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idioms</title> <meta name="description" content="Search results for: idioms"> <meta name="keywords" content="idioms"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="idioms"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 25</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: idioms</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">25</span> The Contribution of Corpora to the Investigation of Cross-Linguistic Equivalence in Phraseology: A Contrastive Analysis of Russian and Italian Idioms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Federica%20Floridi">Federica Floridi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The long tradition of contrastive idiom research has essentially been focusing on three domains: the comparison of structural types of idioms (e.g. verbal idioms, idioms with noun-phrase structure, etc.), the description of idioms belonging to the same thematic groups (Sachgruppen), the identification of different types of cross-linguistic equivalents (i.e. full equivalents, partial equivalents, phraseological parallels, non-equivalents). The diastratic, diachronic and diatopic aspects of the compared idioms, as well as their syntactic, pragmatic and semantic properties, have been rather ignored. Corpora (both monolingual and parallel) give the opportunity to investigate the actual use of correlating idioms in authentic texts of L1 and L2. Adopting the corpus-based approach, it is possible to draw attention to the frequency of occurrence of idioms, their syntactic embedding, their potential syntactic transformations (e.g., nominalization, passivization, relativization, etc.), their combinatorial possibilities, the variations of their lexical structure, their connotations in terms of stylistic markedness or register. This paper aims to present the results of a contrastive analysis of Russian and Italian idioms referring to the concepts of ‘beginning’ and ‘end’, that has been carried out by using the Russian National Corpus and the ‘La Repubblica’ corpus. Beyond the digital corpora, bilingual dictionaries, like Skvorcova - Majzel’, Dobrovol’skaja, Kovalev, Čerdanceva, as well as monolingual resources, have been consulted. The study has shown that many of the idioms that have been traditionally indicated as cross-linguistic equivalents on bilingual dictionaries cannot be considered correspondents. The findings demonstrate that even those idioms, that are formally identical in Russian and Italian and are presumably derived from the same source (e.g., conceptual metaphor, Bible, classical mythology, World literature), exhibit differences regarding usage. The ultimate purpose of this article is to highlight that it is necessary to review and improve the existing bilingual dictionaries considering the empirical data collected in corpora. The materials gathered in this research can contribute to this sense. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpora" title="corpora">corpora</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-linguistic%20equivalence" title=" cross-linguistic equivalence"> cross-linguistic equivalence</a>, <a href="https://publications.waset.org/abstracts/search?q=idioms" title=" idioms"> idioms</a>, <a href="https://publications.waset.org/abstracts/search?q=Italian" title=" Italian"> Italian</a>, <a href="https://publications.waset.org/abstracts/search?q=Russian" title=" Russian"> Russian</a> </p> <a href="https://publications.waset.org/abstracts/102984/the-contribution-of-corpora-to-the-investigation-of-cross-linguistic-equivalence-in-phraseology-a-contrastive-analysis-of-russian-and-italian-idioms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102984.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24</span> A Comparative Analysis of Body Idioms in Two Romance Languages and in English Aiming at Vocabulary Teaching and Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marilei%20Amadeu%20Sabino">Marilei Amadeu Sabino</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 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). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=body%20idioms" title="body idioms">body idioms</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20linguistics" title=" cognitive linguistics"> cognitive linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphor" title=" metaphor"> metaphor</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20teaching%20and%20learning" title=" vocabulary teaching and learning"> vocabulary teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/65734/a-comparative-analysis-of-body-idioms-in-two-romance-languages-and-in-english-aiming-at-vocabulary-teaching-and-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65734.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">335</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23</span> Effects of Audiovisual Contextualization of L2 Idioms on Enhancing Students’ Comprehension and Retention</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Monica%20Karlsson">Monica Karlsson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The positive effect of a supportive written context on comprehension and retention when faced with a previously unknown idiomatic expression is today an indisputable fact, especially if relevant clues are given in close proximity of the item in question. Also, giving learners a chance of visualizing the meaning of an idiom by offering them its source domain and/or by elaborating etymologically, i.e. providing a mental picture in addition to the spoken/written form (referred to as dual coding), seems to enhance comprehension and retention even further, especially if the idiom is of a more transparent kind. For example, by explaining that walk the plank has a maritime origin and a canary in a coal mine comes from the time when canaries were kept in cages to warn miners if gas was leaking out at which point the canaries succumbed immediately, learners’ comprehension and retention have been shown to increase. The present study aims to investigate whether contextualization of an audiovisual kind could help increase comprehension and retention of L2 idioms. 40 Swedish first-term university students studying English as part of their education to become middle-school teachers participated in the investigation, which tested 24 idioms, all of which were ascertained to be previously unknown to the informants. While half of the learners were subjected to a test in which they were asked to watch scenes from various TV programmes, each scene including one idiomatic expression in a supportive context, the remaining 20 students, as a point of reference, were only offered written contexts, though equally supportive. Immediately after these sessions, both groups were given the same idioms in a decontextualized form and asked to give their meaning. After five weeks, finally, the students were subjected to yet another decontextualized comprehension test. Furthermore, since mastery of idioms in one’s L1 appears to correlate to a great extent with a person’s ability to comprehend idioms in an L2, all the informants were also asked to take a test focusing on idioms in their L1. The result on this test is thus seen to indicate each student’s potential for understanding and memorizing various idiomatic expressions from a more general perspective. Preliminary results clearly show that audiovisual contextualization indeed has a positive effect on learners’ retention. In addition, preliminary results also show that those learners’ who were able to recall most meanings were those who had a propensity for idiom comprehension in their L1. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English" title="English">English</a>, <a href="https://publications.waset.org/abstracts/search?q=L2" title=" L2"> L2</a>, <a href="https://publications.waset.org/abstracts/search?q=idioms" title=" idioms"> idioms</a>, <a href="https://publications.waset.org/abstracts/search?q=audiovisual%20context" title=" audiovisual context"> audiovisual context</a> </p> <a href="https://publications.waset.org/abstracts/38543/effects-of-audiovisual-contextualization-of-l2-idioms-on-enhancing-students-comprehension-and-retention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38543.