0.1.6 athens-2026 2026-04-22 2026-04-24 3 00:05 https://conference-hub.linguistic-society.com UTC Main Auditorium Keynote Presentation 2026-04-22T07:00:00+00:00 07:00 00:30 Outline English as a Lingua Franca (ELF) and translanguaging research have fundamentally transformed the ways in which linguistic theory conceives of multilingual communication and language architecture. This keynote examines the conceptual contributions these complementary frameworks make to theoretical linguistics. While ELF interrogates how speakers utilize English across multilingual environments, translanguaging demonstrates the integrated and fluid mobilization of the entirety of speakers’ linguistic resources: a unified repertoire rather than discrete linguistic codes. Together, these perspectives challenge the native-speaker paradigm and reveal the inherent creativity and systematicity that underpin multilingual communication outside of monolingual norms. Empirical data from ELF and translanguaging elucidate patterns such as phonological reduction, morphosyntactic flexibility, pragmatic negotiation strategies, and code-meshing phenomena that should be understood as signs of linguistic innovation, not deviation. These insights urge a re-evaluation of foundational constructs within linguistic theory, including the competence-performance distinction, the universal grammar hypothesis, and modularist models of bilingual cognition. By foregrounding authentic multilingual practices over idealized monolingual grammars, ELF and translanguaging approaches bridge the divide between core theoretical linguistics and applied concerns, providing methodological advancements for investigating language change, cognitive processing, and the real-time evolution of linguistic norms. This integrated paradigm calls for theoretical models capable of accounting for how vast populations creatively deploy their full linguistic repertoires. athens-2026-8-from-deficiency-to-integration-english-as-a-lingua-franca-translanguaging-and-linguistic-theory-reimagined Keynote Nicos Sifakis en false https://conference-hub.linguistic-society.com/athens-2026/talk/CCCDYW/ https://conference-hub.linguistic-society.com/athens-2026/talk/CCCDYW/feedback/ Main Auditorium Onsite oral Presentation 2026-04-22T07:30:00+00:00 07:30 00:15 Abstract Cluster concepts apply when, given a set of conditions, examples that maximally satisfy the conditions are regarded as more typical than examples that satisfy fewer of the conditions. For example, climbing involves two independent conditions: (a) an individual is traveling upward, and (b) the individual is moving with effortful grasping motions (clambering). On the most likely interpretation (Bill climbed (up) the mountain), both conditions are met. On the other hand, the sentence Bill climbed down the mountain violates the first condition and The snake climbed (up) the tree violates the second condition. However, both examples are acceptable instances of climbing since each one of them fulfills at least one condition. The default interpretation, in which both conditions are satisfied, is judged to be more prototypical climbing, while the other acceptable sentences are judged as marginal. Even though cluster concepts help define words in this way, the interaction between cluster concepts and lexical entries has not been explored in detail. The goal of the current paper is to fill this gap and formalize the relationship between cluster concepts and lexical entries, arguing that cluster concepts are actually instantiated in lexical entries. It is shown that while cluster concepts can be embedded in lexical entries, at the same time they can be abstracted away from them. This encoding of cluster concepts in lexical entries is done using structured lexical entries in the style of the Slot Structure Model (SSM). The SSM is a constraint-based model of morphology that is based on percolation of both syntactic and semantic features and on slot structure, which organizes the information in the lexical entries of words and affixes. The SSM is partly based on the dual- route model of morphology. A corpus study in English and Spanish was conducted in order to determine the uses of words whose lexical entries may be defined through the use of cluster concepts, and to find out whether their use with a prototypical meaning is more or less frequent than with a non-prototypical meaning (that is, more marginal senses). The results serve as (indirect) evidence that cluster concepts are instantiated in lexical entries. The corpus results also serve as a basis to explore the consequences of the proposed analysis for word formation and compounding. For example, do words that are used as a base for derivation or as compound constituents usually have the prototypical meaning? For instance, in climber, the base is the prototypical sense of climb, not the one that means only clambering or going up. The same is the case for, say, bird watcher, where the person doing the watching does not typically observe penguins, but rather prototypical birds such as cardinals or robins. Finally, the paper explores the possibility that the phenomenon of “family resemblance” can be explained by or subsumed under the notion of cluster concepts. It is shown, for example, that the prototypicality of Wittgenstein’s classic example, the word game, can be explained using only cluster concepts encoded in its lexical entry. athens-2026-25-cluster-concepts-and-structured-lexical-entries Onsite Presentation Carlos Benavides en false https://conference-hub.linguistic-society.com/athens-2026/talk/9FDECH/ https://conference-hub.linguistic-society.com/athens-2026/talk/9FDECH/feedback/ Main Auditorium Onsite oral Presentation 2026-04-22T07:45:00+00:00 07:45 00:15 Abstract Public perception of artificial intelligence (AI) is increasingly affected and formed not only by news and policy discourse but also by participatory vernacular culture, especially memes. The study investigates how conceptual metaphors embedded in Reddit memes create the image of AI and influence perceived agency, risk, trustworthiness, and ethical credibility of AI systems. Based on the Conceptual Metaphor Theory (CMT) and the theory of multimodality, the study attempts to answer the following research questions: (1) What are the dominant metaphor families through which memes conceptualize AI? (2) How do these metaphors relate to affective stance and to judgments about AI? We compile a corpus of 1,000 image-based memes posted between 2018 and 2025 from high-traffic AI-adjacent subreddits (e.g., r/MachineLearning, r/ArtificialIntelligence). Memes are retrieved via the Reddit API using AI-related lexical filters. Methodologically, we combine computational metaphor discovery with human annotation. First, text (captions/overlays) and image tags are extracted. Candidate metaphor mappings are identified by clustering recurring source domain imagery (e.g., monster, tool, god, virus) with target domain AI claims (e.g., autonomy, intelligence). Second, each meme is labelled for primary metaphor, stance, and implied responsibility. Results show that Reddit memes focus on several metaphor families, such as AI AS AGENT (intentional, unpredictable), AI AS TOOL (instrumental, controllable), AI AS CHILD (trainable, naive), AI AS ORACLE (omniscient), etc. The study has also found that the metaphor family predicts stance and the responsibility assigned. Examining how memes represent AI through CMT is valuable because memes reveal the conceptual metaphors and categories people use to talk and think about AI. That is of linguistic value because it shows how abstract technical phenomena are adopted via metaphor in everyday language and how the patterns spread, become common, and compete in a community. By mapping which metaphors reappear, it is possible to identify how public discourse creates shared interpretive models of AI that influence how people feel about AI, what they expect from it, and how policy and media describe it. athens-2026-31-the-public-image-of-artificial-intelligence-in-memes Onsite Presentation Oksana Ivanova | Zane Seņko en false https://conference-hub.linguistic-society.com/athens-2026/talk/JMFWGV/ https://conference-hub.linguistic-society.com/athens-2026/talk/JMFWGV/feedback/ Main Auditorium Onsite oral Presentation 2026-04-22T08:00:00+00:00 08:00 00:15 Abstract: The paper entitled “Gender-inclusive translation techniques and constraints through national comparable corpora” presents the gender-inclusive language techniques that can be adopted or avoided in interdisciplinary settings (i.e., administrative and legal) of specialized translation within different national contexts (UK, France, Greece). In particular, monolingual comparable corpora of national official documents are built and processed by exploiting the corpus management and text analysis software Sketch Engine. In brief, corpora- based examples [estimated at around 1,000,000 words per national language (en, fr, el)] drawn from different countries’ public service websites (e.g., gov.uk, légifrance.gouv.fr, diavgeia.gov.gr) indicate that the use of double forms and the practice of adapting the gender form to the person in question can be adopted as gender-inclusive language techniques in administrative and legal translation settings, as they co-exist with the formal constraints of national legislations’ drafting requirements for clarity and precision. However, in these interdisciplinary settings of specialized translation, neutral word choices and terms are usually not recommended, because they can create ambiguity regarding the legal obligations contained in the corresponding national texts. Under these circumstances, another gender- inclusive language technique that can be avoided is the alternation of masculine and feminine forms in the same text. Overall, while generic masculine references are no longer the absolute practice, the linguistic combination of gender inclusivity and clarity in interdisciplinary settings constitutes both a priority and a challenge for specialized translators. Therefore, the comparable corpora of all countries’ official documents become a comprehensive basis for investigating the genderinclusive translation solutions that align with each national legislation’s drafting rules and norms. athens-2026-30-gender-inclusive-translation-techniques-and-constraints-through-national-comparable-corpora Onsite Presentation Vasiliki Chelidoni en false https://conference-hub.linguistic-society.com/athens-2026/talk/YXBV8P/ https://conference-hub.linguistic-society.com/athens-2026/talk/YXBV8P/feedback/ Main Auditorium Onsite