Lexical Development

El presente estudio se propone rastrear, de modo inicial, los dialectalismos registrados en el Léxico del habla culta de Santiago de Chile (Rabanales y Contreras 1987). Cabe señalar que, en el proyecto del que forma parte dicha obra, el léxico dialectal ha recibido muy poca atención, pues se ha privilegiado el estudio de indigenismos e anglicismos, fundamentalmente. Se pretende averiguar la vigencia de las voces dialectales en el corpus de la década del 70 o si presentan una situación de deterioro similar a la descrita por 194ss.) en ciudades de habla española. Naturalmente, este primer estudio no será suficiente para dar una respuesta satisfactoria, pues se limita a explorar el campo léxico El cuerpo humano, No obstante, permitirá acopiar datos sobre la presencia de dialectalismos de esta área semántica en el lexicon de hombres y mujeres de la muestra y la influencia de la lengua estándar respecto a su permanencia. También será posible propiciar la inclusión de algunos vocablos dialectales chilenos en el DLE. The present study is an attempt to trace, initially, the dialectalisms mentioned in the Léxico del habla culta de Santiago de Chile . It should be noted that in the project of which this work is a part, the dialectal lexicon has received very little attention, since the main focus has been placed on the study of indigenisms and anglicisms. We have deemed it important to find out the validity of the dialectal voices in the corpus of the 1970s or if are in a process of deterioration similar to that described by Aguila (2023: 194ss.) in other Spanish-speaking cities. Naturally, this first study will not be enough to give a satisfactory answer, since it is limited to exploring the lexical field El cuerpo humano. However, it will allow us to collect data on the presence of dialectalisms in this semantic area in the lexicon of men and women in the sample and the influence of the standard language with respect to its permanence. It will also be possible to promote the inclusion of some Chilean dialect words in the DLE.

The paper focuses on the role of euphemistic language in the lexico-discursive construction of violence in AI-mediated war discourse. The research examines how lexical choice, syntactic structure, and discursive framing transform violence into sanitized, abstract, and institutionally acceptable forms. The proposed study is situated at the crossroads of Critical Discourse Analysis (CDA), media linguistics, and the emerging research on algorithmically generated discourse. Precision strike, neutralize, engagement, and collateral damage are not simply expressions used in place of another in the war discourse; they regulate affect, background agency, and transform bodily harm into technical procedure. Although the use of euphemism in political and media speech has been well-researched, its functionality in AI-mediated narratives is relatively underresearched. The study is based on the qualitative CDA framework guided by the threedimensional model of Fairclough and the socio-cognitive approach of van Dijk. Moreover, the current research examines AI-generated and AI-mediated war-related discourse to detect the repetitive patterns of lexical mitigation, nominalization, passivization, abstraction, and neutralizing frame construction. The analysis reveals that AI systems often recreate institutional repertoires of war language instead of producing ideologically empty descriptions. Their outputs often appear neutral, balanced, and informative, yet this neutrality is itself discursively produced through linguistic strategies. Such linguistic strategies suppress asymmetry, diffuse responsibility, and normalize violence. The paper thus argues that AI is not only a technical medium of transmission but also a discursive agent that exists within inherited systems of representation. The article extends the field of euphemism study to the area of AI discourse, thus, making a contribution to the current field of linguistics and emphasizing the necessity of critical examination of the algorithmically mediated representation of conflict.

Título: Baremación de una tarea de repetición de pseudopalabras para la evaluación del desarrollo léxico. Resumen: La habilidad para repetir pseudopalabras se ha mostrado como un buen marcador de desarrollo léxico en multitud de lenguas incluyendo el español. Además, permite discriminar en buena medida entre niños con desarrollo típico y niños con trastornos y retrasos del lenguaje. Sin embargo, pese a su potencial importancia para su uso clínico e investigador, en español no contamos con baremos para una lista de estímulos determinada. Con el objetivo salvar esta notable carencia, se realiza una tarea de repetición de pseudopalabras a una muestra total de 342 niños y niñas monolingües españoles de entre cuatro y siete años. Tras el análisis de los resultados se elaboró un baremo con el objeto de aportar referencias poblacionales a colegas que trabajan en las citadas áreas clínico-educativas y de investigación. Los resultados muestran un efecto techo de esta tarea a los 6 años, así como para los estímulos monomorfémicos y bisílabos. Las implicaciones de estos resultados y baremo obtenido son discutidas en el apartado correspondiente.

Lexical sesquipedaliophobia—the anxiety associated with encountering long and complex words—presents a significant yet underexplored barrier in foreign language learning. This quantitative study employed a non-experimental descriptive-comparative design to examine the level of lexical sesquipedaliophobia among tertiary students in the Davao Region, Philippines, with attention to grouping variables such as degree program, provincial classification, school type, and sex. Data were gathered from a stratified sample of 330 students across five academic programs using the Lexical Sesquipedaliophobia Scale (LSS), a modified instrument adapted from Horwitz et al.’s (1986) FLCAS. Descriptive and inferential statistics revealed consistently high mean ratings on communication apprehension, test anxiety, and fear of negative evaluation. Significant differences in anxiety levels were also found across academic areas, geographic locations, institutional types, and sex. These findings serve as an empirical foundation for the design of a targeted intervention scheme titled, “LEXI-CALM: Lexical Confidence and Anxiety-Lowering Modules for Academic Lengthy and Complex Word Use.” The study highlights the importance of addressing affective factors in vocabulary instruction and supports the development of context-sensitive, learner-informed interventions that respond to the academic and sociocultural variables shaping lexical anxiety in foreign language classrooms.