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">346</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22</span> Corpus-Based Neural Machine Translation: Empirical Study Multilingual Corpus for Machine Translation of Opaque Idioms - Cloud AutoML Platform</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khadija%20Refouh">Khadija Refouh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Culture bound-expressions have been a bottleneck for Natural Language Processing (NLP) and comprehension, especially in the case of machine translation (MT). In the last decade, the field of machine translation has greatly advanced. Neural machine translation NMT has recently achieved considerable development in the quality of translation that outperformed previous traditional translation systems in many language pairs. Neural machine translation NMT is an Artificial Intelligence AI and deep neural networks applied to language processing. Despite this development, there remain some serious challenges that face neural machine translation NMT when translating culture bounded-expressions, especially for low resources language pairs such as Arabic-English and Arabic-French, which is not the case with well-established language pairs such as English-French. Machine translation of opaque idioms from English into French are likely to be more accurate than translating them from English into Arabic. For example, Google Translate Application translated the sentence “What a bad weather! It runs cats and dogs.” to “يا له من طقس سيء! تمطر القطط والكلاب” into the target language Arabic which is an inaccurate literal translation. The translation of the same sentence into the target language French was “Quel mauvais temps! Il pleut des cordes.” where Google Translate Application used the accurate French corresponding idioms. This paper aims to perform NMT experiments towards better translation of opaque idioms using high quality clean multilingual corpus. This Corpus will be collected analytically from human generated idiom translation. AutoML translation, a Google Neural Machine Translation Platform, is used as a custom translation model to improve the translation of opaque idioms. The automatic evaluation of the custom model will be compared to the Google NMT using Bilingual Evaluation Understudy Score BLEU. BLEU is an algorithm for evaluating the quality of text which has been machine-translated from one natural language to another. Human evaluation is integrated to test the reliability of the Blue Score. The researcher will examine syntactical, lexical, and semantic features using Halliday's functional theory. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multilingual%20corpora" title="multilingual corpora">multilingual corpora</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing%20%28NLP%29" title=" natural language processing (NLP)"> natural language processing (NLP)</a>, <a href="https://publications.waset.org/abstracts/search?q=neural%20machine%20translation%20%28NMT%29" title=" neural machine translation (NMT)"> neural machine translation (NMT)</a>, <a href="https://publications.waset.org/abstracts/search?q=opaque%20idioms" title=" opaque idioms"> opaque idioms</a> </p> <a href="https://publications.waset.org/abstracts/145840/corpus-based-neural-machine-translation-empirical-study-multilingual-corpus-for-machine-translation-of-opaque-idioms-cloud-automl-platform" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145840.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">21</span> Corpus-Assisted Study of Gender Related Tiger Metaphors in the Chinese Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Na%20Xiao">Na Xiao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Animal metaphors have many different connotations, ranging from loving emotions to derogatory epithets, but gender expressions using animal metaphors are often imbalanced. Generally, animal metaphors related to females tend to be negative. Little known about the reasons for the negative expressions of animal female metaphors in Chinese contexts still have not been quantified. The Modern Chinese Corpus at the Center for Chinese Linguistics at Peking University (CCL Corpus) provided the data for this research, which aims to identify the influencing variables of gender differences in the description of animal metaphors mapping humans in Chinese by observing the percentage of "tiger" metaphor, which is based on the conceptual metaphor theory. A quantitative research method was used in this study to statistically examine the gender attitude percentage of the "tiger" metaphor using corpus data. This study has proved that the tiger metaphors associated with humans in the Chinese context tend to be negative. Importantly, this study has also shown that the high proportion of tiger metaphorical idioms is what causes the high proportion of negative tiger metaphors that are related to women. This finding can be used as crucial information for future studies on other gender-related animal metaphorical idioms and can offer additional insights for understanding trends in other animal metaphors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese" title="Chinese">Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=CCL%20corpus" title=" CCL corpus"> CCL corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20differences" title=" gender differences"> gender differences</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphorical%20idioms" title=" metaphorical idioms"> metaphorical idioms</a>, <a href="https://publications.waset.org/abstracts/search?q=tigers" title=" tigers"> tigers</a> </p> <a href="https://publications.waset.org/abstracts/152992/corpus-assisted-study-of-gender-related-tiger-metaphors-in-the-chinese-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152992.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">108</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">20</span> The Study of Idiom Translation in Fiction from English into Thai</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinchira%20Bunchutrakun">Chinchira Bunchutrakun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of the study are to investigate the problems that the translators encountered when translating English idioms into Thai and study the strategies they applied in solving the problems. The original English version and the Thai translated version of each of two works of fiction were purposively selected for the study. The first was Mr. Maybe, written by Jane Green and translated by Montharat Songphao. The second was The Trials of Tiffany Trott, written by Isabel Wolff and translated by Jitraporn Notoda. Thirty idioms of two translated works of fiction were, then, analyzed. Questionnaires and interviews with the translators of each novel were conducted to obtain the best possible information. The results indicated that the only type of problem that occurred was cultural problems, and these were solved differently by the two translators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=translation" title="translation">translation</a>, <a href="https://publications.waset.org/abstracts/search?q=idiom%20translation" title=" idiom translation"> idiom translation</a>, <a href="https://publications.waset.org/abstracts/search?q=fiction%20translation" title=" fiction translation"> fiction translation</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-solution%20strategies" title=" problem-solution strategies"> problem-solution strategies</a> </p> <a href="https://publications.waset.org/abstracts/12436/the-study-of-idiom-translation-in-fiction-from-english-into-thai" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12436.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">298</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19</span> Indian Christian View of God: Exploring Its Trajectory in 20th Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=James%20Ponniah">James Ponniah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Christianity is the largest religious tradition of the world. What makes Christianity a world religion is its characteristics of universality and particularity. Its universality and particularity are closely interrelated. Its university is realized and embodied in its particularities and its particularity is recognized and legitimized through its universality. This paper focuses on the dimension of the particularity of Christianity in that it looks at the particularized ideas and discourses of Christian thinking in India in the 20th century and pays attention to the differing shifts and new shades of meaning in Indian Christian notion of God. Drawing upon the writings of select Indian theologians such as Brahmabandhab Upadhyaya, Sundar Sing, A.J Appasamy, Raymond Panikkar, Amalorpavadass and George Soares Prabhhu, this paper delves into how the contexts—be it personal, political, historical or ecclesial—bear upon the way Indian theologians have conceived and constructed the notion of God in their work. Focusing upon how they responded to the signs of their time through their theological narratives, the paper argues that the religion of Christianity can sustain its universality only when it translates its key notions such as God into indigenous categories and local idioms and thus makes itself relevant to the people among whom it is spread. Monotheistic God of Christianity has to accommodate plurality of expressions if Christian idea God has to capture and convey everyone’s experience of God. The case of Indian Christianity then reveals that a monolithic world religion will be experienced and recognised as truly universal only when it sheds its homogeneity and assumes a heterogeneous portrait through the acquisition of local idioms. Allowing culturally diverse idioms to influence theological categories is not inconsequential to—‘accommodating differences and accepting diversities,’ an issue we encounter within and beyond religious domains in our contemporary times. