Search results for: French language learners

Authors: Michael Ngongeh Mombe

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This Paper seeks to investigate an assertion made by some colleagues that there is no need paying a human translator to translate their literary texts, that there are softwares such as Reverso that can be used to do the translation. The main objective of this study is to examine the veracity of this assertion using Reverso to translate a literary text without any post-editing by a human translator. The work is based on two theories: Skopos and Communicative theories of translation. The work is a documentary research where data were collected from published documents in libraries, on the internet and from the translation produced by Reverso. We made a comparative text analyses of both source and target texts in a bid to highlight the weaknesses and strengths of the software. Findings of this work revealed that those who advocate the use of only Machine translation do so in ignorance of the translation mistakes usually made by the software. From the review of all the 268 segments of translation, we found out that the translation produced by Reverso is fraught with errors. We therefore recommend the use of human translators to either do the translation of their literary texts or revise the translation produced by machine to conform to the skopos of the work. This paper is based on Reverso translation. Similar works in the near future will be based on the other translation softwares to determine their weaknesses and strengths.

Keywords: machine translation, human translator, Reverso, literary text

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Authors: Dong Wu, Michael Grenn

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Managing software projects effectively is crucial for meeting deadlines, ensuring quality, and managing resources well. Traditional methods often struggle with predicting project timelines accurately due to uncertain schedules and complex data. This study addresses these challenges by combining time prediction algorithms with Large Language Models (LLMs). It makes use of real-world software project data to construct and validate a model. The model takes detailed project progress data such as task completion dynamic, team Interaction and development metrics as its input and outputs predictions of project timelines. To evaluate the effectiveness of this model, a comprehensive methodology is employed, involving simulations and practical applications in a variety of real-world software project scenarios. This multifaceted evaluation strategy is designed to validate the model's significant role in enhancing forecast accuracy and elevating overall management efficiency, particularly in complex software project environments. The results indicate that the integration of time prediction algorithms with LLMs has the potential to optimize software project progress management. These quantitative results suggest the effectiveness of the method in practical applications. In conclusion, this study demonstrates that integrating time prediction algorithms with LLMs can significantly improve the predictive accuracy and efficiency of software project management. This offers an advanced project management tool for the industry, with the potential to improve operational efficiency, optimize resource allocation, and ensure timely project completion.

Keywords: software project management, time prediction algorithms, large language models (LLMS), forecast accuracy, project progress prediction

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Authors: Marilia Correa Parecis De Oliveira

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This research looks at the novel Miguel e os demônios (2009), by the contemporary Brazilian author Lourenço Mutarelli. In it, the presence of film language resources is remarkable, creating thus a kind of scripted writing. We intend to analyze the presence of film language in work under study, in which there is a mixture of the characteristics of the novel and screenplay genres, trying to explore which aesthetic and meaning effects of the ownership of a visual language for the creation of a literary text create in the novel. The objective of this research is to identify and analyze the formal and thematic aspects that characterize the hybridity of literature and film in the novel by Lourenço Mutarelli. The method employed comprises reading and production cataloging of theoretical and critical texts, literary and film theory, historical review about the author, and also the realization of an analytical and interpretative reading of novel. In Miguel e os demônios there is a range of formal and thematic elements of popular narrative genres such as the detective story and action film, with a predominance of verb forms in the present and NPs - features that tend to make present the narrated scenes, as in the cinema. The novel, in this sense, is located in an intermediate position between the literary text and the pre-film text, as though filled with proper elements of the language of film, you can not fit it categorically in the genre script, since it does not reduce the script because aspires to be read as a novel. Therefore, the difficulty of fitting the work in a single gender also refused to be extra-textual factors - such as your publication as novel - but, rather, by the binary classifications serve solely to imprison the work on a label, which impoverish not only reading the text, as also the possibility of recognizing literature as a constant dialogue space and interaction with other media. We can say, therefore, that frame the work Miguel e os demônios in one of the two genres (novel or screenplay) proves not enough, since the text is revealed a hybrid narrative, consisting in a kind of scripted writing. In this sense, it is like a text that is born in a society saturated by audiovisual in their daily lives in order to be consumed by readers who, in ascending scale, exchange books by visual narratives. However, the novel uses film's resources without giving up its constitution as literature; on the contrary, it enriches the visual and linguistically, dialoguing with the complex contemporary horizon marked by the cultural industry.

Keywords: Brazilian literature, cinema, Lourenço Mutarelli, screenplay

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Authors: Nicolas Cuevas-Alvear

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The subject of this paper is the concept of interpretation. Its purpose is to expose the need for a new concept of interpretation and to trace the construction route of interpretation as determination and negotiation. The thesis it defends is that interpretation is the determination of events and the negotiation of those determinations in communication. To meet its objective, this manuscript is divided into five sections. The first section introduces the subject and the need for a new concept of interpretation. The second section explicitly formulates the research questions and the objectives of the project for the construction of a new concept of interpretation. The third section presents the state of the art, specifically, the theory of Radical interpretation proposed by Donald Davidson and the theory of the Hermeneutic Circle proposed by Hans Georg Gadamer. In addition, in this section, there is a reconstruction of Ernst Cassirer's explanation of language as a symbolic form. The fourth section is an explanation of the proposal based on the theories presented. Specifically: language as a symbolic form explains interpretation as a determination of events using objective, subjective and intersubjective elements, and these three elements are negotiated in interpretation as communication. The last section is the bibliography proposed to carry out the project.

Keywords: interpretation, metaphysics, semantics, Donald Davidson, ERNST Cassirer

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Authors: Ana Ramsha, Samrah Hidayat

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This study examines the role of social parameters in the choice of address forms used in kinship domain in Punjab, Pakistan. The study targeted 140 respondents in order to test the impact of social factors along with the regional differences in the choices of address forms in kinship domain. Statistical analyses are done by applying t-test for gender in relation to choices of address forms and ANOVA for age, income, education and social class. The study finds out that there is a strong connection of different social parameters not only with language use and practice but also in choices and use of address forms, especially in kinship relationships. Moreover, it is highlighted that gender does not influence in the choices of address forms, even the participants belonging to young and middle categories show no significant difference with regard to the choices of address form despite the fact that all the factors and parameters exert influence on the choices of address forms. Hence address forms as being one of the major traits of language and society is affected by all the social factors around and regional differences are also most important as they give identity and ethnicity to the society.

