bluuebunny/crossref_metadata_2025 huggingface dataset:
Computer Adaptive Language Tests (CALT) Offer a Great Potential for Functional Testing. Yet, Why Don't They?
Authors: Meunier Lydie E.
Published: June 2022

Computer adaptive language testing (CALT) is a relatively new computer based testing approach which offers substantial advantages such as 1) the ability for examinees to pace themselves, the ability 2) to individualize tests, 3) to make tests shorter, 4) to promote a more positive attitude toward tests, 5) to report test results immediately, 6) to measure tests with precision, and 7) to improve test security. CALT tailors tests to the student's level of language ability. The item sequencing of CALT is based on a continuum of difficulty; items are calibrated according to their difficulty index. CALT tests are administered according to pre-established indexes of increment and decrement. However, CALT cannot test the multidimensional nature of language, and as such it fails to fit and to assess its communicative and functional nature. This article proposes to replace multiple choice and cloze formats and to apply the potential of CALT to live-action simulations. With adaptive live-action simulations, students could be assessed on their ability to function in situations that would adapt to the examinee's level of proficiency. With this in mind, computer adaptive task based language assessment could very well be the next generation of CALT.
Stony Brook "Experiment" and How It Grew
Authors: Elling Barbara
Published: June 2022

An interview with John R. Russell.
Practical Design and Implementation Considerations of a Computer Adaptive Foreign Language Test
Authors: Burston Jack
Published: June 2022

While the psychometric and statistical models underlying the design of computer adaptive tests (CAT) are well understood, relatively few working models exist for the purpose of foreign language assessment. Likewise, little has been published concerning the practical considerations affecting the implementation of such tests. in the process of constructing the Monash/Melbourne French CAT, we discovered much about putting testing theory into practice. The present paper reports this experience in three parts. In a preliminary section, we describe the academic context in which the French CAT was created and trialed. This is followed by a detailed consideration of the test presentation platform and operating algorithms. Lastly, we give an evaluation of the first administration of the French CAT, accompanied by a discussion of the test's reliability and validity as a placement instrument for first year Australian university students.
Computerized Dictation for Assessing Listening Proficiency
Authors: Coniam David
Published: June 2022

This paper describes the construction and small-scale implementation of a computer program which can be used on a self-access basis to assess secondary school students' ESL listening proficiency. The test involves an extended dictation which is in the form of a dialogue. Subjects both hear and see on the screen (to provide context) the first speaker's utterances, but only hear the second speaker's utterances. After each exchange, subjects have to type in the second speaker's utterance, and the match between their input and the utterance is scored. Results indicate a good correlation with traditional pen-and-paper tests, suggesting that the concept has the potential to assess listening other than by administering a test to a group of subjects via a taped recording at a single sitting.
Tutors That Listen
Authors: Holland V. Melissa
Published: June 2022

Introduction to the special issue, Tutors that Listen: Speech Recognition for Language Learning
COMPUTER-ASSISTED READING LESSONS
Authors: Curtin Constance , Shinall Stanley
Published: June 2022

A project in programming for learning at the University of Illinois illustrates several aspects of successful CAI in language teaching. In this project, individualization allows the students to determine their own rate, path, feedback, and schedule. Active practice and the privacy of the student is emphasized in these materials which leads to greater educational efficiency. In addition to the obvious benefits to the students, there is less student anxiety, greater motivation, and a greater feeling of success. Teachers using CAI can keep their students more to the task and still have time to engage in activities with their students to broaden their cultural foundation for language learning. CAI also allows the teacher to be more innovative and as a byproduct become more a part of the computer age. This article is based on a presentation given at the January 1984 CALICO Symposium in Baltimore, Maryland.
PSC: A PROBABILISTIC APPROACH TO WRONG ANSWER EVALUATION IN CAI
Authors: Stahlke Herbert F. W.
Published: June 2022

The evaluation of wrong answers in CAI programs for language teaching is the basis for all remedial or review branching, but before an intelligent decision can be made on how to treat the answer, the program must first make sure that the wrong answer is not in fact a typographical error or a reasonable misspelling of the right answer. Techniques that have been proposed for detecting misspellings fall under any of three major criticisms: they permit answers they should not permit, they do not permit answers that they should permit, or they are not practicable on a microcomputer. An alternative is proposed that combines very sensitive letter frequency tables with variables for teacher judgment, an alternative that permits much closer and more accurate assessment of the degree to which the student's answer approximates a correct answer.
Grammatical Errors and Feedback
Authors: Schulze Mathias
Published: June 2022

This article discusses selected theoretical aspects of providing error feedback for language learners. The discussion focuses on feedback for grammatical errors, but many of its tenets appear to be of broader relevance. The theoretical considerations concerning the dialog with the learner about linguistic errors are discussed, and some conclusions for CALL system design will be drawn. This discussion focuses on errors in written text production and occasionally draws on examples from parser-based CALL, in particular on insights gained during the work on Textanaa prototype of a grammar checker for English-speaking learners of German.
Error Diagnosis in the FreeText Project
Authors: L'Haire Sebastien , Vandeventer Faltin Anne
Published: June 2022

