East European Journal of Psycholinguistics

Supremacy of suprasegmentals in Arabic phonology: Evidence from malapropisms

2023-06-29T18:52:07+00:00

Speech errors are an important source of information to understand language processing and production. Earlier research focused on different types of errors including semantic and phonological errors while malapropisms, which refer to slips of the tongue involving whole word substitutions that share phonological similarities but are not related semantically, have not received adequate attention in the Arabic language. Drawing on malapropisms in Jordanian Arabic, we bring evidence on the supremacy of suprasegmental phonological aspects in Arabic phonology. This is unexpected as stress in Arabic is non-phonemic and fully predictable, besides Arabic rhythm is much less stress-timed than that of Germanic languages. Data was collected from spontaneous speech over a period of three years. Results showed that malapropisms share the primary stress position, the number of syllables and the word rhythmic pattern with the target words. To a lesser degree, the target and the error share the same rime and initial segments. Findings suggest that suprasegmental features are very crucial in Arabic phonology, like in Indo-European languages. Evidence suggests that formal similarity that is based on the syllabic and metrical structure of words plays a significant role in language processing and the organization of the mental lexicon in Arabic, which suggests that this is a language universal. Furthermore, our findings do not agree with earlier claims that Arabic has a flat syllabic structure. Rather, evidence suggests that Arabic, like English, has a hierarchical syllable structure, which seems to represent another language universal. More research on other Arabic dialects is recommended to corroborate these findings.

Disclosure Statement

No potential conflict of interest was reported by the authors.

* Corresponding author: Mohammed Nour Abu Guba,

0000-0002-5007-6439 mabu-gub@sharjah.ac.ae

Impact of blended learning on studying English as a Foreign Language

2023-06-29T18:59:53+00:00

The paper focuses on the research of the efficiency of three primary forms of teaching and besides, blended learning influence on learning and teaching English as a foreign language at Yuriy Fedkovych Chernivtsi National University, Ukraine, at Faculties of Economics (particularly, Economic Cybernetics), Law, Pedagogy and Psychology, Philology, for two academic years 2020/2021, 2021/2022. The study sample consisted of 120 students from 4 mentioned faculties who took the compulsory academic discipline English for Specific Purposes in the 1st, 2nd and 3rd semesters in compliance with their curriculum. The objectives of the study are to analyze and compare the effectiveness of the practical application of the three primary forms of education (full-time, distant and blended) and to study the impact of blended learning on teaching and learning English as a foreign language in practical classes of the compulsory English course. For the research, a questionnaire survey divided into two parts was used. Each of the survey parts included four items. The second part of the survey was conducted based on the typical 5-level Likert scale. To analyze the elicited data, SPSS (Statistical Package for the Social Sciences) program was used for the qualitative research. The outcomes in both parts are presented in percentages. The study conclusions showed that a blended study is the challenge of the present-day education system and is highly approved by university students. They are sure that using blended learning in teaching EFL at Chernivtsi National University is beneficial, advantageous and productive for improving skills in English as a foreign language course. Four-fifths of the respondents stated that their language proficiency skills significantly enhanced compared to conventional teaching methods.

Author: Nataliia Holovatska

0000-0002-2051-9454 n.holovatska@chnu.edu.ua

Age-related differences in fixation gaze length while reading the news with negative text elements

2023-06-29T19:02:01+00:00

The worldwide COVID-19 pandemic has led to the development of stress disorders and increased societal anxiety. The mass media is one of the most decisive factors leading to anxiety and stress in society during a pandemic. However, the mechanisms of mass media's stressogenic effects remain unclear. This study aimed to evaluate age-specific characteristics of gaze behavior related to the perception of anxiety-provoking information. One hundred eighty-nine volunteers took part in the study – 164 participants aged between 17 and 22 years old (students, control group), 25 people aged between 59 and 71 (experimental group). We surveyed participants to determine their level of stress, depression, and anxiety and analyzed eye-tracking data during text perception by using the web eye-tracking technology EyePass. Results showed significant age-related differences in gaze behavior while reading texts with negative elements. Aged adults had shorter median fixation duration. There was no difference between groups in the number of fixations. We can assume that except age factor, other variables might have contributed to our result, namely the occupation of participants, professors at the Scientific and Educational Institute of Journalism, with developed professional skills (reading pattern, method of information perception) but from another side higher vulnerability to adverse COVID-19 outcomes compared to younger adults.