Keywords: address forms, kinship, social parameters, linguistics

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Authors: Robin Devillers, Chantal van Dijk

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Children face ambiguities in everyday language use. Particularly ambiguity in pronoun resolution can be challenging, whereas adults can rapidly identify the antecedent of the mentioned pronoun. Two main factors underlie this process, namely the accessibility of the referent and the syntactic cues of the pronoun. After 200ms, adults have converged the accessibility and the syntactic constraints, while relieving cognitive effort by considering contextual cues. As children are still developing their cognitive capacity, they are not able yet to simultaneously assess and integrate accessibility, contextual cues and syntactic information. As such, they fail to identify the correct referent and possibly fixate more on the competitor in comparison to adults. In this study, Dutch while-clauses were used to investigate the interpretation of pronouns by children. The aim is to a) examine the extent to which 7-10 year old children are able to utilise discourse and syntactic information during online and offline sentence processing and b) analyse the contribution of individual factors, including age, working memory, condition and vocabulary. Adult and child participants are presented with filler-items and while-clauses, and the latter follows a particular structure: ‘Anna and Sophie are sitting in the library. While Anna is reading a book, she is taking a sip of water.’ This sentence illustrates the ambiguous situation, as it is unclear whether ‘she’ refers to Anna or Sophie. In the unambiguous situation, either Anna or Sophie would be substituted by a boy, such as ‘Peter’. The pronoun in the second sentence will unambiguously refer to one of the characters due to the syntactic constraints of the pronoun. Children’s and adults’ responses were measured by means of a visual world paradigm. This paradigm consisted of two characters, of which one was the referent (the target) and the other was the competitor. A sentence was presented and followed by a question, which required the participant to choose which character was the referent. Subsequently, this paradigm yields an online (fixations) and offline (accuracy) score. These findings will be analysed using Generalised Additive Mixed Models, which allow for a thorough estimation of the individual variables. These findings will contribute to the scientific literature in several ways; firstly, the use of while-clauses has not been studied much and it’s processing has not yet been identified. Moreover, online pronoun resolution has not been investigated much in both children and adults, and therefore, this study will contribute to adults and child’s pronoun resolution literature. Lastly, pronoun resolution has not been studied yet in Dutch and as such, this study adds to the languages

Keywords: pronouns, online language processing, Dutch, eye-tracking, first language acquisition, language development

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Authors: Mercy Itohan Aruya

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This paper focuses on Usen, a speech form enclaved by the Edo communities in Ovia South West Local Government Area of Edo State, Nigeria. Usen lies at the border between Edo and the Osun state in Nigeria and has a population size of about a hundred and eighty thousand native speakers (2006 population census of Nigeria). Usen, as it is spoken today is highly endangered and it is serious struggling for survival. The aim, therefore, is to ascertain the linguistics status of Usen using a lexicostatical approach. Lexicostatics is a linguistic technique employed in accessing the degree of linguistic divergence or relatedness between two or more languages based on the proportion of cognates. Data for this study were collected from competent native speakers whose ages fall within the range of 40-65. The instrument for this study is the Ibadan 400 word-list of basic items which are collected with of a digital voice recorder. Our major finding in this paper reveals and establishes the facts that Usen speech form is not a dialect but a language of its own. However, Usen is more related to Yoruba than Edo as the degree of relatedness between Usen and Yoruba is 56.14% while that between Usen and Edo is about 21.4% as shown in this research effort.

Keywords: Usen, lexicostatistics, cognate words, language status

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Authors: Hamza Salih

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Since translation is no longer viewed as a mere replacement of linguistic codes from one language to another, it has increasingly been considered, especially with the advent of the cultural turn in the late 70's, in relation to the broader external context in which it takes place. According to scholars in the field, the translation process is determined by the political, economic and cultural values which exert external pressures on the translator. Correspondingly, the relationship between translation as an act of re-writing the original text and ideology has already been established. This paper addresses the issue of how ideology comes into play in the translational process and what strategies the translator adopts to foreground or circumvent ideological constraints. Along with this, the paper will touch upon the notions of censorship, manipulation, subversion and domestication which are deemed of relevance to this very topic. In fact, after the domination of the empirically-oriented linguistic approaches in translation studies, the relationship between translation and ideology has to be foregrounded to draw attention to the fact that the translation process is not a mere text-to-text linguistic transfer, but, on the contrary, takes place in the midst of economic, political, cultural and religious variables, which some scholars subsume under the category ideology.

Keywords: translation, language, ideology, subversion, censorship and manipulation

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Authors: Jinhui Bak, Bumjin Kim

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The purpose of this study is to analyze how the scientific and mathematical fields (STEM) and liberal arts (A) work together in the STEAM program. In the future STEAM programs that have been designed and developed, the humanities will act not just as a 'tool' for science technology and mathematics, but as a 'core' content to have an equivalent status. STEAM was first introduced to the Republic of Korea in 2011 when the Ministry of Education emphasized fostering creative convergence talent. Many programs have since been developed under the name STEAM, but with the majority of programs focusing on technology education, arts and humanities are considered secondary. As a result, arts is most likely to be accepted as an option that can be excluded from the teachers who run the STEAM program. If what we ultimately pursue through STEAM education is in fostering STEAM literacy, we should no longer turn arts into a tooling area for STEM. Based on this consciousness, this study analyzed over 160 STEAM programs in middle and high schools, which were produced and distributed by the Ministry of Education and the Korea Science and Technology Foundation from 2012 to 2017. The framework of analyses referenced two criteria presented in the related prior studies: normative convergence and technological convergence. In addition, we divide Arts into fine arts and liberal arts and focused on Korean Language Course which is in liberal arts and analyzed what kind of curriculum standards were selected, and what kind of process the Korean language department participated in teaching and learning. In this study, to ensure the reliability of the analysis results, we have chosen to cross-check the individual analysis results of the two researchers and only if they are consistent. We also conducted a reliability check on the analysis results of three middle and high school teachers involved in the STEAM education program. Analyzing 10 programs selected randomly from the analyzed programs, Cronbach's α .853 showed a reliable level. The results of this study are summarized as follows. First, the convergence ratio of the liberal arts was lowest in the department of moral at 14.58%. Second, the normative convergence is 28.19%, which is lower than that of the technological convergence. Third, the language and achievement criteria selected for the program were limited to functional areas such as listening, talking, reading and writing. This means that the convergence of Korean language departments is made only by the necessary tools to communicate opinions or promote scientific products. In this study, we intend to compare these results with the STEAM programs in the United States and abroad to explore what elements or key concepts are required for the achievement criteria for Korean language and curriculum. This is meaningful in that the humanities field (A), including Korean, provides basic data that can be fused into 'equivalent qualifications' with science (S), technical engineering (TE) and mathematics (M).

