LANGUAGE TECHNIQUES OF "PERSUASIVENESS" IN ACADEMIC COMMUNICATION OF BILINGUALS

Nikitichev I.G.

Kursk State University
Kursk, Russia
E-mail: ignikitichev@mail.ru

Introduction

Considering academic communication as a type of institutional interaction in which new scientific and professional knowledge is constructed and transmitted within the framework of global exchange, we determine the significance of studying the verbal component of communication between bilinguals who are proficient in the relevant languages of scientific communication. In this regard, "research into various aspects of bilingualism allows for a better understanding of linguistic reality and its explication in linguacultures, which contributes to the complexity of linguistic theories as part of philological knowledge and expands the spectrum of natural language acquisition" [5, p. 1]. However, the study of bilingual verbal communication remains an unexplored problem from the perspective of psycholinguistics of speech influence in joint speech activity, which determines the relevance of this study. We adopt the psycholinguistic approach as a fundamental and promising approach to the study of bilingual academic communication [8]. In this context, the bilingual's speech activity is substantiated by an activity-based approach [6] to the scientific interpretation of reality in a relevant foreign language and is regulated by academic identity as a conscious affiliation with the academic community, a focus on achieving communication goals and realizing intentions. The study of speech behavior focuses on the bilingual's linguistic personality, an understanding of which "requires going beyond the boundaries of linguistics, i.e., language theory, intercultural communication theory, etc., to the psychology of personality and the psychology of communication" [3].

Among the fundamentally important aspects of scientific and cognitive activity are the motives and goals of communicants, specific conditions of communication, the attribution of the researcher's thinking style [10] to a particular national linguaculture, and the type of bilingualism. Actualization of the secondary language system of a bilingual [2] as a motivated subject of professional academic communication presupposes a productive coordinate type of bilingualism, which implies a linguistically competent construction of a speech utterance in accordance with the lexical and grammatical norms of the relevant language, the ability to formulate complex thoughts, and interpret a scientific concept. In this regard, the idea that in joint speech activity "literacy, semantic adequacy of the construction of messages" ensures "similarity, a combination of the meanings of communicants", forms "the own meaning of what is presented" and serves as "the key to effective joint activity" [7, p. 18] becomes fundamentally important.

In studying the speech of bilinguals, we understand bilingualism as a phenomenon whose study requires consideration of a multitude of varying factors. We believe that when interpreting bilingual speech, attention should be paid not only to the lexical and grammatical norms of academic communication, but also to the culturally determined specifics of speech, as well as to the choice of variable units that intensify discourse, possess impactful potential, and are used by the bilingual to solve a given scientific problem, which can be considered essential in communication.

Methodology

Academic communication and its results make sense if a text is created that can be understood by a bilingual person "in the diffuse conditions of the semiotic space of professional communication" [4, p. 86]. The product of the bilingual person's speech activity in their work is defined as the text of a scientific article in a foreign language, constructed in accordance with the principles of scientific communication: problematic nature, subject matter, and being based on a corpus of previously conducted research on the chosen topic [11]. It should be noted that for adequate semantic perception of speech, the producer is considered as a collective [9], transmitting within the framework of the scientific paradigm the position of significant segments of the scientific community. The recipient, at whom the interpretation of scientific knowledge is directed, is not defined in the study due to the specifics of the genre of a scientific article and can be considered in various ways: as collective and individual, prepared and unprepared for the perception of an unadapted scientific text, and also attributed to different types of bilingualism.

The achievement of the producer's goal in conveying new knowledge in the scientific article genre is associated with the use of linguistic techniques, the choice of which does not contradict understanding, but successfully organizes communication and facilitates the accessibility of complex scientific concepts. To this end, based on the techniques of evidential argumentation, the text of the article provides for the use of evaluative vocabulary, expressive part-of-speech morphological forms, syntactic constructions, anaphora, lexical repetition to reveal the ontological component of the epistemic situation, concretizing the main concepts in order to improve the comprehensibility of the problematic of the scientific text. In the speech behavior of bilinguals, the choice of the technique of metaphorization is noteworthy. Turning to metaphorical projections offers a number of advantages. In particular, it allows "to process and transform huge amounts of knowledge for the subsequent management of these resources in one's communicative activity" [1, p. 74].