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=concept%20of%20God" title="concept of God">concept of God</a>, <a href="https://publications.waset.org/abstracts/search?q=heterogeneity" title=" heterogeneity"> heterogeneity</a>, <a href="https://publications.waset.org/abstracts/search?q=Indian%20Christianity" title=" Indian Christianity"> Indian Christianity</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20categories" title=" indigenous categories"> indigenous categories</a> </p> <a href="https://publications.waset.org/abstracts/79213/indian-christian-view-of-god-exploring-its-trajectory-in-20th-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79213.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">248</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18</span> Factors Affecting English Language Acquisition and Learning for Primary Schools in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chibuzor%20Dalmeida">Chibuzor Dalmeida </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper shall discuss the factors affecting English Language Acquisition and Learning for Primary School in Nigeria. Learning English language is a difficult task mostly those at the primary school level. Pupils find it more difficult on vocabulary, grammar and sentence structure, idioms, pronunciation etc. Researchers have discovered the reasons behind these discrepancies and have formulated theories that could be of utmost assistance to English language teachers and students. This paper further looked at the following factors that include Learner Characteristics and Personal Traits, Situational and Environmental Factors, Prior Language Development and Competence and Age and Brain Development. It further recommended that pupils must learn new vocabulary, rules for grammar and sentence structure, idioms, pronunciation. Pupils whose families and communities set high standards for language acquisition learn more quickly than those who do not. Exposure to high-quality programs also essential. Pupils do best when they are allowed to speak their native language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acquisition" title="acquisition">acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=affecting" title=" affecting"> affecting</a>, <a href="https://publications.waset.org/abstracts/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/34279/factors-affecting-english-language-acquisition-and-learning-for-primary-schools-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34279.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">628</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17</span> Merging Appeal to Ignorance, Composition, and Division Argument Schemes with Bayesian Networks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kong%20Ngai%20Pei">Kong Ngai Pei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The argument scheme approach to argumentation has two components. One is to identify the recurrent patterns of inferences used in everyday discourse. The second is to devise critical questions to evaluate the inferences in these patterns. Although this approach is intuitive and contains many insightful ideas, it has been noted to be not free of problems. One is that due to its disavowing the probability calculus, it cannot give the exact strength of an inference. In order to tackle this problem, thereby paving the way to a more complete normative account of argument strength, it has been proposed, the most promising way is to combine the scheme-based approach with Bayesian networks (BNs). This paper pursues this line of thought, attempting to combine three common schemes, Appeal to Ignorance, Composition, and Division, with BNs. In the first part, it is argued that most (if not all) formulations of the critical questions corresponding to these schemes in the current argumentation literature are incomplete and not very informative. To remedy these flaws, more thorough and precise formulations of these questions are provided. In the second part, how to use graphical idioms (e.g. measurement and synthesis idioms) to translate the schemes as well as their corresponding critical questions to graphical structure of BNs, and how to define probability tables of the nodes using functions of various sorts are shown. In the final part, it is argued that many misuses of these schemes, traditionally called fallacies with the same names as the schemes, can indeed be adequately accounted for by the BN models proposed in this paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=appeal%20to%20ignorance" title="appeal to ignorance">appeal to ignorance</a>, <a href="https://publications.waset.org/abstracts/search?q=argument%20schemes" title=" argument schemes"> argument schemes</a>, <a href="https://publications.waset.org/abstracts/search?q=Bayesian%20networks" title=" Bayesian networks"> Bayesian networks</a>, <a href="https://publications.waset.org/abstracts/search?q=composition" title=" composition"> composition</a>, <a href="https://publications.waset.org/abstracts/search?q=division" title=" division"> division</a> </p> <a href="https://publications.waset.org/abstracts/71366/merging-appeal-to-ignorance-composition-and-division-argument-schemes-with-bayesian-networks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71366.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">286</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16</span> A Detailed Study of Sexism in Mizo Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20C.%20Laltleipuii">H. C. Laltleipuii</a>, <a href="https://publications.waset.org/abstracts/search?q=Lalruatdiki%20Siakeng"> Lalruatdiki Siakeng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mizo is a language spoken by the natives of Mizoram in North-East India. The Mizo society is a patriarchal society and hence is encumbered with trails of sexism in its language. Sexist language expresses discrimination on the basis of gender. While women are primarily affected, it is not however limited to just the female gender. This paper focuses on the sexist language that reflects the discrimination of women in the male-dominated, male-centered society of the Mizo. The main purpose of this paper is to emphasize with details, sexism that can be found in three aspects of language: in the naming of animate and inanimate objects or words in general, in the idioms and phrases and proverbs. This study will also take into account the gender neutral terms that are in use in the language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=Mizo" title=" Mizo"> Mizo</a>, <a href="https://publications.waset.org/abstracts/search?q=patriarchy" title=" patriarchy"> patriarchy</a>, <a href="https://publications.waset.org/abstracts/search?q=sexism" title=" sexism"> sexism</a> </p> <a href="https://publications.waset.org/abstracts/64627/a-detailed-study-of-sexism-in-mizo-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64627.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">411</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15</span> The Libyc Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Ait%20Ali%20Yahia">S. Ait Ali Yahia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the main features of the Maghreb is its linguistic richness. The multilingualism is a fact which always marked the Maghreb since the beginning of the history up to know. Since the arrival of the Phoenicians, followed by the Carthaginians, Romans, and Arabs, etc, there was a social group in the Maghreb which controlled two kinds of idioms. The libyc one remained, despite everything, the local language used by the major part of the population. This language had a support of written transmission attested by many inscriptions. Among all the forms of the Maghreb writing, this alphabet, however, continues to cause a certain number of questions about the origin and the date of its appearance. The archaeological, linguistic and historical data remain insufficient to answer these questions. This did not prevent the researchers from giving an opinion. In order to answer these questions we will expose here the various assumptions adopted by various authors who are founded on more or less explicit arguments. We will also speak about the various forms taken by the libyc writing during antiquity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=the%20alphabet%20libyc" title="the alphabet libyc">the alphabet libyc</a>, <a href="https://publications.waset.org/abstracts/search?q=Eastern%20libyc" title=" Eastern libyc"> Eastern libyc</a>, <a href="https://publications.waset.org/abstracts/search?q=Western%20libyc" title=" Western libyc"> Western libyc</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a> </p> <a href="https://publications.waset.org/abstracts/6391/the-libyc-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6391.