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awareness</title> <meta name="description" content="Search results for: linguistic awareness"> <meta name="keywords" content="linguistic awareness"> <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 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="linguistic awareness"> <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> 3559</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: linguistic awareness</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3559</span> Raising Multilingual Awareness towards Plurilingual Competence Development: Through Which Approach and Which Pedagogical Material-A Case Study in the Greek Primary Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eftychia%20Damaskou">Eftychia Damaskou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article intends to place the question of the adequate approach for teaching multilingualism within the public education. Linguistic education, as it is defined by the Common European Framework of Reference for the Languages, is no longer the proficiency in one or two languages. It’s about the development of a linguistic repertoire, where all linguistic skills find their place. In fact, the linguistic theories that frame the development of plurilingual competence point out the affective and intercultural aspect of such a process, insisting on an awareness of linguistic diversification, rather than an acquisition of communicative competence in many languages. In this spirit, our article attempts to go beyond a mere plurilingual awareness, present a research based on an experience in class, within 115 pupils, aiming at the development of plurilingual competence in five unknown foreign languages. This experience was held through a teaching unit personally conceived and applied, and consisted of a series of 6 activities based on a cross-linguistic content approach. The data analysis proves to be very interesting, as it reveals the development of plurilingual competences, as well as positive attitudes towards less common languages by the majority of our sample. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multilingual%20awareness" title="multilingual awareness">multilingual awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20teaching%20material" title=" multilingual teaching material"> multilingual teaching material</a>, <a href="https://publications.waset.org/abstracts/search?q=plurilingual%20competence" title=" plurilingual competence"> plurilingual competence</a> </p> <a href="https://publications.waset.org/abstracts/8809/raising-multilingual-awareness-towards-plurilingual-competence-development-through-which-approach-and-which-pedagogical-material-a-case-study-in-the-greek-primary-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8809.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">451</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">3558</span> Translation Skills and Language Acquisition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Frieda%20Amitai">Frieda Amitai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The field of Translation Studies includes both descriptive and applied aspects, one of which is developing curricula. Within this topic there are theories dealing with curricula aimed at translator training, and theories meant to explore teaching translation as means through which awareness to language is developed in order to enhance language knowledge. An example of the latter is a unique study program in Israeli high schools – Teaching Translation Skills Program (TTSP). This study program has been taught in Israel for more than two decades and is aimed at raising students' meta-linguistic awareness as well as their language proficiency in both source language and target language in order to enable them become better language learners. The objective of the current research was to examine whether the goals of this program are achieved – increase in students' metalinguistic awareness and language proficiency. A follow-up case study was aimed at examining the level of proficiency which would develop most by this way of teaching English. The study was conducted in two stages – before and after participating in the program. 400 subjects took part in the first stage, and 100 took part in the second. In both parts of the study, participants were given the same five tasks in both Hebrew and English in addition to a questionnaire, in which they were asked about their own knowledge of Hebrew and in comparison to that of their peers. Their teachers were asked about the success of the program and about the methodology they use in class. Findings show significant change in the level of meta-linguistic awareness of the students as well as their language proficiency. A comparison between their answers before and after the program shows that their meta-linguistic awareness increased, as did their ability to recognize linguistic mistakes. These findings serve as strong evidence for the positive effect such study program has on the development of meta-linguistic awareness and linguistic knowledge. The follow-up case study tests the change among weaker language learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=comparison" title="comparison">comparison</a>, <a href="https://publications.waset.org/abstracts/search?q=metalinguistic%20awareness" title=" metalinguistic awareness"> metalinguistic awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20skills" title=" translation skills"> translation skills</a> </p> <a href="https://publications.waset.org/abstracts/51750/translation-skills-and-language-acquisition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51750.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">356</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">3557</span> The Linguistic Fingerprint in Western and Arab Judicial Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asem%20Bani%20Amer">Asem Bani Amer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study handles the linguistic fingerprint in judicial applications described in a law technicality that is recent and developing. It can be adopted to discover criminals by identifying their way of speaking and their special linguistic expressions. This is achieved by understanding the expression "linguistic fingerprint," its concept, and its extended domain, then revealing some of the linguistic fingerprint tools in Western judicial applications and deducing a technical imagination for a linguistic fingerprint in the Arabic language, which is needy for such judicial applications regarding this field, through dictionaries, language rhythm, and language structure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20fingerprint" title="linguistic fingerprint">linguistic fingerprint</a>, <a href="https://publications.waset.org/abstracts/search?q=judicial" title=" judicial"> judicial</a>, <a href="https://publications.waset.org/abstracts/search?q=application" title=" application"> application</a>, <a href="https://publications.waset.org/abstracts/search?q=dictionary" title=" dictionary"> dictionary</a>, <a href="https://publications.waset.org/abstracts/search?q=picture" title=" picture"> picture</a>, <a href="https://publications.waset.org/abstracts/search?q=rhythm" title=" rhythm"> rhythm</a>, <a href="https://publications.waset.org/abstracts/search?q=structure" title=" structure"> structure</a> </p> <a href="https://publications.waset.org/abstracts/162132/the-linguistic-fingerprint-in-western-and-arab-judicial-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162132.