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1
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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Farinde, Raifu O., and Happy O. Omolaiye. "Structural Variations of Adjective in English and Okpameri." Journal of Language Teaching and Research 12, no. 1 (2021): 66. http://dx.doi.org/10.17507/jltr.1201.07.
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Adjectives indicate grammatical property of language. They give more information about nouns. The usage of adjective in utterances varies in languages. These variations often pose problem to ESL learners. Predicating on Contrastive Analysis, the study generated Okpameri data from oral sources and participatory observation. English data were got from the English grammar texts. From the findings, the two languages are grammatically marked for pre/post modifying adjective, predicative adjective, degree of adjective and order of adjective. However, the grammatical structure and usage of these adjectives differ. While English adjectives often pre-modify the headword, Okpameri adjectives usually post-modify the headword. Also, while English distinguishes between the use of “beautiful” and handsome for feminine and masculine genders respectively, Okpameri language resorts to using uni-gender “shemilushe” which its equivalent translation in English is either “beautiful or handsome”. As in the case of degree of adjective, suffixes are attached to the root-word to form comparative and superlative adjectives of the two languages. It has been observed that English adjectival pre-modification is consistent. However, Okpameri adjectives function as pre/post-modifiers. The study, therefore suggests that language teachers, particularly English language experts, should adopt systematic approach to the teaching of adjectives as this will broaden the knowledge of Okpameri ESL learners.
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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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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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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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Blom, Elma, Daniela Polišenská, and Fred Weerman. "Articles, adjectives and age of onset: the acquisition of Dutch grammatical gender." Second Language Research 24, no. 3 (2008): 297–331. http://dx.doi.org/10.1177/0267658308090183.
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A comparison of the error profiles of monolingual (child L1) learners of Dutch, Moroccan children (child L2) and Moroccan adults (adult L2) learning Dutch as their L2 shows that participants in all groups massively overgeneralize [—neuter] articles to [+neuter] contexts. In all groups, the reverse gender mistake infrequently occurs. Gender expressed by Dutch attributive adjectives reveals an age-related asymmetry between the three groups, however. Whereas participants in the child groups overgeneralize one particular suffix (namely the schwa), adult participants use both adjectival forms, the schwa-adjective and the bare adjective, incorrectly. It is argued that the asymmetry observed in adjectives reflects that adult learners exploit an input-based, lexical learning route, whereas children rely on grammar-based representations. The similarity in article selection between all groups follows from the assumption that adults, like children, make use of lexical frames. Crucially, lexical frames can successfully describe the distribution of gender-marked articles, but they cannot account for gender in adjectives.
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Jitpranee, Jutharat. "A Study of Adjective Types and Functions in Popular Science Articles." International Journal of Linguistics 9, no. 2 (2017): 57. http://dx.doi.org/10.5296/ijl.v9i2.10811.
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This study aims to analyze adjective types and functions found in popular science articles. 25 articles were randomly selected to analyze by employing the conceptual framework of adjective types in English by Khamying (2007). The findings reveal that ten types of adjectives including descriptive, proper, quantitative, numeral, demonstrative, possessive, distributive, emphasizing, exclamatory, and relative were found in the articles. The first five ranks of adjective types, which frequently used were hierarchically ordered from the descriptive adjectives (66.51%), the possessive adjectives (7.69%), the quantitative adjectives (7.57%), the demonstrative adjectives (5.26%), and the cardinal numeral adjectives (5.20%). The exclamatory adjectives were ranked as the least in use and the interrogative adjectives were not found in this study.
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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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Astia, Idda, and Sofi Yunianti. "Corpus-Based Analysis of the Most Frequent Adjective on Covid-19." Indonesian Journal of EFL and Linguistics 5, no. 2 (2020): 505. http://dx.doi.org/10.21462/ijefl.v5i2.318.
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This study aims to investigate the type of adjectives in the most frequent adjectives and also the use of the adjective functions on academic writing about COVID-19. This study was conducted by using a corpus tool named sketchengine. The method of this study was a mixed-method by combining quantitative and qualitative approaches. The source of the data was corpus about COVID-19 academic writing due to the fact that COVID-19 has been the trending topic around the globe and also became an international concern. There were several data collection steps; those were first, knowing the most frequent adjective in the COVID-19 corpus by choosing a wordlist. Second, the data were taken 20 the most frequent adjectives used in COVID-19 corpus because 20 data have already represented the most frequent adjectives. Third, it chose the concordance to comprehend the function of the adjective in the COVID-19 corpus. Fourth, 20 the most frequent adjectives were inputted one at a time on concordance. Fifth, the data were analyzed based on the related theory. Finally, it is inferred that the adjective type on the most frequent adjective is a describing adjective, which has the function to frame the condition, situation and characteristic of the noun on the COVID-19 cases.
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Gerhalter, Katharina, and Stefan Koch. "Adverbials with Adjectival Basis in Brazilian Portuguese and Their Frequency in Spoken and Written Language." Studia Universitatis Babeș-Bolyai Philologia 65, no. 4 (2020): 189–208. http://dx.doi.org/10.24193/subbphilo.2020.4.12.
