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numerical error-recognition tasks</title> <meta name="description" content="Search results for: lexical and numerical error-recognition tasks"> <meta name="keywords" content="lexical and numerical error-recognition tasks"> <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" 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class="col-md-9 mx-auto"> <form method="get" 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="lexical and numerical error-recognition tasks"> <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> 5260</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: lexical and numerical error-recognition tasks</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5260</span> EEG Correlates of Trait and Mathematical Anxiety during Lexical and Numerical Error-Recognition Tasks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alexander%20N.%20Savostyanov">Alexander N. Savostyanov</a>, <a href="https://publications.waset.org/abstracts/search?q=Tatiana%20A.%20Dolgorukova"> Tatiana A. Dolgorukova</a>, <a href="https://publications.waset.org/abstracts/search?q=Elena%20A.%20Esipenko"> Elena A. Esipenko</a>, <a href="https://publications.waset.org/abstracts/search?q=Mikhail%20S.%20Zaleshin"> Mikhail S. Zaleshin</a>, <a href="https://publications.waset.org/abstracts/search?q=Margherita%20Malanchini"> Margherita Malanchini</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna%20V.%20Budakova"> Anna V. Budakova</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexander%20E.%20Saprygin"> Alexander E. Saprygin</a>, <a href="https://publications.waset.org/abstracts/search?q=Tatiana%20A.%20Golovko"> Tatiana A. Golovko</a>, <a href="https://publications.waset.org/abstracts/search?q=Yulia%20V.%20Kovas"> Yulia V. Kovas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> EEG correlates of mathematical and trait anxiety level were studied in 52 healthy Russian-speakers during execution of error-recognition tasks with lexical, arithmetic and algebraic conditions. Event-related spectral perturbations were used as a measure of brain activity. The ERSP plots revealed alpha/beta desynchronizations within a 500-3000 ms interval after task onset and slow-wave synchronization within an interval of 150-350 ms. Amplitudes of these intervals reflected the accuracy of error recognition, and were differently associated with the three conditions. The correlates of anxiety were found in theta (4-8 Hz) and beta2 (16-20 Hz) frequency bands. In theta band the effects of mathematical anxiety were stronger expressed in lexical, than in arithmetic and algebraic condition. The mathematical anxiety effects in theta band were associated with differences between anterior and posterior cortical areas, whereas the effects of trait anxiety were associated with inter-hemispherical differences. In beta1 and beta2 bands effects of trait and mathematical anxiety were directed oppositely. The trait anxiety was associated with increase of amplitude of desynchronization, whereas the mathematical anxiety was associated with decrease of this amplitude. The effect of mathematical anxiety in beta2 band was insignificant for lexical condition but was the strongest in algebraic condition. EEG correlates of anxiety in theta band could be interpreted as indexes of task emotionality, whereas the reaction in beta2 band is related to tension of intellectual resources. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EEG" title="EEG">EEG</a>, <a href="https://publications.waset.org/abstracts/search?q=brain%20activity" title=" brain activity"> brain activity</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20and%20numerical%20error-recognition%20tasks" title=" lexical and numerical error-recognition tasks"> lexical and numerical error-recognition tasks</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20and%20trait%20anxiety" title=" mathematical and trait anxiety"> mathematical and trait anxiety</a> </p> <a href="https://publications.waset.org/abstracts/29302/eeg-correlates-of-trait-and-mathematical-anxiety-during-lexical-and-numerical-error-recognition-tasks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29302.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">561</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">5259</span> The Impact of Trait and Mathematical Anxiety on Oscillatory Brain Activity during Lexical and Numerical Error-Recognition Tasks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alexander%20N.%20Savostyanov">Alexander N. Savostyanov</a>, <a href="https://publications.waset.org/abstracts/search?q=Tatyana%20A.%20Dolgorukova"> Tatyana A. Dolgorukova</a>, <a href="https://publications.waset.org/abstracts/search?q=Elena%20A.%20Esipenko"> Elena A. Esipenko</a>, <a href="https://publications.waset.org/abstracts/search?q=Mikhail%20S.%20Zaleshin"> Mikhail S. Zaleshin</a>, <a href="https://publications.waset.org/abstracts/search?q=Margherita%20Malanchini"> Margherita Malanchini</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna%20V.%20Budakova"> Anna V. Budakova</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexander%20E.%20Saprygin"> Alexander E. Saprygin</a>, <a href="https://publications.waset.org/abstracts/search?q=Yulia%20V.%20Kovas"> Yulia V. Kovas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study compared spectral-power indexes and cortical topography of brain activity in a sample characterized by different levels of trait and mathematical anxiety. 52 healthy Russian-speakers (age 17-32; 30 males) participated in the study. Participants solved an error recognition task under 3 conditions: A lexical condition (simple sentences in Russian), and two numerical conditions (simple arithmetic and complicated algebraic problems). Trait and mathematical anxiety were measured using self-repot questionnaires. EEG activity was recorded simultaneously during task execution. Event-related spectral perturbations (ERSP) were used to analyze spectral-power changes in brain activity. Additionally, sLORETA was applied in order to localize the sources of brain activity. When exploring EEG activity recorded after tasks onset during lexical conditions, sLORETA revealed increased activation in frontal and left temporal cortical areas, mainly in the alpha/beta frequency ranges. When examining the EEG activity recorded after task onset during arithmetic and algebraic conditions, additional activation in delta/theta band in the right parietal cortex was observed. The ERSP plots reveled alpha/beta desynchronizations within a 500-3000 ms interval after task onset and slow-wave synchronization within an interval of 150-350 ms. Amplitudes of these intervals reflected the accuracy of error recognition, and were differently associated with the three (lexical, arithmetic and algebraic) conditions. The level of trait anxiety was positively correlated with the amplitude of alpha/beta desynchronization. The level of mathematical anxiety was negatively correlated with the amplitude of theta synchronization and of alpha/beta desynchronization. Overall, trait anxiety was related with an increase in brain activation during task execution, whereas mathematical anxiety was associated with increased inhibitory-related activity. We gratefully acknowledge the support from the №11.G34.31.0043 grant from the Government of the Russian Federation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=EEG" title=" EEG"> EEG</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20and%20numerical%20error-recognition%20tasks" title=" lexical and numerical error-recognition tasks"> lexical and numerical error-recognition tasks</a>, <a href="https://publications.waset.org/abstracts/search?q=alpha%2Fbeta%20desynchronization" title=" alpha/beta desynchronization"> alpha/beta desynchronization</a> </p> <a href="https://publications.waset.org/abstracts/27035/the-impact-of-trait-and-mathematical-anxiety-on-oscillatory-brain-activity-during-lexical-and-numerical-error-recognition-tasks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27035.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">525</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">5258</span> The EFL Mental Lexicon: Connectivity and the Acquisition of Lexical Knowledge Depth</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khalid%20Soussi">Khalid Soussi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study at hand has attempted to describe the acquisition of three EFL lexical knowledge aspects - meaning, synonymy and collocation – across three academic levels: Baccalaureate, second year and fourth year university levels in Morocco. The research also compares the development of the three lexical knowledge aspects between knowledge (reception) and use (production) and attempts to trace their order of acquisition. This has led to the use of three main data collection tasks: translation, acceptability judgment and multiple choices. The study has revealed the following findings. First, L1 and EFL mental lexicons are connected at the lexical knowledge depth. Second, such connection is active whether in language reception or use. Third, the connectivity between L1 and EFL mental lexicons tends to relatively decrease as the academic level of the learners increases. Finally, the research has revealed a significant 'order' of acquisition between the three lexical aspects, though not a very strong one. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20acquisition" title="vocabulary acquisition">vocabulary acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20lexical%20knowledge" title=" EFL lexical knowledge"> EFL lexical knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20lexicon" title=" mental lexicon"> mental lexicon</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20knowledge%20depth" title=" vocabulary knowledge depth"> vocabulary knowledge depth</a> </p> <a href="https://publications.waset.org/abstracts/83869/the-efl-mental-lexicon-connectivity-and-the-acquisition-of-lexical-knowledge-depth" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83869.