Acknowledgements

The authors of this article express their sincere gratitude to the National Research Foundation of Ukraine, thanks to whose financial and organizational support (grant “Stressogenic Elements of the Latent Impact of Real Media Reports on the COVID-19 Pandemic on Social Groups” No. 2020.01/0050), it became possible to conduct this study and publish the experimental results. Words of gratitude to the management and Scientific Council of the Foundation, curators of the project. Vast gratitude to the experts for their high evaluation of our project, thanks to whom our application won the competition. We want to express particular thanks to the management and our colleagues fromTaras Shevchenko National University of Kyiv, whose care and assistance contributed to the effective work within the project. Words of gratitude to colleagues and students who agreed to participate and actually contributed to the timely collection and processing of the experimental data.

Disclosure Statement

No potential conflict of interest was reported by the authors.

Data Availability Statement

The data that support the findings of this study are openly available in Mendeley Data https://doi.org/10.17632/rpytj9dkmx.3

* Corresponding author: Yurii Havrylets,

0000-0002-4899-5815 havrylets@knu.ua

On the temporal values of situation-participant NP referents mapped from Bulgarian perfects with aorist and imperfect participles

2023-06-29T19:13:21+00:00

This paper deals with Bulgarian съм+-л (‘be’+past active participle) perfect verb forms with aorist and imperfect participles, the distinction between these two participles being a phenomenon found only in Bulgarian among the Slavic languages and generally absent in other languages too. According to the majority of Bulgarianists today, imperfect participles are not used in perfect verb forms. However, this thesis is considered here a fully defective one for several reasons, among which: no argumentation has ever been provided to explain the thesis in essence – for example, in its possible connection to the aspectual values encoded in aorist and imperfect participles, or to the general characteristics of съм+-л forms. These forms can effectuate many TAM meanings – not only of “a standard perfect” but also modal ones such as inferentiality, renarration, dubitativity. Following the author’s definition of aspect as an all-pervading and perpetual process of mapping temporal features between verbal and nominal referents, specific uses of imperfect and aorist participles in sentences with perfect verb forms are analyzed, and the impact the relevant participle (imperfect or aorist) exerts on the temporal values of situation-participant NP-referents is analyzed and identified. The major generalization is that the never-ending process of mapping temporal features from verbs to nominals (NPs) that occurs in verbal-aspect languages (Slavic, Greek, Georgian), and vice versa, from nominals (NPs) to verbs that occur in compositional-aspect languages (Dutch, English, Finnish) is a crucial psychophysiological mechanism ingrained in peoples’ heads and conditioning the development of grammatical structures of languages. Intriguingly, this process is linguistically fully identifiable at the speaker-hearer interaction level but remains entirely beyond the awareness of the ordinary native speaker.

Author: Krasimir Kabakčiev

0000-0002-5529-0872 kkabakciev@atiner.gr

Ethical stress in interpreting and translation: A literature review

2023-06-29T19:15:01+00:00

Ethical stress is occupational stress resulting from disparities between one’s ethical values and expected behaviours that can lead to dreadful consequences for individuals and even burnout. This review focuses on studies of ethical stress in translation and interpreting; individual and situational factors that may lead to ethical stress; its moral, emotional, psychological, and professional implications. The literature review is based on the search of articles in peer-reviewed journals published in the 21st century. This study has found that ethical stress in translation and interpreting occurs when the job requirements do not match the capabilities, resources, needs or values of the translator/interpreter due to linguistic demand factors and non-linguistic ones, including environmental, interpersonal, and intrapersonal demands. Taken together, the obtained results suggest that (a combination of) various individual and situational factors (working conditions primarily) may trigger moral distress, emotional exhaustion, vicarious trauma, burnout, and, eventually, ethical stress. However, the correlation between individual and situational factors and the level of their impact on translators/interpreters have not been sufficiently studied. Moreover, very little research has been carried out into psychological consequences for the translators/interpreters caused by socio-ethical dilemmas they face. Recent studies confirmed the positive relation between (the level of) ethical stress and job satisfaction and performance. Still, little is known about the correlation between (relative) autonomy to make decisions and judgments and the level of ethical stress and impact on performance. Thus, further research into the ethical stress of translators/interpreters under natural working conditions rather than in laboratory and agency settings and its implication on their performance and general well-being is essential.

