Ampersand最新文献

{"title":"The Daily Linguistic Practice Interview: A new instrument to assess language use and experience in minority language children and their effect on reading skills","authors":"Desiré Carioti ,&nbsp;Silvia Stefanelli ,&nbsp;Ambra Giorgi ,&nbsp;Marta Franca Masia ,&nbsp;Giulia Del Pivo ,&nbsp;Milena Del Monte ,&nbsp;Simona Travellini ,&nbsp;Antonella Marcelli ,&nbsp;Maria Teresa Guasti ,&nbsp;Mirta Vernice ,&nbsp;Manuela Berlingeri","doi":"10.1016/j.amper.2024.100166","DOIUrl":"10.1016/j.amper.2024.100166","url":null,"abstract":"<div><p>The increasing number of primary students with varying degrees of exposure to a family minority language requires a reflection on whether specific aspects of their daily language experience influence their learning. Indeed, Minority Language Children (MLC) often report difficulties in reading that must be better investigated to exclude neurodevelopmental conditions such as developmental dyslexia.</p><p>To this aim, we developed a new instrument, the <em>Daily Linguistic Practice Interview</em>. It allows for collecting information about the linguistic practice and use in the family (Scale A) and extra-family context (Scale B), and about the child's linguistic preferences and habits (Scale C). The Interview further provides analogic quantitative measures of minority language active speaking with mother, father, and passive listening, in the form of clocks to paint.</p><p>The relationship between these linguistic aspects and reading skills was investigated on 79 MLC aged 8 to 11 y.o.through a correlational approach and regression models. Our results show that family and extra-family language use influence accurate lexical recognition, moreover a “mother effect” broadly affects reading skills in the majority language.</p><p>Our findings suggest that MLC deserve a more careful evaluation of learning disorders with <em>ad hoc</em> standardized tests, that incorporates information about the family language exposure.</p></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"12 ","pages":"Article 100166"},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2215039024000043/pdfft?md5=4213ea840261dae0b9feb470d7f5e20f&pid=1-s2.0-S2215039024000043-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139891756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Two levels of information packaging and cognitive operations during simultaneous interpreting: An analysis via additional demonstratives","authors":"Hiroyuki Ishizuka","doi":"10.1016/j.amper.2024.100165","DOIUrl":"https://doi.org/10.1016/j.amper.2024.100165","url":null,"abstract":"<div><p>This study aims to describe cognitive processes during simultaneous interpreting from English to Japanese. Simultaneous interpreting is unique because of its online discourse processing: the interpreter starts producing target language expressions progressively before s/he hears the end of a sentence in the source language. This study analyses the authentic interpreting performance from the Interpreting Database, which comprises recorded simultaneous interpreting performed for a press conference. Particular attention is paid to additional demonstratives that do not have corresponding expressions in the source text as clues to focus on the interpreter's information packaging at two levels: the construction of a conceptual unit (CU) and a translation unit (TU). The two processes are inseparable and progress in parallel. This study analyses cognitive operations beyond transcoding from four perspectives: incorporation of a CU into a TU, construal of relations between TUs, reformulation in the TU, and the construction of an empty CU.</p></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"12 ","pages":"Article 100165"},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2215039024000031/pdfft?md5=9e40f031b5e1dbe5738b379dc0fa8302&pid=1-s2.0-S2215039024000031-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140142036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The vocabulary of Yiddish-Hebrew speaking children – A CDI study","authors":"Odelya Ohana, Mitchell Schertz, Sharon Armon-Lotem","doi":"10.1016/j.amper.2024.100167","DOIUrl":"https://doi.org/10.1016/j.amper.2024.100167","url":null,"abstract":"","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"39 3-4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139880224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Hesitation, orientation, and flow: A taxonomy for deep temporal translation architectures","authors":"Michael Carl ,&nbsp;Yuxiang Wei ,&nbsp;Sheng Lu ,&nbsp;Longhui Zou ,&nbsp;Takanori Mizowaki ,&nbsp;Masaru Yamada","doi":"10.1016/j.amper.2024.100164","DOIUrl":"https://doi.org/10.1016/j.amper.2024.100164","url":null,"abstract":"<div><p>Numerous models have been proposed to describe and predict how human translations evolve in time. Some of these models suggest hierarchically embedded processes of fast and slow processing that unfold on different timelines. However, the assumed mental processes have often been conceptualized without a clear description of how they can be assessed, measured or retrieved in behavioral data. Other approaches suggest fragmenting behavioral data into various kinds of units, but the status of these units with respect to their cognitive reality is not always very clear.</p><p>In this paper, we propose a novel annotation taxonomy for behavioral data, assuming three broad states that translators experience during translation production: A state of orientation (<span>O</span>) reflects the experience of epistemic foraging in which a translator reads or scans a piece of the source text (ST) or searches for information. In a flow state (<span>F</span>), a translator engages in fluent translation production that is characterized by focus and involvement in the production process. A state of hesitation (<span>H</span>) can be described in terms of uncertainty or doubt which results in patterns of re-reading, text modification and disfluent translation production. This novel <span>HOF</span> taxonomy aims at describing mental states that elicit different experiential qualities during the translation process, associated with typical behavioral patterns that can be retrieved in recorded translation process data (TPD, i.e., logged keystrokes and gaze data).