Ontology based Biomedical Research Paper Authoring Support Tool

2014 ◽  
Author(s):  
Senator Jeong ◽  
Sejin Nam ◽  
Hyun-Young Park
Keyword(s):  
Biomedical Research ◽  
Native Speakers ◽  
Mother Tongue ◽  
Initial Step ◽  
Building Blocks ◽  
Case Scenario ◽  
Pubmed Central ◽  
Support Tool ◽  
Lexical Bundles ◽  
Lexical Bundle

Biomedical research papers typically formatted as IMRAD structure: Introduction, Methods, Results, and Discussion. Even though following this format, writing a paper in English is challenging for authors, because the most difficult thing is to organize and present their ideas with appropriate expressions. Our goal is to develop a paper authoring support system that helps biomedical scientists to organize their ideas for a specific discourse purpose. As an initial step toward the goal, this study developed an abstract authoring support tool that provides candidate lexical bundles organized according to IMRAD structure. Lexical bundles function as basic building blocks of this discourse structure. For example, the lexical bundle "the purpose of this study was" indicates the research purpose in the Introduction section. Lexical bundles were extracted from sentences in 152,083 structured abstracts of the PubMed Central Open Access Subset and analyzed their distribution by IMRAD sections. To organize lexical bundles according to IMRAD, the Lexical Bundle Ontology was built. Then, a JATS-compliant authoring support tool was implemented. This tool lists up candidate lexical bundles responding to authors' discourse purposes in a specific section and thereby helps to complete sentences. We present a use case scenario of this authoring support tool. We expect that this tool be a useful, at least in biomedical abstract writing, to organize author's ideas to achieve specific discourse purpose. This tool is target to primarily for biomedical scientists whose mother tongue is not English. However, native speakers may still find the utility.

scholarly journals A Comparative Analysis of Lexical Bundles Used by Native and Non-native Scholars

2016 ◽  
Vol 9 (6) ◽  
pp. 176 ◽  
Author(s):  
Fatih Gungor ◽  
Hacer Hande Uysal
Keyword(s):  
Language Learners ◽  
Native Speakers ◽  
Native Speaker ◽  
Research Articles ◽  
Lexical Knowledge ◽  
Formulaic Sequences ◽  
Lexical Bundles ◽  
Native Speakers Of English ◽  
Lexical Bundle ◽  
L1 And L2

<p>In the recent years, globalization prepared a ground for English to be the lingua franca of the academia. Thus, most highly prestigious international journals have defined their medium of publications as English. However, even advanced language learners have difficulties in writing their research articles due to the lack of appropriate lexical knowledge and discourse conventions of academia. Considering the fact that the underuse, overuse and misuse of formulaic sequences or lexical bundles are often characterized with non-native writers of English, lexical bundle studies have recently been on the top of the agenda of corpus studies. Although the related literature has represented specific genres or disciplines, no study has scrutinized lexical bundles in the research articles that are written in the educational sciences. Therefore, the current study compared the structural and functional characteristics of the lexical-bundle use in L1 and L2 research articles in English. The results revealed the deviation of the usages of lexical bundles by the non-native speakers of English from the native speaker norms. Furthermore, the results indicated the overuse of clausal or verb-phrase based lexical bundles in the research articles of Turkish scholars while their native counterparts used noun and prepositional phrase-based lexical bundles more than clausal bundles.</p>

scholarly journals A Corpus-based Study on the Use of Three-word Lexical Bundles in the Academic Writing by Native English and Turkish Non-native Writers

2017 ◽  
Vol 10 (12) ◽  
pp. 28 ◽  
Author(s):  
Serpil Ucar
Keyword(s):  
Quantitative Analysis ◽  
Academic Writing ◽  
English Language ◽  
Native Speakers ◽  
Lexical Bundles ◽  
Significant Difference ◽  
Native Speakers Of English ◽  
Lexical Bundle ◽  
Structure And Functions ◽  
Recurrent Word

The utilization of English recurrent word combinations –lexical bundles- play a fundamental role in academic prose (Karabacak & Qin, 2013). There has been highly limited research about comparing Turkish non-native and native English writers’ use of lexical bundles in academic prose in terms of frequency, structure and functions of lexical bundles (Bal, 2010; Karabacak & Qin, 2013, Öztürk, 2014). Therefore, this current research was conducted in order to investigate the most frequently used lexical bundles in the academically published articles of Turkish non-native and native speakers of English and to investigate whether there was a significant difference between native and non-native scholars with respect to the frequency, structures and functions of English language lexical bundles. The data were collected from two corpora; 15 scientific articles of native speakers and 15 scientific articles of Turkish advanced writers. The investigation included a quantitative analysis of the use of three-word lexical bundles and a qualitative analysis of the functions and structures they serve. To be more conservative, three-word lexical bundles which occur 40 times per million words and appear in 5 different texts were described a lexical bundle in this current research. The findings revealed that Turkish non-native writers showed underuse and less variation in the use of lexical bundles in their academic prose compared to native speakers.