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">302</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14</span> Sentiment Classification Using Enhanced Contextual Valence Shifters</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vo%20Ngoc%20Phu">Vo Ngoc Phu</a>, <a href="https://publications.waset.org/abstracts/search?q=Phan%20Thi%20Tuoi"> Phan Thi Tuoi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We have explored different methods of improving the accuracy of sentiment classification. The sentiment orientation of a document can be positive (+), negative (-), or neutral (0). We combine five dictionaries from [2, 3, 4, 5, 6] into the new one with 21137 entries. The new dictionary has many verbs, adverbs, phrases and idioms, that are not in five ones before. The paper shows that our proposed method based on the combination of Term-Counting method and Enhanced Contextual Valence Shifters method has improved the accuracy of sentiment classification. The combined method has accuracy 68.984% on the testing dataset, and 69.224% on the training dataset. All of these methods are implemented to classify the reviews based on our new dictionary and the Internet Movie data set. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sentiment%20classification" title="sentiment classification">sentiment classification</a>, <a href="https://publications.waset.org/abstracts/search?q=sentiment%20orientation" title=" sentiment orientation"> sentiment orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=valence%20shifters" title=" valence shifters"> valence shifters</a>, <a href="https://publications.waset.org/abstracts/search?q=contextual" title=" contextual"> contextual</a>, <a href="https://publications.waset.org/abstracts/search?q=valence%20shifters" title=" valence shifters"> valence shifters</a>, <a href="https://publications.waset.org/abstracts/search?q=term%20counting" title=" term counting"> term counting</a> </p> <a href="https://publications.waset.org/abstracts/11410/sentiment-classification-using-enhanced-contextual-valence-shifters" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11410.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">503</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13</span> Kitchenary Metaphors in Hindi-Urdu: A Cognitive Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bairam%20Khan">Bairam Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=Premlata%20Vaishnava"> Premlata Vaishnava</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ability to conceptualize one entity in terms of another allows us to communicate through metaphors. This central feature of human cognition has evolved with the development of language, and the processing of metaphors is without any conscious appraisal and is quite effortless. South Asians, like other speech communities, have been using the kitchenary [culinary] metaphor in a very simple yet interesting way and are known for bringing into new and unique constellations wherever they are. This composite feature of our language is used to communicate in a precise and compact manner and maneuvers the expression. The present study explores the role of kitchenary metaphors in the making and shaping of idioms by applying Cognitive Metaphor Theories. Drawing on examples from a corpus of adverts, print, and electronic media, the study looks at the metaphorical language used by real people in real situations. The overarching theme throughout the course is that kitchenary metaphors are powerful tools of expression in Hindi-Urdu. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20metaphor%20theories" title="cognitive metaphor theories">cognitive metaphor theories</a>, <a href="https://publications.waset.org/abstracts/search?q=kitchenary%20metaphors" title=" kitchenary metaphors"> kitchenary metaphors</a>, <a href="https://publications.waset.org/abstracts/search?q=hindi-urdu%20print" title=" hindi-urdu print"> hindi-urdu print</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20electronic%20media" title=" and electronic media"> and electronic media</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20structure%20of%20kitchenary%20metaphors%20of%20hindi-urdu" title=" grammatical structure of kitchenary metaphors of hindi-urdu"> grammatical structure of kitchenary metaphors of hindi-urdu</a> </p> <a href="https://publications.waset.org/abstracts/153455/kitchenary-metaphors-in-hindi-urdu-a-cognitive-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153455.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">93</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> Kitchenary Metaphors In Hindi-urdu: A Cognitive Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bairam%20Khan">Bairam Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=Premlata%20Vaishnava"> Premlata Vaishnava</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ability to conceptualize one entity in terms of another allows us to communicate through metaphors. This central feature of human cognition has evolved with the development of language, and the processing of metaphors is without any conscious appraisal and is quite effortless. South Asians, like other speech communities, have been using the kitchenary [culinary] metaphor in a very simple yet interesting way and are known for bringing into new and unique constellations wherever they are. This composite feature of our language is used to communicate in a precise and compact manner and maneuvers the expression. The present study explores the role of kitchenary metaphors in the making and shaping of idioms by applying Cognitive Metaphor Theories. Drawing on examples from a corpus of adverts, print, and electronic media, the study looks at the metaphorical language used by real people in real situations. The overarching theme throughout the course is that kitchenary metaphors are powerful tools of expression in Hindi-Urdu. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20metaphor%20theory" title="cognitive metaphor theory">cognitive metaphor theory</a>, <a href="https://publications.waset.org/abstracts/search?q=source%20domain" title=" source domain"> source domain</a>, <a href="https://publications.waset.org/abstracts/search?q=target%20domain" title=" target domain"> target domain</a>, <a href="https://publications.waset.org/abstracts/search?q=signifier-%20signified" title=" signifier- signified"> signifier- signified</a>, <a href="https://publications.waset.org/abstracts/search?q=kitchenary" title=" kitchenary"> kitchenary</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnocultural%20elements%20of%20south%20asia%20and%20hindi-%20urdu%20language" title=" ethnocultural elements of south asia and hindi- urdu language"> ethnocultural elements of south asia and hindi- urdu language</a> </p> <a href="https://publications.waset.org/abstracts/159664/kitchenary-metaphors-in-hindi-urdu-a-cognitive-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159664.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> Effective Strategies for Teaching English Language to Beginners in Primary Schools in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Halima%20Musa%20Kamilu">Halima Musa Kamilu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the effective strategies for teaching English language to learners in primary schools in Nigeria. English language development is the systematic use of instructional strategies designed to promote the acquisition of English by pupils in primary schools whose primary language is not English. Learning a second language is through total immersion. These strategies support this learning method, allowing pupils to have the knowledge of English language in a pattern similar to the way they learned their native language through regular interaction with others who already know the language. The focus is on fluency and learning to speak English in a social context with native speakers. The strategies allow for effective acquisition. The paper also looked into the following areas: visuals that reinforce spoken or written words, employ gestures for added emphasis, adjusting of speech, stressing of high-frequency vocabulary words, use of fewer idioms and clarifying the meaning of words or phrases in context, stressing of participatory learning and maintaining a low anxiety level and boosting of enthusiasm. It recommended that the teacher include vocabulary words that will make the content more comprehensible to the learner. