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Tashkent State Transport University Teacher, Uzbekistan, Tashkent M.M. Kurbanova, & G.B. Ataeva. (2020). Linguistic methods for investigating concepts in use. International Journal on Orange Technologies, 2(9), 10-14. https://doi.org/10.31149/ijot.v2i9.720 Pdf Url : https://journals.researchparks.org/index.php/IJOT/article/view/720/675 Paper Url : https://journals.researchparks.org/index.php/IJOT/article/view/720

"An English Pronunciation Course for Puerto Rican Seventh-Graders" grew out of a similar remedial pronunciation course for freshmen at the University of Puerto Rico. One of the linguistic principles involved in teaching young adults a foreign language concerns the fact that "linguistic acquisition is stabilized by puberty," and language learning becomes progressively more difficult (but not impossible, as the author points out). Interference from the vernacular, another difficulty, is met with in these pronunciation courses by the use of visual representation of words containing the new sounds being practiced, rather than the written representation. The students concentrate first on hearing the new sounds and reproducing them, after which they are drilled from print. A knowledge of the nature of oral language is invaluable help in teaching difficult English sounds. Experiments show that one can learn to perceive the non-significant features of one's own language quite easily in another; it is only a matter of time and effort from perception to production. The courses, which end with a correlation lesson on the symbols used in the lessons and those used by a standard pocket dictionary, aim to give the students oral and listening skills which can help them to speak and understand English better. They must continue practicing these skills in an oral course in grammar. (AMM)

"An English Pronunciation Course for Puerto Rican Seventh-Graders" grew out of a similar remedial pronunciation course for freshmen at the University of Puerto Rico. One of the linguistic principles involved in teaching young adults a foreign language concerns the fact that "linguistic acquisition is stabilized by puberty," and language learning becomes progressively more difficult (but not impossible, as the author points out). Interference from the vernacular, another difficulty, is met with in these pronunciation courses by the use of visual representation of words containing the new sounds being practiced, rather than the written representation. The students concentrate first on hearing the new sounds and reproducing them, after which they are drilled from print. A knowledge of the nature of oral language is invaluable help in teaching difficult English sounds. Experiments show that one can learn to perceive the non-significant features of one's own language quite easily in another; it is only a matter of time and effort from perception to production. The courses, which end with a correlation lesson on the symbols used in the lessons and those used by a standard pocket dictionary, aim to give the students oral and listening skills which can help them to speak and understand English better. They must continue practicing these skills in an oral course in grammar. (AMM)

"An English Pronunciation Course for Puerto Rican Seventh-Graders" grew out of a similar remedial pronunciation course for freshmen at the University of Puerto Rico. One of the linguistic principles involved in teaching young adults a foreign language concerns the fact that "linguistic acquisition is stabilized by puberty," and language learning becomes progressively more difficult (but not impossible, as the author points out). Interference from the vernacular, another difficulty, is met with in these pronunciation courses by the use of visual representation of words containing the new sounds being practiced, rather than the written representation. The students concentrate first on hearing the new sounds and reproducing them, after which they are drilled from print. A knowledge of the nature of oral language is invaluable help in teaching difficult English sounds. Experiments show that one can learn to perceive the non-significant features of one's own language quite easily in another; it is only a matter of time and effort from perception to production. The courses, which end with a correlation lesson on the symbols used in the lessons and those used by a standard pocket dictionary, aim to give the students oral and listening skills which can help them to speak and understand English better. They must continue practicing these skills in an oral course in grammar. (AMM)