The aim of this study is to identify and describe linguistic units used to support evidential argumentation in the speech of bilinguals when conveying scientific knowledge, as well as to identify specific linguistic techniques used by bilinguals with different native language codes. The results of the study are based on methods of linguistic description to identify specific linguistic units and describe them in terms of structure and function, as well as semantic analysis to explain the meaning of the unit in the context under consideration.

The study's material consisted of academic texts of scientific articles in the social sciences and humanities, published in English, published in scientific journals, international scientific conference proceedings, the elibrary.ru online library, and the Google Scholar search engine for scientific publications. This phase of the study examined 140 pages of text from scientific articles published between 2021 and 2023.

Results

The results of a study of bilinguals' speech production allowed us to identify and describe both nominative linguistic units representing key scientific concepts in the social sciences and humanities according to the norms of academic communication, as well as expressive lexical and grammatical tools used by bilinguals to create figurative interpretations of the meanings of scientific concepts, structuring and directing the speaker's main ideas. In this study, we illustrate the verbal realization of linguistic units in bilinguals' academic communication using text examples:

• scientific article by a Russian-speaking bilingual Learner corpora: relevant information and an overview of the existing frameworks [13], the purpose of which is to highlight the problem of studying educational corpora that exist for different languages, and to compare existing approaches to their annotation;
• scientific article by a French-speaking bilingual Noisy medieval data, from digitized manuscript to stylometric analysis: Evaluating Paul Meyer’s hagiographic hypothesis [12], in which the author aims to outline the problem of analyzing medieval texts using stylometry, and to propose a method that combines handwriting recognition and stylometric analysis for studying the authorship and grouping of the lives of saints in a specific manuscript.

Further, the article of the Russian-speaking bilingual is designated as Article 1, and the article of the French-speaking bilingual as Article 2.

The analysis of the materials showed that when implementing methods of evidential argumentation, the linguistic potential of bilinguals is presented at the lexical, morphological and phrasal levels.

 

Reception of topic nominations. As part of the nomination process for the topic, a Russian-speaking bilingual uses nominative lexemes to designate the main approaches to compiling language corpora (non—native, language—related); abbreviations; syntactic nominations (the contextualized usage of the word).

This corpus had a tremendous influence and launched the development of similar projects, namely, the LOCNESS (Louvain Corpus of Native English Essays), LINDSEI (Louvain International Database of Spoken English Interlanguage) LOCNEC (Louvain Corpus of Native English Conversation).

In Article 1, the importance of rigorous corpus development criteria is emphasized by the choice of pragmatic idioms and antitheses that strengthen the evidence of the relevance of the size and quality of the language corpus for linguistic research.

The only thing that matters, in this case, is the quality of a corpus.

Moreover, if a corpus was collected according to perfect and strict design criteria, even a small body will be of great value.

A French-speaking bilingual uses terminology (early French saint‘'‘s Lives collections, legendiers); key terms (stylometric analysis, medieval texts, scribal variation, authorship signal, handwritten text recognition, hagiographic works, manuscript, Paul Meyer‘'‘s hypothesis), including the designation of their relevance, in this case expressed in the form of a negative proposition (there is no complete edition) and idioms (a matter of debate), demonstrating the importance of research in the field of recognition of medieval manuscripts.

However, despite these academic positions, to our knowledge, There is no complete edition. of hagiographic series, most probably because the identification of the series themselves is a matter of debate, except in the context of a full manuscript edition.

In Article 1, the relevance of the topic for various categories of specialists who may need corpus linguistic data (teachers, students, linguists) is emphasized by a negative particle and an adversative conjunction, a proposition with a demonstrative pronoun, a modal verb of ability, and a semantic verb.

The target audience of such corpora can be not only teachers or students, but also linguists who analyze second language acquisition through corpus data.

This can help to create specialized tutorials, develop methods <…>

In Article 2, adverbs of time are used to emphasize the importance of the topic (still, already), an expressive noun (enigma), verb in the past continuous tense (were constituted).

