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genocide</title> <meta name="description" content="Search results for: linguistic genocide"> <meta name="keywords" content="linguistic genocide"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="linguistic genocide"> <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> 974</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: linguistic genocide</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">974</span> The Impact of Professor Eugene Fischer on the Namibian Genocide and the Holocaust</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lanthony%20Slater">Lanthony Slater</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper will focus on the philosophy and practices of Eugene Fischer and his impact on the German Holocaust and the Namibian genocide. Fischer played a major role in racial superiority theory, eugenics, and the impact of human heredity. Through my research and comparative examination of his positionality in both societies, much is revealed about how philosophical notions would contribute to division and ultimately acts of genocide on two countries. In addition, this research will focus on the legacy in both events of genocide. The objective of the research is to connect both the Namibian genocide and the Holocaust in Germany. For many historians, when explaining the origins of the holocaust, connections to the Namibian genocide is often omitted. The main contribution to my research is to attribute the National Socialist ideology towards the ongoing issues that the country of Namibia is faced with. Additionally, it compares how Germany and Namibia deal with the legacies created under Nazism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=genocide" title="genocide">genocide</a>, <a href="https://publications.waset.org/abstracts/search?q=namibia" title=" namibia"> namibia</a>, <a href="https://publications.waset.org/abstracts/search?q=rehoboth" title=" rehoboth"> rehoboth</a>, <a href="https://publications.waset.org/abstracts/search?q=experiments" title=" experiments"> experiments</a> </p> <a href="https://publications.waset.org/abstracts/144416/the-impact-of-professor-eugene-fischer-on-the-namibian-genocide-and-the-holocaust" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144416.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">213</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">973</span> English Loanwords in Nigerian Languages: Sociolinguistic Survey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Surajo%20Ladan">Surajo Ladan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English has been in existence in Nigeria since colonial period. The advent of English in Nigeria has caused a lot of linguistic changes in Nigerian languages especially among the educated elites and to some extent, even the ordinary people were not spared from this phenomenon. This scenario has generated a linguistic situation which culminated into the creation of Nigerian Pidgin that are conglomeration of English and other Nigerian languages. English has infiltrated the Nigerian languages to a point that a typical Nigerian can hardly talk without code-switching or using one English word or the other. The existence of English loanwords in Nigerian languages has taken another dimension in this scientific and technological age. Most of scientific and technological inventions are products of English language which are virtually adopted into the languages with phonological, morphological, and sometimes semantic variations. This paper is of the view that there should be a re-think and agitation from Nigerians to protect their languages from the linguistic genocide of English which are invariably facing extinction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20change" title="linguistic change">linguistic change</a>, <a href="https://publications.waset.org/abstracts/search?q=loanword" title=" loanword"> loanword</a>, <a href="https://publications.waset.org/abstracts/search?q=phenomenon" title=" phenomenon"> phenomenon</a>, <a href="https://publications.waset.org/abstracts/search?q=pidgin" title=" pidgin"> pidgin</a> </p> <a href="https://publications.waset.org/abstracts/43617/english-loanwords-in-nigerian-languages-sociolinguistic-survey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43617.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">863</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">972</span> Battling the Final Stages of Genocide in Bosnia and Herzegovina: Denial and Triumphalism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ehlimana%20Memisevic">Ehlimana Memisevic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Genocide denial is considered the final stage of genocide, which in the words of Gregory H. Stanton, represents "one of the most certain indicators of future genocides”. Genocide denial in Bosnia and Herzegovina started in 1992, almost simultaneously with the genocide itself. Over the course of the three decades, different forms of genocide and war crimes denial have been developed by state officials, politicians, journalists, and civilians, both in Republika Srpska – the Serb-dominated entity within Bosnia and Herzegovina – and Serbia. Moreover, genocide and war crimes are not only denied but also glorified and celebrated, which was described as "triumphalism" by the Australian-Bosnian scholar Hariz Halilovich who suggested it be added as the 11th phase of Gregory Stanton's "10 stages of genocide." Since 2007, there have been a number of attempts to criminalize genocide denial at the state level in Bosnia and Herzegovina. However, all of them were unsuccessful due to the opposition of representatives of Republika Srpska. On July 23, 2021, the High Representative in Bosnia and Herzegovina, Valentin Inzko, used his power as the final authority in overseeing the civil implementation of the Dayton Peace Accords to impose amendments to Bosnia and Herzegovina's criminal code to ban the denial and glorification of genocide, crimes against humanity and war crimes. However, immediately after the OHR's decision was announced, Milorad Dodik, a Serb member of Bosnia's tripartite presidency, held a press conference, publicly denied the genocide, and announced that this law would never be accepted in Republika Srpska. Denial remains explicit and public and is promulgated through official channels in Bosnia and Herzegovina. This paper will analyze the forms of genocide and other war crimes denial and glorification in the period after the amendments to the Criminal Code of Bosnia and Herzegovina were introduced, which include incrimination of public condoning, denial, gross trivialization or justification of a crime of genocide, crimes against humanity or a war crime established by a final adjudication of the international and domestic courts. We aim to determine the effect of the imposed law and the impact of the denial committed by high-ranking public officials on the denial and celebration of genocide and war crimes committed by ordinary citizens. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=genocide" title="genocide">genocide</a>, <a href="https://publications.waset.org/abstracts/search?q=denial" title=" denial"> denial</a>, <a href="https://publications.waset.org/abstracts/search?q=triumphalism" title=" triumphalism"> triumphalism</a>, <a href="https://publications.waset.org/abstracts/search?q=incrimination" title=" incrimination"> incrimination</a> </p> <a href="https://publications.waset.org/abstracts/168447/battling-the-final-stages-of-genocide-in-bosnia-and-herzegovina-denial-and-triumphalism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168447.