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1
Tribushinina, Elena, Huub van den Bergh, Dorit Ravid, et al. "Development of adjective frequencies across semantic classes." Language, Interaction and Acquisition 5, no. 2 (2014): 185–226. http://dx.doi.org/10.1075/lia.5.2.02tri.
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This paper is a longitudinal investigation of adjective use by children aged 1;8−2;8, speaking Dutch, German, French, Hebrew, and Turkish, and by their caregivers. Each adjective token in transcripts of spontaneous speech was coded for semantic class. The development of adjective use in each semantic class was analysed by means of a multilevel logistic regression. The results show that toddlers and their parents use adjectives more often as the child grows older. However, this holds only for semantic classes denoting concrete concepts, such as physical properties, colour, and size. Adjectives denoting more abstract properties are barely used by children and parents throughout the first year of adjective acquisition. The correlations between adjective frequencies in child speech and child-directed speech are very strong at the beginning, but decrease with time as the child develops independent adjective use. The composition of early adjective lexicons is very similar in the five languages under study.
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McKinney-Bock, Katy. "Adjective Classes and Syntactic Ordering Restrictions." LSA Annual Meeting Extended Abstracts 1 (May 2, 2010): 2. http://dx.doi.org/10.3765/exabs.v0i0.481.
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I argue there are four classes of adjectives relevant to syntactic ordering: predicative/intersective, predicative/non-intersective, non-predicative, classifying (Svenonius 2008, Alexiadou et al 2007), and previous proposals have not identified the relevant semantic dimensions. Among the properties of gradability, mass/count, and intersectivity, only intersectivity is syntactically relevant. The four classes of adjectives are motivated by the distribution of ordered/non-ordered adjectives, scope effects with certain adjective-pairs, PP-modification, N-dropping and comparatives (Bouchard 2002, Higginbotham 1985, Kennedy 1999). DP structure involves 1) merging the classifying adjective with pronounced N, 2) merging intersective adjectives with N, 3) merging non-intersective adjectives with a silent copy of N.
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Janik, Marta Olga. "Hva Er Et Adjektiv? Et Forsøk På En Prototypedefinisjon." Folia Scandinavica Posnaniensia 15, no. 1 (2013): 15–30. http://dx.doi.org/10.2478/fsp-2013-0002.
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ABSTRACT The article reviews various definitions of adjectival category in Norwegian, and shows that although they define it in different ways, the core of the definitions is always the same. However, there are some classes of adjectives, which are treated diversely by the Norwegian linguists because of the unlike set of criteria they use in their classifications. In my Ph.D. project, I analyze acquisition of Norwegian adjective agreement by Polish L1 speakers of L2 Norwegian. The aim of the present paper is to propose my own definition of adjective, which is based on prototypical and peripheral meanings. The definition shows a Norwegian prototype adjective (that is not unlike the adjectives presented by the Norwegian grammarians) and discusses the more peripheral cases. The definition focuses on the Norwegian adjectives, but also the Polish are mentioned.
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Ollennu, Yvonne Akwele Amankwaa. "ADJECTIVE SEQUENCING IN GA." Buckingham Journal of Language and Linguistics 10 (December 13, 2017): 71–95. http://dx.doi.org/10.5750/bjll.v10i0.1384.
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The use of multiple words to describe nouns is a common phenomenon in language and languages that have adjectives employ this word class.Ga, a Kwa language of the Niger Congo, branch is no exception, whereas languages without adjectives may use other lexical categories like nouns and verbs which play the adjectival role. Ga has adjectives and employs them as attributives for nouns. The paper examines the syntactic rule governing the occurence of several adjectives serving as attibtutes of a single head noun. In this paper the noun is considered as the head of the Ga Nominal Phrase. The order of these adjectives has not received scholarly attention in Ga and this is to fill that gap in the literature. I argued that the order of adjectives is not haphazardly arranged but follows a laid down syntactc prescription. For instance the data showed that Dimension adjectives normall occur in first position, whereas colour adjectives occur further from the head noun. It was also revealed that in the ordering of adjectives in which Value adjectives is included, the Age adjective occurs in last position and Value adjective occurs first or last when included in the ordering of adjectives for a noun. Consequently, it is opined that defying the arrangement in the ordering of the adjectives resulted in unacceptable forms.The adjectives are grouped according to Dixon semantic classes. Data is gathered from native speakers of Ga. The findings contribute to the existing literature on adjective sequencing in Ghanaian languages.
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Marinellie, Sally A., and Cynthia J. Johnson. "Adjective Definitions and the Influence of Word Frequency." Journal of Speech, Language, and Hearing Research 46, no. 5 (2003): 1061–76. http://dx.doi.org/10.1044/1092-4388(2003/084).
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The present investigation is a study of the development of adjective definitions given by participants in Grades 6 and 10 and by young adults, as well as the influence of word frequency on those definitions. A total of 150 participants (50 per age group) wrote definitions for 6 high-frequency and 6 low-frequency adjectives. Adjective definitions were analyzed for use of semantic content and also grammatical form. Findings indicated that content of adjective definitions generally followed a developmental course from concrete and functional to more abstract. Response patterns of certain categories, such as superordinate, have implications for organization of the mental lexicon and suggest that adjective definitions may be less predictable than definitions of other grammatical categories, such as noun. Although conventional syntactic form was highly used in definitions (i.e., adjectival form for a definition of an adjective), verb form was also highly used. Conventional form may be less useful to characterize adjective definitions than other grammatical classes. Findings suggest that word frequency has a robust influence on adjective definitions and that development progresses differently for high- and low-frequency words.
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Clasmeier, Christina. "Niebieski ptak und cukier biały – Eine Klassifikation und Korpusanalyse der Funktion und Wortfolge polnischer Farbadjektive." Zeitschrift für Slawistik 65, no. 1 (2020): 96–133. http://dx.doi.org/10.1515/slaw-2020-0005.
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SummaryThis paper investigates the position of Polish color adjectives in their attributive function in the noun phrase. In general, Polish attributive adjectives may precede the noun (AN) or follow it (NA). There is rich literature on this issue, especially on the motivation for AN or NA order in particular semantic classes of adjectives or types of adjective-noun constructions. However, most of the contributions are theoretical in nature and account for only a part of linguistic reality but fail to capture the entire scope of data. One of the reasons for this might be that, so far, no systematic empirical analysis of this specific syntactical phenomenon has been conducted. This paper presents the results from a corpus analysis (NKJP) of 203 noun-with-color-adjective constructions and their AN/NA distributions. These constructions were classified based on the color adjective’s function (qualifying, classificatory, or part of an idiom). The results show that, regardless of its respective function, Polish color adjectives typically tend to appear in the AN order.
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Ollennu, Yvonne Akwele Amankwaa. "On Predication of Adjectives in Ga." International Journal of Linguistics 9, no. 2 (2017): 70. http://dx.doi.org/10.5296/ijl.v9i2.11067.