Miller e Fellbaum (1991) postulam que verbos genéricos são mais básicos e de ocorrência mais precoce do que específicos. O presente estudo verificou a especificidade como fator determinante na aquisição de verbos em crianças brasileiras. O corpus de 146 respostas de crianças entre 2:0 e 5:11 anos e 75 adultos universitários, emitidas para cada um dos 17 filmetes da Tarefa de Nomeação de Ações, foi analisado quanto à validade e especificidade dos verbos. O número de respostas válidas e de verbos específicos aumentou significativamente com a idade, confirmando que idade e gênero são fatores preditores do uso de verbos específicos. Os resultados sugerem que o desenvolvimento lexical das crianças brasileiras está associado a sua capacidade de categorização, já que utilizam inicialmente verbos genéricos para diferentes situações. Com a experiência e exposição ao insumo lingüístico, adquirem características semânticas mais complexas que possibilitam o uso de mais verbos específicos.Miller...

The rapid development of digital technology has reshaped students' learning preferences, particularly in accessing reading materials. Despite the abundance of digital resources, many students still struggle to develop sufficient English reading skills, indicating a need for innovative media that align with their learning habits. While several studies have investigated social media as a supplementary learning tool, limited research has specifically examined the systematic use of Instagram in enhancing students' reading comprehension. Therefore, this study aimed to examine the implementation of Instagram as a learning medium to improve students' reading skills and to measure its effectiveness in classroom practice. A quasi-experimental design was employed with 28 university students, who were taught with Instagrambased reading materials. Reading materials were selected from authentic Instagram posts and delivered during eight instructional sessions over eight weeks. Data were collected through validated and reliable reading comprehension tests administered as a pretest and post-test. In addition, a student reading test was used to capture learners' skills in Instagram-based reading activities. The findings revealed that students' post-test scores significantly outperformed their pre-test scores, with a notable increase in their mean post-test scores (M = 69.00) compared to the pretest scores (M = 59.60). Independent samples T-test analysis confirmed a statistically significant difference (p < 0.05), indicating that Instagram effectively supports reading comprehension improvement. Moreover, students reported higher motivation and engagement when learning through Instagram. These results suggest that Instagram can serve as an innovative and authentic medium to enhance reading skills in EFL contexts.

Despite its pivotal importance in comprehension and production, many English as a Foreign Language (EFL) learners struggle with retrieving and applying new vocabulary beyond class. This study investigated the comparative effects of the Ripple Effect Approach (REA) and the Word Wall Approach (WWA) on vocabulary retrieval and production among Iranian intermediate EFL learners. Sixty participants (30 females and 30 males), aged between 18 and 23 years (Mage= 20.5), were selected through the Preliminary English Test (PET) and randomly divided into two experimental groups. The REA group was taught through interconnected, contextualized vocabulary exercises, while the WWA group received visual aids and interactive word displays. A quasi-experimental pretest-posttest design was employed, with data collected through vocabulary tests. Statistical analyses, including repeated-measures ANOVA and MANOVA, revealed significant improvements in vocabulary retrieval and production for both groups. However, the REA group demonstrated higher retention rates, with a mean increase of 3.6 points in retention from pre-test to posttest, compared to a 3.2-point increase for the WWA group. These findings underscore the effectiveness of interactive and varied instructional approaches in enhancing vocabulary acquisition and retention among EFL learners. Implications for educators suggest incorporating the REA and WWA to meet diverse learner needs and improve teaching practices, emphasizing the importance of integrating innovative, learner-centered techniques into educational curricula. Incorporating these approaches might develop adaptive and responsive educational frameworks, enhancing EFL learners' learning outcomes and experiences.

אוצר מילים מוגדר כסך המילים בשפה או בתחום ידע כלשהו וכן סך כל המילים המשמשות קבוצה או יחיד. אוצר המילים של אדם הוא סך כל המילים המשמשות אותו בצורה סבילה (זיהוי והבנה) ובצורה פעילה (הבעה), היינו המילון המנטלי שלו. אוצר מילים הוא מרכיב חיוני ברכישת שפה (שפת אם וכן שפה נוספת) ובשימוש יעיל בה, הוא תשתית חיונית ליכולות השפתיות השונות, והוא הכרחי הן להבנה הן להבעה – בכתב ובעל־פה. הוא גם מנבא יעיל למיומנויות שפה אחרות, להצלחה בלימודים ולקבלה לעבודה. רכישת אוצר מילים היא תהליך ארוך ומורכב, וידע עמוק של מילה מתכלל ידע סמנטי, צורני־תחבירי ופונולוגי עם תהליכים קוגניטיביים וחברתיים. לשם הבנה והבעה – בכתב ובעל פה נדרש אוצר מילים רחב ועשיר. אך כדי להשתמש במילים כראוי נדרש לדעת פרטים רבים על כל מילה (בהיבטיה השונים), ולכן לימוד המילה 'לעומק' חשוב לא פחות מהיקפו של אוצר המילים – דהיינו, מספר המילים השונות שהלומד יודע. מאמר זה מתמקד ברכישת אוצר מילים בשפה שנייה, תהליך הדומה במידת מה לרכישת הלקסיקון בשפת אם

Érudit is a non-profit multi-institutional publishing consortium comprising the Université de Montréal, the Université Laval and the Université du Québec à Montréal. Its mission is to produce and disseminate scholarly documentation. Érudit offers digital publishing services for scientific journals since 1998.

