ETHNO-CULTURAL CHARACTER OF EXPRESSIVE AND EMOTIONAL VOCABULARY IN THE KAZAKH-TURKISH LANGUAGES

Semantic features, the nature of creation, cognitive validity of expressive and emotional vocabulary in the Kazakh and Turkish languages are considered at the final stage in a comparative direction. Emotional vocabulary, which expresses concepts related to the emotional state and will of a communicative person, is very common in the vocabulary of the Kazakh and Turkish languages. The figurative, expressive pronunciation of words in our language and the ability to influence feelings are interrelated. Where there are emotions, there is also expressiveness. The article considers expressive and emotional vocabulary in the Kazakh and Turkish languages, which has an emotional coloring on an individual basis without any suffixes. Morphologically formed words are comprehensively analyzed using suffixes of understatement, affection, contempt, disdain, respect, etc.in both languages. It turns out that expressive-emotional words expressed phonetically, that is, through intonation, pause, are found in both Kazakh and Turkish languages. Examples show the high expressive and emotional activity of imitative words in the Kazakh and Turkish languages, as well as the active use of imitative words in language communication. We consider the types of mood interjections that Express joy, admiration, delight and regret, as well as everyday interjections in Kazakh and Turkish. The role of interjections in expressing the emotions of communicants during speech communication is compared.

Towards an assessment instrument for suffering in patients with psychiatric conditions: assessing cognitive validity

BackgroundUnbearable suffering is a key criterion in legally granting patients' euthanasia requests in Belgium yet a generally accepted definition of unbearable suffering remains elusive. The ability to understand and assess unbearable suffering is essential, particularly in patients with psychiatric conditions, as the underlying causes of these conditions are not always apparent. To enable research into when and why suffering experiences incite patients with psychiatric conditions to request euthanasia, and to help explore preventive and curative perspectives, the development of an assessment instrument is needed.AimsTo improve the cognitive validity of a large initial item pool used to assess the nature and extent of suffering in patients with psychiatric conditions.MethodCognitive validity was established via two rounds of cognitive interviews with patients with psychiatric conditions with (n = 9) and without (n = 5) euthanasia requests.ResultsDuring the first round of cognitive interviews, a variety of issues relating to content, form and language were reported and aspects that were missing were identified. During the second round, the items that had been amended were perceived as sufficiently easily to understand, sensitive to delicate nuances, comprehensive and easy to answer accurately. Neither research topic nor method were perceived as emotionally strenuous, but instead as positive, relevant, comforting and valuable.ConclusionsThis research resulted in an item pool that covers the concept of suffering more adequately and comprehensively. Further research endeavours should examine potential differences in suffering experiences over time and in patients with psychiatric conditions with and without euthanasia requests. The appreciation patients demonstrated regarding their ability to speak extensively and openly about their suffering and wish to die further supports the need to allow patients to speak freely and honestly during consultations.Declaration of interestsNone.

Construct Under-representation and Construct Irrelevant Variances on IELTS Academic Writing Task 1: Is There Any Threat to Validity?

The study reports on the validity of IELTS Academic Writing Task One (IAWTO) and compares and assesses the performance descriptors, i.e., coherence and cohesion, lexical resource and grammatical range, employed on IAWTO and IELTS Academic Writing Task Two (IAWTT). To these objectives, the data used were 53 participants' responses to graphic prompts driven by IELTS scoring rubrics, descriptive prompt, and retrospective, rather than concurrent, think-aloud protocols for detecting the cognitive validity of responses. The results showed that IAWTO input was degenerate and insufficient, rendering the construct under-represented, i.e., narrowing the construct. It was also found that IAWTO displayed to be in tune with cognitive difficulty of diagram analysis and the intelligence-based design of the process chart, rather than bar chart, being thus symmetrical with variances irrelevant to construct; this is argued to be biased to one group: Leading to under-performance of one group in marked contrast to over-performance of another group. Added to that, qualitative results established on instructors' protocols were suggestive of the dominance of performance descriptors on IAWTT rather than on IAWTO. The pedagogical implications of this study are further argued.