This research aims to describe the religious value in the novel Suluh Rindu by Habiburrahman El Shirazy and its implementation as literature learning material in high school. This type of research uses qualitative descriptive methods. The research data is in the form of quotations of words, phrases, clauses, and sentences containing religious value in the novel Suluh Rindu by Habiburrahman El Shirazy. This study's data source is the novel Suluh Rindu by Habiburrahman El Shirazy, designed with literary content analysis. Data collection techniques are reading, listening, taking notes, and documenting, and data validity using data triangulation. Data analysis techniques use dialectical methods. The results of this study show that the novel Suluh Rindu contains three religious values: creed, worship, and morals. The religious value of this novel can be implemented as literature learning material in high school based on reading and viewing elements with learning outcomes in the form of students being able to express ideas and views based on logical thinking principles from reading various types of texts (non-fiction and fiction) in print and electronic media. Students can appreciate fiction and non-fiction texts.
The paper deals with the speech genre “wish” treated as emotional and volitive communicative event, its meaning is an expressed wish of implementation of something good or bad for somebody. Grammatically, this genre is a kind of mood named “optative”. It is a speech act describing a certain situation which implies an emotional reaction of a person. The reaction of an addressee for a good wish is usually expressed in words or gestures of gratitude. In case of a bad wish expressed directly it merges with a quarrel and a reverse bad wish. Common objects of good wishes are good health, happiness, prosperity, success and good luck. Good wishes may be combined with proactive criticism, accusation, reproach, or request. This speech act may be either neutral or discourse specific (used by soldiers, sailors, students, etc.), it is specifically used when addressed to elder people or applied to certain events, e.g. weddings. Bad wishes were initially pronounced as magic meant to bring harm to someone, and nowadays they are used as a kind of invectives or jokes. Bad wishes are usually combined with insult.
Heather Lent, Emanuele Bugliarello, Miryam de Lhoneux
et al.
Creole languages such as Nigerian Pidgin English and Haitian Creole are under-resourced and largely ignored in the NLP literature. Creoles typically result from the fusion of a foreign language with multiple local languages, and what grammatical and lexical features are transferred to the creole is a complex process. While creoles are generally stable, the prominence of some features may be much stronger with certain demographics or in some linguistic situations. This paper makes several contributions: We collect existing corpora and release models for Haitian Creole, Nigerian Pidgin English, and Singaporean Colloquial English. We evaluate these models on intrinsic and extrinsic tasks. Motivated by the above literature, we compare standard language models with distributionally robust ones and find that, somewhat surprisingly, the standard language models are superior to the distributionally robust ones. We investigate whether this is an effect of over-parameterization or relative distributional stability, and find that the difference persists in the absence of over-parameterization, and that drift is limited, confirming the relative stability of creole languages.
Abstract Difficulties with both executive functions and language skills are common but variable in autism spectrum disorder (ASD). Executive functions and language skills are related to one another, such that vocabulary, syntax, and pragmatics are related to domains of working memory, shifting, and inhibition in ASD, although the directionality of these relationships remains unclear. Moreover, interventions that target pragmatic ability have been found to improve executive function skills, and conversely, executive function interventions are linked with improvements in social skills in children with ASD. We review the literature on executive functions, language skills, and their relationship in ASD; discuss factors that may be driving inconsistent findings; and explore clinical applications from the research thus far.
Significant social change brings with it significant linguistic change. The recent global emergency caused by Covid-19, which has remorselessly spread all over the world in a few months, has changed significantly our lives and, consequently, our language. What is extraordinary is the rapidity with which this alteration in language has happened, so much so that the Oxford English Dictionary broke its quarterly publication cycle to update its coverage in April 2020. The aim of this paper is to give an overview on how language use has changed over a few weeks in response to an extraordinary event such as the Coronavirus pandemic. On the one hand, taking as a starting point the OED update I will highlight the way technical terms have entered everyday language. On the other hand, I will observe to what extent common words and expressions have come to assume new connotative meanings.
Cinjon Resnick, Abhinav Gupta, Jakob N. Foerster
et al.
Many recent works have discussed the propensity, or lack thereof, for emergent languages to exhibit properties of natural languages. A favorite in the literature is learning compositionality. We note that most of those works have focused on communicative bandwidth as being of primary importance. While important, it is not the only contributing factor. In this paper, we investigate the learning biases that affect the efficacy and compositionality in multi-agent communication. Our foremost contribution is to explore how the capacity of a neural network impacts its ability to learn a compositional language. We additionally introduce a set of evaluation metrics with which we analyze the learned languages. Our hypothesis is that there should be a specific range of model capacity and channel bandwidth that induces compositional structure in the resulting language and consequently encourages systematic generalization. While we empirically see evidence for the bottom of this range, we curiously do not find evidence for the top part of the range and believe that this is an open question for the community.
Interpreting is a complex bilingual task, placing high demands on both language control (i.e., source language not interfering in target language production) and processing control (i.e., multi-tasking carried out in concert under time pressure). On the basis of empirical evidence in the literature, we propose an attentional control model to account for both language control and processing control. Specifically, language control in interpreting is achieved by a structural framework of language-modality connections (established in interpreting training and stored as task schema), and by focused attention that helps build, strengthen and adapt the framework through monitoring, target enhancement, task disengagement, shifting, and working memory. In contrast, processing control in interpreting is achieved by divided attention via coordination and working memory, and by language processing efficiency that includes mastery of both languages and the appropriate use of interpreting strategies. Implications of this model for general bilingual language control are discussed.
Matthew L. Hall, Inge-Marie Eigsti, H. Bortfeld
et al.
Purpose Deaf children are frequently reported to be at risk for difficulties in executive function (EF); however, the literature is divided over whether these difficulties are the result of deafness itself or of delays/deficits in language that often co-occur with deafness. The purpose of this study is to discriminate these hypotheses by assessing EF in populations where the 2 accounts make contrasting predictions. Method We use a between-groups design involving 116 children, ages 5-12 years, across 3 groups: (a) participants with normal hearing (n = 45), (b) deaf native signers who had access to American Sign Language from birth (n = 45), and (c) oral cochlear implant users who did not have full access to language prior to cochlear implantation (n = 26). Measures include both parent report and performance-based assessments of EF. Results Parent report results suggest that early access to language has a stronger impact on EF than early access to sound. Performance-based results trended in a similar direction, but no between-group differences were significant. Conclusions These results indicate that healthy EF skills do not require audition and therefore that difficulties in this domain do not result primarily from a lack of auditory experience. Instead, results are consistent with the hypothesis that language proficiency, whether in sign or speech, is crucial for the development of healthy EF. Further research is needed to test whether sign language proficiency also confers benefits to deaf children from hearing families.