The history of the early French saint's Lives collections in prose is still an enigma. Indeed, <…> legendiers (ie, manuscript containing Saint's Lives collection) were already constituted and preliminary steps are missing.

 

Reception goal setting. In Article 1, the multifaceted nature of the goal is represented by a number of homogeneous predicates and complements.

The purpose of the study is to present a review of the learner corpora available for different languages, as well as to compare the approaches that exist for their annotation.

The paper considers the origins of learner corpus research, focuses on the main stages of a project, types of learner corpora <…> metatextual information <…>.

In Article 2 the objective is explicitly presented by the following linguistic units: direct nomination of the objective (The aim of our article is), introductory words (first, as such, secondly, in order to do so, finally), preposition (after), verbs in the conditional mood (would like to discover), in the indicative mood in the past tense (performed, created), in the simple future tense (will explain, will propose), infinitive construction (to perform this computational approach) to represent the ontological, methodological and axiological components of the epistemic situation of the research.

As such, The aim of our article is, first, to determine if Paul Meyer's intuitions and hypotheses can be infirmed, nuanced, or completed. Secondly, we would like to discover if some other links between saint's lives can reveal series from single anonymous authors <…> In order to do so, we performed a stylometric analysis on a manuscript representative of the collection C. To perform this computational approach, <…>, we created a pipeline to acquire the text. After the presentation of the data acquisition pipeline, we will explain how we approach the inherent problems <…>. Finally, we‘'‘ll propose an evaluation of the results <…>.

To indicate the need to complete research tasks, Russian-speaking bilinguals use obligatory modal verbs and performatives in the personal form.

Speaking about Russian learner corpora, we should name the Russian learner corpus of academic writing (RULEC) <…>

The question of whether it is possible to be sure that the error has been correctly detected and (if necessary) corrected deserves special attention.

To indicate the importance of using specific methods and materials for studying manuscripts, a French-speaking bilingual uses a construction with a verb requires and modal imperative must.

Moreover, there are no marks for hyphenation in the manuscript, which requires us to detect and concatenate some of the tokens passing from one line to another.

This serial composition of the Lives of Saints is a datum also noted by other specialists of Latin hagiography such as Perrot (1992) and Philippart (1977), who even points out that these hagiographic series must be studied in their entirety in the same way as a literary work.

 

A technique for expressing cause-and-effect relationships. In the text of Article 1, the idea of the need to annotate errors at all levels of language when describing corpus texts is logically realized with the help of conjunctions, prepositions, and adverbs.

Along with lexical and grammatical features, error annotation is also available in the corpus. It includes spelling, morphological, syntactic, and lexical errors, as well as errors in constructions. Search results contain not only original versions but also the corrected ones.

In Article 2, the cause-and-effect relationships in the text of the article are substantiated by the use of lexemes of one semantic field (a natural language, words and grammar), synonyms (document, dataset), absolute nominative participial construction (given the short length…), lexical repetition and demonstrative pronoun (Clement and Patrice – Patrice has been supposed, collection – this) for the cohesion of arguments for the use of lemmatization and pos-tagging, as well as the orientation of the selection procedure towards statistically reliable features.

An option is to treat the concept of space as a natural language processing task, where the image is not taken into account. Of course, the notion of words and grammar has evolved and what most of the other tools of the pipeline expect are words perceived as such by modern and contemporaneous medievalists.

The final result is a lemmatization and pos-tagging of each document. Error accumulation through successive postprocessing steps, and noise in the source HTR dataset leads to a dataset with varying quality, although some parts of the document, if not most, are treated with satisfying results.

Given the short length of the texts and the sparsity caused by noise, we implement a procedure to select for analysis only those features that satisfy a criterion of statistical reliability.

Clement and Patrice are integrated in collection C (as opposed to Meyer's B) in almost all analyses. A precise interpretation of this remains to be found, but one can note that Patrice has been supposed by Paul Meyer as having been published first as part of a preexisting libelli <…>

 

Technique for illustrating arguments. In Article 1, to illustrate the arguments, the use of exemplifiers in the form of introductory constructions, nouns, and numerals (references to other sources) is noted, which is interpreted as an emphasis on the attribution of scientific knowledge to a collective recipient.

