Applying Automated Originality Scoring to the Verbal Form of Torrance Tests of Creative Thinking

In this study, we applied different text-mining methods to the originality scoring of the Unusual Uses Test (UUT) and Just Suppose Test (JST) from the Torrance Tests of Creative Thinking (TTCT)–Verbal. Responses from 102 and 123 participants who completed Form A and Form B, respectively, were scored using three different text-mining methods. The validity of these scoring methods was tested against TTCT’s manual-based scoring and a subjective snapshot scoring method. Results indicated that text-mining systems are applicable to both UUT and JST items across both forms and students’ performance on those items can predict total originality and creativity scores across all six tasks in the TTCT-Verbal. Comparatively, the text-mining methods worked better for UUT than JST. Of the three text-mining models we tested, the Global Vectors for Word Representation (GLoVe) model produced the most reliable and valid scores. These findings indicate that creativity assessment can be done quickly and at a lower cost using text-mining approaches.

TRANSLATION PEDAGOGY VERSUS PEDAGOGICAL TRANSLATION IN LANGUAGE LEARNING

This conceptual paper presents the review of literatures of a study related to Translation in Language Teaching (TILT) and Translation Training, It reviews related literature on translation theories and practices in bilingual/multilingual classrooms as well. The interplay of translation, multilingualism, multiculturalism and globalisation in today’s ESL pedagogical reality demands translation to be employed in improving students’ English language proficiency. Unfortunately, research indicates that teachers do not possess adequate knowledge on appropriate translation models to enable them to perform translation in language teaching (TILT). As a result, they ended up employing unplanned code switching and code-mixing techniques throughout their English language lessons. Studies have shown that translation educators also do not possess adequate competencies in training language teachers to translate due to discrepancy between the chosen modules and teachers’ motivation. As a result, teachers failed to understand the purpose of such training. This conceptual paper, thus, attempts to conjure up two important concepts in translation studies: Pedagogical translation and translation pedagogy. Translation Pedagogy refers to the acquired knowledge on how to translate, whereas pedagogical translation refers to the actual process or practice of translation either in written or verbal form. The relevance of these two concepts in TILT are highlighted and discussed throughout this paper. A translation model is suggested as a guideline in providing training in TILT area. The result of this upcoming study may provide a direction in translation training for language teachers in Malaysia. It suggests that the concepts of Pedagogical Translation (PT) and Translation Pedagogy (TP) should be incorporated into translation training modules. By doing so, both translation trainers and teacher trainees are able to understand the actual processes of translation itself in TILT.

I Participate; Therefore, I Am (And I Learn): Researching Learners’ Multilingual Identity in the Multilingual School Context

Summary This study examines the relationship between the participation of multilingual students in FAL (French as an additional language) classroom and language learners’ identities associated with the related community of practice. Classroom participation, a key concept of the study, is defined as a verbal form of learners’ investment in language learning, which can both enhance language learning and change the identity of language learners. The research was conducted in an international multilingual school in Croatia among eight 5th grade multilingual and multicultural students learning French as an additional language. For data collection purposes, French language lessons and twelve video recordings with a total length of approx. 480 minutes were observed and taped. A qualitative analysis of the participation of each student was conducted with the regard to the power relations among members of the classroom. The analysis revealed that, from the chosen theoretical perspective where an additional language is seen both as a tool of power and a tool for power, the identity of language learners can be described as a dynamic combination of some of the following identity positions: a language learner in a position of power, a language learner in a higher position of power than others, a language learner in a reduced position of power but eager for a position of power, a language learner in a reduced position of power but not eager for a position of power. The results of this study are consistent with the main assumptions about the identity of language learners made by other socially oriented authors in SLA (Norton-Peirce, 1995; Pavlenko & Blackledge, 2004; Darvin & Norton, 2015), according to which language learners’ identity is multiple, dynamic, discursively shaped and context-dependent.