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">283</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">5257</span> Knowledge Required for Avoiding Lexical Errors at Machine Translation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yukiko%20Sasaki%20Alam">Yukiko Sasaki Alam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims at finding out the causes that led to wrong lexical selections in machine translation (MT) rather than categorizing lexical errors, which has been a main practice in error analysis. By manually examining and analyzing lexical errors outputted by a MT system, it suggests what knowledge would help the system reduce lexical errors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=machine%20translation" title="machine translation">machine translation</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=lexical%20errors" title=" lexical errors"> lexical errors</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a> </p> <a href="https://publications.waset.org/abstracts/63451/knowledge-required-for-avoiding-lexical-errors-at-machine-translation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63451.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">338</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">5256</span> Examining the Development of Complexity, Accuracy and Fluency in L2 Learners' Writing after L2 Instruction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaled%20Barkaoui">Khaled Barkaoui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research on second-language (L2) learning tends to focus on comparing students with different levels of proficiency at one point in time. However, to understand L2 development, we need more longitudinal research. In this study, we adopt a longitudinal approach to examine changes in three indicators of L2 ability, complexity, accuracy, and fluency (CAF), as reflected in the writing of L2 learners when writing on different tasks before and after a period L2 instruction. Each of 85 Chinese learners of English at three levels of English language proficiency responded to two writing tasks (independent and integrated) before and after nine months of English-language study in China. Each essay (N= 276) was analyzed in terms of numerous CAF indices using both computer coding and human rating: number of words written, number of errors per 100 words, ratings of error severity, global syntactic complexity (MLS), complexity by coordination (T/S), complexity by subordination (C/T), clausal complexity (MLC), phrasal complexity (NP density), syntactic variety, lexical density, lexical variation, lexical sophistication, and lexical bundles. Results were then compared statistically across tasks, L2 proficiency levels, and time. Overall, task type had significant effects on fluency and some syntactic complexity indices (complexity by coordination, structural variety, clausal complexity, phrase complexity) and lexical density, sophistication, and bundles, but not accuracy. L2 proficiency had significant effects on fluency, accuracy, and lexical variation, but not syntactic complexity. Finally, fluency, frequency of errors, but not accuracy ratings, syntactic complexity indices (clausal complexity, global complexity, complexity by subordination, phrase complexity, structural variety) and lexical complexity (lexical density, variation, and sophistication) exhibited significant changes after instruction, particularly for the independent task. We discuss the findings and their implications for assessment, instruction, and research on CAF in the context of L2 writing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=second%20language%20writing" title="second language writing">second language writing</a>, <a href="https://publications.waset.org/abstracts/search?q=Fluency" title=" Fluency"> Fluency</a>, <a href="https://publications.waset.org/abstracts/search?q=accuracy" title=" accuracy"> accuracy</a>, <a href="https://publications.waset.org/abstracts/search?q=complexity" title=" complexity"> complexity</a>, <a href="https://publications.waset.org/abstracts/search?q=longitudinal" title=" longitudinal "> longitudinal </a> </p> <a href="https://publications.waset.org/abstracts/125705/examining-the-development-of-complexity-accuracy-and-fluency-in-l2-learners-writing-after-l2-instruction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125705.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">153</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">5255</span> Lexical Bundles in the Alexiad of Anna Comnena: Computational and Discourse Analysis Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Georgios%20Alexandropoulos">Georgios Alexandropoulos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to examine the historical text of Alexiad by Anna Comnena using computational tools for the extraction of lexical bundles containing the name of her father, Alexius Comnenus. For this reason, in this research we apply corpus linguistics techniques for the automatic extraction of lexical bundles and through them we will draw conclusions about how these lexical bundles serve her support provided to her father. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lexical%20bundles" title="lexical bundles">lexical bundles</a>, <a href="https://publications.waset.org/abstracts/search?q=computational%20literature" title=" computational literature"> computational literature</a>, <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=Alexiad" title=" Alexiad"> Alexiad</a> </p> <a href="https://publications.waset.org/abstracts/10503/lexical-bundles-in-the-alexiad-of-anna-comnena-computational-and-discourse-analysis-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10503.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">625</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">5254</span> A Network of Nouns and Their Features :A Neurocomputational Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Skiker%20Kaoutar">Skiker Kaoutar</a>, <a href="https://publications.waset.org/abstracts/search?q=Mounir%20Maouene"> Mounir Maouene </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Neuroimaging studies indicate that a large fronto-parieto-temporal network support nouns and their features, with some areas store semantic knowledge (visual, auditory, olfactory, gustatory,…), other areas store lexical representation and other areas are implicated in general semantic processing. However, it is not well understood how this fronto-parieto-temporal network can be modulated by different semantic tasks and different semantic relations between nouns. In this study, we combine a behavioral semantic network, functional MRI studies involving object’s related nouns and brain network studies to explain how different semantic tasks and different semantic relations between nouns can modulate the activity within the brain network of nouns and their features. We first describe how nouns and their features form a large scale brain network. For this end, we examine the connectivities between areas recruited during the processing of nouns to know which configurations of interaction areas are possible. We can thus identify if, for example, brain areas that store semantic knowledge communicate via functional/structural links with areas that store lexical representations. Second, we examine how this network is modulated by different semantic tasks involving nouns and finally, we examine how category specific activation may result from the semantic relations among nouns. The results indicate that brain network of nouns and their features is highly modulated and flexible by different semantic tasks and semantic relations. At the end, this study can be used as a guide to help neurosientifics to interpret the pattern of fMRI activations detected in the semantic processing of nouns. Specifically; this study can help to interpret the category specific activations observed extensively in a large number of neuroimaging studies and clinical studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nouns" title="nouns">nouns</a>, <a href="https://publications.waset.org/abstracts/search?q=features" title=" features"> features</a>, <a href="https://publications.waset.org/abstracts/search?q=network" title=" network"> network</a>, <a href="https://publications.waset.org/abstracts/search?q=category%20specificity" title=" category specificity"> category specificity</a> </p> <a href="https://publications.waset.org/abstracts/18889/a-network-of-nouns-and-their-features-a-neurocomputational-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18889.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">521</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">5253</span> Differences in the Processing of Sentences with Lexical Ambiguity and Structural Ambiguity: An Experimental Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mariana%20T.%20Teixeira">Mariana T. Teixeira</a>, <a href="https://publications.waset.org/abstracts/search?q=Joana%20P.