Search results for: language deficit

Authors: Geovana Soncin, Larissa Berti

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Some aspects of prosody acquisition remain still unclear, especially regarding atypical speech development processes. This work deals with prosody acquisition and its implications for clinical purposes. Therefore, we analyze speech samples produced by adult speakers, children in typical language development, and children with phonological disorders. Phonological disorder comprises deviating manifestations characterized by inconsistencies in the phonological representation of a linguistic system under acquisition. The clinical assessment is performed mostly based on contrasts whose manifestations occur in the segmental level of a phonological system. Prosodic organization of spoken utterances is not included in the standard assessment. However, assuming that prosody is part of the phonological system, it was hypothesized that children with Phonological Disorders could present inconsistencies that also occur at a prosodic level. Based on this hypothesis, the paper aims to analyze contrastive focus marking in the speech of children with Phonological Disorders in comparison with the speech of children under Typical Language Development and adults. The participants of all groups were native speakers of Brazilian Portuguese. The investigation was designed in such a way as to identify differences and similarities among the groups that could be interpreted as clues of normal or deviant processes of prosody acquisition. Contrastive focus in Brazilian Portuguese is marked by increasing duration, f0, and intensity on the focused element as well as by a particular type of pitch accent (L*+H). Thirty-nine subjects participated, thirteen from each group. Acoustic analysis was performed, considering duration, intensity, and intonation as parameters. Children with PD were recruited in sessions from a service provided by Speech-Language Pathology Therapy; children in TD, paired in age and sex with the first group, were recruited in a regular school; and 20-24 years old adults were recruited from a University class. In a game prepared to elicit focused sentences, all of them produced the sentence “Girls love red dress,” marking focus on different syntactic positions: subject, verb, and object. Results showed that adults, children in typical language development, and children with Phonological Disorders marked contrastive focus differently: typical children used all parameters like adults do; however, in comparison with them, they exaggerated duration and, in the opposite direction, they did not increase f0 in a sufficient magnitude as adults; children with Phonological Disorder presented inconsistencies in duration, not increasing it in some syntactic positions, and also in intonation, not producing the representative pitch accent of contrastive focus. The results suggest prosody is also affected by phonological disorder and give clues of developmental processes of prosody acquisition.

Keywords: Brazilian Portuguese, contrastive focus, phonological disorder, prosody acquisition

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Authors: Calvin Chiu, Samar Saade Needham

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The factors associated with the development of major depressive disorder (MDD) have been an ongoing area of concern within the field of psychopathology. Among parents, the rise in stress factors for individuals receiving less social support contributes to an increase in MDD cases. Understanding the causal aspects of MDD through the interworking of stress development within social support disparities provides critical insights into preventive measures for depressive symptoms. The present study seeks to assess the impact of social support on stress formation within MDD. Such that single parents lacking social support prompt an increase in stress formation, which proliferates the progression of MDD. Participants in this study were 450 ethnic minority mothers and fathers experiencing health inequities during pregnancy and early childhood. Perceived stress, social support, and depression are assessed by multi-item questionnaires that produce score ranges for general findings. Results indicated that lower social support scores resulted in higher depression scores, and higher perceived stress scores produced higher depression scores. Furthermore, single parents reported higher depression scores. These findings overlap with studies on paternal depression and suggest that MDD is a product of stress accumulation due to declining social support systems. Future studies may specify effective social support systems for decreasing stress accumulation in MDD formation in preventive strategies.

Keywords: major depressive disorder, stress formation, cognitive-behavioral outcomes, deficit-based behaviors

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Authors: Nadwah Onwi, Puspa Maniam, Azmawanie A. Aziz, Fairus Mukhtar, Nor Azrita Mohamed Zin, Nurul Haslina Mohd Zin, Nurul Fatehah Ismail, Mohamad Safwan Yusoff, Susilidianamanalu Abd Rahman, Siti Munirah Harris, Maryam Aizuddin

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Objective: Malaysia has a growing number of individuals with complex communication needs (CCN). The initiation of augmentative and alternative communication (AAC) intervention may facilitate individuals with CCN to understand and express themselves optimally and actively participate in activities in their daily life. AAC is defined as multimodal use of communication ability to allow individuals to use every mode possible to communicate with others using a set of symbols or systems that may include the symbols, aids, techniques, and strategies. It is consequently critical to evaluate the deficits to inform treatment for AAC intervention. However, no known measurement tools are available to evaluate the user with CCN available locally. Design: A systematic review (SR) is designed to analyze the psychometric properties of AAC assessment for adolescents with CCN published in peer-reviewed journals. Tools are rated by the methodological quality of studies and the psychometric measurement qualities of each tool. Method: A literature search identifying AAC assessment tools with psychometrically robust properties and conceptual framework was considered. Two independent reviewers screened the abstracts and full-text articles and review bibliographies for further references. Data were extracted using standardized forms and study risk of bias was assessed. Result: The review highlights the psychometric properties of AAC assessment tools that can be used by speech-language therapists applicable to be used in the Malaysian context. The work outlines how systematic review methods may be applied to the consideration of published material that provides valuable data to initiate the development of Malay Language AAC assessment tools. Conclusion: The synthesis of evidence has provided a framework for Malaysia Speech-Language therapists in making an informed decision for AAC intervention in our standard operating procedure in the Ministry of Health, Malaysia.