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">971</span> ‘Only Amharic or Leave Quick!’: Linguistic Genocide in the Western Tigray Region of Ethiopia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Merih%20Welay%20Welesilassie">Merih Welay Welesilassie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language is a potent instrument that does not only serve the purpose of communication but also plays a pivotal role in shaping our cultural practices and identities. The right to choose one's language is a fundamental human right that helps to safeguard the integrity of both personal and communal identities. Language holds immense significance in Ethiopia, a nation with a diverse linguistic landscape that extends beyond mere communication to delineate administrative boundaries. Consequently, depriving Ethiopians of their linguistic rights represents a multifaceted punishment, more complex than food embargoes. In the aftermath of the civil war that shook Ethiopia in November 2020, displacing millions and resulting in the loss of hundreds of thousands of lives, concerns have been raised about the preservation of the indigenous Tigrayan language and culture. This is particularly true following the annexation of western Tigray into the Amhara region and the implementation of an Amharic-only language and culture education policy. This scholarly inquiry explores the intricacies surrounding the Amhara regional state's prohibition of Tigrayans' indigenous language and culture and the subsequent adoption of a monolingual and monocultural Amhara language and culture in western Tigray. The study adopts the linguistic genocide conceptual framework as an analytical tool to gain a deeper insight into the factors that contributed to and facilitated this significant linguistic and cultural shift. The research was conducted by interviewing ten teachers selected through a snowball sampling. Additionally, document analysis was performed to support the findings. The findings revealed that the push for linguistic and cultural assimilation was driven by various political and economic factors and the desire to promote a single language and culture policy. This process, often referred to as ‘Amharanization,’ aimed to homogenize the culture and language of the society. The Amhara authorities have enacted several measures in pursuit of their objectives, including the outlawing of the Tigrigna language, punishment for speaking Tigrigna, imposition of the Amhara language and culture, mandatory relocation, and even committing heinous acts that have inflicted immense physical and emotional suffering upon members of the Tigrayan community. Upon conducting a comprehensive analysis of the contextual factors, actions, intentions, and consequences, it has been posited that there may be instances of linguistic genocide taking place in the Western Tigray region. The present study sheds light on the severe consequences that could arise because of implementing monolingual and monocultural policies in multilingual areas. Through thoroughly scrutinizing the implications of such policies, this study provides insightful recommendations and directions for future research in this critical area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20genocide" title="linguistic genocide">linguistic genocide</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20human%20right" title=" linguistic human right"> linguistic human right</a>, <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue" title=" mother tongue"> mother tongue</a>, <a href="https://publications.waset.org/abstracts/search?q=Western%20Tigray" title=" Western Tigray"> Western Tigray</a> </p> <a href="https://publications.waset.org/abstracts/183847/only-amharic-or-leave-quick-linguistic-genocide-in-the-western-tigray-region-of-ethiopia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183847.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">970</span> Cinema and the Documentation of Mass Killings in Third World Countries: A Study of Selected African Films</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chijindu%20D.%20Mgbemere">Chijindu D. Mgbemere</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mass killing also known as genocide is the systematic killing of people from national, ethnic, or religious group, or an attempt to do so. The act has been there before 1948, when it was officially recognized for what it is. From then, the world has continued to witness genocide in diverse forms- negating different measures by the United Nations and its agencies to curb it. So far, all the studies and documentations on this subject are biased in favor of radio and the print. This paper therefore extended the interrogation of genocide, drumming its devastating effects, using the film medium; and in doing so devised innovative and pragmatic approach to genocide scholarship. It further centered attention on the factors and impacts of genocide, with a view to determine how effective film can be in such a study. The study is anchored on Bateson’s Framing Theory. Four films- Hotel Rwanda, Half of a Yellow Sun, Attack on Darfur, and sarafina, were analyzed, based on background, factors/causes, impacts, and development of genocide, via Content Analysis. The study discovered that: as other continents strive towards peace, acts of genocide are on the increase in African. Bloodletting stereotypes give Africa negative image in the global society. Difficult political frameworks, the trauma of postcolonial state, aggravated by ethnic and religious intolerance, and limited access to resources are responsible for high cases of genocide in Africa. The media, international communities, and peace agencies often abet other than prevent genocide or mass killings in Africa. High human casualty and displacement, children soldering, looting, hunger, rape, sex-slavery and abuse, mental and psychosomatic stress disorders are some of the impacts of genocide. Genocidaires are either condemned or killed. Grievances can be vented using civil resistance, negotiation, adjudication, arbitration, and mediation. The cinema is an effective means of studying and documenting genocide. Africans must factor the image laundering of their continent into consideration. Punishment of genocidaires without an attempt to de-radicalize them is counterproductive. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=African%20film" title="African film">African film</a>, <a href="https://publications.waset.org/abstracts/search?q=genocide" title=" genocide"> genocide</a>, <a href="https://publications.waset.org/abstracts/search?q=framing%20theory" title=" framing theory"> framing theory</a>, <a href="https://publications.waset.org/abstracts/search?q=mass%20murder" title=" mass murder"> mass murder</a> </p> <a href="https://publications.waset.org/abstracts/119830/cinema-and-the-documentation-of-mass-killings-in-third-world-countries-a-study-of-selected-african-films" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119830.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">118</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">969</span> The Linguistic Fingerprint in Western and Arab Judicial Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asem%20Bani%20Amer">Asem Bani Amer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study handles the linguistic fingerprint in judicial applications described in a law technicality that is recent and developing. It can be adopted to discover criminals by identifying their way of speaking and their special linguistic expressions. This is achieved by understanding the expression "linguistic fingerprint," its concept, and its extended domain, then revealing some of the linguistic fingerprint tools in Western judicial applications and deducing a technical imagination for a linguistic fingerprint in the Arabic language, which is needy for such judicial applications regarding this field, through dictionaries, language rhythm, and language structure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20fingerprint" title="linguistic fingerprint">linguistic fingerprint</a>, <a href="https://publications.waset.org/abstracts/search?q=judicial" title=" judicial"> judicial</a>, <a href="https://publications.waset.org/abstracts/search?q=application" title=" application"> application</a>, <a href="https://publications.waset.org/abstracts/search?q=dictionary" title=" dictionary"> dictionary</a>, <a href="https://publications.waset.org/abstracts/search?q=picture" title=" picture"> picture</a>, <a href="https://publications.waset.org/abstracts/search?q=rhythm" title=" rhythm"> rhythm</a>, <a href="https://publications.waset.org/abstracts/search?q=structure" title=" structure"> structure</a> </p> <a href="https://publications.waset.org/abstracts/162132/the-linguistic-fingerprint-in-western-and-arab-judicial-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162132.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">968</span> Linguistic Trend in the Qur'anic Tafsir of 'Al Tahreer Wa Al Tanveer' by Sheikh Tahir Bin A'shur</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Numan%20Hasan">Numan Hasan </a> </p> <p class="card-text"><strong>Abstract:</strong></p> We have tried to highlight the linguistic trend in the Qur’anic Tafsir of ‘Al Tahreer wa Al Tanveer’ by Sheikh Tahir Bin A’shur, the brightest linguistic commentator in the modern era. We have started studying the life of Bin A’shur and his contributions to the field of Qur’anic knowledge. We have also studied to focus on the linguistic approach of ‘Al Tahreer wa Al Tanveer’ and emphasized the importance of linguistic interpretations. We have tried to have a clear understanding about the features and characteristics of his Tafsir. We have also reflected on the methodological approach and linguistic reference of his interpretation. In the conclusion we presented the main results of a research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sheikh%20Tahir%20Bin%20A%E2%80%99shur" title="Sheikh Tahir Bin A’shur">Sheikh Tahir Bin A’shur</a>, <a href="https://publications.waset.org/abstracts/search?q=tafsir" title=" tafsir"> tafsir</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistics" title=" linguistics"> linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=interpretation" title=" interpretation"> interpretation</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20studies" title=" Islamic studies "> Islamic studies </a> </p> <a href="https://publications.waset.org/abstracts/2375/linguistic-trend-in-the-quranic-tafsir-of-al-tahreer-wa-al-tanveer-by-sheikh-tahir-bin-ashur" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2375.