This paper discusses the protection of linguistic rights, focusing on the constitutional and legal experience in Europe. It addresses state plurilingualism, then examines general principles (the legal status of languages, equality, and multilingualism in representative institutions). Next, it discusses recognition of linguistic rights (the right to linguistic choice, to education, and to be attended to in the language of the citizen's choice; rights in the judicial field; and the right of a community to self-identification). The paper examines plurilingual state models, introducing a classification established by the doctrine when trying to distinguish--in the case of multilingual states--between plurilingual states and states with linguistic minorities. The first category (plurilingual states) includes those states claiming the existence of more than one official language; the formal, legal, social, and political equality of the languages and the linguistic communities; the regulation of citizens' linguistic rights and use of languages in public intersubjective relationships; and the establishment of education or training systems of or in the official languages. A second classification in this category is horizontal or vertical plurilingualism. In states with linguistic minorities, the minority languages are not treated as official languages, though they can be protected by international law via bilateral treaties between states or constitutions and state domestic law. (SM)

We are at an especially opportune time in the history of the study of human cognition. Brain imaging technology allows us to directly observe brain activity associated with cognitive processes. Techniques from statistics and machine learning allow us to construct quantitative computational models that describe these cognitive brain processes. More importantly, they allow us to construct mental state decoders that accurately predict certain aspects of thought from measured brain activity. In addition to the scientific impact of better understanding the representation and processing of human cognition, this research will lead to many applications and broad impacts. For example, a brain-computer interface (BCI) device that could decode internal speech may enable locked-in patients to communicate. A device that could detect mental state could be used to detect goals, needs, and priorities of an operator. In this talk, I will talk about some of the state-of-the-art mental state decoding research conducted at CMU. I will talk about how we build machine learning classifiers to decode the fMRI brain activity recorded when people contemplate about objects from a range of categories (e.g. tools, dwellings), or even multi-word expressions, such as adjective-noun phrases (e.g. small cup) and noun-noun concept combinations (e.g. tomato cup). Finally, I will talk about some of my recent effort to build mental state decoders based on the portable, commercially-available EEG devices to decode human emotions (happy, sad, funny, angry). ©2010 Microsoft Corporation. All rights reserved.

We are at an especially opportune time in the history of the study of human cognition. Brain imaging technology allows us to directly observe brain activity associated with cognitive processes. Techniques from statistics and machine learning allow us to construct quantitative computational models that describe these cognitive brain processes. More importantly, they allow us to construct mental state decoders that accurately predict certain aspects of thought from measured brain activity. In addition to the scientific impact of better understanding the representation and processing of human cognition, this research will lead to many applications and broad impacts. For example, a brain-computer interface (BCI) device that could decode internal speech may enable locked-in patients to communicate. A device that could detect mental state could be used to detect goals, needs, and priorities of an operator. In this talk, I will talk about some of the state-of-the-art mental state decoding research conducted at CMU. I will talk about how we build machine learning classifiers to decode the fMRI brain activity recorded when people contemplate about objects from a range of categories (e.g. tools, dwellings), or even multi-word expressions, such as adjective-noun phrases (e.g. small cup) and noun-noun concept combinations (e.g. tomato cup). Finally, I will talk about some of my recent effort to build mental state decoders based on the portable, commercially-available EEG devices to decode human emotions (happy, sad, funny, angry). ©2010 Microsoft Corporation. All rights reserved.

Gular Gasimova NEW TENDENCIES OF FORMATION OF NEOLOGISMS IN MODERN HEBREW 41 NEW TENDENCIES OF FORMATION OF NEOLOGISMS IN MODERN HEBREW Gular Gasimova1 UDC 811; 811.411.21. LBC 81.1 Keywords: Linguistic factors Vocabulary of the language Calques in translation Semantic derivations Lexical suffixes ABSTRACT The development of any language occurs due to the expansion of its morphological, syntactic, stylistic possibilities and an increase in vocabulary, and this process manifests itself at all levels of the language. The enrichment of the vocabulary at the expense of the internal resources of the language occurs through the use of the language of the people, dialects in the literary language, the addition of word-forming suffixes, word combinations, words created by tracing paper and new words (neologisms). The process of enriching the vocabulary of the language at the expense of neologisms, their entry into the object language and the process of assimilation depends on extralinguistic and intralinguistic factors. Creations of neologisms are observed in all world languages. However, the concept of neologism in Hebrew has different and characteristic features. Thus, in some cases, concepts that are common in most spoken languages may differ from Hebrew. In fact, the presence of neologisms for the Hebrew language is perhaps more characteristic than for other languages, because most of this language is in some sense composed of such neologisms. Thus, after two thousand years, this language was returned to the status of an everyday spoken language at the beginning of the 20th century. However, it is clear that the language that was the language of communication two thousand years ago could not fully satisfy the needs of today's spoken language with such a vocabulary. Many Hebrew neologisms were coined in the post-biblical period to express new concepts or to replace existing words as needed.