Keywords: augmentative and alternative communication, assessment, adolescents, complex communication needs

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Authors: Seyed Yasin Yazdi-Amirkhiz, Azirah Hashim

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This study purported to comparatively investigate the influence of collaborative writing on the quality of individual writing of four female Iranian and four female Malaysian students. The first semester students at a private university in Malaysia, who were homogeneous in terms of age, gender, study discipline, and language proficiency, were divided into two Iranian and two Malaysian dyads. The dyads performed collaborative writing tasks for 15 sessions; after three consecutive collaborative writing sessions, each participant was asked to individually attempt a writing task. Both collaborative and individual writing tasks comprised isomorphic graphic prompts (IELTS Academic Module task 1). Writing quality of the five individually-produced texts during the study was scored in terms of task achievement (TA), cohesion/coherence (C/C), grammatical range/accuracy (GR/A), and lexical resources (LR). The findings indicated a hierarchy of development in TA and C/C among all the students, while LR showed minor improvement only among three of Malaysian students, and GR/A barely exhibited any progress among all the participants. Intermittent progressions and regressions were also discerned in the trajectory of their writing development. The findings are discussed in the light of the socio-cultural and emergentist perspectives, the typology of tasks used as well as the role of the participants’ level of language proficiency.

Keywords: collaborative writing, writing quality, individual writing, collaboration

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Authors: Aghamusa Azizov

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This study investigates the correlation between solar activity and sentiment in news media coverage, using a large-scale dataset of solar activity since 1750 and over 15 million articles from "The New York Times" dating from 1851 onwards. Employing Pearson's correlation coefficient and multiple Natural Language Processing (NLP) tools—TextBlob, Vader, and DistillBERT—the research examines the extent to which fluctuations in solar phenomena are reflected in the sentiment of historical news narratives. The findings reveal that the correlation between solar activity and media sentiment is generally negligible, suggesting a weak influence of solar patterns on the portrayal of events in news media. Notably, a moderate positive correlation was observed between the sentiments derived from TextBlob and Vader, indicating consistency across NLP tools. The analysis provides insights into the historical impact of solar activity on human affairs and highlights the importance of using multiple analytical methods to understand complex relationships in large datasets. The study contributes to the broader understanding of how extraterrestrial factors may intersect with media-reported events and underlines the intricate nature of interdisciplinary research in the data science and historical domains.

Keywords: solar activity correlation, media sentiment analysis, natural language processing, historical event patterns

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Authors: Ntandoni Gloria Biyela

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During traditional times, there were no formal institutions of learning as they are today, where children attend classes to acquire or develop knowledge. This does not mean that there was no learning in indigenous African societies. Grandparents used to tell their grandchildren stories or teach them educational games around the fireplace, which this study refers to as a ‘traditional classroom’. A story recreated in symbolic or allegorical way, forms a base for a society’s beliefs, customs, accepted norms and language learning. Through folklore narratives, a society develops its own self awareness and education. So narrative characters, especially animals may be mythical products of the pre-literate folklore world and thus show the closeness that the Zulu society had with the wildlife. Oral cultures strive to create new facets of meaning by the use of animal metaphors to reflect the relationship of humans with the animal realm and to contribute to the language learning or literature in cross-cultural studies. Although animal metaphors are widespread in Zulu language because of the Zulu nation’s traditional closeness to wildlife, little field-research has been conducted on the social behavior of animals on the way in which their characteristics were transferred with precision to depictions of King Shaka’s behavior and activities during the amalgamation of Nguni clans into a Zulu kingdom. This study attempts to fill the gap by using first-hand interviews with local informants in areas traditionally linked to the king in KwaZulu-Natal province, South Africa. Departing from the conceptual metaphor theory, the study concentrates on King Shaka’s praise-poems in which the praise-poet describes his physical and dispositional characteristics through bold animal metaphors of the ‘Big Five’; namely, the lion, the leopard, the buffalo, the rhinoceros and the elephant, which are often referred to as Zulu royal favorites. These metaphors are still learnt by young and old in the 21st century because they reflect the responsibilities, status, and integrity of the king and the respect in which he is held by his people. They also project the crescendo growth of the Zulu nation, which, through the fulfillment of his ambitions, grew from a small clan to a mighty kingdom.

Keywords: animal, indigenous, learning, metaphor

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Authors: Poornima Khadanga, Gaurav Pawar, Madhavi Rairikar

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Background: The COVID 19 pandemic, with its unparalleled mental health repercussions, has impacted people globally and has catalyzed a Mental Health pandemic among the youth. The detrimental effects on mental health needs to be pondered at the earliest. Aims: To study the behavioral problems among children and adolescents visiting Psychiatry Outpatient Department Tertiary Health Care during COVID pandemic and its correlation with socio-demographic profiles. Methods: A cross sectional study was conducted by interviewing 120 participants between 4 to 17 years of age and their parents, visiting Psychiatry OPD. Behavioral problems were assessed using the Strength and Difficulties Questionnaire and diagnosed by DSM-5. Statistical analysis was done by SPSS-21. Results: Male participants showed significant association with conduct (t=2.36, p=0.02) and hyperactive problems (t=5.07, p<0.05). Increase in screen time showed a positive correlation with conduct problems (r=0.22. p=0.02). Attention Deficit Hyperkinetic Disorder (18.3%) was the most commonly diagnosed psychiatric illness. Total difficulty score was significantly associated with difficult temperament (F=68.69, p<0.05). Conclusion: The study brings to light the pattern of behavioral problems that emerged during recent times of uncertainties among the young ones, including those with special needs. The increase in disruptive behaviors with increase screen time needs to be addressed at the earliest.