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">81</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">3556</span> Raising Linguistic Awareness through Metalinguistic Written Corrective Feedback </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Orit%20Zeevy-Solovey">Orit Zeevy-Solovey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Grammar has traditionally been taught for its own sake, emphasizing rules and drills. However, in recent years, more emphasis is given to communicative competence. Current research suggests that form-focused instruction is notably efficient when incorporated in a meaningful communicative context. It is maintained that writing tasks related to the students’ academic fields will encourage them to express themselves openly in topics that are close to their hearts, without feeling too uneasy about grammatical forms. The teacher can further reduce students’ apprehension of grammar by announcing that credit will be given for merely doing the task and that grammar mistakes will not affect the grade. Students’ linguistic errors can then be corrected by giving metalinguistic feedback which involves providing learners with some kind of explicit remark about the nature of the errors they have made. Research has also shown that learners’ developmental readiness is an important factor influencing the effectiveness of written corrective feedback. Larger effect sizes appear as the proficiency level is higher. The purposes of this paper are to demonstrate how grammar can be taught indirectly through writing tasks, and more specifically, how the use of metalinguistic written corrective feedback given to advanced English as a Foreign Language (EFL) students can raise their linguistic awareness. Since errors are not directly corrected, the students have to work out the corrections needed through exploring grammar books and websites. Longitudinal studies of metalinguistic written corrective feedback comparing the number of errors in students’ first and fourth compositions have shown a decrease in errors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL" title="EFL">EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20awareness" title=" linguistic awareness"> linguistic awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=metalinguistic%20corrective%20feedback" title=" metalinguistic corrective feedback"> metalinguistic corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20grammar%20through%20writing" title=" teaching grammar through writing"> teaching grammar through writing</a> </p> <a href="https://publications.waset.org/abstracts/110399/raising-linguistic-awareness-through-metalinguistic-written-corrective-feedback" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110399.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">132</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">3555</span> Multilingual Females and Linguistic Change: A Quantitative and Qualitative Sociolinguistic Case Study of Minority Speaker in Southeast Asia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stefanie%20Siebenh%C3%BCtter">Stefanie Siebenhütter</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Men and women use minority and majority languages differently and with varying confidence levels. This paper contrasts gendered differences in language use with socioeconomic status and age factors of minority language speakers in Southeast Asia. Language use and competence are conditioned by the variable of gender. Potential reasons for this variation by examining gendered language awareness and sociolinguistic attitudes will be given. Moreover, it is analyzed whether women in multilingual minority speakers’ society function as 'leaders of linguistic change', as represented in Labov’s sociolinguistic model. It is asked whether the societal role expectations in collectivistic cultures influence the model of linguistic change. The findings reveal speaking preferences and suggest predictions on the prospective language use, which is a stable situation of multilingualism. The study further exhibits differences between male and females identity-forming processes and shows why females are the leaders of (socio-) linguistic change. <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=identity%20construction" title=" identity construction"> identity construction</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20minorities" title=" multilingual minorities"> multilingual minorities</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20change" title=" linguistic change"> linguistic change</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networks" title=" social networks"> social networks</a> </p> <a href="https://publications.waset.org/abstracts/114211/multilingual-females-and-linguistic-change-a-quantitative-and-qualitative-sociolinguistic-case-study-of-minority-speaker-in-southeast-asia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114211.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">159</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">3554</span> Linguistic Trend in the Qur'anic Tafsir of 'Al Tahreer Wa Al Tanveer' by Sheikh Tahir Bin A'shur</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Numan%20Hasan">Numan Hasan </a> </p> <p class="card-text"><strong>Abstract:</strong></p> We have tried to highlight the linguistic trend in the Qur’anic Tafsir of ‘Al Tahreer wa Al Tanveer’ by Sheikh Tahir Bin A’shur, the brightest linguistic commentator in the modern era. We have started studying the life of Bin A’shur and his contributions to the field of Qur’anic knowledge. We have also studied to focus on the linguistic approach of ‘Al Tahreer wa Al Tanveer’ and emphasized the importance of linguistic interpretations. We have tried to have a clear understanding about the features and characteristics of his Tafsir. We have also reflected on the methodological approach and linguistic reference of his interpretation. In the conclusion we presented the main results of a research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sheikh%20Tahir%20Bin%20A%E2%80%99shur" title="Sheikh Tahir Bin A’shur">Sheikh Tahir Bin A’shur</a>, <a href="https://publications.waset.org/abstracts/search?q=tafsir" title=" tafsir"> tafsir</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistics" title=" linguistics"> linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=interpretation" title=" interpretation"> interpretation</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20studies" title=" Islamic studies "> Islamic studies </a> </p> <a href="https://publications.waset.org/abstracts/2375/linguistic-trend-in-the-quranic-tafsir-of-al-tahreer-wa-al-tanveer-by-sheikh-tahir-bin-ashur" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2375.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">375</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">3553</span> Analogical Reasoning on Preschoolers’ Linguistic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yenie%20Norambuena">Yenie Norambuena</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Analogical reasoning is a cognitive process that consists of structured comparisons of mental representations and scheme construction. Because of its heuristic function, it is ubiquitous in cognition and could play an important role in language development. The use of analogies is expressed early in children and this behavior is also reflected in language, suggesting a possible way to understand the complex links between thought and language. The current research examines factors of verbal and non-verbal reasoning that should be taken into consideration in the study of language development for their relations and predictive value. The study was conducted with 48 Chilean preschoolers (Spanish speakers) from 4 to 6-year-old. We assessed children’s verbal analogical reasoning, non-verbal analogical reasoning and linguistics skills (Listening Comprehension, Phonemic awareness, Alphabetic principle, Syllabification, Lexical repetition and Lexical decision). The results evidenced significant correlations between analogical reasoning factors and linguistic skills and they can predict linguistic performance mainly on oral comprehension, lexical decision and phonological skills. These findings suggest a fundamental interrelationship between analogical reasoning and linguistic performance on children’s and points to the need to consider this cognitive process in comprehensive theories of children's language development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=verbal%20analogical%20reasoning" title="verbal analogical reasoning">verbal analogical reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=non-verbal%20analogical%20reasoning" title=" non-verbal analogical reasoning"> non-verbal analogical reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20skills" title=" linguistic skills"> linguistic skills</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20development" title=" language development"> language development</a> </p> <a href="https://publications.waset.org/abstracts/87500/analogical-reasoning-on-preschoolers-linguistic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87500.