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This study addresses the satellite swarm strength allocation strategies generation problem with complex constraints. The satellite swarm confrontation attrition process is described by an improved Lanchester equation and multi-phase confrontation patterns. On the basis of them, a satellite swarm strength allocation strategies generation optimal control model is first presented. Unlike the general optimization model, this model considers three constraints such as sunlight angle, supplement number, and confrontation time to make it suitable for describing the space confrontation process. Then, the multi-interval orthogonal collocation (MIOC) method is proposed to generate the strength allocation strategies from the constructed model. This method not only solves optimal control problems but also solves discontinuities caused by multi-phase confrontation patterns. Finally, a commencement solution exploration approach is proposed to explore the appropriate initial value for the MIOC method. The aim of it is to avoid initial value-sensitive problems and to make convergence fast. The effectiveness of the MIOC method is verified through three numerical examples in comparison with the static optimization methods. [ABSTRACT FROM AUTHOR]

Multi-word expressions are formulaic language universals with arbitrary and idiosyncratic collocations. Their usage and mastery are required of learners of a second language in achieving naturalness. However, despite the importance of multi-word expressions to mastering a second language, their syntactic architecture and colligational possibilities have received little attention in English language teaching (ELT). This study examined lexical bundles, a type of multi-word expressions, to understand their structure and co-occurrence possibilities with other syntactic elements. It was aided by an automated frequency-driven approach using two corpora, the British component of the British National Corpus – a first language (L1) corpus – and a purpose-built Nigerian Media Discourse corpus – a second language (L2) corpus. Two items of lexical analysis software were used to extract three-word lexical bundles with a minimum of 50 frequencies per corpus. The syntactic structures of the identified lexical bundles were determined, and their in-corpus usages were analysed for their colligational characteristics. Results showed that both corpora had instances of general and genre-specific lexical bundles (LBs) with varying frequencies. Five categories of lexical bundles with different structural patterns and peculiar colligational characteristics were identified in the study. Since lexical bundles are more frequently found in both L1–L2 texts, mastering how they are used will further enhance the teaching of English as a second language. The teaching of lexical bundles as a multi-word expression is therefore recommended in ELT as a way of enhancing learners' proficiency and naturalness in English. [ABSTRACT FROM AUTHOR]

ChatGPT and similar generative AI models are increasingly being integrated into educational practice, including second language (L2) writing. However, AI-generated writing may significantly differ from that of developing L2 writers, raising potential issues over academic integrity. With AI detectors still underused in many contexts due to accuracy concerns, it is essential to determine if and how AI-generated texts are similar or different to those of L2 writers. This study compares lexical and collocation choices between essays on the same topic generated by ChatGPT (version 3.5) and human L2 writers using corpus analytic techniques. R statistical software was used for analysis and comparison. Results suggest that when tasked with producing academic essays under the same topic, ChatGPT-3.5 excels in generating texts with formal and complex vocabulary suited for academic and technical themes, while human L2 writers tend to focus on personal and social issues, using more varied and context-rich vocabulary. Accordingly, educators seeking to detect AI use should recognise the distinct linguistic and cultural experiences L2 writers bring to their writing, while students using AI need to understand the nature of the machine-like clarity and directness of expression as produced by ChatGPT as compared with their own typical production. [ABSTRACT FROM AUTHOR]

Bali is the name of an island and province with a long-standing association as the epitome of Indonesian exotic ‘paradise’ from books and literary works made by outsiders. However, while the existing studies about place names have proliferated, there is a scarcity of empirical studies in corpus linguistics that shed light on how adjectival collocations of the word Bali are developed from a diachronic perspective. Meanwhile, it is pivotal to gain a valuable source of reflections and insights into how the outside world perceives Bali. Motivated by the existing gaps, the study aims to scrutinise adjectival collocations and their developments and relevance to records of events, history, or significant events. The study employed quantitative and qualitative approaches to achieve these objectives. The quantitative approach was from the autogenerated frequencies of the adjectival collocations retrieved from three large corpora, i.e. the Corpus of Historical American English (COHA), the Corpus of Contemporary American English (COCA), and the News on the Web (NOW). Furthermore, the qualitative approach was required to describe the development of adjectival collocations. The findings denoted that the adjectival collocations of Bali evolved into more varied and complex adjectival collocations over the centuries. [ABSTRACT FROM AUTHOR]

This empirical investigation rigorously evaluated the teaching potential of Data-Driven Learning (DDL) for enhancing the ability of learners to apply 30 near-synonymous change-of-state verbs in two EFL Freshman English courses in a college setting across two semesters. In the study, 32 participants in the experimental group and 22 in the control group were involved in two distinct educational approaches: Data-Driven Learning (DDL) guided by constructivism, facilitated by the Corpus of Contemporary American English (COCA), and conventional rule-based instruction, respectively. The students' skill levels were measured at three separate stages: pre-intervention, post-intervention, and a delayed post-intervention (3 months). The quantitative findings revealed that DDL notably strengthened learners' collocational competence following the intervention, with the effect enduring even 3 months later. However, the impact was not substantial for high-complexity verbs. Additionally, DDL seemed to promote a varied utilization of collocates of a singular node word by students in the experimental group, a result maintained at the delayed posttest. The paper concludes with an exploration of the pedagogical consequences of DDL, specifically in relation to collocation instruction for English as a Foreign Language (EFL) learners. The insights emphasize the potential of DDL as an efficacious language education instrument, underscoring its importance in boosting the linguistic aptitude of EFL learners within academic contexts. Hence, the study accentuates DDL's anticipated function in the instructional framework of second language acquisition, calling for additional scrutiny to refine its execution. [ABSTRACT FROM AUTHOR]