The issue of corpus volume is extremely important (see, for example, the discussion about the dependency of collocations on corpus volume [12]) <…>

It contains samples of oral and written speech two groups of Russian speakers: those who study Russian as a foreign language and heritage speakers <…> (for example, emigrants).

In Article 2, the nomination – a proper name (Paul Meyer), performative verbs in the past tense of the active voice (led, identified, proposed) and in the passive voice (are composed by) to present the results of previous studies of manuscript compilations. Exemplifiers in this case take the form of introductory constructions (as it can be seen, as an indication), expressive pragmatic idiom (the prime examples, a quick look at… shows that) to confirm the preliminary results of the study. In addition, we note the use of the persuasive construction in the speech of a French-speaking bilingual had also the intuition, in which the position of the adverb also is determined by the influence of the bilingual's native language system (cf.: avait aussi l'intuition).

Paul Meyer's work <…> led him to discover that <…> The first three collections named A, B, and C are composed by successive additions <…> Studying those compilations, Paul Meyer had also the intuition that <…> He identified a few series <…> and proposed the existence of primitive series <…>

As it can be seen in the resulting text <…> Old French manuscripts are the prime examples of it.

Indeed, a quick look at one column from the f.10r in Fig. 5 shows that <…>.

As an indication, the Kraken model trained with spaces <…>.

The assertion to be proved in Article 2 is strengthened by the use of a textual nomination (Eder (2017)) to refer to the position of a part of the academic community regarding the reliability of the criteria for attribution of medieval texts, and then to introduce one's own element of new knowledge - the assertion of difficult-to-identify texts in any corpus of sufficient size - using personal and impersonal pronouns (we, one).

Eder (2017) showed that, whatever the variation of sample length, some texts were never correctly attributed (at least when a given feature set is used) and suggested to measure the diversity of attributions of individual texts—what we call volatility—to help identify these cases when the authors are not known. Following this, one could hypothesize that the presence of classification resistant (or volatile) texts is to be expected in a sufficiently large corpus.

Moreover, in the article by a French-speaking bilingual, evidential argumentation is based on an objective juxtaposition of arguments using lexemes with the meaning of negation (isn‘'‘t in contradiction), introductory word, impersonal construction (as such, it is possible that) in the speech behavior of the producer for the need to compare different approaches to compiling the lives of saints in medieval manuscripts.

This addition isn't in contradiction with the tradition:collection G12 contains them sequentially in three of its four witnesses <…>.

As such, it is possible that their gathering confirms a predating series.

 

A technique for increasing the explanatory power of a statement. In the article by a Russian bilingual, this technique is represented by the following linguistic means:

• Metaphors actualize the principles on which various types of data markup are based:

Next, we will look at some of the principles that underlie various types of mark-up.

The origins of learner research projects can be traced back to the 1980s <…>

• Lexical repetition: repetition of the phrasal verb allows the recipient's attention to be focused on the types of corpora and the stages of their formation revealed in the article:

Foreign language acquisition (FLA) deals with studying languages in a context where it is not generally spoken. <…> The majority of them deal with English <…> Many written learner corpora deal with one genre <…>

• lexical intensification: adjectives and verbs with a pronounced evaluative connotation to enhance the significance of the problem of compiling language corpora:

An excellent review of the projects can be found on the website of CLARIN initiative <…>.

Language learner abounds with errors and hence differs from the standard language, so it is necessary to take into account these discrepancies <…>.

This corpus had a tremendous influence and launched the development of similar projects <…>.

• syntactic intensification: the importance of annotating errors in corpora is confirmed by the dynamic use of series of homogeneous predicates in the text:

The corpus data is error-annotated which makes it possible to compute frequencies of different types of errors, to see the contextualized usage of the word and possible mistakes, to see difficult cases, and to compile dictionary entries and other material for language learners.

In the article by a French-speaking bilingual, we note the following choice of linguistic units used to enhance the explanatory power of a statement: antithesis emphasized by a preposition unlike, points to the contrast between the high quality of printed books in modern editions and the low quality of parchment books; the homogeneous additions point to the difficulties associated with reading parchment books (ink bleed—through, inconsistent background color); inversion (such is the case for) strengthens the generalization of what was said; participial construction (stratified) indicates the variability of linguistic units in texts.

