Search Results (79)

Oral tradition stories hold a vital place in language education, offering rich repositories of linguistic, cultural, and historical knowledge. In the Spanish as a Foreign Language (SFL) context, their inclusion provides dynamic opportunities to explore diversity, foster critical and creative thinking, and challenge dominant epistemologies. Despite their pedagogical potential, these narratives remain largely absent from formal curricula, with most SFL textbooks still privileging canonical works, particularly those from the Latin American Boom or European literary texts. This article aims to provide practical guidance for SFL instructors on designing effective, culturally responsive materials for the teaching of vocabulary. Drawing on a methodological framework for material design and a cognitive approach to vocabulary learning, I present original pedagogical material based on a Colombian oral tradition story about the witches of La Jagua (Huila, Colombia) to inspire educators to integrate oral tradition stories into their classrooms. As argued throughout, oral narratives not only support vocabulary acquisition and intercultural competence but also offer students meaningful engagement with the values, worldviews, and linguistic diversity that shape Colombian culture. This approach redefines language teaching through a more descriptive, contextualized, and culturally grounded lens, equipping learners with pragmatic, communicative, and intercultural skills essential for the 21st century. My goal with this article is to advocate for teacher agency in material creation, emphasizing that educators are uniquely positioned to design pedagogical resources that reflect their own cultural realities and local knowledge and to adapt them meaningfully to their students’ needs. Full article

In this paper we explore ChatGPT’s ability to produce a summary, a precis, and/or an essay on the basis of excerpts from a novel—The Solid Mandala—by Nobel Prize Australian writer Patrick White. We use a number of prompts to test a number of functions related to narrative analysis from the point of view of the “sujet”, the “fable”, and the style. In the paper, we illustrate extensively a number of recurrent semantic mistakes that can badly harm the understanding of the contents of the novel. We made a list of 12 different types of semantic mistakes or parrotting we found GPT made, which can be regarded as typical for stochastic-based generation. We then tested Gemini for the same 12 mistakes and found a marked improvement in all critical key issues. The conclusion for ChatGPT is mostly negative. We formulate an underlying hypothesis for its worse performance, the influence of vocabulary size, which in Gemini is seven times higher than in GPT. Full article

The role of attention has been shown to be essential in second language (L2) learning. However, the impact of different learning conditions on attention and learning outcomes remains underdeveloped, particularly through the application of eye-tracking technology. This study aims to evaluate the effect of intentional learning conditions (i.e., data-driven learning) on vocabulary learning and attentional allocations. Twenty-six intermediate English L2 learners participated in the study to learn the usage of four artificial attributive adjectives in noun phrases (NPs). Learning outcomes were analysed to assess the types of knowledge developed, shedding light on the role of attention and the conscious processing of word usage. Eye-tracking data, collected using Eyelink 1000 plus, investigated gaze patterns and the allocation of attentional sources when applying the learned usage of adjectives. The results indicate that fixation stability and regression movements significantly differ under the impact of intentional learning conditions. Post-test results also indicate a shift in attention from the target adjectives to the associated nouns. These findings underscore the critical role of attention and highlight the influence of learning conditions on L2 vocabulary learning, providing practical implications and empirical validation for L2 educators and researchers aiming to enhance vocabulary instruction through intentional learning strategies. Full article

In the context of China’s accelerating maritime judicial digitization, automatic summarization of lengthy and terminology-rich judgment documents has become a critical need for improving legal efficiency. Focusing on the task of automatic summarization for Chinese maritime judgment documents, we propose HybridSumm, an “extraction–abstraction” hybrid summarization framework that integrates a maritime judgment lexicon to address the unique characteristics of maritime legal texts, including their extended length and dense domain-specific terminology. First, we construct a specialized maritime judgment lexicon to enhance the accuracy of legal term identification, specifically targeting the complexity of maritime terminology. Second, for long-text processing, we design an extractive summarization model that integrates the RoBERTa-wwm-ext pre-trained model with dilated convolutional networks and residual mechanisms. It can efficiently identify key sentences by capturing both local semantic features and global contextual relationships in lengthy judgments. Finally, the abstraction stage employs a Nezha-UniLM encoder–decoder architecture, augmented with a pointer–generator network (for out-of-vocabulary term handling) and a coverage mechanism (to reduce redundancy), ensuring that summaries are logically coherent and legally standardized. Experimental results show that HybridSumm’s lexicon-guided two-stage framework significantly enhances the standardization of legal terminology and semantic coherence in long-text summaries, validating its practical value in advancing judicial intelligence development. Full article