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">266</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">3552</span> Unveiling the Linguistic Pathways to Environmental Consciousness: An Eco Linguistic Study in the Algerian</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Toumi%20Khamari">Toumi Khamari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This abstract presents an ecolinguistic investigation of the role of language in cultivating environmental consciousness within the Algerian context. Grounded in the field of applied linguistics, this study aims to explore how language shapes perceptions, attitudes, and behaviors related to the environment in Algeria. By examining linguistic practices and discourse patterns, this research sheds light on the potential for language to inspire ecological sustainability and foster environmental awareness. Employing a qualitative research design, the study incorporates discourse analysis and ethnographic methods to analyze language use and its environmental implications. Drawing from Algerian linguistic and cultural contexts, we investigate the unique ways in which language reflects and influences environmental consciousness among Algerian individuals and communities. This research explores the impact of linguistic features, metaphors, and narratives on environmental perceptions, addressing the complex interplay between language, culture, and the natural world. Previous studies have emphasized the significance of language in shaping environmental ideologies and worldviews. In the Algerian context, linguistic representations of nature, such as traditional proverbs and indigenous knowledge, hold immense potential in cultivating a harmonious relationship between humans and the environment. This research delves into the multifaceted connections between language, cultural heritage, and ecological sustainability, aiming to identify linguistic practices that promote environmental stewardship and conservation in Algeria. Furthermore, the study investigates the effectiveness of ecolinguistic interventions tailored to the Algerian context. By examining the impact of eco-education programs, eco-literature, and language-based environmental campaigns, we aim to uncover the potential of language as a catalyst for transformative environmental change. These interventions seek to engage Algerian individuals and communities in dialogue, empowering them to take active roles in environmental advocacy and decision-making processes. Through this research, we contribute to the field of ecolinguistics by shedding light on the Algerian perspective and its implications for environmental consciousness. By understanding the linguistic dynamics at play and leveraging Algeria's rich linguistic heritage, we can foster environmental awareness, encourage sustainable practices, and nurture a deeper appreciation for Algeria's unique ecological landscapes. Ultimately, this research seeks to inspire a collective commitment to environmental stewardship and contribute to the global discourse on language, culture, and the environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eco-linguistics" title="eco-linguistics">eco-linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20consciousness" title=" environmental consciousness"> environmental consciousness</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20and%20culture" title=" language and culture"> language and culture</a>, <a href="https://publications.waset.org/abstracts/search?q=Algeria%20and%20North%20Africa" title=" Algeria and North Africa"> Algeria and North Africa</a> </p> <a href="https://publications.waset.org/abstracts/168808/unveiling-the-linguistic-pathways-to-environmental-consciousness-an-eco-linguistic-study-in-the-algerian" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168808.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">80</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">3551</span> Linguistic Identities of Post-Democratic South African Youth</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20L%C3%BCck">J. Lück</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Rudman"> S. Rudman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language has long been a site of struggle in South Africa with an educational language policy that favoured English and Afrikaans as high status languages and positioned other language users in deficit ways. Furthermore, a segregationist past led to individuals viewing each other as racial beings and racial categorisations still prevail in private and public life. It has been argued that it is important to explore how South African youth identities are being constructed, if past discourses still shape their identities or if they are negotiating new ways of being. The paper probes the role of language, discourse and embedded ideologies in the persistence or not of youth linguistic identities and discourses, the implications for their lived realities and for their construction of other language users and the possibilities of shifts occurring with an awareness of such discourses. It finds that past discourses continue to shape youth identities and are surging in the light of what is happening in the country today. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discourse" title="discourse">discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=ideologies" title=" ideologies"> ideologies</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20identities" title=" linguistic identities"> linguistic identities</a> </p> <a href="https://publications.waset.org/abstracts/30879/linguistic-identities-of-post-democratic-south-african-youth" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30879.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">403</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">3550</span> The Latent Model of Linguistic Features in Korean College Students’ L2 Argumentative Writings: Syntactic Complexity, Lexical Complexity, and Fluency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jiyoung%20Bae">Jiyoung Bae</a>, <a href="https://publications.waset.org/abstracts/search?q=Gyoomi%20Kim"> Gyoomi Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores a range of linguistic features used in Korean college students’ argumentative writings for the purpose of developing a model that identifies variables which predict writing proficiencies. This study investigated the latent variable structure of L2 linguistic features, including syntactic complexity, the lexical complexity, and fluency. One hundred forty-six university students in Korea participated in this study. The results of the study’s confirmatory factor analysis (CFA) showed that indicators of linguistic features from this study-provided a foundation for re-categorizing indicators found in extant research on L2 Korean writers depending on each latent variable of linguistic features. The CFA models indicated one measurement model of L2 syntactic complexity and L2 learners’ writing proficiency; these two latent factors were correlated with each other. Based on the overall findings of the study, integrated linguistic features of L2 writings suggested some pedagogical implications in L2 writing instructions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20features" title="linguistic features">linguistic features</a>, <a href="https://publications.waset.org/abstracts/search?q=syntactic%20complexity" title=" syntactic complexity"> syntactic complexity</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20complexity" title=" lexical complexity"> lexical complexity</a>, <a href="https://publications.waset.org/abstracts/search?q=fluency" title=" fluency"> fluency</a> </p> <a href="https://publications.waset.org/abstracts/100664/the-latent-model-of-linguistic-features-in-korean-college-students-l2-argumentative-writings-syntactic-complexity-lexical-complexity-and-fluency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100664.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">170</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">3549</span> Translation and Sociolinguistics of Classical Books</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laura%20de%20Almeida">Laura de Almeida</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to present research involving the translation of classical books originally in English and translated into the Portuguese language. The objective is to analyze the linguistic varieties evident and how they appear in the other language the work was translated into. We based our study on the sociolinguistics theory, more specifically, the study of the Black English Vernacular. Our methodology is built on collecting data from the speech characters of the Black English Vernacular from some books such as The Adventures of Huckleberry Finn by Mark Twain. On doing so, we compare the two versions of a book and how they reflected the linguistic variety. Our purpose is to show that some translators do not worry when dealing with linguistic variety. In other words, they just translate the story without taking into account some important linguistic aspects which need attention, such as language variation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classical%20books" title="classical books">classical books</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20variation" title=" linguistic variation"> linguistic variation</a>, <a href="https://publications.waset.org/abstracts/search?q=sociolinguistics" title=" sociolinguistics"> sociolinguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a> </p> <a href="https://publications.waset.org/abstracts/59258/translation-and-sociolinguistics-of-classical-books" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59258.