oral Presentation 2026-04-22T08:15:00+00:00 08:15 00:15 Abstract Contemporary curricula in humanities in general and linguistics in particular make a special focus on the development of student skills in using language technology (LT). Nowadays, LT is used not only for collecting, processing, analyzing, presenting, and visualizing humanities data but also for monitoring sentiment, detecting fake news, combatting propaganda, and maintaining integrity and validity of news communication in the age of post-truth and ongoing information war. Simultaneously giving rise to the question who actually benefits from this synergy and if technology is always the best source of unbiased opinion. This accentuates the idea that apart from advanced IT skills necessary to use LT to solve various language data-related tasks, students need to be made aware of the role of humanities in shaping the value system of contemporary society, catering to the need to develop, sustain, and maintain humanistic values, develop civic society, and change the world through education. The current research aims to analyze and assess the most efficient pedagogical practices implemented in both undergraduate and postgraduate education to develop advanced student skills in using LT alongside the development of their high-order cognitive skills necessary to assess validity, reliability and integrity of information they are exposed to. The authors hypothesize that understanding of the nature of manipulative communication, awareness of the differences between ideology and propaganda, and critical discourse analysis skills are the necessary preconditions for the masterful use of LT in the efficient processing of language data. The authors reflect on student performance metrics they demonstrate in learning LT applications within the study courses “Machine Learning for Textual Data Processing” and “Digital Sentiment Analysis” developed within the framework of the project “Language Technology Initiative” (2.3.1.1.i./0/1/22/I/CFLA/002 LU Reg.No ESS2023/453) implemented in English in MOOC format at Riga Technical University. Students learn to detect manifestations of soft power and recognize attempts for agenda setting in news communications, develop understanding of the nature and traits of hate speech and cyberbullying and learn how to avoid and battle them, demonstrating compassion, empathy and critical thinking. Both qualitative and quantitative methods are used to assess student achievements in using IT-driven Critical Discourse Analysis (CDA) tools in detecting and flagshipping fake news, battling hate speech, conducting transparency and fact checks and critically assessing validity and integrity of news communication. It is important to note that reliable mechanisms for detecting and eliminating hate speech and fake news are yet to be developed, since the existing technology still often fails to address all emerging issues. Interim research results allow observing that LT, including automated content analysis for battling propaganda, yields the best results when used alongside human oversight and conscious involvement to avoid algorithmic bias, misinterpretation, and possible technology hallucinations. Irrespective of the future human and IT interaction scenarios, critical thinking and analytic approach to information processing shall remain the values required to reduce the risk of being manipulated by disinformation, which calls for conscious and continuous development of versatile linguistic competence, including pragmatic, register and cultural awareness. athens-2026-29-language-technology-in-combatting-propaganda-master-or-servant Onsite Presentation Tatjana Smirnova | Marina Platonova en false https://conference-hub.linguistic-society.com/athens-2026/talk/9MH7YS/ https://conference-hub.linguistic-society.com/athens-2026/talk/9MH7YS/feedback/ Main Auditorium Poster Presentation 2026-04-22T08:35:00+00:00 08:35 00:15 Objectives Language is dynamic, meanings converge, diverge, and form evolving semantic fields. In clinical neuropsychology, however, this variability is typically reduced to fixed categories. Linguistic ability and impairment are commonly assessed using standard neuropsychiatric instruments such as the Semantic Verbal Fluency test (SVF), the Phonological Verbal Fluency test (FAS), and the Boston Naming Test (BNT). Most often, responses on these measures are scored dichotomously as correct or incorrect. This binary scoring obscures semantically related, approximate, or deviant responses. The objective of this study is to develop and evaluate a reproducible computational method for continuous, semantically informed scoring of these tests in Swedish. The primary research question is whether modern vector-based language models can generate stable and interpretable continuous semantic scores that capture graded variation beyond binary classification. Methodology The study applies a computational linguistic framework grounded in distributional semantics, where word meaning is represented as position in a high-dimensional semantic space. Anonymised, synthetically generated lexical responses were used to enable controlled methodological development without sensitive data. Text preprocessing, including normalisation and lemmatisation, was performed using tools from Språkbanken’s text infrastructure. Responses and target words were represented using Swedish-adapted BERT- based vector embeddings. BERT (“Bidirectional Encoder Representations from Transformers”) is a transformer-based language model that learns contextual word representations by analysing large corpora of text and modelling how words relate to surrounding words in both left and right contexts. In this framework, lexical meaning is encoded as numerical vectors in a high-dimensional semantic space, where semantically similar words are positioned closer to one another. This representation enables graded measurement of semantic proximity rather than categorical judgments of correctness. For the verbal fluency tests (SVF and FAS), semantic dispersion was also computed to quantify how responses are distributed within the semantic space. In this context, semantic dispersion denotes the quantitative distribution of response vectors within a highdimensional embedding space, operationalised as the extent to which lexical items diverge from one another in semantic representation. Results Vector-based representations generated stable and interpretable continuous scores. The method captured fine-grained variation among semantically related responses that is lost under binary scoring. Systematic differences in response structure were observed across the Boston Naming Test (BNT), Semantic Verbal Fluency (SVF), and Phonological Verbal Fluency (FAS). Linguistic performance could thus be modelled as movement within a semantic space rather than as a series of discrete outcomes. Discussion The study demonstrates the feasibility of continuous semantic scoring for Swedish language assessment. The proposed method provides a methodological foundation for future clinical validation and contributes to research on how meaning is structured and dynamically organised in cognitive processes. By reconceptualising test performance as graded semantic movement, the study advances computational approaches to linguistic assessment in neuropsychology. Importantly, this framework enables the quantification of latent semantic structure in a manner that is theoretically grounded, statistically scalable, and reproducible across datasets. Such an approach may facilitate more sensitive detection of subtle linguistic deviations, potentially improve early identification of cognitive decline and supporting longitudinal monitoring of semantic change over time. athens-2026-21-embedding-based-graded-scoring-of-neuropsychological-language-tests Poster Presentation 8:30 - 10 UTC Dimitrios Kokkinakis en false https://conference-hub.linguistic-society.com/athens-2026/talk/PABPJS/ https://conference-hub.linguistic-society.com/athens-2026/talk/PABPJS/feedback/ Main Auditorium Poster Presentation 2026-04-22T08:50:00+00:00 08:50 00:15 Abstract Recent research on reading development has underscored the positive relationship between oral language skills and reading development (Saiegh-Haddad & Spolsky, 2014). Therefore, the goal of this paper is to illuminate the dependency of reading on linguistic knowledge in diglossic societies, where the language or language variety that is employed for daily interaction is not the formal written one (see e.g., Ferguson, 1959; Fishman, 1967; Saiegh-Haddad, 2012). Such linguistic discrepancies between what is mainly acquired as the mother tongue and used on a daily basis, and what is learned later through formal schooling, pose noteworthy challenges to literacy development for learners in these societies. Consequently, this paper sheds light on insights from two special contexts that have been commonly described as diglossic in the sociolinguistic literature: (1) the Arab region, where multiple spoken varieties of Arabic coexist along with Modern Standard Arabic (the formal written variety); and (2) Haiti, where the majority of the population speaks Haitian Creole on a daily basis and where schooling, especially literacy instruction, occurs primarily in French. To this end, based on our empirical data from both contexts, we compare and describe differences and similarities in the findings regarding the relationship between linguistic knowledge and reading ability in the two diglossic contexts in the paper, identify potential factors (linguistic, cognitive, and social/contextual) that alter the way in which linguistic knowledge promotes reading ability and vice versa, and conclude with proposing a multilingual translanguaging perspective (MacSwan, 2022) to support literacy development in such multilingual and multidialectal contexts. athens-2026-16-reading-development-in-diglossic-contexts-insights-from-arabic-and-haitian-creole Poster Presentation 8:30 - 10 UTC Khaled Al Masaeed en false https://conference-hub.linguistic-society.com/athens-2026/talk/L7DUF3/ https://conference-hub.linguistic-society.com/athens-2026/talk/L7DUF3/feedback/ Main Auditorium Poster Presentation 2026-04-22T09:05:00+00:00 09:05 00:15 Abstract This study has adopted the underlying theoretical concepts of metacognition (monitoring of any cognitive initiative), executive functions (set of skills and abilities aimed at the execution of a goal) and reading proficiency, competence in reading comprehension (the process by which cognitive and metacognitive strategies and skills required to construct meanings are