Author: Diana Kalishchuk,

0000-0003-1952-5176 diana_kalishchuk@vnu.edu.ua

Strategies employed for information transfer and relation building in intercultural communication – A cross-cultural study

2023-06-29T19:11:31+00:00

The aim of the study is to examine strategies used in intercultural encounters by Polish and Turkish students of Foreign Languages (n1=50, n2=50, respectively) who have experienced intercultural communication. Intercultural encounters are viewed as ‘language-in-action’ situations because they provide a rich source of information about linguistic devices used during intercultural exchanges, sources of misunderstanding and miscommunication, and strategies implemented to transfer information or maintain conversational involvement of the interlocutors. This study offers some insights into the frequency and variety of the strategies used in intercultural encounters. It was conducted as a small-scale project, with the Critical Incident Technique and questionnaires administered to collect data. The research participants (C1/C2 levels of proficiency) were supposed to produce written narratives describing the most memorable intercultural encounters and report on intercultural communication strategies. Their narratives were later analysed to identify strategies applied to manage intercultural communication and achieve communicative goals (e.g. maintaining contact and/or conveying necessary information). Research findings show that Proactively seeking clarification and Building intercultural connection or relationship were the most frequent strategies used by these two groups. However, research results also suggest that the choice of strategies depends on such factors as the participants’ level of language proficiency, their cultural background or the quality and quantity of intercultural contacts. Cross-cultural analysis indicates that Turkish students are more socially- and culturally oriented, whereas Polish students display a tendency to focus more on cognitive and linguistic aspects of intercultural encounters. Findings from the study can be of help for educators and trainers involved in researching intercultural communication, strategic involvement and training.

Author: Grażyna Kiliańska-Przybyło,

0000-0002-0185-5911 grazyna.kilianska-przybylo@us.edu.pl

Psycholinguistic and cognitive-semiotic dimensions of constructing fear in horror films: A multimodal perspective

2023-06-29T19:16:52+00:00

This article addresses an integrative psycholinguistic and cognitive-semiotic perspective on constructing fear in English horror films. At the heart of constructing fear in horror film is the filmmakers’ presumption that viewers can potentially share their joint intention with the filmmakers, can share joint attention, and, as a result, share joint emotion. Drawing on the theory of intersubjectivity, fear in horror films emerges as the result of joint attention between filmmakers and viewers. Fear is viewed as a multimodal construct resulting from the synergistic integration of verbal, nonverbal, and cinematic semiotic resources via audial and visual modes. Each semiotic resource contributes to meaning-making by employing elements specific to horror films. The verbal system contains interjections, descriptive words, emotion-laden words, pleas for help, and violation of the sentence structure. The nonverbal elements include a contorted face, screaming, chaotic gestures, shaking, or stupor. The cinematic resource possesses the meaning-making potential to highlight various aspects of filmic fear through close-ups and middle close-ups, camera angles, dim light, and non-linear disturbing music. The meanings constructed by semiotic elements interact through cross-mapping, contributing to the formation of multimodal blends, which emerge in conceptual integration. Multimodal blends of fear in horror films include two-/three-component, non-parity, and consecutive patterns. From the viewers’ perspective, fear in horror films is perceived as a whole entity with a different level of intensity: from anxiety to horror. The experiment results show that the main indicators of fear for both males and females are pleas for help, voice and facial expressions, and music and close-up. However, while watching horror films, males feel interested more, while females experience negative emotions of fear, disgust, and tension.