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">396</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">3548</span> The Role of the Linguistic Mediator in Relation to Culturally Oriented Crimes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andreas%20Aceranti">Andreas Aceranti</a>, <a href="https://publications.waset.org/abstracts/search?q=Simonetta%20Vernocchi"> Simonetta Vernocchi</a>, <a href="https://publications.waset.org/abstracts/search?q=Elisabetta%20Aldrovandi"> Elisabetta Aldrovandi</a>, <a href="https://publications.waset.org/abstracts/search?q=Marco%20Colorato"> Marco Colorato</a>, <a href="https://publications.waset.org/abstracts/search?q=Carolina%20Ascrizzi"> Carolina Ascrizzi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, especially due to an increasing flow of migration and uncontrolled globalisation, linguistic, cultural and religious differences can be a major obstacle for people belonging to different ethnic groups. Each group has its own traditional background, which, in addition to its positive aspects, also includes extremely unpleasant and dramatic situations: culture-related crimes. We analysed several cases belonging to this category of crime which is becoming more and more present in Europe, creating not only a strong social rift dictated by the misunderstanding between migrants and host populations but also by the isolation and ghettoisation of subjects classified as 'different'. Such social rejection, in fact, represents a great source of stress and frustration for those who seek to be part of the community and can generate phenomena of rebellion that result in violent acts. Similar situations must be addressed by the figure of the cultural-linguistic mediator who, thanks to his or her multidisciplinary knowledge, assumes the role of a 'bridge', thus helping the process of awareness and understanding within the social group through the use of various tools, including awareness-raising campaigns and interventions in both the school and social-health sectors. By analysing how the notions of culture and offense have evolved throughout history until they have merged into a single principle and, secondly, how the figure of the language mediator represents a fundamental role in the resolution of conflicts related to cultural diversity has helped us define the basis for new protocols in dealing with such crimes. Especially we have to define the directions of further investigations that we will carry out in the next months. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20crimes" title="cultural crimes">cultural crimes</a>, <a href="https://publications.waset.org/abstracts/search?q=hatred%20crimes" title=" hatred crimes"> hatred crimes</a>, <a href="https://publications.waset.org/abstracts/search?q=immigration" title=" immigration"> immigration</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20mediation" title=" cultural mediation"> cultural mediation</a> </p> <a href="https://publications.waset.org/abstracts/160306/the-role-of-the-linguistic-mediator-in-relation-to-culturally-oriented-crimes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160306.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">79</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">3547</span> Functions and Pragmatic Aspects of English Nonsense</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natalia%20V.%20Ursul">Natalia V. Ursul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In linguistic studies, the question of nonsense is attracting increasing interest. Nonsense is usually defined as spoken or written words that have no meaning. However, this definition is likely to be outdated as any speech act is generated due to the speaker’s pragmatic reasons, thus it cannot be purely illogical or meaningless. In the current paper a new working definition of nonsense as a linguistic medium will be formulated; moreover, the pragmatic peculiarities of newly coined linguistic patterns and possible ways of their interpretation will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nonsense" title="nonsense">nonsense</a>, <a href="https://publications.waset.org/abstracts/search?q=nonse%20verse" title=" nonse verse"> nonse verse</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title=" pragmatics"> pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20act" title=" speech act"> speech act</a> </p> <a href="https://publications.waset.org/abstracts/36261/functions-and-pragmatic-aspects-of-english-nonsense" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36261.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">519</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">3546</span> Socioeconomic Status and Gender Influence on Linguistic Change: A Case Study on Language Competence and Confidence of Multilingual Minority Language Speakers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stefanie%20Siebenh%C3%BCtter">Stefanie Siebenhütter</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Male and female speakers use language differently and with varying confidence levels. This paper contrasts gendered differences in language use with socioeconomic status and age factors. It specifically examines how Kui minority language use and competence are conditioned by the variable of gender and discusses potential reasons for this variation by examining gendered language awareness and sociolinguistic attitudes. Moreover, it discusses whether women in Kui society function as 'leaders of linguistic change', as represented in Labov’s sociolinguistic model. It discusses whether societal role expectations in collectivistic cultures influence the model of linguistic change. The findings reveal current Kui speaking preferences and give predictions on the prospective language use, which is a stable situation of multilingualism because the current Kui speakers will socialize and teach the prospective Kui speakers in the near future. It further confirms that Lao is losing importance in Kui speaker’s (female’s) daily life. <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=identity%20construction" title=" identity construction"> identity construction</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20change" title=" language change"> language change</a>, <a href="https://publications.waset.org/abstracts/search?q=minority%20language" title=" minority language"> minority language</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=sociolinguistics" title=" sociolinguistics"> sociolinguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20Networks" title=" social Networks"> social Networks</a> </p> <a href="https://publications.waset.org/abstracts/114151/socioeconomic-status-and-gender-influence-on-linguistic-change-a-case-study-on-language-competence-and-confidence-of-multilingual-minority-language-speakers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114151.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">177</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">3545</span> Linguistic Summarization of Structured Patent Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Y.%20Igde">E. Y. Igde</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Aydogan"> S. Aydogan</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20E.%20Boran"> F. E. Boran</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Akay"> D. Akay </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Patent data have an increasingly important role in economic growth, innovation, technical advantages and business strategies and even in countries competitions. Analyzing of patent data is crucial since patents cover large part of all technological information of the world. In this paper, we have used the linguistic summarization technique to prove the validity of the hypotheses related to patent data stated in the literature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=data%20mining" title="data mining">data mining</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20sets" title=" fuzzy sets"> fuzzy sets</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20summarization" title=" linguistic summarization"> linguistic summarization</a>, <a href="https://publications.waset.org/abstracts/search?q=patent%20data" title=" patent data"> patent data</a> </p> <a href="https://publications.waset.org/abstracts/74491/linguistic-summarization-of-structured-patent-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74491.