[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"blog-article-206-ai-expanding-vocabulary":3},{"uuid":4,"title":5,"subtitle":6,"content":7,"preview":525,"date_published":530,"date_pinned":530,"img":531,"alias":532,"is_published":419,"is_pinned":533,"type":417,"category":534,"category_name":535,"category_alias":536,"background_color":537,"preview_icon":417,"category_value":538,"external_link":417},"8c9d6ad4-77f2-482e-926e-7f9a62826d80","AI for Expanding Vocabulary","AI for vocabulary: collocations, a learning message, recall, an independent dialogue, and appropriate use.",{"type":8,"content":9},"doc",[10,16,17,25,29,30,43,44,50,54,55,59,60,64,65,69,70,74,75,81,85,86,90,91,95,96,100,101,105,106,112,116,117,121,122,126,127,131,132,136,137,143,147,148,152,153,157,158,162,163,167,168,174,178,179,191,192,199,200,204,205,209,210,221,222,226,227,233,237,238,242,243,247,248,252,253,257,258,264,268,269,273,274,278,279,283,284,288,289,295,299,300,304,305,309,310,314,315,319,320,326,330,331,335,336,340,341,345,346,350,351,357,361,362,366,367,371,372,376,377,381,382,386,387,393,399,400,404,405,411,420,421,427,431,432,436,437,443,450,454,455,461,465,466,472,476,477,483,487,488,494],{"type":11,"content":12},"paragraph",[13],{"text":14,"type":15},"New words are easy to collect in a list and difficult to use at the right moment. Active vocabulary needs meaning, typical combinations, pronunciation, and personal context. AI can help create examples and short situations, but check material against a dictionary or learning source. A small set learners actually use is more useful than a large list of unused words.","text",{"type":11},{"type":18,"attrs":19,"content":22},"heading",{"level":20,"id":21},2,"heading_2_1",[23],{"text":24,"type":15},"Conditions for Independent Practice",{"type":11,"content":26},[27],{"text":28,"type":15},"The author’s vocabulary set for learning work is deadline, assignment, feedback, revise, submit. Write a short message about an assignment and ask a question about feedback. Study words together with meet a deadline, submit an assignment, receive feedback, and revise a draft.",{"type":11},{"type":11,"content":31},[32,34,41],{"text":33,"type":15},"Materials with thematic words, meaning, pronunciation, and exercises by level are available in ",{"text":35,"type":15,"marks":36},"British Council: Thematic Vocabulary Practice",[37],{"type":38,"attrs":39},"link",{"href":40},"https:\u002F\u002Flearnenglish.britishcouncil.org\u002Ffree-resources\u002Fvocabulary",{"text":42,"type":15},". The following examples for “expanding English vocabulary with AI” are the author’s learning scenarios; they are not a report of product testing performed.",{"type":11},{"type":18,"attrs":45,"content":47},{"level":20,"id":46},"heading_2_2",[48],{"text":49,"type":15},"The Need Before the List",{"type":11,"content":51},[52],{"text":53,"type":15},"Words must support specific communication. A learning message needs the assignment, deadline, submission, and feedback.",{"type":11},{"type":11,"content":56},[57],{"text":58,"type":15},"Choose five words and name the use situation. Remove incidental synonyms unnecessary for this message.",{"type":11},{"type":11,"content":61},[62],{"text":63,"type":15},"Learners must explain which word conveys each part of the intention.",{"type":11},{"type":11,"content":66},[67],{"text":68,"type":15},"AI may expand the set with dozens of complex items. Retain a short accepted list for an active attempt.",{"type":11},{"type":11,"content":71},[72],{"text":73,"type":15},"For practice with the learning vocabulary set, define which action remains with learners after AI’s response. A partner can supply an utterance, explain a form, or suggest conditions, but independent expression must be created by learners; in this trial, the required reference is appropriate assignment submission and revision. Retain the initial attempt without hasty correction: it shows available means and where an obstacle arose; the specific subject of checking here is appropriate assignment submission and revision. Do not immediately compare it with ideal text at a harder level. Comparison must concern the accepted goal and required meaning. If readers understood the intention, first recognize the action performed, then choose a specific language correction. This order preserves the communicative result amid many optional edits.",{"type":11},{"type":18,"attrs":76,"content":78},{"level":20,"id":77},"heading_2_3",[79],{"text":80,"type":15},"Meaning in a Specific Context",{"type":11,"content":82},[83],{"text":84,"type":15},"In a learning situation, feedback means comments on work rather than simply any response. Connect meaning with use.",{"type":11},{"type":11,"content":87},[88],{"text":89,"type":15},"Read a short definition and example. Match the