Re-Viewing the Mass Communication Education Curriculum. Case for Language/Linguistics, Communication Synergy.

Curriculum review of any academic curriculum is one way of demonstrating the dynamism of such discipline. Mass Communication as a dynamic discipline is one such beneficiary of curriculum review. In line with Iwuchukwu’s (2010) earlier submission that no graduate of any academic level or discipline worth’s more than the curriculum that produces him/her, it was an observed inability of some practicing journalists, especially, those in the print. To handle ethical issues, which was traced to a lacuna in the curriculum that led to the introduction of the course, ethics. This paper seeks to unveil another obvious lapse among mass communication practitioners cutting across, print, broadcast and electronic media. It further highlights that such lapses as incompetence in language use, both at the phonetic, phonological semantic. Syntactic stylistic and even psycholinguistic to be a direct fall out of a perceived lacuna in the present mass communication education curriculum especially in Nigeria. We contend that a review of the present curriculum is glaringly imperative recommending not only the inclusion of more language/linguistic courses but also a stronger synergy between language/linguistics and mass communication. This is our opinion could be boosted with a course "Language and Communication not only though to all mass communication students at all levels, but it being recognized as another Sub-field of specialization by mass communication graduates who wish to further their stadium at the postgraduates levels as in the case in the University of Calabar

Text readability and intuitive simplification: A comparison of readability formulas

Texts are routinely simplified for language learners with authors relying on a variety of approaches and materials to assist them in making the texts more comprehensible. Readability measures are one such tool that authors can use when evaluating text comprehensibility. This study compares the Coh-Metrix Second Language (L2) Reading Index, a readability formula based on psycholinguistic and cognitive models of reading, to traditional readability formulas on a large corpus of texts intuitively simplified for language learners. The goal of this study is to determine which formula best classifies text level (advanced, intermediate, beginner) with the prediction that text classification relates to the formulas’ capacity to measure text comprehensibility. The results demonstrate that the Coh-Metrix L2 Reading Index performs significantly better than traditional readability formulas, suggesting that the variables used in this index are more closely aligned to the intuitive text processing employed by authors when simplifying texts

Rethinking task design for the digital age: A framework for language teaching and learning in a synchronous online environment

This article discusses a framework for the development of tasks in a synchronous online environment used for language learning and teaching. It shows how a theoretical approach based on second language acquisition (SLA) principles, sociocultural and constructivist theories, and concepts taken from research on multimodality and new literacies, can influence the design and implementation of tasks for computer-mediated communication (CMC). The findings are based on a study conducted at the Open University, a study which examined all three levels of theory, design and implementation. The paper first presents the underlying theories in more detail before examining how these theories translated into the design of tasks for language tutorials via an audiographic conferencing tool. Finally it looks at how the design was implemented in practice by focusing on a number of issues such as student–student and student–tutor interaction, feedback, use of multimodal tools, and the differences between teaching face-to-face and online

Own-language use in language teaching and learning: state of the art

Until recently, the assumption of the language-teaching literature has been that new languages are best taught and learned monolingually, without the use of the students’ own language(s). In recent years, however, this monolingual assumption has been increasingly questioned, and a re-evaluation of teaching that relates the language being taught to the students’ own language has begun. This article surveys the developing English language literature on the role of students’ own language(s) in the language classroom. After clarifying key terms, the paper charts the continuing widespread use of students’ own languages in classrooms around the world and the contemporary academic and societal trends which have led to a revival of support for this. It then explores key arguments which underpin this revival, and reviews a range of empirical studies which examine the extent and functions of own-language use within language classrooms. Next, the article examines the support for own-language use that a range of theoretical frameworks provide, including psycholinguistic and cognitive approaches, general learning theory and sociocultural approaches. Having explored the notion of ‘optimal’ in-class own-language use, the article then reviews research into teachers’ and students’ attitudes towards own-language use. It concludes by examining how a bilingual approach to language teaching and learning might be implemented in practice

Predicting Precedent: A Psycholinguistic Artificial Intelligence in the Supreme Court