In today's world, English plays an essential role in education, technology, business, travel, and communication. It is spoken in different countries for different purposes and used as L1, L2, and a foreign language. In Afghanistan, it is used as a foreign language, and it is available only in English classes. The primary focus of this research is to investigate exposure to English as a foreign language (EFL) input in Afghanistan. Quantitative and qualitative research methods were used in this study, and a questionnaire was the data collection tool. The findings of this research indicate that the more performers are exposed to linguistic input, the better they learn English. For example, the performers who read newspapers and watched videos on social media like Facebook, Instagram, and X performed better than other students. Finally, this paper found that advanced learners performed better than other levels because they were extensively exposed to more linguistic input in real-life situations.

The growth rate and the development of the composition of the receptive and expressive lexicon were studied in a longitudinal sample of 35 Finnish children. The MacArthur Communicative Development Inventory was used to gather data of the receptive lexicon at 0;9, 1;0 and 1;3, and the expressive lexicon at 0;9, 1;0, 1;3, 1;6 and 2;0. The receptive lexicon was acquired earlier, at a faster rate and with higher individual variation than the expressive lexicon. A gender difference was found in expressive vocabulary, but not in receptive vocabulary. The growth trajectories of semantic lexical categories detected in both lexicons resembled each other. Verbs were acquired more readily in receptive lexicons. Results support a universal sequence in the development of the composition of the lexicon.

The ar cle is part of ongoing research on the deriva onal acvity of contemporary Polish. It  complements the state of the research with an meta-analysis of monographs devoted to Polish derivaonal system acvity. The author has compared the new deriva ves described in literature
in terms of their structure, func on, and meaning. The analysis of the monographs shows that the largest group of Polish derivaonal neologisms created between 1945 and 2022 includes substantival suffixal structures, adjectival suffixal structures, verbal paradigmatic structures,
mutational formations, and nomina agentis.

This article constitutes the third part of a cycle devoted to 1 117 Polish derivational neologisms in Obserwatorium Językowe Uniwersytetu Warszawskiego (Language Observatory of the University of Warsaw). Its aim is to present and analyse 92 adjectival and 119 verbal derivatives in the Polish language divided into groups of derivational neologisms created by the use of the same formative technique and affix. The study concludes that the largest class among the described new adjectival derivatives in contemporary Polish language consists of suffixal structures and that the largest class of new verbal derivatives includes structures with inflectional formative. As for the morphemes used to create them, the suffixes-owy and-owa-/-uj-turned out to be the most productive.

This article constitutes the second part of a series of papers devoted to 1117 Polish derivational neologisms in Obserwatorium Językowe Uniwersytetu Warszawskiego (Language Obserwatory of the University of Warsaw). Its aim is to present and analyse 334 new substantival compounds in the Polish language. The author divides them into groups of derivational neologisms created by the use of the same formative technique and containing the same part of the compound. The study concludes that the biggest class of the described new substantival compounds in contemporary Polish language consists of structures without any affixes. As for the morphemes used to create them, the interfix-o-turned out to be the most productive. Most of them contain the elements e-(abbreviated adjective elektroniczny [electronic]) and-mat (abbreviated noun automat).

This article constitutes the first part of paper cycle devoted to 1,117 Polish derivational neologisms in Obserwatorium Językowe Uniwersytetu Warszawskiego (Language Observatory of University of Warsaw). Its aim is to present and analyze 572 new substantival derivatives in the Polish language. The author divides them into groups of derivational neologisms created by the use of the same formative technique and affix. He states that  529 of them were formed by the use of 37 suffixes, 19 – with 8 prefixes, 16 – by the change of paradigm and 8 – by adding prefix and suffix simultaneously. The study concludes that the biggest class of described new substantival derivatives in contemporary Polish language consists of suffixal structures. As for morphemes used to create them, suffixes -ka, -(ów)ka and -(ow’)ec turned out to be the most productive

Persistent lexical and grammatical errors in children’s speech are usually recognized as the main evidence of language delay or language disorder. These errors are usually treated as a sign of a deficit in language competence. On the other hand, some studies have revealed the same kinds of grammatical errors in children with developmental language disorder (DLD) and in typically developed (TD) children. Quite often, DLD children use grammatical markers properly, but sometimes they do this erroneously. It has been suggested that the main area of the limitations in DLD children is language performance but not language competence. From the perspective of the resource deficit model, the error rate in DLD children should be influenced by the cognitive demands of utterance and text production. We presume that different genres of discourse demand a different number of cognitive resources and, thus, should differently impact the error rate in children’s speech production. To test our hypoth...

