East European Journal of Psycholinguistics
East European Journal of Psycholinguistics is an international open access peer-reviewed academic periodical published semiannually in June and December with both online and print versions. The aim of the journal is to provide a forum for scholars to share, foster, and discuss globally various new topics and advances in different fields of modern psycholinguistics. The journal publishes original manuscripts covering but not limited to the following theoretical and applied fields of psycholinguistics, including neurolinguistics, cognitive psychology, psychology of language, translation studies, media psycholinguistics.
Lesya Ukrainka Volyn National University (VNU)
Academic English in exile: Mapping the research publication challenges of displaced Ukrainian scholars in the UK
For displaced Ukrainian scholars fleeing war and continuing their research abroad, English has rapidly shifted from a foreign language to the primary medium of institutional integration, academic visibility, and professional continuity. In this context, effective research dissemination increasingly depends on advanced competence in English for Research Publication Purposes (ERPP). This study investigates how displaced Ukrainian researchers, hosted in the United Kingdom through the British Academy's Researchers-at-Risk (RaR) programme, navigate academic writing in English, focusing on how their language proficiency, prior international exposure, and professional experience shape their ability to meet the demands of international research communication. A survey, conducted in October - November 2024 with 125 RaR fellows examined participants self-reported CEFR-aligned proficiency levels, international mobility experience, certification profiles, and engagement with core academic writing tasks in English. Although many reported high general proficiency and held international language certificates, this did not always translate to strong ERPP skills. Even those with a strong track record of academic writing faced challenges with disciplinary genres, rhetorical structure, and literature synthesis. The findings highlight a clear distinction between general English competence and specialised skills needed for research publishing. While participants regularly engaged in writing emails, abstracts, and conference presentations, many struggled with article structuring, source synthesis, and referencing. Institutional support, where available, was often limited or insufficiently targeted. These insights underscore the need for tailored, discipline sensitive ERPP support to enable meaningful academic participation in exile. Acknowledgments The research is supported by the British Academy through the Researchers at Risk Fellowship Scheme. No funding was received to assist with the preparation of this manuscript.
English for Research Publication Purposes (ERPP)
Copyright (c) 2025 Oksana Torubara https://creativecommons.org/licenses/by/4.0
Arabic verb patterns and macrostructure in adolescent narratives: A comparative analysis across writing systems
The aim of the study is to explore verb patterns within narrative structures among Arabic-speaking adolescents using different writing systems—Arabic script, Romanized Arabic, and Hebrew script. It examines how these scripts influence the complexity and variety of verb usage, highlighting linguistic challenges in a multilingual educational context. Method: Analyzed narratives from 78 students across three grade levels (7th, 9th, and 11th) using a mixed-methods approach. This included evaluating narrative macrostructure and analyzing verb usage, focusing on frequency, type, and token. Verbs were categorized by semantic features such as agentivity, transitivity, and tense to understand their role in narrative construction across different scripts. Results: Hebrew script users displayed more complex verb patterns and higher macrostructural scores compared to peers using Arabic or Romanized Arabic scripts. There was a significant positive correlation between the diversity of root types used in Arabic script and narrative complexity, highlighting the impact of linguistic depth on narrative quality. A preference for eventive and transitive verbs was observed across all writing systems, with past tense verbs predominantly influencing narrative structuring. Conclusions: Writing system choice significantly impacts narrative verb patterns in a diglossic environment. Hebrew script is less cognitively demanding, suggesting the need for educational strategies to enhance narrative skills and support linguistic adaptability across scripts in multilingual settings. Disclosure Statement The authors reported no potential conflicts of interest.
Copyright (c) 2025 Naila Tallas-Mahajna *, Dua A. Elhija https://creativecommons.org/licenses/by/4.0
Cultural conceptualization of death in religious and carnival worldviews in Middle English
This study explores the cultural conceptualization of DEATH within two contrasting medieval worldviews -- the religious/moral and the carnival -- through the lens of Cultural Linguistics. Drawing on English literary texts from the 14th to 17th centuries, the paper analyzes how DEATH was perceived, framed, and emotionally coded in different sociocultural paradigms. Using the theoretical framework of Cultural Linguistics, which regards language as a reflection of culturally embedded cognition, the research identifies distinct cultural schemas, such as DEATH IS NATURAL TERMINAL, DEATH IS DIVINE PREORDINATION, DEATH IS MORAL EQUALIZER, and DEATH IS RELIEF/REST -- in the religious worldview. These schemas present DEATH as a natural, moral, or divine event, often met with passive acceptance or spiritual reflection. In contrast, the carnival worldview re-negotiates DEATH as grotesque and laughable, with schemas like DEATH IS OBJECT OF RIDICULE, exemplified by parodic and humorous depictions in comedy. The study applies both onomasiological and componential analyses to identify the semantics of DEATH-related lexemes and traces its re-conceptualization in literary discourse. Ultimately, the research illustrates how DEATH, though a universal human concern, is cognitively constructed in culturally variable ways, revealing evolving ideological, ethical, and aesthetic orientations. The findings contribute to broader understanding of how historical-cultural conditions shape emotional and metaphorical frameworks in the worldview. Disclosure Statement The authors reported no potential conflicts of interest.
Copyright (c) 2025 Iryna Shevchenko, Iryna Morozova https://creativecommons.org/licenses/by/4.0
Psycholinguistics in Ukraine – From emerging ideas of the late 19th century to its birth and development during totalitarian and post-totalitarian era
This article presents a comprehensive overview of the historical roots, emergence and contemporary development of Ukrainian psycholinguistics, emphasizing its distinct national trajectory and intellectual legacy. It challenges the misconception that Ukrainian psycholinguistics was absent or insignificant during the Soviet era, arguing instead for the recognition of a robust but suppressed scholarly tradition shaped by figures such as Olexander Potebnia, Ivan Franko, Dmytro Ovsianyko-Kulykovskyi, and others. During the totalitarian regime, many Ukrainian contributions were published in Russian or attributed to Soviet science, contributing to a colonial narrative that marginalized national achievements. Employing an aspectual-fragmentary approach, the article delineates the evolution of psycholinguistics in Ukraine from the mid-20th century to the present, outlining the methodological, thematic, and institutional developments that characterize both the totalitarian and post-totalitarian periods. It highlights the formation of prominent Ukrainian psycholinguistic schools and research centres—particularly in Pereiaslav, Lutsk, Odesa, Kharkiv, Lviv—and explores their contributions in areas such as psychosemiotics, suggestive linguistics, neurolinguistic programming, linguistic personology, and associative lexicography. The study also underscores the revival of previously prohibited theoretical paradigms, such as the “spirit of language,” language’s divine origin, and the unconscious in speech. Special attention is given to the current push toward nation-centered historiography, which seeks to restore historical memory and counter lingering colonial influences. The paper advocates for a methodological shift toward Ukrainian psycholinguistic historiography and the institutionalization of a new academic discipline: the History of National Psycholinguistics.Ultimately, this work affirms Ukraine’s independent and innovative contribution to global psycholinguistics, proposing a critical re-evaluation of Soviet-era publications and the reclamation of intellectual heritage obscured by linguistic and cultural suppression. The study contributes to both the academic reconstruction of Ukrainian psycholinguistics and the broader project of decolonizing national science. Disclosure Statement The authors reported no potential conflicts of interest.