%20Luz"> Joana P. Luz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is based on assumptions of psycholinguistics and investigates the processing of ambiguous sentences in Brazilian Portuguese. Specifically, it aims to verify if there is a difference in processing time between sentences with lexical ambiguity and sentences with structural (or syntactic) ambiguity. We hypothesize, based on the Garden Path Theory, that the two types of ambiguity entail different cognitive efforts, since sentences with structural ambiguity require that two structures be processed, whereas ambiguous phrases whose root of ambiguity is in a word require the processing of a single structure, which admits a variation of punctual meaning, within the scope of only one lexical item. In order to test this hypothesis, 25 undergraduate students, whose average age was 27.66 years, native speakers of Brazilian Portuguese, performed a self-monitoring reading task of ambiguous sentences, which had lexical and structural ambiguity. The results suggest that unambiguous sentence processing is faster than ambiguous sentence processing, whether it has lexical or structural ambiguity. In addition, participants presented a mean reading time greater for sentences with syntactic ambiguity than for sentences with lexical ambiguity, evidencing a greater cognitive effort in sentence processing with structural ambiguity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brazilian%20portuguese" title="Brazilian portuguese">Brazilian portuguese</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20ambiguity" title=" lexical ambiguity"> lexical ambiguity</a>, <a href="https://publications.waset.org/abstracts/search?q=sentence%20processing" title=" sentence processing"> sentence processing</a>, <a href="https://publications.waset.org/abstracts/search?q=syntactic%20ambiguity" title=" syntactic ambiguity"> syntactic ambiguity</a> </p> <a href="https://publications.waset.org/abstracts/85250/differences-in-the-processing-of-sentences-with-lexical-ambiguity-and-structural-ambiguity-an-experimental-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85250.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">228</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">5252</span> New Ways of Vocabulary Enlargement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Pesina">S. Pesina</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Solonchak"> T. Solonchak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lexical invariants, being a sort of stereotypes within the frames of ordinary consciousness, are created by the members of a language community as a result of uniform division of reality. The invariant meaning is formed in person’s mind gradually in the course of different actualizations of secondary meanings in various contexts. We understand lexical the invariant as abstract language essence containing a set of semantic components. In one of its configurations it is the basis or all or a number of the meanings making up the semantic structure of the word. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lexical%20invariant" title="lexical invariant">lexical invariant</a>, <a href="https://publications.waset.org/abstracts/search?q=invariant%20theories" title=" invariant theories"> invariant theories</a>, <a href="https://publications.waset.org/abstracts/search?q=polysemantic%20word" title=" polysemantic word"> polysemantic word</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20linguistics" title=" cognitive linguistics"> cognitive linguistics</a> </p> <a href="https://publications.waset.org/abstracts/10620/new-ways-of-vocabulary-enlargement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10620.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">322</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">5251</span> Placement of English Lexical Stress by Arabic-Speaking EFL Learners: How Computer-Generated Spectrographic Representations of Correct Pronunciations Can Provide a Visual Aid to Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rami%20Al-Sadi">Rami Al-Sadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The assignment of lexical stress in English to its correct syllable is an enormous challenge to EFL learners, especially if their first language (L1) phonology is very different from English phonology. Arabic-speaking EFL learners not only stumble very frequently when it comes to placing the lexical stress in a given word, but they also seem to relegate the role of lexical stress as unimportant, mainly because in Arabic, unlike in English, lexical stress is not phonemic. This study aims at exploring the possible benefits of utilizing spectrographic representations of English words correctly pronounced, for the purpose of finding out how these spectrograms can provide a visual aid to the learners and help them rectify their stress placement errors as they see in real time spectrograms of the correct pronunciations juxtaposed on a computer screen with spectrograms of their own pronunciations for easy comparison. The study involved 120 students from the English Department at Prince Sattam bin Abdulaziz University in Saudi Arabia. 60 participants were taught the English lexical stress rules and also received spectrographic guidance on pronunciation; the other 60 received only verbal instruction on the stress rules and verbal feedback on their pronunciations. Statistical results showed that when the learners had the opportunity to ‘see’ their pronunciation mistakes, they were three times more likely to rectify their placement of lexical stress. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic-speaking%20EFL%20learners" title="Arabic-speaking EFL learners">Arabic-speaking EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20stress" title=" lexical stress"> lexical stress</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation" title=" pronunciation"> pronunciation</a>, <a href="https://publications.waset.org/abstracts/search?q=spectrographic%20representation" title=" spectrographic representation"> spectrographic representation</a>, <a href="https://publications.waset.org/abstracts/search?q=stress%20placement" title=" stress placement"> stress placement</a> </p> <a href="https://publications.waset.org/abstracts/157030/placement-of-english-lexical-stress-by-arabic-speaking-efl-learners-how-computer-generated-spectrographic-representations-of-correct-pronunciations-can-provide-a-visual-aid-to-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157030.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">123</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">5250</span> The Relation between Cognitive Fluency and Utterance Fluency in Second Language Spoken Fluency: Studying Fluency through a Psycholinguistic Lens</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tannistha%20Dasgupta">Tannistha Dasgupta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the aspects of second language (L2) spoken fluency that are related to L2 linguistic knowledge and processing skill. It draws on Levelt’s ‘blueprint’ of the L2 speaker which discusses the cognitive issues underlying the act of speaking. However, L2 speaking assessments have largely neglected the underlying mechanism involved in language production; emphasis is given on the relationship between subjective ratings of L2 speech sample and objectively measured aspects of ﬂuency. Hence, in this study, the relation between L2 linguistic knowledge and processing skill i.e. Cognitive Fluency (CF), and objectively measurable aspects of L2 spoken fluency i.e. Utterance Fluency (UF) is examined. The participants of the study are L2 learners of English, studying at high school level in Hyderabad, India. 50 participants with intermediate level of proficiency in English performed several lexical retrieval tasks and attention-shifting tasks to measure CF, and 8 oral tasks to measure UF. Each aspect of UF (speed, pause, and repair) were measured against the scores of CF to find out those aspects of UF which are reliable indicators of CF. Quantitative analysis of the data shows that among the three aspects of UF; speed is the best predictor of CF, and pause is weakly related to CF. The study suggests that including the speed aspect of UF could make L2 fluency assessment more reliable, valid, and objective. Thus, incorporating the assessment of psycholinguistic mechanisms into L2 spoken fluency testing, could result in fairer evaluation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attention-shifting" title="attention-shifting">attention-shifting</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20fluency" title=" cognitive fluency"> cognitive fluency</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20retrieval" title=" lexical retrieval"> lexical retrieval</a>, <a href="https://publications.waset.org/abstracts/search?q=utterance%20fluency" title=" utterance fluency"> utterance fluency</a> </p> <a href="https://publications.waset.org/abstracts/20868/the-relation-between-cognitive-fluency-and-utterance-fluency-in-second-language-spoken-fluency-studying-fluency-through-a-psycholinguistic-lens" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20868.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">711</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">5249</span> Grammatical and Lexical Cohesion in the Japan’s Prime Minister Shinzo Abe’s Speech Text ‘Nihon wa Modottekimashita’</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadya%20Inda%20Syartanti">Nadya Inda Syartanti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to identify, classify, and analyze descriptively the aspects of grammatical and lexical cohesion in the speech text of Japan’s Prime Minister Shinzo Abe entitled Nihon wa Modotte kimashita delivered in Washington DC, the United States on February 23, 2013, as a research data source. The method used is qualitative research, which uses descriptions through words that are applied by analyzing aspects of grammatical and lexical cohesion proposed by Halliday and Hasan (1976). The aspects of grammatical cohesion consist of references (personal, demonstrative, interrogative pronouns), substitution, ellipsis, and conjunction. In contrast, lexical cohesion consists of reiteration (repetition, synonym, antonym, hyponym, meronym) and collocation. Data classification is based on the 6 aspects of the cohesion. Through some aspects of cohesion, this research tries to find out the frequency of using grammatical and lexical cohesion in Shinzo Abe's speech text entitled Nihon wa Modotte kimashita. The results of this research are expected to help overcome the difficulty of understanding speech texts in Japanese. Therefore, this research can be a reference for learners, researchers, and anyone who is interested in the field of discourse analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cohesion" title="cohesion">cohesion</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20cohesion" title=" grammatical cohesion"> grammatical cohesion</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20cohesion" title=" lexical cohesion"> lexical cohesion</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20text" title=" speech text"> speech text</a>, <a href="https://publications.waset.org/abstracts/search?q=Shinzo%20Abe" title=" Shinzo Abe"> Shinzo Abe</a> </p> <a href="https://publications.waset.org/abstracts/107621/grammatical-and-lexical-cohesion-in-the-japans-prime-minister-shinzo-abes-speech-text-nihon-wa-modottekimashita" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107621.