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Adverbials with Adjectival Basis in Brazilian Portuguese and Their Frequency in Spoken and Written Language. The present paper focuses on the use of adverbs with an adjectival lexical base in spoken and written present-day Brazilian Portuguese. We compare the frequencies of three different types of adverbials: adverbs in mente (e.g. absolutamente), adjective-adverbs (e.g. alto in falar alto ‘speak loudly’) and prepositional phrases with adjectives as the post-prepositional element (e.g. de novo), the latter being the main focus of this study. The analysis is based on the Discurso & Gramática-corpus, which consists of oral interviews of 170 informants and their written texts on the same topic as the one in the interviews. The data shows that prepositional phrases are less frequent (in terms of type and token frequency) than adjective-adverbs and adverbs ending in mente. Regarding the difference between spoken and written language, adverbs in mente occur remarkably more often in written texts while adjective-adverbs are more frequent in spoken language. Prepositional phrases, instead, occur equally in both codes. Finally, we draw the conclusion that prepositional phrases form a small but stable inventory of lexicalised forms, which are not marked for any code.
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Liu, Xuexin. "Japanese Adjective Conjugation Patterns and Sources of Difficulty in Foreign Language Learning." Studies in Linguistics and Literature 4, no. 3 (2020): p83. http://dx.doi.org/10.22158/sll.v4n3p83.
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This paper is a study of the complexity of Japanese adjective conjugations in relation to sources of foreign language learning difficulty. It focuses on two types of adjectives: i-adjectives and na-adjectives and their conjugation patterns, including their respective morphological requirements for particular grammatical functions. This study regards knowledge of Japanese adjective conjugations as one of the levels of abstract lexical structure: morphological realization patterns. To explore sources of learner errors in producing Japanese adjective conjugations, the speech performance data are from two groups of adult speakers of American English learning Japanese as a foreign language. This study makes two claims: Any successful acquisition of a foreign language must involve the complete acquisition of not only foreign language lexical items but also its morphological realization patterns, and any successful foreign language learner must be able to use language-specific morphological realization patterns as surface devices in speech production. This study offers some pedagogical suggestions for successful acquisition of Japanese adjective conjugation patterns.
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Zakharova, Mariya A. "Interpretation von Tiernamen als Teile von zusammengesetzten Adjektiven." Neophilology, no. 20 (2019): 466–75. http://dx.doi.org/10.20310/2587-6953-2019-5-20-466-475.
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This research is based on the modern theory of interpretation. We describe the relationships between both parts of compound adjectives with the animal names. We study the formation of secondary meanings of these animal names, depending on the semantic structure of the adjective. We discover 5 types of structures with an animal name as a first part. The second part contains either the feature of animal or somatic-derived adjective or simply animal name-enhanced trait. This part can have both primary and secondary value. So, the purpose of the research is the analysis of the possibility of forming the secondary meanings of these compound adjectives. Since the adjective denotes not an object but a feature, the research contains several examples of its use in texting. There are also some examples of the language usage of the exploratory adjectives, because the context may affect the peculiarities of meaning of adjectives.
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Tampangella, Terra, and Titi Rokhayati. "THE ANALYSIS OF NOUN DERIVED FROM ADJECTIVE FOUND IN BARACK OBAMA’S SPEECH AND THE TEACHING OF GRAMMAR." Journal of Languages and Language Teaching 9, no. 2 (2021): 250. http://dx.doi.org/10.33394/jollt.v9i2.3488.
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The study is qualitative research. This research deals with noun derived from adjective found in Barack Obama’s speech. The objectives of the research are to find out the position of the noun derived from adjectives in the sentence pattern found in Barack Obama’s speech and to describe the application of noun derived from adjective to teach grammar. In collecting the data, the researchers read the script, identified noun derived from adjectives, analysed the data related to the theory of noun derived from the adjective, analyzing the data quantitatively and qualitatively, applied the finding to teach the grammar at eleventh grade student of Senior High School. The result shows that there are three positions of the noun derived from adjectives based on sentence pattern. They are 30 SVO (Subject + Verb + Object) (50%), 18 SVA ( Subject + Verb + Adverb ) (30%), 12 SVC ( Subject + Verb + Complement ) (20%). The teacher could apply in pre teaching by giving description of Barrack Obama’s characters, whilst teaching by giving the explanation about part of speech and post teaching by strengthening the use of noun derived from adjective as one of part of speech in which it becomes the most important piece in a sentence.
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Satyawati, Made Sri. "Grammatical Analysis of Balinese Adjectives." International Journal of Linguistics 7, no. 3 (2015): 109. http://dx.doi.org/10.5296/ijl.v7i3.7706.