Copyright (c) 2025 Vitaliia Papish *, Tetiana Kosmeda https://creativecommons.org/licenses/by/4.0
Enhancing translation teaching for L2 learners through ChatGPT: A study of AI-assisted Arabic-German translation
This study investigates the effectiveness of using ChatGPT as a teaching tool in enhancing Arabic-to-German translation skills. An experimental group, using ChatGPT throughout a 15-week semester, was compared to a control group that followed traditional translation instruction methods. Pre- and post-tests were administered to assess translation performance. Results demonstrated that students in the experimental group significantly outperformed those in the control group, showing improvements in sentence structure, vocabulary selection, grammatical accuracy, and the translation of idioms and collocations. Despite minor linguistic errors, students using ChatGPT showed greater progress in understanding translation nuances. The study highlights the potential of AI-powered tools in language learning, particularly in translation pedagogy, and suggests future research directions, including the long-term impact of AI on advanced translation skills, and the balance between machine and human input in the educational process. This study contributes to the growing body of literature on AI-assisted language teaching. Acknowledgements The study is funded in the framework of the project titled "Using ChatGPT in translation", University of Jordan, reg. No. 00104365. Disclosure Statement The authors reported no potential conflicts of interest.
Copyright (c) 2025 Nadia Naqrash, Marwan Jarrah, Esraa Hasan, Ali Sukayna https://creativecommons.org/licenses/by/4.0
Multimodal Critical Discourse Analysis of political cartoons
This article investigates political cartoons related to sanctions on Russia following its invasion of Ukraine, using Multimodal Critical Discourse Analysis (CDA). The selected corpus, drawn from specialized digital repositories, illustrates thematic representations of the effectiveness or ineffectiveness of restrictive measures. Through analytical tools grounded in the triadic model of sender, code, and receiver, the study aims to uncover latent meanings conveyed through the interplay of verbal and non-verbal modes. Cartoons portray political figures, symbols, and events, often employing prototypes and tools to highlight specific actions and their perceived outcomes. Their multimodal nature combined with satire, metaphor, and criticism makes them especially potent for critical discourse analysis, shaped by historical, political and sociocultural factors. The analysis identifies several communication strategies that implicitly influence public opinion. Cartoons supporting sanctions often depict the Russian nation and its president through denigration, emotional appeals, and fear-based imagery, fostering solidarity with Ukraine and promoting negative assessments of Russian leadership. Conversely, cartoons emphasising the ineffectiveness of sanctions draw attention to Russia’s circumvention tactics, profits from energy exports, and the economic risks to sanctioning nations. These representations may push international leaders toward seeking a ceasefire or, alternatively, undermine support for sanctions and democratic values. Ultimately, political cartoons emerge as semantically rich, visually concise instruments requiring significant background knowledge for proper interpretation. They function not only as tools of critique but also as persuasive media, influencing public discourse on the legitimacy and consequences of geopolitical actions. Based on the analyzed corpus, it has been established that political cartoons simultaneously highlight the ineffectiveness of the chosen mechanisms. On the one hand, they call on international leaders to consolidate efforts toward achieving a ceasefire and preventing potential threats to European security. On the other hand, they contribute to the weakening and delegitimization of sanction-related actions, thereby undermining democratic values and serving as a potential lever for the withdrawal of support for Ukraine. Disclosure Statement The authors reported no potential conflicts of interest.
Copyright (c) 2025 Larysa Makaruk, Yurii Zablotskyi, Iryna Charikova https://creativecommons.org/licenses/by/4.0
On the Turkish transnumeral as an aspect effectuation device
This paper deals with the phenomenon of the Turkish transnumeral and its interplay with aspect. The transnumeral is a nominal/noun-phrase form interpreted as either singular or plural – i.e., numerically ambivalent and thus different from the standard singular-plural numerical form. Despite the high prevalence of transnumerality in Turkish, its grammatical and semantic description in the literature lags behind the need for a more thorough explanation. The transnumeral form is regarded, on the one hand, as an element which, in its interaction with noun phrases and other sentence components, tends to explicate a certain value in terms of the compositional aspect theory and, on the other hand, as a phenomenon in need of an analysis not paradigmatically vis-à-vis the standard numerical nominal form but in its features and impact at the sentence level. The analyses carried out of the different types of uses of transnumerals in different sentences – as subjects, direct and indirect objects and as certain types of adverbials (instrumental ones)- show that transnumerals cannot be regarded as solely related to the effectuation of imperfectivity, as conjectured by some authors. Transnumerality must necessarily also be interpreted in terms of cognitive processes taking place in the human brain, reflecting the need for language economy and precision. However, the paper shows that, as a general rule, while cognitive processes underlie the effectuation of both number and aspectual values, the system of distribution of the devices responsible for the realization of these values in grammars of different languages does not directly result from cognitive processes. Rather, it is the work of the collective human brain in the construction of language-specific paradigms, such as the singular-plural distinction – as in English, pure transnumerality – as in Chinese, or hybrid systems with simultaneously a singular-plural contrast and transnumerality – as in Turkish. Acknowledgements Financial support for this study was provided by the Bulgarian Young Researchers and Postdoctoral Fellows National Program, Part 2, from the Medical University of Plovdiv. I would like to thank the reviewers of my paper for their kind suggestions and the EEJP editorial team for their technical and administrative assistance.
transnumerality, the Turkish transnumeral, category of number, noun morphology, grammatical semantics, compositional aspect
Copyright (c) 2025 Sema Kutsarova https://creativecommons.org/licenses/by/4.0
The production of serialized adjectives by Jordanian EFL learners
This study investigates the production of serialized adjectives by Jordanian EFL learners, focusing on how the number and syntactic position of adjectives influence their ordering. Grounded in Scott’s (2002) universal serialization framework, the study investigates learners’ adherence to adjective ordering rules. Data were collected from 30 university students using two tests assessing attributive and predicative adjectives. The findings revealed that learners performed more accurately when producing sentences with two adjectives compared to three or four. Additionally, learners demonstrated better performance with attributive adjectives than with predicative ones. These findings question the notion of universal hierarchies in adjective ordering, emphasizing the role of cognitive constraints in shaping learners’ performance. The study suggests shifting pedagogical approaches to prioritize fostering effective communication over strict adherence to syntactic hierarchies. Furthermore, language instructors are encouraged to develop activities focusing on gradual mastery of syntactic complexity and contextualized practice of adjective use. Disclosure Statement The authors reported no potential conflicts of interest.