word with an actual action after work submission.",{"type":11},{"type":11,"content":92},[93],{"text":94,"type":15},"Learners must distinguish receiving feedback from submission. These are different parts of the learning route.",{"type":11},{"type":11,"content":97},[98],{"text":99,"type":15},"A translation using one Ukrainian word may conceal context. Add a short explanation of the use situation.",{"type":11},{"type":11,"content":102},[103],{"text":104,"type":15},"Give the learning vocabulary task enough context for a fair choice. Who is speaking, to whom, which action do they request or describe, and what does the other speaker already know? Without this information, the assistant may suggest several different but acceptable answers. Difference does not always mean error. If a particular register or presentation method is required, name it before checking. When conditions remain open, the answer key must also recognize alternatives. Learners benefit from first explaining their intention in Ukrainian or another available language, then returning to the target expression; the specific subject of checking here is appropriate assignment submission and revision. This separates misunderstanding the situation from difficulty with a particular language form.",{"type":11},{"type":18,"attrs":107,"content":109},{"level":20,"id":108},"heading_2_4",[110],{"text":111,"type":15},"A Typical Collocation",{"type":11,"content":113},[114],{"text":115,"type":15},"A vocabulary item often works with a verb or noun. An isolated word does not suggest a natural sentence.",{"type":11},{"type":11,"content":118},[119],{"text":120,"type":15},"Check meet a deadline, submit an assignment, and revise a draft. Create your own short examples.",{"type":11},{"type":11,"content":123},[124],{"text":125,"type":15},"The example must contain a correct collocation and clear learning meaning.",{"type":11},{"type":11,"content":128},[129],{"text":130,"type":15},"AI may suggest an unnatural variant. Check a doubtful collocation against an accepted learning source or dictionary.",{"type":11},{"type":11,"content":133},[134],{"text":135,"type":15},"Limit feedback on the learning vocabulary set to a few immediately applicable priorities. One concerns meaning, another a recurring language difficulty or checking method. Ask the assistant to show the fragment, explain the grounds, and leave revision to learners. Label an optional stylistic alternative separately from a necessary correction. An independent simple style may remain simple if it meets the conditions. After feedback, close the ready-made version and create a new utterance or fragment independently. If the change fails without copying, a smaller intermediate action is needed: choosing a form, completing a short sentence, or explaining exactly what learners want to say when checking appropriate assignment submission and revision.",{"type":11},{"type":18,"attrs":138,"content":140},{"level":20,"id":139},"heading_2_5",[141],{"text":142,"type":15},"A Word’s Grammatical Properties",{"type":11,"content":144},[145],{"text":146,"type":15},"Feedback in ordinary learning use is uncountable. This property affects articles and sentence form.",{"type":11},{"type":11,"content":149},[150],{"text":151,"type":15},"Compare feedback with an assignment. Write one request for feedback and one about an assignment.",{"type":11},{"type":11,"content":154},[155],{"text":156,"type":15},"Learners must avoid a feedback in its ordinary meaning and retain the required article with assignment.",{"type":11},{"type":11,"content":159},[160],{"text":161,"type":15},"Do not extend one word’s property to every learning-related noun. Check the specific item and context.",{"type":11},{"type":11,"content":164},[165],{"text":166,"type":15},"To check the learning vocabulary set, name material actually available to the assessor. Written text allows analysis of meaning and language forms. An oral recording supplies listening-analysis material if actually heard. Automatic recognition shows the words the system selected rather than the whole sound realization. Do not extend the conclusion to an unchecked property. If doubt concerns a rule, consult the accepted learning source and specific context; in this trial, the required reference is appropriate assignment submission and revision. If it concerns performance, repeat a small trial with clear conditions. Independent checking here has its own subject; another confident answer from the same chat does not necessarily add new grounds; the specific subject of checking here is appropriate assignment submission and revision.",{"type":11},{"type":18,"attrs":169,"content":171},{"level":20,"id":170},"heading_2_6",[172],{"text":173,"type":15},"Five Words for One Learning Message",{"type":11,"content":175},[176],{"text":177,"type":15},"A