put into action), in accordance to researchers as Flavell (1981), Kato (1985) and Kleiman (1998). One of the cognitive activities in that metacognition may be evident is in reading, through metacognitive awareness of reading strategies and the use of metacognitive Reading strategies, which involve conscience, control and intentionality in purpose of reading. Metacognition may relate to reading proficiency, there are studies that show relation between reading proficiency and performance in some components of executive functions (EFs), such as working memory, inhibition, attention and mental flexibility (DIAMOND, 2013). Components of Executive Functions (EFs) are enhanced in bilinguals according to some studies about bilingual advantage, a non consensual construct dealing with the best performance of bilinguals in relation to monolinguals. Considering these theoretical aspects, which factor can better explain metacognition in reading in first language (Portuguese): reading proficiency in L1 (Portuguese) and L2 (English) - monolingual or bilingual status – or habilities in EFs? To answer that research question, it was carried out an empirical study whose general objective was to verify the factor of greater influence. The study was conducted with 54 university students, average age of 25.8 years, divided into four mutually exclusive groups of high and low proficiency reading levels in Portuguese and English, which carried out the following tests: a) the self-report likert scale of Mokthari and Reichard (2002) – MARSI - Metacognitive Awareness of Reading Strategies Inventory, b) the comprehension test and evaluation of the use of strategies designed by the author, from a verbal written retrospective protocol; c) EFs tasks: Digit Span (WECHSLER, 1997), Wordspan (FONSECA; SALES; PARENTE, 2009; WESCHLER, 1997) and Trail Making Test (RABELO et al., 2010). Correlation was observed between MARSI and strategies in L1 and L2 reading proficiency, as well as between strategies and EFs, but not between MARSI and EFs. Reading proficiency in L1 and L2 showed more impact than EFs on metacognition in reading in L1. Results were discussed in the light of assumptions based on conceptual framework and literature review. It is expected that the data of this research may contribute to highlight the importance of the role of metacognitive awareness of reading processes and of the development of reading proficiency in mother tongue. athens-2026-26-the-interplay-of-l1-and-l2-reading-proficiency-and-executive-functions-on-metacognition-in-reading Poster Presentation 8:30 - 10 UTC Diane Bencke en false https://conference-hub.linguistic-society.com/athens-2026/talk/DU9HAB/ https://conference-hub.linguistic-society.com/athens-2026/talk/DU9HAB/feedback/ Main Auditorium Poster Presentation 2026-04-22T09:20:00+00:00 09:20 00:15 Abstract This study investigates the integration of gastronomic terms from Romance languages into Japanese, with the aim of identifying both the morphophonological strategies that shape their adaptation and the diachronic layers through which these borrowings entered the language. The research focuses on three central questions: (1) Which recurring adaptation mechanisms characterise the Japanese forms of Romance gastronomic loanwords? (2) To what extent do source languages (Italian, French, Portuguese, Spanish) exhibit distinct adaptation profiles once integrated into Japanese phonology? (3) How do historical periods of contact correspond to different structural outcomes and explain irregularities between source forms and loanword realizations? The dataset consists of gastronomic loanwords of Romance origin attested in major Japanese lexicographic resources and contemporary culinary discourse. The methodology combines comparative analysis of Romance phonology with established models of Japanese loanword phonology, supplemented by a diachronic classification of borrowing strata. This approach makes it possible to distinguish between early borrowings mediated through Portuguese in the 16th century, later borrowings introduced during the Meiji period, and contemporary imports arising from globalized culinary culture. Preliminary analysis indicates a clear stratification across borrowing periods. Early Portuguese loanwords show more extensive phonological restructuring, including final vowel insertion, reduction or simplification of consonant clusters, and less transparent correspondences that reflect older stages of Japanese phonotactics rather than the Romance source forms familiar today. By contrast, Italian and French borrowings from the 20th and 21st centuries display considerably higher segmental transparency, with consonantal sequences more faithfully preserved through regular epenthesis and moraic reorganisation. Across all layers, Japanese consistently prioritises moraic structure, resulting in recurrent patterns such as vowel epenthesis, secondary gemination, and the avoidance of dispreferred clusters through strategies like consonant lenition or palatalisation. The diachronic analysis further reveals that contemporary borrowings show reduced structural modification, suggesting increased phonetic transparency resulting from direct exposure to Romance culinary terminology in mass media, gastronomy, and branding. These developments allow the identification of several productive adaptation templates, which not only describe current borrowing practices but also help explain apparent inconsistencies between older and newer Romance-derived forms. By integrating diachronic and phonological perspectives, the study contributes to broader discussions in contact linguistics and loanword phonology. It provides evidence for how Japanese manages the integration of Romance phonological material and how the history of cultural transmission shapes modern lexical strata. The findings also offer a framework applicable to other domains of borrowing, highlighting the interaction between phonotactic constraints, contact history, and the sociolinguistic environments in which loanwords circulate. athens-2026-24-gastronomic-romance-loanwords-in-japanese Poster Presentation 8:30 - 10 UTC Denisa Spurná en false https://conference-hub.linguistic-society.com/athens-2026/talk/ZJJEHB/ https://conference-hub.linguistic-society.com/athens-2026/talk/ZJJEHB/feedback/ Online Session Keynote Presentation 2026-04-22T14:00:00+00:00 14:00 00:30 Outline What is morphology? Theoretical linguistics meets computational modelling. Morphology is conceived as the study of word structure, which traditionally has involved the postulation of structural units together with mechanisms that manipulate and combine these units. This categorical view of morphology has recently been challenged by gradient approaches, in which what is generally called ‘morphological structure’ emerges from gradient associations of form and meaning in language use and language acquistion. In this presentation, we will take a closer and more general look at the mapping form and meaning in words and develop an alternative to the traditional ways of treating morphology as the combination of structural pieces below the word-level: Morphology is not about the structure of complex words, it is about complex relations of form and meaning in the mental lexicon. We will discuss computational models that implement this view, and which can be used to test predictions of this lexicon-based and usage-based view of morphology. athens-2026-9-what-is-morphology-theoretical-linguistics-meets-computational-modelling Keynote Ingo Plag en false https://conference-hub.linguistic-society.com/athens-2026/talk/TXQMUU/ https://conference-hub.linguistic-society.com/athens-2026/talk/TXQMUU/feedback/ Online Session Online Presentation 2026-04-22T14:30:00+00:00 14:30 00:15 Objectives Valence-laden inputs, regardless of their emotional polarity, tend to receive prioritised processing and thus automatically attract and sustain attention more effectively than neutral ones. When it comes to language acquisition, the Affective Embodiment Account (AEA) suggests that emotional valence facilitates the grounding of word meanings by providing an embodied learning experience. Although research across diverse methodologies and stimulus types points to emotional valence as a significant facilitator of vocabulary acquisition, available evidence yields varied or conflicting conclusions. Additionally, little research has investigated the impact of linguistic context’s emotional valence on the acquisition of new L2 words, with even fewer studies examining the retention of vocabulary knowledge. The present study extends this line of enquiry and addresses inconsistencies in existing literature by jointly exploring three dimensions of vocabulary knowledge (form, denotative meaning, emotional meaning), offering insights into how emotional valence of input exerts its facilitative effects. The primary research question is whether reading valence-laden L2 narratives can lead to better learning and retention of L2 novel words in EFL learners. Methodology Adopting a within-subjects experimental design in an incidental learning paradigm, this study built on Dong et al. (2024) and involved 74 Vietnamese EFL adult learners who were exposed to 30 novel adjectives through reading 60 short English narratives of different valence conditions (20 positive, 20 negative, 20 neutral). The reading materials were adapted from Dong et al. (2024) and were constructed to elicit distinct emotional valences, validated through both computational analysis (BERT model) and human ratings. Learning was assessed immediately and after a one-week delay through four tasks: speeded recognition (form), meaning matching (denotative meaning), sentence completion (emotional meaning, immediate), and valence judgement (emotional meaning, delayed). Generalised Linear Mixed Models (GLMMs) was adopted as the primary analytic approach for both accuracy and reaction time (RT) data. Results Results showed evidence of successful learning of all three aspects, with words encountered in the emotional contexts, especially negative ones, outperforming those in the neutral contexts in both form recognition and denotative meaning. However, these advantages had attenuated by the delayed test, suggesting contextual valence’s limited effects on long- term retention of vocabulary knowledge. Results from the two measures of emotional meaning acquisition revealed minimal sensitivity to the valence of context, with no differences in performance across all conditions observed. Discussion The study suggests that emotional valence of linguistic context may facilitate early