Publikacja stanowi raport z ogólnopolskiego badania dotyczącego postrzegania przez rodziców procesu diagnozowania spektrum autyzmu u dzieci i młodzieży. W badaniu wzięło udział 1266 opiekunów dzieci do 17. roku życia. Skupiono się na ich doświadczeniach sprzed diagnozy, samym przebiegu diagnozowania, sposobie przekazania informacji o diagnozie oraz na wsparciu, jakie otrzymały dzieci i ich rodziny po postawieniu rozpoznania. W analizie uwzględniono m.in. wiek i płeć dziecka, poziom rozwoju mowy (czy dziecko mówi czy nie), a także to, czy stwierdzono u niego niepełnosprawność intelektualną. Zebrane dane mogą być pomocne w planowaniu działań służących poprawie procesu diagnozowania spektrum autyzmu u dzieci, a także być pomocne w projektowaniu działań edukacyjnych, skierowanych do rodziców, nauczycieli, lekarzy i specjalistów zajmujących się diagnozą. Z kolei informacje na temat dostrzeganych przez rodziców trudności w rozwoju dzieci mogą być przydatne w opracowywaniu narzędzi przydatnych w diagnozie zaburzeń ze spektrum autyzmu.

This qualitative study presents a review of how the acquisition of oral fluency is developed through selected and specific activities. Also, there is an analysis of possible aspects and difficulties that may affect second language learners in mastering speaking fluency in EFL. The study of twenty-one related articles proves that second learners require a proper environment with practicing opportunities to develop and express their ideas correctly. Besides that, second learners need selected activities and techniques that help them improve this specific language skill. Results show how English second learners improve their speaking fluency with the correct technique application and activities.

StreSzczenie W artykule poruszona jest problematyka możliwości posługiwania się obrazkowymi testami rozumienia słów w diagnostyce logopedycznej osób z uszkodzeniami słuchu (US). Prezentowany jest przykład dostosowania procedury i interpretacji wyników Obrazkowego Testu Słownikowego -Rozumienie OtSr do badań dzieci i młodzieży z US. Przedstawiono przykładowe badania osób w różnym wieku i o odmiennej charakterystyce deficytów słuchowych. W oparciu o nie oraz na podstawie doświadczeń w pracy terapeutycznej zaproponowano zmiany w procedurze badań OtSr, które pozwoliłyby na szerokie stosowanie testu w diagnostyce surdologopedycznej. Omówiono konsekwencje wprowadzania zmian w procedurze w odniesieniu do interpretacji wyników OtSr i porównywania ich z istniejącymi normami dla dzieci jednojęzycznych o typowym rozwoju. Słowa klucze: uszkodzenie słuchu, obrazkowy test słownikowy, OtSr, diagnoza surdologopedyczna. the article discusses the problems of the possibility of using picture word comprehension tests in logopedic diagnosis of hearing-impaired persons. the study presents the example of adjusting the procedure and interpretation of the Polish Picture Vocabulary Test -Comprehension [Polish: Obrazkowy Test Słownikowy -Rozumienie (OtSr)] to test hearing-impaired children and young people. examples of testing persons of different age and with different characteristics of hearing deficits were presented. On the basis of these and experience of therapy work changes in the procedure for OtSr testing are proposed, which would allow the wide use of the test in surdologopedic diagnosis.

Regreso a la ciudad lingüística celebra las tres primeras décadas de andadura del Grupo de investigación Vernáculo Urbano Malagueño (Grupo VUM), fundado en 1995 por Juan Andrés Villena Ponsoda. Este volumen conmemorativo presenta un conjunto de estudios inéditos que exploran exhaustivamente las particularidades del español hablado en Málaga, ciudad que, a lo largo de estos años, ha visto una notable evolución en sus dinámicas sociales y culturales que se manifiestan directamente en la manera en que se comunican sus habitantes. El Grupo VUM, reconocido por su enfoque innovador y su aplicación de metodologías tanto cuantitativas como cualitativas, ha desarrollado estudios detallados en los niveles fonético, morfosintáctico, léxico y pragmático de esta variedad urbana. Todos esos niveles tienen cabida en Regreso a la ciudad lingüística.
A partir de corpus que abarcan diferentes periodos históricos, el libro ofrece una perspectiva diacrónica de la evolución lingüística en Málaga. La obra se distingue, además, por su enfoque interdisciplinario, integrando aportes de la antropología, la sociología y la etnografía, lo que permite un análisis más profundo de la interacción entre el lenguaje y factores sociales como el género, la edad y la identidad.
Pero Regreso a la ciudad lingüística no es solo un tributo académico, sino también un reconocimiento a la ciudadanía malagueña, cuyo apoyo y colaboración han sido fundamentales para el desarrollo de las investigaciones del Grupo VUM. Este libro busca, finalmente, inspirar a futuras generaciones para continuar explorando la rica y dinámica realidad lingüística de Málaga con el propósito de valorar su diversidad cultural