<…> unlike printed books from modern editions, parchments present various issues from ink bleed-through (the capacity of a verso writing or picture to be seen on a recto) to inconsistent background color.

Such is the case for substantive variants <…>

stratified, it can contain spellings and other linguistic features originating from the dialect and regional scripta <…>.

The technique of illocutionary mitigation. To reduce the categorical nature of the statement, Article 1 uses an indefinite pronoun, an adverb with the meaning of probability, an antithesis to indicate the variability of the names of the metacharacteristics of the authors of the texts, a comparative form of an adjective, and an epistemological verb.

Something may be different or may be implemented in a slightly different way <…>

Some metafeatures are obvious and easy to collect (such as gender or age that can be given in the questionnaire), while others are not as clear.

This is not as straightforward issue as it may seem <…>

When searching, one can specify a subcorpus taking into account the required characteristics <…>

In Article 2, the tension in the bilingual's speech is reduced by introductory words (of course, however, moreover, nonetheless), followed by the negation of the adjective with the quality of absoluteness (is not expected to be perfect), emphatic do (did keep), evidential marker (seem to), as well as a combination of a modal verb of possibility and a semantic verb in the passive voice (can be nuanced).

Of course, the resulting output is not expected to be perfect (Table 2), and in fact, each step we pursue might introduce new errors as they were not manually transcribed or corrected (Tables 3-5). However, we did keep the output of each step for later stylometric analyses.

Moreover, in their globality, the results seem to agree with Meyer's hypothesis, with CP from 0.83 to 0.9 for the reference analysis (0.71-0.85 for the others, Table 7) <…> For this reason, Paul Meyer's hypothesis seems to be confirmed by our results. Nonetheless, they can be nuanced or made more accurate in a few cases, as we will see.

Generalization technique. To draw the recipient's attention to the research results, the Russian-speaking bilingual uses a generalization technique, for example, using an adverb, a non-phrasal verb, and a phrasal verb in the simple past tense.

We also sketched the pipeline that can be used for building a learner corpus and focused on issues related to its annotation.

The research perspective in Article 1 is indicated by the use of metaphor and comparative adverb to indicate the need for continued research and further study of existing corpora of texts created by non-native speakers.

As one can see, these resources are diverse and the language of non-native speakers deserves to be studied more profoundly.

In Article 2, introductory constructions are used to convince the recipient of the significance of the research results (finally, following our preceding analysis), anaphora (from a methodological and stylometric perspective…; from a thematic perspective). The prospect of further research is indicated by an adjective further, noun perspectives, combinations of modal verbs and verbs in the passive voice should be done, could be extended.

Finally, this study has revealed an astonishing rapprochement between Li seint Confessor and the Life of saint Lambert. Normally, Saint Lambert's Life is part of collection B, but following our preceding analysis, Saint Lambert's does not fit in any group of the collection.

Consequently, without any easy proof of classification, further study of Saint Lambert Life's relationship with Wauchier's work should be done.

Using machine learning, we are able to acquire and process textual data <…> The application of this procedure offers perspectives for ancient or medieval cultural heritage data, and could be extended to other material.

From a methodological and stylometric perspective, the challenge was, in a context where supervised analysis was not an option, to deal with short texts <…> From a thematic perspective, on the whole, our results confirm (or fail to disprove) Meyer's hypothesis regarding the constitution of Old French legendiers.

 

Acceptance of value judgments. The evaluative judgment allows the author of Article 1 to emphasize his opinion on the value of empirical corpus data extracted from the speech of foreign language learners for understanding the processes of language acquisition, using a verb in the present perfect tense, an adverb, and an adjective in the superlative degree.

The number of non-native speakers living in various countries has increased significantly over the past few years <…>

Empirical linguistic evidence from learner corpora is hence the most valuable source of examples and can contribute to the understanding of the processes emerging during foreign or second language acquisition.

In Article 2, the French-speaking bilingual presents several types of value judgments.