Author: Tetiana Krysanova,

0000-0002-9456-3845 krysanova@vnu.edu.ua

Axiological dimension of citizenship and patriotism in a worldview of Kazakhs: A psycholinguistic study

2023-06-29T19:18:27+00:00

Restoration of cultural heritage, revival of national traditions and basic elements of culture, reassessment of core and cultural values is of utmost importance in any human culture. In the context of present global developments enriching the dimensions of citizenship and reduced patriotism, this study aims at defining the values of citizenship and patriotism as perceived by the representatives of the Kazakh language and culture. The study manipulated ranking of the citizenship and patriotism values among the Kazakhs representing different gender categories, age groups and regions of Kazakhstan. The Mann-Whitney U-test and the Kruskal-Wallis test were employed to measure the variance among various groups of respondents. A word association test was conducted on the stimulus words Отан / homeland, отансүйгіштік / patriotism, тарих / history, тәуелсіздік / independence, еркіндік / freedom. Based on the received data, the association fields of the values of citizenship and patriotism were modelled and the semantic gestalts were defined. The ranking of values of citizenship and patriotism showed that the highly ranked value among all respondents, across both gender categories, all age groups (except 70+ years), and regions in Kazakhstan (except East Kazakhstan) was ‘independence’ (ranging from 4.76 to 4.84). The least ranked value among the representatives of the Kazakh language and culture except age groups of 50-70 years and 70+ years and South Kazakhstan region was ‘patriotism’. The word association test demonstrated that the values of citizenship and patriotism in the Kazakh language consciousness imply love for the birthplace and country, where a family and close people live, appreciation of courage of national heroes fighting for freedom and peace, value, happiness, and pride, offering bright future and opportunities.

Funding Statement

The research is funded by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan (Grant No. AP13268778).

Author: Gulzhana Kuzembayeva,

0000-0001-8964-3683 gkuzembayeva@zhubanov.edu.kz

Inner speech as a brain mechanism for preconditioning creativity process

2023-06-29T19:20:11+00:00

The current domain of creativity studies is characterized by a high diversity of psychological and neuroscience techniques and methods researchers use. However, the role of verbal processes, especially inner speech, remains underrepresented in this area. Existing studies point to the heterogeneity of inner speech brain mechanisms involved in creative thinking. While consciously controlled verbalized thoughts are associated with the activity of task-dependent brain networks (TPN), especially lateral-frontoparietal network (L-FPN), non-voluntary, mind-wandering thoughts are supposed to correlate with default-mode networks (DMN) activity. While DMN activity leads to an increased number of creative ideas, L-FPN activity results in fewer ideas but increased idea originality. From this point, rest state and state of getting prepared (preconditioning) to task completion, when both mind-wandering and control thoughts occur, are of specific interest. In our study, 49 volunteers completed divergent thinking tasks with rest state and preconditioning state preceded. We later divided all participants into two groups – with low and high creativity levels based on their performance during divergent tasks. EEG was recorded during rest state and preconditioning state and analyzed based on power spectrum and sLORETA data. Our results show an essential role of preconditioning alpha-2 EEG subband in creative thinking performance. The originality of the task solution correlates with the activity of L-FPN structures, while DMN activity does not differ significantly between the two groups.

Disclosure Statement

No potential conflict of interest was reported by the authors.

* Corresponding author: Oleksandr Zhuravlov,

0000-0002-7823-0338 zhuravlov.oleksandr@vnu.edu.ua

Creating a questionnaire to explore language teacher multilingual beliefs and practices