Identifying a society's perceptions and, by extension, opinions of a certain social movement can help to understand to what extent the movement has been successful in effecting change. When working to gain such an understanding, a focus on the student population is essential, as their opinions provide insight into the future conditions of society and, thus, into whether the movement has been successful in effecting lasting social change. The present work focusses on the feminist movements and, in line with the above, analyses the perceptions held by a sample of 600 Spanish students enrolled in compulsory secondary, pre-university, and university education. The method employed begins with the use of association tests to extract lexical networks. Then, following a theoretical transformation, the traditional lexical availability index is applied in combination with fuzzy set theory to the sample of lists obtained so as to map the structure of the collective network, a novel approach that results in different levels of compatibility. The highest levels of compatibility reveal the prototypical conceptualisation as well as the sample's shared cognitive perception. The results suggest that although the population under study may have absorbed the feminist movements' messages of equality and respect, distorted perceptions could still remain in certain groups analysed. This work therefore recommends that education centres may wish to consider communicating objective information on the feminist movements specifically to women, as this could ultimately lead to all students fully embracing a feminist awareness distanced from extreme ideologies.

This study aimed to compare how native and non-native Turkish authors use four-word lexical bundles in research articles written in English in educational sciences. The two-million-word corpus included 165 research articles in L2 English and 206 in L1 English. Our corpus query resulted in 119 bundles in L2 English and 79 bundles in L1 English with a cutoff point of 20 times per million words and the occurrence in at least 10% of the articles in each corpus. The frequency results reveal that non-native authors dominantly use lexical bundles in their research articles. The classification of bundles revealed considerable structural and functional differences, and we analyzed these differences as convergent and divergent bundles. The Turkish authors used procedure (e.g., the study was conducted) and inferential bundles (e.g., it is seen that) significantly more than other functional categories. They also heavily used verb-based structures (e.g., it was found that), namely clausal structures rather than phrasal structures, in their research articles. These results are expected to remark on the significant role of phrase formation and modification in EAP modules' writing and grammar lectures.

WstępKwestionariusz LittlEARS przeznaczony jest do oceny rozwoju słuchowego dzieci w wieku od 0 do 24 miesięcy. Zawiera 35 pytań, uporządkowanych zgodnie z kolejnymi fazami rozwoju słuchowego dziecka, odnoszących się do zaobserwowanych przez rodziców zachowań słuchowych w sytuacjach codziennych.CelCelem niniejszej pracy jest przedstawienie etapów adaptacji angielskiej wersji kwestionariusza LittlEARS do języka polskiego.MateriałW procesie adaptacji wykorzystano rekomendowaną przez Międzynarodową Komisję ds. Testów procedurę tłumaczenia zwrotnego, pozwalającą na zminimalizowanie błędów wynikających z przekładu. W proces tłumaczenia zaangażowany był profesjonalny tłumacz, specjalista z dziedziny konstruowania i adaptacji testów, logopeda i inżynier kliniczny. W celu ewaluacji dokonanego tłumaczenia posłużono się oceną ekspertów.WynikiRezultatem podjętych prac jest polska wersja językowa kwestionariusza LittlEARS, która zostanie poddana walidacji w celu weryfikacji przydatności kwestio...

In acqumng a language the child is often faced with developing a grammar on the basis of input from a range of adults who speak different dialects or idiolects and whose grammars are not therefore identical. The fact that language acquisition is not subject to failure in such circumstances must mean that input from any combination of possible language varieties is guaranteed to trigger the development of a language system. The implications of this for the nature of Universal Grammar and the language acquisition process are explored.

This paper examines the nature and effect of the (detrimental) consequences of English language contact within the Norton Sound Kotlik (NSK) dialect of the Yugtun language, based on several years of ongoing fieldwork within the Kotlik community. The NSK dialect has long been in contact with central standard Yugtun, Inupiaq, and to some degree Russian and English. This is evident through the presence of primarily nominal loanwords within defined semantic domains. However, the current and ongoing interactions with English from the 1970s onwards represents a new period of language contact which has led to the rapid replacement of the dialect with mainstream English. As NSK falls moribund, an increasing number of speech and semantic domains are being overtaken by English completely. The examination of loanwords in a language elucidates the type and degree of contact two languages had at an earlier point in time, which becomes more revealing if a large number of loans belong to a unified semantic field. Furthermore, particular semantic fields can highlight the geopolitical climates of the time and the types of changes that a language can undergo due to contact alone. A precursory examination of Yugtun loanwords as a whole suggests three major historical contact periods, each indicative of different types and degrees of interactions. First, a scattered pre-Columbian contact with Unangam Tunuu, Inupiaq, Athabaskan, and Chukchee resulted in little language change as evidenced by the low number of loanwords from these languages. Second, a period of sustained Russian contact in the 18th century was marked by a slew of new vocabulary ranging from domains such as trade to religion entering the language, as in the word lintaq 'ribbon' from Russian Lénta (Jacobson 2012). Third, a period of English contact in the late 19th century introduced vocabulary for many modern amenities and lifestyles, as in the phrase klinicaq-luni 'to the clinic' from the English clinic (Jacobson 2012). This third period of intense English contact has been the source of significant change within and even initial deterioration of many Yugtun dialects. Currently, the NSK dialect is entering into a fourth period of language change due to pervasive English contact, which is being documented through my fieldwork. The NSK dialect is critically endangered and spoken only by the elders, however what I'm calling the late middle generation (aged around 40-50) can still understand while not ever using the Yugtun language expressively. This dynamic leads to many bilingual speech events as the elders understand English but choose to speak in Yugtun whenever possible, while the middle generation responds entirely in English. These bilingual speech events are especially common amongst family members, according to NSK consultants. Up until recently, however, the elders spoke entirely in Yugtun amongst themselves. Within the last decade this situation has changed as the elders have begun to use entire English phrases when speaking Yugtun leading to mixed-speech events. These events do not represent code-switching as the elders have adopted English phrases into their lexicon wholesale, with no assimilation. Neither is this the expected language borrowing pattern encountered in past contact periods as these phrases are neither lexical nor are they being phonetically assimilated into Yugtun. In documenting the dialect and talking to elders, this wholesale borrowing of English phrases has become the new norm amongst the elders in natural conversation, particularly among those with experience of the residential school system. This represents a new period of contact whereby the elders are transitioning to the English language as the community leaves their heritage language behind. The nature of language use amongst Kotlik elders represents the final stages of ongoing language transference of the NSK dialect due to English contact. This is reflective of the social environment of the community whereby the elders acknowledge the importance of the Yugtun language to the community, but have begun to utilize English more often due to ease of communication as they are inundated with English media and culture and accommodate to younger generations in conversation (Auer 1984). The Yugtun language and, in particular, the Northern-most dialects, provide excellent case studies for understanding how the geopolitical climate can facilitate or force language transfer. Additionally, it highlights a late-stage example of language transfer and can serve as a warning especially in this period of extreme language loss across the globe and in the circumpolar regions within minority language communities.