Keywords: behavioral problems, pandemic, screen time, temperament

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Authors: Leijun Zhang

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Reading literacy has become a powerful tool for academic success and an essential goal of education. The ability to read is not only fundamental for pupils’ academic success but also a prerequisite for successful participation in today’s vastly expanding multi-literate textual environment. It is also important to recognize that, in many educational settings, students are expected to learn a foreign/second language for successful participation in the increasingly globalized world. Therefore, it is crucial to help learners become skilled foreign-language readers. Research indicates that students’ reading comprehension can be significantly improved through explicit instruction of multiple reading strategies. Despite the wealth of research on how to enhance learners’ reading comprehension achievement by identifying an enormous range of reading strategies and techniques for assisting students in comprehending specific texts, relatively scattered studies have centered on whether these reading comprehension strategies and techniques are used in classrooms, especially in Chinese academic settings. Given the central role of ‘the teacher’ in reading instruction, the study investigates the degree of importance that EFL teachers attach to reading comprehension strategies and their classroom employment of those strategies in secondary schools in China. It also explores the efficiency of reading strategy instruction on pupils’ reading comprehension performance. As a mix-method study, the analysis drew on data from a quantitative survey and interviews with seven teachers. The study revealed that the EFL teachers had positive attitudes toward the use of cognitive strategies despite their insufficient knowledge about and limited attention to the metacognitive strategies and supporting strategies. Regarding the selection of reading strategies for instruction, the mandated curriculum and high-stakes examinations, text features and demands, teaching preparation programs and their own EFL reading experiences were the major criteria in their responses, while few teachers took into account the learner needs in their choice of reading strategies. Although many teachers agreed upon the efficiency of reading strategy instruction in developing students’ reading comprehension competence, three challenges were identified in their implementation of the strategy instruction. The study provides some insights into reading strategy instruction in EFL contexts and proposes implications for curriculum innovation, teacher professional development, and reading instruction research.

Keywords: reading comprehension strategies, EFL reading instruction, language teacher cognition, teacher education

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Authors: Gordon Newlove Asamoah

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This study’s objective is to determine the impact of the African Continental Free Trade Area (AfCFTA) on Ghana using computable general equilibrium (CGE) modelling. The trade data for the simulation was drawn from the standard GTAP database version 10. The study estimated the Ad valorem equivalent (AVE) of Non-Tariff Measures (NTMs) for the Ghanaian sectors which were used for the analysis. Simulations were performed to remove import tariffs and export taxes for 90% of the tariff lines as well as 50% of the NTMs for all the AfCFTA participating countries. The NTMs' reduction was simulated using these two mechanisms: iceberg costs, also known as import augmenting technological change (AMS), and exporter costs (AXS). The study finds that removing the tariffs and NTMs in the AfCFTA regions has a positive impact on Ghana’s GDP, export and import volumes, terms of trade and welfare as measured by the equivalent variations. However, Ghana recorded a deficit of US$4766.69 million as a trade balance due to its high importation bills. This is not by chance, as Ghana is an importer of high-value-added goods but an exporter of basic agricultural raw materials with low export earnings. The study also finds much larger positive impacts for the AfCFTA regions for both importers and exporters when the NTMs that work as iceberg costs and export costs are reduced. It further finds that by reducing the export cost that increases the cost of intermediate inputs, trade among the AfCFTA regions (intra-AfCFTA trade) is enhanced.

Keywords: impact, AfCFTA, NTMs, Ghana, CGE

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Authors: O. F. Elkommos

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“Humour studies” is an interdisciplinary research area that is relatively recent. It interests researchers from the disciplines of psychology, sociology, medicine, nursing, in the work place, gender studies, among others, and certainly teaching, language learning, linguistics, and literature. Linguistic theories of humour research are numerous; some of which are of interest to the present study. In spite of the fact that humour courses are now taught in universities around the world in the Egyptian context it is not included. The purpose of the present study is two-fold: to review the state of arts and to show how linguistic theories of humour can be possibly used as an art and craft of teaching and of learning in EFL literature classes. In the present study linguistic theories of humour were applied to selected literary texts to interpret humour as an intrinsic artistic communicative competence challenge. Humour in the area of linguistics was seen as a fifth component of communicative competence of the second language leaner. In literature it was studied as satire, irony, wit, or comedy. Linguistic theories of humour now describe its linguistic structure, mechanism, function, and linguistic deviance. Semantic Script Theory of Verbal Humor (SSTH), General Theory of Verbal Humor (GTVH), Audience Based Theory of Humor (ABTH), and their extensions and subcategories as well as the pragmatic perspective were employed in the analyses. This research analysed the linguistic semantic structure of humour, its mechanism, and how the audience reader (teacher or learner) becomes an interactive interpreter of the humour. This promotes humour competence together with the linguistic, social, cultural, and discourse communicative competence. Studying humour as part of the literary texts and the perception of its function in the work also brings its positive association in class for educational purposes. Humour is by default a provoking/laughter-generated device. Incongruity recognition, perception and resolving it, is a cognitive mastery. This cognitive process involves a humour experience that lightens up the classroom and the mind. It establishes connections necessary for the learning process. In this context the study examined selected narratives to exemplify the application of the theories. It is, therefore, recommended that the theories would be taught and applied to literary texts for a better understanding of the language. Students will then develop their language competence. Teachers in EFL/ESL classes will teach the theories, assist students apply them and interpret text and in the process will also use humour. This is thus easing students' acquisition of the second language, making the classroom an enjoyable, cheerful, self-assuring, and self-illuminating experience for both themselves and their students. It is further recommended that courses of humour research studies should become an integral part of higher education curricula in Egypt.