2023-06-29T19:26:01+00:00

Ukraine is a multilingual country whose language policy strives to promote language diversity. However, foreign language teaching is predominantly based on monolingual practice and languages are taught in isolation from one another in a foreign language classroom. These facts lead to realizing that language teachers should be trained in order to be able to promote their students' multilingualism through employing their multilingual resources. Before the multilingual training or programme design, it is essential to evaluate teachers' multilingual beliefs and teaching practices to make targeted and informed changes. The paper describes the evolution of the questionnaire to explore Ukrainian university language teachers' beliefs about multilingualism and multilingual practices. For this purpose, a detailed insight into the phases and steps of the questionnaire development is presented. This comprises scrutiny of theory-based evidence to map the constituents of language teacher multilingualism, the description of how critical concepts for the study were identified and how relevant content for each part of the questionnaire was generated. In addition, the questionnaire's verification process is described in detail, including item analysis carried out with Cronbach's Alpha to verify the internal consistency of the items, participants' feedback and expert's opinion to explore content validity and participants' feedback to check feasibility. The study invited 37 language teachers from different European and Ukrainian universities to complete the pilot questionnaire. The preliminary results of the pilot version are discussed, and a finalized version of the questionnaire is offered. In addition, this study adds to the knowledge of teachers' current perspectives on practices in multilingual education.

Funding Statement

This study was funded by the Volkswagen Foundation Research Programme.

Disclosure statement

No potential conflict of interest was reported by the authors.

* Corresponding author: Viktoriya Osidak,

0000-0001-7304-3026 viktoriya_osidak@ukr.net

Second language word processing in sentence contexts: Pre-lexical prediction versus post-lexical integration

2023-06-29T20:55:25+00:00

This study investigated the effects of sentence contexts on the second language (L2) word recognition process. It aims at finding whether second language (L2) learners of English perform similar to English native speakers in terms of using the sentence context to predict upcoming word in their L2. A group of L2 participants and a control group of native speakers (L1) participants performed a cross-modal priming task in which they were asked to make a lexical decision on a visually presented word while listening to a semantically related or non- related English sentence. The test was conducted to determine whether both groups of participants were able to predict an upcoming word based on the context of the preceding sentence that is auditorily presented. The study is conducted using PsychoPy software whereas the data was analyzed using linear-mixed effects modeling in RStudio software. The results showed that the L1 speakers were able to predict an upcoming word based on the context of the preceding sentence. That is, a significantly faster recognition of the related word was observed compared to the less related words. On other hand, the English second language participants were not as able to predict an upcoming word as quickly as the English native speaker participants were. However, the L2 participants showed post-access lexical processing or what is called an integrating process of the presented word to the previous sentence context. That is, an effect of the sentence context was observed with L2 participants, yet only after reading the presented word, they decide whether it is appropriate to the preceding sentence context or not.

Acknowledgments

The author is thankful to the Deanship of Scientific Research at Najran University for funding this work under the National Research Priorities funding program.

Author: Essa Qurbi,

0000-0002-7073-0602 eabatel@nu.edu.sa

Language acquisition by Roma-Slovak bilingual children over time and by three types of Roma communities

2023-06-29T20:57:00+00:00

This research aims to determine the significance of the progress in the first and second language acquisition by Roma-Slovak bilingual children in their first year of schooling, differentiated by three types of Roma communities (type 1, type 2 and type 3) at the beginning of the school year (test) and the end of the school year (post-test). The partial aim is to analyze the context and relationships of the progress in the first and second language acquisition by Roma children, determined by the type of Roma community in which individual children live. The research set as a whole (n = 68) consists of Roma-Slovak bilingual children with Romani as their native language and Slovak as their second language in their first year of schooling. Subsequently, the research set is differentiated into three groups by the type of Roma community in which the children live, namely: type 1 - municipal and urban concentrations (n = 22); type 2 - settlements located on the outskirts of a city or municipality (n = 23); and type 3 - settlements spatially remote or separated by a natural or artificial barrier (n = 23). We used a standardized research tool, OOS Test - image-vocabulary test (Kondáš, 2010). We conducted the research in two phases, at the beginning of the school year (test) and the end of the school year (post-test). To analyze the data statistically, we used the SPSS 20.0 statistical program. As one of the important findings, this study has shown statistically significant differences between Roma-Slovak bilingual children from type 1, type 2 and type 3 Roma communities in L1 and L2 at the beginning and the end of the school year. Moreover, the research has shown statistically significant differences in the acquisition progress in L1 and L2 between children from the type 1, type 2 and type 3 communities at the given time. The main research problem arising from the findings is that the progress in the first and second language acquisition by Roma-Slovak bilingual children is determined by the type of Roma community in which the Roma children live. Furthermore, the findings show a relationship and connection between the first and second language acquisition development and the type of Roma community in which the children live.