The Conceptual Metaphor of Modesty in English and Ukrainian

The Conceptual Metaphor of Modesty in English and UkrainianThe article focuses on the cultural regulatory concept of MODESTY in English and Ukrainian linguistic construals of the world. The article examines this concept as it is lexicalized in English and Ukrainian in terms of cross-domain mapping and conceptual integration theory. In the corresponding national corpora of fiction, MODESTY serves both as target and source domains, thus forming the range and scope of conceptual metaphors. The article claims that in genetically unrelated languages, conceptual metaphors of MODESTY demonstrate common mental models and mainly vary in their verbal form and in their frequency in discourse. From a cross-cultural perspective, the variation of conceptual metaphors of MODESTY is motivated not only linguistically but also culturally. In English conceptual metaphors, the source domains cross-mapped onto the target MODESTY are semantically more varied than in Ukrainian. The target domains onto which modesty is mapped form semantically similar conceptual metaphors, which differ in their frequency in English and Ukrainian discourses. Metafora konceptualna skromności w języku angielskim i ukraińskim Autorki przedstawiają kulturowo-regulacyjny koncept SKROMNOŚCI w angielskich i ukraińskich językowych konstruktach świata. Analizują leksykalizację tego konceptu w języku angielskim i ukraińskim pod kątem mapowania międzydomenowego i teorii integracji konceptualnej. W utworach literackich zawartych w korpusach narodowych SKROMNOŚĆ służy zarówno jako domena docelowa, jak i źródłowa, kształtując w ten sposób zakres metafor konceptualnych. Autorki stwierdzają, że w językach niezwiązanych genetycznie konceptualne metafory SKROMNOŚCI wskazują na wspólne modele umysłowe i różnią się głównie formą werbalną oraz częstotliwością występowania w dyskursie. Z perspektywy międzykulturowej, zróżnicowanie konceptualnych metafor SKROMNOŚCI jest umotywowane nie tylko językowo, ale i kulturowo. W angielskich metaforach konceptualnych domeny źródłowe, na które nakłada się docelowe pojęcie SKROMNOŚCI, są semantycznie bardziej zróżnicowane niż w metaforach ukraińskich. Domeny docelowe, na które mapowana jest SKROMNOŚĆ, tworzą semantycznie podobne metafory konceptualne, różniące się częstotliwością występowania w dyskursie angielskim i ukraińskim.

THE STYLISTIC FUNCTIONS OF REPEATED VERB UNITS IN A SEPARATE TEXT

The article is devoted to the complex study of functional features of verbs and verb lexical-semantic repetitionsin poetic texts M. Bazhan and I. Drach. Advantages of linguopoetic approach, which gives possibility to define, how linguistic unit is included by the author in the process of word-artistic creative work, provides creation of aesthetic effect, structural and semantic integrity of the text is substantiated in the thesis. Linguistic and stylistic approach doesn’t give us comprehensive answers to the question about notional, structural and communicative organization of the text, that is why today they become a prerogative of linguo-poetics and linguistics of text. Taking into account new directions, approaches in modern linguistic science in the last decades, such key concepts as “text”, “poetic text” were specified; advantages of communicative functional approach to its study were specified; constant features of text and text categories were specified; style, idiostyle, idiolect concept was defined. At determining the poetic text, we proceed from the fact that this is a special semiotic system, which has its own laws of formation of self-organization. Decoding the poetic text takes into consideration apertception moments of each word in the works of writer, who, staying within the limits of national-language picture of the world, creates a unique linguistic world according to his world view, his own psychology, philosophy. Let us motivate the use of idiostyle concept, closely connected with the author’s image, which we understand as a “word- conversational structure”, which permeates all work and leads to comprehensive study of literary text. Linguostylistic verb potential as lexicogrammatical word class, which has detailed system of personal-methodical and kindtime morphological forms was analyzed in the work; figurative and expressive features of verbal categories of manner, time, kind and person were tracked in the poetic texts of M. Bazhan and I. Drach; certain writers’ priorities in use of one or another verbal form were revealed. An important means of actualization of poetic content, dynamization of descriptive world, which assists the reader to focus attention on one or another reality, actions, feelings, and provides a link between the parts of the text, is repetition. Decoding of the poetic texts of M. Bazhan and I. Drach provided considering different apperception moments of verbal repetition.