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effective" title="effective">effective</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=beginners%20and%20primary%20schools" title=" beginners and primary schools"> beginners and primary schools</a> </p> <a href="https://publications.waset.org/abstracts/33176/effective-strategies-for-teaching-english-language-to-beginners-in-primary-schools-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33176.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">494</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> Challenges in Translating Malay Idiomatic Expressions: A Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nor%20Ruba%E2%80%99Yah%20Binti%20Abd%20Rahim">Nor Ruba’Yah Binti Abd Rahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Norsyahidah%20Binti%20Jaafar"> Norsyahidah Binti Jaafar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Translating Malay idiomatic expressions into other languages presents unique challenges due to the deep cultural nuances and linguistic intricacies embedded within these expressions. This study examined these challenges through a two-pronged methodology: a comparative analysis using survey questionnaires and a quiz administered to 50 semester 6 students who are taking Translation 1 course, and in-depth interviews with their lecturers. The survey aimed to capture students’ experiences and difficulties in translating selected Malay idioms into English, highlighting common errors and misunderstandings. Complementing this, interviews with lecturers provided expert insights into the nuances of these expressions and effective translation strategies. The findings revealed that literal translations often fail to convey the intended meanings, underscoring the importance of cultural competence and contextual awareness. The study also identified key factors that contribute to successful translations, such as the translator’s familiarity with both source and target cultures and their ability to adapt expressions creatively. This research contributed to the field of translation studies by offering practical recommendations for improving the translation of idiomatic expressions, thereby enhancing cross-cultural communication. The insights gained from this study are valuable for translators, educators, and students, emphasizing the need for a nuanced approach that respects the cultural richness of the source language while ensuring clarity in the target language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=idiomatic%20expressions" title="idiomatic expressions">idiomatic expressions</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20competence" title=" cultural competence"> cultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20strategies" title=" translation strategies"> translation strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-cultural%20communication" title=" cross-cultural communication"> cross-cultural communication</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20difficulties" title=" students’ difficulties"> students’ difficulties</a> </p> <a href="https://publications.waset.org/abstracts/192571/challenges-in-translating-malay-idiomatic-expressions-a-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192571.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">12</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> Cities Idioms Together with ICT and Countries Interested in the Smart City: A Review of Current Status</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qasim%20HamaKhurshid%20HamaMurad">Qasim HamaKhurshid HamaMurad</a>, <a href="https://publications.waset.org/abstracts/search?q=Normal%20Mat%20Jusoh"> Normal Mat Jusoh</a>, <a href="https://publications.waset.org/abstracts/search?q=Uznir%20Ujang"> Uznir Ujang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The concept of the city with an infrastructure of (information and communication) Technology embraces several definitions depending on the meanings of the word "smart" are (intelligent city, smart city, knowledge city, ubiquitous city, sustainable city, digital city). Many definitions of the city exist, but this chapter explores which one has been universally acknowledged. From literature analysis, it emerges that Smart City is the most used terminologies in literature through the digital database to indicate the smartness of a city. This paper share exploration the research from main seven website digital databases and journal about Smart City from "January 2015 to the February of 2020" to (a) Time research, to examine the causes of the Smart City phenomenon and other concept literature in the last five years (b) Review of words, to see how and where the smart city specification and relation different definition And(c) Geographical research to consider where Smart Cities' greatest concentrations are in the world and are Malaysia has interacting with the smart city, and (d) how many papers published from all Malaysia from 2015 to 2020 about smart citie. Three steps are followed to accomplish the goal. (1)The analysis covered publications Build a systematic literature review search strategy to gather a representative sub-set of papers on Smart City and other definitions utilizing (GoogleScholar, Elsevier, Scopus, ScienceDirect, IEEEXplore, WebofScience, Springer) January2015-February2020. (2)A bibliometric map was formed based on the bibliometric evaluation using the mapping technique VOSviewer to visualize differences. (3)VOSviewer application program was used to build initial clusters. The Map of Bibliometric Visualizes the analytical findings which targeted the word harmony. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bibliometric%20research" title="bibliometric research">bibliometric research</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20city" title=" smart city"> smart city</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=VOSviewer" title=" VOSviewer"> VOSviewer</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20modernization" title=" urban modernization"> urban modernization</a> </p> <a href="https://publications.waset.org/abstracts/143114/cities-idioms-together-with-ict-and-countries-interested-in-the-smart-city-a-review-of-current-status" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143114.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">202</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> Transferring Cultural Meanings: A Case of Translation Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramune%20Kasperaviciene">Ramune Kasperaviciene</a>, <a href="https://publications.waset.org/abstracts/search?q=Jurgita%20Motiejuniene"> Jurgita Motiejuniene</a>, <a href="https://publications.waset.org/abstracts/search?q=Dalia%20Venckiene"> Dalia Venckiene</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Familiarising students with strategies for transferring cultural meanings (intertextual units, culture-specific idioms, culture-specific items, etc.) should be part of a comprehensive translator training programme. The present paper focuses on strategies for transferring such meanings into other languages and explores possibilities for introducing these methods and practice to translation students. The authors (university translation teachers) analyse the means of transferring cultural meanings from English into Lithuanian in a specific travel book, attribute these means to theoretically grounded strategies, and make calculations related to the frequency of adoption of specific strategies; translation students are familiarised with concepts and methods related to transferring cultural meanings and asked to put their theoretical knowledge into practice, i.e. interpret and translate certain culture-specific items from the same source text, and ground their decisions on theory; the comparison of the strategies employed by the professional translator of the source text (as identified by the authors of this study) and by the students is made. As a result, both students and teachers gain valuable experience, and new practices of conducting translation classes for a specific purpose evolve. Conclusions highlight the differences and similarities of non-professional and professional choices, summarise the possibilities for introducing methods of transferring cultural meanings to students, and round up with specific considerations of the impact of theoretical knowledge and the degree of experience on decisions made in the translation process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20meanings" title="cultural meanings">cultural meanings</a>, <a href="https://publications.waset.org/abstracts/search?q=culture-specific%20items" title=" culture-specific items"> culture-specific items</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies%20for%20transferring%20cultural%20meanings" title=" strategies for transferring cultural meanings"> strategies for transferring cultural meanings</a>, <a href="https://publications.waset.org/abstracts/search?q=translator%20training" title=" translator training"> translator training</a> </p> <a href="https://publications.waset.org/abstracts/67673/transferring-cultural-meanings-a-case-of-translation-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67673.