This paper presents an overview of the research conducted within the FreeText project to build an automatic error diagnosis system for learners of French as a foreign language. After a brief review of the main features of the project and of the learner corpus collected and used within the project, the paper focuses on the error diagnosis system itself and, more specifically, on two of its components: (a) a syntactic checker making use of two different diagnosis techniques to detect errors of purely grammatical nature and (b) a sentence comparison tool which compares learners' answers with those stored in the system to detect possible semantic discrepancies such as referents or word usage. Advantages of such an automatic system and ideas for further research are then discussed.
Error Recognition and Feedback with Lexical Functional Grammar
Authors: Reuer Veit
Published: June 2022

This paper describes the error recognition module of an interactive ICALL system with a special focus on the underlying grammar theory. Using the system, language learners are invited to produce complete written sentences in small question-answer dialogs with the computer. This setting challenges learners to use language interactively in order to enhance the development of communicative competence. Emphasis is put on the possibility of giving adequate feedback to the learner if a syntactically ill formed sentence is encountered. It is argued that the theory of Lexical Functional Grammar (LFG) is well suited to be used in the parsing and error recognition module of the system as well as to provide intelligent feedback to learners. The concepts and structures used in LFG closely resemble the descriptive knowledge of language learners about a language, and, therefore, the results of an automatic analysis can easily be translated from a computationally tractable form to language easily understood by the learner.
Perspectives of Foreign Language Preservice Teachers on the Use of a Web-based Instructional Environment in a Methods Course
Authors: Van Olphen Marcela
Published: June 2022

This paper describes an analysis of the ideas and attitudes of preservice teachers about the integration of technology into foreign language classroom instruction. Specifically, this study focuses on the usefulness, strengths, and weaknesses of web-based instructional environments (WBIEs) facilitated by course management systems such as WebCT. Sources that were used for data analysis include interviews, field notes, and WebCT postings. This study demonstrates that preservice teachers perceive the advantages of using courseware tools in the methods class. They feel that these tools greatly enhance their experiences by providing (a) greater interactivity and connectivity between the instructor and students as well as among the students themselves and (b) more opportunities for academic exchanges.
Hybrid of a CBT- and a CAT-based New English Placement Test Online (NEPTON)
Authors: Papadima-Sophocleous Salomi
Published: June 2022

In recent years, many tertiary institutions have been changing their pen-and-paper English placement test practices into computer based ones. In the process of constructing the University of Nicosia (Intercollege) New English Placement Test Online (NEPTON), we discovered how to redesign our test to include the use of technology. The present article reports this experience in three parts. In the first section, we demonstrate how NEPTON, a hybrid of a computer-based test (CBT) and a computer adaptive test (CAT) model was influenced and shaped by theoretical issues such as CBT and CAT characteristics--their advantages and disadvantages--and by practical issues such as the particular context of the institution. This is followed by a detailed description of the test, highlighting its essential and innovative features. Lastly, we discuss and analyze different aspects of the test's first administration to establish how reliable and valid this test is as a placement instrument for first-year University of Nicosia (Intercollege) students.
AN APPLICATION OF DIDACTIC CRITERIA TO COURSEWARE EVALUATION
Authors: Decoo Wilfried
Published: June 2022

This paper combines a software review with a suggestion for a format that willallow a fair comparison between similar software packages and will also be more complete, accurate, and meaningful to the potential user of the software package. The main points suggested for the improvement of evaluation forms involve the elements of accuracy, compatibility, and transferability.
"VIDEODEUTSCH": A COMPUTER ASSISTED APPROACH TO VERBAL AND NONVERBAL CULTURAL LITERACY
Authors: Dahl Rex C. , Luckau Paul F.
Published: June 2022

The integration  of culture into the language learning experience has always been tenuous either because teachers feel inadequate in their knowledge of the foreign culture or because they have not been adequately trained for the teaching of that culture.This paper characterizes an interactive  video project, VIDEODEUTSCH, which facilitates the controlled access of video material and the presentation  of other language and cultural materials in a pre-programmed manner. This text can be used by the learner in the laboratory or it can be teacher- controlled in the classroom.  The organization  of the program allows the student to participate with verbal and nonverbal linguistic and cultural phenomena in a realistic way which begins to approach actual experience in the culture.This paper describes VIDEODEUTSCH in terms of its hardware, its authoring system, the types of visual reference materials used, the organization  of the phases which make up each of its units, what it teaches, and gives a sample of its computer programs.
Studies in Honor of Robert Fischer
Authors: Hubbard Phil , Schulze Mathias , Smith Bryan
Published: June 2022