Collocations typically refer to habitual word combinations, which not only occur in texts but also constitute an essential component of the mental lexicon. This study focuses on the mental lexicon of Chinese learners of English as a foreign language (EFL), investigating the representation of collocations and the influence of input frequency and L2 proficiency by employing a phrasal decision task. The findings reveal the following: (1) Collocations elicited faster response times and higher accuracy rates than non-collocations. (2) Higher input frequency improved the accuracy of judgments. High-proficiency Chinese EFL learners exhibit better accuracy and faster response times in collocation judgment tests. Additionally, input frequency and L2 proficiency interactively affected both response time and accuracy rate. These results indicate that L2 learners have a processing advantage for collocations, which function as independent entries in the mental lexicon. Both input frequency and L2 proficiency are crucial factors in collocational representation, with increased input frequency and proficiency shifting the representation from analytic retrieval toward holistic recognition in a continuum pattern. [ABSTRACT FROM AUTHOR]

The purpose of the present article is to provide a new and practical definition for idioms and collocations, based on syntactic criteria, not merely semantic. One of the important criteria for distinguishing these two types of phrases (idioms and collocations) is the flexibility of their constituent elements. Idioms and collocations have not yet been studied within a syntactic approach. According to Construction Grammar, idioms were analyzed based on four syntactic tests: "passivization", "clefting", "dislocation" and "interrogation". Construction Grammar is a set of cognitive grammars that considers construction as a symbolic unit consisting of form and meaning poles. Two hundred idioms were analyzed. These idioms were collected from two main sources, namely The Colloquial Persian Dictionary (Abolhassan Najafi, 2008) and The Two -volume Dictionary of Kenayat-e Sokhan (Hassan Anvari, 2019). The four constructions of each idiom were judged syntactically by 15 people as research participants. The meanings of some of these constructions showed that the syntactic flexibility of all idioms is not the same. Some idioms were flexible to syntactic changes and therefore behaved similarly to collocations. The flexibility of idioms led to the introduction of a new definition of these types of phrases based on syntactic criteria. Thus, such phrases were considered a kind of collocation, not an idiom. In other words, those lexical phrases were called idioms which were inflexible to these syntactic constructions. [ABSTRACT FROM AUTHOR]

This study investigates which types of target language (TL) use best explain the development of phraseological sophistication (mean pointwise mutual information of verb + direct object collocations) in argumentative essays written by second language learners of French during a nine-month sojourn abroad. Using data from the LANGSNAP corpus (Tracy-Ventura et al., 2016), we built a series of regression models to predict development on the basis of the learners' self-reported social networks and engagement in various activities (e.g., small talk, reading newspapers). Our findings show that quantity of TL interaction and use on their own were not strong predictors of development. Rather, development was related to the types of activities that learners reported being engaging in while abroad, specifically reading. These results shed more light on the development of phraseological sophistication and speak to the importance of connecting linguistic development to the specific activities learners engage in while abroad. [ABSTRACT FROM AUTHOR]

By applying the concepts of indexicality and enregisterment, this paper demonstrates how different discourse particles and their collocations index various personae in Singapore Mandarin and how media representations enregister them within the community. The theory of persona is shown to explain the majority of seemingly random individual differences in discourse particle usage exhibited by two TV hosts. Finally, it is important to note that not all variation between the two hosts can be attributed to the enactment of personae. Psychological factors, such as bilingual lexical activation, should also be considered influences on linguistic variation, alongside linguistic and social factors. [ABSTRACT FROM AUTHOR]

This paper analyses the effectiveness of neural machine translation when applied to literary translation and, more specifically, to the translation of collocations, one of the most difficult aspects in machine translation (Corpas-Pastor 2015; Shraiden and Mahadin 2015). Literary translation continues to constitute one of the biggest challenges for machine translation (Toral and Way 2018), where cohesion errors are amongst the most frequent (Voigt and Jurafsky 2012). A comparative analysis of the translation of the first chapter of the world literature masterpiece El ingenioso hidalgo don Quijote de la Mancha — known as Don Quixote in English — was carried out, paying close attention to collocations. The human translation done by Tom Lathrop (Don Quixote) was compared to the target texts obtained with the two biggest neural machine translation systems today, Google Translate and DeepL, to see which provided more accurate results. The results confirm that neural machine translation offers highly reliable results. On a quantitative level the margins are very narrow when determining which system, DeepL or Google Translate, is better. DeepL scored better in terms of accuracy and recall, but in the BLEU metrics Google Translate scored 28.10 and DeepL 26.63. On a qualitative level and from a subjective point of view, we found DeepL's translation to be somewhat more fluid and natural than Google Translate's. [ABSTRACT FROM AUTHOR]

This study explores the development of L2 phraseological knowledge, focusing on the relationship between L2 proficiency and the use of adjective-noun combinations from the perspective of collocation density and association strength. While a growing body of evidence suggests that more advanced L2 production tends to be characterised by (i) a greater collocation density and (ii) more strongly associated collocations, several studies did not find this trend. The present study draws on the British Council-Lancaster Aptis Corpus and data from four proficiency levels (A2-C of the CEFR) to test a hypothesis about the direction of collocation development in order to contribute to a systematic advancement of knowledge about the development of productive L2 collocation use. The study replicates some of the key findings from previous research, confirming that these trends are generalisable to different samples of L2 speakers and across different modes of communication. [ABSTRACT FROM AUTHOR]

This study, conducted within the lexical approach paradigm, examines the influence of context and corpus-based instructional practices on enhancing lexical proficiency. The research specifically focuses on the instruction of the polysemous verb "al-" (to take/get). The quantitative aspect of the study was designed using a pretest-posttest matched control group; 21 students at the B1-B2 level constituted the experimental group, while 20 students comprised the control group. In the qualitative aspect, interview and error analysis techniques were used; the qualitative results were used to elaborate the quantitative results. A retention test was conducted for the experimental group nine weeks after the post-test. Interview data were analyzed through inductive qualitative analysis, while activity booklets were examined through error analysis. The findings indicated that the lexical approach for the instruction of the polysemous verb 'al-' was effective in enhancing student achievement. The results of the achievement test showed that the mean scores of the experimental group on the post-test were higher than those of the control group in literal, connotative, figurative, and idiomatic meaning sub-dimensions, and this difference was statistically significant. According to the error analysis, the students showed a decreasing trend in the number of errors made in linguistic units containing the verb "al-" throughout the process. The results of the interviews support the positive outcomes of the implementation. It has been concluded that instructional practices prepared within the lexical approach are effective in enhancing vocabulary proficiency. [ABSTRACT FROM AUTHOR]