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">375</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">967</span> Translanguaging as a Decolonial Move in South African Bilingual Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malephole%20Philomena%20Sefotho">Malephole Philomena Sefotho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, it is a fact that the majority of people, worldwide, are bilingual rather than monolingual due to the surge of globalisation and mobility. Consequently, bilingual education is a topical issue of discussion among researchers. Several studies that have focussed on it have highlighted the importance and need for incorporating learners’ linguistic repertoires in multilingual classrooms and move away from the colonial approach which is a monolingual bias – one language at a time. Researchers pointed out that a systematic approach that involves the concurrent use of languages and not a separation of languages must be implemented in bilingual classroom settings. Translanguaging emerged as a systematic approach that assists learners to make meaning of their world and it involves allowing learners to utilize all their linguistic resources in their classrooms. The South African language policy also room for diverse languages use in bi/multilingual classrooms. This study, therefore, sought to explore how teachers apply translanguaging in bilingual classrooms in incorporating learners’ linguistic repertoires. It further establishes teachers’ perspectives in the use of more than one language in teaching and learning. The participants for this study were language teachers who teach at bilingual primary schools in Johannesburg in South Africa. Semi-structured interviews were conducted to establish their perceptions on the concurrent use of languages. Qualitative research design was followed in analysing data. The findings showed that teachers were reluctant to allow translanguaging to take place in their classrooms even though they realise the importance thereof. Not allowing bilingual learners to use their linguistic repertoires has resulted in learners’ negative attitude towards their languages and contributed in learners’ loss of their identity. This article, thus recommends a drastic change to decolonised approaches in teaching and learning in multilingual settings and translanguaging as a decolonial move where learners are allowed to translanguage freely in their classroom settings for better comprehension and making meaning of concepts and/or related ideas. It further proposes continuous conversations be encouraged to bring eminent cultural and linguistic genocide to a halt. <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=decolonisation" title=" decolonisation"> decolonisation</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20repertoires" title=" linguistic repertoires"> linguistic repertoires</a>, <a href="https://publications.waset.org/abstracts/search?q=translanguaging" title=" translanguaging"> translanguaging</a> </p> <a href="https://publications.waset.org/abstracts/122925/translanguaging-as-a-decolonial-move-in-south-african-bilingual-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122925.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">179</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">966</span> The Tragedy of Colonialism in Non-colonised Society: Italy’s Historical Narratives and the Amhara Genocide in Ethiopia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Birhanu%20Bitew%20Geremew">Birhanu Bitew Geremew</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In its attempt to colonize Ethiopia, Italy challenged the nationalism of Ethiopiawinet, claiming that Ethiopia is a mere collection of discrete ethnic groups brought together by Amhara colonialism. Extracting data from a variety of sources including secondary materials, opinions expressed in the broadcast, print and social media platforms, party documents, official letters and key informant interviews, this paper provides a critical reflection on how the colonial presence of Italy made a political mess in Ethiopia by asserting ethnic nationalism. The paper argues that the narratives invented by the Italians greatly contributed to the emergence of ethnic nationalism following the advent of Marxism-Leninism in Ethiopia. Borrowing narratives from the Italians, Ethiopian ethnic elites of the 1960s, who were the advocates of Marxism, simplistically categorized the Amhara as oppressor while ‘others’ as oppressed in Leninist fashion. This categorization negatively shaped the attitude of ‘others’ towards the Amhara and instigated massively executed genocide against these people. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amhara%20colonialism" title="Amhara colonialism">Amhara colonialism</a>, <a href="https://publications.waset.org/abstracts/search?q=Ethiopia" title=" Ethiopia"> Ethiopia</a>, <a href="https://publications.waset.org/abstracts/search?q=Genocide" title=" Genocide"> Genocide</a>, <a href="https://publications.waset.org/abstracts/search?q=historical%20narratives" title=" historical narratives"> historical narratives</a>, <a href="https://publications.waset.org/abstracts/search?q=Marxism" title=" Marxism"> Marxism</a> </p> <a href="https://publications.waset.org/abstracts/146341/the-tragedy-of-colonialism-in-non-colonised-society-italys-historical-narratives-and-the-amhara-genocide-in-ethiopia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146341.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">316</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">965</span> The Iconic Pink Donut Box: An Analysis of Memory and Identity Amongst Cambodian Refugees in California</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Basmah%20Arshad">Basmah Arshad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the aftermath of the Cambodian genocide, many refugees resettled in America. They carved out a distinctively Cambodian-American space in California with donut shops, establishing a tight-knit community that worked to achieve ‘the American dream’. Urged by traumatic memories of the genocide and American society directly encouraging (if not demanding) cultural assimilation, these refugees and successive generations continuously worked to re-identify themselves as Americans. Artist Phung Huynh grew up in this context of family-owned donut shops and the frantic scramble for stability and security. It is this community that she depicts in her artwork series from the late 2010s, ‘Khmerican: Drawing on Pink Donut Boxes’. Huynh's artwork challenges dominant Western narratives about the Cambodian genocide by pushing forward images of resilience, resistance, and joy, while also allowing for a discussion about issues of assimilation, identity, and nostalgia in the Cambodian-American community. It also provokes deeply relevant questions about how refugees and immigrants deliberately appropriate elements of the Americana (eg, donuts) to assimilate and re-fashion their identity as a tactic for financial stability and social survival. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cambodian%20diaspora" title="Cambodian diaspora">Cambodian diaspora</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20identity" title=" cultural identity"> cultural identity</a>, <a href="https://publications.waset.org/abstracts/search?q=assimilation" title=" assimilation"> assimilation</a>, <a href="https://publications.waset.org/abstracts/search?q=food" title=" food"> food</a>, <a href="https://publications.waset.org/abstracts/search?q=artwork" title=" artwork"> artwork</a> </p> <a href="https://publications.waset.org/abstracts/180014/the-iconic-pink-donut-box-an-analysis-of-memory-and-identity-amongst-cambodian-refugees-in-california" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180014.