Acknowledgments

This paper is an output of the research project "Language and Communication Problems in Slovakia and their Management" funded by the Slovak Research and Development Agency under the contract No. APVV-17-0254 (2018 – ).

It is the continuation of the research project "Language competence of the Romani pupils in the first grade of primary schol" funded by the same agency under the contract No. VEGA 1/0845/15 (2015–2017).

Disclosure statement

No potential conflict of interest was reported by the authors.

* Corresponding author: Milan Samko,

0000-0002-1574-0672 msamko@ukf.sk

On the impact of mode of presentation and age on parsing structurally ambiguous relative clauses

2023-06-29T20:59:14+00:00

The relative clause Attachment preferences of female Persian learners of English were investigated regarding their age and modes of presentation (online/offline and holistic/segmented). 50 female native speakers of Persian ranging in age from 15 to 25 participated in the study. The instruments used in the present research included two tests of ambiguous sentences: 1) a grammaticality judgment test, and 2) the main test which was presented in three separate forms: a) Offline, b) online complete presentation (timed) and c) online segment by segment sentence (Self-Paced). This study used the method employed by Kim and Christianson (2013) for determining the attachment preferences of the participants. The results revealed that the participants' age affected the attachment preferences significantly in that adolescents had a clear determiner phrase 1 preference. There was also a statistically significant difference among the three modes of presenting the materials. The findings revealed that learners transferred their attachment strategies from their mother tongue to English, which provided support for transfer hypothesis. The research findings on whether L2 learners can achieve native like patterns of ambiguity resolution is still less than conclusive and findings seem to suggest that L2 learners apply parsing strategies which are less automatized than native speakers and even at odds with some studies reporting no transfer of L1 parsing strategies. Language teachers should make their learners cognizant of relative clause attachment preferences in English to avert their transfer of their mother tongue strategies in determining the antecedents of the relative clauses.

Disclosure Statement

No potential conflict of interest was reported by the authors.

* Corresponding author: Mehdi Sarkhosh,

0000-0002-2483-4662 ma.sarkhosh@urmia.ac.ir

A prospectus for bilingual early reading instruction

2023-06-29T21:08:12+00:00

In this paper, we describe a framework for bilingual decoding instruction, with a call for collaborators. Decoding is the ability to apply knowledge of letter-sound correspondences to pronounce words. We adopt a standard phonological approach for early instruction that could be expanded to include practice with constructive morphemes, like prefixes and suffixes, and reading for meaning. Decades of research have shown that word decoding is a bottleneck in reading comprehension. Unless children develop sight-word reading capabilities, comprehension of texts is severely hampered. The present approach draws on children’s spoken vocabulary knowledge in their native language as a bridge to decoding in a second language. The goal is to develop a tutoring system that draws on current and forthcoming multimedia technologies, and to implement the system in multilingual countries, e.g.: USA, India, Ukraine and across national borders. As a starting point, the authors will use a web platform https://ethicalengineer.ttu.edu designed in 2017 by the USA, Indian, and Ukrainian collaborators, several of them being co-authors of this paper, as a model for the new website for reading instruction. The Ethical Engineer website demonstrates one mechanism through which instructors can reach out to establish connections within and outside their native country around topics and issues of common interest and support educator cooperation and research development. The new model hopes to achieve success comparable to that of the Ethical Engineer. Using computer-based instruction allows for empirical testing of teaching methods, thereby optimizing the educational process. It is important to take advantage of this to ensure the most effective methods are used in early reading instruction for children.

Disclosure Statement

No potential conflict of interest was reported by the authors.