Keywords: ABTH, deviance, disjuncture, episodic, GTVH, humour competence, humour comprehension, humour in the classroom, humour in the literary texts, humour research linguistic theories, incongruity-resolution, isotopy-disjunction, jab line, longer text joke, narrative story line (macro-micro), punch line, six knowledge resource, SSTH, stacks, strands, teaching linguistics, teaching literature, TEFL, TESL

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Authors: Ana Ferreira, Ines Costa, Patricia Polónia, Josué Pereira, Olinda Faria, Pedro Alberto Silva

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Introduction: Optical coherence tomography (OCT) and visual field tools are pivotal in evaluating neurological deficits and predicting potential visual improvement following surgical decompression in neurosurgical patients. Despite their clinical significance, a comprehensive understanding of their utility in this context is lacking in the literature. This study aims to elucidate the applications of OCT and visual field assessment, delineating distinct patterns of visual deficit presentations within the studied cohort. Methods: This retrospective analysis considered all adult patients who underwent a single surgery for pituitary adenoma or anterior skull base meningioma with optic nerve involvement, coupled with neuro-ophthalmology evaluation, between July 2020 and January 2023. A minimum follow-up period of 6 months was deemed essential. Results: A total of 24 patients, with a median age of 61, were included in the analysis. Three primary patterns emerged: 1) Low visual field involvement with compromised OCT, 2) High visual field involvement with relatively unaffected OCT, and 3) Significant compromise observed in both OCT and visual fields. Conclusion: This study delineates various findings in OCT and visual field assessments with illustrative examples. Based on the current findings, a prospective cohort will be systematically collected to further investigate and validate these patterns and their prognostic significance, enhancing our understanding of the utility of OCT and visual fields in neurosurgical patients.

Keywords: OCT, neurosurgery, visual field, optic nerve

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Authors: Darsh N. Patel, Eric Olson

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Fractals can be found everywhere, whether it be the shape of a leaf or a system of blood vessels. Fractals are used to help study and understand different physical and mathematical processes; however, their artistic nature is also beautiful to simply explore. This project explores fractals generated by a cubically convergent extension to Newton's method. With this iteration as a starting point, a complex plane spanning from -2 to 2 is created with a color wheel mapped onto it. Next, the polynomial whose roots the fractal will generate from is established. From the Fundamental Theorem of Algebra, it is known that any polynomial has as many roots (counted by multiplicity) as its degree. When generating the fractals, each root will receive its own color. The complex plane can then be colored to indicate the basins of attraction that converge to each root. From a computational point of view, this project’s code identifies which points converge to which roots and then obtains fractal images. A zoom path into the fractal was implemented to easily visualize the self-similar structure. This path was obtained by selecting keyframes at different magnifications through which a path is then interpolated. Using parallel processing, many images were generated and condensed into a video. This project illustrates how practical techniques used for scientific visualization can also have an artistic side.

Keywords: fractals, cubic method, Julia programming language, basin of attraction

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Authors: Norazlin Mohamad, Saiful Adli Bukry, Zarina Zahari, Haidzir Manaf, Hanafi Sawalludin

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Background: Deficit in neuromuscular recruitment and decrease force distribution were the common problems among ankle instability patients due to altered joint kinematics that lead to recurrent ankle injuries. Rigid Tape and KT Tape had widely been used as therapeutic and performance enhancement tools in ankle stability. However the difference effect between this two tapes is still controversial. Objective: To investigate the different effect between Rigid Tape and KT Tape on force distribution and muscle activation among ankle instability patients while standing. Study design: Crossover trial. Participants: 27 patients, age between 18 to 30 years old participated in this study. All the subjects were applied with KT Tape & Rigid Tape on their affected ankle with 3 days of interval for each intervention. The subjects were tested with their barefoot (without tape) first to act as a baseline before proceeding with KT Tape, and then with Rigid Tape. Result: There were no significant difference on force distribution at forefoot and back-foot for both tapes while standing. However the mean data shows that Rigid Tape has the highest force distribution at back-foot rather than forefoot when compared with KT Tape that had more force distribution at forefoot while standing. Regarding muscle activation (Peroneus Longus), results showed significant difference between Rigid Tape and KT Tape (p= 0.048). However, there was no significant difference on Tibialis Anterior muscle activation between both tapes while standing. Conclusion: The results indicated that Peroneus longus muscle was more active when applied Rigid Tape rather than KT Tape in ankle instability patients while standing.

Keywords: ankle instability, kinematic, muscle activation, force distribution, Rigid Tape, KT tape

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Authors: Aji Budi Rinekso, Revika Niza Artiyana, Lisa Widayanti

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English is one of the international languages in the world. People use this language to communicate with each other in the international forums, international events or international organizations. As same as other languages, English has a rule which is called grammar. Grammar is the part of english which has a role as the language systems. In grammar, there are tenses which provide a time period system for past, present and future. Sometimes it is difficult for some English learner to remember all of the tenses completely. Especially for those with special needs or exceptional children with vision restrictiveness. The aims of this research are 1) To know the design of Special Grammar Circle (Spegraci) as the media for blind people to learn english grammar. 2) To know the work of Special Gramar Circle (Spegraci) as the media for blind people to learn english grammar. 3) To know the function of this device in increasing tenses ability for blind people. The method of this research is Research and Development which consists of several testing and revision of this device. The implementation of Special Grammar Circle (Spegraci) is to make blind people easily to learn the tenses. This device is easy to use. Users only roll this device and find out the tense formula and match to the name of the formula in braille. In addition, this device also enables to be used by normal people because normal written texts are also provided.

Keywords: blind people, media innovation, spegraci, tenses

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Authors: Christiane Dumont

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This paper proposes to revisit foreign-language learning as a tool to increase motivation through advocacy and develop effective natural communication skills, which are critical leadership qualities. To this end, collaborative initiatives undertaken by advanced university students of French with local and international community partners will be reviewed. Close attention will be paid to the acquisition of intercultural skills, the reflective process, as well as the challenges and outcomes. Two international development projects conducted in Haiti will be highlighted, i.e., collaboration with a network of providers in the Haitian cultural heritage preservation and tourism sector (2014-15) and development of investigation and teacher training tools for a primary/secondary school in the Port-au-Prince area (current). The choice of community-service learning as a framework to teach French-as-a-second-language stemmed from the need to raise awareness against stereotypes and prejudice, which hinder the development of effective intercultural skills. This type of experiential education also proved very effective in identifying and preventing miscommunication caused by the lack of face-to-face interaction in our increasingly technology-mediated world. Learners experienced first-hand, the challenges and advantages of face-to-face communication, which, in turn, enhanced their motivation for developing effective intercultural skills. Vygotsky's and Kolb's theories, current research on service learning (Dwight, Eyler), action/project-based pedagogy (Beckett), and reflective learning (TSC Farrell), will provide useful background to analyze the benefits and challenges of community-service learning. The ultimate goal of this paper is to find out what makes experiential learning truly unique and transformative for both the learners and the community they wish to serve. It will demonstrate how enhanced motivation, community engagement, and clear, concise, and respectful communication impact and empower learners. The underlying hope is to help students in high-profile, and leading-edge industries become effective global leaders.