Keywords: Korean STEAM Programme, liberal arts, STEAM curriculum, STEAM Literacy, STEM

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Authors: Fabienne Baraud, Lydia Leleyter, Sandra Poree, Melanie Lemoine

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SEDIBRIC (valorization de SEDIments en BRIQues et tuiles) is a French project that aims to replace a part of natural clays with dredged sediments in the preparation of fired bricks in order to propose an alternative solution for the management of harbor dredged sediments. The feasibility of such re-use is explored from a technical, economic, and environmental point of view. The present study focuses on the potential environmental impact of various chemical elements (Al, Ca, Cd, Co, Cr, Cu, Fe, Ni, Mg, Mn, Pb, Ti, and Zn) that are initially present in the dredged sediments. The total content (after acid digestion) and the environmental availability (estimated by single extractions with various extractants) of these elements are determined in the raw sediments and in the obtained fired bricks. The possible influence of some steps of the manufacturing process (sediment pre-treatment, firing) is also explored. The first results show that the pre-treatment step, which uses tap water to desalinate the raw sediment, does not influence the environmental availability of the studied elements. However, the firing process, performed at 900°C, can affect the amount of some elements detected in the bricks, as well as their environmental availability. We note that for Cr, or Ni, the HCl or EDTA availability was increased in the brick (compared to the availability in the raw sediment). For Cd, Cu, Pb, and Zn, the HCl and EDTA availability was reduced in the bricks, meaning that these elements were stabilized within the bricks.

Keywords: bricks, chemical extraction, metals, sediment

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Authors: Shynn Lim, Ching Tan

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The paper presents the PASSION Programme designed by a government school in Singapore, guided by national goals as well as research-based pedagogies that aims to nurture students to become lifelong learners with the strength of character. The design and enactment of the integrated approach to develop in students good character, resilience and social-emotional well-being, future readiness, and active citizenship is guided by a set of principles that amalgamates Biesta’s domains of purposes of education and authentic learning. Data in terms of evidence of students’ learning and students’ feedback were collected, analysed, and suggests that the learning experience benefitted students by boosting their self-confidence, self-directed and collaborative learning skills, as well as empathy.

Keywords: lifelong learning, character and citizenship education, education and career guidance, 21CC, teaching and learning empathy

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Authors: Marta Gràcia, Ana Luisa Adam-Alcocer, Jesús M. Alvarado, Verónica Quezada, Tere Zarza, Priscila Garza

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In secondary education, integrating linguistic content and reflection on it is a crucial challenge that should be included in course plans to enhance students' oral communication competence. In secondary education classrooms, a continuum can be identified in relation to teaching methodologies: 1) the traditional teacher-dominated transmission approach, which is described as that in which teachers transmit content to students unidirectionally; 2) dialogical, bidirectional teaching approach that encourages students to adopt a critical vision of the information provided by the teacher or that is generated through students’ discussion. In this context, the EVALOE-DSS (Assessment Scale of Oral Language Teaching in the School Context-Decision Support System) digital instrument has emerged to help teachers in transforming their classes into spaces for communication, dialogue, reflection, evaluation of the learning process, teaching linguistic contents, and to develop curricular competencies. The tool includes various resources, such as a tutorial with the objectives and an initial screen for teachers to describe the class to be evaluated. One of the main resources of the digital instrument consists of 30 items-actions with three qualitative response options (green, orange, and red face emoji) grouped in five dimensions. In the context of the participation of secondary education teachers in a professional development program using EVALOE-DSS, a digital tool resource aimed to generate more participatory, interactive, dialogic classes, the objectives of the study were: 1) understanding the changes in classrooms’ dynamics and in the teachers’ strategies during their participation in the professional developmental program; 2) analyzing the impact of these changes in students’ oral language development according to their teachers; 3) Deeping on the impact of these changes in the students’ assessment of the classes and the self-assessment of oral competence; 4) knowing teachers’ assessment and reflections about their participation in the professional developmental program. Participants were ten teachers of different subjects and 250 students of secondary education (16-18 years) schools in Spain. The principal instrument used was the digital tool EVALOE-DSS. For 6 months, teachers used the digital tool to reflect on their classes, assess them (their actions and their students’ actions), make decisions, and introduce changes in their classes to be more participatory, interactive, and reflective about linguistic contents. Other collecting data instruments and techniques used during the study were: 1) a questionnaire to assess students’ oral language competence before and at the end of the study, 2) a questionnaire for students’ assessment of the characteristics of classes, 3) teachers’ meetings during the professional developmental program to reflect collaboratively on their experience, 4) questionnaire to assess teacher’s experience during their participation in the professional developmental program, 5) focus group meetings between the teachers and two researchers at the end of the study. The results showed relevant changes in teaching strategies, in the dynamics of the classes, which were more interactive, participative, dialogic and self-managed by the students. Both teachers and students agree about the progressive classes’ transformation into spaces for communication, discussion, and reflection on the language, its development, and its use as an essential instrument to develop curricular competencies.