Copyright (c) 2025 Ayah Alnajjar, Abdel Rahman Altakhaineh https://creativecommons.org/licenses/by/4.0
Little words, big meaning – Ideational and pragmatic markers in fictional war discourse
War discourse has gained importance amid today’s global instability due to war-related trauma. Because war often involves trauma, its fictional representation may disrupt language coherence. Discourse coherence, marked by specific linguistic cues, helps readers connect ideas. Without such markers, structure remains implicit, potentially hindering interpretation. From this perspective, ideational and pragmatic discourse markers − little linguistic items that structure and organise text − are vital. These connectives have “procedural meaning” (Blakemore, 2002), guiding readers towards comprehension with less cognitive effort. This article examines how such words function in fictional non-war and war discourse. Using the Ukrainian version of LIWC2015 and a Welch Two-Sample t-test in R, based on the specific weights of categories in the two sets of texts, it was possible to identify markers of trauma discourse in Bohdan Lepky’s wartime stories. The results showed that war fiction had a statistically significant reduction in both ideational and discourse-pragmatic markers of coherence. Additionally, there was a trend towards higher lexical density and the use of ‘tentative’ words, or ‘mitigation’ pragmatic markers, and ‘affect’ words, including indicators of anxiety with a focus on the present. These findings offer new insights into how discourse and other pragmatic markers shape the representation of traumatic experiences in the works of individual authors or fictional characters. Acknowledgements The author would like to acknowledge the support of the British Academy in funding this research.
Copyright (c) 2024 Serhii Zasiekin https://creativecommons.org/licenses/by/4.0
Prosodic realization of Focus in the Albanian language
Prosodic tools have been treated as main elements for focus marking in different languages. Among them, stress is assumed to have a key role in the realization of focus. Researchers such as Selkirk (1995) assume that focus realization occurs when stress interacts with syntactic and phonological components. However, researchers such as Truckenbrodt (1999), Samek-Lodovici (2005; 2006), Féry (2013; 2016), Lee (2013), Yan et al. (2022) disagree with his hypothesis as, according to them, focus is realized through interactions between prosodic structure, syntactic structure, stress, and information structure. According to the latter, this realization of focus can be explained through three constraints: align XP, wrap XP, and stress-focus, which arose from Optimality Theory. Therefore, in order to investigate the prosodic realization of focus in the Albanian language, we will rely on these notions of limitations to see the interactions of different linguistic domains in the realization of informative and emphatic focus through emphasis in our corpus, which consists of: match commentary Albania vs Serbia (2014) and the broadcast Pressing (May 30, 2022). The method used in this work is based on the analysis of the Optimality Theory of sentence stress which integrates insights from the generative linguistics, through which interactions between focus prominence and phrases are highlighted. The results provide evidence that the interactions of these syntactic and prosodic constraints influence the Albanian speaker to realize the focus in different positions within the sentence.
Copyright (c) 2024 Qëndresa Jakupi https://creativecommons.org/licenses/by/4.0
The psycholinguistics of translation: Lexical and syntactic processes in Turkish-English context
This study examines the cognitive processes underlying Turkish-English translation among 41 upper-intermediate English as a Foreign Language (EFL) learners (B2 CEFR) enrolled in an English Language Teaching program. Using a within-subjects design, participants completed lexical (cognates, false friends, low-frequency items) and syntactic (SOV→SVO restructuring) translation tasks while employing think-aloud protocols. Quantitative and qualitative analyses revealed: (1) cognate facilitation (92% accuracy) driven by orthographic-semantic overlap, countered by false friend interference (64% accuracy) requiring inhibitory control; (2) syntactic complexity in restructuring (e.g., relative clauses: 52% accuracy), with prolonged processing times (+40%) reflecting cognitive load; and (3) metacognitive strategies (conceptual monitoring, L1 suppression) as key predictors of success. Findings highlight the interplay of declarative and procedural knowledge in translation, emphasizing pedagogical implications for metacognitive training and corpus-based error analysis in Turkish-English contexts. Disclosure Statement The authors reported no potential conflicts of interest.
Copyright (c) 2025 Süleyman Kasap, Nazim Işık https://creativecommons.org/licenses/by/4.0
The immediate and delayed effects of direct versus indirect written corrective feedback on Turkish EFL learners' accuracy development in using past counterfactual conditionals
Written corrective feedback (WCF) research has extensively examined the effectiveness of direct versus indirect feedback approaches, yet findings remain inconsistent regarding their relative impact on complex grammatical structures. The acquisition of past counterfactual conditionals presents particular challenges for second language learners due to their syntactic and semantic complexity, with limited research investigating feedback effectiveness for this structure. This gap limits theoretical understanding of how different feedback types engage cognitive processing mechanisms during the acquisition of linguistically complex features. This quasi-experimental study investigated the differential effects of direct and indirect WCF on Turkish EFL learners' acquisition of English past counterfactual conditionals. Ninety-four first-year university students were randomly assigned to three groups: Direct WCF (n=32), Indirect WCF (n=32), and Control (n=30). Using a pretest-posttest design with immediate and delayed posttests, participants completed reconstruction tasks over an eight-week period. The Direct WCF group received explicit corrections with correct forms provided above errors, while the Indirect WCF group received metalinguistic clues requiring self-correction. Results showed that direct WCF demonstrated superior immediate effectiveness, but this advantage diminished at delayed posttest, where both treatment groups performed comparably while significantly outperforming the control group. The findings indicate that direct feedback facilitates immediate accuracy improvement in complex grammatical structures, while both feedback types achieve equivalent long-term effectiveness. These results support instructional approaches that employ direct feedback when immediate accuracy is prioritized and suggest that both feedback types engage cognitive processing mechanisms that support sustained learning of complex grammatical features.
cognitive processing, direct feedback, indirect feedback, past counterfactual conditionals, written corrective feedback.