encoding but offer limited benefits for sustained retention of vocabulary knowledge. Evidence for a valence asymmetry was observed, but only in the immediate form recognition and meaning matching speed where negative contexts showed significantly better facilitative effect than positive ones. This indicates that the presence of emotionality, rather than the polarity of valence, may be the key driver of facilitation. Together, these findings indicate that the strategic integration of emotional content, especially clear, vivid, and carefully-framed negative scenarios, might be a powerful tool for enhancing the initial encoding of new vocabulary in EFL contexts. athens-2026-17-the-effects-of-linguistic-context-s-emotional-valence-on-the-acquisition-of-novel-vocabulary-in-efl-learners Online Presentation Tram Thai en false https://conference-hub.linguistic-society.com/athens-2026/talk/R99DZQ/ https://conference-hub.linguistic-society.com/athens-2026/talk/R99DZQ/feedback/ Online Session Online Presentation 2026-04-22T14:45:00+00:00 14:45 00:15 Abstract Kuwaiti Arabic exists within a complex sociolinguistic environment shaped by diglossia and ongoing contact with English across education, media, and digital communication. On social media platforms, this linguistic diversity is particularly visible as users move fluidly between Modern Standard Arabic, Kuwaiti Arabic, and English. This study examines how and why Kuwaiti speakers choose Kuwaiti Arabic in online spaces, focusing on the functions it serves in everyday digital interaction. By analysing authentic examples from social media discourse, the paper explores how users signal identity, stance, and social relationships through their language choices, and how Kuwaiti Arabic is deployed alongside other linguistic and multimodal resources. Adopting a qualitative sociolinguistic approach, the study analyses a corpus of naturally occurring posts and interactions drawn from popular social media platforms. The findings show that Kuwaiti Arabic is frequently used to express intimacy, humour, evaluation, and local identity, while also functioning as a strategic resource for audience alignment and community building. Rather than existing in opposition to Modern Standard Arabic or English, Kuwaiti Arabic operates within a flexible repertoire where language choice reflects context, platform norms, and communicative intent. The paper argues that examining language choice on social media provides valuable insight into the contemporary status of Kuwaiti Arabic and its evolving functions in digitally mediated communication. It highlights the importance of vernacular Arabic varieties in understanding language use, identity construction, and social interaction in Kuwait’s rapidly changing linguistic landscape athens-2026-13-language-choice-on-social-media-platforms-the-case-of-kuwaiti-arabic Online Presentation Munirah AlAjlan en false https://conference-hub.linguistic-society.com/athens-2026/talk/UBUMTR/ https://conference-hub.linguistic-society.com/athens-2026/talk/UBUMTR/feedback/ Online Session Online Presentation 2026-04-22T15:00:00+00:00 15:00 00:15 Abstract While numerous collective nouns have attracted attention for their pronominal number agreement, this synchronic study investigates two nouns — government and family. Each noun is treated as a case study with its own agreement profile. Using a dataset from the British National Corpus (BNC), the study provides a comprehensive account of these nouns and explores how the structural distance between a collective noun and its anaphoric pronoun affects number agreement patterns in British English. This study offers a quantitative analysis that explicitly measures boundary position, incorporating syntactic boundaries (same clause; different clause in the same sentence; following sentence). It provides new empirical evidence for a frequently asserted but rarely quantified claim. The data were extracted from the BNC by identifying tokens where a collective noun was followed, within ten words, by an anaphoric pronoun. After manual filtering, in which ambiguous and non-anaphoric cases were excluded, each remaining instance was coded by boundary position to model pronominal agreement. The findings reveal that plural pronominal agreement becomes more likely as syntactic separation increases, and syntactic boundaries do not affect all nouns equally: agreement patterns depend on the specific noun, not merely on its status as a collective noun. In short, distance effects are robust but noun-specific. The study, therefore, offers a practical framework for extending boundary-sensitive analyses to other collective nouns and linguistic registers. Keywords: agreement; British National Corpus (BNC); British English; collective nouns; syntactic boundaries athens-2026-34-syntactic-boundaries-and-pronominal-agreement-with-british-collective-nouns Online Presentation Awasha Atiega en false https://conference-hub.linguistic-society.com/athens-2026/talk/LMWM9W/ https://conference-hub.linguistic-society.com/athens-2026/talk/LMWM9W/feedback/ Online Session Online Presentation 2026-04-22T15:15:00+00:00 15:15 00:15 Abstract The study contributes to current research on the application of AI to classical languages and offers insights into how far Machine Translation (MT) systems have progressed in the translation of ancient texts. In this paper, we present a comparative investigation of MT from Ancient Greek to Italian, focusing on the performance of ChatGPT as an AI language model applied to a low-resource classical language. In this case, Ancient Greek poses substantial challenges for computational processing due to a lower availability of digital corpora, as well as its linguistic complexity: highly inflectional morphology, flexible word order, extensive use of particles, and pragmatic ambiguity. Within this context, the study aims to assess to what extent ChatGPT can produce translations that are not only formally well-structured, but also philologically plausible. The analysis is conducted on a selected corpus of Ancient Greek passages drawn from different genres and historical periods, with authors such as Homer, Hippocrates, and Sappho. The methodology is the same for the analysis of each passage: the Italian translation generated by ChatGPT is systematically compared with authoritative published human translations, so that the pros and cons of the result emerge along with any similarities or differences. The assessment of outputs is both quantitative and qualitative. In fact, both the frequency and types of errors encountered are analysed, as well as a linguistic interpretation based on morphosyntax and, of course, a lexical check that also observes the correspondence of culturally significant terms. The results indicate that ChatGPT generally produces a fluent Italian output and shows a noteworthy ability to capture the global meaning of many passages; at the same time, the system often opts for oversimplified or generic solutions. Performance also varies according to genre, with greater instability in poetic and fragmentated texts. These findings suggest that, although ChatGPT in its current state cannot be considered a reliable autonomous translator for Ancient Greek, it can function as a supportive tool within a post-editing framework, potentially reducing the initial workload of human translators. Keywords: Ancient Greek, Italian, Machine Translation, AI athens-2026-32-ancient-greek-to-italian-translation-with-chatgpt Online Presentation Riccardo Vicari | Castrenze Nigrelli en false https://conference-hub.linguistic-society.com/athens-2026/talk/EMAGVD/ https://conference-hub.linguistic-society.com/athens-2026/talk/EMAGVD/feedback/ Online Session Online Presentation 2026-04-22T15:30:00+00:00 15:30 00:15 Abstract Vlach is a spoken-only language and has been recorded as endangered, lacking a unified written system (Beis & Dasulas, 2017). Studies conducted on Vlach have been mostly descriptive, with very few focusing on phonology (Dinas, 1987; Beis, 2000) or phonetics (Vrazitulis, 2023). Though the vowel system of the Vlach language is commonly reported to contain seven vowels (/i, e, a, o, u, ə, ɨ/), the Farsherot dialect (part of which is the Rimenian variety) does not contain the central high vowel /ɨ/ (Caragiu-Marioţeanu, 1968). The present paper investigates acoustic properties of the vowels of the Rimenian variety of Kefalovryso (Pogoni prefecture, Epirus) which, to our knowledge, has never been studied experimentally, in order to provide an acoustic description of its vowel space and to explore the status of the central vowels in this variety. We additionally compare the acoustic properties of Rimenian vowels with those of Greek, identifying areas of overlap and divergence that may bear on phonological categorization and language contact. On the basis of linguistic profiling, the community can be characterized as Greek-dominant bilingual, with Vlach maintained as a regularly used secondary language. For the purpose of this study ten bilingual speakers of Kefalovryso (five male, five female) were recorded producing Greek and Vlach vowels in directed speech. The material consisted of carefully selected Greek and Vlach words with CV1CV2 syllabic structure, all stressed on the first syllable. The first consonant was bilabial and the second bilabial or alveolar. F1 and F2 measurements were made with Praat (Boersma & Weenink, 2025) and were subsequently normalized using the Lobanov method in NORM (Thomas & Kental, 2007). Absolute and normalized vowel duration measurements were also conducted. A Linear Mixed Model in SPSS was employed to locate differences between the two vowel systems according to language and gender. Preliminary results indicate that Rimenian vowels /o/ and /u/ are realized in a more open and front position relative to their Greek counterparts. Further comparisons among the Rimenian vowels showed that the centrals /ə/ and /ɨ/ are acoustically close to /a/ and /e/ respectively, suggesting substantial overlap in the acoustic space. These patterns, along with additional findings, will be discussed in light of linguistic contact between Rimenian and Greek athens-2026-18-vowel-realization-in-the-rimenian-variety-of-kefalovryso Online Presentation Dorothea Bilbili en false https://conference-hub.linguistic-society.com/athens-2026/talk/FRM7PZ/ https://conference-hub.linguistic-society.com/athens-2026/talk/FRM7PZ/feedback/ Online Session Keynote Presentation 2026-04-23T12:00:00+00:00 12:00 00:30 Outline Research on second language (L2) pronunciation has long acknowledged the importance of social context, yet