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The adjective as a word class is elusive, as sometimes this distinct class is not easy to be identified in some languages though recent linguistics studies have claimed it exists in all languages. In Ga, a Kwa language of Niger Congo, the adjective class can be clearly defined. The Ga adjective class consists of both derived and underived forms. Adjectives are syntactically known to play the role of attribution, and/or predication and also found in comparative constructions. This paper investigates how adjectives in predicative positions in English are expressed in Ga and more especially when multiple ones serve as copula complement. It shows that adjectives in predication are expressed through verbs in Ga. The adjectives found in Ga are classified according to Dixon semantic classes. The data for this study were collected through questionnaire and follow up interviews from some native speakers. From the study, it came to light that verbs that occur in predicate positions as head of the verb phrases may have adjective equivalents but speakers prefer the verbs to the adjectives and there seems to be some number agreement with the nouns in subject position. When the adjective has no verb equivalent, natives make use of relative clauses and also make use of the adjectives. The study further revealed that when multiple adjectives are used in predicative position, though a restricted order was not established, there exist a preferred order for example, dimension adjectives occur before colour adjectives.
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Alfieri, Luca. "The lexicalization of the adjective class as an innovative feature in the Indo-European family." Poznan Studies in Contemporary Linguistics 56, no. 3 (2020): 379–412. http://dx.doi.org/10.1515/psicl-2020-0013.
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AbstractThe threefold division noun-verb-adjective is often considered a hallmark of the IE family from the remote PIE phase. However, Alfieri (2016, 2018, forth.) claims that this view is incorrect: while in Latin three major classes of lexemes are found (nouns, verbs and adjectives), in the Sanskrit language of the Rig Veda only two major classes are found (verbal roots and nouns) and the most typical “adjective” (i.e. the Quality Modifier) is a derived stem built on a verbal root meaning a quality. As a consequence, a deep and previously neglected typological change should be reconstructed in the IE family, namely the lexicalization of the adjective class and the change from a parts of speech (PoS) system “without” adjectives and quality concepts verbally encoded, which is still preserved in the RV, to a PoS system with “true” adjectives, which is found in Latin and in almost all other, especially modern and Western, IE languages. In this case, the data in Alfieri (2016, 2018, forth.) are confirmed focusing on the Quality Argument and the Quality Predicate, so as to show that the presence of a lexical class of adjectives is a common development that has come about independently in different branches of the IE family.
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Dort-Slijper, Marjolein van, Gert Rijlaarsdam, and Eva Breedveld. "De Verwerving Van Morfologische Regels in Schrift (III)." Toegepaste Taalwetenschap in Artikelen 61 (January 1, 1999): 97–110. http://dx.doi.org/10.1075/ttwia.61.09dor.
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In order to provide textbook authors with empirical data on the acquisition in Dutch of written morphology in nouns, verbs and adjectives, several empirical studies have been undertaken. In this article, the third study reports on the performance of the morpheme -e in a special case of adjectives in Dutch: the adjectives derived from participles. The study tries to determine the possible interference between the morphological rules for verb inflection (past tense) and adjective declension in reading and writing. Five classes of adjectives were distinguished according to order of relative difficulty established a priori. Subjects (n=157, grade 6, 7 and 8 from two schools) individually completed a compre-hension and a production task in which factors were systematically varied. Also a recognition test on the spelling of the past tense of verbs was administered. The results showed an effect of categories of verbal adjectives in the production task, but only for groups 7 and 8; group 6 was not sensitive to the differences between the categories. In the recognition task, no effect of type of adjective (verbal or normal) was found for groups 7 and 8; but for group 6, performance on verbal adjectives was lower for the three most difficult categories of adjectives. In the production task, all three groups performed lower on verbal adjectives than normal adjectives in the two most difficult categories of adjectives. It turned out that groups which acquired spelling rules for the past tense of verbs to a higher level, made more errors in the spelling of verbal adjectives, especially in the two categories of adjectives which related the strongest to the spelling of verbs. It was concluded that indications were found that negative transfer or interference is present. Authors recommend changing the order of phases in which spelling rules are trained: from 'adjective declension-verb inflection (past tense)-verbal adjective declension' to 'adjective declension (including verbal adjective declension)-verb declension (past tense).
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DAVIES, Catherine, Jamie LINGWOOD, and Sudha ARUNACHALAM. "Adjective forms and functions in British English child-directed speech." Journal of Child Language 47, no. 1 (2019): 159–85. http://dx.doi.org/10.1017/s0305000919000242.
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AbstractAdjectives are essential for describing and differentiating concepts. However, they have a protracted development relative to other word classes. Here we measure three- and four-year-olds’ exposure to adjectives across a range of interactive and socioeconomic contexts to: (i) measure the syntactic, semantic, and pragmatic variability of adjectives in child-directed speech (CDS); and (ii) investigate how features of the input might scaffold adjective acquisition. In our novel corpus of UK English, adjectives occurred more frequently in prenominal than in postnominal (predicative) syntactic frames, though postnominal frames were more frequent for less-familiar adjectives. They occurred much more frequently with a descriptive than a contrastive function, especially for less-familiar adjectives. Our findings present a partial mismatch between the forms of adjectives found in real-world CDS and those forms that have been shown to be more useful for learning. We discuss implications for models of adjective acquisition and for clinical practice.
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De Raad, Boele. "The replicability of the Big Five personality dimensions in three word‐classes of the Dutch language." European Journal of Personality 6, no. 1 (1992): 15–29. http://dx.doi.org/10.1002/per.2410060103.
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Of the main classes of personality‐descriptive words, verbs, adjectives, and nouns, the class of adjectives has figured as the constant and almost exclusive resource for taxonomic enterprises. In the Dutch language, Brokken (1978) was the first to structure the personality‐descriptive adjectives on a large‐scale basis. The aim of that particular study was not to test the existence of the Big Five in the Dutch language. Of the six Brokken factors, only two or three showed a clear correspondence to the Big Five. Recently, De Raad, Mulder, Kloosterman and Hofstee (1988) and De Raad and Hoskens (1990) taxonomized the personality‐descriptive verbs and the personality‐descriptive nouns. In the present study, the self‐ratings on adjectives (N = 200), nouns (N = 200), and verbs (N = 200) from the latter two studies are used to test the Big Five model in the three classes of personality terms. The model fits well with the adjective domain, although the result deviates from the English structure in order of factors and in emphasis of interpretation. To a certain extent, the model can be said to capture the noun domain as well. Four of the Big Five factors can be identified more or less easily, and the fifth may be discernible as well. The verb structure, however, is quite different in that it shows only two dimensions which seem to be more comprising in meaning than both the adjective factors and the noun factors.
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Boleda, Gemma, Sabine Schulte im Walde, and Toni Badia. "Modeling Regular Polysemy: A Study on the Semantic Classification of Catalan Adjectives." Computational Linguistics 38, no. 3 (2012): 575–616. http://dx.doi.org/10.1162/coli_a_00093.
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We present a study on the automatic acquisition of semantic classes for Catalan adjectives from distributional and morphological information, with particular emphasis on polysemous adjectives. The aim is to distinguish and characterize broad classes, such as qualitative (gran ‘big’) and relational (pulmonar ‘pulmonary’) adjectives, as well as to identify polysemous adjectives such as econòmic (‘economic ∣ cheap’). We specifically aim at modeling regular polysemy, that is, types of sense alternations that are shared across lemmata. To date, both semantic classes for adjectives and regular polysemy have only been sparsely addressed in empirical computational linguistics. Two main specific questions are tackled in this article. First, what is an adequate broad semantic classification for adjectives? We provide empirical support for the qualitative and relational classes as defined in theoretical work, and uncover one type of adjective that has not received enough attention, namely, the event-related class. Second, how is regular polysemy best modeled in computational terms? We present two models, and argue that the second one, which models regular polysemy in terms of simultaneous membership to multiple basic classes, is both theoretically and empirically more adequate than the first one, which attempts to identify independent polysemous classes. Our best classifier achieves 69.1% accuracy, against a 51% baseline.