Copyright (c) 2025 Onur Uludağ https://creativecommons.org/licenses/by/4.0
This review explores the theoretical, methodological, and empirical contributions of Language Policy as Practice, edited by Florence Bonacina-Pugh. The book represents a significant shift in the study of language policy from normative and macrostructural approaches toward empirical ones that foreground language practices in real social contexts. Across eleven diverse chapters, the contributors present ethnographic studies and in-depth interactional analyses of language policy as it unfolds in various domains, including classrooms, higher education institutions, transient communities, and households. The book’s central focus is on how language policies are not merely top-down directives but are interpreted, negotiated, and enacted situationally by local actors in their everyday lives. This review appreciates the "language policy as practice" approach advanced in the book while also addressing its conceptual and methodological challenges. By emphasizing a human-centered perspective, the book invites readers to envision a future of language policy that is more inclusive, equitable, and grounded in the lived experiences of its users.
Copyright (c) 2025 Apri Wardana Ritonga, Uril Bahruddin, Abdul Aziz https://creativecommons.org/licenses/by/4.0
Metaphoric consideration of the UKRAINE concept significance in the non-Ukrainian journalistic discourse and its influence on social and linguistic consciousness – A corpus research of the 2022-2025 wartime period
The article studies associations of the Ukrainian topic in non-Ukrainian journalistic sources of the 2022-2025 wartime period to define how importance of Ukrainian support is regarded from the worldwide safety perspective. The research relies on heritage of the Ukrainian cognitive linguistics where concept is treated as a dynamic layer unity of notion, image and values, which develops in the constantly evolving discourse as social and linguistic consciousness with a changeable public attitude to its essence. The research is conducted via corpus as a mini-model of discourse. The News on the Web (NOW) Corpus is selected as the most authentic base of permanently updating resources since 2010 till today. 122 journalistic sources are taken from the NOW Corpus to produce a 230-context sample of Ukrainian metaphoric associations in the non-Ukrainian press. The sample is processed via the Lakoff-Johnson conceptual metaphor methodology to provide a list of images non-Ukrainians associate Ukraine with. All 421 detected cases of metaphoric associations are sorted by decreasing frequency in mental clusters (law, biology, structure, labor, psychology, science, economics, art and leisure, interpersonal communication). It produces a metaphoric spectrum from the most to least relevant images of the UKRAINE concept within the non-Ukrainian community. Consequently, UKRAINE is associated as ORGANISM; HUMAN; BUILDING; WARRIOR; LEGAL STATUS. Moderate considerations are reflected via metaphors UKRAINE as GAME; VICTIM; MACHINE; PHYSICAL BODY; OWNER; PARTNER; TARGET; OFFENDER; PRODUCT. The least frequent metaphors are UKRAINE is TEAM; FRAGMENTED OBJECT; COMPLEX OBJECT; SINGLE OBJECT; PROPERTY; IDEA; AUTHORITY; JESUS CHRIST; ANIMAL; PLANT; VEHICLE; FAMILY; CONSUMER; RESOURCE; LIQUID; SOLID; DEBTOR; ACCUSER; LEGAL SUBJECT; FLAME; LESSON; WRITTEN TEXT; PASSENGER; SCALES; GARMENT; GLASSWARE; PICTURE; RESEARCHER; EQUATION; RIVAL; BOMB. The results are open for specification (new samples of the UKRAINE concept may be processed because the war is not over and future non-Ukrainian associations may differ, respectively). Acknowledgements The study has been carried out under the project Commemoration of the Russian-Ukrainian War within the State Humanitarian Policy: Formation of a Sustainable Model of Ukrainian Society Consolidation funded by the Ministry of Education and Science of Ukraine, State Reg. No. 0121U112686, Funding contract No. БФ/23-2021. As project performers, Vitalii Stepanov, Olena Yemelianova and Maryna Nabok greatly appreciate research supervision, advice and support of Svitlana Baranova, an article co-author and representative of another Sumy State University project (grant of the National Research Foundation of Ukraine Innovative Technologies of the Mass Consciousness Manipulation: A Polyparadigmatic Linguistic Dimension, State Reg. No. 0124U004832). Disclosure Statement The authors reported no potential conflict of interests.
Copyright (c) 2025 Vitalii Stepanov, Olena Yemelianova, Svitlana Baranova, Maryna Nabok https://creativecommons.org/licenses/by/4.0
Induction of gender-like linguistic categories using noun-marking and blocking of learning trials
Traditional views propose that language is acquired and processed by specialized mechanisms and that language processing relies on well-defined symbolic representations that are manipulated according to rules of language. In contrast, previous research has shown that linguistic categories, like those associated with gender, can be readily induced through phonological or morphological cues or by blocking related cases (Taraban, 2004). The present experiment tested whether noun-marking and blocked learning trials would aid participants in inducing gender-like categories in an artificial language consisting of twenty-four locative phrases. Sixty English-speaking college students at a university in the United States learned eight nouns in locative phrases in an artificial language (e.g., to car = gartaik eef). Nouns were divided into two gender-like classes. Gender-marked nouns (using -aik and -oo endings) and unmarked nouns were tested in two conditions. In one condition the phrases associated with the eight nouns were presented in random order (No Blocking). In the second condition, phrases associated with the same noun were presented in random sequence, and the learner had to input the correct locative postpositions associated with those phrases before proceeding to the next noun (Blocking). The results showed that unmarked nouns with blocking required less time to reach the experiment learning criterion (90% correct) than marked nouns. Blocking resulted in significantly higher accuracy on generalization trials to new phrases, but noun marking did not. The strong blocking advantage and null effect of noun marking are discussed in terms of cognitive attention to grammatical markers.
linguistic categories, gender-marked nouns, encoding, attention, cognitive resources
Copyright (c) 2024 Roman Taraban https://creativecommons.org/licenses/by/4.0
Gender-specific anxiety in Jordanian EFL settings: Findings from the Foreign Language Classroom Anxiety Scale
This study analyzes the differing gender-based levels of anxiety that male and female students at Jadara University, Jordan, experience, utilizing The Foreign Language Classroom Anxiety Scale to highlight gender disparities in the impact of anxiety on learning. The Scale classifies the levels of students at Jadara University and decides whether or not there are statistically significant variations at the level of probability (0.05) in the levels of Foreign Language classroom anxiety among undergraduate students due to gender and the academic level of the students. For the purpose of investigating this topic in Jordan, and more specifically at Jadara University, a descriptive analysis methodology was applied to conduct an empirical investigation into the various types and levels of Foreign Language classroom anxiety on a sample of two hundred undergraduate students. When compared to their male counterparts, the female students, as suggested by the research results, exhibited much higher levels of anxiety when it came to learning a foreign language. Eventually and after conducting an analysis of the findings of the research, the searchers propose that a method of eliminating or controlling anxiety in the classroom should be implemented in order to boost the academic level of the students, as anxiety hinders learning a foreign language and affects students’ overall performance. Further, the limitations of the study as well as its relevance to English literature courses in particular and to the EFL classroom in general are evaluated and addressed. Thus, establishing a secure environment for students to engage in foreign language practice is essential for the process of language acquisition or learning. Disclosure Statement The authors reported no potential conflict of interests.