Intellectual preferences often align with the broader concept of standardization. The centralizing tendency observed in the sciences mirrors the patterns seen in linguistic standardization, such as the establishment of standard dialects in diverse speech communities. In both cases, there is a deliberate disregard for the complexities of the “lower” systems within the hierarchy and an exaggerated belief in the purity of the dominant system. The process of language standardization involves minimizing linguistic variation, often leading to the marginalization of non-standard varieties and reinforcing social hierarchies by privileging certain forms of language, which can restrict access to opportunities and institutional authority. The hierarchical tendencies observed in both scientific disciplines and linguistic standardization reflect a broader intellectual preference for centralized, “pure” systems, often at the expense of diversity and complexity. This paper explores the relationship between linguistic and scientific standardization, highlighting their influence on knowledge, authority, and social structures. Focusing on the global use of Greco-Latin scientific terminology, it examines both the practical advantages and cultural implications of standardized scientific language. While proponents emphasize its unifying role, critics argue it threatens linguistic purity and cultural identity. Through historical and contemporary debates, the paper argues that standardization serves as both a tool for communication and a contested space reflecting ideological tensions about language, culture, and knowledge. Topics include the politics of language standardization, the globalization of scientific vocabulary, debates on the interlingual lexicon, and the conflict between global communication and Arabic language preservation. Full article

Early mathematical and vocabulary skills serve as critical foundations for academic success, yet the mechanisms underlying their development remain complex. This study examines the role of parents’ education, children’s attentional control, and learning approaches as predictors of kindergarteners’ mathematics and vocabulary performance. Using a sample of 149 children aged 60–72 months in Shanghai, China, we conducted a path analysis to explore direct and indirect relationships among these factors. Findings indicate that parental education indirectly predicts math ability through children’s learning approaches and attentional control, emphasizing the role of both cognitive and behavioral pathways. Conversely, vocabulary development is directly influenced by parental education and learning approaches, suggesting distinct developmental trajectories for math and language acquisition. These results highlight the interconnected nature of cognitive, behavioral, and environmental influences on early academic performance. Implications for early childhood education emphasize the need for targeted interventions that not only engage parents in fostering language-rich and cognitively stimulating environments but also support children’s motivation, persistence, and attentional capacities. Full article

This study examines the knowledge and preparedness of preservice teachers in India and England regarding the teaching of foundational reading skills. Recognising the critical role of teachers in preventing reading difficulties through explicit instruction in phonics, vocabulary knowledge, and reading comprehension strategies, we aimed to compare preservice teachers’ knowledge in these areas between the two countries. A survey was developed for this study and administered to preservice teachers enrolled in teacher education programs in India and England. The survey assessed their phonics knowledge, pedagogical practices across key reading domains, and confidence in supporting students with reading difficulties in inclusive classrooms. Descriptive analyses indicated that English preservice teachers demonstrated greater familiarity with phonics knowledge and were better prepared in pedagogical practices, particularly in phonics instruction, phonological awareness, and reading fluency. Both groups showed low preparedness in teaching vocabulary knowledge. Notably, Indian preservice teachers reported higher confidence levels in supporting students with reading difficulties despite lower performance in knowledge assessments. These findings suggest a need for enhanced focus on explicit phonics instruction in Indian teacher education programs and increased emphasis on vocabulary instruction in both countries. Implications for early childhood education policy are discussed, particularly with regards to preparing teachers to provide high-quality literacy instruction that supports children’s academic success. Full article