Keywords: digital tool, individual and collaborative reflection, oral language competence, professional development program, secondary education

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Authors: Sajjad Ahmed, Knut Hinkelmann, Flavio Corradini

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Fake news detection research is still in the early stage as this is a relatively new phenomenon in the interest raised by society. Machine learning helps to solve complex problems and to build AI systems nowadays and especially in those cases where we have tacit knowledge or the knowledge that is not known. We used machine learning algorithms and for identification of fake news; we applied three classifiers; Passive Aggressive, Naïve Bayes, and Support Vector Machine. Simple classification is not completely correct in fake news detection because classification methods are not specialized for fake news. With the integration of machine learning and text-based processing, we can detect fake news and build classifiers that can classify the news data. Text classification mainly focuses on extracting various features of text and after that incorporating those features into classification. The big challenge in this area is the lack of an efficient way to differentiate between fake and non-fake due to the unavailability of corpora. We applied three different machine learning classifiers on two publicly available datasets. Experimental analysis based on the existing dataset indicates a very encouraging and improved performance.

Keywords: fake news detection, natural language processing, machine learning, classification techniques.

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Authors: Maria F. Seran

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In second language interaction, an EFL student always carries his knowledge of targeted language and sometimes gets influenced by his first language cultures which makes him transfer his utterances from the first language to the second language. The influence of L1 cultures somehow can lead to face-threatening act when it comes to responding on speech act, for instance, compliment. A speaker praises a compliment to show gratitude, and in return, he expects for compliment respond uttered by the hearer. While Western people use more acceptance continuum on compliment response, Indonesians utter more denial continuum which can somehow put the speakers into a face-threating situation and offense. This study investigated compliment response employed by EFL students and English native speakers. The study was distinct as none compliment response studies had been conducted to compare the compliment response between English native speakers and two different Indonesian EFL proficiency groups in which this research sought to meet this need. This study was significant for EFL teachers because it gave insight on cross-cultural understanding and brought pedagogical implication on explicit pragmatic instruction. Two research questions were set, 1. How do Indonesian EFL students and English native speakers respond compliments? 2. Is there any correlation between Indonesia EFL students’ proficiency and their compliment response use in English? The study involved three groups of participants; 5 English native speakers, 10 high-proficiency and 10 low-proficiency Indonesian EFL university students. The research instruments used in this study were as follows, an online TOEFL prediction test, focusing on grammar skill which was modified from Barron TOEFL exercise test, and a discourse completion task (DCT), consisting of 10 compliment respond items. Based on the research invitation, 20 second-year university students majoring in English education at Widya Mandira Catholic University, Kupang, East Nusa Tenggara, Indonesia who willingly participated in the research took the TOEFL prediction test online from the link provided. Students who achieved score 75-100 in test were categorized as high-proficiency students, while, students who attained score below 74 were considered as low-proficiency students. Then, the DCT survey was administered to these EFL groups and the native speaker group. Participants’ responses were coded and analyzed using categories of compliment response framework proposed by Tran. The study found out that 5 native speakers applied more compliment upgrades and appreciation token in compliment response, whereas, Indonesian EFL students combined some compliment response strategies in their utterance, such as, appreciation token, return and compliment downgrade. There is no correlation between students’ proficiency level and their CR responds as most EFL students in both groups produced less varied compliment responses and only 4 Indonesian high-proficiency students uttered more varied and were similar to the native speakers. The combination strategies used by EFL students can be explained as the influence of pragmatic transfer from L1 to L2; therefore, EFL teachers should explicitly teach more compliment response strategies to raise students’ awareness on English culture and elaborate their speaking to be more competence as close to native speakers as possible.

Keywords: compliment response, English native speakers, Indonesian EFL students, speech acts

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Authors: Ajay Wadhwa

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A Laboratory course on computational physics is different from the conventional lab course on other topics of physics like Mechanics, Heat, Optics, etc. because it involves active participation of the teacher as well as one-to-one interaction between teacher and the student. The course content requires the teacher to teach programming language as well as numerical methods along with their applications in physics. The task becomes more daunting when about 90% of the students in the class have no previous experience of any programming language. In the presented work, we have described a methodology for conducting the computational physics course by using the Google Drive and Dropitto.me cloud storage services. We have evaluated the performance in a class of sixty students by dividing them equally into four groups. One of the groups was made the peer group on whom the presented methodology was tested. The other groups were taught by using conventional method of classroom lectures. In order to assess our methodology, we analyzed the performance of students in four class tests. A study of certain statistical parameters like the mean, standard deviation, and Z-test hypothesis revealed that the cyber methodology based on cloud storage is more efficient than the conventional method of teaching.

Keywords: computational Physics, Z-test hypothesis, cloud storage, Google drive

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Authors: Zihan Geng, L. Quentin Dixon

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It has been proposed that early bilingual experience confers a number of advantages in the development of executive control mechanisms. Although the literature provides empirical evidence for bilingual benefits, some studies also reported null or mixed results. To make sense of these contradictory findings, the current review synthesize recent empirical studies investigating bilingual effects on children’s executive function and attention control. The publication time of the studies included in the review ranges from 2010 to 2017. The key searching terms are bilingual, bilingualism, children, executive control, executive function, and attention. The key terms were combined within each of the following databases: ERIC (EBSCO), Education Source, PsycINFO, and Social Science Citation Index. Studies involving both children and adults were also included but the analysis was based on the data generated only by the children group. The initial search yielded 137 distinct articles. Twenty-eight studies from 27 articles with a total of 3367 participants were finally included based on the selection criteria. The selective studies were then coded in terms of (a) the setting (i.e., the country where the data was collected), (b) the participants (i.e., age and languages), (c) sample size (i.e., the number of children in each group), (d) cognitive outcomes measured, (e) data collection instruments (i.e., cognitive tasks and tests), and (f) statistic analysis models (e.g., t-test, ANOVA). The results show that the majority of the studies were undertaken in western countries, mainly in the U.S., Canada, and the UK. A variety of languages such as Arabic, French, Dutch, Welsh, German, Spanish, Korean, and Cantonese were involved. In relation to cognitive outcomes, the studies examined children’s overall planning and problem-solving abilities, inhibition, cognitive complexity, working memory (WM), and sustained and selective attention. The results indicate that though bilingualism is associated with several cognitive benefits, the advantages seem to be weak, at least, for children. Additionally, the nature of the cognitive measures was found to greatly moderate the results. No significant differences are observed between bilinguals and monolinguals in overall planning and problem-solving ability, indicating that there is no bilingual benefit in the cooperation of executive function components at an early age. In terms of inhibition, the mixed results suggest that bilingual children, especially young children, may have better conceptual inhibition measured in conflict tasks, but not better response inhibition measured by delay tasks. Further, bilingual children showed better inhibitory control to bivalent displays, which resembles the process of maintaining two language systems. The null results were obtained for both cognitive complexity and WM, suggesting no bilingual advantage in these two cognitive components. Finally, findings on children’s attention system associate bilingualism with heightened attention control. Together, these findings support the hypothesis of cognitive benefits for bilingual children. Nevertheless, whether these advantages are observable appears to highly depend on the cognitive assessments. Therefore, future research should be more specific about the cognitive outcomes (e.g., the type of inhibition) and should report the validity of the cognitive measures consistently.