Two experiments were conducted to examine native and non-native speakers' recognition of Chinese two-character words (2C-words) in the context of audio sentence comprehension. The recording was played of a sentence, in which a collocation composed of a number word, a sortal classifier, and a noun (NCN) was embedded. When the participants were about to hear the noun of the NCN (Noun), the playing stopped, and a target was visually presented, which was the Noun, the character-transposed word of the Noun (NounT), or a control word (NounC), or was a homophone nonword for Noun, NounT, or NounC. The participants were required to make a lexical decision on the target before they resumed listening. The results showed that both native and non-native speakers were able to take visually presented 2C-word targets as semantic whole entities in the context of audio sentence comprehension, which was mediated by their Chinese proficiency. Native speakers readily processed visually presented 2C-words both as wholes and according to their constituent characters, but non-native speakers were not likely to process the 2C-words according to their constituent characters. [ABSTRACT FROM AUTHOR]

The verb "bil-" is a fundamental building block of the Turkish language, frequently used and enriched with profound meanings. Extending beyond the simple notion of possessing knowledge, this verb can be employed in various contexts with numerous nuances. As one of the most basic verbs in Turkish, "bil-" plays a crucial role in communication, expression of thoughts, and exchange of information. It is commonly used in both daily conversations and academic texts. Through this verb, individuals understand each other, explore the world, and acquire new knowledge. This study, which examines the collocations and concepts associated with the verb "bil-" in Old Turkic inscriptions, aims to reflect the depths of the Turkish language. The research problem is to reveal the cultural linguistic reflections of the collocations and concepts formed with the verb "bil-" in Old Turkic inscriptions. In this study, the verb is examined from various perspectives, providing a comprehensive framework. By analyzing collocations and concepts, a different perspective on the subject is aimed to be offered. As a methodology, data obtained by scanning Old Turkic inscriptions and some old Uyghur sources are interpreted according to the theory of collocations and cultural linguistics, adopting an interdisciplinary approach that emphasizes the relationship between language and culture. [ABSTRACT FROM AUTHOR]

This paper presents an exploratory study on the use of frequency-based probabilistic word combinations in Heritage Russian. The data used in the study are drawn from three small corpora of narratives, representing the language of Russian heritage speakers from three different dominant-language backgrounds, namely German, Finnish, and American English. The elicited narratives are based on video clips that the participants saw before the recording. Since the current study is based on a relatively small corpus, we conducted a manual corpus-based analysis of the heritage corpora and an automated analysis of the baseline (monolingual) corpus to investigate the differences between the heritage and monolingual language varieties. We hypothesize that heritage speakers deploy fewer probabilistic strategies in language production compared with native speakers and that their active knowledge of and access to ready-to-use multiword units are restricted compared with native speakers. When they cannot access a single lexical item or a collocation, heritage speakers are able to tap both into the resources of the dominant language and the resources of their home language. The connection to the dominant language results in transfer-based non-standard word combinations; when heritage speakers tap into the resources of their home language, they produce unattested in the monolingual variety, "heritage" collocations, many of which are nevertheless grammatically legitimate. [ABSTRACT FROM AUTHOR]

Collocations, or words that occur in proximity to one another, are a linguistic phenomenon that appears in all human languages. Their translation tends to pose a considerable problem for translators because equivalence in meaning is difficult to achieve. This article explores how the collocations in the English version of the Constitution of South Africa have been translated into three Nguni languages, namely Zulu, Swati and Ndebele. Since these languages are closely related, this investigation demonstrates the degree to which lexical collocations are translated differently and whether the translators used the same strategies. ParaConc is used to extract data from the different versions of the Constitution of South Africa. The analysis is qualitative in nature, using descriptive and comparative approaches. By comparing the different collocations in the translations, we establish the way in which the collocations have been translated and also whether the source text message has been conveyed accurately. [ABSTRACT FROM AUTHOR]

Halliday's cohesive theory is one of the most important theories in functional linguistics, extensively used for the analysis of diverse literary texts. Based on this theory, logical, semantic, grammatical as well as formal relationships create cohesion in a text; hence, textual cohesion is classified into grammatical, lexical and connective subcategories. Grammatical cohesion includes reference, substitution and ellipsis while two subcategories of reiteration and collocation shapes lexical cohesion. Sa'di's verbal art is so enriched that meaning is not sacrificed for the sake of form, nor is form sacrificed for the sake of meaning. The poet's dexterity in the Persian literature's lexical and grammatical subtleties, and appropriate and skillful use of literary devices has made his poetry distinctive. In this descriptive-analytical research, adopting Halliday's theory of cohesion, one verse anecdote from the Būstān (The Fox and the Dervish) is selected to analyze the use of cohesive devices across three linguistic layers. Although cohesion in Sa'di's ghazals has been widely acknowledged, the reasons behind the cohesive strength of the verse anecdotes in the Būstān have not been thoroughly examined from a systemic functional perspective. Hence, the main research question was how lexical, grammatical and connective devices were employed in Sa'di's poetry, and which device was emphasized the most. The results corroborated the extensive and diverse use of cohesive devices in the verse anecdotes, in which the use of lexical cohesive devices is most outstanding. Among the grammatical devices, the poet puts more emphasis upon reference and ellipsis respectively. Furthermore, the poet's dexterous use of lexical cohesive devices, particularly repetition and its various forms on one hand, and collocation on the other hand, enhanced the beauty of the poet's expression, aiding its impact and facilitating better meaning transfer, so that form serves the purpose of meaning. Among cohesive connective, additive and causative were the most prominent linguistic elements. This conclusion is in accordance with the characteristics of Sa'di's poetry as simplicity, lexical beauty, and fluency are outstanding features of this version of Iraqi style. Therefore, from a practical perspective, Halliday's theory is considered an appropriate framework for identifying cohesive devices in the prestigious poetic and prose texts of Persian literature, such as the Būstān. Based on the way cohesive devices are employed by various poets and literary figures, one may be able to understand, from the perspective of meaning, the organization of their thoughts and the originality of their ideas, and from the perspective of form, the unique verbal and rhetorical styles of each poet. [ABSTRACT FROM AUTHOR]