This study aims to investigate the development of empathy as a thinking skill among preservice teachers at the University of Kazakhstan. Empathy is one of the domains of critical thinking, and this article aims to reveal the domains of empathy of future teachers. The research used some questions developed by empathic abilities diagnostics The questions were tailored to the pedagogy students and their experiences, and only those related to expressing empathy skills, i.e., assessing the ability to empathize with and understand the thoughts and feelings of another person, were selected. In this article, the authors stress the importance of empathy skills and their expression for developing creative thinking skills in future teachers. The results of a study involving 114 prospective schoolteachers (80 women and 34 men) from one university in Kazakhstan are presented. The study explored preservice teachers’ perceptions of the development of empathy skills, which included areas such as the conditions and dispositions for empathy, the ability to empathize with others, and the identification of empathy expression. To summarize the empirical data, it can be said that preservice teachers are able to recognize the body language of individuals and understand others without words, react emotionally to disasters in the immediate environment, and are sometimes out of control in their vocabulary in the immediate environment (they may unintentionally offend others). Full article

Medical laboratories are perhaps the largest measurement industry in the world. The metrology terminology is relevant for effective and efficient communication, particularly where metrology activities are carried out by operators with different metrology skills. The World Association of Societies of Pathology and Laboratory Medicine (WASPaLM) and SIPMeL have had some opportunities to propose changes to the documents in preparation for the Clinical and Laboratory Standards Institute (CLSI) and the ISO/TC 212 in order to harmonize the terminology with the Metrology Vocabulary (VIM) of the Joint Committee for Guides in Metrology (JCGM). Many proposals have been accepted. Here, we summarize some particularly critical points for metrological terms. The main terms discussed are the following: measuring, measuring range, examination, pre-examination, post-examination, manufacturer, measuring instrument, quantitative, qualitative, semi-quantitative, processing, measurement error, maximum permissible error of measurement, total error of measurement, monitoring, variability, performance, reliability, influence, interference, selectivity, sensitivity, detection limit, reliability, comparability, compatibility, control material. Despite all the efforts to coordinate terminologies, it is inevitable that overlapping and inconsistent terminologies will continue to be used because documents and policies are produced in different contexts. In some ISO/TC 212 and CLSI documents, the phenomenon of magnetic attraction toward common words (such as “analysis” and derivatives), without any consideration of the true metrological meaning, is noted. The ISO/TC 212 and CLSI working groups show, alongside moments of openness, phenomena of true self-referential conservatism. Full article

Background: Early intervention approaches play a critical role in shaping the communication outcomes of children with hearing loss, influencing their language development and overall learning trajectory. Objectives: The main objective of this study was to compare the communication outcomes of children with hearing loss who received Listening and Spoken Language-South Africa (LSL-SA) with those who received Traditional Speech-Language Therapy (TSLT). Methods: A retrospective record review was conducted to gather data on communication outcomes from participants’ speech-language therapy records. Communication outcomes were measured using standardized assessments evaluating speech intelligibility, expressive vocabulary, receptive language, expressive language, audition, and cognitive–linguistic skills. The data were analyzed using quantitative statistics. Key statistical methods included measures to determine associations, identify statistical significance, determine outcomes, and compare differences between the two groups. Results: The study found that children in the LSL-SA group had statistically significant better communication outcomes, with 63% achieving age-appropriate speech intelligibility compared to 45% in the TSLT group (p = 0.046). Similar trends were observed for expressive vocabulary (LSL-SA: 58% vs. TSLT: 39%, p = 0.048) and receptive language (LSL-SA: 60% vs. TSLT: 39%, p = 0.043). Additionally, 66% of children in the LSL-SA group were recommended for mainstream schooling, compared to 39% in the TSLT group (p = 0.0023). These findings highlight the importance of early amplification and structured intervention in improving communication outcomes. The results also emphasize the importance of Early Hearing Detection and Intervention (EHDI) in decreasing the odds of delay in communication outcomes, irrespective of the type of communication approach, although a higher proportion of children in the LSL-SA approach group achieved age-appropriate communication outcomes than those in the TSLT group. Conclusions: This study highlights that communication intervention approaches aligned with the LSL-SA practice promote better communication development and enhance spoken language outcomes in children with hearing loss, facilitating successful transitions to mainstream schooling. Contribution: This study provides contextually relevant evidence for implementing an LSL-SA intervention approach for children with hearing loss. The implications of these findings for clinical practice and future research are discussed in detail. Full article

