MOTION-DIRECTION SERIAL VERB CONSTRUCTIONS IN JAVANESE: A LEXICAL-FUNCTIONAL APPROACH

Motion-direction serialization (MDS) is a type of verb serialization that involves motion and directional verbs. This type of verb serialization commonly occurs in serializing languages including Javanese. This paper aims to discuss the characteristics and syntactic structure of MDS in Javanese. The syntactic structure, which comprises constituent and functional structures, is presented by using the theory of lexical -functional grammar (LFG) By adopting the lexical conceptual structure, the writer presents a model of functional structure to explain the syntactic and semantic relation between the motion verb and the directional verb in MDS. The data used in this study were taken from the novel “Suparto Brata’s Omnibus: Kumpulan Roman” written by Suparto Brata (2007) In Addition, this paper also used spoken data from two Javanese native speakers of the Surakarta dialect. The result shows that MDS in Javanese shares the same SUBJ argument, aspect, and negation. This shows that MDS expresses a single event. The LFG analysis of MDS shows that the directional verb has an X-COMP function, which is semantically represented as DIRECTION in the functional structure. The use of lexical conceptual structure in lexical entry and functional structure can clearly show the semantic and syntactic relation of the verbs involved in MDS

Using Lexicons Obtained from Online Reviews to Classify Computer Games

This paper presents a new method for characterizing computer games based on lexicons obtained from online game reviews. Inspired by the lexical approach to define personality traits(Ashton, 2007), we hypothesize that game players would have used natural language in describing computer games and play experience over the time and the fundamental traits of computer games would be encapsulated in player’s languages. Therefore, the traits of computer games could be explored by investigating descriptive terms within game reviews

Neural overlap of L1 and L2 semantic representations across visual and auditory modalities : a decoding approach/

This study investigated whether brain activity in Dutch-French bilinguals during semantic access to concepts from one language could be used to predict neural activation during access to the same concepts from another language, in different language modalities/tasks. This was tested using multi-voxel pattern analysis (MVPA), within and across language comprehension (word listening and word reading) and production (picture naming). It was possible to identify the picture or word named, read or heard in one language (e.g. maan, meaning moon) based on the brain activity in a distributed bilateral brain network while, respectively, naming, reading or listening to the picture or word in the other language (e.g. lune). The brain regions identified differed across tasks. During picture naming, brain activation in the occipital and temporal regions allowed concepts to be predicted across languages. During word listening and word reading, across-language predictions were observed in the rolandic operculum and several motor-related areas (pre- and postcentral, the cerebellum). In addition, across-language predictions during reading were identified in regions typically associated with semantic processing (left inferior frontal, middle temporal cortex, right cerebellum and precuneus) and visual processing (inferior and middle occipital regions and calcarine sulcus). Furthermore, across modalities and languages, the left lingual gyrus showed semantic overlap across production and word reading. These findings support the idea of at least partially language- and modality-independent semantic neural representations

Neural correlates of phonological, orthographic and semantic reading processing in dyslexia

Developmental dyslexia is one of the most prevalent learning disabilities, thought to be associated with dysfunction in the neural systems underlying typical reading acquisition. Neuroimaging research has shown that readers with dyslexia exhibit regional hypoactivation in left hemisphere reading nodes, relative to control counterparts. This evidence, however, comes from studies that have focused only on isolated aspects of reading. The present study aims to characterize left hemisphere regional hypoactivation in readers with dyslexia for the main processes involved in successful reading: phonological, orthographic and semantic. Forty-one participants performed a demanding reading task during MRI scanning. Results showed that readers with dyslexia exhibited hypoactivation associated with phonological processing in parietal regions; with orthographic processing in parietal regions, Broca's area, ventral occipitotemporal cortex and thalamus; and with semantic processing in angular gyrus and hippocampus. Stronger functional connectivity was observed for readers with dyslexia than for control readers 1) between the thalamus and the inferior parietal cortex/ventral occipitotemporal cortex during pseudoword reading; and, 2) between the hippocampus and the pars opercularis during word reading. These findings constitute the strongest evidence to date for the interplay between regional hypoactivation and functional connectivity in the main processes supporting reading in dyslexia. Keywords: Dyslexia, Reading, Hypoactivation, Functional connectivity, Thalamus, Hippocampu

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach