The use of multimedia language labs in Saudi Arabian translation pedagogy for the purpose of consecutive interpreting is very low, owing to which graduate students aspiring to pursue career in consecutive interpretation fail to achieve proficiency levels. This study explores the underutilization of Sanako Multimedia Language Labs (MLLs) in consecutive interpreting (CI) training for BA translation students in Saudi Arabia, aiming to bridge the gap between the technology's potential and its actual implementation. Employing a mixedmethods approach, the research examines student and teacher perceptions of MLLs through surveys and interviews, their usage patterns, and the challenges and benefits associated with their integration into CI instruction. The study involved 59 BA female translation students enrolled in Arabic-English language pair courses and three CI female instructors from a Saudi Arabian university. Findings reveal a generally positive perception of MLLs, highlighting their effectiveness in enhancing student engagement, feedback mechanisms, and overall learning. However, technical challenges and equipment malfunctions hinder their optimal use. The study proposes recommendations to optimize MLL integration, including comprehensive teacher training, technical support, curriculum integration, and active learning strategies, to foster innovation in CI training methodologies and equip future interpreters with essential skills. This research contributes to a more effective and future-oriented approach to interpreter education in Saudi Arabia through highlighting the specific challenges and opportunities presented by MLLs in the local context.
Vocational training is pivotal in preparing individuals for the workforce, yet there is a notable gap in integrating innovative pedagogical approaches, such as semantic analysis, into vocational education. This study aims to investigate the strategies, challenges, and outcomes associated with incorporating semantic analysis into vocational training in Hebei. Specifically, it seeks to explore the current state of vocational training, identify the gap in the application of semantic analysis, and assess the feasibility and effectiveness of integrating semantic analysis tools and techniques into vocational education. The study employs a qualitative research design, conducting semi-structured interviews with local normal college students in Hebei. Total 25 interviews conducted, with data saturation guiding the sampling process. Thematic analysis was utilised to analyse the interview data, enabling the identification of key themes and patterns related to the integration of semantic analysis into vocational training. The findings reveal both significant opportunities and challenges associated with the integration of semantic analysis into vocational training. Educators acknowledge the potential benefits of semantic analysis for enhancing student-learning outcomes; however, they encounter barriers such as technological limitations and resistance to change. Despite these challenges, the study underscores the importance of linguistic skills development and highlights the potential of semantic analysis to improve vocational education in Hebei. This study contributes to the literature on vocational education and semantic analysis by providing empirical evidence on the integration of semantic analysis into vocational training in Hebei. The findings have implications for educational practice, policy, and research, emphasizing the importance of linguistic skills development and the potential advantages of adopting innovative pedagogical approaches in vocational education.
The Republic of Kazakhstan has introduced a state level trilingual program, with the Kazakh, Russian and English languages, to promote linguistic diversity in the context of globalization, multilingualism and integration. This study aims to explore the attitude of students of multilingual programs to the use of multilingualism at a prestigious university in the western region of Kazakhstan as a criterion of how effectively the new trilingual policy is being implemented in Kazakh higher education. The study sample comprised 64 first- and second-year Kazakh multilingual students specializing in teaching exact sciences. Using a mixed method research design involving quantitative and qualitative analyses of responses to the questionnaire developed specifically for this study, findings suggest that, despite students' understanding of the significance and necessity of multilingualism in their future profession and the university authorities' promotion of multilingualism at the university, it is still too early to speak about the success of the state trilingual policy in higher education. Although students of multilingual programs generally look positively at multilingualism, they seem to fail to understand clearly how the Kazakh, Russian and English languages can be integrated in the study of a specialized subject and what actual possibilities their integration can offer for effective communication in the classroom. Suggestions to increase the effectiveness of the multilingualism in education are made including applying the translanguaging perspective and developing multilingual online reference materials. (c) 2024 EJAL & the Authors. Published by Eurasian Journal of Applied Linguistics (EJAL). This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (CC BY-NC-ND) (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Autism Spectrum Disorder (ASD) is believed to impact the language patterns, particularly the lexico-semantic abilities among children which retards their communicative abilities. This study aims to evaluate the lexical- semantic aspects of spoken language in preschool-aged children with ASD. The methodology involved assessing both expressive and receptive vocabulary using a specific evaluation method. The sample consisted of 35 children with ASD, aged 3 to 7 years. The results indicated variance in lexical-semantic capabilities, with some children showing high proficiency and others showing lower levels. Early intervention programs, particularly those that are individualized and intensive, have been shown to significantly improve language outcomes. Such interventions should focus on both expressive and receptive vocabulary, incorporating evidence-based practices such as Applied Behavior Analysis (ABA) and other speech and language therapy techniques. Additionally, the findings suggest that continuous monitoring and adaptive strategies are essential to cater to the diverse range of lexical-semantic abilities in children with ASD. (c) 2024 EJAL & the Authors. Published by Eurasian Journal of Applied Linguistics (EJAL). This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (CC BY-NC-ND) (http://creativecommons.org/licenses/by-nc-nd/4.0/).
In linguistics, onomastics is the science that studies the history and origin of toponyms, along with their structural aspects. This study aimed to determine the origin of toponyms by comparing their linguistic and ethnocultural, as well as mythical, information. A qualitative research design guided this study. A few toponyms were identified through random sampling method including Yrgyz (Irgiz), Burkanbulak, Esik (Yssyk), Auliesu, Zhaiyk (Ural) and Zher-Su, which were collected from etymological, explanatory and mythological dictionaries and collections of mythical texts. The etymological and component analysis methods were applied to study these names. The criteria to select these toponyms were that all should be names of rivers or hydronyms, since river -water was a mythological symbol (the source of life, death and disorder); and that they should occur not only in one language, but in several related languages. The findings revealed that the archetype of each word conformed to phonetic changes. There were also structural connections between these words. Besides, each word had symbolic connotations. This study would provide useful insights about ethnocultural and mythical information of these words and help in broader understanding of the cultural characteristics. (c) 2024EJAL & the Authors. Published by Eurasian Journal of Applied Linguistics (EJAL). This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (CC BY-NC-ND) (http://creativecommons.org/licenses/by-nc-nd/4.0/).