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">272</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">3544</span> Linguistic Politeness in Higher Education Teaching Chinese as an Additional Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leei%20Wong">Leei Wong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Changes in globalized contexts precipitate changing perceptions concerning linguistic politeness practices. Within these changing contexts, misunderstanding or stereotypification of politeness norms may lead to negative consequences such as hostility or even communication breakdown. With China’s rising influence, the country is offering a vast potential market for global economic development and diplomatic relations and opportunities for intercultural interaction, and many outside China are subsequently learning Chinese. These trends bring both opportunities and pitfalls for intercultural communication, including within the important field of politeness awareness. One internationally recognized benchmark for the study and classification of languages – the updated 2018 CEFR (Common European Framework of Reference for Language) Companion Volume New Descriptors (CEFR/CV) – classifies politeness as a B1 (or intermediate) level descriptor on the scale of Politeness Conventions. This provides some indication of the relevance of politeness awareness within new globalized contexts for fostering better intercultural communication. This study specifically examines Bald on record politeness strategies presented in current beginner TCAL textbooks used in Australian tertiary education through content-analysis. The investigation in this study involves the purposive sampling of commercial textbooks published in America and China followed by interpretive content analysis. The philosophical position of this study is therefore located within an interpretivist ontology, with a subjectivist epistemological perspective. It sets out with the aim to illuminate the characteristics of Chinese Bald on record strategies that are deemed significant in the present-world context through Chinese textbook writers and curriculum designers. The data reveals significant findings concerning politeness strategies in beginner stage curriculum, and also opens the way for further research on politeness strategies in intermediate and advanced level textbooks for additional language learners. This study will be useful for language teachers, and language teachers-in-training, by generating awareness and providing insights and advice into the teaching and learning of Bald on record politeness strategies. Authors of textbooks may also benefit from the findings of this study, as awareness is raised of the need to include reference to understanding politeness in language, and how this might be approached. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20politeness" title="linguistic politeness">linguistic politeness</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20language" title=" Chinese language"> Chinese language</a>, <a href="https://publications.waset.org/abstracts/search?q=additional%20language" title=" additional language"> additional language</a> </p> <a href="https://publications.waset.org/abstracts/150325/linguistic-politeness-in-higher-education-teaching-chinese-as-an-additional-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150325.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">104</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">3543</span> Literature, Culture, and Shakespeare's Dramatization of Linguistic Scenes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cheang%20Wai%20Fong">Cheang Wai Fong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper takes language and its interconnection with power as a point of departure to analyze some linguistic scenes played up by William Shakespeare. By placing language into the big picture of literature and culture, and by reexamining the etymological relations between the three terms, language, literature and culture, the paper attempts to formulate an understanding of their more expansive meanings. It compares their respective traditional notions with their modern concepts brought up by literary critics, anthropologists and sociolinguists. Then it uses these expansive meanings to reinterpret Shakespeare’s linguistic scenes featuring language contentions, and to discuss Shakespeare’s success as a signification of literature’s role within the linguistic and cultural context of Elizabethan England. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture" title="culture">culture</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=literature" title=" literature"> literature</a>, <a href="https://publications.waset.org/abstracts/search?q=shakespeare" title=" shakespeare"> shakespeare</a> </p> <a href="https://publications.waset.org/abstracts/34051/literature-culture-and-shakespeares-dramatization-of-linguistic-scenes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34051.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">536</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">3542</span> Emerging Virtual Linguistic Landscape Created by Members of Language Community in TikTok</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kai%20Zhu">Kai Zhu</a>, <a href="https://publications.waset.org/abstracts/search?q=Shanhua%20He"> Shanhua He</a>, <a href="https://publications.waset.org/abstracts/search?q=Yujiao%20Chang"> Yujiao Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the virtual linguistic landscape of an emerging virtual language community in TikTok, a language community realizing immediate and non-immediate communication without a precise Spatio-temporal domain or a specific socio-cultural boundary or interpersonal network. This kind of language community generates a large number and various forms of virtual linguistic landscape, with which we conducted a virtual ethnographic survey together with telephone interviews to collect data from coping. We have been following two language communities in TikTok for several months so that we can illustrate the composition of the two language communities and some typical virtual language landscapes in both language communities first. Then we try to explore the reasons why and how they are formed through the organization, transcription, and analysis of the interviews. Our analysis reveals the richness and diversity of the virtual linguistic landscape, and finally, we summarize some of the characteristics of this language community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20linguistic%20landscape" title="virtual linguistic landscape">virtual linguistic landscape</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20language%20community" title=" virtual language community"> virtual language community</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20ethnographic%20survey" title=" virtual ethnographic survey"> virtual ethnographic survey</a>, <a href="https://publications.waset.org/abstracts/search?q=TikTok" title=" TikTok"> TikTok</a> </p> <a href="https://publications.waset.org/abstracts/159621/emerging-virtual-linguistic-landscape-created-by-members-of-language-community-in-tiktok" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159621.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">103</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">3541</span> A Linguistic Relativity Appraisal of an African Drama: The Lion and The Jewel</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20O.%20Adekunle">T. O. Adekunle</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20L.%20Makhubu"> R. L. Makhubu</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20N.%20Ngwane"> C. N. Ngwane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research was designed to assess the validity of the Sapir Whorf hypothesis in relation to the linguistic and cultural notions of the Yoruba and Zulu language speakers’ via the evaluation of the culture enriched dramatic text The Lion and The Jewel by Wole Soyinka. The study queried both the hypothesis’ strong version, (language governs thought: linguistic classifications restrain and influence mental classifications); and its weak version, (linguistic classifications and their use influence thought as well as some other classes of non-linguistic activities) and their possible reliability. Participants were purposively selected and their ages ranged from 16-46 years old. The participants amounted to 38 (18 Yoruba and 20 Zulu) students of DUT who all speak both English and Zulu (Zulu participants) and English and Yoruba (Yoruba participants) and the mixed methods approach was used. Thus with the use of questionnaire and interviews the research questions were answered and the findings provided support for validity of the linguistic relativity hypothesis, languages indeed influence thought. The findings also revealed that linguistic influence on cognition is not limited to different language users alone, but also same language speakers per level of exposure to other languages and concepts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture" title="culture">culture</a>, <a href="https://publications.waset.org/abstracts/search?q=cognition" title=" cognition"> cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=DUT" title=" DUT"> DUT</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20relativity%20hypothesis" title=" linguistic relativity hypothesis"> linguistic relativity hypothesis</a>, <a href="https://publications.waset.org/abstracts/search?q=Sapir-Whorf%20hypothesis" title=" Sapir-Whorf hypothesis"> Sapir-Whorf hypothesis</a>, <a href="https://publications.waset.org/abstracts/search?q=The%20Lion%20and%20The%20Jewel" title=" The Lion and The Jewel"> The Lion and The Jewel</a>, <a href="https://publications.waset.org/abstracts/search?q=thought" title=" thought"> thought</a>, <a href="https://publications.waset.org/abstracts/search?q=Wole%20Soyinka" title=" Wole Soyinka"> Wole Soyinka</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoruba" title=" Yoruba"> Yoruba</a>, <a href="https://publications.waset.org/abstracts/search?q=Zulu" title=" Zulu"> Zulu</a> </p> <a href="https://publications.waset.org/abstracts/21533/a-linguistic-relativity-appraisal-of-an-african-drama-the-lion-and-the-jewel" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21533.