The paper tries to attempt an unorthodox analysis of contemporary Hungarian Bible translations by using the software Sketch Engine. An important condition for computer-assisted linguistic analysis is a sufficient amount of textual data. In the case of Bible translations, "sufficient quantity" is easily attainable, since in this case a single translation represents the whole corpus. The corpus in this case is a properly annotated text: six Hungarian Bible translations. The paper highlights the fact that the computer-based text analysis can still reveal new features of Bible translations that are not found in the linguistic and hermeneutical analyses. In addition to the various layers of analysis of language use, it focuses on data like type-token characteristics, unigrams, bigrams, possible collocations, terms, orthographic error types, and orthographic variations of the chosen translations. Analyses show new correlations between translations or prove the well-known connections between translations, denominations, and sacred language use. Data and statistics can be used for several purposes -- here, to gain more knowledge about Hungarian Bible translations. Statistics do not influence the work of the translators, and no far-reaching conclusions can be drawn from them. But they do provide a basis for a more detailed interpretation of a kind that is not possible during human reading. [ABSTRACT FROM AUTHOR]

In German, there is a wide array of figurative designations for persons. They show various degrees of lexical complexity (simple nouns such as Sau, compounds such as Drecksau, collocations such as dreckige Sau) and different semantic domains of origin (mainly designation for animals -- Sau -- and inanimate objects -- Flasche --, but also human beings -- Strohmann --). They can refer specifically to females (Ziege, Besen), males (Windhund, Memme) or both (Kamel, Sau). Reference does not always coincide with grammatical gender. A complex interplay emerges between desemantization and resemantization processes: in the former, terms with a specific male or female reference develop unspecific reference for human beings including both sexes; in the latter, terms with originally unspecific reference come to refer to a single sex. In both processes a crucial role is played by lexical complexity, semantic (in)transparency and grammatical gender of the expression. [ABSTRACT FROM AUTHOR]

A body of research has looked into the nature of multiple-word knowledge components in recent years. However, the individual role of these components in L2 writing proficiency still remains unclear. The present study examined the interrelations between six-word knowledge components and explored the relationships between the lexical components and productive word use and L2 writing ability. The study adopted a multi-task approach using the word knowledge framework by Nation (2013, 2022) and the model of word knowledge components required in writing proposed by Coxhead (2007). Six measures, including one receptive word component (overall word size) and five productive depth knowledge components (productive form and meaning, association, productive derivation and collocation), were designed and validated to measure 147 Chinese EFL university learners' word knowledge relative to their word use and argumentative writing ability. The correlation and regression results demonstrated that derivative form production was the best predictor of word use and L2 writing ability. Its contribution was even stronger than productive form and meaning, though the latter two were also closely related to L2 writing and word use. Association and collocation predicted less variance yet still correlated with productive skills. However, the receptive size measured by the VLT had no correlations with L2 writing and lexical proficiency. Overall, this study provides empirical evidence for the theoretical word knowledge models and yields nuanced ideas regarding the smallest lexical predictors of L2 writing. Pedagogical implications for EFL vocabulary pedagogy are also discussed. [ABSTRACT FROM AUTHOR]

This study examines the effects of working memory strategies (WMS) on EFL Arab students learning lexical collocations. The objectives of the study are to identify the most frequent and effective WMS and to investigate how different WMS impact the learning of various lexical collocations. Eight participants took part in this study, and they were divided into two experimental groups: an L2-only English group and a code-switching group. Stimulated Recall Interviews (SRI) were used as the main methodology to investigate the participants' use of WMS. These interviews were conducted to determine the extent to which learners use WMS and, consequently, how these strategies influence their speaking abilities. The assessment process involved administering three separate speaking tests. The finding shows that repetition and imagery strategies are the most commonly used strategies and are considered to be most effective in learning collocations. Furthermore, the study demonstrates that certain types of collocations, such as adjective-noun pairings, are more accessible than others, such as those containing adverbs, in the participants' speaking performance. The implication underscores the necessity of incorporating WMS into language learning, particularly in the context of improving speaking skills. Furthermore, the study underlines the importance of mastering lexical collocations to achieve proficiency levels comparable to native speakers. This study aims to raise awareness about the practical application of WMS and the importance of collocations in language learning. [ABSTRACT FROM AUTHOR]

This paper examines how a combination of qualitative literary analysis and corpus methods (mainly, collocation analysis) can shed light on the changing representations of a city across different temporal and cultural contexts. Using Istanbul as a case study, it examines the portrayal of the city in three literary works spanning more than a century: Pierre Loti's Aziyadé (1879), Ahmet Hamdi Tanpınar's The Time Regulation Institute (1961) and Orhan Pamuk's Istanbul: Memories and the City (2003). The study explores how each author portrays the city through a distinct lens -- Loti's Orientalist gaze, Tanpınar's modernist reflection, and Pamuk's postmodern engagement. It highlights how macro literary narratives and micro linguistic patterns (mainly, on the word level) interact to construct images of the city, reflecting socio-political dynamics and demonstrating the interplay among tradition, memory and change in shaping Istanbul's individual and collective cultural identities from the late 19th century to the early beginnings of the 21st. The paper considers the tensions between the past, the present and the in-between, highlighting how literature interacts with these tensions to construct and deconstruct the image of Istanbul across time. While the focus is on Istanbul, the methods and insights offered here provide a flexible framework for analysing representations of other cities. [ABSTRACT FROM AUTHOR]

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ABSTRACT Contemporary materials for second language (L2) learning feature exercises on collocations (i.e., word partnerships such as catch fire), many of which require learners to select correct word combinations from two or more candidates. A few studies of the effectiveness of these selected‐response exercises, which are essentially multiple‐choice exercises, have found that learners later reproduce wrong collocations that they were exposed to in the exercise. However, it is unclear if this is a side effect of the exercises or if the re‐emergence of wrong candidate responses is just accidental. The present study examines if wrong candidate responses that learners see in collocation exercises interfere with learners’ recall of the correct responses by having learners of L2 English tackle multiple‐choice items on verb‐noun collocations and verbally report two weeks later in a post‐test what they remember about them. The verbal reports revealed that the learners recalled reading and responding to most of the exercise items, but for only one‐ third of them did they also recall which candidate response had turned out to be correct according to the feedback they received. Furthermore, for close to one‐ fifth of collocations that learners said they already knew at the start of the exercise, these participants mistook a wrong candidate response for the correct one when they revisited the exercise two weeks later. The findings call for a cautious approach to the implementation of selected‐response exercises for collocation learning. [ABSTRACT FROM AUTHOR]