Keywords: attention, bilingual advantage, children, executive function

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Authors: Gláucio de Castro Júnior, Daniela Prometi, Patrícia Tuxi

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The project 'Inventory Signs-terms of the cultural heritage field in Libras' provides for the establishment of an inventory of signs, terms relating to the field of cultural heritage in Libras, from the results of research in progress as the pilot project' Accessibility Communication, Translation and Interpretation to the Application Portal Libras Heritage 'and the Pilot Project' registration-signal terms for the preparation of bilingual lexicon Libras / Portuguese terms available in the Portal Heritage. The project's goal is to spread the lexicographical rules on the use of technologies in video graphic records of sign language and foster the training of undergraduate students and graduate to the registration of the linguistic diversity of Libras through social and communicative interaction with the community deaf and enable access to Deaf information relating to the field of cultural heritage in Libras. As a result, we expect the spread of the inventory of cultural heritage-signs in terms Libras in application usage 'Portal Heritage'. To achieve the proposed objectives are accomplished technical consulting and continuous training for the production of academic material through theoretical and practical meetings, taught by experts Libras LIP / UNB in partnership with some institutions. The Inventory project signals-Terms under Heritage in Libras field initially took place in Rio de Janeiro in order to allow its development in the Midwest region, due to technical, elected some cities in Brazil, including Manaus in Amazon Macapa in Amapa, Salvador Bahia, Goiás and Goiânia in Florianopolis in Santa Catarina. At the end of all this process, the assessment by preparing a technical report presenting all the advances and points achieved in the project looking for social improvement, economic, environmental and language in the use of technology will be conducted.

Keywords: signs-terms, equity-cultural accessibility, technology, sign language

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Authors: Fatiha Guessabi

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Students of the Tahri Muhammed University of Bechar shifted to the virtual platform using E-learning platforms when the lockdown started due to the Coronavirus. This paper aims to explore the advantages and inconveniences of online learning and teaching in EFL classes at Tahri Mohammed University. For this investigation, a questionnaire was addressed to EFL students and an interview was arranged with EFL teachers. Data analysis was obtained from 09 teachers and 70 students. After the investigation, the results show that some of the most applied educational technologies and applications are used to turn online EFL classes effectively exciting. Thus, EFL classes became more interactive. Although learners give positive viewpoints about online learning/teaching, they prefer to learn in the classroom.

Keywords: advantages, disadvantages, COVID19, EFL, online learning/teaching, university of Bechar

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Authors: Nataliya L. Ogurechnikova

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The paper aims to clarify the function of articles in the English speech and specify their place and role in the English language, taking into account the use of articles for delimitation of speech. A focus of the paper is the use of the definite and the indefinite articles with different types of noun phrases which comprise either one noun with or without attributes, such as the King, the Queen, the Lion, the Unicorn, a dimple, a smile, a new language, an unknown dialect, or several nouns with or without attributes, such as the King and Queen of Hearts, the Lion and Unicorn, a dimple or smile, a completely isolated language or dialect. It is stated that the function of delimitation is related to perception: the number of speech units in a text correlates with the way the speaker perceives and segments the denotation. The two following combinations of words the house and garden and the house and the garden contain different numbers of speech units, one and two respectively, and reveal two different perception modes which correspond to the use of the definite article in the examples given. Thus, the function of delimitation is twofold, it is related to perception and cognition, on the one hand, and, on the other hand, to grammar, if the subject of grammar is the structure of speech. Analysis of speech units in the paper is not limited by noun phrases and is amplified by discussion of peripheral phenomena which are nevertheless important because they enable to qualify articles as a syntactic phenomenon whereas they are not infrequently described in terms of noun morphology. With this regard attention is given to the history of linguistic studies, specifically to the description of English articles by Niels Haislund, a disciple of Otto Jespersen. A discrepancy is noted between the initial plan of Jespersen who intended to describe articles as a syntactic phenomenon in ‘A Modern English Grammar on Historical Principles’ and the interpretation of articles in terms of noun morphology, finally given by Haislund. Another issue of the paper is correlation between description and denotation, being a traditional aspect of linguistic studies focused on articles. An overview of relevant studies, given in the paper, goes back to the works of G. Frege, which gave rise to a series of scientific works where the meaning of articles was described within the scope of logical semantics. Correlation between denotation and description is treated in the paper as the meaning of article, i.e. a component in its semantic structure, which differs from the function of delimitation and is similar to the meaning of other quantifiers. The paper further explains why the relation between description and denotation, i.e. the meaning of English article, is irrelevant for noun morphology and has nothing to do with nominal categories of the English language.

Keywords: delimitation of speech, denotation, description, perception, speech units, syntax

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Authors: Brandy Yee, Dianne Yee

