles: the philosophy of language as a full-fledged structure, and Arabic grammar as a description of this entity. Accordingly, the research raises the fundamental question of whether the rules of the Arabic language should be presented to non-native speakers in terms of Arabic grammar to facilitate and simplify learning, or whether starting with the language itself and its representations, formulating its rules to meet the learners’ needs is more worthwhile and compatible with modern linguistic lessons? Branching from this question are legitimate sub-questions about the renewal of Arabic grammar and its consequences, the usefulness of old Arabic grammar in language acquisition, the specificity of non-native Arabic learners and their needs. As required by the nature of the research, the article seeks to present a linguistic approach that can serve as a scientific basis for use in preparing a matrix to compose an educational curriculum for non-Arabic speakers to learn Arabic grammar. [ABSTRACT FROM AUTHOR]

The vowel system of the dialect of Scottish Gaelic spoken in Ness, Lewis differs from that of other dialects in several important ways. In particular, several vowels display patterns of allophony that have not been investigated instrumentally and, in some cases, have not been reported before for Scottish Gaelic. This paper documents the Ness system in detail, focusing in particular on the tense–lax opposition in /i e/ and retraction of /a(ː)/ next to velarised consonants. The results of a traditional linguistic fieldwork study are presented first, followed by a detailed acoustic study of nine speakers. The acoustic reality of these allophonic patterns, reflected in F1 and F2 values, is verified statistically using LME modelling. Bimodality in the distribution of tokens in acoustic space, confirmed statistically with Hartigan's Dip Test, is taken as evidence for the existence of discrete phonological categories (Bermúdez-Otero & Trousdale 2011). It is found that speakers vary as to whether these allophonic oppositions are restricted to the phonetic grammar, or have undergone stabilisation and advanced into the categorical phonology (Bermúdez-Otero 2007, 2015). It is observed that laxing of /i e/ in Ness Gaelic occurs in exactly those contexts where there is a direct transition between the vowel and a following supra-glottal consonant. It is therefore proposed that this tense–lax opposition is grounded in conflicting strategies of contrast enhancement, whereby laxing increases the perceptual distinctiveness of a following consonant by allowing for more distinctive formant transitions, at the expense of the distinctiveness of the vowel itself (Storme 2019). [ABSTRACT FROM AUTHOR]

The working hypothesis of this article maintains that immersive productions developed in recent years, based on immersive technologies (360 videos and VR) exhibit a certain degree of consolidation in their productive practices, formalizing their own language and narrative grammar. Interactively specific. To meet this objective, we analyze, from a qualitative approach, a set of nonfiction works, designed to be experienced and explored through VR viewers. The results show that spatiality stands as the specificity of the medium, while highlighting the maturation of the use of immersive languages for the production of contemporary works. [ABSTRACT FROM AUTHOR]