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">162</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">5248</span> An Investigation into Slow ESL Reading Speed in Pakistani Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hina%20Javed">Hina Javed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the different strategies used by Pakistani students learning English as a second language at secondary level school. The basic premise of the study is that ESL students face tremendous difficulty while they are reading a text in English. It also purports to dig into the different causes of their slow reading. They might range from word reading accuracy, mental translation, lexical density, cultural gaps, complex syntactic constructions, and back skipping. Sixty Grade 7 students from two secondary mainstream schools in Lahore were selected for the study, thirty being boys and thirty girls. They were administered reading-related and reading speed pre and post-tests. The purpose of the tests was to gauge their performance on different reading tasks so as to be able to see how they used strategies, if any, and also to ascertain the causes hampering their performance on those tests. In the pretests, they were given simple texts with considerable lexical density and moderately complex sentential layout. In the post-tests, the reading tasks contained comic strips, texts with visuals, texts with controlled vocabulary, and an evenly distributed varied range of simple, compound, and complex sentences. Both the tests were timed. The results gleaned through the data gathered corroborated the researchers’ basic hunch that they performed significantly better than pretests. The findings suggest that the morphological structure of words and lexical density are the main sources of reading comprehension difficulties in poor ESL readers. It is also confirmed that if the texts are accompanied by pictorial visuals, it greatly facilitates students’ reading speed and comprehension. There is no substantial evidence that ESL readers adopt any specific strategy while reading in English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=slow%20ESL%20reading%20speed" title="slow ESL reading speed">slow ESL reading speed</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20translation" title=" mental translation"> mental translation</a>, <a href="https://publications.waset.org/abstracts/search?q=complex%20syntactic%20constructions" title=" complex syntactic constructions"> complex syntactic constructions</a>, <a href="https://publications.waset.org/abstracts/search?q=back%20skipping" title=" back skipping"> back skipping</a> </p> <a href="https://publications.waset.org/abstracts/171910/an-investigation-into-slow-esl-reading-speed-in-pakistani-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171910.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">71</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">5247</span> Effect of the Keyword Strategy on Lexical Semantic Acquisition: Recognition, Retention and Comprehension in an English as Second Language Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Muhammad%20Shitu">Fatima Muhammad Shitu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study seeks to investigate the effect of the keyword strategy on lexico–semantic acquisition, recognition, retention and comprehension in an ESL context. The aim of the study is to determine whether the keyword strategy can be used to enhance acquisition. As a quasi- experimental research, the objectives of the study include: To determine the extent to which the scores obtained by the subjects, who were trained on the use of the keyword strategy for acquisition, differ at the pre-tests and the post–tests and also to find out the relationship in the scores obtained at these tests levels. The sample for the study consists of 300 hundred undergraduate ESL Students in the Federal College of Education, Kano. The seventy-five lexical items for acquisition belong to the lexical field category known as register, and they include Medical, Agriculture and Photography registers (MAP). These were divided in the ratio twenty-five (25) lexical items in each lexical field. The testing technique was used to collect the data while the descriptive and inferential statistics were employed for data analysis. For the purpose of testing, the two kinds of tests administered at each test level include the WARRT (Word Acquisition, Recognition, and Retention Test) and the CCPT (Cloze Comprehension Passage Test). The results of the study revealed that there are significant differences in the scores obtained between the pre-tests, and the post–tests and there are no correlations in the scores obtained as well. This implies that the keyword strategy has effectively enhanced the acquisition of the lexical items studied. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=keyword" title="keyword">keyword</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical" title=" lexical"> lexical</a>, <a href="https://publications.waset.org/abstracts/search?q=semantics" title=" semantics"> semantics</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy" title=" strategy"> strategy</a> </p> <a href="https://publications.waset.org/abstracts/50708/effect-of-the-keyword-strategy-on-lexical-semantic-acquisition-recognition-retention-and-comprehension-in-an-english-as-second-language-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50708.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">311</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">5246</span> The Phonology and Phonetics of Second Language Intonation in Case of “Downstep”</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tayebeh%20Norouzi">Tayebeh Norouzi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to investigate the acquisition process of intonation. It examines the intonation structure of Tokyo Japanese and its realization by Iranian learners of Japanese. Seven Iranian learners of Japanese, differing in fluency, and two Japanese speakers participated in the experiment. Two sentences were used to test the phonological and phonetic characteristics of lexical pitch-accent as well as the intonation patterns produced by the speakers. Both sentences consisted of similar words with the same number of syllables and lexical pitch-accents but different syntactic structure. Speakers were asked to read each sentence three times at normal speed, and the data were analyzed by Praat. The results show that lexical pitch-accent, Accentual Phrase (AP) and AP boundary tone realization vary depending on sentence type. For sentences of type <em>XdeYwo</em>, the lexical pitch-accent is realized properly. However, there is a rise in AP boundary tone regardless of speakers’ level of fluency. In contrast, in sentences of type <em>XnoYwo</em>, the lexical pitch-accent and AP boundary tone vary depending on the speakers’ fluency level. Advanced speakers are better at grouping words into phrases and produce more native-like intonation patterns, though they are not able to realize downstep properly. The non-native speakers tried to realize proper intonation patterns by making changes in lexical accent and boundary tone. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intonation" title="intonation">intonation</a>, <a href="https://publications.waset.org/abstracts/search?q=Iranian%20learners" title=" Iranian learners"> Iranian learners</a>, <a href="https://publications.waset.org/abstracts/search?q=Japanese%20prosody" title=" Japanese prosody"> Japanese prosody</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20accent" title=" lexical accent"> lexical accent</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition." title=" second language acquisition."> second language acquisition.</a> </p> <a href="https://publications.waset.org/abstracts/89060/the-phonology-and-phonetics-of-second-language-intonation-in-case-of-downstep" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89060.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">169</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">5245</span> 'Caucasian Mountaineer / Scottish Highlander': Correlation between Semantics and Culture</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natalia%20M.%20Nepomniashchikh">Natalia M. Nepomniashchikh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research focuses on Russian and English linguoculturemes Caucasian mountaineer and Scottish Highlander, the effort of comparative-contrastive analysis was made. In order to reach the aim, the analysis of the vocabulary definitions of the concepts under consideration was taken, which made it possible to build the lexical-semantic fields of both lexical items in Russian and English. This stage of research helped to turn to the linguistic-cultural fields construction. To build these fields, literary pieces containing the concepts under consideration and the items directly related to them were taken from the works about the Caucasus mountains and mountaineers living there by M. Yu. Lermontov and the ones by W. Scott devoted to the Scottish Highlands and their inhabitants. All collected data was systematized in schemes and tables reflecting the differences and intercrossing areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lexemes" title="lexemes">lexemes</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20items" title=" lexical items"> lexical items</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical-semantic%20field" title=" lexical-semantic field"> lexical-semantic field</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic-cultural%20field" title=" linguistic-cultural field"> linguistic-cultural field</a>, <a href="https://publications.waset.org/abstracts/search?q=linguoculturemes" title=" linguoculturemes"> linguoculturemes</a> </p> <a href="https://publications.waset.org/abstracts/68093/caucasian-mountaineer-scottish-highlander-correlation-between-semantics-and-culture" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68093.