A CASE STUDY OF NL INFLUENCE IN UNIS FKIP ENGLISH DEPARTMENT STUDENTS' INTERLANGUAGE

2018 ◽  
Vol 18 (1) ◽  
pp. 46-54
Author(s):  
Irmala Sukendra ◽  
Agus Mulyana ◽  
Imam Sudarmaji
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Native Speakers ◽  
Communicative Competence ◽  
Mother Tongue ◽  
Universal Grammar ◽  
Similar System ◽  
The One ◽  
L1 Acquisition

Regardless to the facts that English is being taught to Indonesian students starting from early age, many Indonesian thrive in learning English. They find it quite troublesome for some to acquire the language especially to the level of communicative competence. Although Krashen (1982:10) states that “language acquirers are not usually aware of the fact that they are acquiring language, but are only aware of the fact that they are using the language for communication”, second language acquisition has several obstacles for learners to face and yet the successfulness of mastering the language never surmounts to the one of the native speakers. Learners have never been able to acquire the language as any native speakers do. Mistakes are made and inter-language is unavoidable. McNeili in Ellis (1985, p. 44) mentions that “the mentalist views of L1 acquisition hypothesizes the process of acquisition consists of hypothesis-testing, by which means the grammar of the learner’s mother tongue is related to the principles of the ‘universal grammar’.” Thus this study intends to find out whether the students go through the phase of interlanguage in their attempt to acquire second language and whether their interlanguage forms similar system as postulated by linguists (Krashen).

Salvaging the Mother Tongue in Exile

2017 ◽  
Vol 14 (2-3) ◽  
pp. 187-204
Author(s):  
Tomás Espino Barrera
Keyword(s):  
Native Speakers ◽  
Mother Tongue ◽  
First Language ◽  
Language Attrition ◽  
The Past ◽  
Progressive Loss ◽  
First Language Attrition ◽  
Lost In Translation ◽  
Deliberate Effort ◽  
Deep Sense

The dramatic increase in the number of exiles and refugees in the past 100 years has generated a substantial amount of literature written in a second language as well as a heightened sensibility towards the progressive loss of fluency in the mother tongue. Confronted by what modern linguistics has termed ‘first-language attrition’, the writings of numerous exilic translingual authors exhibit a deep sense of trauma which is often expressed through metaphors of illness and death. At the same time, most of these writers make a deliberate effort to preserve what is left from the mother tongue by attempting to increase their exposure to poems, dictionaries or native speakers of the ‘dying’ language. The present paper examines a range of attitudes towards translingualism and first language attrition through the testimonies of several exilic authors and thinkers from different countries (Vladimir Nabokov's Speak, Memory, Hannah Arendt's interviews, Jorge Semprún's Quel beau dimanche! and Autobiografía de Federico Sánchez, and Eva Hoffman's Lost in Translation, among others). Special attention will be paid to the historical frameworks that encourage most of their salvaging operations by infusing the mother tongue with categories of affect and kinship.

The role of cross-linguistic stress pattern frequency and word similarity on the acquisition of English stress pattern by native speakers of Brazilian Portuguese

2012 ◽  
Vol 12 ◽  
Author(s):  
Amanda Post Silveira
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
American English ◽  
Brazilian Portuguese ◽  
Stress Pattern ◽  
Target Language ◽  
English As Second Language ◽  
Word Similarity ◽  
L1 Transfer

This is a preliminary study in which we investigate the acquisition of English as second language (L2[1]) word stress by native speakers of Brazilian Portuguese (BP, L1[2]). In this paper, we show results of a multiple choice forced choice perception test in which native speakers of American English and native speakers of Dutch judged the production of English words bearing pre-final stress that were both cognates and non-cognates with BP words. The tokens were produced by native speakers of American English and by Brazilians that speak English as a second language. The results have shown that American and Dutch listeners were consistent in their judgments on native and non-native stress productions and both speakers' groups produced variation in stress in relation to the canonical pattern. However, the variability found in American English points to the prosodic patterns of English and the variability found in Brazilian English points to the stress patterns of Portuguese. It occurs especially in words whose forms activate neighboring similar words in the L1. Transfer from the L1 appears both at segmental and prosodic levels in BP English. [1] L2 stands for second language, foreign language, target language. [2] L1 stands for first language, mother tongue, source language.