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This study aims at describing the types of Balinese adjectives, constructions of adjective phrases, and syntactic functions of adjectives. Data was obtained from Balinese speakers living in the island of Bali using Balinese in their daily life. The form of Balinese adjectives is divided into monomorphemic and polymorphemic adjectives, and polymorphemic adjectives can be classified into adjectives with affixes, compound adjectives, and reduplicated adjectives. Meanwhile, adjective phrases in Balines can be constructed by adjectives + adverbs and adjectives + unique morphemes. Adjectives can be also as the base of derived verbs of intransitive, transitive, passive, and resultative passive. Syntactic functions of Balinese adjectives are as modifier of NP, as predicates of intransitive constructions, and used in comparative constructions as well. Balinese adjectives can be also reduplicated with or without affixes. Reduplicated adjectives without affixes are used as the predicate of sentences and have cross reference meaning to subject nouns they modify, in this case the suject nouns have plural meaning. Meanwhile, reduplicated adjectives with affixes <em>se-/-ne</em> do not modify subject nouns but they modify the actions stated by verbs of the sentences. It means combinationn affix <em>se-/-ne</em> has changed adjectives into adverbs of manner. Other uniqueness found in Balinese adjectives is the use of unique morphemes to result in adjective phrases. Balinese has many unique morphemes and each is used for particular adjectives and their uses are not possibly exchanged one to others complementarily.
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Gu, Yulan. "From Differentiation of the Expressive Effects to Conscious Use of Rhetorical Language." Journal of Language Teaching and Research 9, no. 3 (2018): 614. http://dx.doi.org/10.17507/jltr.0903.22.
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The double predicate structures in English are examples of rhetorical use of language. The differentiation between the distinctive double predicate structure “verb + adjective” and the normal predicate structure “verb + adverb” and the subsequent choice in specific contexts is thus not only a matter of grammar rules on the surface, but, more substantively, a matter of conscious use of rhetorical language. The survey conducted among college English teachers in China into their differentiation between “verb + adjective” and “verb + adverb” showed that most respondents didn’t distinguish very well the differing expressive effects caused by the choice of the adjectives or the adjectives’ derivative adverbs in these two types of structures, and that the majority of the respondents had difficulty in making proper choices between them for specific contexts. Since the identification of a language structure is the prerequisite for its appropriate use, due attention in English teaching and learning should be paid to the delicate differences among similar language items and to their differing expressive effects to cultivate awareness and competence of conscious use of rhetorical language, enhancing overall language performance.
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Wiedenroth, Anne, and Daniel Leising. "What’s in an Adjective?" Journal of Individual Differences 41, no. 3 (2020): 152–59. http://dx.doi.org/10.1027/1614-0001/a000316.
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Abstract. In this exploratory study, a group of subjects was asked to come up with visible and quantifiable behaviors tied to certain person-descriptive adjectives. Another group of subjects then rated how much different levels of the behaviors would justify the use of each adjective to describe a person, as a cross-validation. The reliability of these ratings was excellent. Associations between adjectives and “their” behaviors were very strong and largely specific. The shapes of associations were usually linear or negatively accelerated, which is highly relevant for the formal modeling of person perception processes. Researchers aiming to measure personality in terms of behavior should make more systematic use of the knowledge that competent users of the natural language already share in this regard.
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Fjeld, Ruth Vatvedt. "Helt sjukt å være så jævlig god. Bruk av adjektivforsterkere i moderne norsk." Oslo Studies in Language 11, no. 2 (2021): 113–33. http://dx.doi.org/10.5617/osla.8493.
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Intensifiers are described in several recent articles as unstable vocabulary elements. This article presents an investigation of intensifiers of adjectives in four Norwegian corpora of speech language and two of written language, which shows that some intensifiers are rapidly increasing in use and others declining. An adjectival intensifier does strengthen or underline the meaning of the adjective, but is also an important mean to show the speaker’s opinions or attitude to what is described. The investigation shows to which degree the use of such intensifiers is changed in modern Norwegian spoken language according to some social variables, and gives a brief discussion of whether changes in use results in grammaticalization of the most frequent intensifiers or just show changes in lexical popularity.
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Ivanova, E. V. "Syntactical Organization of Statements with Chains of Tactile Adjectives in Polymodal Perception." Bulletin of Kemerovo State University 21, no. 1 (2019): 197–204. http://dx.doi.org/10.21603/2078-8975-2019-21-1-197-204.
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The article deals with the syntactic organization of statements with chains of adjectives related to different modes of perception, namely: tactile adjectives and taste adjectives. Such groups of tactile adjectives as haptical, temperature, and hygrometric adjectives were investigated in the aspect of polymodality. Polymodality is manifested in the fact that while eating we feel the taste of the dish, as well as its temperature, softness, hardness, humidity, and other haptical and hygrometric characteristics. The research featured the syntactic organization of statements with two-element adjective chains. The research objective was to identify patterns in the arrangement of tactile adjectives in a chain of adjectives with taste adjectives. The article features some statistics of the use of certain chains of adjectives consisting of a tactile adjective and a taste adjective. A comparative analysis of various contexts of tactile adjectives and taste adjectives allowed the author to deduce some rules of their arrangement, namely: in the vast majority of cases, tactile adjectives (temperature and haptic) are on the first place in the chain, which indicates that touch is the dominant modality compared with taste. The arrangement of hygrometric adjectives in a chain with taste adjectives depends on the situation in which the process of perception takes place. The variation of the arrangement of adjectives in a chain is due to the subjectivity of perception and cognitive emphasis. When deriving grammar rules, it is necessary to take into account not only the regularities listed in the article, but also deviations from them.