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">231</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">5244</span> Examining the Effects of Increasing Lexical Retrieval Attempts in Tablet-Based Naming Therapy for Aphasia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jeanne%20Gallee">Jeanne Gallee</a>, <a href="https://publications.waset.org/abstracts/search?q=Sofia%20Vallila-Rohter"> Sofia Vallila-Rohter</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Technology-based applications are increasingly being utilized in aphasia rehabilitation as a means of increasing intensity of treatment and improving accessibility to treatment. These interactive therapies, often available on tablets, lead individuals to complete language and cognitive rehabilitation tasks that draw upon skills such as the ability to name items, recognize semantic features, count syllables, rhyme, and categorize objects. Tasks involve visual and auditory stimulus cues and provide feedback about the accuracy of a person’s response. Research has begun to examine the efficacy of tablet-based therapies for aphasia, yet much remains unknown about how individuals interact with these therapy applications. Thus, the current study aims to examine the efficacy of a tablet-based therapy program for anomia, further examining how strategy training might influence the way that individuals with aphasia engage with and benefit from therapy. Individuals with aphasia are enrolled in one of two treatment paradigms: traditional therapy or strategy therapy. For ten weeks, all participants receive 2 hours of weekly in-house therapy using Constant Therapy, a tablet-based therapy application. Participants are provided with iPads and are additionally encouraged to work on therapy tasks for one hour a day at home (home logins). For those enrolled in traditional therapy, in-house sessions involve completing therapy tasks while a clinician researcher is present. For those enrolled in the strategy training group, in-house sessions focus on limiting cue use in order to maximize lexical retrieval attempts and naming opportunities. The strategy paradigm is based on the principle that retrieval attempts may foster long-term naming gains. Data have been collected from 7 participants with aphasia (3 in the traditional therapy group, 4 in the strategy training group). We examine cue use, latency of responses and accuracy through the course of therapy, comparing results across group and setting (in-house sessions vs. home logins). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aphasia" title="aphasia">aphasia</a>, <a href="https://publications.waset.org/abstracts/search?q=speech-language%20pathology" title=" speech-language pathology"> speech-language pathology</a>, <a href="https://publications.waset.org/abstracts/search?q=traumatic%20brain%20injury" title=" traumatic brain injury"> traumatic brain injury</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a> </p> <a href="https://publications.waset.org/abstracts/81323/examining-the-effects-of-increasing-lexical-retrieval-attempts-in-tablet-based-naming-therapy-for-aphasia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81323.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">204</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">5243</span> Lexical Based Method for Opinion Detection on Tripadvisor Collection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Faiza%20Belbachir">Faiza Belbachir</a>, <a href="https://publications.waset.org/abstracts/search?q=Thibault%20Schienhinski"> Thibault Schienhinski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The massive development of online social networks allows users to post and share their opinions on various topics. With this huge volume of opinion, it is interesting to extract and interpret these information for different domains, e.g., product and service benchmarking, politic, system of recommendation. This is why opinion detection is one of the most important research tasks. It consists on differentiating between opinion data and factual data. The difficulty of this task is to determine an approach which returns opinionated document. Generally, there are two approaches used for opinion detection i.e. Lexical based approaches and Machine Learning based approaches. In Lexical based approaches, a dictionary of sentimental words is used, words are associated with weights. The opinion score of document is derived by the occurrence of words from this dictionary. In Machine learning approaches, usually a classifier is trained using a set of annotated document containing sentiment, and features such as n-grams of words, part-of-speech tags, and logical forms. Majority of these works are based on documents text to determine opinion score but dont take into account if these texts are really correct. Thus, it is interesting to exploit other information to improve opinion detection. In our work, we will develop a new way to consider the opinion score. We introduce the notion of trust score. We determine opinionated documents but also if these opinions are really trustable information in relation with topics. For that we use lexical SentiWordNet to calculate opinion and trust scores, we compute different features about users like (numbers of their comments, numbers of their useful comments, Average useful review). After that, we combine opinion score and trust score to obtain a final score. We applied our method to detect trust opinions in TRIPADVISOR collection. Our experimental results report that the combination between opinion score and trust score improves opinion detection. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tripadvisor" title="Tripadvisor">Tripadvisor</a>, <a href="https://publications.waset.org/abstracts/search?q=opinion%20detection" title=" opinion detection"> opinion detection</a>, <a href="https://publications.waset.org/abstracts/search?q=SentiWordNet" title=" SentiWordNet"> SentiWordNet</a>, <a href="https://publications.waset.org/abstracts/search?q=trust%20score" title=" trust score"> trust score</a> </p> <a href="https://publications.waset.org/abstracts/91179/lexical-based-method-for-opinion-detection-on-tripadvisor-collection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91179.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">198</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">5242</span> Lexical Classification of Compounds in Berom: A Semantic Description of N-V Nominal Compounds</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pam%20Bitrus%20Marcus">Pam Bitrus Marcus</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Compounds in Berom, a Niger-Congo language that is spoken in parts of central Nigeria, have been understudied, and the semantics of N-V nominal compounds have not been sufficiently delineated. This study describes the lexical classification of compounds in Berom and, specifically, examines the semantics of nominal compounds with N-V constituents. The study relied on a data set of 200 compounds that were drawn from Bere Naha (a newsletter publication in Berom). Contrary to the nominalization process in defining the lexical class of compounds in languages, the study revealed that verbal and adjectival classes of compounds are also attested in Berom and N-V nominal compounds have an agentive or locative interpretation that is not solely determined by the meaning of the constituents of the compound but by the context of the usage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=berom" title="berom">berom</a>, <a href="https://publications.waset.org/abstracts/search?q=berom%20compounds" title=" berom compounds"> berom compounds</a>, <a href="https://publications.waset.org/abstracts/search?q=nominal%20compound" title=" nominal compound"> nominal compound</a>, <a href="https://publications.waset.org/abstracts/search?q=N-V%20compounds" title=" N-V compounds"> N-V compounds</a> </p> <a href="https://publications.waset.org/abstracts/171026/lexical-classification-of-compounds-in-berom-a-semantic-description-of-n-v-nominal-compounds" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171026.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">78</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">5241</span> Effects of Topic Familiarity on Linguistic Aspects in EFL Learners’ Writing Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jeong-Won%20Lee">Jeong-Won Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Kyeong-Ok%20Yoon"> Kyeong-Ok Yoon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study aimed to investigate the effects of topic familiarity and language proficiency on linguistic aspects (lexical complexity, syntactic complexity, accuracy, and fluency) in EFL learners’ argumentative essays. For the study 64 college students were asked to write an argumentative essay for the two different topics (Driving and Smoking) chosen by the consideration of topic familiarity. The students were divided into two language proficiency groups (high-level and intermediate) according to their English writing proficiency. The findings of the study are as follows: 1) the participants of this study exhibited lower levels of lexical and syntactic complexity as well as accuracy when performing writing tasks with unfamiliar topics; and 2) they demonstrated the use of a wider range of vocabulary, and longer and more complex structures, and produced accurate and lengthier texts compared to their intermediate peers. Discussion and pedagogical implications for instruction of writing classes in EFL contexts were addressed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=topic%20familiarity" title="topic familiarity">topic familiarity</a>, <a href="https://publications.waset.org/abstracts/search?q=complexity" title=" complexity"> complexity</a>, <a href="https://publications.waset.org/abstracts/search?q=accuracy" title=" accuracy"> accuracy</a>, <a href="https://publications.waset.org/abstracts/search?q=fluency" title=" fluency"> fluency</a> </p> <a href="https://publications.waset.org/abstracts/182005/effects-of-topic-familiarity-on-linguistic-aspects-in-efl-learners-writing-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182005.