One of the most important goals of foreign language teaching is to enable students to use the target language in everyday situations. Developing lexical competence in foreign language learning can play an important role in achieving this goal. The aim of the present study is to call attention to the importance of teaching collocations in foreign language education. The first part of the paper gives an overview about collocations and collocational competence. In the second part of the paper, I would like to focus on principles of phraseology and foreign language teaching methodology that can be used for teaching collocations in the classroom. [ABSTRACT FROM AUTHOR]

Left Dislocation/Detachment (LD) and related constructions consist of a detached NP and a subsequent clause that conveys information about it. Information Structural approaches analyze these constructions (dubbed here “LD-type”) as cross-linguistically widespread topicalizing structures, which reveal a cognitive constraint on activating a referent and using it as a sentence topic simultaneously. This study of natural Israeli Hebrew conversation challenges this view, approaching the structure from an interactional, online-syntax perspective. Unlike the previous studies that pre-select the NP+clause configuration for the analysis, this study examines all NPs produced first as structurally and prosodically detached constituents irrespective of whether they were continued by a clause or not. This choice more genuinely reflects utterance structuring processes of spoken language, where upon the production of the initial NP speakers do not have yet the rest of the utterance planned. The findings show that less than a third of the detached NPs are followed by a continuation, producing an LD-type configuration. Yet, across all the cases, detached NPs perform the same range of local discourse moves accounted for by identical basic factors of cognition and interaction: attention alignment, recycling, and planning difficulties. Based on these findings, the reexamination of the LD-type structures demonstrates that they do not represent a conventionalized sentence type with a dedicated function, but are unplanned, compositional discourse collocations of two separate constructions each performing a local move: a NP and a clause. Topical interpretations and discourse functions associated with LD-type collocations are epiphenomenal of more basic factors of cognition and interaction, and irrelevant for the interpretation of the examined utterances in natural conversation. This study adds to the usage-based approaches to Information Structure that question the need for the domain-specific Information Structural categories of topic and focus, disentangling them into more primitive factors of discourse management, epistemic states, and attention. [ABSTRACT FROM AUTHOR]

The present study explored if textual enhancement would promote incidental learning of collocations from reading-while-listening, and if synchronizing the timing of textual enhancement to the audio could affect the efficacy of textual enhancement. Fifty-six Korean speakers engaged in reading-while-listening of two English stories under one of three conditions: no enhancement, target collocations coloured in red, and target collocations dynamically turning to red in synchronization with the audio. The target collocations were 12 adjective-pseudonoun pairs, and participants' learning was measured with a series of recall and recognition tests on pseudonoun form, meaning, and collocations, recording both response accuracy and latency. The results from mixed-effects modeling revealed that both colouring conditions promoted receptive knowledge about the target collocations, and synchronized colouring further boosted semantic processing of the pseudonouns. The findings indicate that synchronization between textual and audio input could be a useful catalyst to encourage deeper engagement with the enhanced features. [ABSTRACT FROM AUTHOR]

High-dimensional partial differential equations (PDEs) are a popular mathematical modelling tool, with applications ranging from finance to computational chemistry. However, standard numerical techniques for solving these PDEs are typically affected by the curse of dimensionality. In this work, we tackle this challenge while focusing on stationary diffusion equations defined over a high-dimensional domain with periodic boundary conditions. Inspired by recent progress in sparse function approximation in high dimensions, we propose a new method called compressive Fourier collocation. Combining ideas from compressive sensing and spectral collocation, our method replaces the use of structured collocation grids with Monte Carlo sampling and employs sparse recovery techniques, such as orthogonal matching pursuit and |$\ell ^1$| minimization, to approximate the Fourier coefficients of the PDE solution. We conduct a rigorous theoretical analysis showing that the approximation error of the proposed method is comparable with the best |$s$| -term approximation (with respect to the Fourier basis) to the solution. Using the recently introduced framework of random sampling in bounded Riesz systems, our analysis shows that the compressive Fourier collocation method mitigates the curse of dimensionality with respect to the number of collocation points under sufficient conditions on the regularity of the diffusion coefficient. We also present numerical experiments that illustrate the accuracy and stability of the method for the approximation of sparse and compressible solutions. [ABSTRACT FROM AUTHOR]

We reformulate the Lanczos tau method for the discretization of time-delay systems in terms of a pencil of operators, allowing for new insights into this approach. As a first main result, we show that, for the choice of a shifted Legendre basis, this method is equivalent to Pad\'e approximation in the frequency domain. We illustrate that Lanczos tau methods straightforwardly give rise to sparse, self-nesting discretizations. Equivalence is also demonstrated with pseudospectral collocation, where the nonzero collocation points are chosen as the zeros of orthogonal polynomials. The importance of such a choice manifests itself in the approximation of the H2-norm, where, under mild conditions, supergeometric convergence is observed and, for a special case, superconvergence is proved, both of which are significantly faster than the algebraic convergence reported in previous work. [ABSTRACT FROM AUTHOR]

This study investigated the effects of digital and non-digital gamification on EFL learners' learning collocations, satisfaction, perceptions, and sense of flow. The participants divided into three groups of digitally gamified, non-digitally gamified, and non-gamified classes were 75 Iranian EFL students at B1 level. In each class, students were divided into two teams and received the treatment. The data collection instruments included a pretest and a posttest of collocation knowledge, the flow questionnaire, three open-ended questions, and a semi-structured interview. The results of ANCOVA revealed significant improvement in the collocation knowledge of the three groups. The results of an ANOVA revealed significant differences in the collocation posttest scores of digital and non-digital groups compared to that of non-gamified group. Additionally, both gamified groups were satisfied with using gamification for learning collocations, because they believed the class was highly competitive, encouraging them to collaborate and learn in teams. Both groups also had positive perceptions of implementing gamification for learning collocations, which included competition, teamwork, and challenging and fun learning environment. The results indicated that students of both gamified groups considerably experienced the sense of flow because their skills matched the challenges of the games, and they were absorbed in the games. This study recommends that EFL teachers implement gamification as an effective tool to tap into learners' emotions and to engage them in learning English collocations. [ABSTRACT FROM AUTHOR]