</p><p>We describe a manual annotation of a small set of TPD with the <span>HOF</span> taxonomy and we develop a method that ensures high inter-rater agreement (kappa 0.88). We show how our <span>HOF</span> translation states cluster into higher-level translation strategies (so-called policies). We discuss how these policies are optimized during the translation process and how translation states trigger off lower-level translation processes. We compare our taxonomy with other annotation approaches and propose a deep-temporal architecture that assumes a hierarchy of embedded translation processes that interact in various ways.</p></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"12 ","pages":"Article 100164"},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S221503902400002X/pdfft?md5=2c2381618cc1442f1414a05ef5cda5e0&pid=1-s2.0-S221503902400002X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140163346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Daily Linguistic Practice Interview: A new instrument to assess language use and experience in minority language children and their effect on reading skills","authors":"D. Carioti, Silvia Stefanelli, Ambra Giorgi, Marta Franca Masia, Giulia Del Pivo, Milena Del Monte, Simona Travellini, Antonella Marcelli, M. Guasti, M. Vernice, Manuela Berlingeri","doi":"10.1016/j.amper.2024.100166","DOIUrl":"https://doi.org/10.1016/j.amper.2024.100166","url":null,"abstract":"","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"310 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139832088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Language exposure practices among Hasidic Yiddish-Hebrew speaking children – in support of Yiddish vitality in Israel","authors":"Hadar Abutbul-Oz ,&nbsp;Dafna Yitzhaki ,&nbsp;Sharon Armon-Lotem","doi":"10.1016/j.amper.2024.100163","DOIUrl":"https://doi.org/10.1016/j.amper.2024.100163","url":null,"abstract":"<div><p>Ultra-Orthodox Hasidic communities in Israel maintain the use of Yiddish as a prestigious language, connecting generations and preserving the communities’ traditional way of living (Hary and BenorBerlin, 2019)). Yiddish, the Community Language (CL), is supported within the family and the Hasidic community outside the family, while Hebrew, the Majority Language (ML), is used with members outside the community. Hasidic communities present a unique model of bilingualism to be discussed within the framework of the Ethno-linguistic Vitality Theory (Giles et al., 1977). The current study presents language exposure practices among bilingual Yiddish-Hebrew-speaking children in Israel and aims to reveal its possible influence on both language abilities and the communities’ vitality.</p><p>Thirty-five parents and children (aged 37 months–80 months) participated in the study. Parents filled out the Bilingual Parents' Questionnaire (BIPAQ) (Abutbul-Oz and Armon-Lotem, 2022) addressing the children’s language-exposure practices as well as linguistic abilities and children's ML-Hebrew abilities were assessed with the Goralnik (2009) standardized test. Results indicated higher exposure to Yiddish when significant differences between daily hours of exposure for each language, number of months in an educational setting of CL-Yiddish and ML-Hebrew as well as the richness of the languages the children are exposed to. Furthermore, interpersonal exchanges conducted in CL-Yiddish outside the family supported Yiddish and influenced ML-Hebrew abilities; more usage of Yiddish with grandparents, teachers and peers was related to lower results of ML-Hebrew assessment whereas Yiddish use with younger siblings was related to higher evaluation of Yiddish abilities. Support of CL-Yiddish usage combined with its prestigious status and demographic characteristics of the Hasidic communities suggests a high vitality of the Yiddish-speaking community in Israel and its success in maintaining its language despite the dominance of the majority language (Hebrew).</p></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"12 ","pages":"Article 100163"},"PeriodicalIF":0.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2215039024000018/pdfft?md5=6730ddd518b2a326513da79db2e173ea&pid=1-s2.0-S2215039024000018-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139549206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What support do international doctoral students claim they need to improve their academic writing in English?","authors":"Wai Mar Phyo ,&nbsp;Marianne Nikolov ,&nbsp;Ágnes Hódi","doi":"10.1016/j.amper.2023.100161","DOIUrl":"https://doi.org/10.1016/j.amper.2023.100161","url":null,"abstract":"<div><p>Novice scholars from non-native English-speaking (NNES) backgrounds tend to encounter challenges in their doctoral education related to scholarly writing in English. This study investigated the support that NNES doctoral students perceive as crucial for achieving their desired proficiency in English academic writing (EAW). A survey was conducted during the 2021–2022 academic year, involving 255 NNES international doctoral students studying in 65 English medium PhD programs across Hungary. Volunteers from 49 countries, representing 48 languages, participated in the study. An analysis of their responses to an open question revealed that the majority felt a need for support in enhancing their EAW skills. Very few believed they could already produce publishable texts or that the support of their doctoral schools was sufficient. Most participants recognized specific areas where improvement was necessary and took full responsibility for their progress. Thus, findings of this study align with previous quantitative analyses involving the same participants and the conceptual metaphors they provided, emphasizing the high demand for support in developing English academic writing skills (Phyo et al, 2022a, 2022b).