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">50</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">5240</span> A Stylistic Analysis of the Short Story ‘The Escape’ by Qaisra Shahraz</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huma%20Javed">Huma Javed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Stylistics is a broad term that is concerned with both literature and linguistics, due to which the significance of the stylistics increases. This research aims to analyze Qaisra Shahraz's short story ‘The Escape’ from the stylistic analysis viewpoint. The focus of this study is on three aspects grammar category, lexical category, and figure of speech of the short story. The research designs for this article are both explorative and descriptive. The analysis of the data shows that the writer has used more nouns in the story as compared to other lexical items, which suggests that story has a descriptive style rather than narrative. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=The%20Escape" title="The Escape">The Escape</a>, <a href="https://publications.waset.org/abstracts/search?q=stylistics" title=" stylistics"> stylistics</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20category" title=" grammatical category"> grammatical category</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20category" title=" lexical category"> lexical category</a>, <a href="https://publications.waset.org/abstracts/search?q=figure%20of%20speech" title=" figure of speech"> figure of speech</a> </p> <a href="https://publications.waset.org/abstracts/138820/a-stylistic-analysis-of-the-short-story-the-escape-by-qaisra-shahraz" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138820.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">237</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">5239</span> Atwood's Canadianisms and Neologisms: A Cognitive Approach to Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eleonora%20Sasso">Eleonora Sasso</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper takes as its starting point the notions of cognitive linguistics and lexical blending, and uses both these theoretical concepts to advance a new reading of Margaret Atwood’s latest writings, one which sees them as paramount literary examples of norm and usage in bilingual Canadian lexicography. Atwood’s prose seems to be imbued with Canadianisms and neologisms, lexical blends of zoomorphic forms, a kind of meeting-point between two conceptual structures which follow the principles of lexical economy and asyntactic relation. Atwood’s neologisms also attest to the undeniable impact on language exerted by Canada’s aboriginal peoples. This paper aims to track through these references and with the aid of the Eskimo-English dictionary look at the linguistic issues – attitudes to contaminations and hybridisations, questions of lexical blending in literary examples, etc – which they raise. Atwood’s fiction, whose cognitive linguistic strategy employs ‘the virtues of scissors and matches’, always strives to achieve isomorphism between word form and concept. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Atwood" title="Atwood">Atwood</a>, <a href="https://publications.waset.org/abstracts/search?q=Canadianisms" title=" Canadianisms"> Canadianisms</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20science" title=" cognitive science"> cognitive science</a>, <a href="https://publications.waset.org/abstracts/search?q=Eskimo%2FEnglish%20dictionary" title=" Eskimo/English dictionary"> Eskimo/English dictionary</a> </p> <a href="https://publications.waset.org/abstracts/70217/atwoods-canadianisms-and-neologisms-a-cognitive-approach-to-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70217.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">264</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">5238</span> The Impact of Anxiety on the Access to Phonological Representations in Beginning Readers and Writers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Regis%20Pochon">Regis Pochon</a>, <a href="https://publications.waset.org/abstracts/search?q=Nicolas%20Stefaniak"> Nicolas Stefaniak</a>, <a href="https://publications.waset.org/abstracts/search?q=Veronique%20Baltazart"> Veronique Baltazart</a>, <a href="https://publications.waset.org/abstracts/search?q=Pamela%20Gobin"> Pamela Gobin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Anxiety is known to have an impact on working memory. In reasoning or memory tasks, individuals with anxiety tend to show longer response times and poorer performance. Furthermore, there is a memory bias for negative information in anxiety. Given the crucial role of working memory in lexical learning, anxious students may encounter more difficulties in learning to read and spell. Anxiety could even affect an earlier learning, that is the activation of phonological representations, which are decisive for the learning of reading and writing. The aim of this study is to compare the access to phonological representations of beginning readers and writers according to their level of anxiety, using an auditory lexical decision task. Eighty students of 6- to 9-years-old completed the French version of the Revised Children's Manifest Anxiety Scale and were then divided into four anxiety groups according to their total score (Low, Median-Low, Median-High and High). Two set of eighty-one stimuli (words and non-words) have been auditory presented to these students by means of a laptop computer. Stimuli words were selected according to their emotional valence (positive, negative, neutral). Students had to decide as quickly and accurately as possible whether the presented stimulus was a real word or not (lexical decision). Response times and accuracy were recorded automatically on each trial. It was anticipated a) longer response times for the Median-High and High anxiety groups in comparison with the two others groups, b) faster response times for negative-valence words in comparison with positive and neutral-valence words only for the Median-High and High anxiety groups, c) lower response accuracy for Median-High and High anxiety groups in comparison with the two others groups, d) better response accuracy for negative-valence words in comparison with positive and neutral-valence words only for the Median-High and High anxiety groups. Concerning the response times, our results showed no difference between the four groups. Furthermore, inside each group, the average response times was very close regardless the emotional valence. Otherwise, group differences appear when considering the error rates. Median-High and High anxiety groups made significantly more errors in lexical decision than Median-Low and Low groups. Better response accuracy, however, is not found for negative-valence words in comparison with positive and neutral-valence words in the Median-High and High anxiety groups. Thus, these results showed a lower response accuracy for above-median anxiety groups than below-median groups but without specificity for the negative-valence words. This study suggests that anxiety can negatively impact the lexical processing in young students. Although the lexical processing speed seems preserved, the accuracy of this processing may be altered in students with moderate or high level of anxiety. This finding has important implication for the prevention of reading and spelling difficulties. Indeed, during these learnings, if anxiety affects the access to phonological representations, anxious students could be disturbed when they have to match phonological representations with new orthographic representations, because of less efficient lexical representations. This study should be continued in order to precise the impact of anxiety on basic school learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20valence" title=" emotional valence"> emotional valence</a>, <a href="https://publications.waset.org/abstracts/search?q=childhood" title=" childhood"> childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20access" title=" lexical access"> lexical access</a> </p> <a href="https://publications.waset.org/abstracts/55653/the-impact-of-anxiety-on-the-access-to-phonological-representations-in-beginning-readers-and-writers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55653.