Studies in Honor of Robert Fischer
Peripatetic considerations on research challenges in CALL
Authors: Colpaert Jozef
Published: June 2022

An imaginary walk around the cathedral of Amiens in France. A virtual discussion between two CALLers who have a lot in common, but whose paths did not cross frequently. They discuss a number of topics and issues in CALL research such as academic evaluation, the pressure to publish, research design and changing roles.
How Bob Fischer Saved CALICO
Authors: Lyman-Hager Mary Ann
Published: June 2022

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Reflection on Robert Fischer in France
Authors: Blake Bob
Published: June 2022

I had never been to a language technology conference in France before, but when I saw the 2005 ad for the “Use of New Technologies in Foreign Language Teaching,” know as UNTELE for short, I thought this conference looked too good to pass up.  (Little did I know that Bob Fischer was already way ahead of me.)  I rationalized that I could get by with my French, all one-year’s study of it, supported by my knowledge of Romance linguistics and, as a last refuge, my English, for whatever else I needed.   So, I got on the program to talk about CMC and L2 learning.
Table of Contents
Authors: Hubbard Phil
Published: June 2022

TOC
ONE APPROACH TO CAI-EFL PROBLEMS IN JAPAN
Authors: Mizumachi Isao
Published: June 2022

Some current topics related to CAI-EFL field in Japan are reviewed with emphasis on the achievements of the TELP (Tokai English Language Program)-CAI project, which developed a stand-alone microcomputer system in 1979 and another CAI-EFL system in 1984, along with abundant courseware.  The latest system, called TELP-CAI System III, is described.  It is composed of a personal computer keyboard, a color CRT, a cassette tape deck, a floppy disc drive unit, and a tailor-made interface unit to integrate all these devices. Including some of its features, like the menu-format authoring system, the discussion extends to on-going improvements for continued development of this system.
AN INFORMATION PROCESSING MODEL FOR COMPUTER-ASSISTED INSTRUCTION FOR FOREIGN LANGUAGE READING
Authors: Lange Dale L. , Raschio Richard , Wieser Paul
Published: June 2022

This article presents the rationale behind a model for the use of the computer in the development of reading comprehension. Basic assumptions concerning reading are delineated. The model is explained as having three basic components: intake (text processing and text comprehension), personalization, andextension. The operationalization of the model is also described.
THE STAGES IN THE DEVELOPMENT OF A PROTOTYPE CALI USING INTERACTIVE VIDEO
Authors: Webb Susan
Published: June 2022

This article is presented for those instructors  who may be considering development and use of computer-based instruction  with interactive videodisc material in a language class.I shall outline the steps taken in each stage of the development process as I see them from hindsight.  It is hoped that this explanation may equip other instructors  with some preparatory knowledge on the decisions and activities involved in each stage of this prototype endeavor.
TEMPLATE SYSTEM FOR SECOND LANGUAGE AURAL COMPREHENSION
Authors: Mydlarski Donna , Paramskas Dana
Published: June 2022

With the introduction of the PROMPT template materials into the French, Italian, and Spanish classes at the Universities of Calgary and Guelph, Canada, it became evident that a system to help language students improve their listening skills was much needed. In response to this need, a template called DICTATE was developed to allow teachers to use the dictation format to practice auditory discrimination, aural comprehension, and orthography in the most efficient and effective way possible.
WRITING CONFERENCES ON THE COMPUTER
Authors: Nickell Samila S.
Published: June 2022

Computer-assisted writing  conferences help overcome one of the major problems associated with CAI—how to get students to write effectively on computers.  Computer conferences allow the teacher to spot the level at which the student is having difficulty, whether it be at the word, sentence or conceptualization level. Not only does the computer conference help spot such problems, but with the student present the teacher can actually see his/her writing "in process" and help the student make changes.
EDUCATIONAL TECHNOLOGY AND EFFECTIVE GROWTH IN SECOND LANGUAGE CLASSROOMS
Authors: Kral Thomas J.
Published: June 2022

This presentation was given at the International CALICO Symposium in Tokyo, Japan, December 1985. The humanistic approach to language teaching is emphasized. Four paradigms applicable to computer assisted learning programs are cited: Instructional, Revelatory, Conjectural, and Emancipatory.
MASTER(')S VOICE: THE VICTOR 9000 AND HIGH-FIDELITY VOICE REPRODUCTION FOR CALI
Authors: Fischer William B.
Published: June 2022

Computerized speech can be incorporated into proficiency-oriented language instruction.  The most suitable form is not voice synthesis or linear predictive coding, but rather direct digitization. This article discusses speech digitization with the Victor 9000 computer, including recording procedures, programming techniques, and pedagogical strategies and concerns.
DIE SPRACHMASCHINE: A MICROWORLD FOR LANGUAGE EXPERIMENTATION
Authors: Harroff Susan
Published: June 2022