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Carvalho, Roberto Santos de, and Gessilene Silveira Kanthack. "Uma breve abordagem histórica da classe dos adjetivos (A brief historical approach of the class of adjectives)." Estudos da Língua(gem) 9, no. 2 (2011): 107. http://dx.doi.org/10.22481/el.v9i2.1160.
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Este artigo apresenta uma parte da história dos estudos dos adjetivos, ao longo do pensamento ocidental, partindo das reflexões gregas, passando pelas bases romanas e suas ramificações. Descreve o contexto do pensamento filosófico em que os adjetivos foram descritos por Platão e demonstra que, em razão do seu comportamento sintático-semântico bastante peculiar, ocorreram tentativas de agrupá-los em distintas classes, visando melhor conhecer o seu comportamento. O objetivo precípuo do artigo é, pois, apresentar um breve panorama histórico da configuração dos adjetivos, com vistas a demonstrar que o interesse por eles tem longa tradição na investigação linguística ocidental.PALAVRAS-CHAVE: Adjetivo. História. Semântica. Sintaxe.
 ABSTRACT This paper presents an historical overview of adjective study along the western tradition, from the Greek reflections to the Roman roots and their branches. We will describe the context of the philosophical thought in which the adjective categories were described by Plato. Besides, we will demonstrate that, due to the syntactic-semantic behaviour of this grammatical class, many attempts were made in order to group the adjectives in different classes, by aiming at knowing better the fluid behaviour of this category. The main goal of this article is, therefore, to present a general and historical overview of the configuration of the adjective category, and to show that the interest for this grammatical topic follows a long tradition in the western linguistics investigation.KEYWORDS: Adjective. History. Semantics. Syntax.
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Carvalho, Cristiano, Gabriel Bernardi Dos Santos, and Paula Regina Mendes da Silva Serrão. "Effects of a dancing intervention on mood states in a woman with fibromyalgia: A case report." Revista Andaluza de Medicina del Deporte 13, no. 3 (2020): 173–76. http://dx.doi.org/10.33155/j.ramd.2020.06.005.
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The objective of this study was to verify the effects of a dancing intervention on mood states in a woman with fibromyalgia. A case report in which an intervention protocol consisted of dance classes of 2 sessions per week for 6 weeks, totaling 12 sessions. The List of Mood States - Reduced and Illustrated version (LOMS-RI) was applied before and after each intervention session. The LOMS-RI contains 14 adjectives, and each is represented by a drawing of a face with its corresponding expression. Each of the adjectives presented a scale of four values. A descriptive analysis was performed. The proposed protocol promoted a positive influence in which there was an increase in the positive adjective set score after each session. In addition, there was a decrease in the negative adjective set score after all sessions, except the first session. So, the dance protocol can positively influence the mood states in woman with fibromyalgia.
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Fábregas, Antonio. "The syntax and semantics of nominal modifiers in Spanish: interpretations, types and ordering facts." Borealis – An International Journal of Hispanic Linguistics 6, no. 2 (2017): 1–102. http://dx.doi.org/10.7557/1.6.2.4191.
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This article provides an overview of the main facts and theories regarding nominal modifiers, with attention to the internal division of the low DP-structure (gender, number and N). The article presents first the notion of modification seen from the perspectives of semantics and syntax (§1); adjective classes are discussed in §2. §3 discusses the contrasts between prenominal and postnominal adjectives; §4 discusses the ordering of adjectives in sequences; §5 reviews the main theories that account for the facts discussed in §3 and §4. §6 moves to prepositional modifiers, presenting facts and theories about them. §7 presents the conclusions.
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Grashchenkov, P., and O. Kurianova. "The order of attributive adjectives in the history of Russian and the position of adjectives in the noun phrase." Rhema, no. 4, 2018 (2018): 72–108. http://dx.doi.org/10.31862/2500-2953-2018-4-72-108.
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The paper discusses ordering of different semantic classes of attributive adjectives and possible implications for the syntactic hierarchy based of the (non-)observed linearization. Two corpus-driven studies are presented: the first one considers Russian, the second one deals with the complex corpus, consisting of Old Church Slavonic and Old Russian texts from XI to XVII centuries. Although quantitative analysis shows the tendency towards ordering of attributive adjective, this tendency is not strong and regular enough. The paper concludes that attributive adjectives can be hardly viewed as representing syntactically ordered functional structure and soon argue in favor of attributive adjunction.
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McKinney-Bock, Katy. "Types of Degree Questions: Consequences of Different Adjective Classes." LSA Annual Meeting Extended Abstracts 2 (July 6, 2011): 34. http://dx.doi.org/10.3765/exabs.v0i0.568.
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This paper observes that what constitutes an appropriate answer to a degree question differs for two types of gradable adjectives – dimension (e.g. big) and color (e.g. red). When we ask 'how big' something is, we are asking for that object’s size within some reasonable limits. When we ask 'how red,' we are asking to what degree of redness (appropriate to that object) the object has. I propose that the two types of adjectives merge with degree quantifiers that have different restrictors. This accounts for the differing interpretation/answerhood conditions of dimension and color degree questions.
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Andrew Spencer. "Adjective classes: A cross-linguistic typology (review)." Language 84, no. 2 (2008): 407–9. http://dx.doi.org/10.1353/lan.0.0024.
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Fedorenko, Anastasia. "Typology of Nominalisation of Adjectives in East Caucasian." Iran and the Caucasus 23, no. 4 (2019): 369–79. http://dx.doi.org/10.1163/1573384x-20190407.
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Traditionally, functioning of major classes of lexical items is described as follows. Nouns prototypically function as arguments, but can also serve as predicates and attributes; verbs are normally used as predicates, but can also appear for arguments and attributes; and adjectives are categorically attributes, while secondary they can be used as predicates. The question arises, whether adjectives can serve as arguments (and how). The answer is, undoubtedly, “yes”, they can. When an adjective is used without a head, it begins to function as a noun. The current research aims to describe the morphological behaviour of such nominalised adjectives in the East Caucasian languages. The study of 31 grammatical descriptions of these languages, based on the analysis of nominalised adjectives, reveals 5 groups of the East Caucasian languages.
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Nagano, Akiko. "A conversion analysis of so-called coercion from relational to qualitative adjectives in English." Word Structure 11, no. 2 (2018): 185–210. http://dx.doi.org/10.3366/word.2018.0124.
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It is widely observed that relational adjectives (RAdjs) in English can be coerced into qualitative adjectives (QAdjs) rather freely ( Farsi 1968 ; Beard 1991 ; Bauer et al. 2013 ; Nikolaeva & Spencer 2013 ; Lieber 2015 ). However, the process of coercion and its output properties have not been studied extensively. This paper presents a conversion analysis of the process and discusses how it is effected in the grammar and how converted QAdjs differ from non-converted suffixal ones, such as similatives. The analysis considers the working of the truthfulness operator within a class name NP. Clearly demarcating different adjective classes, the findings of this paper contribute to research on both conversion and RAdj.
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Kishimoto, Hideki, and Geert Booij. "Complex negative adjectives in Japanese: The relation between syntactic and morphological constructions." Word Structure 7, no. 1 (2014): 55–87. http://dx.doi.org/10.3366/word.2014.0056.