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">964</span> The Latent Model of Linguistic Features in Korean College Students’ L2 Argumentative Writings: Syntactic Complexity, Lexical Complexity, and Fluency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jiyoung%20Bae">Jiyoung Bae</a>, <a href="https://publications.waset.org/abstracts/search?q=Gyoomi%20Kim"> Gyoomi Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores a range of linguistic features used in Korean college students’ argumentative writings for the purpose of developing a model that identifies variables which predict writing proficiencies. This study investigated the latent variable structure of L2 linguistic features, including syntactic complexity, the lexical complexity, and fluency. One hundred forty-six university students in Korea participated in this study. The results of the study’s confirmatory factor analysis (CFA) showed that indicators of linguistic features from this study-provided a foundation for re-categorizing indicators found in extant research on L2 Korean writers depending on each latent variable of linguistic features. The CFA models indicated one measurement model of L2 syntactic complexity and L2 learners’ writing proficiency; these two latent factors were correlated with each other. Based on the overall findings of the study, integrated linguistic features of L2 writings suggested some pedagogical implications in L2 writing instructions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20features" title="linguistic features">linguistic features</a>, <a href="https://publications.waset.org/abstracts/search?q=syntactic%20complexity" title=" syntactic complexity"> syntactic complexity</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20complexity" title=" lexical complexity"> lexical complexity</a>, <a href="https://publications.waset.org/abstracts/search?q=fluency" title=" fluency"> fluency</a> </p> <a href="https://publications.waset.org/abstracts/100664/the-latent-model-of-linguistic-features-in-korean-college-students-l2-argumentative-writings-syntactic-complexity-lexical-complexity-and-fluency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100664.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">963</span> Translation and Sociolinguistics of Classical Books</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laura%20de%20Almeida">Laura de Almeida</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to present research involving the translation of classical books originally in English and translated into the Portuguese language. The objective is to analyze the linguistic varieties evident and how they appear in the other language the work was translated into. We based our study on the sociolinguistics theory, more specifically, the study of the Black English Vernacular. Our methodology is built on collecting data from the speech characters of the Black English Vernacular from some books such as The Adventures of Huckleberry Finn by Mark Twain. On doing so, we compare the two versions of a book and how they reflected the linguistic variety. Our purpose is to show that some translators do not worry when dealing with linguistic variety. In other words, they just translate the story without taking into account some important linguistic aspects which need attention, such as language variation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classical%20books" title="classical books">classical books</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20variation" title=" linguistic variation"> linguistic variation</a>, <a href="https://publications.waset.org/abstracts/search?q=sociolinguistics" title=" sociolinguistics"> sociolinguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a> </p> <a href="https://publications.waset.org/abstracts/59258/translation-and-sociolinguistics-of-classical-books" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59258.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">396</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">962</span> Ubudehe: A Social Work Analysis of Indigenous Solutions to Poverty Reduction in Post-Genocide Rwanda</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Charles%20Rutikanga">Charles Rutikanga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As part of the effort to reconstruct Rwanda and foster a shared national identity after the 1994 genocide against Tutsi, the government of Rwanda has drawn on aspects of indigenous culture and traditional practices. One of these traditional practices and cultural values is Ubudehe, which has been re-introduced after it has been gradually lost since colonial times. It is a form of collective action at the village level, which is inclusive, covering men, women, and the most marginalized community members. The philosophy behind Ubudehe is to increase the level of participation and institutional problem-solving capacity at the local level by citizens and local government. Since the early 2000s, the government re-introduced Ubudehe as a neo-traditional cultural institution in order to support the implementation of the country’s poverty reduction and development programs. An empirical study on indigenous and innovative models of social work practice was conducted under the framework of the ‘Professional Social Work in East Africa’ (PROSOWO II) project. Field data were collected on traditional/indigenous approaches, including Ubudehe, from different categories of informants through focus group discussions (FGDs) and personal interviews. The research showed that professional social workers play a significant role in the whole Ubudehe process. While there have been some challenges in the administration and implementation, overall it has contributed to poverty reduction in a post-genocide Rwanda. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=development" title="development">development</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20approach" title=" indigenous approach"> indigenous approach</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work" title=" social work"> social work</a>, <a href="https://publications.waset.org/abstracts/search?q=Ubudehe" title=" Ubudehe"> Ubudehe</a> </p> <a href="https://publications.waset.org/abstracts/106052/ubudehe-a-social-work-analysis-of-indigenous-solutions-to-poverty-reduction-in-post-genocide-rwanda" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106052.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">117</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">961</span> Functions and Pragmatic Aspects of English Nonsense</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natalia%20V.%20Ursul">Natalia V. Ursul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In linguistic studies, the question of nonsense is attracting increasing interest. Nonsense is usually defined as spoken or written words that have no meaning. However, this definition is likely to be outdated as any speech act is generated due to the speaker’s pragmatic reasons, thus it cannot be purely illogical or meaningless. In the current paper a new working definition of nonsense as a linguistic medium will be formulated; moreover, the pragmatic peculiarities of newly coined linguistic patterns and possible ways of their interpretation will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nonsense" title="nonsense">nonsense</a>, <a href="https://publications.waset.org/abstracts/search?q=nonse%20verse" title=" nonse verse"> nonse verse</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title=" pragmatics"> pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20act" title=" speech act"> speech act</a> </p> <a href="https://publications.waset.org/abstracts/36261/functions-and-pragmatic-aspects-of-english-nonsense" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36261.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">519</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">960</span> Linguistic Summarization of Structured Patent Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Y.%20Igde">E. Y. Igde</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Aydogan"> S. Aydogan</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20E.%20Boran"> F. E. Boran</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Akay"> D. Akay </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Patent data have an increasingly important role in economic growth, innovation, technical advantages and business strategies and even in countries competitions. Analyzing of patent data is crucial since patents cover large part of all technological information of the world. In this paper, we have used the linguistic summarization technique to prove the validity of the hypotheses related to patent data stated in the literature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=data%20mining" title="data mining">data mining</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20sets" title=" fuzzy sets"> fuzzy sets</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20summarization" title=" linguistic summarization"> linguistic summarization</a>, <a href="https://publications.waset.org/abstracts/search?q=patent%20data" title=" patent data"> patent data</a> </p> <a href="https://publications.waset.org/abstracts/74491/linguistic-summarization-of-structured-patent-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74491.