Die sprachmaschine—the language machine—provides a language microworld in which students experiment with word combinations with the intent of forming German sentences.  Students choose basic German words from "word bins" and submit them in sentence order to the sentence builder, which explains the process it follows in generating a completed sentence and informs the student if the word list contains incorrect word order or semantic errors.  The sentence builder handles sentence patterns composed of subject or time word in first position, verb in second position, an accusative object (if required by the verb), and a prepositional phrase which completes the verb in last position.  It recognizes 65 nouns, 18 verbs, 2 time words, and the 9 prepositions whose objects derive case from the verb which the prepositional phrase completes. Students may ask questions about generated sentences and about characteristics of the words stored in the program.  All interaction between student and machine is in German and students are encouraged to use full sentence requests and responses to the language machine.
Designing and Implementing a Syntactic Parser
Authors: Sanders Alton , Sanders Ruth
Published: June 2022

Large computer parsers, or language analyzers, can be designed to recognize most correct structures of a natural language and reject most incorrect structures. In order for these parsers to function as effective writing aids for language students, several other kinds of programs must be designed to work with them. A lexicon database, programs to aid the developers, and a word processor for eventual student users are examples. Further commercial tools such as the programming language and editors should be chosen for their ability to enhance teanmwork among language and computer specialists. Examples are selected from the Syncheck project, a large parser of German now being implemented.
GO FLEFO: An Electronic Network for the Foreign Language Profession
Authors: Ervin Gerard L.
Published: June 2022

This article gives a general overview of CompuServe and, in particular, the Foreign Language Education Forum (FLEFO).
Emerging Technologies or Different Paradigms?
Authors: Fairweather Peter
Published: June 2022

Opening Keynote Address, CALICO'88 in Salt Lake City.
Language Laboratory in the High School: Dinosaur or Valuable Tool for the Teaching of Foreign Languages?
Authors: Koerner Richard J.
Published: June 2022

In recent years there has been much discussion of the language laboratory and its application and use on the high school level. The purpose of this article is to clarify the significant difference between the language laboratory of the past and the "Language Resource Center" of today.  The name "Language Laboratory" needs to be modernized and redefined. The connotation is negative. The new "Language Resource Center" must be not only a language lab, but also a resource center, a central focus of a high school language department. This facility has a definite place in the high school of the eighties and can be set in place with a minimum of space and effort.
ISAAC: An Introduction to IBM's Information System for Advanced Academic Computing at the University of Washington-Seattle
Authors: Hernandez, Jr. Nicolas
Published: June 2022

ISAAC is a valuable resource that isn't yet widely known on college campuses in the United States and Canada. It is free. To gain access you need only fill out a short form. You may contact ISAAC through Bitnet, Internet or an 800-telephone number. You may use a PC, PS/2 or a compatible to join and interact, but you need not own one of these machines. ISAAC will send you a telecommunications diskette, 3.5" or 5.25". User status is granted to students, faculty and staff at academic institutions of higher learning. It consists of two databases and an electronic bulletin board spanning broad areas of pedagogical and research fields. This article traces the origin of ISAAC at the University of Washington Seattle through today. It highlights the establishment of the Languages and Linguistics Room, and it challenges the profession to help fashion a creative and supportive environment.
On The Computer as A Medium For Language Teaching
Authors: Bickes Gerhard , Scott Andrew
Published: June 2022

After giving an overview of erroneous expectations many educators have of CALL and offering a realistic assessment of CALL's capabilities, this article demonstrates the specific functions and the versatile role of CALL when use in conjunction with other teaching tools. Specific examples are given within the context of the Private Tutor System for the Macintosh.
Instructional Design: Its Relevance for CALL
Authors: England Elaine
Published: June 2022

By drawing on insights from other disciplines, CALL can be improved. This paper examines the ways in which Instructional Design has aided a CALL project from the overall conception to each screen. Factors which are considered include: training programs, the psychology of screen reading, task analysis and color cueing.
Teaching Tone and Intonation With Microcomputers
Authors: Chun Dorothy
Published: June 2022

Although research on the use and effectiveness of visual feedback for teaching tone and intonation began more than thirty years ago, the technology for signal analysis and pitch extraction using microcomputers has only recently become widely accessible and affordable. This paper 1) reviews the major pedagogical applications of acoustic phonetic research for teaching segmentals (individual sounds) and suprasegmentals (intonation, stress, rhythm); 2) summaries the hardware and software currently available for speech analysis on the Macintosh and IBM-PCs, and 3) discusses courseware features that should be included in implementing this new technology to help foreign language students improve their production and perception of tone and intonation.
Computers for EFL in Developing Countries: Problem and Solutions
Authors: Gueye Mamadou
Published: June 2022