Foreign Language Classroom Anxiety Scale
levels of Foreign Language classroom anxiety
Copyright (c) 2024 Luqman Rababah, Motasim O. Almwajeh https://creativecommons.org/licenses/by/4.0
Temporal measurements for Second Language speaking fluency
This study investigates the relationship between temporal measurements and second language (L2) speaking fluency, focusing on speech rate, mean length of utterance, and pausing patterns. The study recruited 60 advanced English L2 adult learners (male and female) who were presented with a picture book where each page included only one picture representing a specific sequence of the story's development. The participants’ main task was to orally describe the story where their oral descriptions were electronically recorded using PsychoPy software. The primary goal was to determine which of the above-mentioned temporal measurements significantly influence L2 speaking assessment. These participants’ spoken samples were evaluated by five English language instructors using standardized L2 speaking assessment rubric. A statistical analysis of was conducted to examine the effect of these three temporal measurements on L2 speaking assessment. The results showed that average words per minute and average pause duration per minute, but not mean length of utterance, were significant factors of L2 speaking fluency assessment. However, the interaction between these factors was not significant. That is, average words per minute and average pause duration per minute factors provide a listener with a positive impression about L2 speakers’ speaking performance. These results are consistent with other studies that examined L2 speaking fluency. The findings also underline the importance of listeners’ impression when it comes to L2 speaking assessment. In addition, the study highlights the effect of temporal measurements on L2 speaking assessments and provides insights for both evaluators and learners on the factors affecting L2 fluency assessment.
Copyright (c) 2024 Essa Qurbi https://creativecommons.org/licenses/by/4.0
Typical linguistic errors committed by tertiary students in legal written outputs
Legal English writing, which demands precision, formal tone, and adherence to specific conventions, presents significant challenges for English as a Foreign Language (EFL) learners due to the complexity of syntax, specialized legal vocabulary, and rigid grammatical structures. This research examines how these morphological, lexical, syntactic, and mechanical errors impact writing performance and explores the relationship between the frequency of errors and overall writing proficiency. Conducted at Hanoi Law University, Vietnam, the study followed 57 students majoring in legal English through three assessment phases: Pre-Test, Post-Test no.1, and Post-Test no.2. The research utilized a longitudinal quantitative design, analyzing the evolution of participants’ writing over time and evaluating common grammatical errors they faced. Results showed notable improvements in both morphological and lexical accuracy, evidenced by a reduction in error rates and greater consistency in participants’ performance. The proportion of respondents achieving higher proficiency levels (Intermediate and Upper-Intermediate) increased significantly, particularly in morphological and lexical domains. However, syntactic errors exhibited more complex patterns, with some improvements but continued challenges, suggesting that syntactic accuracy requires more focused and specialized intervention strategies. Mechanical errors remained relatively stable, with slight fluctuations, reflecting a steady performance in this area. Overall, the findings highlight the effectiveness of targeted instructional strategies in enhancing learners’ linguistic accuracy, particularly in morphological and lexical errors, while underscoring the need for teachers’ tailored interventions to improve students’ syntactic competence in legal English writing skills. Disclosure Statement The authors reported no potential conflict of interests.
Copyright (c) 2024 Ai Nhan Nguyen, Tuan Van Vu https://creativecommons.org/licenses/by/4.0
The concept of betrayal in the consciousness of the English: A psycholinguistic study
The study attempts to reveal verbal, that is, lexically materialised associative responses of English respondents to the word stimulus’ betrayal’. As the word association test is considered a reliable way of studying the content of the national mental image of a specific concept, the method allowed to receive a collective linguistic representation of the researched concept reflected in the consciousness of the tested participants. The association test was held with undergraduate and postgraduate students, respondents with bachelor’s and master’s degrees who were native speakers of English and residents of London (England), aged 18 to 25 (365 males, 411 females). The test results show that the English associate the concept of 'betrayal' with a traitor. They clearly identify the subjects of betrayal – specific persons (historical, public, political figures, heroes of cartoons and literary works) with whom the objects of betrayal were in a close, trusting relationship. The characteristic features of traitors are treachery, lack of empathy, and the desire to hurt deliberately. The motivations behind such persons’ behavioural scenarios are deception, fraud, and searching for personal gain. In the consciousness of English speakers, such behaviour is verbalised as a shameful act, a crime that must be punished. Betrayal causes negative emotions and is characterised as harmful, destructive, and disgusting. Disclosure Statement The authors reported no potential conflict of interests.
Copyright (c) 2024 Dr.Mariia Yu. Ivanchenko, Prof. Iryna Kolegaeva https://creativecommons.org/licenses/by/4.0
The interconnection of teacher empowerment and motivating styles: A comparative analysis of novice and experienced EFL teachers
This study intended to disclose perceptions of novice and experienced EFL teachers regarding the linkage of teacher empowerment and their choice of motivating styles. To this end, a mixed-methods research approach was adopted. In the quantitative phase, 156 EFL teachers (Experienced = 97, Novice = 69) completed the online questionnaires on teacher empowerment and motivating style. In the qualitative phase, 10 teachers (5 novice and 5 experienced) were asked to participate in a semi-structured interview. Quantitative results showed that Autonomy-Supportive motivation style (AS) had a significantly positive correlation with Decision Making, Professional Growth, Status, Self-Efficacy, Impact, and Total Empowerment among novice teachers, and a significantly positive correlation with Professional Growth, Status, Autonomy, Impact, and Total Empowerment among experienced teachers. Moreover, the qualitative findings revealed that, from both novice and experienced EFL teachers’ perspectives, teacher empowerment was found to influence choice of teacher motivating styles. Further qualitative findings presented that from novice and experienced teachers’ vantage point, empowering strategies like attending conferences, reading books and articles, and taking part in professional development programs can contribute to teachers’ choice of motivating styles. These results have potential implications for various stakeholders in L2 education who can gain insights into how to foster teacher empowerment as a way to direct teachers toward choosing an autonomy-supportive teaching style. Disclosure Statement The authors reported no potential conflict of interests.