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Job in Modern Arabic Poetry: A Semantic and Comparative Approach to Two Poems Referring to the Poet Al-Sayyab</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jeries%20Khoury">Jeries Khoury</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of legendary, folkloric and religious symbols is one of the most important phenomena in modern Arabic poetry. Interestingly enough, most of the modern Arabic poetry’s pioneers were so fascinated by the biblical symbols and they managed to use many modern techniques to make these symbols adequate for their personal life from one side and fit to their Islamic beliefs from the other. One of the most famous poets to do so was al-Sayya:b. The way he employed one of these symbols ‘job’, the new features he adds to this character and the link between this character and his personal life will be discussed in this study. Besides, the study will examine the influence of al-Sayya:b on another modern poet Saadi Yusuf, who, following al-Sayya:b, used the character of Job in a special way, by mixing its features with al-Sayya:b’s personal features and in this way creating a new mixed character. A semantic, cultural and comparative analysis of the poems written by al-Sayya:b himself and the other poets who evoked the mixed image of al-Sayya:b-Job, can reveal the changes Arab poets made to the original biblical figure of Job to bring it closer to Islamic culture. The paper will make an intensive use of intertextuality idioms in order to shed light on the network of relations between three kinds of texts (indeed three <span dir="RTL">‘</span><em>palimpsests</em>’: 1- biblical- the primary text; 2- poetic- al-Syya:b’s secondary version; 3- re-poetic- Sa’di Yusuf’s tertiary version). The bottom line in this paper is that that al-Sayya:b was directly influenced by the dramatic biblical story of Job more than the brief Quranic version of the story. In fact, the ‘new’ character of Job designed by al-Sayya:b himself differs from the original one in many aspects that we can safely say it is the Sayyabian-Job that cannot be found in the poems of any other poets, unless they are evoking the own tragedy of al-Sayya:b himself, like what Saadi Yusuf did. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic%20poetry" title="Arabic poetry">Arabic poetry</a>, <a href="https://publications.waset.org/abstracts/search?q=intertextuality" title=" intertextuality"> intertextuality</a>, <a href="https://publications.waset.org/abstracts/search?q=job" title=" job"> job</a>, <a href="https://publications.waset.org/abstracts/search?q=meter" title=" meter"> meter</a>, <a href="https://publications.waset.org/abstracts/search?q=modernism" title=" modernism"> modernism</a>, <a href="https://publications.waset.org/abstracts/search?q=symbolism" title=" symbolism"> symbolism</a> </p> <a href="https://publications.waset.org/abstracts/101263/job-in-modern-arabic-poetry-a-semantic-and-comparative-approach-to-two-poems-referring-to-the-poet-al-sayyab" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101263.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">199</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Enhancing Learners' Metacognitive, Cultural and Linguistic Proficiency through Egyptian Series</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hanan%20Eltayeb">Hanan Eltayeb</a>, <a href="https://publications.waset.org/abstracts/search?q=Reem%20Al%20Refaie"> Reem Al Refaie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To be able to connect and relate to shows spoken in a foreign language, advanced learners must understand not only linguistics inferences but also cultural, metacognitive, and pragmatic connotations in colloquial Egyptian TV series. These connotations are needed to both understand the different facets of the dramas put before them, and they’re also consistently grown and formulated through watching these shows. The inferences have become a staple in the Egyptian colloquial culture over the years, making their way into day-to-day conversations as Egyptians use them to speak, relate, joke, and connect with each other, without having known one another from previous times. As for advanced learners, they need to understand these inferences not only to watch these shows, but also to be able to converse with Egyptians on a level that surpasses the formal, or standard. When faced with some of the somewhat recent shows on the Egyptian screens, learners faced challenges in understanding pragmatics, cultural, and religious background of the target language and consequently not able to interact effectively with a native speaker in real-life situations. This study aims to enhance the linguistic and cultural proficiency of learners through studying two genres of TV Colloquial Egyptian series. Study samples derived from two recent comedian and social Egyptian series ('The Seventh Neighbor' سابع جار, and 'Nelly and Sherihan' نيللي و شريهان). When learners watch such series, they are usually faced with a problem understanding inferences that have to do with social, religious, and political events that are addressed in the series. Using discourse analysis of the sematic, semantic, pragmatic, cultural, and linguistic characteristics of the target language, some major deductions were highlighted and repeated, showing a pattern in both. The research paper concludes that there are many sets of lingual and para-lingual phrases, idioms, and proverbs to be acquired and used effectively by teaching these series. The strategies adopted in the study can be applied to different types of media, like movies, TV shows, and even cartoons, to enhance student proficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Egyptian%20series" title="Egyptian series">Egyptian series</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20competence" title=" linguistic competence"> linguistic competence</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title=" pragmatics"> pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=semantics" title=" semantics"> semantics</a>, <a href="https://publications.waset.org/abstracts/search?q=social" title=" social"> social</a> </p> <a href="https://publications.waset.org/abstracts/124763/enhancing-learners-metacognitive-cultural-and-linguistic-proficiency-through-egyptian-series" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124763.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Analysis of Speaking Skills in Turkish Language Acquisition as a Foreign Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lokman%20Gozcu">Lokman Gozcu</a>, <a href="https://publications.waset.org/abstracts/search?q=Sule%20Deniz%20Gozcu"> Sule Deniz Gozcu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to analyze the skills of speaking in the acquisition of Turkish as a foreign language. One of the most important things for the individual who learns a foreign language is to be successful in the oral communication (speaking) skills and to interact in an understandable way. Speech skill requires much more time and effort than other language skills. In this direction, it is necessary to make an analysis of these oral communication skills, which is important in Turkish language acquisition as a foreign language and to draw out a road map according to the result. The aim of this study is to determine the competence and attitudes of speaking competence according to the individuals who learn Turkish as a foreign language and to be considered as speaking skill elements; Grammar, emphasis, intonation, body language, speed, ranking, accuracy, fluency, pronunciation, etc. and the results and suggestions based on these determinations. A mixed method has been chosen for data collection and analysis. A Likert scale (for competence and attitude) was applied to 190 individuals who were interviewed face-to-face (for speech skills) with a semi-structured