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">272</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">959</span> Literature, Culture, and Shakespeare's Dramatization of Linguistic Scenes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cheang%20Wai%20Fong">Cheang Wai Fong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper takes language and its interconnection with power as a point of departure to analyze some linguistic scenes played up by William Shakespeare. By placing language into the big picture of literature and culture, and by reexamining the etymological relations between the three terms, language, literature and culture, the paper attempts to formulate an understanding of their more expansive meanings. It compares their respective traditional notions with their modern concepts brought up by literary critics, anthropologists and sociolinguists. Then it uses these expansive meanings to reinterpret Shakespeare’s linguistic scenes featuring language contentions, and to discuss Shakespeare’s success as a signification of literature’s role within the linguistic and cultural context of Elizabethan England. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture" title="culture">culture</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=literature" title=" literature"> literature</a>, <a href="https://publications.waset.org/abstracts/search?q=shakespeare" title=" shakespeare"> shakespeare</a> </p> <a href="https://publications.waset.org/abstracts/34051/literature-culture-and-shakespeares-dramatization-of-linguistic-scenes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34051.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">535</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">958</span> Emerging Virtual Linguistic Landscape Created by Members of Language Community in TikTok</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kai%20Zhu">Kai Zhu</a>, <a href="https://publications.waset.org/abstracts/search?q=Shanhua%20He"> Shanhua He</a>, <a href="https://publications.waset.org/abstracts/search?q=Yujiao%20Chang"> Yujiao Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the virtual linguistic landscape of an emerging virtual language community in TikTok, a language community realizing immediate and non-immediate communication without a precise Spatio-temporal domain or a specific socio-cultural boundary or interpersonal network. This kind of language community generates a large number and various forms of virtual linguistic landscape, with which we conducted a virtual ethnographic survey together with telephone interviews to collect data from coping. We have been following two language communities in TikTok for several months so that we can illustrate the composition of the two language communities and some typical virtual language landscapes in both language communities first. Then we try to explore the reasons why and how they are formed through the organization, transcription, and analysis of the interviews. Our analysis reveals the richness and diversity of the virtual linguistic landscape, and finally, we summarize some of the characteristics of this language community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20linguistic%20landscape" title="virtual linguistic landscape">virtual linguistic landscape</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20language%20community" title=" virtual language community"> virtual language community</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20ethnographic%20survey" title=" virtual ethnographic survey"> virtual ethnographic survey</a>, <a href="https://publications.waset.org/abstracts/search?q=TikTok" title=" TikTok"> TikTok</a> </p> <a href="https://publications.waset.org/abstracts/159621/emerging-virtual-linguistic-landscape-created-by-members-of-language-community-in-tiktok" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159621.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">103</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">957</span> A Linguistic Relativity Appraisal of an African Drama: The Lion and The Jewel</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20O.%20Adekunle">T. O. Adekunle</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20L.%20Makhubu"> R. L. Makhubu</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20N.%20Ngwane"> C. N. Ngwane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research was designed to assess the validity of the Sapir Whorf hypothesis in relation to the linguistic and cultural notions of the Yoruba and Zulu language speakers’ via the evaluation of the culture enriched dramatic text The Lion and The Jewel by Wole Soyinka. The study queried both the hypothesis’ strong version, (language governs thought: linguistic classifications restrain and influence mental classifications); and its weak version, (linguistic classifications and their use influence thought as well as some other classes of non-linguistic activities) and their possible reliability. Participants were purposively selected and their ages ranged from 16-46 years old. The participants amounted to 38 (18 Yoruba and 20 Zulu) students of DUT who all speak both English and Zulu (Zulu participants) and English and Yoruba (Yoruba participants) and the mixed methods approach was used. Thus with the use of questionnaire and interviews the research questions were answered and the findings provided support for validity of the linguistic relativity hypothesis, languages indeed influence thought. The findings also revealed that linguistic influence on cognition is not limited to different language users alone, but also same language speakers per level of exposure to other languages and concepts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture" title="culture">culture</a>, <a href="https://publications.waset.org/abstracts/search?q=cognition" title=" cognition"> cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=DUT" title=" DUT"> DUT</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20relativity%20hypothesis" title=" linguistic relativity hypothesis"> linguistic relativity hypothesis</a>, <a href="https://publications.waset.org/abstracts/search?q=Sapir-Whorf%20hypothesis" title=" Sapir-Whorf hypothesis"> Sapir-Whorf hypothesis</a>, <a href="https://publications.waset.org/abstracts/search?q=The%20Lion%20and%20The%20Jewel" title=" The Lion and The Jewel"> The Lion and The Jewel</a>, <a href="https://publications.waset.org/abstracts/search?q=thought" title=" thought"> thought</a>, <a href="https://publications.waset.org/abstracts/search?q=Wole%20Soyinka" title=" Wole Soyinka"> Wole Soyinka</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoruba" title=" Yoruba"> Yoruba</a>, <a href="https://publications.waset.org/abstracts/search?q=Zulu" title=" Zulu"> Zulu</a> </p> <a href="https://publications.waset.org/abstracts/21533/a-linguistic-relativity-appraisal-of-an-african-drama-the-lion-and-the-jewel" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21533.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">453</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">956</span> A Critical Discourse Analysis of the Impact of the Linguistic Behavior of the Soccer Moroccan Coach in Light of Motivation Theory and Discursive Psychology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdelaadim%20Bidaoui">Abdelaadim Bidaoui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As one of the most important linguistic inquiries, the topic of the intertwined relationship between language, the mind, and the world has attracted many scholars. In the fifties, Sapir and Whorf advocated the hypothesis that language shapes our cultural realities as an early attempt to provide answers to this linguistic inquiry. Later, discursive psychology views the linguistic behavior as “a dynamic form of social practice which constructs the social world, individual selves and identity.” (Jorgensen & Phillips 2002, 118). Discursive psychology also considers discourse as a trigger of social action and change. Building on discursive psychology and motivation theory, this paper examines the impact of linguistic behavior of the Moroccan coach Walid Reggragui on the Moroccan team’s exceptional performance in Qatar 2022 Soccer World Cup. The data used in the research is based on interviews conducted by the Moroccan coach prior and during the World Cup. Using a discourse analysis of the linguistic behavior of Reggragui, this paper shows how the linguistic behavior of Reggragui provided support for the three psychological needs: sense of belonging, competence, and autonomy. As any CDA research, this paper uses a triangulated theoretical framework that includes language, cognition and society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20discourse%20analysis" title="critical discourse analysis">critical discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation%20theory" title=" motivation theory"> motivation theory</a>, <a href="https://publications.waset.org/abstracts/search?q=discursive%20psychology" title=" discursive psychology"> discursive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20behavior" title=" linguistic behavior"> linguistic behavior</a> </p> <a href="https://publications.waset.org/abstracts/163874/a-critical-discourse-analysis-of-the-impact-of-the-linguistic-behavior-of-the-soccer-moroccan-coach-in-light-of-motivation-theory-and-discursive-psychology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163874.