inhibition, facilitation, reaction time, accuracy
Copyright (c) 2024 Masoomeh Estaji, Shamila Hafezi https://creativecommons.org/licenses/by/4.0
Unpacking linguistic features in EFL textbooks using systemic functional linguistics: Transitivity, Mood, and nominal group structure analysis
Systemic functional linguistics provides a systematic and comprehensive approach to examining language use, offering valuable information about the construction of meaning in the context of experiential, interpersonal, and textual metafunctions. This framework can be used to examine linguistic features and discourse patterns of the EFL textbooks. This study analyzes the linguistic features that go into creating the metafunctions in question found in EFL textbooks using systemic functional linguistics. The study specifically focused on process types of Transitivity patterns, Mood structures, and nominal group structures. Data were taken from two secondary EFL textbooks published in 2013 by two Indonesian publishers from which samples of reading passages were purposefully chosen based on the topic, genre and difficulty, and they were modified into clauses for analysis. After transitivity analysis, material process type was found to be predominantly used signifying a focus on tangible actions. Furthermore, the mood structure predominantly employs declarative structures, indicating comprehensible and direct information exchanges. Nominal group analysis indicates that T (Thing) and DT (Deictic Thing) types are frequently used, increasing vocabulary with physical references. The pedagogical implications of the linguistic feature analysis provide tailored teaching-learning activities and the useful information for instructional design. Acknowledgments The author would like to express their sincere gratitude to the team, editors, and anonymous reviewers for their valuable insights and constructive feedback. Their input has greatly contributed to the improvement and refinement of this manuscript. Disclosure Statement The authors reported no potential conflicts of interest.
Copyright (c) 2024 Hieronimus Canggung Darong, Maximus Regus https://creativecommons.org/licenses/by/4.0
Discursive use of modality in RT’s coverage of Russia’s war on Ukraine
The current article looks into various types of modality use through the prism of critical discourse analysis strategies in the coverage of Russia’s war against Ukraine by the international news provider RT. It aims to uncover how discursive practices, in the name of the Russian state ideology, govern the choice of modality means and explain their dependence on and relevance to the news stories, actors, circumstances within the broader field of representation. The corpus for this article was compiled on RT’s website within one week from July 17th to 24th, 2024, almost two and a half years into Russia’s full-scale invasion of Ukraine. It consists of 93 news stories of Ukraine related content comprising 41,418 words and containing different types of modality, occasionally with references to alternative sources, in order to assess and uncover the biased ideological practices on the RT channel. Epistemic modality with its divisional kinds along with the modality of negativity is uncovered; as well as deontic modality, which reflects the ideology of RT‘s propagandistic narratives centered around Western states positioned against Russia’s friendly nations. Conflicting tendencies of factive and emotional reporting are discerned. Quantitative results have been arrived at resorting to both the percentage format and a Mann-Whitney U test, taking into account a similar corpus on the Venezuela crisis of 2019-2020. Modality implementation and distribution provides insight into the RT’s propaganda techniques. The article redirects critical discourse analysis towards news consumption, raising awareness of the readership and enhancing news literacy.
modality, critical discourse analysis (CDA), discursive strategy, bias, RT, ideology, propaganda
Copyright (c) 2024 Ihor Matseliukh https://creativecommons.org/licenses/by/4.0
Masked cognate translation priming with Arabic-English bilinguals: Further support for the morphological account
The aim of this study is to test the two accounts that have been posited as how cognates are represented in the bilingual mind: the mophological account and the phonological account. More specifically, this study exploits the uique feature of pluralization in Arabic (i.e., concatenative vs. non-concatenative process of pluralization) to invetigate how cognates are represented in the bilingual mind of different-script bilinguals (Arabic-English bilinguals) using the masked priming technique. Two types of cognates were used: cognates that are pluralized concatenatively and cognates that pluralized non-concatenatively in Arabic. In concatenative pluralization, the phonology of the singualr form is intact such as هرمون /hormōn/ (hormone in English), which is pluralized as هرمونات/hormōnat/ (hormones in English). On the other hand, in non-concatenative pluralization, the phonology of the singular form is broken when a word is plualized non-concatenatively as in ترم /tirm/ (term in English) and أترام atrām/ (terms in English). The results show a comparable priming effect for both types of pluralizations indicating that cognates in Arabic-English bilinguals may have a shared morphological representation since the magnitude of priming was not affected by the type of pluralization. This similar priming effect for concatenative and non-concatenative pluralization indicates that cognates may share a special kind of morphological representation as suggested by the morphological account. Author: Alhassan Alzahrani 0000-0003-4547-6582 aajzahrani@bu.edu.sa
Copyright (c) 2024 Alhassan Alzahrani https://creativecommons.org/licenses/by/4.0
Cognitive-epistemological, pragmatic, and psycholinguistic aspects of French interjections
Interjections as a lexical and grammatical category still belong to the interdisciplinary lacunae, as they require the concretization of interpretations in various aspects: terminological definitions, pragmatic functions, cognitive reception by a speaker, and an adequate reproduction by an addressee. The current study aims to analyze the determinative interpretations and lexical and grammatical structures of interjections as a universal category used for determining communicative and pragmatic functions. A part of the psychological epic In Search of Lost Time/“A la recherche du temps perdu” – Albertine Disappears / “Albertine Disparue”) by Marcel Proust (1925) serves as a research material. Interjections, as a universal category, hold a prominent place in the lexical and grammatical system of languages. As a result of conducted quantitative analysis of interjections, the most common interjections discovered in the studied literary French-language text were one-word interjections, ‘oh!’ ‘ah!’, and ‘hélas!’, which, depending on the author’s illocutionary intention, their pragmatic function, as well as their position in the remark - at the beginning, in the middle or at the end - can create a range of meanings according to their emotional effect, such as hope, disappointment, doubt, embarrassment, confirmation, denial, request or call to action. Conversely, the texts frequently comprise interjection phrases that convey the processes of reflection on the inner experiences of a particular character and their psychological state. This, in turn, reveals the process of their personality development. Disclosure Statement The authors reported no potential conflicts of interest. * Corresponding author: Oksana Rohach, 0000-0002-5304-0837 oksanarog@vnu.edu.ua
Copyright (c) 2024 Tetiana Khaichevska, Liudmyla Bondaruk, Oksana Rohach https://creativecommons.org/licenses/by/4.0
