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Daily Archives: September 23, 2026

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Lexical-Semantic Features of French Diplomatic Texts and Methods of Their Translation

Authors: Khasanova Shakhnoza

Abstract: This article investigates the lexical-semantic organization of French diplomatic discourse and the principal methods used to translate it into English. Diplomatic documents combine terminological precision with political caution; consequently, their meaning is produced not only by dictionary definitions but also by institutional convention, modality, collocation, politeness, and controlled ambiguity. The study applies descriptive, contextual, contrastive, and functional analysis to representative units drawn from recurrent diplomatic genres, including notes verbales, communiqués, declarations, agreements, and official statements. The analysis identifies eight central features: standardized terminology, formulaic expressions, polysemy, nominalization, modality, euphemistic mitigation, constructive ambiguity, and institutional collocation. It demonstrates that established equivalence is the safest method for conventional legal-diplomatic terms, whereas transposition, modulation, functional equivalence, explicitation, borrowing, calque, and cautious adaptation are required when structural or pragmatic asymmetry occurs. Particular attention is paid to the preservation of legal force and degrees of commitment. The article proposes a controlled translation workflow that integrates genre identification, terminology verification, pragmatic analysis, drafting, and bilingual quality assurance. It concludes that high-quality diplomatic translation is a form of disciplined intercultural mediation in which semantic fidelity, institutional consistency, and pragmatic equivalence must be evaluated together.

DOI: http://doi.org/10.5281/zenodo.22913354

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AI Adoption Among Gen Z Learners: A Critical Examination Of Cognitive Engagement And Critical Thinking

Authors: Aarya Moossaddee

Abstract: The swift adoption of artificial intelligence (AI) tools in higher education has greatly impacted the academic activities and study approaches of a large number of students, as well as their thinking styles. This research is concerned with the investigation of the parties’ AI employment extent in multiple academic work, as well as exploring how patterns of AI use relate to level of critical thinking. Based on primary data, the study makes use of a structured questionnaire to assess the frequency and purpose of AI-aided learning, as well as self-reported measures of critical thinking, among undergraduate and graduate students. This descriptive–correlational study can reveal patterns of use and it can explore potential relationships. Descriptive statistics, reliability tests as well as correlation analyses will be used to analyse the data to investigate the relationship between the degree of AI implementation in academic work and students’ cognitive engagement. The results will likely add substance to continuing conversations surrounding the potential educational fallout from AI and also offer actionable recommendations for educators attempting to right the scale between tech adoption and essential skills development.

DOI: http://doi.org/10.5281/zenodo.22912929

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