The use of English initialisms and abbreviations in the field of pharmaceutical business communication in Spanish

Terminology ◽  
2020 ◽  
Vol 26 (1) ◽  
pp. 60-81
Author(s):  
Carmen Luján-García
Keyword(s):  
Business Communication ◽  
Written Language ◽  
Combined Analysis ◽  
Actual Usage ◽  
Specialized Area ◽  
Professional Field ◽  
Lexical Items

Abstract The present paper deals with the use of English initialisms and abbreviations in the professional field of pharmaceutical business communication in Spanish. This specialized area has not yet been previously examined, and the use of initialisms and abbreviations is becoming more and more extended. The corpus consisted in an up-to-date list of thirty-seven shortened forms, which was extracted from a digital magazine addressed to pharmacists. In order to document the use of the initialisms, acronyms and abbreviations examined in Spanish, a combined analysis was carried out: firstly, the above mentioned list of initialisms and acronyms from the online magazine www.correofarmaceutico.com provided evidence about their use in written language; and secondly, the twenty-one pharmacists who answered our questionnaire provided data about practitioners’ familiarity with and the actual usage of these lexical items.

It all hinges on the vowels

2008 ◽  
Vol 11 (1) ◽  
pp. 73-89
Author(s):  
Heidi Swank
Keyword(s):  
Written Language ◽  
Writing Systems ◽  
Pedagogical Strategies ◽  
Actual Usage ◽  
Ethnographic Studies ◽  
Relative Independence ◽  
Actual Use ◽  
Definition Of ◽  
Ethnographic Examination ◽  
At Will

I argue that formal and ethnographic studies of written language could benefit from greater reciprocal engagement. Recent work on formal aspects of written language has made plain that orthographic typology can help us to understand readers’ phonological awareness as well as inform and shape pedagogical strategies. However, much work on orthographic typologies has not examined actual use of writing systems. Peter Daniels stated that writing can be “adapted … at will” (1996a:2). This notion of adaptability of writing poses problems for studies of writing systems that do not look at its actual usage. Through a cross-orthographic study of writing adaptability, I suggest that an ethnographic examination of writing systems challenges the definition of the term alphasyllabary proposed in Bright (1999). I offer that a focus on the relative independence of vowels and consonants provides a solid typological classification system that accounts for changes and current variability in writing system usage.

scholarly journals Words in Sheep’s Clothing

2006 ◽  
Vol 3 (1-2) ◽  
pp. 51-62
Author(s):  
Dušan Gabrovšek
Keyword(s):  
Native Speaker ◽  
Actual Usage ◽  
The Status ◽  
Lexical Items ◽  
Derivatives Of ◽  
English Monolingual

The paper focuses on various types of dictionary words, i.e. infrequent and rather uncommon words often listed in comprehensive monolingual English dictionaries but virtually nonexistent in actual usage. These are typically learned derivatives of Greek or Latin origin that are given as unlabeled synonyms of everyday vocabulary items. Their inclusion seems to stem from the application of two different bits of lexicographic philosophy: great respect for matters classical and the principle of comprehensiveness. Seen from this perspective, descriptive corpus-based lexicography is still too weak. While in large native-speaker-oriented dictionaries of English such entries do not seem to cause any harm, they can be positively dangerous in EFL/ESL environments, because using them can easily lead to strange or downright incomprehensible lexical items. Learners are advised to be careful and check the status of such “dubious” items also in English monolingual learners’ dictionaries, in which dictionary words are virtually nonexistent.

Is Narrative “Primary”? Some Insights from Kindergarteners' Pretend Readings of Stories and Information Books

1993 ◽  
Vol 25 (1) ◽  
pp. 97-129 ◽  
Author(s):  
Christine C. Pappas
Keyword(s):  
Literacy Development ◽  
Written Language ◽  
Common Assumption ◽  
The Common ◽  
Lexical Items ◽  
Information Books