Cross-cultural adaptation and psychometric validation of The Continuous Traumatic Stress Response Scale: Ukrainian version
Adapting and validating diagnostic tools aimed to evaluate the post-traumatic effects of war in low-income countries is essential for assessing needs and planning support programs. This paper will describe the process of cross-cultural adaptation and psychometric validation of The Continuous Traumatic Stress Response (CTSR) Scale for war-affected Ukraine. The study includes Phase 1, Translation and cross-cultural adaptation of the Scale, and Phase 2, Psychometric validation of the Scale. Cross-cultural adaptation goes through four stages: forward translation, expert panel review and back translation (n=3), pretesting and cognitive interviewing mental health professionals (n=8), and final version. Psychometric validation includes exploratory (n=200) and confirmatory (n=419) factor analyses, internal consistency, construct validity and test-retest reliability. Findings from the current research indicate that the components identified through factor analyses differed from those in the original questionnaire. While all original items in the questionnaire were retained, they merged into two new factors: “Exhaustion and Rage” and “Fear and Betrayal”. The results show that the overall Cronbach’s Alpha is .858, indicating a high level of internal consistency. Significant correlations exist between the total CTSR Scale score, the subscale scores, PTSD (PCL-5), moral injury (MISS-C-SF), depression (PHQ-9), and anxiety (GAD-7) symptoms, indicating construct validity. The findings demonstrate the test-retest reliability of the CTSR Scale and have practical implications for how it could be implemented in trauma-informed care. Acknowledgements This study was initiated as part of the projects Exposure to Continuous Traumatic Stress and Its Consequences Among Young Adults in Ukraine, which was supported by the British Academy Researchers at Risk Fellowship (2022-2025), and Living on the Edge: Continuous Traumatic Stress in Adolescents During Military Conflict funded by the Leverhulme Research Support Grant (2023-2024). Data Availability Statement The data that support the findings of this study are openly available in Mendeley Data: Zasiekina, Larysa (2024), “Exploratory and confirmatory factor analyses of the Ukrainian version of CTSR Scale”, Mendeley Data, V1, https://doi.org/10.17632/22xt2zj86t.1. Disclosure Statement The authors reported no potential conflicts of interest. * Corresponding author: Larysa Zasiekina, 0000-0001-8456-0774 zasyekina.larisa@vnu.edu.ua
Copyright (c) 2024 Larysa Zasiekina, Aviva Goral, Tetiana Fedotova, Anastasiya Akimova, Anastasiia Martyniuk https://creativecommons.org/licenses/by/4.0
In my student years at the beginning of the 1990s at Sofia University, Bulgaria, fate led me to study with two extraordinary scholars – Prof. Dr. Miroslav Yanakiev and Prof. Dr. Encho Gerganov. Prof. Yanakiev laid the foundations of Bulgarian psycholinguistics, introducing the statistical methods in linguistics, and as his student, Prof. Gerganov continued and further developed his ideas. I had the great good fortune to learn from them and consider myself a student of them both. Actually, my scientific and academic activities were launched when I met Prof. Yanakiev, and we sought as a shared task to develop the first ABC textbook in Romani for Roma children in Bulgaria in 1993. Our extensive, strong cooperation continued until the end of Prof. Yanakiev’s life. After his death, I went on working more intensively with Prof. Gerganov, seeking to develop psycholinguistic studies, research and publications with him. Moreover, if I am known for my psycholinguist work today, I owe that in significant measure to my 33 years of collaboration with Prof. Gerganov. This tribute is dedicated to the anniversaries of the two scholars – in 2023 was the 100th anniversary of Miroslav Yanakiev, and in 2024, we celebrate the 85th birthday of Encho Gerganov. Miroslav Yanakiev (19.08.1923 – 09.11.1998), born in Sofia, was deservedly famous worldwide for his works on two Slavic languages: Bulgarian and Russian. In 1943, he graduated from the First Men's High School in Sofia, and the same year, he was enrolled in the Slavic Philology program at Sofia University. He graduated in 1947, and immediately after his graduation, he began work at the Faculty of History and Philology of the same university. He worked there until the end of his life in 1998, first as Assistant Professor, then as Associate Professor and then as Full Professor. In 1963, he earned the title Associate Professor with a habilitation monograph Българско стихознание “Bulgarian Poetics”. In 1979, he was promoted to Full Professor after completing his monograph "Стилистиката и езиковото обучение"/Stylistics and Language Teaching. After his retirement in 1988 and due to our cooperation, he began to work on child bilingualism, mainly with Roma and Turkish children and started publishing articles about the importance of minority mother tongues for the language and cognitive development of children. He was central in supporting my research in the field of Romani language and publishing schoolbooks for Turkish and Roma children. Encho Gerganov was born on March 18, 1939, in the town of Stara Zagora in Bulgaria. He graduated in Bulgarian Philology (specializing in linguistics and mathematical linguistics) at St. Kliment Ohridski University in Sofia. In the period 1968-1972, he was a doctoral student at the Institute of Linguistics of the ASSR in Moscow, where in 1972, he defended a dissertation entitled "Некоторые закономерности зрительного распознавания элементов текста" / Some Regularities of the Visual Recognition of Text Elements. Prof. Gerganov began his academic career at the Institute for Foreign Students in Sofia (1967-1989), where in 1977, he was granted the title Associate Professor earned with a habilitation monograph Психометрични методи за проверка и оценка на знанията по български език (Psychometric Methods for Testing and Assessment of Knowledge in Bulgarian Language). In 1988, he was promoted to Full Professor in recognition of his monograph "Памет и смисъл"/Memory and Meaning. From 1984 to 1988, Prof. Gerganov was the Institute's Deputy Rector. From 1989-2000, he worked at the Institute of Psychology of the Bulgarian Academy of Sciences, where from 1991 to 2000, he headed the section on cognitive psychology and research methods, and from 1991 to 1995, he was the Director of the Institute. Prof. Gerganov was Deputy Minister of Public Education (1991-1992) and Director of the National Test Center (1994-1995). Professor Encho Gerganov was one of the first professors at the New Bulgarian University (NBU) and the first head of the Cognitive Science and Psychology Department (1992–2002) there. In 2009, he was awarded the title "Doctor Honoris Causa” by the Constantine the Philosopher University, Nitra, Slovakia. Together with Prof. Gerganov, we carried out many studies and co-authored numerous articles focused on Romani-Bulgarian and Turkish-Bulgarian bilingualism in Bulgaria. In 1999, we co-authored a monographic study: Герганов, E. и Кючуков, Хр. (1999). Oбразователни нагласи на ромите в България. София: Тилия / Gerganov, E. & Kyuchukov, H. (1999). Educational Attitudes of Roma in Bulgaria. Sofia: Tilia. With his outstanding and pioneering work and research, I am confident that Prof. Gerganov brought the educational issues of minority children in Bulgaria to a higher scientific level. Professors Miroslav Yanakiev and Encho Gerganov deeply dedicated their academic lives to linguistics and psycholinguistics. Through their studies, research, and publications, they helped to change the lives of many in Bulgaria and Europe.