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 class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5237</span> The Different Improvement of Numerical Magnitude and Spatial Representation of Numbers to Symbolic Approximate Arithmetic: A Training Study of Preschooler</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yu%20Liang">Yu Liang</a>, <a href="https://publications.waset.org/abstracts/search?q=Wei%20Wei"> Wei Wei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Spatial representation of numbers and numerical magnitude are important for preschoolers’ mathematical ability. Mental number line, a typical index to measure numbers spatial representation, and numerical comparison are both related to arithmetic obviously. However, they seem to rely on different mechanisms and probably influence arithmetic through different mechanisms. In line with this idea, preschool children were trained with two tasks to investigate which one is more important for approximate arithmetic. The training of numerical processing and number line estimation were proved to be effective. They both improved the ability of approximate arithmetic. When the difficulty of approximate arithmetic was taken into account, the performance in number line training group was not significantly different among three levels. However, two harder levels achieved significance in numerical comparison training group. Thus, comparing spatial representation ability, symbolic approximation arithmetic relies more on numerical magnitude. Educational implications of the study were discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=approximate%20arithmetic" title="approximate arithmetic">approximate arithmetic</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20number%20line" title=" mental number line"> mental number line</a>, <a href="https://publications.waset.org/abstracts/search?q=numerical%20magnitude" title=" numerical magnitude"> numerical magnitude</a>, <a href="https://publications.waset.org/abstracts/search?q=preschooler" title=" preschooler"> preschooler</a> </p> <a href="https://publications.waset.org/abstracts/72817/the-different-improvement-of-numerical-magnitude-and-spatial-representation-of-numbers-to-symbolic-approximate-arithmetic-a-training-study-of-preschooler" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72817.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">251</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">5236</span> Cross-Language Variation and the ‘Fused’ Zone in Bilingual Mental Lexicon: An Experimental Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuliya%20E.%20Leshchenko">Yuliya E. Leshchenko</a>, <a href="https://publications.waset.org/abstracts/search?q=Tatyana%20S.%20Ostapenko"> Tatyana S. Ostapenko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language variation is a widespread linguistic phenomenon which can affect different levels of a language system: phonological, morphological, lexical, syntactic, etc. It is obvious that the scope of possible standard alternations within a particular language is limited by a variety of its norms and regulations which set more or less clear boundaries for what is possible and what is not possible for the speakers. The possibility of lexical variation (alternate usage of lexical items within the same contexts) is based on the fact that the meanings of words are not clearly and rigidly defined in the consciousness of the speakers. Therefore, lexical variation is usually connected with unstable relationship between words and their referents: a case when a particular lexical item refers to different types of referents, or when a particular referent can be named by various lexical items. We assume that the scope of lexical variation in bilingual speech is generally wider than that observed in monolingual speech due to the fact that, besides ‘lexical item – referent’ relations it involves the possibility of cross-language variation of L1 and L2 lexical items. We use the term ‘cross-language variation’ to denote a case when two equivalent words of different languages are treated by a bilingual speaker as freely interchangeable within the common linguistic context. As distinct from code-switching which is traditionally defined as the conscious use of more than one language within one communicative act, in case of cross-language lexical variation the speaker does not perceive the alternate lexical items as belonging to different languages and, therefore, does not realize the change of language code. In the paper, the authors present research of lexical variation of adult Komi-Permyak – Russian bilingual speakers. The two languages co-exist on the territory of the Komi-Permyak District in Russia (Komi-Permyak as the ethnic language and Russian as the official state language), are usually acquired from birth in natural linguistic environment and, according to the data of sociolinguistic surveys, are both identified by the speakers as coordinate mother tongues. The experimental research demonstrated that alternation of Komi-Permyak and Russian words within one utterance/phrase is highly frequent both in speech perception and production. Moreover, our participants estimated cross-language word combinations like ‘маленькая /Russian/ нывка /Komi-Permyak/’ (‘a little girl’) or ‘мунны /Komi-Permyak/ домой /Russian/’ (‘go home’) as regular/habitual, containing no violation of any linguistic rules and being equally possible in speech as the equivalent intra-language word combinations (‘учöтик нывка’ /Komi-Permyak/ or ‘идти домой’ /Russian/). All the facts considered, we claim that constant concurrent use of the two languages results in the fact that a large number of their words tend to be intuitively interpreted by the speakers as lexical variants not only related to the same referent, but also referring to both languages or, more precisely, to none of them in particular. Consequently, we can suppose that bilingual mental lexicon includes an extensive ‘fused’ zone of lexical representations that provide the basis for cross-language variation in bilingual speech. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20mental%20lexicon" title=" bilingual mental lexicon"> bilingual mental lexicon</a>, <a href="https://publications.waset.org/abstracts/search?q=code-switching" title=" code-switching"> code-switching</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20variation" title=" lexical variation"> lexical variation</a> </p> <a href="https://publications.waset.org/abstracts/104244/cross-language-variation-and-the-fused-zone-in-bilingual-mental-lexicon-an-experimental-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104244.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">148</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">5235</span> Distinguishing Borrowings from Code Mixes: An Analysis of English Lexical Items Used in the Print Media in Sri Lanka</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chamindi%20Dilkushi%20Senaratne">Chamindi Dilkushi Senaratne</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Borrowing is the morphological, syntactic and (usually) phonological integration of lexical items from one language into the structure of another language. Borrowings show complete linguistic integration and due to the frequency of use become fossilized in the recipient language differentiating them from switches and mixes. Code mixes are different to borrowings. Code mixing takes place when speakers use lexical items in casual conversation to serve a variety of functions. This study presents an analysis of lexical items used in English newspapers in Sri Lanka in 2017 which reveal characteristics of borrowing or code mixes. Both phenomena arise due to language contact. The study will also use data from social media websites that comment on newspaper articles available on the web. The study reiterates that borrowings are distinguishable from code mixes and that they are two different phenomena that occur in language contact situations. The study also shows how existing morphological processes are used to create new vocabulary in language use. The study sheds light into how existing morphological processes are used by the bilingual to be creative, innovative and convey a bilingual identity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=borrowing" title="borrowing">borrowing</a>, <a href="https://publications.waset.org/abstracts/search?q=code%20mixing" title=" code mixing"> code mixing</a>, <a href="https://publications.waset.org/abstracts/search?q=morphological%20processes" title=" morphological processes"> morphological processes</a> </p> <a href="https://publications.waset.org/abstracts/67145/distinguishing-borrowings-from-code-mixes-an-analysis-of-english-lexical-items-used-in-the-print-media-in-sri-lanka" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67145.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">219</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">5234</span> The Development of Space-Time and Space-Number Associations: The Role of Non-Symbolic vs. Symbolic Representations </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Letizia%20Maria%20Drammis">Letizia Maria Drammis</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Antonella%20Brandimonte"> Maria Antonella Brandimonte</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The idea that people use space representations to think about time and number received support from several lines of research. However, how these representations develop in children and then shape space-time and space-number mappings is still a debated issue. In the present study, 40 children (20 pre-schoolers and 20 elementary-school children) performed 4 main tasks, which required the use of more concrete (non-symbolic) or more abstract (symbolic) space-time and space-number associations. In the non-symbolic conditions, children were required to order pictures of everyday-life events occurring in a specific temporal order (Temporal sequences) and of quantities varying in numerosity (Numerical sequences). In the symbolic conditions, they were asked to perform the typical time-to-position and number-to-position tasks by mapping time-related words and numbers onto lines. Results showed that children performed reliably better in the non-symbolic Time conditions than the symbolic Time conditions, independently of age, whereas only pre-schoolers performed worse in the Number-to-position task (symbolic) as compared to the Numerical sequence (non-symbolic) task. In addition, only older children mapped time-related words onto space following the typical left-right orientation, pre-schoolers’ performance being somewhat mixed. In contrast, mapping numbers onto space showed a clear left-right orientation, independently of age. Overall, these results indicate a cross-domain difference in the way younger and older children process time and number, with time-related tasks being more difficult than number-related tasks only when space-time tasks require symbolic representations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=space-time%20associations" title="space-time associations">space-time associations</a>, <a href="https://publications.waset.org/abstracts/search?q=space-number%20associations" title=" space-number associations"> space-number associations</a>, <a href="https://publications.waset.org/abstracts/search?q=orientation" title=" orientation"> orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a> </p> <a href="https://publications.waset.org/abstracts/68757/the-development-of-space-time-and-space-number-associations-the-role-of-non-symbolic-vs-symbolic-representations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68757.