https://evnuir.vnu.edu.ua/handle/123456789/24599 2026-04-10T00:44:15Z 2026-04-10T00:44:15Z Taraban, Roman https://evnuir.vnu.edu.ua/handle/123456789/27677 2025-04-25T21:48:32Z 2024-12-30T00:00:00Z

Назва: Induction of gender-like linguistic categories using noun-marking and blocking of learning trials Автори: Taraban, Roman Короткий огляд (реферат): Traditional views propose that language is acquired and processed by specialized mechanisms and that language processing relies on well-defined symbolic representations that are manipulated according to rules of language. In contrast, previous research has shown that linguistic categories, like those associated with gender, can be readily induced through phonological or morphological cues or by blocking related cases (Taraban, 2004). The present experiment tested whether noun-marking and blocked learning trials would aid participants in inducing gender-like categories in an artificial language consisting of twenty-four locative phrases. Sixty English-speaking college students at a university in the United States learned eight nouns in locative phrases in an artificial language (e.g., to car = gartaik eef). Nouns were divided into two gender-like classes. Gender-marked nouns (using -aik and -oo endings) and unmarked nouns were tested in two conditions. In one condition the phrases associated with the eight nouns were presented in random order (No Blocking). In the second condition, phrases associated with the same noun were presented in random sequence, and the learner had to input the correct locative postpositions associated with those phrases before proceeding to the next noun (Blocking). The results showed that unmarked nouns with blocking required less time to reach the experiment learning criterion (90% correct) than marked nouns. Blocking resulted in significantly higher accuracy on generalization trials to new phrases, but noun marking did not. The strong blocking advantage and null effect of noun marking are discussed in terms of cognitive attention to grammatical markers.

2024-12-30T00:00:00Z Rababah, Luqman Almwajeh, Motasim https://evnuir.vnu.edu.ua/handle/123456789/27676 2025-04-25T21:44:05Z 2024-12-30T00:00:00Z

Назва: Gender-specific anxiety in Jordanian EFL settings: Findings from the Foreign Language Classroom Anxiety Scale Автори: Rababah, Luqman; Almwajeh, Motasim Короткий огляд (реферат): This study analyzes the differing gender-based levels of anxiety that male and female students at Jadara University, Jordan, experience, utilizing The Foreign Language Classroom Anxiety Scale to highlight gender disparities in the impact of anxiety on learning. The Scale classifies the levels of students at Jadara University and decides whether or not there are statistically significant variations at the level of probability (0.05) in the levels of Foreign Language classroom anxiety among undergraduate students due to gender and the academic level of the students. For the purpose of investigating this topic in Jordan, and more specifically at Jadara University, a descriptive analysis methodology was applied to conduct an empirical investigation into the various types and levels of Foreign Language classroom anxiety on a sample of two hundred undergraduate students. When compared to their male counterparts, the female students, as suggested by the research results, exhibited much higher levels of anxiety when it came to learning a foreign language. Eventually and after conducting an analysis of the findings of the research, the searchers propose that a method of eliminating or controlling anxiety in the classroom should be implemented in order to boost the academic level of the students, as anxiety hinders learning a foreign language and affects students’ overall performance. Further, the limitations of the study as well as its relevance to English literature courses in particular and to the EFL classroom in general are evaluated and addressed. Thus, establishing a secure environment for students to engage in foreign language practice is essential for the process of language acquisition or learning.

2024-12-30T00:00:00Z Qurbi, Essa https://evnuir.vnu.edu.ua/handle/123456789/27675 2025-04-25T21:38:49Z 2024-12-30T00:00:00Z