social factors are still often treated as peripheral to phonological development. This plenary addresses the central role that social factors play in shaping L2 phonological acquisition and use. It asks four guiding questions: how social factors are defined in pronunciation research, which social factors have been empirically investigated, how and why these factors influence L2 phonological development in both perception and production, and what these findings mean for the teaching of L2 pronunciation. Social factors are understood here as influences that are external to the learner and embedded in the language learning environment, particularly those that reflect learners’ relationships with their social worlds. Research has examined a wide range of such factors, including L2 attitudes, social and peer group networks, L2 contact and exposure, study abroad, gender, identity, and ethnic group affiliation. While these variables are often grouped under the umbrella of individual differences, they differ from traditionally internal factors—such as aptitude, motivation, or age—in that they foreground learners’ social positioning and engagement with the linguistic environment. Viewed in this way, social factors offer critical insights into why learners with similar instructional experiences may follow very different phonological developmental paths. From a social contextual perspective, social factors shape L2 phonological development by influencing both the input learners encounter and the pronunciation targets they adopt. Learners are exposed to multiple varieties of a language across settings, often well beyond the standard models presented in classrooms. Their phonological choices are influenced by speech norms in their L1 and L2 communities, socially and gendered patterns of variation, opportunities for interaction through study abroad or media, and participation in social and ethnic networks. Learners are therefore not passive recipients of phonological input, but active agents whose pronunciation choices are systematic and socially meaningful, often serving to index identity, align with particular groups, or resist features that conflict with desired social affiliations. The keynote concludes by considering the implications of social factor research for pronunciation pedagogy. Recognizing learners as socially situated language users challenges deficit oriented views of accentedness and invites a rethinking of instructional goals, models, and assessment practices. By placing social context, variation, and identity at the center of pronunciation research and teaching, this talk argues for more socially responsive and theoretically informed approaches to L2 pronunciation, and outlines directions for future research in this growing area. athens-2026-7-social-influences-on-pronunciation Keynote Jette Hansen Edwards en false https://conference-hub.linguistic-society.com/athens-2026/talk/TBBF8F/ https://conference-hub.linguistic-society.com/athens-2026/talk/TBBF8F/feedback/ Online Session Online Presentation 2026-04-23T12:30:00+00:00 12:30 00:15 Abstract This study examines the critical role of pause length and positioning in consecutive and simultaneous interpretation between Chinese and Portuguese. Through empirical analysis of 20 professional interpreters and 40 native Portuguese listeners, we investigated how inappropriate pause distribution within sentence structures disrupts meaning transmission and comprehension. Prosodic features, including pause patterns, are essential to meaning construction in both Chinese and Portuguese. In Chinese, pauses often delineate semantic units and help disambiguate meaning in the absence of explicit grammatical markers (Tseng, 2006). In Portuguese, prosodic phrasing influences syntactic parsing and pragmatic interpretation (Frota & Vigário, 2003). When interpreters introduce pauses that do not align with target language prosodic expectations, listeners may erroneously segment the incoming speech stream, resulting in miscomprehension (Seeber, 2017). This is particularly problematic when interpreting between languages with different prosodic systems, as between Chinese and Portuguese. Our findings reveal that the typological distance between Chinese (an isolating, tonal language with topic-prominence) and Portuguese (an inflectional, stress-timed language with subject- prominence) creates unique challenges for interpreters. Results indicate that inappropriately positioned pauses occurring at syntactically incorrect junctures result in meaning fragmentation, with a significant negative correlation between inappropriate pause placement and listener comprehension. Passages containing more than five inappropriate pauses per minute showed a bigger reduction in comprehension accuracy. These findings have substantial implications for diplomatic, business, and legal interpretation contexts and provide evidence- based recommendations for interpretation training programs athens-2026-20-the-impact-of-pause-distribution-and-duration-in-chinese-portuguese-interpretation-an-analysis-of-meaning-disruption-and-communicative-consequences Online Presentation Ana Margarida Belém Nunes en false https://conference-hub.linguistic-society.com/athens-2026/talk/CVFCQM/ https://conference-hub.linguistic-society.com/athens-2026/talk/CVFCQM/feedback/ Online Session Online Presentation 2026-04-23T12:45:00+00:00 12:45 00:15 Abstract This study investigates the impact of prosodic-acoustic differences in speech production between English as a native language (L1) and Portuguese as a foreign language (L2) among native Irish speakers, with a focus on the proficiency level in the target language. It addresses a significant gap in the literature concerning the acquisition of prosody in L2 Portuguese, particularly among speakers whose L1 is English —a stress-timed language with distinct rhythmic, intonational, and intensity-related features. The central research question is: To what extent can proficient L2 Portuguese speakers manage prosodic-acoustic features such as duration, fundamental frequency (f0), and intensity when producing the target L2, and how do these realizations deviate from their native patterns? The theoretical framework draws prior research into prosodic-acoustic parameters in L2 speech production and acquisition (Silva Jr. & Barbosa, 2023, 2024), as well on the revised Speech Learning Model (Flege & Bohn, 2021), which predicts differential acquisition trajectories for acoustic parameters based on cross-linguistic phonetic similarity and perceptual salience in the L1. Recent research demonstrates that the transition from stress-timed English to syllable- timed Brazilian Portuguese presents persistent challenges across proficiency levels (Gut, 2022; Passion & Ordin, 2021). L1 English speakers systematically transfer stress-timing strategies, producing over-reduced unstressed vowels and maintaining L1-based durational patterns even at advanced stages (Ulbrich & Ordin, 2020). Intonational challenges include tonal space mapping difficulties, as Brazilian Portuguese nuclear contours employ distinct pitch accent types that do not correspond to English inventory (Barbosa & Madureira, 2021; Gordon & Darcy, 2022). As for the Methods, data were collected through semi-structured interviews with seven native English speakers from Northern Ireland, all of whom are C1–C2 proficient in L2 Portuguese. Acoustic analysis was conducted using Praat (Boersma & Weenink, 2024), and statistical procedures included a Kruskal-Wallis test to assess the effect of language level on prosodic- acoustic parameters. Preliminary results indicate that f0-based acoustic parameters—such as coefficient of variation, slope, median, maximum, minimum, skewness, and peak and valley rates—exhibited significant differences between L1 English and L2 Portuguese productions suggesting that advanced proficiency facilitates convergence toward target melodic-acoustic features consistent with recent findings on pitch range acquisition in L2 speech (Mennen et al., 2020; Leemann et al., 2023). Similar effects were not observed for durational and intensity- related features even at C1-C2 proficiency levels, aligning with research showing these parameters are particularly resistant to change in L2 acquisition (Kolly & Dellwo, 2021; Raiscot et al., 2022). The persistence of L1- like durational and intensity patterns suggests these parameters require specialized intervention, potentially through high-variability perceptual training and articulatory training methods that have shown effectiveness in recent research (Olson, 2023). This study is ongoing, with current efforts focused on analyzing global and pairwise effects between L1 English–L2 Portuguese speakers (experimental group) and native Brazilian Portuguese speakers (control group). athens-2026-28-prosodic-acoustic-features-in-l2-brazilian-portuguese-speech-production-by-native-irish-english-speakers Online Presentation Ana Margarida Belém Nunes en false https://conference-hub.linguistic-society.com/athens-2026/talk/WCT7GK/ https://conference-hub.linguistic-society.com/athens-2026/talk/WCT7GK/feedback/ Online Session Online Presentation 2026-04-23T13:00:00+00:00 13:00 00:15 Abstract This study addresses the challenge of teaching theoretical prosody concepts (i.e., studies about stress, rhythm, intonation, voice quality, and other suprasegmental aspects of human pattern of pronunciation) in undergraduate courses. Our main aim was to develop a didactic approach to promote active and reflective learning about prosody and its suprasegmental characteristics. We hypothesize that creating an academic podcast can serve as an effective scholarly research tool for community development and fostering an inclusive educational environment in phonetics and phonology. For Methodology, a set of didactic activities was designed to guide students in recording podcast episodes. The theoretical framework employed was the Collaborative Online International Learning (COIL) methodological approach. A total of 58 undergraduate students from Phonetics and Phonology courses at the State University of Paraíba (UEPB) and São Paulo State University (UNESP) were grouped. Nine student groups performed seven weeks of academic exchange activities. They collaboratively addressed topics on the phonetic- phonological characteristics of Brazilian Portuguese regional varieties (Paraíba and São Paulo inland) and their potential effects on foreign language production/perception. Insights were summarized into a script, and two students from each cross-university group recorded an episode, which was subsequently edited