Keywords: experiential learning, intercultural communication, reflective learning, effective leadership, learner motivation

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Authors: Cenk Aksit, Suleyman Kodal, Yusuf Ersoy Yildirim

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Normalized Difference Vegetation Index (NDVI) is a widely used index in the world that provides reference information, such as the health status of the plant, and the density of the vegetation in a certain area, by making use of the electromagnetic radiation reflected from the plant surface. On the other hand, the chlorophyll index provides reference information about the chlorophyll density in the plant by making use of electromagnetic reflections at certain wavelengths. Chlorophyll concentration is higher in healthy plants and decreases as plant health decreases. This study, it was aimed to determine the changes in Normalize Difference Vegetation Index (NDVI) and Normalize Difference Chlorophyll (NDCI) of silage corn irrigated with subsurface drip irrigation systems under different irrigation levels. In 5 days irrigation interval, the daily potential plant water consumption values were collected, and the calculated amount was applied to the full irrigation and 3 irrigation water levels as irrigation water. The changes in NDVI and NDCI of silage corn irrigated with subsurface drip irrigation systems under different irrigation levels were determined. NDVI values have changed according to the amount of irrigation water applied, and the highest NDVI value has been reached in the subject where the most water is applied. Likewise, it was observed that the chlorophyll value decreased in direct proportion to the amount of irrigation water as the plant approached the harvest.

Keywords: NDVI, NDCI, sub-surface drip irrigation, silage corn, deficit irrigation

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Authors: Hifzur Ansary

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The aim and scope of the present research are to delve into the form of geminates and the process of gemination with special reference to Indic Languages. This work presents the results of a cross-linguistic investigation of word-medial geminate consonants. This study is a theoretical as well as experimental, that is, it is based not only on impressionistic data from Indic languages but also on an instrumental analysis of the data. The primary data have been collected from the native speakers. The secondary data have been collected from printed materials such as journals, grammar books and other published articles. The observations made in this study have been checked with a number of educated native speakers of Bangla and Telugu. The study focuses on geminates and gemination in Bangla (Indo-Aryan Language Family) and Telugu (Dravidian Language family) exhaustively. Thus this study also attempts to posit the valid geminates in Bangali and Telugu and provides an account of gemination in these languages. It also makes a comparison of singletons and geminated consonants. It describes the distribution of geminate phonemes and non-geminate phonemes of Bangla and Telugu. The present research would also investigate the vowel lengthening in Bangla with respect to gemination. The study also explains how gemination processes present in Indian Languages are transferred to Indian English.

Keywords: geminate consonant, singleton-geminate contrast, different types of assimilation, gemination derives from borrowed words

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Authors: Jaspal Rana, Alkem Laboratories, Baddi, Himachal Pradesh, India Chitkara University, Punjab, India

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Oxidative stress has been identified as an underlying cause of ischemia-reperfusion (IR) related cognitive dysfunction and brain damage. Therefore, antioxidant based therapies to treat IR injury are being investigated. Allium cepa L. (onion) is used as culinary medicine and is documented to have marked antioxidant effects. Hence, the present study was designed to evaluate the effect of A. cepa outer scale extract (ACE) against IR induced cognition and biochemical deficit in mice. ACE was prepared by maceration with 70% methanol and fractionated into ethylacetate and aqueous fractions. Bilateral common carotid artery occlusion for 10 min followed by 24 h reperfusion was used to induce cerebral IR injury. Following IR injury, ACE (100 and 200 mg/kg) was administered orally to animals for 7 days once daily. Behavioral outcomes (memory and sensorimotor functions) were evaluated using Morris water maze and neurological severity score. Cerebral infarct size, brain thiobarbituric acid reactive species, reduced glutathione, and superoxide dismutase activity was also determined. Treatment with ACE significantly ameliorated IR mediated deterioration of memory and sensorimotor functions and rise in brain oxidative stress in animals. The results of the present investigation revealed that ACE improved functional outcomes after cerebral IR injury, which may be attributed to its antioxidant properties.

Keywords: stroke, neuroprotection, ischemia reperfusion, herbal drugs

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Authors: Aye Pa Pa Myo

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Writing in English is accounted as a complex process for English as a foreign language learners. Besides, committing errors in writing can be found as an inevitable part of language learners’ writing. Generally, academic writing is quite difficult for most of the students to manage for getting better scores. Students can commit common errors in their writings when they try to write academic writing. Error analysis deals with identifying and detecting the errors and also explains the reason for the occurrence of these errors. In this paper, the researcher has an attempt to examine the common errors of undergraduate students in their academic writings at Pathein University. The purpose of doing this research is to investigate the errors which students usually commit in academic writing and to find out the better ways for correcting these errors in EFL classrooms. In this research, fifty-third-year non-English specialization students attending Pathein University were selected as participants. This research took one month. It was conducted with a mixed methodology method. Two mini-tests were used as research tools. Data were collected with a quantitative research method. Findings from this research pointed that most of the students noticed their common errors after getting the necessary input, and they became more decreased committing these errors after taking mini-test; hence, all findings will be supportive for further researches related to error analysis in academic writing.