Назва: Temporal measurements for Second Language speaking fluency Автори: Qurbi, Essa Короткий огляд (реферат): This study investigates the relationship between temporal measurements and second language (L2) speaking fluency, focusing on speech rate, mean length of utterance, and pausing patterns. The study recruited 60 advanced English L2 adult learners (male and female) who were presented with a picture book where each page included only one picture representing a specific sequence of the story's development. The participants’ main task was to orally describe the story where their oral descriptions were electronically recorded using PsychoPy software. The primary goal was to determine which of the above-mentioned temporal measurements significantly influence L2 speaking assessment. These participants’ spoken samples were evaluated by five English language instructors using standardized L2 speaking assessment rubric. A statistical analysis of was conducted to examine the effect of these three temporal measurements on L2 speaking assessment. The results showed that average words per minute and average pause duration per minute, but not mean length of utterance, were significant factors of L2 speaking fluency assessment. However, the interaction between these factors was not significant. That is, average words per minute and average pause duration per minute factors provide a listener with a positive impression about L2 speakers’ speaking performance. These results are consistent with other studies that examined L2 speaking fluency. The findings also underline the importance of listeners’ impression when it comes to L2 speaking assessment. In addition, the study highlights the effect of temporal measurements on L2 speaking assessments and provides insights for both evaluators and learners on the factors affecting L2 fluency assessment.

2024-12-30T00:00:00Z Nhan Nguyen, Ai Van Vu, Tuan https://evnuir.vnu.edu.ua/handle/123456789/27674 2025-04-25T21:34:36Z 2024-12-30T00:00:00Z

Назва: Typical linguistic errors committed by tertiary students in legal written outputs Автори: Nhan Nguyen, Ai; Van Vu, Tuan Короткий огляд (реферат): Legal English writing, which demands precision, formal tone, and adherence to specific conventions, presents significant challenges for English as a Foreign Language (EFL) learners due to the complexity of syntax, specialized legal vocabulary, and rigid grammatical structures. This research examines how these morphological, lexical, syntactic, and mechanical errors impact writing performance and explores the relationship between the frequency of errors and overall writing proficiency. Conducted at Hanoi Law University, Vietnam, the study followed 57 students majoring in legal English through three assessment phases: Pre-Test, Post-Test no.1, and Post-Test no.2. The research utilized a longitudinal quantitative design, analyzing the evolution of participants’ writing over time and evaluating common grammatical errors they faced. Results showed notable improvements in both morphological and lexical accuracy, evidenced by a reduction in error rates and greater consistency in participants’ performance. The proportion of respondents achieving higher proficiency levels (Intermediate and Upper-Intermediate) increased significantly, particularly in morphological and lexical domains. However, syntactic errors exhibited more complex patterns, with some improvements but continued challenges, suggesting that syntactic accuracy requires more focused and specialized intervention strategies. Mechanical errors remained relatively stable, with slight fluctuations, reflecting a steady performance in this area. Overall, the findings highlight the effectiveness of targeted instructional strategies in enhancing learners’ linguistic accuracy, particularly in morphological and lexical errors, while underscoring the need for teachers’ tailored interventions to improve students’ syntactic competence in legal English writing skills.

2024-12-30T00:00:00Z Matseliukh, Ihor https://evnuir.vnu.edu.ua/handle/123456789/27673 2025-04-25T21:28:46Z 2024-12-30T00:00:00Z

Назва: Discursive use of modality in RT’s coverage of Russia’s war on Ukraine Автори: Matseliukh, Ihor Короткий огляд (реферат): The current article looks into various types of modality use through the prism of critical discourse analysis strategies in the coverage of Russia’s war against Ukraine by the international news provider RT. It aims to uncover how discursive practices, in the name of the Russian state ideology, govern the choice of modality means and explain their dependence on and relevance to the news stories, actors, circumstances within the broader field of representation. The corpus for this article was compiled on RT’s website within one week from July 17th to 24th, 2024, almost two and a half years into Russia’s full-scale invasion of Ukraine. It consists of 93 news stories of Ukraine related content comprising 41,418 words and containing different types of modality, occasionally with references to alternative sources, in order to assess and uncover the biased ideological practices on the RT channel. Epistemic modality with its divisional kinds along with the modality of negativity is uncovered; as well as deontic modality, which reflects the ideology of RT‘s propagandistic narratives centered around Western states positioned against Russia’s friendly nations. Conflicting tendencies of factive and emotional reporting are discerned. Quantitative results have been arrived at resorting to both the percentage format and a Mann-Whitney U test, taking into account a similar corpus on the Venezuela crisis of 2019-2020. Modality implementation and distribution provides insight into the RT’s propaganda techniques. The article redirects critical discourse analysis towards news consumption, raising awareness of the readership and enhancing news literacy.