and published. Acoustic processing was based on the podcast samples produced by the students from both Paraíba and São Paulo. It involved forced-alignment via Munich Automatic Segmentation (MAUS), manual correction, re-alignment into prosodic-level units, and automatic feature extraction using a Praat script. Statistical analysis was carried out through Mann- Whitney U test to compare the independent effect of each dialectical group on the prosodic-acoustic features. Results revealed that features of speech, such as pause duration, f0 centrality, variability and dynamics, as well as long-term spectral intensity showed significant differences between these dialects. This academic podcasting experience enabled us to teach the relevance of studying prosody, and this was positively evaluated by the participating students. The project also enabled students to identify with their own linguistic diversity, including regional accents expressed through prosodic features, by hearing their own and others’ voices. The findings support that the academic podcast project can be successfully implemented as a scholarly research tool. Keywords: Prosody. Academic podcasting. Acoustic phonetics. Brazilian regional dialects. Virtual exchange. athens-2026-23-academic-podcasting-for-prosody-education Online Presentation Leonidas Silva Jr. | Luciani Tenani en false https://conference-hub.linguistic-society.com/athens-2026/talk/BKKUBM/ https://conference-hub.linguistic-society.com/athens-2026/talk/BKKUBM/feedback/ Online Session Online Presentation 2026-04-23T13:15:00+00:00 13:15 00:15 Abstract Phonological working memory (PWM) is a fundamental cognitive mechanism in language acquisition. It helps us retain, process, and manipulate the sound structures of the language, and thus underpins the successful acquisition of pronunciation, vocabulary, grammar, and communication skills, which eventually improve our overall language proficiency. This general picture is not only attested in L1-acquisition but also in the context of learning an L2. Moreover, recent research on language pathology has consistently revealed a deficit in PWM in children with Developmental Language Disorder (DLD) and dyslexia. The vital role of PWM in language acquisition and proficiency logically gives rise to a particular direction in intervention methods in language education and therapy. Instead of directly focusing on language knowledge or skills, interventions for PWM may also be beneficial, as shown in Karousou & Nerantzaki (2020). Inspired by this 2020-study, which reported a positive effect on English vocabulary learning after trainings of the child’s PWM, we aim to develop two gamified intervention activities to train young children’s PWM. We consider Dutch as the target language and our target groups cover children learning Dutch as an L2 as well as those with DLD or dyslexia acquiring Dutch as their native speech, both groups aged between four and eight years old. To ensure that the interventions are sufficiently engaging for the target age groups and can be easily integrated into language classrooms and therapeutic settings, the interventions will be designed as touchscreen-based games generated online during actual gameplay, provided that an internet connection is available. In this presentation, we will illustrate the detailed procedure in developing these games. We will start the presentation with a brief overview of the relevant literature. We will then focus on the detailed procedure used to develop our interventions, beginning with the theoretical rationale underlying the choice of game types. We will describe the careful selection of sound materials for the construction of Dutch nonwords and present the motivations for these choices, followed by the automated generation of nonwords and the criteria used to select the final pool of nearly 2,000 items. We will also provide and discuss an overview of the programming codes underlying the gamified interventions. We will launch and demonstrate the innovative interventions, followed by discussion points and topics for the future. athens-2026-35-innovative-interventions-for-young-children-s-phonological-working-memory-the-case-of-dutch Online Presentation Jing Lin en false https://conference-hub.linguistic-society.com/athens-2026/talk/BPSKEC/ https://conference-hub.linguistic-society.com/athens-2026/talk/BPSKEC/feedback/ Online Session Online Presentation 2026-04-23T13:30:00+00:00 13:30 00:15 Abstract The perception and production of several prosodic phenomena (stress, intonation, and rhythm) often pose a challenge for adult learners of a second language (Mennen, 2015; Jongman & Tremblay, 2020). Research has shown that while explicit instruction improves oral fluency and native-like rhythm in Anglophone L2 French learners (Drouillet et al, 2024), implicit approaches, such as the Verbo-Tonal Method, enhance prosodic mastery in reading and spontaneous speech (Alazard et al., 2010; Alazard, 2013; Saito & Plonsky, 2019). To our knowledge, no prior studies, however, have compared explicit (otherwise known as Form-Based, FB) versus implicit (Meaning-Based, MB) instruction effects on the perception of difficult prosodic patterns in ecologically valid classroom settings.This study addresses two questions: (1) To what extent are beginner Anglophone learners sensitive to the prosodic cues distinguishing yes/no and wh-questions in French, and how does this sensitivity change with training? (2) Which type of training, Form-Based or Meaning-Based, yields greater improvements in the perception of final melodic contours in L2 French questions? Thirteen English-speaking undergraduates enrolled in beginner L2 French courses in the U.S. (ages 18–21; M = 19.9 y/o; 8 women, 5 men; A1–A2 CEFR proficiency after one semester ~ 45–50 hours) participated in our study. Participants were randomly assigned to FB (n = 7) or MB (n = 6) conditions, completing 7.5 hours of standard curriculum instruction over two weeks. In FB classes, the instructor provided explicit metalinguistic corrections, prompted self-correction, reformulated learner output, and used paralinguistic cues (gestures, exaggerated intonation). MB classes emphasized recasts, clarification requests, and implicit noticing of prosodic forms through communicative tasks. To assess participants’ sensitivity to intonation, 20 questions (10 yes/no and 10 wh-) were recorded, each produced in three manipulated versions using PRAAT: canonical, non-native 1, and non-native 2. For yes/no questions, the final f0 contour on the last syllable was modified to create (1) a native-like late rise (L)H* H% (6–8 ST), (2) an over-amplified rise (L)H*HH% (+2–4 ST, total 8–12 ST), and (3) a falling contour L* L%. The same three manipulations were applied to open wh- questions: (1) a native-like fall L* L%, (2) a rise H% (+6–8 ST), and (3) an over-amplified rise HH% (+2–4 ST). Results show that question type significantly influenced performance: wh-questions consistently proved more challenging than yes/no questions. MB training produced slightly stronger gains for interrogative intonation recognition, particularly for distinguishing canonical falls from exaggerated rises in wh-questions. Error patterns revealed persistent L1 influence, with learners favoring exaggerated rises (HH%), which aligns with previous studies on L2 learner preferences (Santiago et al., 2014). Our results suggest that ecologically valid classroom prosody training supports more consistent perceptual patterns for L2 French interrogatives, with Meaning-Based instruction showing modest advantages over Form-Based approaches for melodic contour recognition. These findings highlight the feasibility and value of early prosodic instruction within standard beginner curricula, addressing a critical gap in L2 acquisition. athens-2026-36-training-effects-on-the-perception-of-final-melodic-contours-in-l2-french-questions Online Presentation Samantha Bellomo-Skvasik en false https://conference-hub.linguistic-society.com/athens-2026/talk/SFSYAK/ https://conference-hub.linguistic-society.com/athens-2026/talk/SFSYAK/feedback/ Online Session Online Presentation 2026-04-23T13:45:00+00:00 13:45 00:15 Abstract The 21st century has marked an era of unprecedented technological advancement; the rapid integration of Artificial Intelligence (AI) into our daily life as well as into the educational and communicative practices represents one of the most significant transformations of the twenty-first century. Various tools, grammar checkers, translation systems and conversational agents that are based on AI, are now deeply embedded in language learning environments, particularly within English as a Medium of Instruction (EMI) and English as a Second Language (ESL). While these technologies offer important pedagogical benefits, their pervasive use raises critical concerns regarding long-term sociolinguistic, pragmatic, cognitive and identity-related consequences. This interdisciplinary research investigates how AI reshapes students’ writing and speaking practices, focusing on sociolinguistic behavior, pragmatic competence, academic reasoning, critical thinking and linguistic identity. The study aims to examine how reliance on AI-mediated communication influences spontaneous language production, interaction patterns and students’ willingness to take linguistic risks. It explores how the constant AI use may affect authentic face-to-face communicative engagement and social interaction and how it might undermine critical thinking. Particular attention is paid to pragmatic competence, including the comprehension and production of implicatures, presuppositions, speech acts and culturally appropriate discourse, as well as the interpretation and development of non- verbal communication skills. Additionally, the research addresses the risk of linguistic homogenization, investigating how AI-generated language may threaten individual voice, stylistic variation and the preservation of learners’ unique linguistic and cultural identities. Methodologically, the project will adopt a mixed-method, an interdisciplinary framework that integrates theoretical and empirical approaches. A systematic literature review grounded in sociolinguistics, pragmatics, applied linguistics, pedagogy and language processing will establish the theoretical foundation. Empirically, the research will involve quantitative statistical analysis combined with qualitative discourse analysis. This comprehensive methodology enables the identification of linguistic, pragmatic and cognitive changes that are associated with AI. The research will provide theoretical