Terrorist attacks, as a particular type of negative social event, are a potential threat to the establishment of a "Socialist Harmonious Society" advocated by the Chinese government. To shed light on how Chinese journalists construct reports on terrorist attacks and, more broadly, how non-Western countries report on negative social issues, we compared newspaper coverage of one domestic attack with four international incidents. Starting from Bednarek and Caple's framework, we further developed the computer-assisted Discursive News Values Analysis (DNVA) they proposed by adapting individual definitions of news values and dividing them into 15 subcategories to suit the Chinese context, the topic of terrorism, and the automatic processing of large-scale datasets. Based on our understanding, we developed an open-source list of Chinese lexical indicators by Part of Speech tagging, sentiment, collocation, and concordance analysis, with a view to providing resources to support future quantitative DNVA. Following this approach, we found that while market factors enabled Chinese newspapers to cover domestic terrorist attacks, media adopted specific media strategies to meet political needs, which differed from those used to cover international attacks. These different media strategies can be explained by the Chinese developmentalist ideology and harmonious cultural traditions. [ABSTRACT FROM AUTHOR]

Persuasion is especially prominent in genres with a strong aim to affect others' behaviour. Contemporary persuasion studies often centre on domains such as advertising, politics and media, and the present study targets tourism. Previous work on persuasion in tourism discourse has focused on word choice and collocations, while this study addresses how persuasion is performed through broader rhetorical functions. The English version of the official tourism website for Sweden was compiled into a 53,296-word corpus. Word frequency data showed that you was highly frequent. All examples involving you (N=450) were analysed inductively to identify persuasive rhetorical functions. Seven functions emerged: Specifying tourist identities; Constructing helpful/expert guide; Building rapport; Anticipating reader reactions (focusing on the visitor and/or guide); and Personifying the destination; Presenting options; Imagining scenarios (focusing on the destination). The most frequent function was found to be Constructing helpful/expert guide, whose frequency contrasts sharply to Anticipating reader reactions and Personifying the destination, with the remaining functions falling in between. The frequency analysis details how the seven functions co-occur; it revealed a common pattern of overlapping functions. • Persuasion performed through rhetorical functions is studied in tourism discourse. • Of seven functions found, the most frequent was Constructing helpful/expert guide. • It was followed by Building rapport; Presenting options; Imagining scenarios. • A strong pattern of overlapping functions was found. [ABSTRACT FROM AUTHOR]

Language is one way to understand a society and its culture, including masculine norms. Exploring evolutionary masculinity through language is an intriguing concept to revisit. The research examines words synonymous with "men" in Indonesia and reviews their usage to depict current masculinity in the country. This research applied discourse analysis to corpora sourced from the Leipzig Corpora and CQPWeb. The data were analyzed using semantic preference to find meanings and semantic prosody to find connotations of pria, lelaki, and jantan. The findings reveal differences in the meanings and usage of the pria, lelaki, and jantan words. The difference in meaning is that pria is an adult male, whereas lelaki is a representation of men who are not limited in age, and jantan is interpreted as the genitals of animals or plants and men in the context of masculinity. According to usage, the word pria is frequently used in the public sphere, such as in the context of work and news discourse. Lelaki tends to be used more in the personal sphere, such as family, rather than in public settings. Jantan tends to be used in public discourse. The connotations of pria, lelaki, and jantan is neutral. This study successfully demonstrated the shift in Indonesian masculinity from traditional to new forms, indicating the impact of language studies on the analysis of masculinization in Indonesia. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Literary - Qur'anic Researches is the property of Arak University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Verb-noun collocations (VNCs), constructions lying between lexicon and syntax, pose a challenge to translators and are the reason for errors and interferences in second language users or in language communities in contact, due to their idiosyncratic nature. In the New Testament, composed in Koine Greek, some VNCs can be identified as 'anomalous' from the point of view of literary classical Greek and be explained as the result of the interaction between the different languages that coexisted in the context of its creation. In this article we will examine VNCs in which ποιέω and ἐργάζομαι alternate in combinations with nouns from the semantic field of ἀνομία, ἁμαρτία and δικαιοσύνη. As will be seen, these collocations were first configured in the Septuagint as literal word-for-word translations of Hebrew collocations with two different verbs. This explains their later use in the New Testament and their development in Latin through their translation in the Vulgate. [ABSTRACT FROM AUTHOR]

This article focuses on metaphorical collocations, a special subtype of lexical collocations in which the cohesion between the constituents is based on a lexicalised metaphor (see Reder 2006; Volungevičienė 2008; Konecny 2010a, 2010b, 2023). The word combinations in question can develop from originally free sequences into recurrent patterns appearing in several semantically related collocations if they occur repeatedly in similar contexts (see Stojić and Košuta 2020, 2021). A case in point is the German collocation die Zeit verfliegt and its equivalents in Croatian, English and Italian: vrijeme leti ('time flies'), time flies (by), and il tempo vola (via) ('time flies (away)'), which convey a rapid movement and the feeling of time rushing by. The various patterns often also reflect cultural concepts and experiences; for example, a pattern that conceptualises time as a resource could be anchored in a cultural idea that regards time as something valuable. Metaphorical collocations thus frequently reflect superordinate conceptual metaphors that are located at a cognitive level and common to more than one language community. Nevertheless, the concrete language-specific manifestations may vary, and in many cases show only partial equivalence. Unlike idioms, where metaphor has long been recognised as a fundamental semantic process (see, e.g., Casadei 1996: passim; Dobrovol'skij and Piirainen 2009: 19–29), collocations have not been thoroughly examined in this regard. It is therefore necessary to gain a more detailed insight into the semantic-cognitive processes underlying the creation of lexical combinations to draw conclusions regarding their relevance for the emergence of collocational sequences. This requires an analysis of extensive authentic language material, which will allow for the development of a catalogue of criteria that facilitates the identification and classification of these specific linguistic phenomena. This paper focuses on uncovering such processes based on a study carried out using SketchEngine in web corpora of German, Croatian, English, and Italian with the aim of creating a clear framework for the identification of metaphorical collocations by elaborating criteria that can serve as guidelines and by attempting a classification into subtypes. The proposed criteria and typology can contribute to the systematic investigation of metaphorical collocations and should also open up perspectives for future work in this field. [ABSTRACT FROM AUTHOR]