Design, Synthesis and Bioactivity of Core 1 O-glycan and its Derivative on Human Gut Microbiota

2019 ◽  
Vol 16 (12) ◽  
pp. 1348-1353
Author(s):  
Huanhuan Qu ◽  
Baixue Li ◽  
Jingyi Yang ◽  
Huaiwen Liang ◽  
Meixia Li ◽  
...  
Keyword(s):  
Gut Microbiota ◽  
Initial Step ◽  
Building Blocks ◽  
Glycan Structure ◽  
Human Gut ◽  
Design Synthesis ◽  
The Core ◽  
Human Gut Microbiota ◽  
Biochemical Studies ◽  
Gut Symbionts

Background: Disaccharide core 1 (Galβ1-3GalNAc) is a common O-glycan structure in nature. Biochemical studies have confirmed that the formation of the core 1 structure is an important initial step in O-glycan biosynthesis and it is of great importance for human body. Objective: Our study will provide meaningful and useful sights for O-glycan synthesis and their bioassay. And all the synthetic glycosides would be used as intermediate building blocks in the scheme developed for oligosaccharide construction. Methods: In this article, we firstly used chemical procedures to prepare core 1 and its derivative, and a novel disaccharide was efficiently synthesized. The structures of the synthesized compounds were elucidated and confirmed by 1H NMR, 13C NMR and MS. Then we employed three human gut symbionts belonging to Bacteroidetes, a predominantphyla in the distal gut, as models to study the bioactivity of core 1 and its derivative on human gut microbiota. Results: According to our results, both core 1 and derivative could support the growth of B. fragilis, especially the core 1 derivative, while failed to support the growth of B. thetaiotaomicron and B. ovatus. Conclusion: This suggested that the B. fragilis might have the specificity glycohydrolase to cut the glycosidic bond for acquiring monosaccharide.

Exploring lexical bundles in low proficiency level L2 learners’ English writing: an ETS corpus study

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Mo Li ◽  
Xiaotian Zhang ◽  
Barry Lee Reynolds
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Language Competence ◽  
Important Indicator ◽  
Language Background ◽  
Lexical Bundles ◽  
English Writing ◽  
Foreign Language Learners ◽  
Frequent Use ◽  
Lexical Bundle

Abstract The use of formulaic language in written discourse is an important indicator of language competence. Nonetheless, the features of lexical bundles used by lower proficiency English as a Foreign Language learners have received little attention. The present study addressed this gap by employing a corpus-based method to investigate the quantity, function, and quality of four-word lexical bundles produced by low proficiency L2 English writers with 11 different L1 backgrounds in response to a timed English writing assessment. The investigation was specifically anchored on the data extracted from 1,330 essays using Wordsmith 7.0. Results of the investigation showed (1) an over dependence on writing topic related bundles; (2) an Indo-European L1 language background positively influencing lexical bundle production; (3) an overuse of stance expressions and discourse organizers at the expense of referential expression usage; (4) L1 Japanese, Korean, and Telugu writers producing more accurate lexical bundles and L1 German writers producing fewer accurate lexical bundles; and (5) the frequent use of lexical bundles not leading to highly accurate and appropriate use of lexical bundles. The implications of these results were discussed in connection with foreign language education.

An exploratory study on pro-drop in a written description task in L2 Spanish

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
An Vande Casteele ◽  
Alejandro Palomares Ortiz
Keyword(s):  
Language Learners ◽  
Native Speakers ◽  
Mother Tongue ◽  
Spanish Speakers ◽  
Control Group ◽  
L2 Spanish ◽  
Spanish Language Learners ◽  
Description Task ◽  
Experimental Group ◽  
Written Description

Abstract The present article aims at investigating the pro-drop phenomenon in L2 Spanish. The phenomenon of pro-drop or null subject is a typological feature of some languages, which are characterized by an implicit subject in cases of topic continuity. More specifically, behaviour regarding subject (dis)continuity in Spanish differs from French. This paper will offer a contrastive analysis on subject realisation by French learners of L2 Spanish compared to L1 Spanish speakers. So, the goal of this pilot study is to see if a different functioning in pro-drop in the mother tongue also influences the L2. The study is based upon a written description task presented to the two groups of participants: the experimental group of French mother tongue L2 Spanish language learners and the control group of Spanish native speakers.

Initial Reading Instruction: Phonemes, Syllables, or Ideographs?

1976 ◽  
Vol 9 (2) ◽  
pp. 74-80 ◽  
Author(s):  
John E. Harrigan
Keyword(s):  
Reading Instruction ◽  
Initial Phase ◽  
Initial Step ◽  
Building Blocks ◽  
Early Learning ◽  
Great Difficulty ◽  
Teaching Reading ◽  
Learning To Read ◽  
American Children ◽  
Initial Reading

In an experiment similar to that of Rozin's (1971), Chinese ideographs were taught to a group of American children having great difficulty learning to read English by the phonemic approach. The quick and sure learning of the ideographs suggests we should explore less abstract, less phonemic approaches to the initial phase of teaching reading in the hope of facilitating early learning. Because English is mapped through syllable sounds, a syllable introduction is suggested as the best initial step, later introducing phonemes as syllable building blocks.

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