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">90</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">955</span> Tracing the Evolution of English and Urdu Languages: A Linguistic and Cultural Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aamna%20Zafar">Aamna Zafar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Through linguistic and cultural analysis, this study seeks to trace the development of the English and Urdu languages. Along with examining how the vocabulary and syntax of English and Urdu have evolved over time and the linguistic trends that may be seen in these changes, this study will also look at the historical and cultural influences that have shaped the languages throughout time. The study will also look at how English and Urdu have changed over time, both in terms of language use and communication inside each other's cultures and globally. We'll research how these changes affect social relations and cultural identity, as well as how they might affect the future of these languages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20and%20cultural%20analysis" title="linguistic and cultural analysis">linguistic and cultural analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=historical%20factors" title=" historical factors"> historical factors</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20factors" title=" cultural factors"> cultural factors</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=syntax" title=" syntax"> syntax</a>, <a href="https://publications.waset.org/abstracts/search?q=significance" title=" significance"> significance</a> </p> <a href="https://publications.waset.org/abstracts/176314/tracing-the-evolution-of-english-and-urdu-languages-a-linguistic-and-cultural-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176314.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">954</span> Error Analysis of English Inflection among Thai University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suwaree%20Yordchim">Suwaree Yordchim</a>, <a href="https://publications.waset.org/abstracts/search?q=Toby%20J.%20Gibbs"> Toby J. Gibbs</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The linguistic competence of Thai university students majoring in Business English was examined in the context of knowledge of English language inflection, and also various linguistic elements. Errors analysis was applied to the results of the testing. Levels of errors in inflection, tense and linguistic elements were shown to be significantly high for all noun, verb and adjective inflections. Findings suggest that students do not gain linguistic competence in their use of English language inflection, because of interlanguage interference. Implications for curriculum reform and treatment of errors in the classroom are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interlanguage" title="interlanguage">interlanguage</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=inflection" title=" inflection"> inflection</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20students" title=" Thai students"> Thai students</a> </p> <a href="https://publications.waset.org/abstracts/12225/error-analysis-of-english-inflection-among-thai-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12225.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">466</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">953</span> Cross-Dialect Sentence Transformation: A Comparative Analysis of Language Models for Adapting Sentences to British English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shashwat%20Mookherjee">Shashwat Mookherjee</a>, <a href="https://publications.waset.org/abstracts/search?q=Shruti%20Dutta"> Shruti Dutta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores linguistic distinctions among American, Indian, and Irish English dialects and assesses various Language Models (LLMs) in their ability to generate British English translations from these dialects. Using cosine similarity analysis, the study measures the linguistic proximity between original British English translations and those produced by LLMs for each dialect. The findings reveal that Indian and Irish English translations maintain notably high similarity scores, suggesting strong linguistic alignment with British English. In contrast, American English exhibits slightly lower similarity, reflecting its distinct linguistic traits. Additionally, the choice of LLM significantly impacts translation quality, with Llama-2-70b consistently demonstrating superior performance. The study underscores the importance of selecting the right model for dialect translation, emphasizing the role of linguistic expertise and contextual understanding in achieving accurate translations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cross-dialect%20translation" title="cross-dialect translation">cross-dialect translation</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20models" title=" language models"> language models</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20similarity" title=" linguistic similarity"> linguistic similarity</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20NLP" title=" multilingual NLP"> multilingual NLP</a> </p> <a href="https://publications.waset.org/abstracts/184401/cross-dialect-sentence-transformation-a-comparative-analysis-of-language-models-for-adapting-sentences-to-british-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184401.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">952</span> Group Consensus of Hesitant Fuzzy Linguistic Variables for Decision-Making Problem</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chen%20T.%20Chen">Chen T. Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Hui%20L.%20Cheng"> Hui L. Cheng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the different knowledge, experience and expertise of experts, they usually provide the different opinions in the group decision-making process. Therefore, it is an important issue to reach the group consensus of opinions of experts in group multiple-criteria decision-making (GMCDM) process. Because the subjective opinions of experts always are fuzziness and uncertainties, it is difficult to use crisp values to describe the real opinions of experts or decision-makers. It is reasonable for experts to use the linguistic variables to express their opinions. The hesitant fuzzy set are extended from the concept of fuzzy sets. Experts use the hesitant fuzzy sets can be flexible to describe their subjective opinions. In order to aggregate the hesitant fuzzy linguistic variables of all experts effectively, an adjustment method based on distance function will be presented in this paper. Based on the opinions adjustment method, this paper will present an effective approach to adjust the hesitant fuzzy linguistic variables of all experts to reach the group consensus. Then, a new hesitant linguistic GMCDM method will be presented based on the group consensus of hesitant fuzzy linguistic variables. Finally, an example will be implemented to illustrate the computational process to enhance the practical value of the proposed model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=group%20multi-criteria%20decision-making" title="group multi-criteria decision-making">group multi-criteria decision-making</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20variables" title=" linguistic variables"> linguistic variables</a>, <a href="https://publications.waset.org/abstracts/search?q=hesitant%20fuzzy%20linguistic%20variables" title=" hesitant fuzzy linguistic variables"> hesitant fuzzy linguistic variables</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20function" title=" distance function"> distance function</a>, <a href="https://publications.waset.org/abstracts/search?q=group%20consensus" title=" group consensus "> group consensus </a> </p> <a href="https://publications.waset.org/abstracts/123438/group-consensus-of-hesitant-fuzzy-linguistic-variables-for-decision-making-problem" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123438.