* Corresponding author: Roman Taraban,

0000-0002-1815-4687 roman.taraban@ttu.edu

The language of the weather forecast in Italian and Spanish television broadcasts: Linguistic-descriptive analysis of the end of winter on RTVE and TG5 television channels

2023-06-29T21:16:38+00:00

Weather information is of great importance to society due to the impact of the physical environment on everyday life. As a result, popular tradition has disseminated many proverbs related to human activities that have been the subject, over time, of scientific studies, intending to verify the veracity of such predictions. For this reason, this article initially presents a brief bibliographical and regulatory analysis of the evolution of atmospheric language and a presentation of the bodies that regulate its communication in Spain and Italy. Subsequently, a corpus of weather reports extracted during December 2022 from an Italian and Spanish news channel will be illustrated to study the communication of weather forecasts from a macro- and microstructural linguistic level, given the need for studies in both languages. For this purpose, Speechnotes will be used for the transcriptions, and Sketch Engine to create the corpus. As a result of the analysis, Spanish news programmes devote more time to the space of time, show a much higher speed of locution than the Italian corpus, provide a more significant number of mechanisms to show probability and uncertainty, and a great variety of linguistic-discursive strategies to exemplify the scientific context. We also find a recurrent gerund, which we will call an "atmospheric gerund". In Italian, on the other hand, we find greater deixis, more synthetic information, and less dynamism in the interaction with the data.

Funding Statement

This work has been funded by the Margarita Salas grants for the training of young doctors (2021-2023) of the University of Salamanca.

Author: Rubén González Vallejo,

0000-0002-9697-6942 u156528@usal.es

Linguistic strategies for professional politeness among aspiring managers: An analysis of organizational psycholinguistics

2023-06-29T21:06:35+00:00

In order to effectively communicate in a professional setting, it is essential for managers to have a mastery of the language specific to their field. One tool that can be used for professional communication is verbal politeness, which involves using appropriate words and phrases to show respect for the listener and soften unfavourable information. These linguistic units promote a culture of professionalism and ethical business relationships and are a key indicator of a manager's speech competence. A psycholinguistic study examined the usage of polite language by aspiring managers. The participants were 218 undergraduate and graduate students enrolled in the Management program across various universities in Ukraine's oblasts. The organizational psycholinguistics research aimed to assess the extent to which aspiring managers incorporate professional language units such as polite words and phrases in their speech. We analyzed the references of 1,308 respondents to determine how politeness language units corresponded to the structural parts of the document. By studying 928 selected language units of politeness, we could assess the level of politeness markers. This indicator reflects future managers' skill level in applying synonymous ranges of politeness. The analysis found that respondents used various linguistic units to soften the impact of unfavourable information when conveying it to others. These units formed synonymous ranges based on context and semantic content. Only half of the students showed a wide range of knowledge and skills in appropriately using polite language. Thus, aspiring managers need to improve their knowledge and practical skills in using a variety of linguistic units of politeness in business documents. Therefore, we recommend implementing programs to improve communication levels for those pursuing higher education in management.

Disclosure Statement

No potential conflict of interest was reported by the authors.

* Corresponding author: Olena Vlasenko,

0000-0002-1011-1965 vlasenkoolena@ieu.edu.ua

Linguistic and semiotic representation of pessimism in The Happy Prince and Other Tales by Oscar Wilde

2023-06-29T21:02:34+00:00

This paper focuses on the indirect means of verbalising the phenomenon of pessimism in the texts of literary fairy tales from the point of view of linguosemiotics. The study aims to identify the linguistic and semiotic means that create the pessimistic discourse of Oscar Wilde's collection The Happy Prince and Other Tales. Pessimistic discourse is treated as a person-centred type of discourse, represented by a complex system of means that reveals the speaker's pessimistic worldview and is characterised by its aims, style, and tenor. The study employs semantic and lingo-semiotic analysis of the ontological phenomenon of pessimism in fictional texts, using content analysis to ensure the reliability and validity of the results. Furthermore, the four-stage methodological procedure used in this research allows us to define a general literary context of the analysed works, select the research material, determine the frequency characteristics of the symbols as lingo-semiotic means that create the pessimistic tonality and discourse of Oscar Wilde's collection The Happy Prince and Other Tales. The research identifies the symbols of nature (seasons, flowers), the material world (colours, everyday objects), distance and death (as an ontological category) as verbal triggers of the author's pessimism implemented in the narrative through the contextual markers of basic, adjacent and related qualitative features of pessimism reflecting its social, psychological and cognitive aspects. The study contributes to the development of linguistic semiotics, psycholinguistics and discourse studies by enriching the knowledge of idiostyles. The proposed methodology of the given research is considered promising within the framework of different genres.