The use of computers in developing countries is quite novel. The aim of this article is to discuss problems related to the use of computers in developing countries and propose solutions. EFL teachers and students in these countries are encouraged to use computers in the educational systen7 because they are cost effective. It is hoped that once familiar with course authoring systems (CAS), EFL teachers will develop software programs adapted to their own social environment for the benefit of their students.
Sequence Comparison Applied to Correction and Markup of Multi-Word Responses
Authors: Nesbit John C. , Nakayama Kazuhiko
Published: June 2022

In some instructional situations, such as foreign language dictation, the degree of correctness of a student's text response can be determined without reference to grammar and semantics by comparison with a target string provided by a course author. The standard sequence comparison procedure, which assesses the distance between two strings in terms of edit costs, makes demands on machine time proportional to the product of the string lengths. This characteristic renders it impractical for real-time correction of multi-word responses on current instructional computer systems. We present a much faster but nonadmissible version of other applications, thereby bringing the technique within range of current microcomputers. The usual method for generating markup for single word responses does not generalize well to multi-word responses because it fails to recognize word boundaries, and will sometimes suggest edits that seem unnatural to users. We propose an extension which attends to word boundaries and thereby recommends corrections that appear more reasonable.
FRENCH VERBS IN CONTEXT
Authors: Brill Jana A.
Published: June 2022

This article describes an intermediate level verb program for IBM compatibles. The content of the program is based on the most common difficulties encountered by students in third semester college French courses. It is not text-specific. The exercises are designed to encourage both reflection on appropriate verb forms, and precision in typing-in forms required. The introductions to each of the five lessons are based on recent research in French verb morphosyntax. "Little Red Riding Hood" is the context for most of the exercises, and each lesson provides a version of the story that focuses on the structures of that lesson. The basic storyline is a composite of three recordings made in France by native speakers between 1980 and 11981. Lesson one deals with the present tense of 16 morphologically and syntactically interesting verbs, lesson two with the prepositions preceding an infinitival complement, lesson three with hypothetical structures, lesson four with the past tense in narration and discourse, and lesson five with the future — as viewed from the past or the present. The goal of the program is to provide students with verb practice within a familiar and interesting context.
Customizing A Computerized Text Analyzer For ESL Writers
Authors: Brock Mark N.
Published: June 2022

The number of computerized writing aids has grown dramatically in the past decade. One of the newest and most controversial of these aids is computerized text analysis. This paper reports a study which examined a widely available text analyzer and tested its adaptability for use with a specific population of ESL writers. Though the study found that the text analyzer could be customized to address certain problems ESL writers encounter, important questions remain about the cost and the gains involved in adapting text analysis for the ESL composition classroom.
Maximizing Intelligent Use Of Unintelligent Response Handling Devices
Authors: Burston Jack L.
Published: June 2022

While by design unintelligent, relaxed pattern matching devices and automatic mark-up algorithms can nonetheless be used intelligently to evaluate student responses in computer-based drill exercises. One of the most troublesome aspects of answer evaluation is the occurrence of minor orthographic discrepancies in replies. Relaxed pattern matching, the ability to ignore or otherwise neutralize irrelevant details, is essential to dealing with this kind of non-differential variation. To be maximally effective, however, its use requires considerable direct intervention in the answer judging process. Automatic pattern mark-up algorithms seek to alleviate the task of the courseware author by shifting the burden of error recognition onto the language learner. Though very easy to use, based as it is upon totally mechanical displays of formal deviations between input strings and template answers, pattern mark-up returns only the most rudimentary appraisal of mistakes. Despite their intrinsic limitations, combined under flexible programming control, these two response evaluation procedures are capable of satisfactorily overcoming the most nettlesome difficulties of answer judging. By allowing the systematic categorization of student input into fundamental reply types, as determined by relative degree of matching with canonical forms, they also provide the basis of meaningful feedback in tutorial CALL.
Conceptual Design Of An Intelligent Hypermedia Language Learning Environment
Authors: Kim Wha-Chun Mary
Published: June 2022

A major concern in the area of foreign language instruction has been the enhancement of effective teaching strategies and pedagogical approaches. There has been an increasing attempt in recent years to apply the new technology as part of this endeavor. This paper will describe a current research effort to determine the nature of effective instructional methodology and multimedia courseware design in the area of Computer-Assisted Language Learning (CALL) through a reconstruction and reanalysis of an existing Korean interactive video courseware. By studying its design decisions and underlying pedagogical principles documented through the Instructional Design Environment or IDE, empirical research will be conducted on how learners respond to and make use of various HELP options in acquiring their language skills. The project's ultimate objective is to apply these research results to the design and development of intelligent authoring tools for language learning.
Error Analysis in Purely Syntactic Parsing of Free Input
Authors: Sanders Ruth
Published: June 2022