hypothetical set for a writing course: deadline, assignment, feedback, revise, submit. These words concern one action sequence: receive an assignment, prepare a draft, obtain feedback, revise text, and submit on time. They are not claimed as a universal list for every language level.",{"type":11},{"type":11,"content":180},[181,183,189],{"text":182,"type":15},"Memorize small combinations: meet a deadline, submit an assignment, receive feedback, revise a draft. In an ordinary learning context, feedback is an uncountable noun; check the corresponding label in ",{"text":184,"type":15,"marks":185},"Cambridge Dictionary",[186],{"type":38,"attrs":187},{"href":188},"https:\u002F\u002Fdictionary.cambridge.org\u002Fdictionary\u002Fenglish\u002Ffeedback",{"text":190,"type":15},". This provides grounds to notice form, but the entire message’s meaning must also be read.",{"type":11},{"type":11,"content":193},[194],{"text":195,"type":15,"marks":196},"Please submit your assignment by Friday. You will receive feedback on Monday. Revise your draft before you submit the final version.",[197],{"type":198},"em",{"type":11},{"type":11,"content":201},[202],{"text":203,"type":15},"The author’s text has three actions and time references. Ask yourself when to submit work, when feedback arrives, and what to do before the final version. If learners translate every word individually but confuse the order, work on message meaning is needed. Adding ten more synonyms will not resolve this specific problem.",{"type":11},{"type":11,"content":206},[207],{"text":208,"type":15},"For recall, close the dictionary and reconstruct collocations from actions in Ukrainian: submit an assignment, revise a draft, receive feedback. After checking, write your own message with different days. Changed timing supplies new meaning rather than cosmetic editing of ready-made text.",{"type":11},{"type":11,"content":211},[212,214,219],{"text":213,"type":15},"AI can create a short situation where one expression is inappropriate. For example, ask learners to distinguish submitting work from revising it after comments. They choose submit or revise by the required action. The explanation must name that action rather than merely repeat the verb’s translation. A broader choice of vocabulary exercises is available in ",{"text":215,"type":15,"marks":216},"British Council thematic materials",[217],{"type":38,"attrs":218},{"href":40},{"text":220,"type":15},".",{"type":11},{"type":11,"content":223},[224],{"text":225,"type":15},"In the next trial, transfer words into a short student–teacher dialogue. Students clarify the deadline; instructors name the required revision. Not all five words are needed in every utterance. If text forces unnatural use of the entire list, reduce mandatory items. A word becomes active through appropriate choice in a new context rather than maximum repetition density.",{"type":11},{"type":18,"attrs":228,"content":230},{"level":20,"id":229},"heading_2_7",[231],{"text":232,"type":15},"Recall Without a Visible List",{"type":11,"content":234},[235],{"text":236,"type":15},"Recognizing a translation and using a word in your own message differ. Remove the ready-made list during the control attempt.",{"type":11},{"type":11,"content":239},[240],{"text":241,"type":15},"Describe a situation in Ukrainian and independently compose a short English utterance. Then check the required items.",{"type":11},{"type":11,"content":244},[245],{"text":246,"type":15},"The message must contain a submission action or feedback request rather than merely list five words.",{"type":11},{"type":11,"content":249},[250],{"text":251,"type":15},"Too many gaps with an answer list may leave practice passive. Add your own complete sentence.",{"type":11},{"type":11,"content":254},[255],{"text":256,"type":15},"A nearby check for the learning vocabulary set reveals the reason for a choice rather than merely model recognition. Retain the familiar subject and change one important context: the actor, time frame, the other speaker’s intention, or required response; in this trial, the required reference is appropriate assignment submission and revision. Ask learners to predict what changes in the expression or check. If the difference is explained, provide an independent attempt without a ready-made key. Otherwise restore a specific meaning question. Two completely different stories may add unnecessary vocabulary load and hide the target principle. The first comparison pair must therefore be small, with broader transfer appropriate after the required connection becomes clear when checking appropriate assignment submission and revision.",{"type":11},{"type":18,"attrs":259,"content":261},{"level":20,"id":260},"heading_2_8",[262],{"text":263,"type":15},"Contrasting Similar