2024-12-30T00:00:00Z Jakupi, Qëndresa https://evnuir.vnu.edu.ua/handle/123456789/27672 2025-04-25T21:23:27Z 2024-12-30T00:00:00Z

Назва: Prosodic realization of Focus in the Albanian language Автори: Jakupi, Qëndresa Короткий огляд (реферат): Prosodic tools have been treated as main elements for focus marking in different languages. Among them, stress is assumed to have a key role in the realization of focus. Researchers such as Selkirk (1995) assume that focus realization occurs when stress interacts with syntactic and phonological components. However, researchers such as Truckenbrodt (1999), Samek-Lodovici (2005; 2006), Féry (2013; 2016), Lee (2013), Yan et al. (2022) disagree with his hypothesis as, according to them, focus is realized through interactions between prosodic structure, syntactic structure, stress, and information structure. According to the latter, this realization of focus can be explained through three constraints: align XP, wrap XP, and stress-focus, which arose from Optimality Theory. Therefore, in order to investigate the prosodic realization of focus in the Albanian language, we will rely on these notions of limitations to see the interactions of different linguistic domains in the realization of informative and emphatic focus through emphasis in our corpus, which consists of: match commentary Albania vs Serbia (2014) and the broadcast Pressing (May 30, 2022). The method used in this work is based on the analysis of the Optimality Theory of sentence stress which integrates insights from the generative linguistics, through which interactions between focus prominence and phrases are highlighted. The results provide evidence that the interactions of these syntactic and prosodic constraints influence the Albanian speaker to realize the focus in different positions within the sentence.

2024-12-30T00:00:00Z Ivanchenko, Mariia Kolegaeva, Iryna https://evnuir.vnu.edu.ua/handle/123456789/27671 2025-04-25T21:15:47Z 2024-12-30T00:00:00Z

Назва: The concept of betrayal in the consciousness of the English: A psycholinguistic study Автори: Ivanchenko, Mariia; Kolegaeva, Iryna Короткий огляд (реферат): The study attempts to reveal verbal, that is, lexically materialised associative responses of English respondents to the word stimulus’ betrayal’. As the word association test is considered a reliable way of studying the content of the national mental image of a specific concept, the method allowed to receive a collective linguistic representation of the researched concept reflected in the consciousness of the tested participants. The association test was held with undergraduate and postgraduate students, respondents with bachelor’s and master’s degrees who were native speakers of English and residents of London (England), aged 18 to 25 (365 males, 411 females). The test results show that the English associate the concept of 'betrayal' with a traitor. They clearly identify the subjects of betrayal – specific persons (historical, public, political figures, heroes of cartoons and literary works) with whom the objects of betrayal were in a close, trusting relationship. The characteristic features of traitors are treachery, lack of empathy, and the desire to hurt deliberately. The motivations behind such persons’ behavioural scenarios are deception, fraud, and searching for personal gain. In the consciousness of English speakers, such behaviour is verbalised as a shameful act, a crime that must be punished. Betrayal causes negative emotions and is characterised as harmful, destructive, and disgusting.

2024-12-30T00:00:00Z Estaji, Masoomeh Shamileh, Hafezi https://evnuir.vnu.edu.ua/handle/123456789/27665 2025-04-25T08:19:28Z 2024-12-30T00:00:00Z

Назва: The interconnection of teacher empowerment and motivating styles: A comparative analysis of novice and experienced EFL teachers Автори: Estaji, Masoomeh; Shamileh, Hafezi Короткий огляд (реферат): This study intended to disclose perceptions of novice and experienced EFL teachers regarding the linkage of teacher empowerment and their choice of motivating styles. To this end, a mixed-methods research approach was adopted. In the quantitative phase, 156 EFL teachers (Experienced = 97, Novice = 69) completed the online questionnaires on teacher empowerment and motivating style. In the qualitative phase, 10 teachers (5 novice and 5 experienced) were asked to participate in a semi-structured interview. Quantitative results showed that Autonomy-Supportive motivation style (AS) had a significantly positive correlation with Decision Making, Professional Growth, Status, Self-Efficacy, Impact, and Total Empowerment among novice teachers, and a significantly positive correlation with Professional Growth, Status, Autonomy, Impact, and Total Empowerment among experienced teachers. Moreover, the qualitative findings revealed that, from both novice and experienced EFL teachers’ perspectives, teacher empowerment was found to influence choice of teacher motivating styles. Further qualitative findings presented that from novice and experienced teachers’ vantage point, empowering strategies like attending conferences, reading books and articles, and taking part in professional development programs can contribute to teachers’ choice of motivating styles. These results have potential implications for various stakeholders in L2 education who can gain insights into how to foster teacher empowerment as a way to direct teachers toward choosing an autonomy-supportive teaching style.