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Kanwit, Matthew, and Virginia Terán. "Ideas Buenas o Buenas Ideas: Phonological, Semantic, and Frequency Effects on Variable Adjective Ordering in Rioplatense Spanish." Languages 5, no. 4 (2020): 65. http://dx.doi.org/10.3390/languages5040065.
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Although linguistic research has often focused on one domain (e.g., as influenced by generative prioritization of the Autonomy of Syntax), critical findings have been uncovered by exploring the interaction of multiple domains (e.g., the link between morphological status and lateralization of /ɾ/; the syntactic–pragmatic interface’s constraints on subject expression). The position of adjectives relative to the nouns they modify is a good test case in this discussion because multiple areas of the grammar are implicated, including syntax, phonology, and semantics. Moreover, research on this structure has yielded small cells, which prevented the use of statistical tests to convey the relative importance of multiple factors. Consequently, our study used a controlled, 24-item contextualized preference task to assess the roles of semantics (i.e., adjective class), phonology (i.e., noun–adjective syllable length differences), and lexical frequency on variable adjective ordering for 100 speakers of rioplatense Argentinean Spanish. Mixed-effects regression revealed that each factor was significant, with shorter, high-frequency, evaluative adjectives most favoring pre-position. Individual adjective analysis confirmed the greater effect of lexical frequency than semantic class, with additional corpora analyses further elucidating these trends. The study adds to the growing body of research on the role of factors across linguistic domains, while arguing for the importance of the relative frequency of adjective–noun collocations and complementing recent research on lexical effects.
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Stratton, James M. "Adjective Intensifiers in German." Journal of Germanic Linguistics 32, no. 2 (2020): 183–215. http://dx.doi.org/10.1017/s1470542719000163.
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While the study of English intensifiers has been a topic of much empirical discussion (Bolinger 1972, Paradis 1997, Ito & Tagliamonte 2003, Xiao & Tao 2007, Fuchs 2017), intensification in the German language is underexplored. The present study operationalizes variationist methods to comprehensively examine the syntactic intensification of adjectives in German by investigating how adjective intensifiers rank empirically in terms of frequency and whether their use is sensitive to the social factors gender and age. Results indicate that in German, amplifiers are more frequent than downtoners, boosters are more frequent than maximizers, and the gender and the age of the speaker are factors that influence their use. These findings corroborate crosslinguistic findings (Peters 1994, Broekhuis 2013, D’Arcy 2015, Fuchs 2017). Broadly speaking, the present study suggests that the syntactic intensification of adjectives in German is, in many ways, similar to what has been observed previously in other Germanic languages.*
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Abdollah, Abdollah, Muhammad Yunus, and Effander Elivan. "Understanding the Use of Adjective Order for Senior High School 21 Makassar." Tamaddun 17, no. 1 (2018): 28–34. http://dx.doi.org/10.33096/tamaddun.v17i1.64.
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The present study is about the ordering adjective in adjective order. In this study the writer explores the students’ understanding and the student errors in the adjective order term. The writer employed pre-experimental method with one group pre-test and post-test design. The sample consisted of 40 students taken from the second class of SMA Negeri 21 Makassar, academic 2014/2015. The data were collected by giving the student test. The data collected were analyzed by using scoring classification, mean score and percentage. To find out whether fighting question method can improve student understanding in ordering adjective orders and what is the most student errors in term adjective order. The result of the data analysis showed that there was a significant difference between pre-test and post-test. The value of mean of mean score post-test (69) is greater than the pre-test (43.25) and the most students errors in adjective order term is the position of an adjective ”Shape”.
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Tribushinina, Elena. "Piecemeal acquisition of boundedness." Cognitive and Empirical Pragmatics 25 (December 5, 2011): 80–103. http://dx.doi.org/10.1075/bjl.25.05tri.
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Recent semantic studies show that adjectives differ in terms of the scalar structures associated with them, which has implications for patterns of degree modification. For example, relative adjectives in Dutch are associated with unbounded (open) scales and are, therefore, incompatible with maximizing adverbs (e.g. #helemaal groot ‘completely big’, #helemaal klein ‘completely small’). This paper tests the hypothesis that children acquire the relevant distinctions in the domain of boundedness in a piecemeal fashion by storing ready-made modifier-adjective pairings from the input and later generalizing over them. The results of the longitudinal corpus study of four degree adverbs in the spontaneous speech of nine children acquiring Netherlandic Dutch are consistent with the idea that language learners start by reproducing target-like modifier-adjective combinations stored as prefabs from the input. Once a critical mass of such adverb-adjective pairings has been stored, children make generalizations over the stored instances and proceed to productive use. This phase is marked by over-generalization errors that are attested, on average, six months after the emergence of a degree adverb. Most of the over-generalization errors involved combining a degree adverb with an adjective of an incompatible scalar structure. It is concluded that the acquisition of boundedness has a more protracted time course than has been hitherto assumed on the basis of comprehension experiments.
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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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Thompson, Sandra A., and Hongyin Tao. "Conversation, grammar, and fixedness." Chinese Language and Discourse 1, no. 1 (2010): 3–30. http://dx.doi.org/10.1075/cld.1.1.01tho.