Intended for second language teachers and teacher trainees, the guide to linguistic concepts used in second language instruction outlines the applications of basic linguistic concepts to classroom practice and some classroom activities. Chapters address the following topics: (1) the relationship of language and linguistics; (2) human communication; (3) linguistics and language teaching; (4) use of phonetics and phonology in pronunciation instruction; (5) exercises in contrastive phonetics; (6) the graphic code and instruction in written language; (7) morphology as it relates to the teaching of the word as a unit of language; (8) syntactical relations and grammar instruction; (9) semantic relations and the teaching of foreign meanings; and (10) wording and pragmatics. Each chapter includes recommended readings and exercises. A 77-item bibliography cites related dictionaries and encyclopedias, general or introductory works, specialized texts, and works on second language instruction. (MSE)

This volume offers a selection of papers presented during the 14th International Conference on the History of the Language Sciences (ICHoLS XIV, Paris, 2017). Part I brings together studies dealing with descriptive concepts. First examined is the notion of “accidens” in Latin grammar and its Greek counterparts. Other papers address questions with a strong echo in today’s linguistics: localism and its revival in recent semantics and syntax, the origin of the term “polysemy” and its adoption through Bréal, and the difficulties attending the description of prefabs, idioms and other “fixed expressions”. This first part also includes studies dealing with representations of linguistic phenomena, whether these concern the treatment of local varieties (so-called patois) in French research, or the import and epistemological function of spatial representations in descriptions of linguistic time. Or again, now taking the word “representation” literally, the visual display of grammatical relations, in the form of the first syntactic diagrams. Part II presents case studies which involve wider concerns, of a social nature: the “from below” approach to the history of Chinese Pidgin English underlines the social roles of speakers and the diversity of speech situations, while the scrutiny of Lhomond’s Latin and French textbooks demonstrates the interplay of pedagogical practice, cross-linguistic comparison and descriptive innovation. An overview of early descriptions of Central Australian languages reveals a whole spectrum of humanist to positivist and antihumanist stances during the colonial age. An overarching framework is also at play in the anthropological perspective championed by Meillet, whose socially and culturally oriented semantics is shown to live on in Benveniste. The volume ends with a paper on Trần Đức Thảo, whose work is an original synthesis between phenomenology and Marxist semiology, wielded against the “idealistic” doctrine of Saussure.

This volume offers a selection of papers presented during the 14th International Conference on the History of the Language Sciences (ICHoLS XIV, Paris, 2017). Part I brings together studies dealing with descriptive concepts. First examined is the notion of “accidens” in Latin grammar and its Greek counterparts. Other papers address questions with a strong echo in today’s linguistics: localism and its revival in recent semantics and syntax, the origin of the term “polysemy” and its adoption through Bréal, and the difficulties attending the description of prefabs, idioms and other “fixed expressions”. This first part also includes studies dealing with representations of linguistic phenomena, whether these concern the treatment of local varieties (so-called patois) in French research, or the import and epistemological function of spatial representations in descriptions of linguistic time. Or again, now taking the word “representation” literally, the visual display of grammatical relations, in the form of the first syntactic diagrams. Part II presents case studies which involve wider concerns, of a social nature: the “from below” approach to the history of Chinese Pidgin English underlines the social roles of speakers and the diversity of speech situations, while the scrutiny of Lhomond’s Latin and French textbooks demonstrates the interplay of pedagogical practice, cross-linguistic comparison and descriptive innovation. An overview of early descriptions of Central Australian languages reveals a whole spectrum of humanist to positivist and antihumanist stances during the colonial age. An overarching framework is also at play in the anthropological perspective championed by Meillet, whose socially and culturally oriented semantics is shown to live on in Benveniste. The volume ends with a paper on Trần Đức Thảo, whose work is an original synthesis between phenomenology and Marxist semiology, wielded against the “idealistic” doctrine of Saussure.