This paper aims to shed new light on the understudied classical Hebrew formulaic expression יום / עת צרה , "day/time of distress," by investigating the Hebrew Bible, the Hebrew texts of Ben Sira, and the Dead Sea Scrolls. After describing the formulaic dimension of this phrase and its fixed linguistic and conceptual patterns, it will be argued that the concept of narrowness usually attributed to צרה does not stand out when this lexeme is in collocation with יום / עת. The formulaic expression יום / עת צרה indicates the inner turmoil caused by threats to life. The notion of narrowness may belong to the etymology and meaning potential of צרה , but is insufficient to describe the patchwork of emotional states that assaults on life cause in those who go through the יום / עת צרה. It will also be shown that sometimes the idiomatic expression יום / עת צרה is replaced by cognate phrases that, although semantically similar, are usually used to convey ideas that are not intrinsic to the widely used phrase יום / עת צרה. [ABSTRACT FROM AUTHOR]

This study examines the influence of Tamil (L1) on the processing of English (L2) collocations during reading for Tamil-English bilingual children. Building on existing research in formulaic language, we used an online processing tool to investigate whether cross-linguistic transfer can be extended beyond single lexical items to collocations in bilingual children, a population that is underrepresented in this research area. Fifty-eight children aged 9–10 years from a school in Chennai, India, took part. Using self-paced reading, children's reading times were measured for both congruent (with equivalent in L2) and incongruent (without equivalent in L2) English collocations embedded in short passages. There were two reading modes (single and chunk), which allowed reading times for the whole collocations and the individual words of the collocations to be examined. Results showed that children read congruent collocations more quickly than incongruent collocations in both modes. For congruent collocations, children read the second word more quickly than the first word, but the reverse was true for incongruent collocations. These results suggest that the L1 (Tamil) is activated during the processing stage of reading English collocations for Tamil-English bilingual children in this context. [ABSTRACT FROM AUTHOR]

Copyright of Humanities Journal of University of Zakho (HJUOZ) is the property of Humanities Journal of University of Zakho and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of the study was to investigate the effectiveness of mind mapping on Ethiopian secondary school students' English collocation learning. The study specifically tried to check the effectiveness of mind mapping on adjective-preposition and verb-noun combination collocations. A sample of 110 grade 12 students who were learning in two sections at Majete General Secondary School, North Shoa Zone, Ethiopia, participated in the study. One of the two sections was randomly assigned to an experimental group, while the other one was labeled as a control group. A pre-test and two post-tests were used as data-gathering instruments. The data were analyzed by using mean scores, paired samples, and independent sample t-tests. The results revealed that although the two sections had no significant difference in their pre-test results, in the immediate and delayed post-tests, the score of adjective-preposition & verb-noun collocations of the experimental group students was significantly higher than the score of the control group students who learnt those collocations without mind map. Based on this, it could be concluded that using mind map was an effective strategy to improve EFL high-school students' collocations learning. Accordingly, it is recommended that EFL teachers and students should use mind-map during their collocations lessons. [ABSTRACT FROM AUTHOR]

Drawing on a corpus-based discourse analysis approach, this paper presents a diachronic-cum-contrastive study of institutional translators' mediation of Chinese political discourse through personal pronouns and their collocations with modal verbs, with a view to identifying how interpersonal relations and power distance are diachronically mediated between the author and the readers when recontextualized. The corpus comprises six Work Reports of the Communist Party of China and their corresponding English translations from the 1990s to the 2010s. Textual analysis reveals that there has been a diachronically shifting trend across the six TTs towards constructing a closer and more symmetrical relationship with the target readers vis-à-vis the STs by manipulating personal pronouns. Moreover, the prevalent collocational patterns of 'we' with modal verbs tend to shift from encoding obligation in the earlier TTs to emphasizing inclination in more recent TTs. Further critical analysis of the metadiscourse of China's institutional translation of political discourse suggests that such shifts over time have been motivated by a major ideological evolution in the Chinese political context and the changing target readership. Our findings suggest that a corpus-based diachronic perspective on translation may unveil subtle, patterned variations in minor linguistic signs that provide important clues to broader contextual transformations. [ABSTRACT FROM AUTHOR]

Certain manufacturing or industrial processes may involve variable conditions, and intentionally transient boiler operation allows optimal adaptation to these variations. This helps maintain efficiency and reduce energy consumption during different process phases. Transient operation is inherent during the start-up and intermittent phases in reaching the pressure required for boiler operation. Optimizing these transient states can reduce energy consumption. Dynamic optimization of boilers is crucial for several reasons, especially in industrial and power generation settings. Boilers are used to produce steam or hot water for various processes, and optimizing their performance can lead to increased efficiency, reduced energy consumption, and improved overall system reliability. The dynamic optimization problems were solved using the orthogonal collocation method. Three problem optimizations were considered in this study: minimize process time (P1), minimize energy consumption without optimized final time (P2), minimize energy consumption with optimized final time (P3). The control/decision variables applied were firing rate, Q, and water feed flowrate, qf. From the simulation results, the control trajectories of P3 were chosen to be the most effective control operation to achieve the minimum energy consumption for reaching target pressure, i.e., 10.2 MPa, with a reasonable intermittent unit time. In practice, the selection of the number of intervals is often determined through a combination of domain knowledge, computational resources, and the desired level of accuracy. Sensitivity analysis and testing with different interval sizes can help in understanding the impact of this parameter on the optimization results. A greater interval time will decrease energy consumption. [ABSTRACT FROM AUTHOR]