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The categoriality of ‘adjectives’ has been a favorite topic of discussion in functional Chinese linguistics. However, the literature leaves us with no clear picture of the ‘adjective’ category for Mandarin. In this paper, we take a usage-based approach to revisit the issue of adjectives in Mandarin. Our investigation of a corpus of face-to-face conversations shows that conversational Mandarin favors Predicate Adjectives over Attributive Adjectives. This pattern is explained by two facts: people primarily use Predicate Adjectives in conversation to assess the world around them, and these assessments (including reactive tokens) are a primary way for people to negotiate stance, alignment, and perspective, while Attributive Adjectives are used to introduce new participants into the discourse, which is a less prominent function in everyday conversation. We also argue that whether predicative or attributive, an understanding of adjectives in everyday Mandarin talk involves various facets of fixedness. This is substantiated by the fact that predicate vs. attributive positions attract different types of adjectives, kinds of collocation patterns, kinds of constructions, and pathways to lexicalization. Thus, this paper demonstrates that (1) interactional data can tell us much about the ‘psychological reality’ of the category ‘adjective’ for speakers; and (2) frequency and ongoing prefab creation are crucial to characterizing the categoriality and mental representation of ‘adjectives’ in Mandarin.
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Harrison, S. J. "Discordia Taetra: The History of a Hexameter-Ending." Classical Quarterly 41, no. 1 (1991): 138–49. http://dx.doi.org/10.1017/s0009838800003621.
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In Latin Hexameter Verse, his 1903 manual for composers of Latin hexameters which is still useful as a guide to Vergil's metrical and prosodic practices, S. E. Winbolt states that a hexameter ‘must not end with an adjective preceded by a noun with a similar short ending, e.g.…flumina nota’ unless the adjective is emphatic, ‘i.e. strongly distinctive, predicative or antithetical’. Whether or not his distinction between emphatic and non-emphatic adjectives in this position is wholly workable (predicative adjectives are clearly distinguishable, but it is not clear that the other types are), Winbolt here rightly detects a strong tendency in Vergil and other Latin poets towards avoiding endings of this general kind, which we can conveniently call the ‘Discordia taetra’ type after one of its earliest and best-known instances in the Annales of Ennius (225–6 Skutsch ‘postquam Discordia taetra/Belli ferratos postes portasque refregit’). The rarity of this type of line-ending is clear in Vergil; there are only 16 examples, regardless of whether the adjective is emphatic or not, in the 9890 lines of the Aeneid. Such a select and easily-defined phenomenon might prove a yardstick of some interest in the history of the Latin hexameter, for it seems to raise a number of questions to which the answers would be significant and useful. Is this type of ending avoided equally by all poets? Is there an increasing tendency to avoid it as time goes on? Is it associated with any particular genres of hexameter poetry? Do poets tend to use in it the same words or phrases as their predecessors? To discover the answers, this article will look at the ‘Discordia taetra’ phenomenon in Latin hexameter poetry, defining it as the instance where a noun ending in a short vowel (in practice, in ‘-a’) is immediately succeeded by an adjective of similar ending and in agreement at the end of the hexameter, and where such a noun is not a substantivised adjective and such an adjective is neither predicative nor a participle.
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Goodness, Devet. "The Nature and Direction of Meaning of -Kali in Kiswahili." Utafiti 13, no. 1 (2018): 103–23. http://dx.doi.org/10.1163/26836408-01301008.
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This paper examines the collocations of an adjective stem -kali to create several meanings, showing how -kali can be used to express a wide range of distinct concepts in different occasions of its utterance. It is noted that the few existing studies of Kiswahili adjectives (Ashton 1947, Myachina 1981, Kahigi 2008) which have focused mainly on semantics in determining their meanings, are therefore incomplete because they have overlooked many further meanings of these adjectives in use. Here it is argued that meanings of Kiswahili adjectives can best be exhausted if one takes pragmatics into consideration. This study demonstrates that –kali generates an infinite number of meanings; some of these connotations extend in the direction of negative pole of undesirable attributes and others towards a positive pole. The paper further demonstrates that although the meaning of the adjective stem -kali connoting ‘harsh’ or ‘rude’ can be adjusted pragmatically in context, the different meanings created when this qualifier co-occurs with different nouns derive interestingly from the same stem meaning: ‘harsh’ or’ rude’.
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Killie, Kristin. "On the development and use of appearance/attribute adverbs in English." Diachronica 24, no. 2 (2007): 327–71. http://dx.doi.org/10.1075/dia.24.2.05kil.