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Through the exploration of the lived experiences, beliefs and values of instructional leaders, teachers and students in Finland, Germany and Canada, we investigated the factors which contribute to developmentally responsive, intellectually engaging middle-level learning environments for early adolescents. Student-centred leadership dimensions, effective instructional practices and student agency were examined through the lens of current policy and research on middle-level learning environments emerging from the Canadian province of Manitoba. Consideration of these three research perspectives in the context of early adolescent learning, placed against an international backdrop, provided a previously undocumented perspective on leading, teaching and learning in the middle years. Aligning with a social constructivist, qualitative research paradigm, the study incorporated collective case study methodology, along with constructivist grounded theory methods of data analysis. Data were collected through semi-structured individual and focus group interviews and document review, as well as direct and participant observation. Three case study narratives were developed to share the rich stories of study participants, who had been selected using maximum variation and intensity sampling techniques. Interview transcript data were coded using processes from constructivist grounded theory. A cross-case analysis yielded a conceptual framework highlighting key factors that were found to be significant in the establishment of developmentally responsive, intellectually engaging middle-level learning environments. Seven core categories emerged from the cross-case analysis as common to all three countries. Within the visual conceptual framework (which depicts the interconnected nature of leading, teaching and learning in middle-level learning environments), these seven core categories were grouped into Essential Factors (student agency, voice and choice), Contextual Factors (instructional practices; school culture; engaging families and the community), Synergistic Factors (instructional leadership) and Cornerstone Factors (education as a fundamental cultural value; preservice, in-service and ongoing teacher development). In addition, sub-factors emerged from recurring codes in the data and identified specific characteristics and actions found in developmentally responsive, intellectually engaging middle-level learning environments. Although this study focused on 12 schools in Finland, Germany and Canada, it informs the practice of educators working with early adolescent learners in middle-level learning environments internationally. The authentic voices of early adolescent learners are the most important resource educators have to gauge if they are creating effective learning environments for their students. Ongoing professional dialogue and learning is essential to ensure teachers are supported in their work and develop the pedagogical practices needed to meet the needs of early adolescent learners. It is critical to balance consistency, coherence and dependability in the school environment with the necessary flexibility in order to support the unique learning needs of early adolescents. Educators must intentionally create a school culture that unites teachers, students and their families in support of a common purpose, as well as nurture positive relationships between the school and its community. A large, urban school district in Canada has implemented a school cohort-based model to begin to bring developmentally responsive, intellectually engaging middle-level learning environments to scale.

Keywords: developmentally responsive learning environments, early adolescents, middle level learning, middle years, instructional leadership, instructional practices, intellectually engaging learning environments, leadership dimensions, student agency

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Authors: Susanne Shunnaq

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During the past decade, an increasing number of higher education institutions in Oman have sought accreditation in an attempt to assure the quality of their programs. Sultan Qaboos University (SQU), the only public university in the country, has also been seeking accreditation. Hence, the university administration has been encouraging departments to evaluate their programs for development purposes. The Department of English, where 100% of the students are learners of English as a foreign language, already produced a self-study report that outlined the strength and weaknesses of the current program. The department came to the realization that due to a changing local and regional job market, transferrable communication skills are high in demand among stakeholders in the public and private sectors. Failure to equip English literature students, for example, with excellent verbal communicative skills in English may have detrimental effects for undergraduate job-seekers who have to compete for jobs in employment sectors with a predominantly English-speaking workforce. Ongoing extensive discussions about restructuring the current literature program by means of partially replacing literature courses with skills courses, hoping to produce higher quality graduates who are equipped with effective communication skills for local and regional markets, have sparked the idea for this research. The researcher, who is an American Literature specialist at SQU, has set out to investigate to what extent senior American literature students have been able to apply transferable communication skills in an advanced literature course. The study also attempts to unearth performance inhibitors and causes for communication breakdown. The primary data source for the study were audio-recordings of 6 in-class peer-group discussions in an advanced contemporary American literature course during the academic year 2016/2017. The significance of this research lies in the rarity of studies focusing on verbal communication skills in Omani higher education literature classrooms at a time when English programs are in the process of being re-visited and revamped both for accreditation purposes and for meeting job-market demands. The results showed a considerable variation in Omani students' verbal communicative abilities and English proficiency levels. The study also raises crucial questions and provides important recommendations for administrators and teachers alike who are in the process of restructuring English programs in the region and in non-English speaking countries worldwide.

Keywords: job-market, literature, Oman, tertiary education, oral communication skills

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Authors: Marilei Amadeu Sabino

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Before the advent of Cognitive Linguistics, metaphor was considered a stylistic issue, but now it is viewed as a critical component of everyday language and a fundamental mechanism of human conceptualizations of the world. It means that human beings' conceptual system (the way we think and act) is metaphorical in nature. Another interesting hypothesis in Cognitive Linguistics is that cognition is embodied, that is, our cognition is influenced by our experiences in the physical world: the mind is connected to the body and the body influences the mind. In this sense, it is believed that many conceptual metaphors appear to be potentially universal or near-universal, because people across the world share certain bodily experiences. In these terms, many metaphors may be identical or very similar in several languages. Thus, in this study, we analyzed some somatic (also called body) idioms of Italian and Portuguese languages, in order to investigate the proportion in which their metaphors are the same, similar or different in both languages. It was selected hundreds of Italian idioms in dictionaries and indicated their corresponding idioms in Portuguese. The analysis allowed to conclude that much of the studied expressions are really structurally, semantically and metaphorically identical or similar in both languages. We also contrasted some Portuguese and Italian somatic expressions to their corresponding English idioms to have a multilingual perspective of the issue, and it also led to the conclusion that the most common idioms based on metaphors are probably those that have to do with the human body. Although this is mere speculation and needs more study, the results found incite relevant discussions on issues that matter Foreign and Second Language Teaching and Learning, including the retention of vocabulary. The teaching of the metaphorically different body idioms also plays an important role in language learning and teaching as it will be shown in this paper. Acknowledgments: FAPESP – São Paulo State Research Support Foundation –the financial support offered (proc. n° 2017/02064-7).

Keywords: body idioms, cognitive linguistics, metaphor, vocabulary teaching and learning

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Authors: Mary Rosa Espinosa-Ochoa