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">453</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">3540</span> A Critical Discourse Analysis of the Impact of the Linguistic Behavior of the Soccer Moroccan Coach in Light of Motivation Theory and Discursive Psychology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdelaadim%20Bidaoui">Abdelaadim Bidaoui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As one of the most important linguistic inquiries, the topic of the intertwined relationship between language, the mind, and the world has attracted many scholars. In the fifties, Sapir and Whorf advocated the hypothesis that language shapes our cultural realities as an early attempt to provide answers to this linguistic inquiry. Later, discursive psychology views the linguistic behavior as “a dynamic form of social practice which constructs the social world, individual selves and identity.” (Jorgensen & Phillips 2002, 118). Discursive psychology also considers discourse as a trigger of social action and change. Building on discursive psychology and motivation theory, this paper examines the impact of linguistic behavior of the Moroccan coach Walid Reggragui on the Moroccan team’s exceptional performance in Qatar 2022 Soccer World Cup. The data used in the research is based on interviews conducted by the Moroccan coach prior and during the World Cup. Using a discourse analysis of the linguistic behavior of Reggragui, this paper shows how the linguistic behavior of Reggragui provided support for the three psychological needs: sense of belonging, competence, and autonomy. As any CDA research, this paper uses a triangulated theoretical framework that includes language, cognition and society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20discourse%20analysis" title="critical discourse analysis">critical discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation%20theory" title=" motivation theory"> motivation theory</a>, <a href="https://publications.waset.org/abstracts/search?q=discursive%20psychology" title=" discursive psychology"> discursive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20behavior" title=" linguistic behavior"> linguistic behavior</a> </p> <a href="https://publications.waset.org/abstracts/163874/a-critical-discourse-analysis-of-the-impact-of-the-linguistic-behavior-of-the-soccer-moroccan-coach-in-light-of-motivation-theory-and-discursive-psychology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163874.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">90</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">3539</span> Tracing the Evolution of English and Urdu Languages: A Linguistic and Cultural Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aamna%20Zafar">Aamna Zafar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Through linguistic and cultural analysis, this study seeks to trace the development of the English and Urdu languages. Along with examining how the vocabulary and syntax of English and Urdu have evolved over time and the linguistic trends that may be seen in these changes, this study will also look at the historical and cultural influences that have shaped the languages throughout time. The study will also look at how English and Urdu have changed over time, both in terms of language use and communication inside each other's cultures and globally. We'll research how these changes affect social relations and cultural identity, as well as how they might affect the future of these languages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20and%20cultural%20analysis" title="linguistic and cultural analysis">linguistic and cultural analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=historical%20factors" title=" historical factors"> historical factors</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20factors" title=" cultural factors"> cultural factors</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=syntax" title=" syntax"> syntax</a>, <a href="https://publications.waset.org/abstracts/search?q=significance" title=" significance"> significance</a> </p> <a href="https://publications.waset.org/abstracts/176314/tracing-the-evolution-of-english-and-urdu-languages-a-linguistic-and-cultural-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176314.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">75</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">3538</span> Error Analysis of English Inflection among Thai University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suwaree%20Yordchim">Suwaree Yordchim</a>, <a href="https://publications.waset.org/abstracts/search?q=Toby%20J.%20Gibbs"> Toby J. Gibbs</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The linguistic competence of Thai university students majoring in Business English was examined in the context of knowledge of English language inflection, and also various linguistic elements. Errors analysis was applied to the results of the testing. Levels of errors in inflection, tense and linguistic elements were shown to be significantly high for all noun, verb and adjective inflections. Findings suggest that students do not gain linguistic competence in their use of English language inflection, because of interlanguage interference. Implications for curriculum reform and treatment of errors in the classroom are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interlanguage" title="interlanguage">interlanguage</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=inflection" title=" inflection"> inflection</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20students" title=" Thai students"> Thai students</a> </p> <a href="https://publications.waset.org/abstracts/12225/error-analysis-of-english-inflection-among-thai-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12225.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">466</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">3537</span> Cross-Dialect Sentence Transformation: A Comparative Analysis of Language Models for Adapting Sentences to British English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shashwat%20Mookherjee">Shashwat Mookherjee</a>, <a href="https://publications.waset.org/abstracts/search?q=Shruti%20Dutta"> Shruti Dutta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores linguistic distinctions among American, Indian, and Irish English dialects and assesses various Language Models (LLMs) in their ability to generate British English translations from these dialects. Using cosine similarity analysis, the study measures the linguistic proximity between original British English translations and those produced by LLMs for each dialect. The findings reveal that Indian and Irish English translations maintain notably high similarity scores, suggesting strong linguistic alignment with British English. In contrast, American English exhibits slightly lower similarity, reflecting its distinct linguistic traits. Additionally, the choice of LLM significantly impacts translation quality, with Llama-2-70b consistently demonstrating superior performance. The study underscores the importance of selecting the right model for dialect translation, emphasizing the role of linguistic expertise and contextual understanding in achieving accurate translations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cross-dialect%20translation" title="cross-dialect translation">cross-dialect translation</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20models" title=" language models"> language models</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20similarity" title=" linguistic similarity"> linguistic similarity</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20NLP" title=" multilingual NLP"> multilingual NLP</a> </p> <a href="https://publications.waset.org/abstracts/184401/cross-dialect-sentence-transformation-a-comparative-analysis-of-language-models-for-adapting-sentences-to-british-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184401.