Disclosure Statement

No potential conflict of interest was reported by the authors.

* Corresponding author: Alla Pavliuk,

0000-0002-6037-4819 allapavliuk@vnu.edu.ua

Defining conceptual boundaries of moral injury and post-traumatic stress disorder in military population: A systematic review

2023-06-29T21:18:12+00:00

Moral injury is one of the main emotional distress in military personnel. Findings suggest that in wartime there are an endless number of potentially morally injurious events, which determine maladaptive cognitions, moral emotions of guilt and shame, and inefficient behaviour. Notwithstanding the strong association between moral injury and post-traumatic stress disorder (PTSD) recognized in the number of studies, there is still a gap of accurate data aligned with identifying the differences between moral injury and PTSD in terms of treatment and healing. This study aims to establish conceptual boundaries of moral injury, post-traumatic stress disorder and systematically review the empirical literature on them in military personnel. Specifically, we explored and summarized co-occurrence of moral injury and PTSD in military personnel and evaluated the association between moral injury and PTSD, as well with other emotional distress. An intensive bibliography search screening, extraction and report focusing in moral injury and PTSD was conducted following the PRISMA recommendations. The results indicate that the key aspects of comparison of moral injury and PTSD include definition and symptomology, measurement, neural underpinning, and treatment. Considering the consequences of poor social well-being, emotional sufferings and inefficient behavioral patterns, treatments focusing on moral injury separately from PTSD-focused models are much needed.

Acknowledgements

This study is a part of the Moral Injury and Healing of Combatants: Neuropsychological Correlates and Psychological Interventions project funded by the Ministry of Education and Science of Ukraine (2022-2023).

Disclosure Statement

No potential conflict of interest was reported by the authors.

* Corresponding author: Larysa Zasiekina,

0000-0001-8456-0774 zasyekina.larisa@vnu.edu.ua

East European Journal of Psycholinguistics

Supremacy of suprasegmentals in Arabic phonology: Evidence from malapropisms

Impact of blended learning on studying English as a Foreign Language

Age-related differences in fixation gaze length while reading the news with negative text elements

On the temporal values of situation-participant NP referents mapped from Bulgarian perfects with aorist and imperfect participles

Ethical stress in interpreting and translation: A literature review

Strategies employed for information transfer and relation building in intercultural communication – A cross-cultural study

Psycholinguistic and cognitive-semiotic dimensions of constructing fear in horror films: A multimodal perspective

Axiological dimension of citizenship and patriotism in a worldview of Kazakhs: A psycholinguistic study

Inner speech as a brain mechanism for preconditioning creativity process

Creating a questionnaire to explore language teacher multilingual beliefs and practices

Trending topics about performance in second language learning

Second language word processing in sentence contexts: Pre-lexical prediction versus post-lexical integration

Language acquisition by Roma-Slovak bilingual children over time and by three types of Roma communities

On the impact of mode of presentation and age on parsing structurally ambiguous relative clauses

A prospectus for bilingual early reading instruction

The language of the weather forecast in Italian and Spanish television broadcasts: Linguistic-descriptive analysis of the end of winter on RTVE and TG5 television channels

Linguistic strategies for professional politeness among aspiring managers: An analysis of organizational psycholinguistics

Linguistic and semiotic representation of pessimism in The Happy Prince and Other Tales by Oscar Wilde

Defining conceptual boundaries of moral injury and post-traumatic stress disorder in military population: A systematic review