Analysis of student errors is a welcome element of parser-based writing aids for language students; however, such analysis is by no means straightforward, given unconstrained input by student users. This paper provides a typology for analyzing grammatical errors in student-written German compositions and discusses approaches to providing helpful error messages to student users of a parser-based writing aid. Examples are drawn from the "Miami corpus" of approximately 400 pages of second-year German language students' compositions and from Syncheck, a syntactic parser of German implemented as the basis of a writing aid for language students.
Computer-Assisted Error Analysis and Courseware Design
Authors: Dalgish Gerard M.
Published: June 2022

The paper describes the use of a database in an analysis of writing errors of Swedish university students, discussing and analyzing the major grammatical and vocabulary errors discovered. The paper compares this study with similar work: one, a study of Swedish-speaking teacher trainees' written work; the other, a study of the writing errors of students from a variety of first-language backgrounds. Applications of the results of the error analysis for computer-assisted language learning (CALL) and directions for further research are suggested.
Reach Out and Compute Someone
Authors: Arnold David O.
Published: June 2022

KEYNOTE ADDRESS - FEBRUARY 27, 1992CALICO '92 OUTREACH SYMPOSIUM, MONTEREY, CALIFORNIA
Preamble: Previous Work
Authors: Yao Yu-Shuang , Gombrich Richard
Published: June 2022

The authors explain their intentions in undertaking this project, which is to show how FGS is in the mainstream of Chinese Buddhism, while consciously also trying to bring that Buddhism up to date. The chapter summarizes previous work by the authors themselves as well as others who have published on this topic and provides a short history of the context in which Hsing Yun founded FGS. They introduce 2 features about Mahāyāna Buddhist teachings which are important to the study of FGS and which will be explored in later chapters -- its internal variety, and its attention to the dead, particularly one’s ancestors.
Ritual as Symphony
Authors: Yao Yu-Shuang , Gombrich Richard
Published: June 2022

The authors begin this chapter by surveying the history of Buddhist attitudes toward ritual and contrasting this with the importance accorded to ritual in traditional Confucian society. This leads into a discussion of merit transfer. They point out thatItis hardly an exaggeration to say thatthe Mahāyāna was constructed by generalizing the transfer of merit and abolishing the condition that it is possible only when the person who receives the merit is aware that it is being transferred to them. In contrast, in the tradition of Chinese Buddhism, as followed by FGS, the commonest form of communal ritual centres on transferring merit to the dead, particularly to one’s own parents and other ancestors. They point out how busy FGS temples are and how much of the activity is communal and describe a number of common rituals including musical performances. Attention is also paid to funeral rituals and to rituals practiced overseas.
Chinese Buddhism Today: Conservatism, Modernism, Syncretism and Enjoying Life on the Buddha’s Light Mountain
Authors: Yao Yu-Shuang , Gombrich Richard
Published: June 2022

Fo Guang Shan, “Buddha’s Light Mountain”, is a Buddhist movement founded in Taiwan in 1967 and led by the Ven Hsing Yun (b.1927), who had fled to Taiwan from mainland China in 1949. It stands in the Chinese tradition of Mahāyāna Buddhism and more specifically is a form of Buddhism which in English is usually referred to as “Humanistic Buddhism” or as “engaged Buddhism”. Humanistic Buddhism owes its origin to the Chinese monk Tai Xu (1890-1947). He found the Buddhism which surrounded him in China dreary and moribund, preoccupied with rituals for the dead, and offering nothing to help or guide people living in the world outside monasteries. His determination to reverse this decay centred on the idea that it was the vocation of a Mahayana Buddhist to do good to others, finding their own spiritual benefit in benefitting society. Hsing Yun has been a devoted disciple of Tai Xu. It is telling that he founded a seminary before he founded a monastery, and has laid huge emphasis on education. As the sub-title of this book indicates, in order to make Buddhism widely attractive and relevant he has incorporated every influence available. Gifted with a benign personality, he has turned his seemingly boundless energy and prodigious versatility to creating an institution which presents Buddhism as potentially a source for benefitting society through making life enjoyable. This book hopes to convey the movement’s ethos primarily by focusing on his views and activities.
Still Invisible after All These Years? Female God-Language in the Hebrew Bible: A Response to David J. A. Clines
Authors: Levinson Hanne Løland
Published: June 2022

In a recent JBL article, David J. A. Clines reviews twenty-two Hebrew Bible texts that allegedly include female god-language. His review concludes: “There is not a single instance of female language about the deity in the Hebrew Bible.” Three major methodological difficulties undermine this unqualified conclusion: the selective choice of conversation partners, together with an inattention to the history of feminist biblical scholarship; the author’s decision to exclude metaphor theory from the scope of his article; and, finally, his paradoxical failure to define at the outset what “female” language means in reference to the deity. The article’s significant methodological deficiencies make its conclusions inevitable and, in effect, yield a literalist reading. Given the importance of the topic to the discipline, the present response provides a more hermeneutically self-aware analysis of the methodological and theoretical issues. This study demonstrates that feminist scholarship has an intellectual history essential to exegetical studies of such texts, and that metaphor theory is essential to any discussion of gendered language for the deity in the Hebrew Bible.
Text-Correcting Qere, Scribal Errors, and Textual Variants in Medieval Hebrew Bible Manuscripts
Authors: Gordon Nehemia
Published: June 2022