Words",{"type":11,"content":265},[266],{"text":267,"type":15},"Revise means reviewing and editing in the required context. Do not mechanically replace it with rewrite in every situation.",{"type":11},{"type":11,"content":270},[271],{"text":272,"type":15},"Compare a small draft revision with completely rewriting text. Explain which action you want to communicate.",{"type":11},{"type":11,"content":275},[276],{"text":277,"type":15},"Learners must choose the word by the change’s meaning rather than only a familiar translation.",{"type":11},{"type":11,"content":280},[281],{"text":282,"type":15},"A synonym list without situations creates false interchangeability. Preserve the distinction in the accepted example.",{"type":11},{"type":11,"content":285},[286],{"text":287,"type":15},"Supports for the learning vocabulary set must help speaking, writing, or checking rather than occupy the entire lesson. Retain a short construction, a content card, or a question leading to the next independent step. Use a complete model after an attempt if its role is explicitly labeled. Reduce support in the next task while retaining new meaning. If learners stop without support, establish the specific cause: a missing word, unclear conditions, or how to connect thoughts when checking appropriate assignment submission and revision. Restoring this exact support is more useful than another large universal phrase list. Note what helped so the next practice begins in the right place.",{"type":11},{"type":18,"attrs":290,"content":292},{"level":20,"id":291},"heading_2_9",[293],{"text":294,"type":15},"Repetition in New Messages",{"type":11,"content":296},[297],{"text":298,"type":15},"A new context helps use a word beyond one model. The same vocabulary role and different meaning are needed.",{"type":11},{"type":11,"content":301},[302],{"text":303,"type":15},"Write a message about another assignment and deadline. Ask one question about feedback.",{"type":11},{"type":11,"content":306},[307],{"text":308,"type":15},"Words must form appropriate collocations in the new situation.",{"type":11},{"type":11,"content":311},[312],{"text":313,"type":15},"Changing only the date in a ready-made letter may require no recall. Remove the model and change the recipient.",{"type":11},{"type":11,"content":316},[317],{"text":318,"type":15},"In a repeated trial of the learning vocabulary set, do not simultaneously demand maximum speed, complex vocabulary, and flawless performance. Choose the criterion matching this step’s goal. A short pause for clarification or self-correction may be a substantive action rather than a general failure. Preserve the distinction between practice support and a final independent check. The former can reveal a necessary hint; in the latter, instructors determine access. If the result depended on a ready-made answer, record this honestly and provide a new nearby case. The next conclusion will then rest on the learner’s action rather than the best text version produced by the assistant; in this trial, the required reference is appropriate assignment submission and revision.",{"type":11},{"type":18,"attrs":321,"content":323},{"level":20,"id":322},"heading_2_10",[324],{"text":325,"type":15},"A Small Vocabulary Record with Your Own Examples",{"type":11,"content":327},[328],{"text":329,"type":15},"An accepted record must allow quick return to meaning and independent use. A large translation table is insufficient.",{"type":11},{"type":11,"content":332},[333],{"text":334,"type":15},"Retain the word, collocation, short meaning, and your own sentence. Add a doubt for the next check.",{"type":11},{"type":11,"content":337},[338],{"text":339,"type":15},"Learners must reconstruct the required utterance without copying a ready-made paragraph.",{"type":11},{"type":11,"content":342},[343],{"text":344,"type":15},"Do not assess active vocabulary solely by recorded item count. Check availability in a new communicative action.",{"type":11},{"type":11,"content":347},[348],{"text":349,"type":15},"After practice with the learning vocabulary set, retain a small independent reference for returning: the initial fragment, accepted change, its reason, and a new assignment. There is no need to reread an entire long dialogue to find a construction or check. Next time, first reconstruct it from memory, then open the record. Change external details so the previous model does not determine the whole answer. If the difficulty recurs, refine support rather than increase a random-topic list. The exercise’s difficulty label guides material selection; one successful trial is not diagnosis of an entire language level or confirmation of mastery of a broad learning area when checking appropriate assignment submission and revision.",{"type":11},{"type":18,"attrs":352,"content":354},{"level":20,"id":353},"heading_2_11",[355],{"text":356,"type":15},"A