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It is commonly claimed that in English adjectives denoting colour and other physical properties, referred to here as ‘appearance/attribute’ adjectives, do not give rise to adverbs. This alleged constraint has been related to the fact that the adjectives in question are stative. In this paper I present data which show that appearance/attribute adjectives do give rise to adverbs. To be sure, such ‘appearance/attribute adverbs’ are infrequent and ‘literary’, but they began to be used to some extent in the 19th century, and their frequency has increased considerably during the last two centuries. In fact, in contexts where both adjectives and adverbs are allowed, i.e. in collocation with verbs that do not subcategorize for an adjective or adverb, adverbs have become more frequent than adjectives. This paper discusses what brought about this change, arguing that the crucial mechanism is analogy, and that conditioning factors are the argument structure of the relevant adverbs, the dynamicity of the collocating verb, positional distribution, creativity, and the existence of the same adverb forms with metaphorical meanings. I also argue that the development of appearance/attribute adverbs must be seen in relation to the so called ‘adverbialization process’ which has been sweeping the English language for at least a millennium.
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Tolochin, Igor, and Anna Tkalich. "Crimson: More than a shade of red (dictionary definitions versus context use)." Topics in Linguistics 19, no. 2 (2018): 22–37. http://dx.doi.org/10.2478/topling-2018-0008.
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AbstractThe paper proposes a study of a sample of 1,000 contexts for crimson, both the adjective and noun, in COCA with the aim of pointing out the insufficient and inaccurate dictionary definitions of crimson. The paper reveals the ambivalent nature of the meaning of crimson and offers a model of the senses of the crimson-adjective, demonstrating also the relative frequencies of the homonymous nouns within each of the senses. The key point of the paper consists in revealing the complex semantic structure of this adjective and its homonymous noun involving a broad range of synesthetic responses to positive and negative experiences of crimson as a visual aspect of a situation represented by various contexts. The analysis also demonstrates a correlation between the different senses of crimson, both noun and adjective, and the specific genres of text.
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TRIBUSHININA, ELENA, MARLOES MAK, ELENA DUBINKINA, and WILLEM M. MAK. "Adjective production by Russian-speaking children with developmental language disorder and Dutch–Russian simultaneous bilinguals: Disentangling the profiles." Applied Psycholinguistics 39, no. 5 (2018): 1033–64. http://dx.doi.org/10.1017/s0142716418000115.
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ABSTRACTBilingual children with reduced exposure to one or both languages may have language profiles that are apparently similar to those of children with developmental language disorder (DLD). Children with DLD receive enough input, but have difficulty using this input for acquisition due to processing deficits. The present investigation aims to determine aspects of adjective production that are differentially affected by reduced input (in bilingualism) and reduced intake (in DLD). Adjectives were elicited from Dutch–Russian simultaneous bilinguals with limited exposure to Russian and Russian-speaking monolinguals with and without DLD. An antonym elicitation task was used to assess the size of adjective vocabularies, and a degree task was employed to compare the preferences of the three groups in the use of morphological, lexical, and syntactic degree markers. The results revealed that adjective–noun agreement is affected to the same extent by both reduced input and reduced intake. The size of adjective lexicons is also negatively affected by both, but more so by reduced exposure. However, production of morphological degree markers and learning of semantic paradigms are areas of relative strength in which bilinguals outperform monolingual children with DLD. We suggest that reduced input might be counterbalanced by linguistic and cognitive advantages of bilingualism.
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Rubio-Fernandez, Paula, and Julian Jara-Ettinger. "Incrementality and efficiency shape pragmatics across languages." Proceedings of the National Academy of Sciences 117, no. 24 (2020): 13399–404. http://dx.doi.org/10.1073/pnas.1922067117.
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To correctly interpret a message, people must attend to the context in which it was produced. Here we investigate how this process, known as pragmatic reasoning, is guided by two universal forces in human communication: incrementality and efficiency, with speakers of all languages interpreting language incrementally and making the most efficient use of the incoming information. Crucially, however, the interplay between these two forces results in speakers of different languages having different pragmatic information available at each point in processing, including inferences about speaker intentions. In particular, the position of adjectives relative to nouns (e.g., “black lamp” vs. “lamp black”) makes visual context information available in reverse orders. In an eye-tracking study comparing four unrelated languages that have been understudied with regard to language processing (Catalan, Hindi, Hungarian, and Wolof), we show that speakers of languages with an adjective–noun order integrate context by first identifying properties (e.g., color, material, or size), whereas speakers of languages with a noun–adjective order integrate context by first identifying kinds (e.g., lamps or chairs). Most notably, this difference allows listeners of adjective–noun descriptions to infer the speaker’s intention when using an adjective (e.g., “the black…” as implying “not the blue one”) and anticipate the target referent, whereas listeners of noun–adjective descriptions are subject to temporary ambiguity when deriving the same interpretation. We conclude that incrementality and efficiency guide pragmatic reasoning across languages, with different word orders having different pragmatic affordances.
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Chandio, Muhammad Tufail, Faraz Ali Bughio, Abdul Hameed Panhwar, and Sikander Munir Memon. "Stylistic Analysis of Ahmed Ali’s Short Story Our Lane." Journal of Education and Educational Development 4, no. 2 (2017): 200. http://dx.doi.org/10.22555/joeed.v4i2.1139.