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">75</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">3536</span> Group Consensus of Hesitant Fuzzy Linguistic Variables for Decision-Making Problem</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chen%20T.%20Chen">Chen T. Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Hui%20L.%20Cheng"> Hui L. Cheng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the different knowledge, experience and expertise of experts, they usually provide the different opinions in the group decision-making process. Therefore, it is an important issue to reach the group consensus of opinions of experts in group multiple-criteria decision-making (GMCDM) process. Because the subjective opinions of experts always are fuzziness and uncertainties, it is difficult to use crisp values to describe the real opinions of experts or decision-makers. It is reasonable for experts to use the linguistic variables to express their opinions. The hesitant fuzzy set are extended from the concept of fuzzy sets. Experts use the hesitant fuzzy sets can be flexible to describe their subjective opinions. In order to aggregate the hesitant fuzzy linguistic variables of all experts effectively, an adjustment method based on distance function will be presented in this paper. Based on the opinions adjustment method, this paper will present an effective approach to adjust the hesitant fuzzy linguistic variables of all experts to reach the group consensus. Then, a new hesitant linguistic GMCDM method will be presented based on the group consensus of hesitant fuzzy linguistic variables. Finally, an example will be implemented to illustrate the computational process to enhance the practical value of the proposed model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=group%20multi-criteria%20decision-making" title="group multi-criteria decision-making">group multi-criteria decision-making</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20variables" title=" linguistic variables"> linguistic variables</a>, <a href="https://publications.waset.org/abstracts/search?q=hesitant%20fuzzy%20linguistic%20variables" title=" hesitant fuzzy linguistic variables"> hesitant fuzzy linguistic variables</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20function" title=" distance function"> distance function</a>, <a href="https://publications.waset.org/abstracts/search?q=group%20consensus" title=" group consensus "> group consensus </a> </p> <a href="https://publications.waset.org/abstracts/123438/group-consensus-of-hesitant-fuzzy-linguistic-variables-for-decision-making-problem" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123438.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">156</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">3535</span> Decision-Making using Fuzzy Linguistic Hypersoft Set Topology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Saqlain">Muhammad Saqlain</a>, <a href="https://publications.waset.org/abstracts/search?q=Poom%20Kumam"> Poom Kumam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language being an abstract system and creative act, is quite complicated as its meaning varies depending on the context. The context is determined by the empirical knowledge of a person, which is derived from observation and experience. About further subdivided attributes, the decision-making challenges may entail quantitative and qualitative factors. However, because there is no norm for putting a numerical value on language, existing approaches cannot carry out the operations of linguistic knowledge. The assigning of mathematical values (fuzzy, intuitionistic, and neutrosophic) to any decision-making problem; without considering any rule of linguistic knowledge is ambiguous and inaccurate. Thus, this paper aims to provide a generic model for these issues. This paper provides the linguistic set structure of the fuzzy hypersoft set (FLHSS) to solve decision-making issues. We have proposed the definition some basic operations like AND, NOT, OR, AND, compliment, negation, etc., along with Topology and examples, and properties. Secondly, the operational laws for the fuzzy linguistic hypersoft set have been proposed to deal with the decision-making issues. Implementing proposed aggregate operators and operational laws can be used to convert linguistic quantifiers into numerical values. This will increase the accuracy and precision of the fuzzy hypersoft set structure to deal with decision-making issues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20quantifiers" title="linguistic quantifiers">linguistic quantifiers</a>, <a href="https://publications.waset.org/abstracts/search?q=aggregate%20operators" title=" aggregate operators"> aggregate operators</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-criteria%20decision%20making%20%28mcdm%29." title=" multi-criteria decision making (mcdm)."> multi-criteria decision making (mcdm).</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20topology" title=" fuzzy topology"> fuzzy topology</a> </p> <a href="https://publications.waset.org/abstracts/164348/decision-making-using-fuzzy-linguistic-hypersoft-set-topology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164348.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">97</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">3534</span> Linguistic Codes: Food as a Class Indicator</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elena%20Valeryevna%20Pozhidaeva">Elena Valeryevna Pozhidaeva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This linguistic case study is based on an interaction between the social position and foodways. In every culture there is a social hierarchical system in which there can be means to express and to identify the social status of a person. Food serves as a class indicator. The British being a verbal nation use the words as a preferred medium for signalling and recognising the social status. The linguistic analysis reflects a symbolic hierarchy determined by social groups in the UK. The linguistic class indicators of a British hierarchical system are detectable directly – in speech acts. They are articulated in every aspect of a national identity’s life from preferences of the food and the choice to call it to the names of the meals. The linguistic class indicators can as well be detected indirectly – through symbolic meaning or via the choice of the mealtime, its class (e.g the classes of tea or marmalade), the place to buy food (the class of the supermarket) and consume it (the places for eating out and the frequency of such practices). Under analysis of this study are not only food items and their names but also such categories as cutlery as a class indicator and the act of eating together as a practice of social significance and a class indicator. Current social changes and economic developments are considered and their influence on the class indicators appearance and transformation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic" title="linguistic">linguistic</a>, <a href="https://publications.waset.org/abstracts/search?q=class" title=" class"> class</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20indicator" title=" social indicator"> social indicator</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20class" title=" food class"> food class</a> </p> <a href="https://publications.waset.org/abstracts/40156/linguistic-codes-food-as-a-class-indicator" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40156.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">403</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">3533</span> Cybersecurity Awareness Among Applied Sciences Student Population</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sanja%20Bracun">Sanja Bracun</a>, <a href="https://publications.waset.org/abstracts/search?q=Nikolina%20Kasunic"> Nikolina Kasunic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> After graduation, the student population of applied sciences will become the population of employees on IT experts’ positions or "just" business users of certain IT technologies for which the level of awareness of existing cybersecurity risks is extremely important. This research results define the current cybersecurity awareness level of students at Zagreb University of Applied Sciences (TVZ), what can be useful not only for teaching staff to form a curriculum related to cybersecurity more accurately but also to employers to know what to expect from their future employees regarding cybersecurity awareness level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20population%20cybersecurity%20awareness" title="student population cybersecurity awareness">student population cybersecurity awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=cybersecurity%20awareness" title=" cybersecurity awareness"> cybersecurity awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=cybersecurity" title=" cybersecurity"> cybersecurity</a>, <a href="https://publications.waset.org/abstracts/search?q=applied%20sciences%20students" title=" applied sciences students"> applied sciences students</a> </p> <a href="https://publications.waset.org/abstracts/150938/cybersecurity-awareness-among-applied-sciences-student-population" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150938.