Copyright (c) 2024 Hristo Kyuchukov https://creativecommons.org/licenses/by/4.0
Deformations in translating modern Ukrainian war fiction into English – A psycholinguistic study of "Інтернат"/The Orphanage by Serhiy Zhadan
The article is focused on analysing linguistic deformations in translating modern Ukrainian war fiction into English. The research material is the novel "Інтернат"/ The Orphanage by Serhiy Zhadan and its translation into English. Translation deformations, or "deforming tendencies" (Berman, 2000), are viewed as systemic psycholinguistic distortions, arbitrary and non-arbitrary, of formal and content source text characteristics. Three main groups of translation deformations have been identified in the text under analysis – lexical, stylistic, and grammatical. Lexical deformations include calque translation, concretisation and modulation. Due to their low frequency, they are not viewed as typical. Stylistic deformations fall into synonymous substitution, logisation, explication, expressivation, modernisation, antonymous translation, and compensation. Synonymous substitution and logisation are the most frequent types; therefore, they may be considered prototypical. They are mainly concerned with reproducing characters’ names and descriptions, names or descriptions of military and civil vehicles and tools, colloquial expressions and 'surzhyk'. Grammatical deformations constitute the most significant group. They comprise substitutions and permutations of different types, deletion of words/phrases/sentences, addition of words/phrases, and changes in punctuation. The style of Serhiy Zhadan is characterised by specific syntactical-stylistic features, such as the tendency to use extremely long sentences, high frequency of repetitions of different types, and specific punctuation. Therefore, deleting repetitions, intensifiers, discourse markers, and even sentences is the most recurrent type of grammatical deformation, followed by substitution–division of sentences, which may be treated as prototypical grammatical deformations in the analysed text. The results of the psycholinguistic analysis show the availability of normalisation, implicitation, emotional amplification, levelling-out, and simplification in the target version of the novel. Acknowledgements This research was supported by the British Academy, UK Disclosure Statement The authors reported no potential conflicts of interest. * Corresponding author: Diana Kalishchuk, 0000-0003-1952-5176 diana_kalishchuk@vnu.edu.ua
Copyright (c) 2024 Diana Kalishchuk, Serhii Zasiekin https://creativecommons.org/licenses/by/4.0
A psycholinguistic study of the bouba-kiki phenomenon: Exploring associations between sounds and shapes
This study investigates the cognitive phenomenon known as the bouba-kiki effect among English Language Teaching (ELT) students at Van Yüzüncü Yıl University in Turkey. The research aims to contribute to understanding how individuals intuitively associate specific sounds with abstract shapes, shedding light on the underlying cognitive processes of language perception. Participants (N=164) were presented with two abstract shapes and asked to match them with the pseudowords ‘bouba’ and ‘kiki’. Results revealed a significant preference (87.2%) associating the rounded shape with ‘bouba’ and the spiky shape with ‘kiki’. Additionally, participants were tasked with creating brand designs for ‘Kiki’ and ‘Bouba’, with 87.2% aligning their designs with their initial shape associations. Data analysis included descriptive statistics and a chi-square test, confirming a strong association between shape preferences and pseudoword assignment (χ²=132.05, p < .001). These findings underscore the robustness of the bouba-kiki effect across different cultural and linguistic contexts. This research contributes to interdisciplinary studies linking linguistics, psychology, and neuroscience, offering implications for language teaching methodologies and cognitive processing theories. By elucidating these associations, educators can enhance language learning strategies based on intuitive perceptual mechanisms. Disclosure Statement The authors reported no potential conflicts of interest. * Corresponding author: Süleyman Kasap, 0000-0001-8367-8789 suleymankasap@yyu.edu.tr
Copyright (c) 2024 Süleyman Kasap https://creativecommons.org/licenses/by/4.0
Enhancing media literacy skill building in pedagogical universities: Our view and experience
The article presents a review of the integration of media literacy content in foreign language courses at pedagogical higher education institutions. This study is aimed to share and present for academic discussion some of the authors’ perspectives that proved to be successful in mastering media literacy skills as well as in developing language competencies in EFL learners. A particular focus has been made on the methodological base, the principles and strategies of media literacy skill building as well as on the criteria for the selection of learning materials and techniques that ensure the effective implementation of media literacy programs into the existing syllabi. The use of contemporary teaching methods such as flipped classroom, problem-based learning, group projects, capitalizing on higher order thinking skills and interactive classroom activities is viewed as an integrated approach aimed to develop critical perception of media products alongside with a range of sociocultural and communicative competences in students of pedagogy. One of the main objectives of integrating media literacy content into a variety of tertiary courses is to enhance emotional resilience to manipulative influences of the media which is achieved through activating critical thinking skills referring to information flow as well as to students’ own media consumption habits. The pilot implementation being conducted in the terms of the international project “Learn to Discern”, preserved its original methodological constituents which included media literacy as such, information literacy, critical thinking, digital and visual literacy and fact checking skills. Acknowledgements The study is supported by the International Research and Exchanges Board (IREX), the Embassy of the United States of America and the Embassy of the United Kingdom in Ukraine, in partnership with the Ministry of Education and Science of Ukraine and the Ukrainian Press Academy. Disclosure Statement The authors reported no potential conflicts of interest. * Corresponding author: Svitlana Buchatska, 0000-0001-6063-5858 sbuchatska@vspu.edu.ua
Content and Language Integrated Learning (CLIL)
Copyright (c) 2024 Svitlana Buchatska, Olena Matiienko, Olena Zarichna, Oksana Khurtenko https://creativecommons.org/licenses/by/4.0
This review critiques The Psychology of Multilingualism: Concepts, Theories and Application by Lajos Göncz whose research contributed extensively to the field of psychology of bilingualism and minority studies. In light of the quintessential body of research investigating bilingualism and multilingualism as intriguing complex phenomena, this book provides a comprehensive multidisciplinary approach to the research of bi- and multilingualism. Göncz approaches bi-/multilingualism as a cognitively challenging experience from a psychological, individual, and societal perspective. Basic concepts, theories, and definitions related to the psychological regularities of multilingualism are discussed in the book. Göncz also explores bi-/multilingualism from the perspective of developmental and personality psychology, elucidating the effect of speaking multiple languages on emotions, behavior, and cognitive development. Additionally, issues pertaining to the social psychology of multilingualism, including biculturalism, multiculturalism, and cultural diversity, are scrutinized, offering insights into the importance of preserving minority languages and cultures. The book also touches upon the educational aspects of the psychology of multilingualism, revisiting models of bi-/multilingual education that might be implemented to stimulate language development in the dominant as well as in the minority language.
advantages of bilingualism and multilingualism
Copyright (c) 2024 Rabeb Ghanmi https://creativecommons.org/licenses/by/4.0