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">951</span> Decision-Making using Fuzzy Linguistic Hypersoft Set Topology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Saqlain">Muhammad Saqlain</a>, <a href="https://publications.waset.org/abstracts/search?q=Poom%20Kumam"> Poom Kumam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language being an abstract system and creative act, is quite complicated as its meaning varies depending on the context. The context is determined by the empirical knowledge of a person, which is derived from observation and experience. About further subdivided attributes, the decision-making challenges may entail quantitative and qualitative factors. However, because there is no norm for putting a numerical value on language, existing approaches cannot carry out the operations of linguistic knowledge. The assigning of mathematical values (fuzzy, intuitionistic, and neutrosophic) to any decision-making problem; without considering any rule of linguistic knowledge is ambiguous and inaccurate. Thus, this paper aims to provide a generic model for these issues. This paper provides the linguistic set structure of the fuzzy hypersoft set (FLHSS) to solve decision-making issues. We have proposed the definition some basic operations like AND, NOT, OR, AND, compliment, negation, etc., along with Topology and examples, and properties. Secondly, the operational laws for the fuzzy linguistic hypersoft set have been proposed to deal with the decision-making issues. Implementing proposed aggregate operators and operational laws can be used to convert linguistic quantifiers into numerical values. This will increase the accuracy and precision of the fuzzy hypersoft set structure to deal with decision-making issues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20quantifiers" title="linguistic quantifiers">linguistic quantifiers</a>, <a href="https://publications.waset.org/abstracts/search?q=aggregate%20operators" title=" aggregate operators"> aggregate operators</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-criteria%20decision%20making%20%28mcdm%29." title=" multi-criteria decision making (mcdm)."> multi-criteria decision making (mcdm).</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20topology" title=" fuzzy topology"> fuzzy topology</a> </p> <a href="https://publications.waset.org/abstracts/164348/decision-making-using-fuzzy-linguistic-hypersoft-set-topology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164348.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">950</span> Linguistic Codes: Food as a Class Indicator</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elena%20Valeryevna%20Pozhidaeva">Elena Valeryevna Pozhidaeva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This linguistic case study is based on an interaction between the social position and foodways. In every culture there is a social hierarchical system in which there can be means to express and to identify the social status of a person. Food serves as a class indicator. The British being a verbal nation use the words as a preferred medium for signalling and recognising the social status. The linguistic analysis reflects a symbolic hierarchy determined by social groups in the UK. The linguistic class indicators of a British hierarchical system are detectable directly – in speech acts. They are articulated in every aspect of a national identity’s life from preferences of the food and the choice to call it to the names of the meals. The linguistic class indicators can as well be detected indirectly – through symbolic meaning or via the choice of the mealtime, its class (e.g the classes of tea or marmalade), the place to buy food (the class of the supermarket) and consume it (the places for eating out and the frequency of such practices). Under analysis of this study are not only food items and their names but also such categories as cutlery as a class indicator and the act of eating together as a practice of social significance and a class indicator. Current social changes and economic developments are considered and their influence on the class indicators appearance and transformation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic" title="linguistic">linguistic</a>, <a href="https://publications.waset.org/abstracts/search?q=class" title=" class"> class</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20indicator" title=" social indicator"> social indicator</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20class" title=" food class"> food class</a> </p> <a href="https://publications.waset.org/abstracts/40156/linguistic-codes-food-as-a-class-indicator" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40156.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">402</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">949</span> Pedagogical Tools In The 21st Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Aherrahrou">M. Aherrahrou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Moroccan education is currently facing many difficulties and problems due to traditional methods of teaching. Neuro -Linguistic Programming (NLP) appears to hold much potential for education at all levels. In this paper, the major aim is to explore the effect of certain Neuro -Linguistic Programming techniques in one educational institution in Morocco. Quantitative and Qualitative methods are used. The findings prove the effectiveness of this new approach regarding Moroccan education, and it is a promising tool to improve the quality of learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20and%20teaching%20environment" title="learning and teaching environment">learning and teaching environment</a>, <a href="https://publications.waset.org/abstracts/search?q=Neuro-%20Linguistic%20Programming" title=" Neuro- Linguistic Programming"> Neuro- Linguistic Programming</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20learning" title=" quality of learning "> quality of learning </a> </p> <a href="https://publications.waset.org/abstracts/17911/pedagogical-tools-in-the-21st-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17911.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">355</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">948</span> Raising Multilingual Awareness towards Plurilingual Competence Development: Through Which Approach and Which Pedagogical Material-A Case Study in the Greek Primary Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eftychia%20Damaskou">Eftychia Damaskou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article intends to place the question of the adequate approach for teaching multilingualism within the public education. Linguistic education, as it is defined by the Common European Framework of Reference for the Languages, is no longer the proficiency in one or two languages. It’s about the development of a linguistic repertoire, where all linguistic skills find their place. In fact, the linguistic theories that frame the development of plurilingual competence point out the affective and intercultural aspect of such a process, insisting on an awareness of linguistic diversification, rather than an acquisition of communicative competence in many languages. In this spirit, our article attempts to go beyond a mere plurilingual awareness, present a research based on an experience in class, within 115 pupils, aiming at the development of plurilingual competence in five unknown foreign languages. This experience was held through a teaching unit personally conceived and applied, and consisted of a series of 6 activities based on a cross-linguistic content approach. The data analysis proves to be very interesting, as it reveals the development of plurilingual competences, as well as positive attitudes towards less common languages by the majority of our sample. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multilingual%20awareness" title="multilingual awareness">multilingual awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20teaching%20material" title=" multilingual teaching material"> multilingual teaching material</a>, <a href="https://publications.waset.org/abstracts/search?q=plurilingual%20competence" title=" plurilingual competence"> plurilingual competence</a> </p> <a href="https://publications.waset.org/abstracts/8809/raising-multilingual-awareness-towards-plurilingual-competence-development-through-which-approach-and-which-pedagogical-material-a-case-study-in-the-greek-primary-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8809.