Keywords: academic writing, error analysis, EFL learners, mini-tests, mixed methodology

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Authors: Madhavi

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All linguistic units are context-dependent. They occur in particular settings, from which they derive much of their import, and are recognized by speakers as distinct entities only through a process of abstraction. Most of the words have several concepts associated with them and convey a number of meanings in different contexts in any language. For instance, there are different uses of the word good as an adjective from English. The adjective good expresses many senses like (1) ‘high quality of someone or something’ (2) ‘efficient’ (3) ‘virtuous’ (4) ‘reliable’ etc. These senses will be analyzed by using cognitive semantics framework. The context has the power to insulate one meaning from all the other meanings in communication. This paper will provide a cognitive semantic analysis. The basic tenet of cognitive semantics is the sense of a word is the way we conceptualize it. Our conceptualization is based on the physical experience we go through. Cognitive semantics tries to capture this conceptualization in terms of some categories like schema, frame, and domain. Cognitive semantics is a subfield of cognitive linguistics. Cognitive linguistics studies the language creation, learning, and usage by the reference to human cognition. The semantic structure is conceptual structure which is related to the concepts which are the elements of reason and constitute the meanings of words and linguistic expressions. Cognitive semantics studies how our mind works for the meaning of any word and how it perceives meaning from the environment through senses and works to map with the knowledge which already exists in our mind through experience. In the present paper, the senses are further classified into some categories.

Keywords: cognitive, contexts, semantics, senses

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Authors: Adnan Z. Mkhelif

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The production of number forms in English tends to be problematic for Iraqi learners of English as a foreign language (EFL), even at the undergraduate level. To help better understand and consequently address this problem, it is important to identify its sources. This study aims at: (1) statistically analysing Iraqi EFL undergraduates' performance in the production of number forms in English; (2) classifying learners' errors in terms of their possible major causes; and (3) outlining some pedagogical recommendations relevant to the teaching of number forms in English. It is hypothesized in this study that (1) Iraqi EFL undergraduates still face problems in the production of number forms in English and (2) errors pertaining to the context of learning are more numerous than those attributable to the other possible causes. After reviewing the literature available on the topic, a written test comprising 50 items has been constructed and administered to a randomly chosen sample of 50 second-year college students from the Department of English, College of Education, Wasit University. The findings of the study showed that Iraqi EFL undergraduates still face problems in the production of number forms in English and that the possible major sources of learners’ errors can be arranged hierarchically in terms of the percentages of errors to which they can be ascribed as follows: (1) context of learning (50%), (2) intralingual transfer (37%), and (3) interlingual transfer (13%). It is hoped that the implications of the study findings will be beneficial to researchers, syllabus designers, as well as teachers of English as a foreign/second language.

Keywords: L2 number forms, L2 vocabulary learning, productive knowledge, proficiency

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Authors: Safwa Yargui

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This research examines the quest for a post-war American epic poem in the age of late capitalism. It explores the possibility of an epic poem in the context of post-war late capitalist America, despite the prevailing scholarly skepticism regarding the existence of epic poetry after Milton’s Paradise Lost. The aim of this paper is to demonstrate the possibility of a post-war American epic through the argument of epic consciousness. Epic consciousness provides a significant nuance to the reading of the post-war American epic by focusing on the epic’s responsiveness to late capitalism via various language forms; cultural manifestations; and conscious distortions of late capitalist media-related language; in addition to the epic’ conscious inclusion of the process of writing a post-war epic that requires a direct engagement with American-based materials. By focusing on interdisciplinary theoretical approaches, this paper includes both socio-cultural literary theories as well as literary and epic approaches developed by scholars in their critical texts that respectively contextualize the late capitalist situation and the question of post-war American epic poetry. The major findings of this research provides a new theoretical approach to the question of post-war American epic poetry. In examining the role of consciousness, this paper aims to suggest a re-thinking of the post-war American epic that is capable of self-commitment for the purpose of achieving a new sense of epic poetry in post-war late capitalist America.

Keywords: american epic, epic consciousness, late capitalism, post-wat poetry

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Authors: Susan Lubbers

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This study applies critical discourse analysis to the language used by educators to frame international students of Asian backgrounds in Anglo-Western universities as quiet, shy, passive and unable to think critically. Emphasis is on the self-promoted ‘internationalised’ Australian tertiary context, where negative stereotypes are commonly voiced not only in the academy but also in the media. Parallels are drawn as well with other Anglo-Western educational contexts. The study critically compares the discourse of these persistent negative stereotypes, with in-class and interview discourses of international students of Asian and Western language, cultural and educational backgrounds enrolled in a Media and Popular Culture unit in an Australian university. The focus of analysis of the student discourse is on their engagement in critical dialogic interactions on the topics of culture and interculturality. The evidence is also drawn from student interviews and focus groups and from observation of whole-class discussion participation rates. The findings of the research project provide evidence that counters the myth of student as problem. They point rather to the widespread lack of intercultural awareness of Western educators and students as being at the heart of the negative perceptions of students of Asian backgrounds. The study suggests the efficacy of an approach to developing intercultural competence that is embedded, or integrated, into tertiary programs. The presentation includes an overview of the main strategies that have been developed by the tertiary educator (author) to support the development of intercultural competence of and among the student cohort. The evidence points to the importance of developing intercultural competence among tertiary educators and students. The failure by educators to ensure that the diverse voices, ideas and perspectives of students from all cultural, educational and language backgrounds are heard in our classrooms means that our universities can hardly be regarded or promoted as genuinely internationalised. They will continue as undemocratic institutions that perpetrate persistent Western educational hegemony.