Standard qere (lit., “it is read”) notes recorded in the margin of medieval Hebrew Bible manuscripts instruct the reader how to read and interpret words in the body of the text, the ketiv (lit., “it is written”). Although some qere notes may appear to correct errors in the ketiv, as a rule the ketiv was meant to be preserved unchanged, with the qere perpetuated in the margin. This study will explore a hitherto overlooked, nonstandard usage of the qere notation that served to notify the reader of an error in the text and was intended to replace the ketiv the next time the manuscript was copied. This phenomenon of “text-correcting qere” can be identified when the qere is seemingly superfluous or improbable. Other indicators of text-correcting qere occur when the ketiv has been marked for erasure with a strikethrough or has been left unpointed, when it has been previously corrected, or when it is ambiguous or illegible due to successive corrections. A related phenomenon involves recording the word ketiv itself in the margin along with a correction to indicate “it should be written [X].” A parallel in talmudic manuscripts raises the possibility of understanding this as “I found it written [X] in another manuscript.” The former would be an actual correction (“text-correcting ketiv”), whereas the latter would record a textual variant that was meant to be perpetuated as a marginal note (“variant-noting ketiv”).
What Does It Mean to See Paul “within Judaism”?
Authors: Fredriksen Paula
Published: June 2022

What happens if we think of “Jewish law” not as a category of Christian theology but as an element of ancient kinship construction, “ancestral custom” (Gal 1:14)? We will see more clearly how much late Second Temple Judaism shared with contemporary Mediterranean cultures. We will see how ancient ethnic essentialism—the conviction that different peoples evinced different behaviors because of their very “nature” (ϕύσις)—shapes Paul’s thought about gentiles no less than it shaped Greek thought about Persians, or Roman thought about Greeks. We will see how Jewish law provided not the contrast to Paul’s gospel but in fact much of its content. We will see that there is no reason to assume that Paul stopped living Jewishly (Ἰουδαϊκῶς) just because he wanted gentiles to stop living “paganly” (ἐθνικῶς). We will let Paul reside coherently in a world radically different from our own—the ethnically essentialist, behaviorally variegated, god-congested world of first-century Jewishness.
An interview with Jim Weinel: Looking Back, Looking Forward and Recognizing the Importance of Signage Research
Authors: Auffrey Christopher , Mehta Vikas
Published: June 2022

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Academic Research on Signage: Research Directions to Add Value for Stakeholders
Authors: Taylor Charles
Published: June 2022

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A Fellowship Emerges: The Weinels’ Promise for Signage Research and Education
Authors: Kopp Steven
Published: June 2022

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Book Review: Vintage Signs of America
Authors: Andrzejczak Scarlet
Published: June 2022

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Is Film Adaptation Also a Translation? With Reference to Two Screen Versions of Shakespeare’s Hamlet
Authors:   National Research University Higher School of Economics, Nizhny Novgorod, Tsvetkova Marina V.
Published: June 2022

This article examines film adaptation of a literary work, which is regarded as an “intersemiotic translation” (R. O. Jakobson’s term). Research in the field of film adaptations has experienced a real boom abroad for at least the last two decades. In recent years, one can notice an increase in interest in this topic in Russia as well. This is evidenced by even a cursory acquaintance with newly written articles, monographs, and dissertations, whose authors approach the problem of film adaptation from the standpoint of a wide range of research fields: film studies, linguistics, philosophy, sociology, literary criticism, etc. At the same time, the question of whether an adaptation of a literary text can be regarded as a translation is still debatable. Employing this point of view, this article proposes to consider two adaptations of Shakespeare’s tragedy Hamlet: by T. Richardson (1969) and by F. Zeffirelli (1990), where the directors abandoned the traditional interpretation of the play in the theatre and the cinema but did not choose to transfer the action to a different epoch. A comparative analysis of the performance of Hamlet’s monologue as a key moment of the protagonist’s internal conflict demonstrates that even though both directors keep the text of the monologue unchanged, its interpretation undergoes serious transformations. Due to its multimodality and in addition to the word, cinematography uses sound and visual images. These extra artistic means which cinematography has at its disposal offer a recoding of meanings akin to transcoding a text by means of another language, characteristic of translation in its classical sense.
Contact of Cultures and the Image of Japan in European Fiction (Frigate “Pallada” by I. Goncharov and The Thousand Autumns of Jacob de Zoet by D. Mitchell)
Authors:   Ural Federal University, Ekaterinburg, Sidorova Olga G.
Published: June 2022