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">336</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">5233</span> A Self-Built Corpus-Based Study of Four-Word Lexical Bundles in Native English Teachers’ EFL Classroom Discourse in Northeast China: The Significance of Stance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fang%20Tan">Fang Tan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research focuses on the appropriate use of lexical bundles in spoken discourse, particularly in English as a Foreign Language (EFL) classrooms in Northeast China. While previous studies have mainly examined lexical bundles in written discourse, there is a need to investigate their usage in spoken discourse due to the limited availability of spoken discourse corpora. English teachers’ use of lexical bundles is crucial for effective teaching and communication in the EFL classroom. The aim of this study is to investigate the functions of four-word lexical bundles in native English teachers’ EFL oral English classes in Northeast China. Specifically, the research focuses on the usage of stance bundles, which were found to be the most significant type of bundle in the analyzed corpus. By comparing the self-built university spoken English classroom discourse corpus with the other self-built university English for General Purposes (EGP) corpus, the study aims to highlight the difference in bundle usage between native and non-native teachers in EFL classrooms. The research employs a corpus-based study. The observed corpus consists of more than 300,000 tokens, in which the data has been collected in the past five years. The reference corpus is composed of over 800,000 tokens, in which the data has been collected over 12 years. All the primary data collection involved transcribing and annotating spoken English classes taught by native English teachers. The analysis procedures included identifying and categorizing four-word lexical bundles, with specific emphasis on stance bundles. Frequency counts, and comparisons with the Chinese English teachers’ corpus were conducted to identify patterns and differences in bundle usage. The research addresses the following questions: 1) What are the functions of four-word lexical bundles in native English teachers’ EFL oral English classes? 2) How do stance bundles differ in usage between native and non-native English teachers’ classes? 3) What implications can be drawn for English teachers’ professional development based on the findings? In conclusion, this study provides valuable insights into the usage of four-word lexical bundles, particularly stance bundles, in native English teachers’ EFL oral English classes in Northeast China. The research highlights the difference in bundle usage between native and non-native English teachers’ classes and provides implications for English teachers’ professional development. The findings contribute to the understanding of lexical bundle usage in EFL classroom discourse and have theoretical importance for language teaching methodologies. The self-built university English classroom discourse corpus used in this research is a valuable resource for future studies in this field. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL%20classroom%20discourse" title="EFL classroom discourse">EFL classroom discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=four-word%20lexical%20bundles" title=" four-word lexical bundles"> four-word lexical bundles</a>, <a href="https://publications.waset.org/abstracts/search?q=stance" title=" stance"> stance</a>, <a href="https://publications.waset.org/abstracts/search?q=implication" title=" implication"> implication</a> </p> <a href="https://publications.waset.org/abstracts/171953/a-self-built-corpus-based-study-of-four-word-lexical-bundles-in-native-english-teachers-efl-classroom-discourse-in-northeast-china-the-significance-of-stance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171953.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">65</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">5232</span> The Influence of Collaboration on Individual Writing Quality: The Case of Iranian vs. Malaysian Freshers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyed%20Yasin%20Yazdi-Amirkhiz">Seyed Yasin Yazdi-Amirkhiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Azirah%20Hashim"> Azirah Hashim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study purported to comparatively investigate the influence of collaborative writing on the quality of individual writing of four female Iranian and four female Malaysian students. The first semester students at a private university in Malaysia, who were homogeneous in terms of age, gender, study discipline, and language proficiency, were divided into two Iranian and two Malaysian dyads. The dyads performed collaborative writing tasks for 15 sessions; after three consecutive collaborative writing sessions, each participant was asked to individually attempt a writing task. Both collaborative and individual writing tasks comprised isomorphic graphic prompts (IELTS Academic Module task 1). Writing quality of the five individually-produced texts during the study was scored in terms of task achievement (TA), cohesion/coherence (C/C), grammatical range/accuracy (GR/A), and lexical resources (LR). The findings indicated a hierarchy of development in TA and C/C among all the students, while LR showed minor improvement only among three of Malaysian students, and GR/A barely exhibited any progress among all the participants. Intermittent progressions and regressions were also discerned in the trajectory of their writing development. The findings are discussed in the light of the socio-cultural and emergentist perspectives, the typology of tasks used as well as the role of the participants’ level of language proficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20writing" title="collaborative writing">collaborative writing</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20quality" title=" writing quality"> writing quality</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20writing" title=" individual writing"> individual writing</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a> </p> <a href="https://publications.waset.org/abstracts/12786/the-influence-of-collaboration-on-individual-writing-quality-the-case-of-iranian-vs-malaysian-freshers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12786.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">458</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">5231</span> Contentious Issues Concerning the Methodology of Using the Lexical Approach in Teaching ESP</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elena%20Krutskikh">Elena Krutskikh</a>, <a href="https://publications.waset.org/abstracts/search?q=Elena%20Khvatova"> Elena Khvatova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In tertiary settings expanding students’ vocabulary and teaching discursive competence is seen as one of the chief goals of a professional development course. However, such a focus often is detrimental to students’ cognitive competences, such as analysis, synthesis, and creative processing of information, and deprives students of motivation for self-improvement and self-development of language skills. The presentation is going to argue that in an ESP course special attention should be paid to reading/listening which can promote understanding and using the language as a tool for solving significant real world problems, including professional ones. It is claimed that in the learning process it is necessary to maintain a balance between the content and the linguistic aspect of the educational process as language acquisition is inextricably linked with mental activity and the need to express oneself is a primary stimulus for using a language. A study conducted among undergraduates indicates that they place a premium on quality materials that motivate them and stimulate their further linguistic and professional development. Thus, more demands are placed on study materials that should contain new information for students and serve not only as a source of new vocabulary but also prepare them for real tasks related to professional activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20reading" title="critical reading">critical reading</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20for%20professional%20development" title=" english for professional development"> english for professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20for%20specific%20purposes" title=" english for specific purposes"> english for specific purposes</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20order%20thinking%20skills" title=" high order thinking skills"> high order thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20approach" title=" lexical approach"> lexical approach</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20acquisition" title=" vocabulary acquisition"> vocabulary acquisition</a> </p> <a href="https://publications.waset.org/abstracts/138707/contentious-issues-concerning-the-methodology-of-using-the-lexical-approach-in-teaching-esp" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138707.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">167</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=lexical%20and%20numerical%20error-recognition%20tasks&page=2">2</a></li> <li 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