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Japanese has a fairly large set of complex adjectives formed by combining a noun with the adjective nai ‘null, empty’. The complex negative adjectives have the remarkable property that they allow nominative case marking to appear inside them optionally. We argue that these complex negative adjectives can be classified into three classes, and that the differences in their syntactic behaviour can be accounted for by positing three distinct morphosyntactic configurations (ranging from a fully phrasal structure to a complex word involving morphological compounding). Some, though not all, complex negative adjectives with case marking show a behaviour which suggests that they constitute single lexical units, while at the same time their components are susceptible to syntactic operations that normally do not apply to the internal structure of words. The data on the Japanese complex adjectives illustrate that adjectives formed via quasi-noun incorporation do not constitute words in a strict morphological sense, in that the entire complexes behave as lexical units, while their components remain visible syntactically.
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McCarthy, Diana, and John Carroll. "Disambiguating Nouns, Verbs, and Adjectives Using Automatically Acquired Selectional Preferences." Computational Linguistics 29, no. 4 (2003): 639–54. http://dx.doi.org/10.1162/089120103322753365.
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Selectional preferences have been used by word sense disambiguation (WSD) systems as one source of disambiguating information. We evaluate WSD using selectional preferences acquired for English adjective—noun, subject, and direct object grammatical relationships with respect to a standard test corpus. The selectional preferences are specific to verb or adjective classes, rather than individual word forms, so they can be used to disambiguate the co-occurring adjectives and verbs, rather than just the nominal argument heads. We also investigate use of the one-senseper-discourse heuristic to propagate a sense tag for a word to other occurrences of the same word within the current document in order to increase coverage. Although the preferences perform well in comparison with other unsupervised WSD systems on the same corpus, the results show that for many applications, further knowledge sources would be required to achieve an adequate level of accuracy and coverage. In addition to quantifying performance, we analyze the results to investigate the situations in which the selectional preferences achieve the best precision and in which the one-sense-per-discourse heuristic increases performance.
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Kanwit, Matthew, and Kimberly L. Geeslin. "SOCIOLINGUISTIC COMPETENCE AND INTERPRETING VARIABLE STRUCTURES IN A SECOND LANGUAGE." Studies in Second Language Acquisition 42, no. 4 (2020): 775–99. http://dx.doi.org/10.1017/s0272263119000718.
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AbstractLearners must develop the ability to vary language according to linguistic and situational factors to produce context-appropriate utterances. Likewise, interpreting the additional meaning conveyed through language variation is essential for successful communication. Nevertheless, research on the interpretation of the variable copulas in Spanish is scarce and we do not know how individual lexical items and patterns of co-occurrence of adjectives with particular copulas influence interpretation. Addressing this void, we compare interpretation of the copulas by native speakers and highly advanced, advanced, and intermediate learners. Participants completed an interpretation task containing the copulas paired with one of nine adjectives, categorized as typically co-occurring with ser, estar, or both copulas. The current study contributes to the body of work on communicative competence and advanced L2 proficiency by exploring the development of interpretative abilities of English-speaking learners of Spanish and the extent to which interpretation differs across adjective classes and individual adjectives.
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Ramli, Rashida Nasuha, Maskanah Mohammad Lotfie, and Ainul Azmin Md Zamin. "Effects of Dual-Language Programme (DLP) on the Usage of English Adjectives at Primary School Level in Malaysia." Social and Management Research Journal 17, no. 2 (2020): 263. http://dx.doi.org/10.24191/smrj.v17i2.10536.
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Students from selected Malaysian schools are currently learning Mathematics and Science in English under the DUAL Language Programme. They are exposed to additional hours of English compared to non-DLP ones. This paper investigates the extent to which the extra hours of English language exposure assist primary school students in grasping the morphological structures of English adjectives. The cross-linguistic differences in Malay and English could be one of the main reasons students face difficulties in acquiring English adjectives. Data were collated from two different Year 2 classes involving a DLP and a non-DLP group. Vocabulary Size Test (VST) measured the use of base form of adjectives while Comparative Adjective TEST were used for the comparative ones. Test scores were analysed to gauge the possible significant difference between the control and the experimental groups. The findings reveal that the mean scores for DLP group are not significantly higher than non-DLP group for both tests.
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Rugaiyah, R. "Morfological Awareness of Students English Language Program of Universitas Islam Riau Pekanbaru: An Analysis Study." International Journal of Educational Research & Social Sciences 2, no. 1 (2021): 178–89. http://dx.doi.org/10.51601/ijersc.v2i1.31.
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This study is aimed to investigate the students’ morphological awareness which is employed by the third semester of English students FKIP Universitas Islam Riau Pekanbaru Riau, Indonesia.This study is the qualitative design namely case study. The instrument of this study was documentation or the scrips of the students in the final examination result in the academic year 2019-2020. In this case, the researcher has analyzed the data using the Cresswell method. The result of this study found that some of the students still have a problem in using derivational affixes such as in changing the classes of words from verb to noun, noun to adjective, adjective to a verb, adjective to an adverb
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Al Baroroh, Aisyah, and Umi Hani. "Students’ Mastery of Adjective Clause: A Case Study towards the Second Semester Students of English Department." Lexeme : Journal of Linguistics and Applied Linguistics 2, no. 1 (2020): 36. http://dx.doi.org/10.32493/ljlal.v2i1.6994.
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This is a case study that aims at analyzing the students’ ability in answering grammar questions about adjective clauses. The method used to analyze the data is qualitative descriptive method. The result of the study showed how well students’ ability of the second semester student of English Literature department at Universitas Pamulang in dealing with grammar questions about adjective clauses. There were 26 random students from two different classes in the same semester who were included in this study. The study shows that the average of students score resulted them to be classifed to have Fair (got 60 to 69 score) category of adjective clause mastery by reaching 46% of the total percentage.
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Walter, Sebastian, Christina Unger, and Philipp Cimiano. "Automatic Acquisition of Adjective Lexicalizations of Restriction Classes: a Machine Learning Approach." Journal on Data Semantics 6, no. 3 (2016): 113–23. http://dx.doi.org/10.1007/s13740-016-0069-0.
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Beck, David. "Review of Dixon & Aikhenvald (2004): Adjective Classes: A Cross-linguistic Typology." Functions of Language 13, no. 1 (2006): 111–18. http://dx.doi.org/10.1075/fol.13.1.06bec.
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Alwiah, Wiwik, and Mansur Akil. "The Effectiveness of Systemic Approach in Teaching Adjectives." ELT Worldwide: Journal of English Language Teaching 5, no. 1 (2018): 28. http://dx.doi.org/10.26858/eltww.v5i1.5798.