interview form about 22 participants randomly selected. In addition, the observation form related to the 22 participants interviewed were completed by the researcher during the interview, and after the completion of the collection of all the voice recordings, analyses of voice recordings with the speech skills evaluation scale was made. The results of the research revealed that the speech skills of the individuals who learned Turkish as a foreign language have various perspectives. According to the results, the most inadequate aspects of the participants' ability to speak in Turkish include vocabulary, using humorous elements while speaking Turkish, being able to include items such as idioms and proverbs while speaking Turkish, Turkish fluency respectively. In addition, the participants were found not to feel comfortable while speaking Turkish, to feel ridiculous and to be nervous while speaking in formal settings. There are conclusions and suggestions for the situations that arise after the have been analyses made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20Turkish%20as%20a%20foreign%20language" title="learning Turkish as a foreign language">learning Turkish as a foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=proficiency%20criteria" title=" proficiency criteria"> proficiency criteria</a>, <a href="https://publications.waset.org/abstracts/search?q=phonetic%20%28modalities%29" title=" phonetic (modalities)"> phonetic (modalities)</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20skills" title=" speaking skills"> speaking skills</a> </p> <a href="https://publications.waset.org/abstracts/91846/analysis-of-speaking-skills-in-turkish-language-acquisition-as-a-foreign-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91846.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">241</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Concepts of Creation and Destruction as Cognitive Instruments in World View Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Perizat%20Balkhimbekova">Perizat Balkhimbekova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Evolutionary changes in cognitive world view taking place in the last decades are followed by changes in perception of the key concepts which are related to the certain lingua-cultural sphere. Also, such concepts reflect the person’s attitude to essential processes in the sphere of concepts, e.g. the opposite operations like creation and destruction. These changes in people’s life and thinking are displayed in a language world view. In order to open the maintenance of mental structures and concepts we should use language means as observable results of people’s cognitive activity. Semantics of words, free phrases and idioms should be considered as an authoritative source of information concerning concepts. The regularized set of concepts in people consciousness forms the sphere of concepts. Cognitive linguistics widely discusses the sphere of concepts as its crucial category defining it as the field of knowledge which is made of concepts. It is considered that a sphere of concepts comprises the various types of association and forms conceptual fields. As a material for the given research, the data from Russian National Corpus and British National Corpus were used. In is necessary to point out that data provided by computational studies, are intrinsic and verifiable; so that we have used them in order to get the reliable results. The procedure of study was based on such techniques as extracting of the context containing concepts of creation|destruction from the Russian National Corpus (RNC), and British National Corpus (BNC); analyzing and interpreting of those context on the basis of cognitive approach; finding of correspondence between the given concepts in the Russian and English world view. The key problem of our study is to find the correspondence between the elements of world view represented by opposite concepts such as creation and destruction. Findings: The concept of "destruction" indicates a process which leads to full or partial destruction of an object. In other words, it is a loss of the object primary essence: structures, properties, distinctive signs and its initial integrity. The concept of "creation", on the contrary, comprises positive characteristics, represents the activity aimed at improvement of the certain object, at the creation of ideal models of the world. On the other hand, destruction is represented much more widely in RNC than creation (1254 cases of the first concept by comparison to 192 cases for the second one). Our hypothesis consists in the antinomy represented by the aforementioned concepts. Being opposite both in respect of semantics and pragmatics, and from the point of view of axiology, they are at the same time complementary and interrelated concepts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creation" title="creation">creation</a>, <a href="https://publications.waset.org/abstracts/search?q=destruction" title=" destruction"> destruction</a>, <a href="https://publications.waset.org/abstracts/search?q=concept" title=" concept"> concept</a>, <a href="https://publications.waset.org/abstracts/search?q=world%20view" title=" world view"> world view</a> </p> <a href="https://publications.waset.org/abstracts/28082/concepts-of-creation-and-destruction-as-cognitive-instruments-in-world-view-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28082.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">345</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Children and Communities Benefit from Mother-Tongue Based Multi-Lingual Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Binay%20Pattanayak">Binay Pattanayak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Multilingual state, Jharkhand is home to more than 19 tribal and regional languages. These are used by more than 33 communities in the state. The state has declared 12 of these languages as official languages of the state. However, schools in the state do not recognize any of these community languages even in early grades! Children, who speak in their mother tongues at home, local market and playground, find it very difficult to understand their teacher and textbooks in school. They fail to acquire basic literacy and numeracy skills in early grades. Out of frustration due to lack of comprehension, the majority of children leave school. Jharkhand sees the highest dropout in early grades in India. To address this, the state under the guidance of the author designed a mother tongue based pre-school education programme named Bhasha Puliya and bilingual picture dictionaries in 9 tribal and regional mother tongues of children. This contributed significantly to children’s school readiness in the school. Followed by this, the state designed a mother-tongue based multilingual education programme (MTB-MLE) for multilingual context. The author guided textbook development in 5 tribal (Santhali, Mundari, Ho, Kurukh and Kharia) and two regional (Odia and Bangla) languages. Teachers and community members were trained for MTB-MLE in around 1,000 schools of the concerned language pockets. Community resource groups were constituted along with their academic calendars in each school to promote story-telling, singing, painting, dancing, riddles, etc. with community support. This, on the one hand, created rich learning environments for children. On the other hand, the communities have discovered a great potential in the process of developing a wide variety of learning materials for children in own mother-tongue using their local stories, songs, riddles, paintings, idioms, skits, etc. as a process of their literary, cultural and technical enrichment. The majority of children are acquiring strong early grade reading skills (basic literacy and numeracy) in grades I-II thereby getting well prepared for higher studies. In a phased manner they are learning Hindi and English after 4-5 years of MTB-MLE using the foundational language learning skills. Community members have started designing new books, audio-visual learning materials in their mother-tongues seeing a great potential for their cultural and technological rejuvenation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20resource%20groups" title="community resource groups">community resource groups</a>, <a href="https://publications.waset.org/abstracts/search?q=MTB-MLE" title=" MTB-MLE"> MTB-MLE</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual" title=" multilingual"> multilingual</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-linguistic%20survey" title=" socio-linguistic survey"> socio-linguistic survey</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/77688/children-and-communities-benefit-from-mother-tongue-based-multi-lingual-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77688.