• Epistemic judgment: evaluative adverbs very poorly; evaluative nouns downside, nonspecialists; negative proposition cannot be trained; antithesis despite several attempts… still presents differences used by a bilingual to evaluate research methodology.

Line detection was found to perform very poorly in Kraken compared with Transkribus, two well-known and performant HTR and Handwritten Text Recognition (OCR) engines.

Kraken in its 2.0.5 release contains a traditional line segmenter based on contrast which cannot be trained on a specific layout <…>

The downside of this dataset is that it was mostly transcribed by nonspecialists and despite several attempts to unify it still presents differences in how the text was transcribed.

• Axiological judgment: modal construction it should be stressed that, adverbs definitely, enough allows the producer to evaluate the effectiveness of software tools used to process manuscripts.

While It should be stressed that we cannot offer a methodical, re-applicable evaluation for this performance, we can definitely say that Kraken would often miss lines, create a lot of false positives in ornamentation, and—not often but enough to be seen—incorrectly sort the lines.

• Emotional judgment: adverb unfortunately, adjective extreme, negation do not convey the producer's attitude towards an approach that is considered ineffective.

Unfortunately, due to the extreme variation in spelling of Old French, dictionary approaches do not perform well. In a previous study (Clerice, 2019), we have shown that they do not extend to new unknown domains as much as deep learning models.

In summary, we note that the speech of Russian-speaking and French-speaking bilinguals utilizes evidential argumentation techniques with varying degrees of intensity in the use of standard linguistic devices and specific linguistic units reflecting the bilingual's cultural identity when conveying scientific knowledge. Thus, in the text of the Russian-speaking bilingual, the speech technique of evaluation (the concept of "significant/insignificant") comes to the fore, and a higher degree of categorical statements with frequent use of adjectives is noted. important. In the text of a scientific article by a French-speaking bilingual, techniques of illocutionary softening and reducing the categorical nature of the statement are often used, using adverbs probably, partially, pronoun one (can hypothesize), epistemological verb (as it can be) seen, which reflect the meaning of the concepts «plausible/implausible».

In the context of evidential argumentation, it is typical for a French-speaking bilingual to use the noun rapprochement: in English this lexeme means rapprochement in political relations, but in this bilingual usage this lexeme is used in the more general, French-specific sense of rapprochement: The rapprochement seems logical from the point of view of literary construction because it builds a collection <…>.

Let's also pay attention to the choice of noun. regroupment: in the context of classification of manuscript collections, bilingual instead of a normative lexeme regrouping uses the French word regroupment, presumably as a marker of cultural identity.

From our results, it [collection A] can be refined in two subseries A1 and A2 (Table 10). Thematically, this regroupment makes sense.

The cultural code of a French-speaking bilingual is also manifested in the use of adverbs finally, which has a common origin with French finalement; a Russian-speaking bilingual conveys his or her linguistic idiom through the regular use of a phrasal verb deal with, which is an indicator of the tracing transfer of an element of the primary language system of a bilingual to the current foreign language (concerns, is considering).

 

Conclusions

Thus, the identified linguistic techniques that bilinguals consciously choose for evidential argumentation, in our opinion, fully realize "persuasion," reflecting the communicants' academic identity in cognitive activity. It has been established that bilinguals exhibit similar tendencies in interpreting scientific knowledge in a foreign language, choosing linguistic units for the logical and semantic presentation of scientific research that define the normative formatting of academic texts and preserve the neutrality and objectivity of scientific knowledge.

It has been proven that bilinguals, when presenting evidence in scientific articles, use linguistic units of speech impact with varying degrees of intensity, which are auxiliary in conveying scientific knowledge. It is assumed that expressive linguistic units in bilingual academic speech facilitate the accessibility and successful development of new knowledge by the international scientific community, which requires linguistic diversity in speech techniques when interpreting the meanings of significant scientific concepts.

It has been established that bilinguals, adhering to a prescriptive approach to academic communication, select lexemes from the relevant language with meanings close to the realities of their own linguistic culture, emphasizing their identity. It can be predicted that modeling the speech behavior of bilinguals in academic communication will be necessary for the fruitful development of scientific knowledge.

Literature

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