</p></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"12 ","pages":"Article 100161"},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2215039023000541/pdfft?md5=e9fded2c0efe710301d00b866b64751c&pid=1-s2.0-S2215039023000541-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139100817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"AI meets comedy: Viewers' reactions to GPT-4 generated humor translation","authors":"Hussein Abu-Rayyash","doi":"10.1016/j.amper.2023.100162","DOIUrl":"https://doi.org/10.1016/j.amper.2023.100162","url":null,"abstract":"<div><p>In the context of the rapidly evolving AI-generated translation landscape, this study explores the viewer experience of GPT-4-generated humor translations compared to human translations for dubbing purposes. Despite advances in AI technology, challenges persist in capturing the nuances of humor and cultural references, which are essential for effective humor translation. A group of cinephiles was provided with humor dialogues translated using both GPT-4-generated and human translations and were then asked to fill out a questionnaire evaluating five constructs: quality, comprehension, enjoyment, perception, and suggestions for improvement. The results indicate that GPT-4-generated translations can offer an equivalent or superior viewer experience to human translations. However, the results also highlight the potential of GPT-4-generated translation in humor translation and emphasize the need to refine AI algorithms, foster collaboration between AI and human translators, and establish quality standards for AI-generated translations based on audience preferences and evolving trends in humor.</p></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"12 ","pages":"Article 100162"},"PeriodicalIF":0.0,"publicationDate":"2023-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2215039023000553/pdfft?md5=47b14214e1803bb13cc1cfc443194f33&pid=1-s2.0-S2215039023000553-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139100816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic essay writing in an English medium instruction environment: Indonesian graduate students’ experiences at Hungarian universities","authors":"Dedy Subandowo ,&nbsp;Csilla Sárdi","doi":"10.1016/j.amper.2023.100158","DOIUrl":"https://doi.org/10.1016/j.amper.2023.100158","url":null,"abstract":"<div><p>Academic writing is a key indicator of academic success in higher education, and high-quality academic text production may pose a great challenge to L2 English students within the framework of English-Medium Instruction (EMI). In Higher Education, one of the genres students are most frequently required to master is the academic essay. This small-scale qualitative study focuses on Indonesian graduate students' challenges when writing high-stakes academic essays in Hungarian EMI environments. The investigation aims to discover what challenges this environment poses to Indonesian students, with a specific focus on in-class and out-of-class support. The participants were four Indonesian graduate students required to write academic essays at Social Sciences Faculties of Hungarian universities. Data was collected using semi-structured interviews and analyzed by applying the technique of qualitative coding. Findings indicate that the extent and quality of support students receive at institutional and subject course levels has a profound influence on academic essay writing achievements. A major implication is that offering courses in English academic writing and providing access to e-library, ensuring subject teachers' sufficient English proficiency levels and pedagogical skills, clarifying the content and requirements of essay assignments as soon as possible, and providing guidance and training regarding secondary research and online writing tools can effectively contribute to the development of students’ English academic essay writing skills.</p></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"11 ","pages":"Article 100158"},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2215039023000516/pdfft?md5=16764b5e3be04f3896c04046dc567e40&pid=1-s2.0-S2215039023000516-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138472379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Family language policy and vocabulary of bilingual children across different ages","authors":"Karen Rose ,&nbsp;Sharon Armon-Lotem ,&nbsp;Carmit Altman","doi":"10.1016/j.amper.2023.100154","DOIUrl":"10.1016/j.amper.2023.100154","url":null,"abstract":"<div><p>Family language policy explores planning of home language use and is thought to shape language acquisition. Historically, heritage languages have often been considered ‘low prestige’. In Israel, there are immigrants speaking English, a global lingua franca, as a heritage language. This study focuses on characterizing the language policies of this unique community. It explores how these policies affect bilingual children's language through the investigation of vocabulary. Data was collected via questionnaires from English-Hebrew bilingual children (<em>n</em> = 82, ages 5; 1–14; 1) and their parents. Children's receptive and expressive vocabulary was assessed in both languages. Results show that this group of heritage speakers is distinct as the heritage language is sometimes perceived as more important than the societal language. Nonetheless, parents adopt a balanced pro-bilingualism approach. English is considered instrumental in connecting with family. Hebrew is beneficial for communicating with the community. Statistically significant correlations indicate a directional relationship between family language policy and vocabulary. Multiple regression analyses explored the contribution of family language policy variables to vocabulary outcomes, controlling for chronological age and age of onset of bilingualism. Findings allude that the relationship is complex; speaking English at home may predict English, and encouraging English use with friends may negatively predict Hebrew.</p></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"11 ","pages":"Article 100154"},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2215039023000474/pdfft?md5=6a9aec94f3ab3241ec6d5cc4fca9b82d&pid=1-s2.0-S2215039023000474-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135663433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}