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This study aimed at investigating the effectiveness of the use of the systemic approach to improve students’ understanding on adjectives materials related to the use, usage, synonym, antonym, spelling, pronunciation, collocation, meaning, and order. This research employed a quasi-experimental design. The populations were the third-semester students of Muhammadiyah University of Makassar in academic year 2017/2018. The sample consisted of 40 students chosen from two classes by using purposive sampling technique then were divided into two groups, namely experimental and control group. The difference between experimental and control class was based on the teaching technique used during the treatment. While the experimental class was taught by using systemic approach, control class was taught by using the conventional method.The instruments of this research were adjective tests. The data was analyzed by using statistical analysis on SPSS for Windows 20.0 program. As per data, experimental group experienced improvement on their understanding on adjectives in terms of use, usage, meaning, spelling, pronunciation, synonym, antonym, collocation, and order indicated by the post-test mean score (77.1) which was significantly higher than that of the control class (59.7) and the gain of experimental group (31.2) which was higher than control group (17.4). Another supporting indicator is the t-test value which was higher than the t-table value (4.022 > 1.75). Furthermore, the researcher found that the element of adjective which experienced most significant increase on its mastery happened on the usage, while the lowest one was the collocation. The result of this research indicated that there was significant improvement between experimental and control class. It means that systemic approach that was applied in experimental group can improve the students’ mastery on adjectives material. Thus it was concluded that the systemic approach was effective to improve students’ on adjectives.
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Mallombasi, M., Mansur Akil, and I. Iskandar. "Developing students’ mastery on adjective using a systemic approach." International Journal of Humanities and Innovation (IJHI) 1, no. 4 (2018): 30–41. http://dx.doi.org/10.33750/ijhi.v1i4.27.
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This study aimed to investigate the effectiveness of the systemic approach to develop students’ mastery of adjective. The limitations of adjective mastery in this research were the kind, the use, the form, and the order. This research employed a quasi-experimental design with the non-equivalent control group. Sixty-two students in a private university are majoring in English Education chosen from two classes that were divided into two groups, namely experimental and control group. The experimental group was taught by using a systemic approach, while the control group was taught by using lecturing method. The instruments of this research were adjective tests. The data of the experimental group experienced improvement in their mastery of adjective in terms of kind, use, form, and order indicated by the posttest mean score of experimental group (75.40) that was higher than the posttest mean score of control group (54.6) and the t-test value which was higher than the t-table value (12.991 > 1.671). Furthermore, the researchers found that the element of adjective which experienced most significant development happened on the order. The result of this research indicated that there was significant development between experimental and control class. It means that a systemic approach that was applied in the experimental group could develop the students’ mastery of adjective. Thus it was concluded that the systemic approach was effective to develop students’ mastery of adjective.
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Perz, Magdalena. "Les emplois de l’adjectif „clair”, et son potentiel informationnel." Lublin Studies in Modern Languages and Literature 42, no. 4 (2019): 184. http://dx.doi.org/10.17951/lsmll.2018.42.4.184.
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<p>This study seeks to approach the problem of correspondences between adjectives in the context of translation. On the basis of the French adjective clair, e analyzed as a case of study, the author demonstrates that these items could have a few interpretations in French and in Polish. Such multiple interpretations raised by polysemy can be a problem for the description of these items in lexicographical publications, as well as for translation. Correspondences between adjectives are rarely bi-univocal in two languages and this study gives some insights into the possibilities of using these terms in both languages. Differences between the senses are often highly subtle and contextually determined, so the author makes use of the theory of classes of objects. This kind of complex description allows to find the correct equivalent in another language and to make explicit the relations of equivalence between the two languages.</p>
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Hendri, Hendri. "Students� Ability To Use Descriptive Adjective In Sentence." Anterior Jurnal 14, no. 1 (2014): 92–100. http://dx.doi.org/10.33084/anterior.v14i1.227.
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This thesis deals with the use of the descriptive adjective in sentences. The objectives of this research are to find out the students? ability to use a descriptive adjective in sentences and describe the student's difficulties in using a descriptive adjective in sentences. The technique used in this research was descriptive quantitative. This research took the second year (XI) of MAN Tanjung Morawa. There are three classes for XI students that consist of 102 students in which class XI IPA1 = 30 students, XI IPA2 = 36 students, and XI IPS = 36 students. Since the researcher took 20%, so only 20 students were taken as the sample. The findings of this research concluded that for 20 students, there were 9 students or 45% were categorized as able. For 20 students, there were 11 students or 55% were categorized as unable. The result of the validity of the test is 0.67. It means that the test is "high to validity". The value of standard reliability above, then the result of the reliability of the test is 0.80. It means that the test is �good�. The test item number 7 was the most difficult one in which only 2 students were able in using descriptive adjective correctly. The test item number 7 related to the Compound Adjective.
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Hadibrata, Halimi. "PROSES MORFOLOGIS DALAM BAHASA DAYAK TUNJUNG DI KABUPATEN KUTAI BARAT, PROVINSI KALIMANTAN TIMUR." SUAR BETANG 12, no. 2 (2018): 183. http://dx.doi.org/10.26499/surbet.v12i2.30.
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The aim of this research is to discover word class and describing the morphological process of word-formation in Dayak Tunjung. This language is spoken by citizen of West Kutai Region, East Kalimantan. This research applies the qualitative method. The data is collected through survey and note-taking technique. The data is analyzed by using the word-paradigm and valency approach. The word-formation paradigm by affixation, reduplication, and composition to discover word derivation as noun, verb, adjective, and adverb. The valency model of word in sentence is applied to discover preposition and conjunction word class. The result shows that the given language has several word classes, namely noun, verb, adjective, adverb, preposition and conjunction
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Klinge, Alex. "The role of configurational morphology in Germanic nominal structure and the case of English noun-noun constellations." Word Structure 2, no. 2 (2009): 155–83. http://dx.doi.org/10.3366/e1750124509000397.
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This paper argues that a number of puzzling issues in the analysis of English nominal structure arise because English has lost the obligatory pre-N attributive morphology which is still present in the other Germanic languages, represented in this paper by German and Danish. The morphology which the other Germanic languages assign in this particular configuration ensures a clear-cut formal distinction between compounds and phrases, and it upholds a one-to-one relationship between pre-N attributive distribution and the word-class of adjectives. English lost the morphology in this particular configuration, so English also lost the clear-cut formal distinction between compounds and phrases, turning the distinction instead into a semantic one, and it opened up the pre-N attributive slot to constituent classes other than adjectives and adjective phrases. Understanding the role of pre-N attributive morphology in the nominal structure of Germanic languages opens up new ways of understanding the puzzles of English. This paper reviews some known puzzles in the light of the role of pre-N attributive morphology; and it makes new observations and proposes new explanations of structural facts across English, German and Danish.
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Zyzik, Eve, and Clara Azevedo. "WORD CLASS DISTINCTIONS IN SECOND LANGUAGE ACQUISITION." Studies in Second Language Acquisition 31, no. 1 (2009): 1–29. http://dx.doi.org/10.1017/s0272263109090019.
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Although the problem of word class has been explored in numerous first language studies, relatively little is known about this process in SLA. The present study measures second language (L2) learners’ knowledge of word class distinctions (e.g., noun vs. adjective) in a variety of syntactic contexts. English-speaking learners of Spanish from third-semester and third-year courses (N= 240) completed a receptive task that presented contrasting forms belonging to the same word family (e.g.,feliz“happy” andfelicidad“happiness”). The results indicate that learners from both groups are often unable to distinguish among word classes. In particular, learners have significant difficulty in discriminating between adjectives and nouns. Although ambiguous surface morphology contributes to word class confusions, the results suggest that L2 learners do not always recognize derivational suffixes that clearly mark word class. These difficulties are interpreted as stemming from weak syntactic morphological knowledge as well as incomplete knowledge of L2 distributional regularities.
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Hopp, Holger, and Natalia Lemmerth. "LEXICAL AND SYNTACTIC CONGRUENCY IN L2 PREDICTIVE GENDER PROCESSING." Studies in Second Language Acquisition 40, no. 1 (2016): 171–99. http://dx.doi.org/10.1017/s0272263116000437.