Second Trial: From a Model to an Independent Decision",{"type":11,"content":358},[359],{"text":360,"type":15},"To check active vocabulary, hide English words and provide only short actions. Learners reconstruct the required collocation themselves. If a word is recognized in completed text but not recalled for an independent message, mark the difference. This guides the next exercise: more reading or a small independent utterance with the required action. One correct translation does not show every way of using a word.",{"type":11},{"type":11,"content":363},[364],{"text":365,"type":15},"A card must contain both a Ukrainian equivalent and an independent context. For submit, this is assignment submission; for revise, reviewing a draft after comments. If the two verbs are confused, create one comparison pair of situations. Unnecessary synonyms may obscure the distinction. First accept the precise meaning, then expand vocabulary for a new actual or hypothetical need.",{"type":11},{"type":11,"content":368},[369],{"text":370,"type":15},"For feedback, notice the accepted learning context and collocation form. Learners can request feedback or report receiving it. Do not mechanically add an article by analogy with every Ukrainian noun. After checking the dictionary label, provide a new independent sentence. The rule must become specific use rather than remain an abstract note beside a translation.",{"type":11},{"type":11,"content":373},[374],{"text":375,"type":15},"In the second exercise, change the days and work sequence. Learners first receive feedback on Tuesday, then revise text and submit the final version on Friday. Request a message without the initial model. If discrepancies arise, check whether the problem concerns a word, time reference, or action order. Each cause needs different assistance; a general vocabulary-expansion prompt may address none.",{"type":11},{"type":11,"content":378},[379],{"text":380,"type":15},"In a short dialogue, students clarify the deadline and ask what must change. Instructors answer according to the exercise’s accepted fictional rules. AI creates only one role and waits. Learners independently choose familiar words without needing all of them in one utterance. Appropriateness matters more than item count. If a required word is not recalled, offer a minimal hint after an independent attempt.",{"type":11},{"type":11,"content":383},[384],{"text":385,"type":15},"After the lesson, choose two items to revisit and one new situation. First recall them without a list, then check form and meaning. If words already work in an independent message, add a new related expression. Otherwise retain the same small set and change context. Vocabulary expansion must support expression of the required thought rather than merely enlarge a card collection.",{"type":11},{"type":18,"attrs":388,"content":390},{"level":20,"id":389},"heading_2_12",[391],{"text":392,"type":15},"A Prompt for the Next Independent Attempt",{"type":11,"content":394},[395],{"text":396,"type":15,"marks":397},"Help activate deadline, assignment, feedback, revise, submit. Give each a simple learning context and typical collocation, then create three situations for my own sentences. Do not reveal ready-made answers immediately.",[398],{"type":198},{"type":11},{"type":11,"content":401},[402],{"text":403,"type":15},"For practice with the learning vocabulary set, add your initial version and name where assistance is needed. Leave in the prompt the part you want to perform yourself. After the answer about the learning vocabulary set, record the accepted step and its grounds. If the model revealed the entire solution before an independent attempt, use a different nearby condition for an independent check; the specific subject of checking here is appropriate assignment submission and revision.",{"type":11},{"type":18,"attrs":406,"content":408},{"level":20,"id":407},"heading_2_13",[409],{"text":410,"type":15},"What to Check Before Completion",{"type":412,"attrs":413},"image_block",{"id":414,"alt":415,"url":416,"type":412,"float":417,"width":418,"preview":419},"41739586-e9c6-41e3-96d0-ece036a8d262","Stage | Evidence of the Accepted Result; The Need Before the List | Learners must explain which word conveys each part of the intention.; A Typical Collocation | The example must contain a correct collocation and clear learning meaning.; Recall Without a Visible List | The message must contain a submission action or feedback request rather than merely list five words.; Repetition in New Messages | Words must form appropriate collocations in the new situation.","https:\u002F\u002Fcloud.cs3.westudy.ua\u002Ffile?path=westudy_online%2Fpublic%2Fwestudy%2Fadab3be3-1bf5-4291-9af4-222425905e45.png",null,"100%",true,{"type":11},{"type":18,"attrs":422,"content":424},{"level":20,"id":423},"heading_2_14",[425],{"text":426,"type":15},"Lesson