This volume offers a selection of papers presented during the 14th International Conference on the History of the Language Sciences (ICHoLS XIV, Paris, 2017). Part I brings together studies dealing with descriptive concepts. First examined is the notion of “accidens” in Latin grammar and its Greek counterparts. Other papers address questions with a strong echo in today’s linguistics: localism and its revival in recent semantics and syntax, the origin of the term “polysemy” and its adoption through Bréal, and the difficulties attending the description of prefabs, idioms and other “fixed expressions”. This first part also includes studies dealing with representations of linguistic phenomena, whether these concern the treatment of local varieties (so-called patois) in French research, or the import and epistemological function of spatial representations in descriptions of linguistic time. Or again, now taking the word “representation” literally, the visual display of grammatical relations, in the form of the first syntactic diagrams. Part II presents case studies which involve wider concerns, of a social nature: the “from below” approach to the history of Chinese Pidgin English underlines the social roles of speakers and the diversity of speech situations, while the scrutiny of Lhomond’s Latin and French textbooks demonstrates the interplay of pedagogical practice, cross-linguistic comparison and descriptive innovation. An overview of early descriptions of Central Australian languages reveals a whole spectrum of humanist to positivist and antihumanist stances during the colonial age. An overarching framework is also at play in the anthropological perspective championed by Meillet, whose socially and culturally oriented semantics is shown to live on in Benveniste. The volume ends with a paper on Trần Đức Thảo, whose work is an original synthesis between phenomenology and Marxist semiology, wielded against the “idealistic” doctrine of Saussure.

This volume offers a selection of papers presented during the 14th International Conference on the History of the Language Sciences (ICHoLS XIV, Paris, 2017). Part I brings together studies dealing with descriptive concepts. First examined is the notion of “accidens” in Latin grammar and its Greek counterparts. Other papers address questions with a strong echo in today’s linguistics: localism and its revival in recent semantics and syntax, the origin of the term “polysemy” and its adoption through Bréal, and the difficulties attending the description of prefabs, idioms and other “fixed expressions”. This first part also includes studies dealing with representations of linguistic phenomena, whether these concern the treatment of local varieties (so-called patois) in French research, or the import and epistemological function of spatial representations in descriptions of linguistic time. Or again, now taking the word “representation” literally, the visual display of grammatical relations, in the form of the first syntactic diagrams. Part II presents case studies which involve wider concerns, of a social nature: the “from below” approach to the history of Chinese Pidgin English underlines the social roles of speakers and the diversity of speech situations, while the scrutiny of Lhomond’s Latin and French textbooks demonstrates the interplay of pedagogical practice, cross-linguistic comparison and descriptive innovation. An overview of early descriptions of Central Australian languages reveals a whole spectrum of humanist to positivist and antihumanist stances during the colonial age. An overarching framework is also at play in the anthropological perspective championed by Meillet, whose socially and culturally oriented semantics is shown to live on in Benveniste. The volume ends with a paper on Trần Đức Thảo, whose work is an original synthesis between phenomenology and Marxist semiology, wielded against the “idealistic” doctrine of Saussure.