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">197</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> The Study of Difficulties of Understanding Idiomatic Expressions Encountered by Translators 2021</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Elmogbail">Mohamed Elmogbail</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aimed at investigating difficulties those Translators encounter in understanding idiomatic expressions between Arabic and English languages. To achieve this goal, the researcher raised the three questions are:(1) What are the major difficulties that translators encounter in translating idiomatic expressions? (2) What factors cause such difficulties that translators encountered in translating idiomatic expressions? (3) What are the possible techniques that should be followed to overcome these difficulties? To answer these questions, the researcher designed questionnaire Table (2) and mentioned tables related to Test Show the second question in the study is about the factors that stand behind the challenges. Translators encounter while translating idiomatic expressions. The translators asked Provided the following factors:1- Because of lack of exposure to the source culture, they do not know the connotations of the cultural words that are related to the environment, food, folklore 2- Misusing dictionaries made the participants unable to find a proper target language idiomatic expression. 3-Lack of using idiomatic expressions in daily life. Table (3): (Questionnaire) Results to the table (3) Questions Of the study are About suggestions that can be inferred to handle these challenges. The questioned translators provided the following solutions:1- translators must be exposed to source language culture, including religion, habits, and traditions.2- translators should also be exposed to source language idiomatic expressions by introducing English culture in textbooks and through participating in extensive English culture courses.3- translators should be familiar with the differences between source and target language cultures.4- translators should avoid literal translation that results in most cases in wrong or poor translation.5- Schools, universities, and institutions should introduce translators to English culture.6- translators should participate in cultural workshops at universities.7- translators should try to use idiomatic expressions in everyday situations.8- translators should read more idiomatic expressions books. And researcher also designed a translation test consisted of 40 excerpts given to a random sample of 100 Translators in Khartoum capital of Sudan to translate them. After Collected data for the study, the researcher proceeded to a more detailed analysis, the methodology used in the analysis of idiomatic expressions Is empirical and descriptive. This study is qualitative by nature, but the quantitative method used the analysis of the data. Some figure and statistics are used, such as (statistical package for the social sciences). The researcher calculated the percentage proportion of each translation expressions. And compared them to each other. The finding of the study showed that most translations are inadequate as the translators faced difficulties while communication, these difficulties were mostly due to their unfamiliarity with idiomatic expressions producing improper equivalence in the communication, and not being able to use translation techniques as required, and resorted to literal translation, furthermore, the study recommended that more comprehensive studies to executed on translating idiomatic expressions to enrich the translation field. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=translation" title="translation">translation</a>, <a href="https://publications.waset.org/abstracts/search?q=translators" title=" translators"> translators</a>, <a href="https://publications.waset.org/abstracts/search?q=idioms." title=" idioms."> idioms.</a>, <a href="https://publications.waset.org/abstracts/search?q=expressions" title=" expressions"> expressions</a> </p> <a href="https://publications.waset.org/abstracts/143224/the-study-of-difficulties-of-understanding-idiomatic-expressions-encountered-by-translators-2021" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143224.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> The Psycho-Linguistic Aspect of Translation Gaps in Teaching English for Specific Purposes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elizaveta%20Startseva">Elizaveta Startseva</a>, <a href="https://publications.waset.org/abstracts/search?q=Elena%20Notina"> Elena Notina</a>, <a href="https://publications.waset.org/abstracts/search?q=Irina%20Bykova"> Irina Bykova</a>, <a href="https://publications.waset.org/abstracts/search?q=Valentina%20Ulyumdzhieva"> Valentina Ulyumdzhieva</a>, <a href="https://publications.waset.org/abstracts/search?q=Natallia%20Zhabo"> Natallia Zhabo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the various existing models of intercultural communication that contain a vast number of stages for foreign language acquisition, there is a need for conscious perception of the foreign culture. Such a process is associated with the emergence of linguistic conflict with the consistent students’ desire to solve the problem of the language differences, along with cultural discrepancies. The aim of this study is to present the modern ways and methods of removing psycholinguistic conflict through skills development in professional translation and intercultural communication. The study was conducted in groups of 1-4-year students of Medical Institute and Agro-Technological Institute RUDN university. In the course of training, students got knowledge in such disciplines as basic grammar and vocabulary of the English language, phonetics, lexicology, introduction to linguistics, theory of translation, annotating and referencing media texts and texts in specialty. The students learned to present their research work, participated in the University and exit conferences with their reports and presentations. Common strategies of removing linguistic and cultural conflict can be attributed to the development of such abilities of a language personality as a commitment to communication and cooperation, the formation of cultural awareness and empathy of other cultures of the individual, realistic self-esteem, emotional stability, tolerance, etc. The process of mastering a foreign language and culture of the target language leads to a reduplication of linguistic identity, which leads to successive formation of the so-called 'secondary linguistic personality.' In our study, we tried to approach the problem comprehensively, focusing on the translation gaps for technical and non-technical language still missing such a typology which could classify all of the lacunas on the same principle. When obtaining the background knowledge, students learn to overcome the difficulties posed by the national-specific and linguistic differences of cultures in contact, i.e., to eliminate the gaps (to fill in and compensate). Compensation gaps is a means of fixing it, the initial phase of elimination, followed in some cases and some not is filling semantic voids (plenus). The concept of plenus occurs in most cases of translation gaps, for example in the transcription and transliteration of (intercultural and exoticism), the replication (reproduction of the morphemic structure of words or idioms. In all the above cases the task of the translator is to ensure an identical response of the receptors of the original and translated texts, since any statement is created with the goal of obtaining communicative effect, and hence pragmatic potential is the most important part of its contents. The practical value of our work lies in improving the methodology of teaching English for specific purposes on the basis of psycholinguistic concept of the secondary language personality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lacuna" title="lacuna">lacuna</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20barrier" title=" language barrier"> language barrier</a>, <a href="https://publications.waset.org/abstracts/search?q=plenus" title=" plenus"> plenus</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20language%20personality" title=" secondary language personality"> secondary language personality</a> </p> <a href="https://publications.waset.org/abstracts/71447/the-psycho-linguistic-aspect-of-translation-gaps-in-teaching-english-for-specific-purposes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71447.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">288</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); 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