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This article investigates how lexical and syntactic differences in L1 and L2 grammatical gender affect L2 predictive gender processing. In a visual-world eye-tracking experiment, 24 L1 Russian adult learners and 15 native speakers of German were tested. Both Russian and German have three gender classes. Yet, they differ in lexical congruency, that is, whether a noun (“house”) is assigned to the same or a different gender class. Further, gender is syntactically realized on postnominal suffixes in Russian but on prenominal articles in German. For adjectives, both Russian and German mark gender on suffixes. In predictive gender processing, we find interactions of proficiency and congruency for gender-marked articles. Advanced L2 learners show nativelike gender prediction throughout. High-intermediate learners display asymmetries according to syntactic and lexical congruency. Predictive gender processing obtains for all nouns in the (syntactically congruent) adjective condition, yet only for lexically congruent nouns in the (syntactically incongruent) article condition.
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McKay, Cathy, Martin Block, and Jung Yeon Park. "The Impact of Paralympic School Day on Student Attitudes Toward Inclusion in Physical Education." Adapted Physical Activity Quarterly 32, no. 4 (2015): 331–48. http://dx.doi.org/10.1123/apaq.2015-0045.
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The purpose of this study was to determine if Paralympic School Day (PSD), a published disability awareness program, would have a positive impact on the attitudes of students without disabilities toward the inclusion of students with disabilities in physical education classes. Participants were 143 sixth-grade students who were divided into 2 groups (experimental n = 71, control n = 72), with the experimental group receiving the PSD treatment. Participants responded 2 times to Siperstein’s Adjective Checklist and Block’s Children’s Attitudes Toward Integrated Physical Education–Revised (CAIPE-R) questionnaire. Four ANCOVA tests were conducted. Results indicated a significant PSD treatment effect across all 4 measures: Adjective Checklist (p = .046, η2 = .03), CAIPE-R (p = .002, η2 = .04), inclusion subscale (p = .001, η2 = .05), and sport-modification subscale (p = .027, η2 = .02).
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Völkel, Svenja. "Word classes and the scope of lexical flexibility in Tongan." Lexical flexibility in Oceanic languages 41, no. 2 (2017): 445–95. http://dx.doi.org/10.1075/sl.41.2.06vol.
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Abstract Tongan is an Oceanic language belonging to the Polynesian subgroup. Based on previous work (Churchward 1953, Tchekhoff 1981, Broschart 1997), Tongan has been classified as a 'flexible' language by various typological approaches on word classes (Hengeveld 1992, Rijkhoff 1998, Croft 2001). This means that lexical items are per se not categorised in terms of major word classes, but they can function as noun, verb, adjective and manner adverb without morphosyntactic derivation. However, not all lexemes are entirely flexible occurring within all these constructions. So the crucial issue of how flexible Tongan really is remains. This question will be addressed by a survey based on a combination of syntactic and semantic word class criteria – basically following Croft's prototype approach (2000, 2001) but also considering Hengeveld & Rijkhoff's work (Hengeveld 1992, Hengeveld, Rijkhoff & Siewierska 2004, Hengeveld 2013) Evans & Osada's work (2005). It reveals the scope of lexical flexibility for various lexemes and semantic groups.
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Nopikasari, Nora, Ani Safitri, and Agung Suhandi. "ANALYSIS WORD CLASSES IN SELECTED POEMS BY ALLAN ALEXANDER MILNE." Premise: Journal of English Education 7, no. 2 (2018): 1. http://dx.doi.org/10.24127/pj.v7i2.1561.
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The objectives of this study are to investigate the word class or known as part of speech from the chosen poems of Alan Alexander Milne. For that reason, five poems of him are analyzed: Wrong House, Furry Bear, If I Were King, The Mirror, dan Hoppity. This study applies descriptive qualitative methods. The procedure of the study covers several steps; dividing words into word class category, analyzing them statistically and reporting the result. Out of the five analyzed poems, there are three-word class categories; verb, noun, an adjective. The most dominant used word class in the poems is noun comprising of 105 in total . This is due to the fact that noun is what the students most widely learned as beginner learners. In these poems, the noun describes the meaning of the poems. Therefore; the categorizing of the part of speech is important to enrich vocabulary and ease the understanding of the poem. This analysis is to make the readers easier in understanding the word class using a poem by Alan Alexander Milne
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Blanco, Xavier. "Regroupements sémantiques dans un dictionnaire d’adverbes composés en espagnol." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 24, no. 2 (2001): 167–82. http://dx.doi.org/10.1075/li.24.2.03bla.
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Summary At first, we present semantic grups compiled in the Spanish compound adverbs dictionary. We propose four types of semantic groups : variants, series of (para)synonyms, open adverbs and adverbs organised by lexical functions. Then, we discuss the possibility of using compound adverbs to caracterise semantic classes of verbs in Spanish. Finally, we study some properties of the structures formed by a verb and adverb related or the relationship with structures formed by a predicative noun and adjective.
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Slininger, David, Claudine Sherrill, and Catherine M. Jankowski. "Children’s Attitudes Toward Peers with Severe Disabilities: Revisiting Contact Theory." Adapted Physical Activity Quarterly 17, no. 2 (2000): 176–96. http://dx.doi.org/10.1123/apaq.17.2.176.
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The purpose was to compare the effects of three physical education settings (structured contact, nonstructured contact, and no contact) on attitudes of children toward peers with severe mental retardation who used wheelchairs. Contact theory (Allport, 1954) guided the study. Participants were 131 Grade 4 students (62 females, 69 males) in three intact classes that were randomly assigned to treatments. During the experimental period (4 weeks, 20 sessions, each 25 min), two children in wheelchairs were integrated into each contact class, and a special helper model was implemented. The experimental design was pretest-posttest randomized groups. Attitudes were assessed by an adjective checklist and an intention survey. A three-way ANOVA (Gender X Group X Time) revealed that females had significantly better attitudes than males. Subsequent analysis revealed that males in the structured contact group improved significantly on the adjective checklist, whereas males in the nonstructured contact group improved significantly on the intention survey.
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Yayuk, Risarri. "KELAS KATA ANTONIM DALAM BAHASA BANJAR." TELAGA BAHASA 5, no. 2 (2019): 297. http://dx.doi.org/10.36843/tb.v5i2.136.
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Antonym study is an important part of semantic. This research problemincludes how the form of antonym in Banjarnese language based on word classes and how to prove that level of antonym based on the characteristic of the word classes. The aims of this research are to describe the form of antonym based on the word classes and to prove that level of antonym based on the characteristic of the word classes. The methodology used for data collection refers to observation method with recording and writing techniques. The data source comes from the public speech of Banjar people in Loktabat Village, Banjarbaru, South Kalimantan Province. The data were taken from January to June 2016. At the phase of analysis, the data were analyzed using the expansion technique. The results of data analysis were presented in narrative descriptive with informal and formal method. The result of this research had shown adjective class, verb, and noun. The proof of the pairs obtained is the antonym word pairs in their respective classes; it corresponds to the characteristics in each class.
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WEISLEDER, ADRIANA, and SANDRA R. WAXMAN. "What's in the input? Frequent frames in child-directed speech offer distributional cues to grammatical categories in Spanish and English." Journal of Child Language 37, no. 5 (2009): 1089–108. http://dx.doi.org/10.1017/s0305000909990067.