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">451</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">947</span> Managing Linguistic Diversity in Teaching and in Learning in Higher Education Institutions: The Case of the University of Luxembourg</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Argyro-Maria%20Skourmalla">Argyro-Maria Skourmalla</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today’s reality is characterized by diversity in different levels and aspects of everyday life. Focusing on the aspect of language and communication in Higher Education (HE), the present paper draws on the example of the University of Luxembourg as a multilingual and international setting. The University of Luxembourg, which is located between France, Germany, and Belgium, adopted its new multilingualism policy in 2020, establishing English, French, German, and Luxembourgish as the official languages of the Institution. In addition, with around 10.000 students and staff coming from various countries around the world, linguistic diversity in this university is seen as both a resource and a challenge that calls for an inclusive and multilingual approach. The present paper includes data derived from semi-structured interviews with lecturing staff from different disciplines and an online survey with undergraduate students at the University of Luxembourg. Participants shared their experiences and point of view regarding linguistic diversity in this context. Findings show that linguistic diversity in this university is seen as an asset but comes with challenges, and even though there is progress in the use of multilingual practices, a lot needs to be done towards the recognition of staff and students’ linguistic repertoires for inclusion and education equity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20diversity" title="linguistic diversity">linguistic diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Luxembourg" title=" Luxembourg"> Luxembourg</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20practices" title=" multilingual practices"> multilingual practices</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/169634/managing-linguistic-diversity-in-teaching-and-in-learning-in-higher-education-institutions-the-case-of-the-university-of-luxembourg" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169634.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">946</span> New Recipes of Communication in the New Linguistic World Order: End of Road for Aged Pragmatics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shailendra%20Kumar%20Singh">Shailendra Kumar Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the rise of New Linguistic World Order in the 21st century, the Aged Pragmatics is palpitating on the edge of theoretical irrelevance. What appears to be a new sociolinguistic reality is that the enlightening combination of alternative west, inclusive globalization and techno-revolution is adding novel recipes to communicative actions, style and gain among new linguistic breed which is being neither dominated nor powered by the western supremacy. The paper has the following main, interrelated, aims: it is intended to introduce the concept of alternative pragmatics that can offer what exactly is needed for our emerging societal realities; it asserts as to how the basic pillar of linguistic success in the new linguistic world order rests upon linguistic temptation and calibration of all; and it also reviews an inevitability of emerging economies in shaping the communication trends at a time when the western world is struggling to maintain the same control on the others exercised in the past. In particular, the paper seeks answers for the following questions: (a) Do we need an alternative pragmatics, one with alternativist leaning in an era of inclusive globalization and alternative west? (b) What are the pulses of shift which are encapsulating emergence of new communicative behavior among the new linguistic breed by breaking yesterday’s linguistic rigidity? (c) Or, what are those shifts which are making linguistic shift more perceptible? (d) Is New Linguistic World Order succeeding in reversing linguistic priorities of `who speaks, what language, where, how, why, to whom and in which condition’ with no parallel in the history? (e) What is explicit about the contemporary world of 21st century which makes linguistic world all exciting and widely celebrative phenomenon and that is also forced into our vision? (f) What factors will hold key to the future of yesterday’s `influential languages’ and today’s `emerging languages’ as world is in the paradigm transition? (g) Is the collapse of Aged Pragmatics good for the 21st century for understanding the difference between pragmatism of old linguistic world and new linguistic world order? New Linguistic world Order today, unlike in the past, is about a branding of new world with liberal world view for a particular form of ideal to be imagined in the 21st century. At this time without question it is hope that a new set of ideals with popular vocabulary will become the implicit pragmatic model as one of benign majoritarianism in all aspects of sociolinguistic reality. It appears to be a reality that we live in an extraordinary linguistic world with no parallel in the past. In particular, the paper also highlights the paradigm shifts: Demographic, Social-psychological, technological and power. These shifts are impacting linguistic shift which is unique in itself. The paper will highlight linguistic shift in details in which alternative west plays a major role without challenging the west because it is an era of inclusive globalization in which almost everyone takes equal responsibility. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20globalization" title="inclusive globalization">inclusive globalization</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20linguistic%20world%20order" title=" new linguistic world order"> new linguistic world order</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20shift" title=" linguistic shift"> linguistic shift</a>, <a href="https://publications.waset.org/abstracts/search?q=world%20order" title=" world order"> world order</a> </p> <a href="https://publications.waset.org/abstracts/38616/new-recipes-of-communication-in-the-new-linguistic-world-order-end-of-road-for-aged-pragmatics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38616.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">343</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">945</span> Foreign Language Reading Comprehenmsion and the Linguistic Intervention Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Silvia%20Hvozd%C3%ADkov%C3%A1">Silvia Hvozdíková</a>, <a href="https://publications.waset.org/abstracts/search?q=Eva%20Stranovsk%C3%A1"> Eva Stranovská</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the article is to discuss the results of the research conducted during the period of two semesters paying attention to selected factors of foreign language reading comprehension through the means of Linguistic Intervention Program. The Linguistic Intervention Program was designed for the purpose of the current research. It refers to such method of foreign language teaching which emphasized active social learning, creative drama strategies, self-directed learning. The research sample consisted of 360 respondents, foreign language learners ranging from 13 – 17 years of age. Specifically designed questionnaire and a standardized foreign language reading comprehension tests were applied to serve the purpose. The outcomes of the research recorded significant results towards significant relationship between selected elements of the Linguistic Intervention Program and the academic achievements in the factors of reading comprehension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20learning" title="foreign language learning">foreign language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20intervention%20program" title=" linguistic intervention program"> linguistic intervention program</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20learning" title=" social learning"> social learning</a> </p> <a href="https://publications.waset.org/abstracts/122732/foreign-language-reading-comprehenmsion-and-the-linguistic-intervention-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122732.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">119</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=linguistic%20genocide&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=linguistic%20genocide&page=3">3</a></li> <li class="page-item"><a class="page-link" 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