This article presents the selected problems to do with the description of
hierarchical relations in the area of word-formation. Hierarchy as a form of
categorizing the linguistic reality, reduced to the word-formation framework, delimits
two larger thematic areas related to the polysemy of the very term of word-formation
in Polish. The fi rst concerns the selection of topics and their respective ordering of the
individual word-formation mechanisms described in derivatological research, while
the second involves the implementation of hierarchies and hierarchical meanings in
the investigated language. This paper mainly focuses on the fi rst aspect that concerns
the issue of hierarchy in Polish word-formation descriptions.

El objetivo de este trabajo es analizar la presencia de la fraseología en los niveles de enseñanza obligatoria y proponer una serie de actividades cuyo objetivo sea desarrollar la competencia fraseológica de hablantes nativos de español. Tras mostrar la importancia de la fraseología como parte fundamental del caudal lingüístico de un hablante nativo y defender la existencia de la competencia fraseológica también en lengua materna, se examina la presencia de la fraseología en las diferentes vertientes de la competencia en comunicación lingüística del actual currículo: pragmática, lingüística, sociolingüística y literaria. Se indica, además, el importante papel que puede jugar al abordar determinados contenidos desde una perspectiva transversal (fraseología y cultura). Para finalizar, se hacen algunas propuestas sobre cómo debe presentarse la fraseología en lengua materna y se presentan diferentes actividades según el nivel de enseñanza.

La evolución del léxico de las lenguas deviene de diferentes fenómenos  morfológicos,  sintácticos,  semánticos,  etc.  En  particular, en este trabajo se analiza cómo el antropónimo Cayetano ha seguido un proceso de lexicalización hasta convertirse en un nombre común. Para describir y constatar su evolución se elaboró un corpus de tuits. Asimismo, y para complementar el análisis, se empleó un instrumento cuantitativo de recogida de datos para lograr obtener la opinión de los hablantes de manera directa. El resultado del estudio del corpus y del examen de las respuestas del cuestionario apuntan a que cayetano se comporta como un nombre común puesto que admite concordancia en género y número, modificación de clasificadores e incluso funciona como adjetivo admitiendo gradación. Es más, se han atestiguado deri-vados y formas compuestas y locuciones. Este proceso se ha producido a través de una prototipización semántica de los aspectos cognitiva-mente más prominentes

The evolution of the lexicon of languages arise from diffe-rent  morphological,  syntactic  and  semantic  processes.  Specifically, this paper analyzes how the anthroponym Cayetano has undergone a process of lexicalization, becoming a common noun. To describe and confirm its evolution, a corpus of tweets was compiled. Additionally, to complement the analysis, a quantitative instrument was used to gather responses in order to directly obtain speakers’ opinions. The results of the corpus study and the analysis of the responses indica-te that cayetano now behaves as a common noun since it allows for gender and number concordance, modification by classifiers, and even behaves as an adjective allowing gradation. Moreover, derivatives and compound and phrasal forms have been confirmed. This process has occurred through a semantic prototypization of the most cognitively prominent aspects