2024-12-30T00:00:00Z Darong, Hieronimus Canggung Regus, Maksimus https://evnuir.vnu.edu.ua/handle/123456789/27567 2025-03-21T11:16:26Z 2024-12-30T00:00:00Z

Назва: Unpacking linguistic features in EFL textbooks using systemic functional linguistics: Transitivity, Mood, and nominal group structure analysis Автори: Darong, Hieronimus Canggung; Regus, Maksimus Короткий огляд (реферат): Systemic functional linguistics provides a systematic and comprehensive approach to examining language use, offering valuable information about the construction of meaning in the context of experiential, interpersonal, and textual metafunctions. This framework can be used to examine linguistic features and discourse patterns of the EFL textbooks. This study analyzes the linguistic features that go into creating the metafunctions in question found in EFL textbooks using systemic functional linguistics. The study specifically focused on process types of Transitivity patterns, Mood structures, and nominal group structures. Data were taken from two secondary EFL textbooks published in 2013 by two Indonesian publishers from which samples of reading passages were purposefully chosen based on the topic, genre and difficulty, and they were modified into clauses for analysis. After transitivity analysis, material process type was found to be predominantly used signifying a focus on tangible actions. Furthermore, the mood structure predominantly employs declarative structures, indicating comprehensible and direct information exchanges. Nominal group analysis indicates that T (Thing) and DT (Deictic Thing) types are frequently used, increasing vocabulary with physical references. The pedagogical implications of the linguistic feature analysis provide tailored teaching-learning activities and the useful information for instructional design.

2024-12-30T00:00:00Z Bakardzhieva-Morikang, Svitlana Kabakčiev, Krasimir https://evnuir.vnu.edu.ua/handle/123456789/24625 2025-02-26T10:50:26Z 2024-01-01T00:00:00Z

Назва: Ukrainian biaspectuality: An instantiation of compositional aspect in a verbal-aspect language Автори: Bakardzhieva-Morikang, Svitlana; Kabakčiev, Krasimir Короткий огляд (реферат): Aspect, the perfective-imperfective contrast, is a universal phenomenon, part of man’s cognitive organization to reflect objective/subjective reality by conceptualizing referents of verbs and of nominals/NPs standing for participants in situations as temporal entities, residing in speaker-hearers’ heads and interacting between each other. Aspect is instantiated across languages through two archetypes: verbal aspect (VA) – grammatical, as in the Slavic languages, including Ukrainian; compositional aspect (CA) – complex semantico-syntactic, sporadically dependent on pragmatic discourse elements, as in English. The paper explores Ukrainian language data to, first, confirm that CA, realized mainly as a very complex interplay of sentence components, exists not only in CA languages but, albeit peripherally, also in VA languages, including Ukrainian. Second, to find out how the Ukrainian aspect is realized in sentences with biaspectual verbs and particular numbers of situation-participant NPs: three, two, one. The referents of verbs and of nominals/NPs standing for participants in situations in both VA and CA languages are part of the never-ending process of thinking and perpetual resorting to memory and are not some abstract self-contained system of symbols divorced from human cognition. Phrased otherwise, aspect, especially CA, cannot be understood within the domain of traditional grammar and mainstream linguistics with their naivist notions ignoring man’s cognitive capacity and maintaining, inter alia, that nominals/NPs are concrete/physical or abstract entities. The study of matter is ordained to physics. Linguistics must investigate not the material world but how language reflects this world and other possible (imaginable) worlds. A simple analogue is a woman in a mirror: it is not a material object but an image of a woman; likewise, a woman referred to through language is not a material object but a token of a woman. Hence, NP referents of material things are not physical entities but images of such entities, fully describable, and their kineticism is handled by verb referents, whereby the intricate CA mechanism, which is cognitive, can be observed, albeit peripherally, also in VA languages, including Ukrainian.

2024-01-01T00:00:00Z