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The undertaken study is based on stylistic analysis of Ahmed Ali’s short story Our Lane. The study analyzes how the author has used linguistic features like noun, adjective, conjunction, sentence complexity to portray the social, political, economic, religious, psychological and cultural conditions of the colonized natives of the Indian subcontinent in the wake of the British colonial rule. The story portrays how the colonial rule has deteriorated the people socially, economically, politically and psychologically. Ahmed Ali’s use of adjective is in consonant with the established norm of using 7 to 8% of the total text (Hofland &amp; Johansson, 1987:6). Whereas, the median of 343 sentences is 13, which is shorter than the length of an average modern sentence, which according to Ellegard is 17.8 words. While rebutting colonial narrative, he deviates from the standards of English language: excessive use of coordinating conjunction ‘and’ is evidence to it. Most adjectives of positive characteristics qualify to the past, whereas the adjectives referring to present are either of negative or of neutral characteristics, and thus the writer recognizes the glory of the past and condemns the disintegrating present and uncertain future in the colonized land.
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Fruchter, Joseph, Tal Linzen, Masha Westerlund, and Alec Marantz. "Lexical Preactivation in Basic Linguistic Phrases." Journal of Cognitive Neuroscience 27, no. 10 (2015): 1912–35. http://dx.doi.org/10.1162/jocn_a_00822.
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Many previous studies have shown that predictable words are read faster and lead to reduced neural activation, consistent with a model of reading in which words are activated in advance of being encountered. The nature of such preactivation, however, has typically been studied indirectly through its subsequent effect on word recognition. Here, we use magnetoencephalography to study the dynamics of prediction within serially presented adjective–noun phrases, beginning at the point at which the predictive information is first available to the reader. Using corpus transitional probability to estimate the predictability of a noun, we found an increase in activity in the left middle temporal gyrus in response to the presentation of highly predictive adjectives (i.e., adjectives that license a strong noun prediction). Moreover, we found that adjective predictivity and expected noun frequency interacted, such that the response to the highly predictive adjectives (e.g., stainless) was modulated by the frequency of the expected noun (steel). These results likely reflect preactivation of nouns in highly predictive contexts. The fact that the preactivation process was modulated by the frequency of the predicted item is argued to provide support for a frequency-sensitive lexicon.
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Kursat, Leyla, and Judith Degen. "Perceptual difficulty differences predict asymmetry in redundant modification with color and material adjectives." Proceedings of the Linguistic Society of America 6, no. 1 (2021): 676. http://dx.doi.org/10.3765/plsa.v6i1.5003.
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When referring to objects, speakers are often more specific than necessary for the purpose of establishing unique reference, e.g., by producing redundant modifiers. A computational model of referring expression production that accounts for many of the key patterns in redundant adjectival modification assumes that adjectives differ in how noisy (reliable), and consequently, how useful they are for reference. Here we investigate one hypothesis about the source of the assumed adjectival noise: that it reflects the perceptual difficulty of establishing whether the property denoted by the adjective holds of the contextually relevant objects. In Exp.1, we collect perceptual difficulty norms for items that vary in color and material. In Exp. 2, we test the highest (material) and lowest (color) perceptual difficulty items in a reference game and find that material is indeed less likely to be mentioned redundantly, replicating previous work. In Exp. 3, we obtain norms for the tested items in a second perceptual difficulty measure with the aim of testing the effect of perceptual difficulty within property type. The overall results provide preliminary support for the hypothesis that the propensity to redundantly use color over material adjectives may be driven by the relative ease of assessing an object’s color, compared to the relative difficulty of assessing its material.
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Dam, Lotte. "The Semantics of the Spanish Adjective Positions: a Matter of Focus." Research in Language 16, no. 2 (2018): 223–41. http://dx.doi.org/10.2478/rela-2018-0010.
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This paper presents a hypothesis about Spanish adjective position that accounts for different occurrences in language use. The hypothesis is based on the idea that the modifier position itself is a meaningful sign and that the meaning of the modifier position is related to focus: the postnominal modifier creates focus, whereas the prenominal modifier does not create focus. Drawing on the analysis of examples from a text corpus, the paper suggests that the proposed meaning of the two positions offers an account of various empirical phenomena. For example, it can explain why some adjectives are normally placed in one of the positions and why some adjectives change meaning according to their position.
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Bannard, Colin, Marla Rosner, and Danielle Matthews. "What’s Worth Talking About? Information Theory Reveals How Children Balance Informativeness and Ease of Production." Psychological Science 28, no. 7 (2017): 954–66. http://dx.doi.org/10.1177/0956797617699848.
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Of all the things a person could say in a given situation, what determines what is worth saying? Greenfield’s principle of informativeness states that right from the onset of language, humans selectively comment on whatever they find unexpected. In this article, we quantify this tendency using information-theoretic measures and report on a study in which we tested the counterintuitive prediction that children will produce words that have a low frequency given the context, because these will be most informative. Using corpora of child-directed speech, we identified adjectives that varied in how informative (i.e., unexpected) they were given the noun they modified. In an initial experiment ( N = 31) and in a replication ( N = 13), 3-year-olds heard an experimenter use these adjectives to describe pictures. The children’s task was then to describe the pictures to another person. As the information content of the experimenter’s adjective increased, so did children’s tendency to comment on the feature that adjective had encoded. Furthermore, our analyses suggest that children balance informativeness with a competing drive to ease production.