DEPARTMETN OF ENGLISH AND LITERARY STUDIES FACULTY OF ARTS UNIVERSITY OF CALABAR, CALABAR. IN PARTIAL FULFILMENT TO THE COURSE REQUIREMENT COMMUNICATION IN ENGLISH NOVEMBER 2024. QUESTION 1. Elaborate on semantic relation. ANSWER Semantic or lexical relation, on the other hand is also known as words relations. Apparently, they are refers to "Associate" because they are words that associate with each other in a particular way. Furthermore, they are also a group of words that are similar or dissimilar in meaning, when they are use in a particular context. They make reading and everyday studies more vivid and comprehensible. Literally, this are some of the semantic or lexical relation, they are as follows; homograph, homonyms, homophones, synonyms, antonyms, eponyms, hypernymy, meronymy, holonymy. This group of words differs in their usage due to the group they belong, i.e. some are vocabulary, phrases while others are name after a person who created or discovered a thing. We will discuss them pertaining to the group they belong. The vocabulary aspects include synonyms, antonyms, homonyms, homophones and homographs. SYNONYMS According to oxford advance learners' dictionary, synonyms are word expression that has the same or nearly the same meaning as another in the same language example; Abandon ______________forsake, leave, desert Bad __________________evil, wicked Big __________________ enormous, gigantic, huge ANTONYMS Wilfred D. Best in his book title "THE STUDENT COMPANION" throw more light by defining antonyms as words that are purely opposite in meaning in a given context. Wilfred D. Best, let us to understand that words that are antonyms are not use to replace another; rather they oppose each other. Unlike synonyms that can go with words that are similar in meaning example of antonyms are; Caution ______________ recklessness, careless Good _______________ bad, evil Exact _______________ inaccurate, wrong

espanolEl lexico dialectal es una interesante herramienta en el contexto de la ensenanza de lenguas extranjeras. Asumimos la necesidad de contar con un modelo de lengua ‘comun’, pero proponemos la conveniencia de que el estudiante conozca el vocabulario dialectal. Primero, porque las caracteristicas morfologicas del lexico autoctono lo acercaran a los procedimientos morfologicos de la lengua que aprende y lo predispone a la formacion de una conciencia morfologica solida. Segundo, porque las propiedades semantico-cognitivas de este vocabulario contribuyen al conocimiento e interpretacion correcta de los modelos culturales y las representaciones mentales de las comunidades de habla nativas. Sobre un modelo de representacion lexica basado en coronas concentricas, mostramos una propuesta de seleccion lexica adaptada a cada nivel de ensenanza de las lenguas extranjeras. Se integran desde los elementos mas frecuentemente usados en cualquier intercambio hasta aquellos propios de zonas geog...

Identifying a society's perceptions and, by extension, opinions of a certain social movement can help to understand to what extent the movement has been successful in effecting change. When working to gain such an understanding, a focus on the student population is essential, as their opinions provide insight into the future conditions of society and, thus, into whether the movement has been successful in effecting lasting social change. The present work focusses on the feminist movements and, in line with the above, analyses the perceptions held by a sample of 600 Spanish students enrolled in compulsory secondary, pre-university, and university education. The method employed begins with the use of association tests to extract lexical networks. Then, following a theoretical transformation, the traditional lexical availability index is applied in combination with fuzzy set theory to the sample of lists obtained so as to map the structure of the collective network, a novel approach that results in different levels of compatibility. The highest levels of compatibility reveal the prototypical conceptualisation as well as the sample's shared cognitive perception. The results suggest that although the population under study may have absorbed the feminist movements' messages of equality and respect, distorted perceptions could still remain in certain groups analysed. This work therefore recommends that education centres may wish to consider communicating objective information on the feminist movements specifically to women, as this could ultimately lead to all students fully embracing a feminist awareness distanced from extreme ideologies.

e s u l t s o f e x p e r i m e n t 2 . S y m b o l s r e p r e s e n t t h e p r o p o r t i o n o f i n f a n t s w i t h c o r r e c t a n t i c i p a t o r y l o o k s . R e d d o t s r e p r e s e n t p o p u l a t i o n a v e r a g e s f o r m o n o l i n g u a l s , a n d b l u e d i a m o n d s r e p r e s e n t a v e r a g e s f o r b i l i n g u a l s . R e g r e s s i o n l i n e s a r e s h o w n f o r b o t h g r o u p s . ( A Measuring early development of language skills: The European Portuguese MacArthur-Bates Communicative Development Inventories short forms

Good evening everyone, distinguished guests, colleagues and friends, Ravi, and Paru. I consider myself very lucky to have such a long friendship with Paru since the early 1990s, working under her as a member of her staff here at J'pura when she was head, and before and after that as a friend and colleague, and collaborating with her on various educational projects from training to syllabus design. And today, I consider it a singular privilege to introduce her latest book, Vocabulary for Communication: A guide to improve English Vocabulary. Let me begin with a small anecdote. Almost 30 years ago, Paru and I were marking papers, I as a very new lecturer with no training in teaching methodology or language studies. She gave me a rather unforgettable lesson in vocabulary. She recalled how a student had written: "I met with an accident. My car was injured, and my leg was damaged." We can label it 'non-standard' usage, but it was a totally logical confusion to a student who knew the meanings of the individual words but not when to use them or with what. Thus she explained to me, in her trademark clear and concise style, collocations and collocational appropriacy. I think it was then that Paru inadvertently introduced me