This article studies the situation of contact between European and Japanese cultures and the image of Japan created in the classical work of Russian literature Frigate “Pallada” (1858) by I. Goncharov and in the novel The Thousand Autumns of Jacob de Zoet (2010) by David Mitchell, a contemporary British writer. The books were written during different periods of time, but they describe the same historical period and similar events; they both have documentary foundation. Special attention is paid to translators as characters of the books who play an important role in the plot development and provide intercultural communication. The research methodology combines methods of comparative literary criticism with a post-colonial approach, E. Said’s ideas about orientalism and ethnocentrism in particular. Comparative analysis of the two books demonstrates that the image of Japan created by the two writers has a number of similar features, which confirms its objective nature. Conversely, the authors’ perspectives and points of view of Japan differ drastically. The Russian writer looks at the Japanese down and from the outside; he considers “strangeness” and “childishness” to be their national features. Goncharov’s Eurocentric position is explained by several reasons: his knowledge of Japan was external, he was a civil servant, who cared mostly about the interests of Russia, and he represented an influential group of Eurocentric intelligentsia. D. Mitchell’s knowledge of Japan and its culture is deep and internal due to his biography. The English writer creates a bicultural novel in which the European and the Japanese worlds are equally significant. Thus, in the novel, the author offers a modern point of view on the world order and intercultural communication.
Melancholy as a Plot-Forming Concept in Orhan Pamuk’s Novels
Authors:   Ural Federal University, Ekaterinburg, Dzhabbarova Egana Ya.
Published: June 2022

This article analyses the concept of “melancholy” and “post-imperial melancholy” in Orhan Pamuk’s novels. An attempt is made to consider the novelist’s work from the point of view of postcolonial and decolonial theories. The material of analysis is limited to his novels A Strangeness in My Mind (2016) and Istanbul: Memories and the City (2012). The crucial state of Pamuk’s characters and, consequently, the object of analysis is melancholy, which, on the one hand, can be interpreted as nostalgia for the former greatness of the Ottoman Empire and, on the other hand, is an example of an “aestheticised nostalgia” as a technique of decolonial aestheticism. The article also focuses on Pamuk’s own position as a cultural trickster, balancing between East and West in an attempt to find a balance. The author examines images of the “bouza” and the “dog” as symbols of the Ottoman Empire and analyses the dichotomy of the “Eastern man” vs the “European man”. On the one hand, Pamuk’s characters, like Pamuk himself, associate themselves with the European man, broadcasting the “Orientalist” view of the West as a backward space, on the other hand, they are representatives of Oriental culture and mentality, guardians of Turkish traditions and the history of their own city. The analysis makes it clear that the melancholy of the protagonists is primarily related to their personal past and childhood memories. It is the author’s attempt to return to his own past in order to find cultural and personal integrity, to discover the origins of self-identity, and to overcome his inner “coloniser”. Thus, Pamuk’s melancholy is inextricably linked with pride and beauty.
Violating the Convention: M. Ja. Sjuzjumov’s Participation in the Preparation of the History of Byzantium
Authors:   Institute of World History of the RAS, Moscow, Kushch Tatiana V. ,   Ural Federal University, Ekaterinburg
Published: June 2022

This article examines the history behind the writing of the three-volume History of Byzantium (1967). In the 1950s and 1960s, the writing of “meta-narratives” meant covering the history of different states from the standpoint of the Marxist interpretation of the historical process and using the methods of historical materialism. In addition, collective work on them demonstrated the scholarly convention of Marxist historians. These principles were also implemented during the preparation of the History of Byzantium. A member of the editorial board and one of the main authors of the multi-volume work was Mikhail Jakovlevich Sjuzjumov (1893–1982), a Sverdlovsk scholar. Some letters kept in the Archive of the Russian Academy of Sciences and the State Archive of Sverdlovsk Region reflect his participation in the preparation of the History of Byzantium, the difficulties his texts underwent during the publication process, and his assessment of the results of the collective work. The article considers the scholar’s concept which he adhered to when writing the chapters, analyses critical remarks about his texts, and emphasises the discrepancy between his interpretations and the assessment of the history of Byzantium established in Russian historiography. The chapters prepared by Sjuzjumov and devoted to sources on early Byzantine history, the history of the church, and the historical role of Byzantium were criticised especially harshly. Sjuzjumov’s assessment of the Byzantine opposition and denial of the progressiveness of their views, his interpretation of Byzantine feudalism and the place of the Empire in world history contradicted the spirit and concept of the collective work. As a result, his two chapters were not included in the final version of the History of Byzantium. To achieve an academic convention, it was necessary to sacrifice the original interpretations proposed by the Sverdlovsk scholar. Nevertheless, Mikhail Sjuzjumov highly appreciated the publication of the History of Byzantium, although he noted its obvious shortcomings and weak points.