Although extensive research has been carried out on collocation processing, it is still unclear how cross-language overlap and transparency influence the processing of collocations by L2 learners. In the current study, a phrase judgment task was used to investigate the processing of congruent (i.e., exist in both English and Arabic) and incongruent collocations (i.e., exist only in English) by Arabic non-native speakers of English. The semantic transparency of the items was controlled for. Results demonstrated the effect of congruency on processing: congruent items yielded more correct responses and faster response times than incongruent items. The effect of congruency wasmodulated by proficiency, with congruency having a stronger effect on lower-proficiency learners than higher-proficiency learners. Transparency had no effect, with no differences in response times and accuracy between transparent and opaque collocations. The findings have implications for the learning and teaching of L2 collocations. [ABSTRACT FROM AUTHOR]

Due to the bewildering array of spatial configurations that languages build around spatial relations, the acquisition of English spatial prepositions is a daunting task for learners of English as L2. For instance, while the embodied meanings of contact and containment are expressed in English through on and in, respectively, Spanish conveys such configurations through en (in). Furthermore, spatial prepositions bear non-geometric senses, especially those imbued with metaphorical configurations. Accordingly, in addition to its spatial configuration of motion, to, for example, may denote a metaphorical (He gave a questioning look to someone) or attachment sense (The building next to the hospital). Teaching English as L2, however, does not provide learners a conceptual guide to how these senses are related and thus does not render them amenable to systematic, enduring learning. Premised on the assumption that these senses are schematically related through the Principled Polysemy model (PPM), this study assesses whether instructing Spanish learners of English at B1 level on the usages of on and to applying this model will lead to learning benefits. Participants (n = 90) were randomized to receive instruction on the usage of such prepositions based on Collocation Approach (experimental group 1), PPM (experimental group 2), or not receive such instruction (control group). Then they completed a cloze test containing different usages of the target prepositions on three instructional conditions: pre-, post-, and delayed post-test. Differential mean scores were computed using planned contrasts, which indicates a statistically significant effect for PPM. [ABSTRACT FROM AUTHOR]

This paper proposes a continuum to establish the close relationship between adjective collocations such as lágrimas de cocodrilo and personaje estrella and nominal idioms such as media naranja and príncipe azul. This continuum is based on semantic opacity. To this end, a brief nominal idioms typology is developed, distinguishing between the idioms that work as a noun and the ones that work as an adjective. The description of the different types of nominal idioms allows to recognize the most relevant constructions for this research, which are the ones that work simultaneously as a noun and as an adjective (media naranja, 'pareja perfecta'). The semantic paraphrase of these constructions demands at least one noun and one adjective; therefore, this type of idioms is categorized as complex nominal idioms. [ABSTRACT FROM AUTHOR]

The acquisition of collocations in second language learning currently represents an important line of research. The involvement of these constructions in the discourse, as another manifestation of the speaker's lexical knowledge, has sparked interest in examining how a L2 learner perceives and assimilates the collocations. It has been highlighted that collocations are a major obstacle even for advanced learners, since numerous errors are recorded. Aware of this difficulty, certain authors brought to light the overuse that these learners make of certain collocates (Spa. ex.: Le hicieron una pregunta), to the detriment of other solutions that could not be selected (Spa. ex.: Le {lanzaron/formularon/plantearon} una pregunta). Therefore, we argue the usefulness of utilizing the paraphrase, which is the semantic equivalence between different linguistic productions, as a methodological guideline to face this challenge. This proposal makes a pedagogical adaptation of the Lexical Functions of the Meaning-Text Theory (Mel'čuk, 1996, 2015; Mel'čuk and Polguère, 2021) with the goal to achieve a targeted, conscious, and thoughtful approach to the linguistic reality that the collocation represents. It is a methodology that aims at strengthening the learner's collocational competence. In this regard, this work includes a selection of exercises in Spanish that puts this proposal into practice. [ABSTRACT FROM AUTHOR]

The article discusses the authorship of Christopher Marlowe's play "Doctor Faustus," suggesting that Marlowe wrote the serious parts while a collaborator handled the comic scenes. Possible collaborators include Thomas Nashe and Henry Porter. The analysis of linguistic patterns and shared phrases between "Doctor Faustus" and other plays supports the argument that Porter is a more likely co-author than Nashe. The study uses statistical data and qualitative evidence to make a case for Porter's involvement in the play. [Extracted from the article]

The article discusses the translation of a specific sentence from Gregory the Great's Dialogues into Old English by Wærferth, bishop of Worcester. The translation issue revolves around the meaning of the Old English word "læteð," which is believed to be a corruption of a verb meaning "to gleam" or "to shine." The article explores the linguistic evolution of this term in Old English, Gothic, and Old High German, suggesting that the original meaning was related to flashing or sparkling light. Ultimately, the problematic term "læteð" in the Old English translation of the Dialogues is interpreted as conveying the sense of "I have some glimmer of understanding." [Extracted from the article]

This comparative corpus-based study examines the use of lexical collocations in high school English textbooks from Uzbekistan and South Korea, with a particular focus on size, diversity, and adherence to the British National Corpus (BNC). The study involved the analysis of four textbooks: two from Uzbekistan and two from South Korea. Uzbek textbooks were selected from the 10th and 11th grades, published in 2021. South Korean textbooks were "English" and "English I," published by Neungyul in 2018. Data were analyzed using WordSmith Tools and AntConc 3.5.9, and statistical analysis was performed with R Studio. The study indicates significant differences between the two sets of textbooks, with South Korean texts demonstrating a more extensive and broad variety of collocations that closely match native English use patterns as displayed by the BNC. In contrast, Uzbek textbooks, despite having a larger vocabulary size, contain a more limited set of collocations. Moreover, Uzbek textbooks deviate more from the BNC, potentially limiting students' exposure to authentic language use and hindering their preparedness for diverse communication situations. Specifically, the study suggests that improving the diversity of collocations in Uzbek textbooks could better equip students to communicate effectively in English across different contexts. [ABSTRACT FROM AUTHOR]