Since the proliferation of analytic methodologies and ‘big data’ in the 1980s, there have been multiple studies claiming to offer consistent predictions for Supreme Court behavior. Political scientists focus on analyzing the ideology of judges, with prediction accuracy as high as 70%. Institutionalists, such as Kaufmann (2019), seek to make predictions on verdicts based on a thorough, qualitative analysis of rules and structures, with predictive accuracy as high as 75%. We argue that a psycholinguistic model utilizing machine learning (SCOTUS_AI) can best predict Court outcomes. Extracting sentiment features from parsed briefs through the Linguistic Inquiry and Word Count (LIWC), our results indicate SCOTUS_AI (AUC = .8087; Top K=.9144) outcompetes traditional analysis in both class-controlled accuracy and range of possible, specific outcomes. Moreover, unlike traditional models, SCOTUS_AI can also predict the procedural outcome of the case as one-hot encoded by remand (AUC=.76). Our findings support a psycholinguistic paradigm of case analysis, suggesting that the framing of arguments is a relatively strong predictor of case results. Finally, we cast predictions for the Supreme Court docket, demonstrating that SCOTUS_AI can be practically deployed in the field for individual cases

Synaesthesia in Chinese characters: the role of radical function and position

Grapheme-colour synaesthetes experience unusual colour percepts when they encounter letters and/or digits. Studies of English-speaking grapheme-colour synaesthetes have shown that synaesthetic colours are sometimes triggered by rule-based linguistic mechanisms (e.g., B might be blue). In contrast, little is known about synaesthesia in logographic languages such as Chinese. The current study shows the mechanisms by which synaesthetic speakers of Chinese colour their language. One hypothesis is that Chinese characters might be coloured by their constituent morphological units, known as radicals, and we tested this by eliciting synaesthetic colours for characters while manipulating features of the radicals within them. We found that both the function (semantic vs. phonetic) and position (left vs. right) of radicals influence the nature of the synaesthetic colour generated. Our data show that in Chinese, as in English, synaesthetic colours are influenced by systematic rules, rather than by random associations, and that these rules are based on existing psycholinguistic mechanisms of language processing

Agrammatic but numerate

A central question in cognitive neuroscience concerns the extent to which language enables other higher cognitive functions. In the case of mathematics, the resources of the language faculty, both lexical and syntactic, have been claimed to be important for exact calculation, and some functional brain imaging studies have shown that calculation is associated with activation of a network of left-hemisphere language regions, such as the angular gyrus and the banks of the intraparietal sulcus. We investigate the integrity of mathematical calculations in three men with large left-hemisphere perisylvian lesions. Despite severe grammatical impairment and some difficulty in processing phonological and orthographic number words, all basic computational procedures were intact across patients. All three patients solved mathematical problems involving recursiveness and structure-dependent operations (for example, in generating solutions to bracket equations). To our knowledge, these results demonstrate for the first time the remarkable independence of mathematical calculations from language grammar in the mature cognitive system

Surveying Persons with Disabilities: A Source Guide (Version 1)

As a collaborator with the Cornell Rehabilitation Research and Training Center on Disability Demographics and Statistics, Mathematica Policy Research, Inc. has been working on a project that identifies the strengths and limitations in existing disability data collection in both content and data collection methodology. The intended outcomes of this project include expanding and synthesizing knowledge of best practices and the extent existing data use those practices, informing the development of data enhancement options, and contributing to a more informed use of existing data. In an effort to provide the public with an up-to-date and easily accessible source of research on the methodological issues associated with surveying persons with disabilities, MPR has prepared a Source Guide of material related to this topic. The Source Guide contains 150 abstracts, summaries, and references, followed by a Subject Index, which cross references the sources from the Reference List under various subjects. The Source Guide is viewed as a “living document,” and will be periodically updated

Words: structure, meaning, acquisition, processing

By bringing together experts of various scientific domains and different theoretical inclinations, the second NetWordS Summer school contributed to advance the current awareness of theoretical, typological, psycholinguistic, computational and neurophysiological evidence on the structure and processing of words, with a view to fostering novel methods of research and assessment for grammar architecture and language physiology