This article is from Computational and Structural Biotechnology Journal , volume 5 . Abstract Protein structure and function information is coded in amino acid sequences. However, the relationship between primary sequences and three-dimensional structures and functions remains enigmatic. Our approach to this fundamental biochemistry problem is based on the frequencies of short constituent sequences (SCSs) or words. A protein amino acid sequence is considered analogous to an English sentence, where SCSs are equivalent to words. Availability scores, which are defined as real SCS frequencies in the non-redundant amino acid database relative to their probabilistically expected frequencies, demonstrate the biological usage bias of SCSs. As a result, this frequency-based linguistic approach is expected to have diverse applications, such as secondary structure specifications by structure-specific SCSs and immunological adjuvants with rare or non-existent SCSs. Linguistic similarities (e.g., wide ranges of scale-free distributions) and dissimilarities (e.g., behaviors of low-rank samples) between proteins and the natural English language have been revealed in the rank-frequency relationships of SCSs or words. We have developed a web server, the SCS Package, which contains five applications for analyzing protein sequences based on the linguistic concept. These tools have the potential to assist researchers in deciphering structurally and functionally important protein sites, species-specific sequences, and functional relationships between SCSs. The SCS Package also provides researchers with a tool to construct amino acid sequences de novo based on the idiomatic usage of SCSs.

Language policy is crucial to any society's cultural and political fabric, as it shapes how individuals and groups communicate, interact, and identify. Language policy has important implications for nation-building and the creation of national identity. Language policy can also significantly impact university students' sense of belonging. Overt and inclusive policies can provide opportunities for students to develop language skills and cultural competencies, enhancing their academic and professional opportunities. Covert and implicit policies can create barriers to interaction between different language groups, leading to social fragmentation, exclusion, and discrimination. Overt language policies are those that are openly acknowledged and implemented, while covert policies are those that are more subtle and may be hidden. Overt language policies that promote a single national language can unite diverse groups within a nation. However, these policies can also lead to the suppression of linguistic and cultural diversity within a nation, potentially undermining the cultural richness of that society. Covert language policies can also have significant impacts on identity and national unity. For example, language policies not openly acknowledged can lead to confusion or mistrust among different language groups. These policies can reinforce power imbalances between language groups, perpetuating existing inequalities. Considering these concepts, this study aimed to answer the following questions: (1) What LP has been implemented in Kyrgyzstan? (2) How has LP affected university students? Information on the language policy implemented in Kyrgyzstan was necessary to answer the first question, which involved examining laws, banknotes, newspaper titles, and dissertation catalogs. It was necessary to gather data on how the language policy has affected the students to answer the second question. In addition, in-depth interviews with LP experts helped clarify both questions. The collected information was analyzed using textual analysis and statistical methods. Data analysis showed that different models of language policy were implemented in Kyrgyzstan, including multilingualism, bilingualism, and monolingualism. Overt, covert, and vague LP were used to promote these models. These models and methods have formed segregated communities, language discrimination, and different linguistic identities within the same ethnic groups.

A study investigated a model that takes into account the influence of conceptual, cultural, and linguistic variables in formation of verbal and nonverbal concepts in bilingual children. This triple-interaction model states that concepts are represented in three ways: (1) nonverbally as abstract categories; (2) symbolically by means of sociocultural conventions; and (3) linguistically by structures and markers. Subjects, 30 Spanish/English bilingual children aged 6-7 years who were attending kindergarten and first grade classrooms in central Texas, performed five verbal and nonverbal classification tasks to measure the three ways of representing concepts. Three verbal classification tasks included labeling, defining, and verbal justification for sorting. Two nonverbal tasks were sorting and category clues. The tasks were administered in both English and Spanish. Each task was scored twice to give credit for both general categorization criteria and gender classification or assignment. It was hypothesized that in a bilingual child the abstract categories constituting nonverbal representations were common to both languages or unique to each, depending on the commonness or uniqueness of the representations of symbolic meanings of linguistic conventions made by the sociocultural community. Results indicate the children constructed one representational system common to English and Spanish and another, unique to Spanish, for certain object categories. Nonverbal classification was performed better than verbal classification in both languages. (MSE)

In this article, the specific aspects of the expression of ethnonyms in linguistic and cultural concepts at the stages of historical development are highlighted, and the importance of ethnonyms in the level of application of linguistic and cultural concepts is discussed.