grounding, as well as corpus development, followed by empirical research and data collection and will conclude with an in-depth examination of contemporary Natural Language Processing (NLP) and Large Language Models (LLMs). This final phase will ensure that pedagogical insights and analytical conclusions reflect the most current developments in AI technology. The expected outcomes will include a detailed mapping of AI’s impact on writing and speaking practices, with particular attention to how AI-mediated communication shapes learners’ critical language identities in EMI and ESL contexts. The study will identify cognitive, socio-pragmatic and identity-related risks associated with AI use, alongside the generation of original empirical data. By bridging theory, empirical evidence, pedagogy and critical language identity, this research will make a significant contribution to sociolinguistic and pragmatic theory while offering practical frameworks for the responsible and reflexive integration of AI in EMI and ESL education. athens-2026-14-ai-mediated-communication-and-language-development-sociolinguistic-pragmatic-and-pedagogical-risks-and-implications-for-emi-and-esl-education Online Presentation Elina Stepanyan en false https://conference-hub.linguistic-society.com/athens-2026/talk/SXPUN9/ https://conference-hub.linguistic-society.com/athens-2026/talk/SXPUN9/feedback/ Online Session Keynote Presentation 2026-04-24T12:00:00+00:00 12:00 00:30 Outline Multi-word expressions (MWEs) such as of course, in the light of, as good as new or take into account are central to fluent communication, yet relatively difficult to identify systematically. This lecture draws on the forthcoming Frequency Dictionary of Multi-Word Expressions in British English (Brezina & Gablasova, Routledge, 2026) to present a clear, corpus-based method for analysing a wide range of MWEs across genres. I begin by contrasting corpus evidence with current AI language models. Modern AI generates language by answering a simple question – What is the next word? – a principle long used in corpus linguistics to measure collocation. Yet while AI can imitate fluent usage, corpora remain more transparent and reliable for identifying MWEs because they trace patterns directly to authentic human interaction in speech and writing. The lecture outlines a practical framework combining frequency, association strength and dispersion to capture the core phraseology of contemporary British English. Examples from the dictionary illustrate how this method reveals stable, meaningful MWEs and supports applications in language teaching, language testing, lexicography and applied linguistic research. The central claim is this: AI can model language, but corpora allow us to understand it. athens-2026-10-how-to-identify-multi-word-expressions-in-corpora Keynote Vaclav Brezina en false https://conference-hub.linguistic-society.com/athens-2026/talk/SR3MTB/ https://conference-hub.linguistic-society.com/athens-2026/talk/SR3MTB/feedback/ Online Session Online Presentation 2026-04-24T12:30:00+00:00 12:30 00:15 Abstract This study aims to determine the influence of L2 prosodic features on automatic accent classification. Specifically, we investigated which features—durational, melodic, intensive, or voice quality—are most effective at classifying accents as either 'Native' (L1-English) or 'Foreign' (L2-English and L1-Brazilian Portuguese). Our hypothesis is that a multidimensional matrix of prosodic features is necessary to finely distinguish L1- L2 linguistic differences and enhance automatic accent classification. For Methodology, this research integrates principles from phonetics, L2 prosody, and Artificial Intelligence (AI). The dataset comprised 160 read-speech samples from three groups: 80 L1-English (L1E) American speakers, 40 L2- English (L2E) proficient Brazilian speakers, and 40 L1- Brazilian Portuguese (L1BP) speakers. Samples were based on a phonetically balanced text (an Aesop’s fable). Acoustic processing involved forcedalignment via Montreal Forced Aligner (MFA), manual correction, re-alignment into prosodic-level units, and automatic feature extraction using a Praat script. Statistical analysis included a Kruskal- Wallis test followed by a Dunn test for pairwise comparisons (L1E-L2E, L1E-L1BP, L2E- L1BP). Finally, L1E was categorized as ‘Native’ and L2E/L1BP as ‘Foreign’ targets for the Automatic Speech Recognition (ASR) system. Preliminary results indicate that long- term spectral (and other intensive) features of voice quality, followed by durational features, were consistent in differentiating the language groups globally and in pairwise comparisons. These features also showed a moderate-to-high influence on the accent classification performance. The Machine Learning algorithms achieved classification accuracy levels ranging from 71% to 100%. Variables related to duration and intensity were found to be significant predictors in the accent classification models. The major conclusion is that prosodic acoustic features, particularly those related to intensity and duration, are highly influential in the automatic classification of foreign accent. The significance of this study extends to L2 pedagogy and to the L2 Forensic field. For the former, the predictive power of prosodic features suggests that current practices in pronunciation classes that prioritize a segment-narrow-focus approach should be revisited and re-prioritized to align with suprasegmental instruction (e.g., teaching stress, rhythm, intonation, and voice modulation). For the latter, the identification of reliable, automatically-extracted prosodic features provides new, measurable acoustic parameters that can be applied to speaker profiling and (foreign) accent characterization in unknown or disguised speech samples. This alignment enhances both the technical performance of ASR models and the potential for improving L2 communication effectiveness and forensic speaker analysis. Keywords: L2 Prosody. ASR. Acoustic Phonetics. L2 Pronunciation Pedagogy. L2 Forensic Field athens-2026-22-l2-prosodic-features-in-automatic-accent-classification Online Presentation Leonidas Silva Jr en false https://conference-hub.linguistic-society.com/athens-2026/talk/XEC9MD/ https://conference-hub.linguistic-society.com/athens-2026/talk/XEC9MD/feedback/ Online Session Online Presentation 2026-04-24T12:45:00+00:00 12:45 00:15 Abstract This study explores the extent to which Large Language Models (LLMs) can accurately analyze and compare inflectional morphosyntactic features and derivational patterns in English and Greek — two typologically divergent systems. While English is predominantly analytic, Greek exhibits a rich fusional inventory of morphosyntactic features encoded inflectionally, including tense, aspect, number, case, gender, and person. The central research question is whether LLMs can reliably identify, categorise, and disambiguate these features across the two systems and how their performance on inflectional paradigms interacts with their handling of derivational morphology. A secondary focus concerns the degree to which morphosyntactic feature encoding constrains or assists LLMs in recognizing derivational processes and their productivity. The study hypothesizes that the typological mismatch between English and Greek exposes systematic gaps in LLM morphological competence, particularly in the processing of inflectionally dense paradigms and derivationally complex lexemes. Methodology The study adopts a mixed-methods design integrating theoretical morphological analysis with computational modeling and empirical evaluation. Two annotated corpora — one for English and one for Greek — are constructed from diverse text sources, with words tagged for morphosyntactic feature values, derivational patterns (prefixation, suffixation), and morphological complexity ranging from transparent to opaque forms. Complex phenomena receiving special attention include syncretism, allomorphy, suppletion, and morphosemantic ambiguity — all of which pose well- documented challenges for both human parsers and computational models. State-of-the-art LLMs (GPT-5.1, Gemini 3, Claude 4.6, and Perplexity 4.5) are evaluated on the annotated datasets using standard metrics (precision, recall, F1-score), complemented by novel morphology-sensitive metrics developed specifically for LLM morphological evaluation: a Morphosyntactic Context Sensitivity metric, a Morphological Complexity Score, and a Morpheme Accuracy Metric, among others. Supervised fine-tuning and Reinforcement Learning from Human Feedback (RLHF) via prompt engineering are further explored as strategies for improving model performance. Results Evaluation results reveal that LLMs perform inconsistently across morphosyntactic feature categories, with the greatest difficulties emerging in Greek paradigms characterized by high degrees of syncretism and morphophonological alternation (e.g., inactive phonological phenomena, allomorphy). In derivational analysis, models tend to rely on surface analogical patterns rather than rule-governed morphological operations, leading to systematic errors in disambiguating derivation from inflection and in correctly identifying the base and affix structure of complex words. Cross- linguistic comparison further confirms that morphosyntactic typology significantly affects LLM generalization, with Greek consistently yielding lower accuracy scores than English across all evaluation metrics. Conclusions The findings demonstrate that current LLMs lack robust morphosyntactic feature representations and that their handling of inflection and derivation falls short of linguistically informed analysis. Crucially, the study shows that targeted fine-tuning on morphologically annotated data — particularly for feature-rich languages like Greek — can meaningfully improve performance. These results have direct implications for the designof NLP tools in morphologically complex languages and call for evaluation frameworks that foreground morphosyntactic adequacy rather than surface fluency alone. athens-2026-12-decoding-morphosyntax-can-llms-handle-inflection-and-derivation-in-english-and-greek Online Presentation Athanasios Karasimos en false https://conference-hub.linguistic-society.com/athens-2026/talk/WKVNAE/ https://conference-hub.linguistic-society.com/athens-2026/talk/WKVNAE/feedback/ Online Session Online Presentation 2026-04-24T13:00:00+00:00 13:00 00:15 Abstract: The COVID-19 pandemic produced a range of viral cultural practices that circulated rapidly through digital platforms. One of the most visible examples was Dalgona coffee, a whipped