Hearing impairments affect approximately 1.5 billion individuals worldwide, highlighting the critical need for effective communication tools between deaf and hearing populations. Traditional sign language translation (SLT) models predominantly rely on gloss-based methods, which convert visual sign language inputs into intermediate gloss sequences before generating textual translations. However, these methods are constrained by their reliance on extensive annotated data, susceptibility to error propagation, and inadequate handling of low-frequency or unseen sign language vocabulary, thus limiting their scalability and practical application. Drawing upon multimodal translation theory, this study proposes the open-vocabulary sign language translation (OVSLT) method, designed to overcome these challenges by integrating open-vocabulary principles. OVSLT introduces two pivotal modules: Enhanced Caption Generation and Description (CGD), and Grid Feature Grouping with Advanced Alignment Techniques. The Enhanced CGD module employs a GPT model enhanced with a Negative Retriever and Semantic Retrieval-Augmented Features (SRAF) to produce semantically rich textual descriptions of sign gestures. In parallel, the Grid Feature Grouping module applies Grid Feature Grouping, contrastive learning, feature-discriminative contrastive loss, and balanced region loss scaling to refine visual feature representations, ensuring robust alignment with textual descriptions. We evaluated OVSLT on the PHOENIX-14T and CSLDaily datasets. The results demonstrated a ROUGE score of 29.6% on the PHOENIX-14T dataset and 30.72% on the CSLDaily dataset, significantly outperforming existing models. These findings underscore the versatility and effectiveness of OVSLT, showcasing the potential of open-vocabulary approaches to surpass the limitations of traditional SLT systems and contribute to the evolving field of multimodal translation. Full article

Eco-literacy, the ability to understand and apply ecological knowledge to foster sustainable living, is increasingly recognized as an essential educational objective. Traditionally linked to disciplines such as science and social studies, eco-literacy is now gaining traction in English language teaching (ELT) to align language instruction with global sustainability goals. While previous research has highlighted the importance of sustainability in education, there is a scarcity of studies on how eco-literacy can be effectively integrated into language learning. To address this gap, this study aims to explore ELT students’ perceptions of the impact of eco-literacy-focused writing activities on their language development and awareness of environmental issues. Employing a mixed-methods design, data were collected through pre-and post-tests on changes in students’ perceptions of eco-literacy-focused writing activities. Semi-structured interviews with a subset of participants offered qualitative insights into their experiences. The findings revealed significant changes in students’ perceptions, particularly in their understanding of environmental vocabulary and critical thinking related to eco-literacy. Writing tasks and discussions on ecological themes enhanced their engagement and understanding of global sustainability issues. However, challenges such as limited prior knowledge of environmental topics and the need for further training were identified. This study contributes to the growing body of literature on sustainable language education by demonstrating the pivotal role of integrating eco-literacy into ELT classrooms. It also provides practical recommendations for teacher training programs to develop pedagogical strategies promoting linguistic and environmental learning outcomes, ultimately preparing educators to address global issues in diverse teaching contexts. Full article

Distant verification of the autonomous agent’s parameters in the dialog mode is a difficult multi-parametric task if the large-scale scene of action is characterized by a large number of collaborative and rival robots. The possible scheme to realize it for mass robots is to use non-exhaustive and selective data verification, combining the polling of internal subsystems and external data storage in collaborating network agents. Selective extraction of data for such checks is proposed to involve the special ordered set of vocabularies, containing coded digital words and classifying parameters of agents, tasks, objects, and events. The structure of such vocabularies is to be combined with various versions of the linked list scheme, known in blockchain and actual for protective documenting of critical data. Multiple-valued logic is used here as the convenient method to provide autonomous navigation in a multi-parametric structure of data and verification variables. Full article

Vocabulary instruction is pivotal to literacy development. While extensive research has been conducted, few studies have examined how research translates into practice and how theory informs it. This study addresses this gap by identifying theories guiding vocabulary instruction in leading practitioner-oriented journals in the field, assessing trends and practices, and examining shifts over the past decade. The systematic review critically extends the scope of existing research in two directions. First, it focuses on English learners (ELs), a growing K-12 population globally. Second, literacy theories were utilized to identify the frameworks that guided vocabulary instruction for ELs. The results reveal the predominance of instructional practices guided by schema and psycholinguistic theories, followed by social constructivism and sociocultural theories. Furthermore, the findings underscore the importance of adapting vocabulary instructional practices to meet the developmental needs of ELs at different grade levels. Full article