In this article, the specific aspects of the expression of ethnonyms in linguistic and cultural concepts at the stages of historical development are highlighted, and the importance of ethnonyms in the level of application of linguistic and cultural concepts is discussed.

In this article, the specific aspects of the expression of ethnonyms in linguistic and cultural concepts at the stages of historical development are highlighted, and the importance of ethnonyms in the level of application of linguistic and cultural concepts is discussed.

The problems which freshmen exhibit in using the written language extend beyond difficulties with mechanics to handicaps in using words to formulate and develop concepts. A linguistic approach to teaching freshman composition involves recognizing every linguistic act as creative and a word as having a history as well as a variety of meanings. In preparing assignments and writing essays, students become well acquainted with the Oxford English Dictionary and gain analytical insights from working in small tutorial groups. (JM)

The problems which freshmen exhibit in using the written language extend beyond difficulties with mechanics to handicaps in using words to formulate and develop concepts. A linguistic approach to teaching freshman composition involves recognizing every linguistic act as creative and a word as having a history as well as a variety of meanings. In preparing assignments and writing essays, students become well acquainted with the Oxford English Dictionary and gain analytical insights from working in small tutorial groups. (JM)

The research project addressed itself to the problem of mastering the meaning of multiple-meaning words by 17 prelingually hearing impaired children (8-14 years old). It was hypothesized that it should be possible to develop programed instruction using visuals and vocabulary appropriate for a given designated group which could be individually presented to a student with a degree of learning to be expected to take place. Ten multiple-meaning words with 40 meanings were programed, with accompanying pre-post-tests. The programs were presented by means of a teaching machine which provided both visual and auditory stimuli, the latter, individually amplified for each testee. Inadequate allotment of time for the project precluded full developmental field testing. The presentation of the programs and tests differed in that in one school they were given by the program director. In the schools in which the programs and testing were a part of the regular school program--i.e., presented by the classroom teacher, scores increased to a statistical significance. Results indicated that individualized program instruction can be productive in teaching vocabulary and linguistics to hearing-impaired children if made a part of the regular program. (Included among appended material are an outline of objectives for each program unit, sample test frames for one unit, and tables with statistical data). (SBH)

Basic linguistic concepts are presented and their links with second language learning and teaching are examined. The book is intended as a guide for teachers and others interested in second language instruction. Chapters address the following concepts: the relationship of language and linguistics, including basic terminology of discussion about language; language variation and the evolution of language norms; human communication, encoding and decoding, language functions, and nonverbal communication; the structure of language, content and form, and context; the role of applied linguistics in the teaching of languages; phonology and phonological skills; writing and its relationship to spoken language; words, discourse elements, and morphology; lexical competence and the teaching of meaning in a foreign language; grammar and syntax; text and text elements; and competence in discourse, including pragmatics, situational competence, and speech acts. Each chapter contains a list of recommended additional readings and several exercises to reinforce the concepts discussed. Contains 21 pages of references. (MSE)

Basic linguistic concepts are presented and their links with second language learning and teaching are examined. The book is intended as a guide for teachers and others interested in second language instruction. Chapters address the following concepts: the relationship of language and linguistics, including basic terminology of discussion about language; language variation and the evolution of language norms; human communication, encoding and decoding, language functions, and nonverbal communication; the structure of language, content and form, and context; the role of applied linguistics in the teaching of languages; phonology and phonological skills; writing and its relationship to spoken language; words, discourse elements, and morphology; lexical competence and the teaching of meaning in a foreign language; grammar and syntax; text and text elements; and competence in discourse, including pragmatics, situational competence, and speech acts. Each chapter contains a list of recommended additional readings and several exercises to reinforce the concepts discussed. Contains 21 pages of references. (MSE)