coffee drink that became widely shared on social media during early lockdown periods. While initially emerging as a simple recipe, the beverage quickly evolved into a recognizable symbol of lockdown culture. This study examines how Dalgona coffee became enregistered as a socially meaningful sign through discourse on X during the first phase of the COVID-19 lockdown (March–May 2020). Drawing on linguistic anthropological theories of Indexicality and Enregisterment, alongside Pierre Bourdieu’s concept of distinction and perspectives from mediatization theory, the study analyzes a corpus of 126 English-language posts referencing Dalgona coffee. Using a qualitative discourse-analytic approach with a two-level coding framework, the analysis identifies both recurring linguistic patterns and the indexical meanings performed through them. The findings demonstrate that Dalgona coffee functioned as a condensed cultural sign indexing several dimensions of pandemic life. Posts frequently positioned the beverage as a temporal marker of early lockdown, a symbol of participatory belonging within digital communities, and a performative practice linked to productivity expectations during quarantine. At the same time, users engaged in reflexive commentary about the trend’s virality, saturation, and eventual decline. These discursive patterns illustrate how repeated references and metapragmatic commentary contributed to the rapid enregisterment of Dalgona coffee as an emblem of pandemic domestic culture. The study contributes to sociolinguistic research on digital discourse by demonstrating how crisis conditions and platform infrastructures can accelerate the formation of culturally recognizable signs in online communication. athens-2026-11-indexicality-and-enregisterment-in-x-discourse-on-dalgona-coffee Online Presentation Bageshree Bageshwar en false https://conference-hub.linguistic-society.com/athens-2026/talk/LHECV3/ https://conference-hub.linguistic-society.com/athens-2026/talk/LHECV3/feedback/ Online Session Online Presentation 2026-04-24T13:15:00+00:00 13:15 00:15 Abstract The study adopts the theoretical framework of Cultural Linguistics, particularly the notion of cultural conceptualizations developed by Farzad Sharifian. Cultural conceptualizations are understood as shared culturally construed systems of meaning that shape and reflect how members of cultural groups understand the world around them and speak about it. Cultural symbols are semiotic signs that members of a cultural community attach specific meanings and emotions to based on shared values, beliefs, and/or expectations. Cultural symbols make these members think and behave in certain ways, and are often seen as defining a particular cultural group, as, for example, flags are identified with certain nations. Language as a symbolic system serves as a medium through which cultural symbols are expressed by simultaneously presenting something directly, as frankincense is an aromatic type of resin, and figuratively, as when frankincense becomes a symbol of prayer in Orthodox Christianity. I am to discuss how cultural symbols could be analyzed from the perspective of Cultural Linguistics as both linguistic and conceptual resources that reflect shared cultural knowledge. I examine cultural symbols, such as a cross on top of a grave, as manifestations of collective conceptual structures embedded in language, discourse and multimodal communication practices. The approach emphasizes qualitative analysis of how cultural symbols are multimodally constructed and interpreted within specific cultural contexts. I present 2 case studies: (1) cross as a cultural symbol in the representation of mass media reporting of the Izium tragedy in Ukraine in 2022; and (2) Bat’kivshchyna Maty (Mother Land) monument as a cultural symbol in the representation in social media discourse. The analysis shows how those cultural symbols work as condensed representations of culturally shared knowledge, values and experiences expressed verbally through metaphorical language, narratives and symbolic references and visually through indexical signs, enabling the producers of messages to communicate complex cultural meanings. Understanding cultural symbols requires examining the interaction between language, cultural cognition and discourse practices. Such a perspective contributes to broader discussions on how language reflects and shapes cultural knowledge within communicative practices athens-2026-19-cultural-linguistic-approach-to-cultural-symbols Online Presentation Svitlana Shurma en false https://conference-hub.linguistic-society.com/athens-2026/talk/TFTTH3/ https://conference-hub.linguistic-society.com/athens-2026/talk/TFTTH3/feedback/ Online Session Online Presentation 2026-04-24T13:30:00+00:00 13:30 00:15 Abstract This study aims to analyze Chinese according to the lexical typology of motion event encoding, applying Talmy’s theoretical framework of lexicalization patterns. According to this theory, Path is the crucial semantic component in motion event encoding, which allows languages to be classified into two types: V(erb)-framed languages, if Path is encoded in the verb (i.e. using a Path verb, e.g. Sp. El perro entró a la cueva (corriendo)), and S(atellite)-framed languages, if Path is encoded in a satellite that is external to the verb, and the Manner is encoded in the verb (e.g. Eng. The dog ran into the cave). Motion event encoding in Chinese is still a matter of debate from different perspectives. Some scholars classify Chinese as S-framed, others as as V-framed, whereas others as E(quipollently)-framed language, as it involves complex construction with the non-hierarchical co-occurrence of both a Manner verb and a Path verb (however, E-framed patterns can be seen as V-framed, since Path is in fact encoded in the verb). More recently, six motion event encoding patterns in Chinese have been identified, as well as the role played by the registers, being V-framed patterns more often used in Chinese spoken language. To further investigate the typological behavior of Chinese with respect to motion event encoding, in the present study a group of native speakers was asked to describe orally eight brief videos, taken from a cartoon, referring to different kinds of motion events. The data show that Chinese mainly belongs to the V-framed type (77.5%), although there are some contexts showing the S-framed constructional pattern (5%); in the remaining contexts (17.5%), speakers did not express any Path component, using only Manner verbs, thus making those cases hard to classify. In addition to the six patterns previously identified, it is noteworthy that the data show the presence of some contexts (25%) that correspond to three new encoding patterns. Overall, the results of the present study confirm that Chinese is mainly coherent with the Vframed type, even if the S-framed pattern is also attested, and show that more complex new constructional patterns actually emerge. These results highlight the importance of adopting a flexible typological perspective and the need for further studies to analyze the complexity of motion event encoding in Chinese. athens-2026-33-new-insights-on-motion-event-encoding-in-chinese Online Presentation Gloria Caracappa | Castrenze Nigrelli en false https://conference-hub.linguistic-society.com/athens-2026/talk/NVQ3KT/ https://conference-hub.linguistic-society.com/athens-2026/talk/NVQ3KT/feedback/ Online Session Online Presentation 2026-04-24T13:45:00+00:00 13:45 00:15 Abstract This study has adopted the underlying theoretical concepts of metacognition (monitoring of any cognitive initiative), executive functions (set of skills and abilities aimed at the execution of a goal) and reading proficiency, competence in reading comprehension (the process by which cognitive and metacognitive strategies and skills required to construct meanings are put into action), in accordance to researchers as Flavell (1981), Kato (1985) and Kleiman (1998). One of the cognitive activities in that metacognition may be evident is in reading, through metacognitive awareness of reading strategies and the use of metacognitive Reading strategies, which involve conscience, control and intentionality in purpose of reading. Metacognition may relate to reading proficiency, there are studies that show relation between reading proficiency and performance in some components of executive functions (EFs), such as working memory, inhibition, attention and mental flexibility (DIAMOND, 2013). Components of Executive Functions (EFs) are enhanced in bilinguals according to some studies about bilingual advantage, a non consensual construct dealing with the best performance of bilinguals in relation to monolinguals. Considering these theoretical aspects, which factor can better explain metacognition in reading in first language (Portuguese): reading proficiency in L1 (Portuguese) and L2 (English) - monolingual or bilingual status – or habilities in EFs? To answer that research question, it was carried out an empirical study whose general objective was to verify the factor of greater influence. The study was conducted with 54 university students, average age of 25.8 years, divided into four mutually exclusive groups of high and low proficiency reading levels in Portuguese and English, which carried out the following tests: a) the self-report likert scale of Mokthari and Reichard (2002) – MARSI - Metacognitive Awareness of Reading Strategies Inventory, b) the comprehension test and evaluation of the use of strategies designed by the author, from a verbal written retrospective protocol; c) EFs tasks: Digit Span (WECHSLER, 1997), Wordspan (FONSECA; SALES; PARENTE, 2009; WESCHLER, 1997) and Trail Making Test (RABELO et al., 2010). Correlation was observed between MARSI and strategies in L1 and L2 reading proficiency, as well as between strategies and EFs, but not between MARSI and EFs. Reading proficiency in L1 and L2 showed more impact than EFs on metacognition in reading in L1. Results were discussed in the light of assumptions based on conceptual framework and literature review. It is expected that the data of this research may contribute to highlight the importance of the role of metacognitive awareness of reading processes and of the development of reading proficiency in mother tongue. athens-2026-37-the-interplay-of-l1-and-l2-reading-proficiency-and-executive-functions-on-metacognition-in-reading Online Presentation Diane Bencke en false https://conference-hub.linguistic-society.com/athens-2026/talk/VSD999/ https://conference-hub.linguistic-society.com/athens-2026/talk/VSD999/feedback/