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The study of overgeneralization in inflectional morphology provides evidence for understanding how a child's mind works when applying linguistic patterns in a novel way. High-frequency inflectional forms in the input cause inappropriate use in contexts related to lower-frequency forms. Children learn verbs as lexical items and new forms develop only gradually, around their second year: most of the utterances that children produce are closely related to what they have previously produced. Spanish has a complex verbal system that inflects for person, mood, and tense. Approximately 200 verbs are irregular, and bare roots always require an inflected form, which represents a challenge for the memory. The aim of this research is to investigate i) what kinds of overgeneralization errors children make in verb production, ii) to what extent these errors are related to verb forms previously produced, and iii) whether the overgeneralized verb components are also frequent in children’s linguistic inventory. It consists of a high-density longitudinal study of a middle-class girl (1;11,24-2;02,24) from Mexico City, whose utterances were recorded almost daily for three months to compile a unique corpus in the Spanish language. Of the 358 types of inflected verbs produced by the child, 9.11% are overgeneralizations. Not only are inflected forms (verbal and pronominal clitics) overgeneralized, but also verbal roots. Each of the forms can be traced to previous utterances, and they show that the child is detecting morphological patterns. Neither verbal roots nor inflected forms are associated with high frequency patterns in her own speech. For example, the child alternates the bare roots of an irregular verb, cáye-te* and cáiga-te* (“fall down”), to express the imperative of the verb cá-e-te (fall down.IMPERATIVE-PRONOMINAL.CLITIC), although cay-ó (PAST.PERF.3SG) is the most frequent form of her previous complete inventory, and the combined frequency of caer (INF), cae (PRES.INDICATIVE.3SG), and caes (PRES.INDICATIVE.2SG) is the same as that of as caiga (PRES.SUBJ.1SG and 3SG). These results provide evidence that a) two forms of the same verb compete in the child’s memory, and b) although the child uses her own inventory to create new forms, these forms are not necessarily frequent in her memory storage, which means that her mind is more sensitive to external stimuli. Language acquisition is a developing process, given the sensitivity of the human mind to linguistic interaction with the outside world.

Keywords: inflection, morphology, child language acquisition, Spanish

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Authors: Sadeq Al Yaari, Ayman Al Yaari, Adham Al Yaari, Montaha Al Yaari, Aayah Al Yaari, Sajedah Al Yaari

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Background & aims: Reading is a receptive skill whose importance could involve abilities' variance from linguistic standard. Several evidences support the hypothesis stating that the more you read the better you write, with a different impact for speech language therapists (SLTs) who use audio-visual aids and computer-assisted language instruction (CALI) and those who do not. Methods: Here we made use of audio-visual aids and CALI for teaching reading skill to a group of 40 students of special needs of both sexes (range between 8 and 18 years old) at al-Malādh school for teaching students of special needs in Dhamar (Yemen) while another group of the same number is taught using ordinary teaching methods. Pre-and-posttests have been administered at the beginning and the end of the semester (Before and after teaching the reading course). The purpose was to understand the differences between the levels of the students of special needs to see to what extent audio-visual aids and CALI are useful for them. The two groups were taught by the same instructor under the same circumstances in the same school. Both quantitative and qualitative procedures were used to analyze the data. Results: The overall findings revealed that audio-visual aids and CALI are very useful for teaching reading to students of special needs and this can be seen in the scores of the treatment group’s subjects (7.0%, in post-test vs.2.5% in pre-test). In comparison to the scores of the second group’s subjects (where audio-visual aids and CALI were not used) (2.2% in both pre-and-posttests), the first group subjects have overcome reading tasks and this can be observed in their performance in the posttest. Compared with males, females’ performance was better (1466 scores (7.3%) vs. 1371 scores (6.8%). Qualitative and statistical analyses showed that such comprehension is absolutely due to the use of audio-visual aids and CALI and nothing else. These outcomes confirm the evidence of the significance of using audio-visual aids and CALI as effective means for teaching receptive skills in general and reading skill in particular.

Keywords: reading, receptive skills, audio-visual aids, CALI, students, special needs, SLTs

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Authors: Irene Lami, Silvia Micheli, Jan Radimský, Joost van de Weijer

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The present study examines gender agreement in Italian compounds with "capo-". Compounds containing "capo-" as the first element is highly productive in Italian and are attested from the earliest stages of the language, with "capo" indicating a prominent role in a group. This type of compound has become progressively more productive over time, establishing itself in the language to indicate human referents with a leadership role over someone or something belonging to both subordinate and coordinate compound categories. In light of the debates on the use of inclusive language, especially with regard to female professional titles in Italian, the gender agreement of the word "capo" is investigated, which in addition to social resistance, also encounters etymological resistance. Regarding the gender agreement of the word "capo-" as the first element of compounds, in addition to social and etymological resistances, morphological constraints must also be considered. In our experiment, 190 native informants were asked to match the gender of the given the word in a sentence, thinking of female referents. The results confirm a scalar hypothesis of gender agreement (i.e., titles traditionally attributed to women > titles traditionally attributed to men > the word "capo" in isolation > the word "capo-" as an element of subordinate compound > the word “capo-“ as an element of a coordinate compound). A significant interplay with number marking is also shown, as words are inflected in gender when the trait +plural is present. Moreover, the results show that, contrary to what is prescriptively established, speakers do inflect the word "capo" according to gender, in limited instances, even when this is found as a compound element, even though to a lesser extent than words that only have social hinders and not etymological or morphological ones. The results appear to show that, although a morphological obstacle is visible, sociolinguistic claims seem to be able to divert these obstacles. This study appears particularly suitable for replication tests over the next few decades, which, if society opens up further to claims of inclusiveness, could further corroborate this trend.

Keywords: compounds, gender inflection, Italian, morphology

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Authors: Tiago do Carmo Nogueira, Cássio Dener Noronha Vinhal, Gélson da Cruz Júnior, Matheus Rudolfo Diedrich Ullmann

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Generating automatic image descriptions through natural language is a challenging task. Image captioning is a task that consistently describes an image by combining computer vision and natural language processing techniques. To accomplish this task, cutting-edge models use encoder-decoder structures. Thus, Convolutional Neural Networks (CNN) are used to extract the characteristics of the images, and Recurrent Neural Networks (RNN) generate the descriptive sentences of the images. However, cutting-edge approaches still suffer from problems of generating incorrect captions and accumulating errors in the decoders. To solve this problem, we propose a model based on the encoder-decoder structure, introducing a module that generates the weights according to the importance of the word to form the sentence, using the part-of-speech (PoS). Thus, the results demonstrate that our model surpasses state-of-the-art models.