Keywords: critical discourse analysis, critical thinking, embedding, intercultural competence, interculturality, international student, internationalised education

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Authors: Luzia Dominguez

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This paper explores the concept of ‘translanguaging’ and the relevance of its pedagogical application in the context of foreign language education in a multilingual urban environment. We review relevant literature discussing this theoretical concept, its scope, potential, and limitations when applied to the teaching of foreign languages. We then discuss its possible practical application in Welsh secondary schools, particularly in the most diverse areas of the Welsh capital, Cardiff (United Kingdom). The concept of translanguaging has evolved in scope, from its initial application in the teaching of Welsh and English in the Welsh bilingual context to finding a relevant space not only in the international arena of Sociolinguistics and language pedagogy but also being present in current Welsh educational policies and, presumably, practices. However, it is important to consider the actual pedagogical relevance of incorporating this concept into these policies, particularly in the teaching of Modern Foreign Languages. Additionally, it is important to examine any social factors that may influence the effectiveness of its application in the social context, in our case, a multilingual, ethnically diverse urban context. By analyzing these issues, we aim to explore possible teaching practices that could be pedagogically effective in applying the concept in Cardiff secondary schools.

Keywords: pedagogy, modern foreign languages, applied linguistics, sociolinguistics

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Authors: Khodi Morgan, Kasey Crowe, Amanda Morgan

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Canadian High School Students' Attitudes & Perspectives Towards People With Disabilities, Autism, and ADHD. Objective: To survey Canadian high school students' regarding their attitudes and perspectives towards people with disabilities and explore how age, gender, and personal experience with disability may impact these views. Methods A survey was developed using the standardized Attitude Toward Persons With Disability Scale as its base, with the addition of questions specifically about Autism and Attention Deficit Hyperactivity Disorder (ADHD). The survey also gathered information about the participants’ age and gender and whether or not they, or a close family member, had any disabilities. Participants were recruited at a public Canadian high school by fellow student researchers. Results A total of 219 (N=219) students ranging from 13 - 19 years old participated in the study (m= 15.9 years of age). Gender was equally split, with 44% male, 42% female and 14% undeclared. Experience with disability was common amongst participants, with 25% self-identifying as having a personal disability and 48% claiming to have a close family member with a disability. Exploratory trends indicated that females, and people with self-identified disabilities, and people with close family members with disabilities trended towards having more positive attitudes toward persons with disabilities. This poster will report upon these trends and explore in more depth how personal factors such as age, gender and personal disability status impact high school students attitudes toward persons with disability in general and in regards to Autism and ADHD specifically.

Keywords: disability, autism, ADHD, community research, acceptance, adolescence, high school

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Authors: Aisya Zaharin

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The reporting of Islam in the Malaysian government-controlled press is complicated and occurs almost daily. This is due to the Islamisation process that has been heavily politicized in recent years. This article analyses media representations of Islam in the Malaysian media through the social responsibility theory. A provocative case study of media reporting on the “I want to touch a dog” event was analysed since dog’s saliva is ritually considered unhygienic by Muslims. This paper will not question the Islamic ruling on the dog’s issue. Instead, it calls for discussions in relation to openness and maturity in religious discourse with respect to the dog’s saliva dialogue in 1937. It applies Hage’s “minor and major reality” to explain the increasing percentage of Muslim who define their own understandings of Islam vs the government’s dogmatic versions. This paper employs Alatas’s method of “sociological investigation in Southeast Asia” by using ethnographic examination on selected mass media. Through Asiacentricity approach, this paper revisited the local framework of Alatas’s New Man encouraging Muslims to engage in knowledge and to appreciate diversities in Islamic jurisprudences. Despite government’s control, findings showed that non-Malay languages and online media are more comprehensive in reporting the news about Islam. Clearly, there has to be a re-conceptualization of Islamic discourses in the Malay-language media.

Keywords: dog, Fiqh, Islamic jurisprudence, Malaysian media, New Man, social responsibility

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Authors: Ahmet Kurnaz, Eyup Yurt, Ümit Çiftci

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In this study, too, an attempt was made to reveal the place and effects of information technologies on the lives and education of gifted children based on the views of gifted. To this end, the effects of information technologies on gifted are general skills, technology use, academic and social skills, and cooperative and personal skills were investigated. These skills were explored depending on whether or not gifted had their own computers, had internet connection at home, or how often they use the internet, average time period they spent at the computer, how often they played computer games and their use of social media. The study was conducted using the screening model with a quantitative approach. The sample of the study consisted of 129 gifted attending 5-12th classes in 12 provinces in different regions of Turkey. 64 of the participants were female while 65 were male. The research data were collected using the using computer of gifted and information technologies (UCIT) questionnaire which was developed by the researchers and given its final form after receiving expert view. As a result of the study, it was found that UCIT use improved foreign language speaking skills of gifted, enabled them to get to know and understand different cultures, and made use of computer and information technologies while they study. At the end of the study these result were obtained: Gifted have positive idea using computer and communication technology. There are differences whether using the internet about the ideas UCIT. But there are not differences whether having computer, inhabited city, grade level, having internet at home, daily and weekly internet usage durations, playing the computer and internet game, having Facebook and Twitter account about the UCIT. UCIT contribute to the development of gifted vocabulary, allows knowing and understand different cultures, developing foreign language speaking skills, gifted do not give up computer when they do their homework, improve their reading, listening, understanding and writing skills in a foreign language. Gifted children want to have transition to the use of tablets in education. They think UCIT facilitates doing their homework, contributes learning more information in a shorter time. They'd like to use computer-assisted instruction programs at courses. They think they will be more successful in the future if their computer skills are good. But gifted students prefer teacher instead of teaching with computers and they said that learning can be run from home without going to school.