This paper involves a consideration of the validity of the common assumption in literacy development that narrative or story is somehow primary—that children's abilities to understand and compose stories precede their capabilities to understand and use non-story, informational written language. An examination of kindergarteners' repeated pretend readings of two stories and two information books was made to gain insights into their strategies in dealing with the distinctive textual properties of the two genres. Two features were specifically addressed: (a) their use of co-referentiality of stories versus the co-classification aspects of information books, and (b) their acquisition of lexical items in the two genres. These analyses indicated that children were just as successful in reenacting the information books as they were the stories. Based on these findings, as well as children's preferences for the information books over the stories, it is argued that our unexamined, unacknowledged narrative as primary ideology needs to be reevaluated.

scholarly journals The relation between the codification and actual usage of the preposition VIRŠ

2014 ◽  
pp. 1-8
Author(s):  
Sonata Vaičiakauskienė
Keyword(s):  
Written Language ◽  
Periodical Press ◽  
Standard Language ◽  
Language System ◽  
Actual Usage ◽  
Slavic Languages ◽  
Distance Property ◽  
Time Distance

The analysis of Lithuanian syntax phenomena shows that there are many inconsistencies in the actual usage of some cases and prepositions and the codified rules of grammar that apply to them.  This article concentrates on the actual usage of the Lithuanian preposition virš (‘above’) over the last decade. Thus the aim of the article is to discuss the relation between the codified rules of grammar and the current use of the preposition virš and to provide some guidelines in relation to the specification of its codified rules. The analysis of the usage of virš reveals that this preposition is used to refer to some excess in quantity, weight, time, distance, property or characteristic as well as to some overbalance, especially in periodical press. Such usage of the preposition virš is quite frequent both in spoken and written language. Currently, such usage of virš is considered by language standardisers as avoidable or even unacceptable in standard language. Such attitudes of linguists are based on the fact that the usage of virš in the sense of excess is a result of the influence of Slavic languages and dialects. The data of the analysis suggest that the usage of the preposition virš is becoming more common not only due to the above-mentioned reason but also because of the similarity or even overlap between the meanings of constructions used to refer to excess that are standardised and those that are considered to be avoidable. Systemic characteristics of the usage of the preposition virš show that its usage in the sense of excess is not necessarily in conflict with the standard language system. As a result, the pervasive use of the preposition virš in the sense of excess suggests that with regard to language users’ habits but not conflicting with language systematicity, linguists should consider the possibility of standardising the usage of virš in the sense of ‘excess’. Certainly, before anything can be put forward, more research on the usage of the preposition virš has to be carried out.

scholarly journals PARTICULARITIES OF EFFECTIVE WRITTEN COMMUNICATION IN THE PROFESSIONAL FIELD (IN FRENCH LANGUAGE)

2018 ◽  
pp. 175-183
Author(s):  
O. Labenko
Keyword(s):  
Business Communication ◽  
French Language ◽  
Written Communication ◽  
Chronological Order ◽  
Logical Sequence ◽  
Different Types ◽  
Professional Field ◽  
The Creation ◽  
Characteristic Features ◽  
Practical Recommendations

The article is devoted to the particularities of effective written communication in the Professional field. Practical recommendations for composing and writing of different types of messages in business communication are specified. Written business communication is characterized by specific principles that must be strictly followed. When composing а message it is important to prepare the form and the content of the message. The form of message is as important as the content. Each type of message is characterized by certain features that must be reproduced when writing. The content of the message should be well thought out, well structured, the description must be presented in chronological order. Characteristic features of every business message are: logical sequence, concision and precision. When composing a text of a message it is necessary to use different linking words and other connecting devices. In French, we have identified several groups of words, which will contribute to write a logically consistent message. The principle of accessibility can make a message The use of the principle of accessibility will facilitate the creation of easy for perception and understanding messages.