Good evening everyone, distinguished guests, colleagues and friends, Ravi, and Paru. I consider myself very lucky to have such a long friendship with Paru since the early 1990s, working under her as a member of her staff here at J'pura when she was head, and before and after that as a friend and colleague, and collaborating with her on various educational projects from training to syllabus design. And today, I consider it a singular privilege to introduce her latest book, Vocabulary for Communication: A guide to improve English Vocabulary. Let me begin with a small anecdote. Almost 30 years ago, Paru and I were marking papers, I as a very new lecturer with no training in teaching methodology or language studies. She gave me a rather unforgettable lesson in vocabulary. She recalled how a student had written: "I met with an accident. My car was injured, and my leg was damaged." We can label it 'non-standard' usage, but it was a totally logical confusion to a student who knew the meanings of the individual words but not when to use them or with what. Thus she explained to me, in her trademark clear and concise style, collocations and collocational appropriacy. I think it was then that Paru inadvertently introduced me

This study puts CSY-Russian and CAY-English contacts into a comparative perspective and discusses different linguistic and non-linguistic (social, political, demographical, etc.) factors that have influenced the linguistic outcome of these contacts. The discussion is based upon the analytical framework proposed by Thomason and Kaufman (1988) and the principle that socio-linguistic constraints are more important for the study of language contact and language change than are linguistic constraints. It argues for the positive applicability of Thomason and Kaufman’s theoretical model, yet emphasises that some specific historical circumstances of the Bering Strait have had an effect that is not entirely predictable by their model.

Sözcük çağrışım testleri, zihinsel sözlük yapılanmasını keşfetmek amacıyla yaygın olarak uygulanan yöntemlerden biridir. Dilbilim alanında yürütülen sözcük çağrışım çalışmalarında eğilim, sözcük çağrışımlarını sınıflandırmaya ve çağrışımlar arasındaki sözcüksel bağlantıları açıklayan teoriler geliştirmeye yönelik olmuştur. Var olan çalışmalardan elde edilen bulgular, uyaran sözcüklerin katılımcılar tarafından iyi bilindiği durumlarda iki dilli zihinsel sözlüğün yapılanmasında dizisel (İng. paradigmatic) bağlantıların baskın olduğu yönündedir. Bu çalışmalardan yola çıkılarak mevcut çalışmada, Almanya'da yaşayan 10-14 yaş aralığındaki Türkçe-Almanca iki dilli bireylerin Türkçe ve Almaca sözcük çağrışım davranışları karşılaştırılmakta ve iki dilli zihinsel sözlükte sözcüksel yapılanmanın ne şekilde olduğu ortaya konmaktadır. Bu amaçla farklı zamanlarda Türkçede ve Almancada uygulanan sözcük çağrışım testlerinde elde edilen yanıtlar, geleneksel sınıflandırma modeline göre çağrışım türlerine ayrılarak oransal olarak karşılaştırılmıştır. Mevcut çalışma, daha önce yapılmış çalışmalardan farklı bulgular ortaya koymuştur. Çalışmadan elde edilen sonuçlar, Türkçe-Almanca iki dilli bireylerin her iki dilde de kullanım sıklığı yüksek olan uyaran sözcüklere dizimsel (İng. syntagmatic) yanıtlar verdiğini, yani Türkçe ve Almancanın yer aldığı ikidillilikte zihinsel sözlük yapılanmasının dizimsel olduğunu göstermiştir.

Supplemental material, deCarvalhoOpenPracticesDisclosure for Prosody and Function Words Cue the Acquisition of Word Meanings in 18-Month-Old Infants by Alex de Carvalho, Angela Xiaoxue He, Jeffrey Lidz and Anne Christophe in Psychological Science

Previous research demonstrates that having access to the syntactic structure of sentences helps children to discover the meaning of novel words. This implies that infants need to get access to aspects of syntactic structure before they know many words. Since in all the world’s languages the prosodic structure of a sentence correlates with its syntactic structure, and since function words/morphemes are useful to determine the syntactic category of words, infants might use phrasal prosody and function words to bootstrap their way into lexical and syntactic acquisition. In this thesis, I empirically investigated the role of phrasal prosody and function words to constrain syntactic analysis in young children (PART 1) and whether infants exploit this information to learn the meanings of novel words (PART 2). In part 1, I constructed minimal pairs of sentences in French and in English, testing whether children exploit the relationship between syntactic and prosodic structures to drive the...

This study set out to investigate instances of foregrounded computer lexical items in discourse, with the aim to examine their underlying contextual usage among some youth in Nigeria. The pragmatic dynamics of such foregrounded lexical items constitute the focus of the analysis. The pragmatic approach of conversational implicature was adopted as the theoretical framework for this study. The methodology adopted for this research was the qualitative approach. The research findings revealed that the conceptual meanings of the foregrounded computer lexical items were shifted to transcend their denotations such as to generate dependence on contextual forces for appropriate interpretation. Furthermore, it was observed that contextual factors triggered both the encoding and decoding of the deviation-type foregrounded computer lexical items. Propitiously, the notion of conversational implicature provides us with an explanation of utterance interpretation, in consonance with pragmatic norms, and consequently prevent breakdown in communication, which could be caused by deviation-type foregrounding. Based on the findings of this research, further studies on foregrounding as it relates to transfer of registers and their contextual implications are strongly recommended.
Keywords: Foregrounded Computer Lexical Items, Context, Conversational Implicature, Pragmatic Dynamics