Material",{"type":11,"content":428},[429],{"text":430,"type":15},"The WeStudy LMS platform can organize a lesson on “expanding English vocabulary with AI.” Prepare the initial conditions, instructions for an independent attempt, and a separate instructor’s answer key. Define available supports for working on the learning vocabulary set before work begins. Check specific material presentation and feedback capabilities in your learning environment when checking appropriate assignment submission and revision.",{"type":11},{"type":11,"content":433},[434],{"text":435,"type":15},"In WeStudy materials for analyzing the learning vocabulary set, retain the initial fragment, accepted revision, and control condition. Instructors need an explanation of the learner’s own choice concerning the learning vocabulary set, beyond a completed file or long chat history. In the next assignment, change external data and check the same learning action with less support.",{"type":11},{"type":18,"attrs":438,"content":440},{"level":20,"id":439},"heading_2_15",[441],{"text":442,"type":15},"FAQ",{"type":18,"attrs":444,"content":447},{"level":445,"id":446},3,"heading_3_16",[448],{"text":449,"type":15},"Is a Ready-Made Answer Needed at the Start of “Expanding English Vocabulary with AI”?",{"type":11,"content":451},[452],{"text":453,"type":15},"For the learning vocabulary set, begin with your own prediction or fragment. Use a model after an attempt to analyze a specific difference. If studying an already completed example, explicitly name its learning role and retain another condition for independent continuation; in this trial, the required reference is appropriate assignment submission and revision. Independent action on the learning vocabulary set must be visible separately from the assistant’s work.",{"type":11},{"type":18,"attrs":456,"content":458},{"level":445,"id":457},"heading_3_17",[459],{"text":460,"type":15},"What If the Explanation of the Learning Vocabulary Set Is Contradictory?",{"type":11,"content":462},[463],{"text":464,"type":15},"Return to the accepted conditions and find the first discrepancy. For the learning vocabulary set, record a specific question and material permitting a check. The rule’s source, manual check, or instructor’s analysis must address the doubtful statement itself. The number of AI answers about the learning vocabulary set does not itself determine which is justified.",{"type":11},{"type":18,"attrs":467,"content":469},{"level":445,"id":468},"heading_3_18",[470],{"text":471,"type":15},"How Can Assistance Be Reduced During Practice with the Learning Vocabulary Set?",{"type":11,"content":473},[474],{"text":475,"type":15},"Retain one short support and ask for the next step. If independent continuation with the learning vocabulary set succeeds, remove support in a new nearby case. Otherwise clarify exactly what is unclear. Returning to a specific difficulty concerning the learning vocabulary set is more useful than randomly increasing ready-made examples.",{"type":11},{"type":18,"attrs":478,"content":480},{"level":445,"id":479},"heading_3_19",[481],{"text":482,"type":15},"What Should Be Retained After a Lesson on “Expanding English Vocabulary with AI”?",{"type":11,"content":484},[485],{"text":486,"type":15},"For the learning vocabulary set, your initial attempt, accepted decision, reason for the change, and new control case are sufficient. This record reconstructs the required action without reading the entire conversation. Limit conclusions about the learning vocabulary set to the checked property; a broader result requires other independent trials under defined conditions.",{"type":11},{"type":18,"attrs":489,"content":491},{"level":20,"id":490},"heading_2_20",[492],{"text":493,"type":15},"Sources and Further Reading",{"type":495,"content":496},"bullet_list",[497,507,516],{"type":498,"content":499},"list_item",[500,506],{"type":11,"content":501},[502],{"text":35,"type":15,"marks":503},[504],{"type":38,"attrs":505},{"href":40},{"type":11},{"type":498,"content":508},[509,515],{"type":11,"content":510},[511],{"text":184,"type":15,"marks":512},[513],{"type":38,"attrs":514},{"href":188},{"type":11},{"type":498,"content":517},[518,524],{"type":11,"content":519},[520],{"text":215,"type":15,"marks":521},[522],{"type":38,"attrs":523},{"href":40},{"type":11},{"type":8,"content":526},[527],{"type":11,"content":528},[529],{"text":6,"type":15},1788208094,"https:\u002F\u002Fcloud.cs3.westudy.ua\u002Ffile?path=westudy_online%2Fpublic%2Fwestudy%2F197f67b0-9bc3-400c-865d-485abece6d7d.webp","206-ai-expanding-vocabulary",false,"22897664-9b70-41e0-8a06-5b20b3ccf833","AI для вивчення мов","language-learning","light","news.articles"]