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ABSTRACTRecent analyses have revealed that child-directed speech contains distributional regularities that could, in principle, support young children's discovery of distinct grammatical categories (noun, verb, adjective). In particular, a distributional unit known as the frequent frame appears to be especially informative (Mintz, 2003). However, analyses have focused almost exclusively on the distributional information available in English. Because languages differ considerably in how the grammatical forms are marked within utterances, the scarcity of cross-linguistic evidence represents an unfortunate gap. We therefore advance the developmental evidence by analyzing the distributional information available in frequent frames across two languages (Spanish and English), across sentence positions (phrase medial and phrase final), and across grammatical forms (noun, verb, adjective). We selected six parent–child corpora from the CHILDES database (three English; three Spanish), and analyzed the input when children were aged 2 ; 6 or younger. In each language, frequent frames did indeed offer systematic cues to grammatical category assignment. We also identify differences in the accuracy of these frames across languages, sentences positions and grammatical classes.
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Puspitosari, Dwi. "ANALISIS PENGGUNAAN ADJEKTIVA NOMINATIF DALAM BAHASA JEPANG (Berdasarkan Data Sintaksis Corpus)." Chi'e: Journal of Japanese Learning and Teaching 7, no. 1 (2019): 101–5. http://dx.doi.org/10.15294/chie.v7i1.29600.
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This study aims to identify nominative adjectives in Japanese that are difficult to categorize based on the occurred changes when these words are produced along with the other words. For non-native Japanese learners, this has become a challenging issue. The main reason is the adjective that was classified into two categories in accordance with their changes, i.e., i-adjectives and na-adjectives. These adjectives presented different forms of change that had a tendency of transforming into nouns when collaborating with other nouns. Not only did learners in elementary and secondary level face the difficulties, but also those in upper levels did. The data in this study focused on adjectives with a high frequency of use that were collected from "Gendai Nihongo Kakikotoba Kinko Koopasu". The data was analyzed based on the use of adjectives in sentences taken from the corpus data, which underwent different forms of changes. The results of this study indicated that there were many adjectives that underwent different forms of changes and could be classified into multiple word classes.
 
 Penelitian ini bertujuan untuk mngidentifikasi kata sifat-kata sifat yang bersifat nominatif dalam bahasa Jepang yang sulit dikategorikan berdasarkan perubahan saat berhadapan dengan kata lain. Bagi pembelajar bahasa Jepang non-native speaker, hal seperti ini merupakan permasalahan yang dirasa sulit. Alasannya adalah karena kata sifat yang menurut perubahannya diklasifikasikan menjadi dua yakni kata sifat -i dan kata sifat -na, mengalami perubahan yang tidak seragam dan cenderung menjadi nomina saat dihadapkan dengan nomina. Tidak hanya pada pembelajar tingkat dasar dan menengah, pembelajar tingkat atas pun mengalami kesulitan. Pada penelitian ini, data akan difokuskan pada kata sifat dengan frekuensi pemakaian yang tinggi dan dikumpukan dari “Gendai Nihongo Kakikotoba Kinko Koopasu”. Proses analisis data dilihat dari penggunaan kata sifat dalam kalimat diambil dari data corpus, yang mengalami perubahan tidak seragam. Hasil dari penelitian ini menunjukkan banyak kata sifat yang mengalami perubahan tidak seeragam dan dapat diklasifikasikan ke dalam kelas kata ganda.
 
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Nesset, Tore. "Big data in Russian linguistics?" Zeitschrift für Slawistik 64, no. 2 (2019): 157–74. http://dx.doi.org/10.1515/slaw-2019-0012.
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Summary With the advent of large web-based corpora, Russian linguistics steps into the era of “big data”. But how useful are large datasets in our field? What are the advantages? Which problems arise? The present study seeks to shed light on these questions based on an investigation of the Russian paucal construction in the RuTenTen corpus, a web-based corpus with more than ten billion words. The focus is on the choice between adjectives in the nominative (dve/tri/četyre starye knigi) and genitive (dve/tri/četyre staryx knigi) in paucal constructions with the numerals dve, tri or četyre and a feminine noun. Three generalizations emerge. First, the large RuTenTen dataset enables us to identify predictors that could not be explored in smaller corpora. In particular, it is shown that predicates, modifiers, prepositions and word-order affect the case of the adjective. Second, we identify situations where the RuTenTen data cannot be straightforwardly reconciled with findings from earlier studies or there appear to be discrepancies between different statistical models. In such cases, further research is called for. The effect of the numeral (dve, tri vs. četyre) and verbal government are relevant examples. Third, it is shown that adjectives in the nominative have more easily learnable predictors that cover larger classes of examples and show clearer preferences for the relevant case. It is therefore suggested that nominative adjectives have the potential to outcompete adjectives in the genitive over time. Although these three generalizations are valuable additions to our knowledge of Russian paucal constructions, three problems arise. Large internet-based corpora like the RuTenTen corpus (a) are not balanced, (b) involve a certain amount of “noise”, and (c) do not provide metadata. As a consequence of this, it is argued, it may be wise to exercise some caution with regard to conclusions based on “big data”.
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Trufanova, Irina V. "Negative Russian Pronoun Что". RUDN Journal of Language Studies, Semiotics and Semantics 11, № 4 (2020): 625–58. http://dx.doi.org/10.22363/2313-2299-2020-11-4-625-658.
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For the first time in linguistics, the article distinguishes negative pronouns of a pronoun-noun and pronoun-adjective. Their lexical meanings, grammatical features and syntactic functions are determined. A negative pronoun is a noun that means nothing (in Russian both - ничто and ничего ), a negative Russian pronoun что meaning whatever, none. Both pronouns function as the principle sentence component, mainly in negative genitive sentences or as a predicate in a two-memberSubject-Predicate sentence. Subject of a pronoun-noun, which is expressed by the noun of any lexico-grammatical category or infinitive, with a negative pronoun-adjective, which is an infinitive. Both negative pronouns function in rhetorical questions expressing negation in the affirmative form. Subject combined with a pronoun-noun could be expressed by a noun of any lexico-grammatical category or infinitive, with a negative pronoun-adjective что , which could also be formed by an infinitive. Both negative pronouns function in rhetorical questions expressing negation in the affirmative form. The meanings of both negative pronouns are syntactically limited (by the function of the predicate or the principle component of the negative genitive sentence) and structurally determined (be found in the construction with the dative of the authorizer). The meaning of a negative pronoun-adjective is also phraseologically confined, a negative pronoun is an adjective that is always used with the Russian words like проку, толку, выгоды, пользы, прибыли, добра . Three meanings stand out for a negative pronoun ничто : 1) ontological vacuum, nonexistence, absence of an object; 2) something insignificant, insignificant, not worthy of attention; 3) denial of the significance of a person, insignificance. A negative pronoun что is a noun that means something insignificant, insignificant, not worthy of attention (or (as it were) the absence of something/someone (for the authorizer)), or absence (of benefit). A negative pronoun что is an adjective that has one of the meanings of a negative pronoun-adjective никакой meaning none of the available or possible. Despite the indeclinability, a negative pronoun что expresses the noun-meanings of the nominative and genitive cases, while being a negative pronoun-adjective to denote the genitive case, either masculine or feminine. The data collected is retrieved from the National Corps of the Russian Language (NCRL). As the main methodological technique, the substitution method was applied. The theoretical basis of the article was the work on homocomplexes, functional homonyms, poly-functional words, the differentiation of homonymy and polysemy. The theoretical significance of the study lies in the fact that the results allow us expand the linguistic understanding of the semantic and grammatical nature of the pronoun as well as the issue of pronoun syncretism in general, the differentiation of homonymy and polysemy of the classes of pronouns, as well as the varieties of genitive sentences. The data collected can be useful for lexicographic practice: compiling dictionaries of homonyms, grammatical homonyms, explanatory dictionaries, as well as to clarify the typology of one-member sentences. The relevance of the topic is determined by the necessity to establish the full list of pronouns in the Russian language, as well as the importance of studying the phenomena of functional homonymy, transition and syncretism and the importance of solving the problem of distinguishing homonymy and polysemy.