Keywords: gated recurrent units, caption generation, convolutional neural network, part-of-speech

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Authors: Slim Amami

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A model is developed to prevent the risks related to climate conditions in the agricultural sector. It will determine the yearly optimum premium to be paid by a farmer in order to reach his required turnover. The model is mainly based on both climatic stability and 'soft' responses of usually grown species to average climate variations at the same place and inside a safety ball which can be determined from past meteorological data. This allows the use of linear regression expression for dependence of production result in terms of driving meteorological parameters, main ones of which are daily average sunlight, rainfall and temperature. By a simple best parameter fit from the expert table drawn with professionals, optimal representation of yearly production is deduced from records of previous years, and yearly payback is evaluated from minimum yearly produced turnover. Optimal premium is then deduced, and gives the producer a useful bound for negotiating an offer by insurance companies to effectively protect their harvest. The application to wheat production in the French Oise department illustrates the reliability of the present model with as low as 6% difference between predicted and real data. The model can be adapted to almost every agricultural field by changing state parameters and calibrating their associated coefficients.

Keywords: agriculture, database, meteorological factors, production model, optimal price

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Authors: Paul Lam, Kevin Wong, Chi Him Chan

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Constant practicing and accurate, immediate feedback are the keys to improving students’ speaking skills. However, traditional oral examination often fails to provide such opportunities to students. The traditional, face-to-face oral assessment is often time consuming – attending the oral needs of one student often leads to the negligence of others. Hence, teachers can only provide limited opportunities and feedback to students. Moreover, students’ incentive to practice is also reduced by their anxiety and shyness in speaking the new language. A mobile app was developed to use artificial intelligence (AI) to provide immediate feedback to students’ speaking performance as an attempt to solve the above-mentioned problems. Firstly, it was thought that online exercises would greatly increase the learning opportunities of students as they can now practice more without the needs of teachers’ presence. Secondly, the automatic feedback provided by the AI would enhance students’ motivation to practice as there is an instant evaluation of their performance. Lastly, students should feel less anxious and shy compared to directly practicing oral in front of teachers. Technically, the program made use of speech-to-text functions to generate feedback to students. To be specific, the software analyzes students’ oral input through certain speech-to-text AI engine and then cleans up the results further to the point that can be compared with the targeted text. The mobile app has invited English teachers for the pilot use and asked for their feedback. Preliminary trials indicated that the approach has limitations. Many of the users’ pronunciation were automatically corrected by the speech recognition function as wise guessing is already integrated into many of such systems. Nevertheless, teachers have confidence that the app can be further improved for accuracy. It has the potential to significantly improve oral drilling by giving students more chances to practice. Moreover, they believe that the success of this mobile app confirms the potential to extend the AI-assisted assessment to other language skills, such as writing, reading, and listening.

Keywords: artificial Intelligence, mobile learning, oral assessment, oral practice, speech-to-text function

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Authors: Kateryna Merkulova, Alessio Castello, Maria Kreuzer

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This research investigates the drivers of long-term relationship building between customers and suppliers within the luxury food supply chain, a topic that remains largely unexplored in the current state of academic literature. This paper identifies for the first time the key elements that influence the formation and maintenance of effective supply chain relationships, which are crucial for navigating the complexities of the luxury food industry. In particular, it explores the critical role of trust in a business-to-business context, specifically emphasizing its significance in the luxury food supply chain. Empirically, this research is contextualized in the region of the French Riviera, which offers a gastronomic playground for food enthusiasts, making it ideally suited to explore the luxury food sector. Qualitative in-depth interviews with stakeholders along the luxury supply chain (i.e., suppliers, chefs, restaurant owners, and fine food shop managers) allow identifying key drivers of trustful business relationships. Triangulating different perspectives of stakeholders within the luxury supply chain adds validity and robustness to the findings. The findings have important theoretical and managerial implications for the effective functioning of long-term supplier-buyer relationships.

Keywords: luxury food, relationship building, B2B, supply chain, trust

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Authors: Akiko Ohta, Masahiro Minami, Yusra Qadir, Jennifer York

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The Home Instruction for Parents of Preschool Youngsters (HIPPY) is a home instruction program for mothers of children 3 to 5 years old. Using role-play as a method of teaching, the participating mothers work with their home visitors and learn how to deliver the HIPPY curriculum to their children. Applying HIPPY, Reviving Hope and Home for High-risk Refugee Mothers Program (RHH) was created to provide more personalized peer support and to respond to ongoing settlement challenges for isolated and vulnerable Government Assisted Refugee (GAR) mothers. GARs often have greater needs and vulnerabilities than other refugee groups. While the support is available, they often face various challenges and barriers in starting their new lives in Canada, such as inadequate housing, low first-language literacy levels, low competency in English or French, and social isolation. The pilot project was operated by Mothers Matter Centre (MMC) from January 2019 to March 2021 in partnership with the Immigrant Services Society of BC (ISSofBC). The formative evaluation was conducted by a research team at Simon Fraser University. In order to provide more suitable support for GAR mothers, RHH intended to offer more flexibility in HIPPY delivery, supported by a home visitor, to meet the need of refugee mothers facing various conditions and challenges; to have a pool of financial resources to be used for the RHH families when necessitated during the program period; to have another designated staff member, called a community navigator, assigned to facilitate the support system for the RHH families in their settlement; to have a portable device available for each RHH mother to navigate settlement support resources; and to provide other variations of the HIPPY curriculum as an option for the RHH mothers, including a curriculum targeting pre-HIPPY age children. Reflections on each program component was collected from RHH mothers and staff members of MMC and ISSofBC, including frontline workers and management staff, through individual interviews and focus group discussions. Each of the RHH program components was analyzed and evaluated by applying Moore’s four domains framework to identify key information and generate new knowledge (data). To capture RHH mothers’ program experience more in depth based on their own reflections, the photovoice method was used. Some photos taken by the mothers will be shared to illustrate their RHH experience as part of their life stories. Over the period of the program, this evaluation observed how RHH mothers became more confident in various domains, such as communicating with others, taking public transportations alone, and teaching their own child(ren). One of the major factors behind the success was their home visitors’ flexibility and creativity to create a more meaningful and tailored approach for each mother, depending on her background and personal situation. The role of the community navigator was tested out and improved during the program period. The community navigators took the key role to assess the needs of the RHH families and connect them with community resources. Both the home visitors and community navigators were immigrant mothers themselves and owing to their dedicated care for the RHH mothers; they were able to gain trust and work closely and efficiently with RHH mothers.

Keywords: refugee mothers, settlement support, program evaluation, Canada

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