Lexical Comprehension in Young Children With Developmental Delays

1994 ◽  
Vol 3 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Theresa A. Kouri
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Normal Development ◽  
Clinical Applications ◽  
Group Status ◽  
Novel Object ◽  
Related Information ◽  
Comprehension Skills ◽  
Lexical Items ◽  
Lexical Concepts

Lexical comprehension skills were examined in 20 young children (aged 28–45 months) with developmental delays (DD) and 20 children (aged 19–34 months) with normal development (ND). Each was assigned to either a story-like script condition or a simple ostensive labeling condition in which the names of three novel object and action items were presented over two experimental sessions. During the experimental sessions, receptive knowledge of the lexical items was assessed through a series of target and generalization probes. Results indicated that all children, irrespective of group status, acquired more lexical concepts in the ostensive labeling condition than in the story narrative condition. Overall, both groups acquired more object than action words, although subjects with ND comprehended more action words than subjects with DD. More target than generalization items were also comprehended by both groups. It is concluded that young children’s comprehension of new lexical concepts is facilitated more by a context in which simple ostensive labels accompany the presentation of specific objects and actions than one in which objects and actions are surrounded by thematic and event-related information. Various clinical applications focusing on the lexical training of young children with DD are discussed.

Word Prompt Programs

1997 ◽  
Vol 6 (3) ◽  
pp. 57-65 ◽  
Author(s):  
Lisa A. Wood ◽  
Joan L. Rankin ◽  
David R. Beukelman
Keyword(s):  
Learning Disabilities ◽  
Current Literature ◽  
Word Processing ◽  
Computer Software ◽  
Written Language ◽  
Written Communication ◽  
Speech Language Pathologists ◽  
Basic Word ◽  
The Matrix ◽  
Language Needs

Word prompt programs are computer software programs or program features that are used in addition to basic word processing. These programs provide word lists from which a user selects a desired word and inserts it into a line of text. This software is used to support individuals with severe speech, physical, and learning disabilities. This tutorial describes the features of a variety of word prompt programs and reviews the current literature on the use of these programs by people with oral and written language needs. In addition, a matrix that identifies the features contained in eight sample word prompt programs is provided. The descriptions of features and the matrix are designed to assist speech-language pathologists and teachers in evaluating and selecting word prompt programs to support their clients' oral and written communication.

Collecting Words: A Clinical Example of a Morphology-Focused Orthographic Intervention

2020 ◽  
Vol 51 (3) ◽  
pp. 544-560 ◽  
Author(s):  
Kimberly A. Murphy ◽  
Emily A. Diehm
Keyword(s):  
Written Language ◽  
Morphological Knowledge ◽  
English Orthography ◽  
Word Level ◽  
Novel Approach ◽  
Language Pathology ◽  
The One ◽  
Critical Intervention ◽  
Reading And Spelling ◽  
Reading And Spelling Difficulties

Purpose Morphological interventions promote gains in morphological knowledge and in other oral and written language skills (e.g., phonological awareness, vocabulary, reading, and spelling), yet we have a limited understanding of critical intervention features. In this clinical focus article, we describe a relatively novel approach to teaching morphology that considers its role as the key organizing principle of English orthography. We also present a clinical example of such an intervention delivered during a summer camp at a university speech and hearing clinic. Method Graduate speech-language pathology students provided a 6-week morphology-focused orthographic intervention to children in first through fourth grade ( n = 10) who demonstrated word-level reading and spelling difficulties. The intervention focused children's attention on morphological families, teaching how morphology is interrelated with phonology and etymology in English orthography. Results Comparing pre- and posttest scores, children demonstrated improvement in reading and/or spelling abilities, with the largest gains observed in spelling affixes within polymorphemic words. Children and their caregivers reacted positively to the intervention. Therefore, data from the camp offer preliminary support for teaching morphology within the context of written words, and the intervention appears to be a feasible approach for simultaneously increasing morphological knowledge, reading, and spelling. Conclusion Children with word-level reading and spelling difficulties may benefit from a morphology-focused orthographic intervention, such as the one described here. Research on the approach is warranted, and clinicians are encouraged to explore its possible effectiveness in their practice. Supplemental Material https://doi.org/10.23641/asha.12290687

They Have a Write to Go To College Too: Challenges for Secondary Level Students

2009 ◽  
Vol 16 (1) ◽  
pp. 9-13
Author(s):  
Joan Aker
Keyword(s):  
Language Development ◽  
Writing Process ◽  
Secondary Level ◽  
Written Language ◽  
Language Disabilities ◽  
Written Language Development

Abstract Children with language disabilities at the secondary level experience significant difficulty in all components of the writing process. This article discusses issues contributing to student’s difficulty in writing as well as suggestions for how to support written language development in this population.

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