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">253</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">3532</span> Pedagogical Tools In The 21st Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Aherrahrou">M. Aherrahrou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Moroccan education is currently facing many difficulties and problems due to traditional methods of teaching. Neuro -Linguistic Programming (NLP) appears to hold much potential for education at all levels. In this paper, the major aim is to explore the effect of certain Neuro -Linguistic Programming techniques in one educational institution in Morocco. Quantitative and Qualitative methods are used. The findings prove the effectiveness of this new approach regarding Moroccan education, and it is a promising tool to improve the quality of learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20and%20teaching%20environment" title="learning and teaching environment">learning and teaching environment</a>, <a href="https://publications.waset.org/abstracts/search?q=Neuro-%20Linguistic%20Programming" title=" Neuro- Linguistic Programming"> Neuro- Linguistic Programming</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20learning" title=" quality of learning "> quality of learning </a> </p> <a href="https://publications.waset.org/abstracts/17911/pedagogical-tools-in-the-21st-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17911.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">355</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">3531</span> Managing Linguistic Diversity in Teaching and in Learning in Higher Education Institutions: The Case of the University of Luxembourg</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Argyro-Maria%20Skourmalla">Argyro-Maria Skourmalla</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today’s reality is characterized by diversity in different levels and aspects of everyday life. Focusing on the aspect of language and communication in Higher Education (HE), the present paper draws on the example of the University of Luxembourg as a multilingual and international setting. The University of Luxembourg, which is located between France, Germany, and Belgium, adopted its new multilingualism policy in 2020, establishing English, French, German, and Luxembourgish as the official languages of the Institution. In addition, with around 10.000 students and staff coming from various countries around the world, linguistic diversity in this university is seen as both a resource and a challenge that calls for an inclusive and multilingual approach. The present paper includes data derived from semi-structured interviews with lecturing staff from different disciplines and an online survey with undergraduate students at the University of Luxembourg. Participants shared their experiences and point of view regarding linguistic diversity in this context. Findings show that linguistic diversity in this university is seen as an asset but comes with challenges, and even though there is progress in the use of multilingual practices, a lot needs to be done towards the recognition of staff and students’ linguistic repertoires for inclusion and education equity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20diversity" title="linguistic diversity">linguistic diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Luxembourg" title=" Luxembourg"> Luxembourg</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20practices" title=" multilingual practices"> multilingual practices</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/169634/managing-linguistic-diversity-in-teaching-and-in-learning-in-higher-education-institutions-the-case-of-the-university-of-luxembourg" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169634.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">76</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">3530</span> New Recipes of Communication in the New Linguistic World Order: End of Road for Aged Pragmatics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shailendra%20Kumar%20Singh">Shailendra Kumar Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the rise of New Linguistic World Order in the 21st century, the Aged Pragmatics is palpitating on the edge of theoretical irrelevance. What appears to be a new sociolinguistic reality is that the enlightening combination of alternative west, inclusive globalization and techno-revolution is adding novel recipes to communicative actions, style and gain among new linguistic breed which is being neither dominated nor powered by the western supremacy. The paper has the following main, interrelated, aims: it is intended to introduce the concept of alternative pragmatics that can offer what exactly is needed for our emerging societal realities; it asserts as to how the basic pillar of linguistic success in the new linguistic world order rests upon linguistic temptation and calibration of all; and it also reviews an inevitability of emerging economies in shaping the communication trends at a time when the western world is struggling to maintain the same control on the others exercised in the past. In particular, the paper seeks answers for the following questions: (a) Do we need an alternative pragmatics, one with alternativist leaning in an era of inclusive globalization and alternative west? (b) What are the pulses of shift which are encapsulating emergence of new communicative behavior among the new linguistic breed by breaking yesterday’s linguistic rigidity? (c) Or, what are those shifts which are making linguistic shift more perceptible? (d) Is New Linguistic World Order succeeding in reversing linguistic priorities of `who speaks, what language, where, how, why, to whom and in which condition’ with no parallel in the history? (e) What is explicit about the contemporary world of 21st century which makes linguistic world all exciting and widely celebrative phenomenon and that is also forced into our vision? (f) What factors will hold key to the future of yesterday’s `influential languages’ and today’s `emerging languages’ as world is in the paradigm transition? (g) Is the collapse of Aged Pragmatics good for the 21st century for understanding the difference between pragmatism of old linguistic world and new linguistic world order? New Linguistic world Order today, unlike in the past, is about a branding of new world with liberal world view for a particular form of ideal to be imagined in the 21st century. At this time without question it is hope that a new set of ideals with popular vocabulary will become the implicit pragmatic model as one of benign majoritarianism in all aspects of sociolinguistic reality. It appears to be a reality that we live in an extraordinary linguistic world with no parallel in the past. In particular, the paper also highlights the paradigm shifts: Demographic, Social-psychological, technological and power. These shifts are impacting linguistic shift which is unique in itself. The paper will highlight linguistic shift in details in which alternative west plays a major role without challenging the west because it is an era of inclusive globalization in which almost everyone takes equal responsibility. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20globalization" title="inclusive globalization">inclusive globalization</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20linguistic%20world%20order" title=" new linguistic world order"> new linguistic world order</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20shift" title=" linguistic shift"> linguistic shift</a>, <a href="https://publications.waset.org/abstracts/search?q=world%20order" title=" world order"> world order</a> </p> <a href="https://publications.waset.org/abstracts/38616/new-recipes-of-communication-in-the-new-linguistic-world-order-end-of-road-for-aged-pragmatics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38616.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">343</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=linguistic%20awareness&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=linguistic%20awareness&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=linguistic%20awareness&page=4">4</a></li> <li class="page-item"><a class="page-link" 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