A VIEW OF THE ORIGIN OF RACE AND LANGUAGES ACCORDING TO THE QUR&AN (IN THE CONTEXT OF 22ND VERSE OF SURAH RUM)

A View Of The Origin Of Race And Languages According To The Qur'an (In The Context Of 22nd Verse Of Surah Rum) After Almighty Allah has made the earth livable, He has announced that He will create a human being there. Then the angels expressed their displeasure, but the Prophet. He created Adam and his wife as the first ancestor of men. Subsequently, they took them to a preparatory camp, equipped them with the necessary knowledge and skills for possible situations, and made them available through a language-like communication to express their feelings and thoughts. In addition to these features, it also granted the possibility to share the divine and human data in written or verbal form. Hz. Adam and his wife were then sent to earth and the divine program began to work for the proliferation of prophets. In this way, different races and languages have emerged as the result of the incarnation of the appropriate time and ground, as a giant tree is formed from a small fig seed. This event pointed out that, on one side, it is desirable to meet and meet people and on the other, it is one of the proofs of the Creator's existence. In this study, the formation of races and languages is examined and examined in the context of the 22nd verse of Surah Rum, within the framework of the whole view of the Holy Quran. We are encouraged by this study to have similar words among some languages and to follow the different colors and races in the same nature without interruption. Keywords: Adam, Noah, Races, Languages, Code.

ON THE USE OF SIGN LANGUAGE IN TEACHING HEARING-IMPAIRED CHILDREN

Teaching children with hearing impairment for a long time, mainly a verbal form of education is used in Kazakhstan, based on the development of auditory perception. Subsequently, along with a relatively small number of positive cases, we have a number of generations of deaf citizens who are not able to read and write correctly, express their thoughts, etc. Grown - up children with hearing impairment, despite the efforts of sign language teachers and teachers, still communicate with each other in sign language and use written speech when communicating with hearing people. At the same time, the role of sign language in teaching the deaf cannot be overestimated, since it meets the special educational needs of children with hearing impairment. This article discusses traditional and alternative approaches to teaching the deaf; provides a brief overview of the existing normative legal acts regulating the status of sign language; presents the results of a survey of teachers on the use of sign language in teaching deaf children; identifies strategic aspects and conditions for using of sign language in educational organizations.

Developing student self-realization through foreign language disciplines in technical universities

Researched is the problem of creating conditions for self-realization in the course of studying language disciplines at the initial stage of training in a technical university. The study is based on the views of representatives of humanistic psychology and domestic teachers and psychologists, who regard self-realization as the highest stage in personality development, which predetermines its orientation and meaning of life. The article emphasizes the special capabilities of language disciplines in the formation of the process of self-realization, allowing you to learn to express your own position and results of activity in verbal form. The most important conditions for self-realization are highlighted as goal-setting and reflection at all stages of educational activity; turning it into a joint activity of both sides of the cognition process; development of skills of self-assessment and acceptance of assessment by others; the right balance of personal and collective. The paper analyzes the features of lectures and practical classes in creating opportunities for self-realization. The author comes to the conclusion that in the course of studying language disciplines, meaningful, organizational and methodological conditions are created for the implementation of self-realization at the subsequent stages of education and professional activity.

Hegemoni Dalam Cerpen Teken Pang Neken, Guru Abdi, Balian Runtag dan I Kadek Dadi Hakim Karya I Made Sugianto

This research entitled "Analysis of Hegemony in the Ngipiang Jokowi Short Story Collection Book by I Made Sugianto ". This analysis aims to determine the structure and obtain a clear explanation about hegemony in the four short stories. This study uses two theories including structural theory and hegemony theory. The methods and techniques used are divided into three types, namely; the data collection stage, the data analysis stage, and the data analysis presentation stage. The method used in data collection is the simak method accompanied by translation techniques and note-taking techniques. Then, methods and techniques use qualitative methods and analytic descriptive techniques. Then, proceed with informal methods in the stage of presenting the results of data analysis, the techniques used are inductive and deductive. The results obtained in this study include the narrative structure and form of hegemony in the four short stories. The narrative structure is divided into incidents, plot, characters and characterizations, settings, themes, and moral value. The analysis of hegemony in the four short stories is divided into two types, namely domination of power based on morals and domination of power which is suppressive. The author describes hegemony through characters and characterizations, incidents, and settings. The hegemony reflected in the four short stories is presented in two kinds, namely hegemony in verbal form and hegemony in physical form.