Keywords: gifted, using computer, communication technology, information technologies

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Authors: Ram A. Giri, Amna Bedri, Abdou Niane

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Exclusion in education on the basis of language in multilingual contexts operates at multiple levels. Learners of diverse ethnolinguistic backgrounds are often expected to learn through English and are pushed further down the learning ladder if they also have to access education through Information and Communication Technology (ICT). The paper explores marginalized children’s lived experiences in accessing technology and English in four low-income countries in Africa and Asia. Based on the findings of the first phase of a multinational qualitative research study, we report on the factors or barriers that affect children’s access, opportunities and motivation for learning through technology and English. ICT and English - the language of ICT and education - can enhance learning and can even be essential. However, these two important keys to education can also function as barriers to accessing quality education, and therefore as zones of exclusion. This paper looks into how marginalized children (aged 13-15) engage in learning through ICT and English and to what extent the restrictive access and opportunities contribute to the widening of the already existing gap in education. By applying the conceptual frameworks of “access and accessibility of learning” and “zones of exclusion,” the paper elucidates how the barriers prevent children’s effective engagement with learning and addresses such questions as to how marginalized children access technology and English for learning; whether the children value English, and what their motivation and opportunity to learn it are. In addition, the paper will point out policy and pedagogic implications.

Keywords: exclusion, inclusion, inclusive education, marginalization

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Authors: Zayd Khayi

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This paper deals with the construction and analysis of the Tamazight text corpus. The grammatical structure of the Tamazight remains poorly understood, and a lack of comparative grammar leads to linguistic issues. In order to fill this gap, even though it is small, by constructed the diachronic corpus of the Tamazight language, and elaborated the program tool. In addition, this work is devoted to constructing that tool to analyze the different aspects of the Tamazight, with its different dialects used in the north of Africa, specifically in Morocco. It also focused on three Moroccan dialects: Tamazight, Tarifiyt, and Tachlhit. The Latin version was good choice because of the many sources it has. The corpus is based on the grammatical parameters and features of that language. The text collection contains more than 500 texts that cover a long historical period. It is free, and it will be useful for further investigations. The texts were transformed into an XML-format standardization goal. The corpus counts more than 200,000 words. Based on the linguistic rules and statistical methods, the original user interface and software prototype were developed by combining the technologies of web design and Python. The corpus presents more details and features about how this corpus provides users with the ability to distinguish easily between feminine/masculine nouns and verbs. The interface used has three languages: TMZ, FR, and EN. Selected texts were not initially categorized. This work was done in a manual way. Within corpus linguistics, there is currently no commonly accepted approach to the classification of texts. Texts are distinguished into ten categories. To describe and represent the texts in the corpus, we elaborated the XML structure according to the TEI recommendations. Using the search function may provide us with the types of words we would search for, like feminine/masculine nouns and verbs. Nouns are divided into two parts. The gender in the corpus has two forms. The neutral form of the word corresponds to masculine, while feminine is indicated by a double t-t affix (the prefix t- and the suffix -t), ex: Tarbat (girl), Tamtut (woman), Taxamt (tent), and Tislit (bride). However, there are some words whose feminine form contains only the prefix t- and the suffix –a, ex: Tasa (liver), tawja (family), and tarwa (progenitors). Generally, Tamazight masculine words have prefixes that distinguish them from other words. For instance, 'a', 'u', 'i', ex: Asklu (tree), udi (cheese), ighef (head). Verbs in the corpus are for the first person singular and plural that have suffixes 'agh','ex', 'egh', ex: 'ghrex' (I study), 'fegh' (I go out), 'nadagh' (I call). The program tool permits the following characteristics of this corpus: list of all tokens; list of unique words; lexical diversity; realize different grammatical requests. To conclude, this corpus has only focused on a small group of parts of speech in Tamazight language verbs, nouns. Work is still on the adjectives, prounouns, adverbs and others.

Keywords: Tamazight (Berber) language, corpus linguistic, grammar rules, statistical methods

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Authors: Brady, Imelda Katherine, Da Cunha Fanego, Iria

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Today's university students are considered digital natives and the use of Information Technologies (ITs) forms a large part of their study and learning. In the context of language studies, applications that help with revisions of grammar or vocabulary are particularly useful, especially if they are open access. There are studies that show the effectiveness of this type of application in the learning of English as a foreign language and that using IT can help learners become more autonomous in foreign language acquisition, given that these applications can enhance awareness of the learning process; this means that learners are less dependent on the teacher for corrective feedback. We also propose that the exploitation of these technologies also enhances the work of the language instructor wishing to incorporate IT into his/her practice. In this context, the aim of this paper is to present the creation of a repository of tools that provide support in the writing and correction of texts in English and the assessment of their usefulness on behalf of university students enrolled in the English Studies Degree. The project seeks to encourage the development of autonomous learning through the acquisition of skills linked to the self-correction of written work in English. To comply with the above, our methodology follows five phases. First of all, a selection of the main open-access online applications available for the correction of written texts in English is made: AutoCrit, Hemingway, Grammarly, LanguageTool, OutWrite, PaperRater, ProWritingAid, Reverso, Slick Write, Spell Check Plus and Virtual Writing Tutor. Secondly, the functionalities of each of these tools (spelling, grammar, style correction, etc.) are analyzed. Thirdly, explanatory materials (texts and video tutorials) are prepared on each tool. Fourth, these materials are uploaded into a repository of our university in the form of an institutional blog, which is made available to students and the general public. Finally, a survey was designed to collect students’ feedback. The survey aimed to analyse the usefulness of the blog and the quality of the explanatory materials as well as the degree of usefulness that students assigned to each of the tools offered. In this paper, we present the results of the analysis of data received from 33 students in the 1st semester of the 21-22 academic year. One result we highlight in our paper is that the students have rated this resource very highly, in addition to offering very valuable information on the perceived usefulness of the applications provided for them to review. Our work, carried out within the framework of a teaching innovation project funded by our university, emphasizes that teachers need to design methodological strategies that help their students improve the quality of their productions written in English and, by extension, to improve their linguistic competence.

Keywords: academic blog, open access tools, online self-correction, written production in English, university learning

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