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Valera, Salvador. "English ‘-Ly’ Adverbs: from Subject Orientation to Conversion." Studia Anglica Posnaniensia 49, no. 1 (2014): 77–102. http://dx.doi.org/10.2478/stap-2014-0004.
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AbstractUnlike subject-orientation in English ‘-ly’ adverbs, subject-relatedness does not conflate two syntactic functions in one and the same form: subject-related ‘-ly’ adverbs are predicative elements in the clause and do not function as adverbials. Therefore, the morphological make-up of subject-related ‘-ly’ adverbs does not match the syntactic function and the categorial meaning usually associated with the adverbial suffix ‘-ly’. In subject-relatedness, the association of the predicative function with the ‘-ly’ suffix differs from that of the well-known set of ‘-ly’ adjectives where the suffix is the present-day form of Old English ‘-līc’. Subject-relatedness raises the question of how these ‘-ly’ adverbs should be classified and the implications of this classification on their place in the system of word-classes. Specifically, it raises the question of the place of this morphological, syntactic and semantic behaviour with respect to word-class membership. In this respect, the paper explores the interpretation of subject-related ‘-ly’ words in frameworks where adjectives and adverbs are considered one and the same word-class and also where they are considered separate ones. The interpretation of subject-related ‘-ly’ words as belonging to the categorial space between adjective and adverb is relevant especially in respect of the morphosyntactic processes described in the literature for similar cases: although the profile of subject-related ‘-ly’ words appears to meet the conditions of conversion, they do not become lexicalized, as in lexical conversion, and cannot be traced back to a syntactic process, as in syntactic conversion
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Hendrawaty, Nurmala. "The Influence of Listening English Pop Songs to Improve Learners' Vocabulary at LKP Nuansa Jaya." Loquen: English Studies Journal 12, no. 1 (2019): 56. http://dx.doi.org/10.32678/loquen.v12i01.1192.
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Improving English vocabulary through listening can be done by using English songs that are liked by learners. Therefore, the objectives of this research are to know whether there is an influence of listening to English songs on learners’ vocabulary at LKP Nuansa Jaya English Course in Jakarta or not and to identify and classify the word classes of six selected English pop songs. This is a quantitative and qualitative descriptive research employed by 15 young learners. There is an influence of listening English song on learners’ vocabulary at LKP Nuansa Jaya since the average score of listening test is 75.33. Dealing with identifying and classifying the word classes of six selected English song lyrics, it indicates that the most difficult word class is noun (9.51%); the second is adjective (12.08%); the third is verb (13.37%); the forth is preposition (14.14%); the fifth is adverb (15.17%); the sixth is conjunction (17.22%); the seventh or the easiest one is pronoun (18.51%). As a result, to increase learners’ vocabulary knowledge and mastery, word classes are identified chronologically in every song lyric; then, it is designed into a pocket dictionary. The selection of word classes are based on the results of learners’ vocabulary scores and familiarity. The more difficult the word classes are the more examples are provided. Besides, the meaning of the word classes is translated into Indonesian to make learners easy to understand. 
 
 Keywords: Listening, English Pop Songs, Vocabulary
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Díaz Rodríguez, Cristian. "De la marea granate a los gilets jaunes: humánimos fraseológicos cromáticos." Estudios Románicos 28 (December 20, 2019): 179–90. http://dx.doi.org/10.6018/er/377841.
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En el presente artículo se propone un estudio de las unidades fraseológicas francesas y españolas que denominan entidades humanas (humánimos) y cuya estructura responde al esquema N + Adjcromático: gilet jaune, casques bleus, camisas azules, marea granate. Teniendo en cuenta las teorías propuestas por L. Timofeeva (2008, 2012) sobre el modelo explicativo del significado fraseológico, y tomando como base de análisis los modelos icónicos enunciados por E. M. Iñesta y A. Pamies (2002), se propone una serie de criterios que permiten distinguir las unidades fraseológicas nominales utilizadas para calificar a los humanos (locuciones nominales) de aquellas que, por el contrario, crean clases estables de referentes (compuestos fraseológicos). Asimismo, se analiza el papel que desempeñan las lexías cromáticas a la hora de vehicular la huella etnocultural e idiosincrática de la comunidad lingüística que ha acuñado los diferentes hunánimos fraseológicos estudiados. In this paper we propose a study of Spanish and French phraseological units denominating human entities (humanyms) whose structure follows this pattern: Noun + Chromatic Adjective: gilet jaune, casques bleus, camisas azules, marea granate. Considering the theories about phraseological meaning explicative model, proposed by L. Timofeeva (2008, 2012), and basing our analysis on the iconic models formulated by E. M. Iñesta and A. Pamies (2002), we propose a series of criteria that will permit to distinguish between nominal phraseological units used to qualify humans (idioms) and those that, on the contrary, create stable classes of referents (phraseological compounds). We will also analyze the role played by chromatic adjectives as a vector to carry the ethnocultural and idiosyncratic trace of the community of speakers that have created all these phraseological humanyms.
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Suparno, Darsita, Santje Inneke Iroth, Syifa Fauzia Chairul, and Muhammad Azwar. "Comparative Basic-Words of Standard Arabic Palestinian and Tunisian." Insaniyat: Journal of Islam and Humanities 4, no. 2 (2020): 103–22. http://dx.doi.org/10.15408/insaniyat.v4i2.14509.
Full textAbstract:
This paper studies comparative linguistics on the process of word-formation that occurs in Modern Standard Arabic (MSA), Palestinian Arabic (PLS), and Tunisian Arabic (TNS). It is addressed to portray the process of the verb, adjective, and noun formation in three Arabic languages by using Plag’s theory and to identify sameness and contrariness of basic words by using Hock’s theory. This study used 220 of Morris Swadesh's basic vocabulary as the main guidelines for obtaining data. The criteria were adopted to analyze the data were orthographic, sound-change, phonological and morpheme contrast. This research used descriptive qualitative. The source of the data was basic-word vocabulary. The data were gathered by conducting an in-depth interview with five post-graduate students of the Arabic Department at Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta as informants to get information. The data were analyzed by using structural linguistics, especially phonology, morphology, and semantics. This investigation informed several aspects of findings such as processes of cognates, back-formation, phonological variations, prefixes, clipping, derivation, acronym, loanword, blending, and metathesis of MSA, PLS and TNS. Using the Swadesh vocabulary list, the results of this study found 207 vocabularies for each language, such as MSA, Tunisian, and Palestinian. Using word categorization, it has found that these vocabularies have categorized into five words classes, namely, nouns, adjectives, verbs, adverbs, determiner.