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Jacobsen, Thomas, Katharina Buchta, Michael Köhler, and Erich Schröger. "The Primacy of Beauty in Judging the Aesthetics of Objects." Psychological Reports 94, no. 3_suppl (2004): 1253–60. http://dx.doi.org/10.2466/pr0.94.3c.1253-1260.
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The conceptual structure of the aesthetics of objects was investigated. To this end, associative namings for the word “aesthetics” were collected from 311 nonartist German college students in a timed verbal association task. 590 different adjectives were produced, depicting diversification of the concept. The adjective “beautiful” was given by more than 90% of the participants. The adjective “ugly” was the second most frequent naming, used by almost half of the students. All other namings were markedly less frequently produced. It is argues that the beautiful–ugly dimension represents the primary concept in the aesthetics of objects, so that performing aesthetic judgments of the beauty of objects comes naturally to individuals. In other words, the most prototypical aesthetic judgments are those of beauty. Furthermore, the majority of generated words had a positive valence as measured by an additional valence-rating study including 41 participants. This result contrasts with comparable studies of emotion terms, as such studies typically show a negativity bias. Frequency in general language use and valence of the adjectives did not account for the results.
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Ali, Akbar, Bilal Khan, and Nazakat Awan. "Contrastive Analysis of the English and Pashto Adjectives." Global Language Review I, no. I (2016): 74–84. http://dx.doi.org/10.31703/glr.2016(i-i).07.
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The paper mainly focuses on the contrastive analysis of the use of English and Pashto adjectives. Contrastive Analysis hypothesis developed in the 20th century from the two renowned theories of language acquisition and linguistics i.e. behaviorism and structuralism. This hypothesis states that the major barriers in the second learning and acquisition process arise from the interference of the first language. Contrastive analysis between languages facilitate the linguists and language teachers in predicting the difficulties a learner may confront through a structural, scientific analysis of pairs of languages (Brown, 2007). The adjectives of English and Pashto have been compared in the paper using contrastive analysis approach. The study finds that there are certain similarities and differences in the use of adjectives in English and Pashto which can cause issues in learning English adjective use by L1 Pashto speakers as ESL learners.
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Fauzi, Akhmad. "THE USE OF SIMPLE PRESENT TENSE AND ADJECTIVE IN STUDENTS' DESCRIPTIVE TEXTS." INFERENCE: Journal of English Language Teaching 3, no. 1 (2021): 52. http://dx.doi.org/10.30998/inference.v3i1.6032.
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<p>This study was conducted to know the use of simple present tense and adjectives by students in Junior High Schools in Indramayu when writing a descriptive text. The method used in this study was Descriptive Qualitative. The procedure employed includes collecting students' work, analyzing the data, interpreting them, and concluding. The result shows that: 1) In the simple present tense, students make many errors when writing a descriptive text to describe people. The most dominant errors made by the students are omission (46%), followed by misformation (33%), then addition (20%), and finally, the misordering (1%). In the use of the adjective, the most errors produced by the students are misformation (39%), followed by omission (38%), misordering (18%), and the least is addition (5%). Students' interlanguage problem usually causes the high frequency of errors made by students. They use their native language's structure in the target language.</p>
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Arkhipova, Nina G. "COMPATIBILITY AS A MEANS OF DETERMINING LEXICAL MEANING OF DIALECT WORDS: BASED ON THE POLYSEMANTIC ADJECTIVE "PARNOI" IN THE DIALECTS OF OLD BELIEVERS OF THE AMUR REGION." Theoretical and Applied Linguistics, no. 3 (2017): 5–14. http://dx.doi.org/10.22250/2410-7190_2016_2_3_5_14.
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The problem of differentiating all-Russian and dialect vocabulary, the latter being based on all-Russian one, is traditionally one of the most discussed in dialect studies and dialect lexicography. In the dialects of Old Believers of the Amur region there is a large group of adjectives possessing structural and semantic characteristics different from the corresponding ones of the words of the literary language. Lexical-semantic content of dialect adjectives determined by the nature of their compatibility with the noun and synonymy, antonymy, hypo/hypernymy etc relations within the language system, reveals their distinctive features. Distinctive function of compatibility is largely performed while differentiating between lexical-semantic variants of all-Russian and dialect adjectives. The results of the study of a polysemic adjective parnoi indicate its special lexicographic status characterized by limited use in the literary language and wider compatibility in dialects, besides it did not appear in early Russian manuscripts. In addition to traditional meanings of ‘fresh’, ‘humid, hot, stuffy’, ‘melted’, the adjective parnoi demonstrated unexpected meanings determined by the following compatibility: parnoi rebjonok (newly-born baby) and parnaja rodilnitsa (a woman who has just given birth to a child). The obtained results have certain implication for illustrating word meanings in dictionaries more adequately.
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Ghaniabadi, Saeed, Elham Moradi Marjane, and Gholamreza Zareian. "The Use of Adjective+noun Collocations by Iranian EFL Learners Based on Noun Abstractness." International Journal of Linguistics 7, no. 5 (2015): 86. http://dx.doi.org/10.5296/ijl.v7i5.8143.
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<p>To become proficient language users, EFL learners must be familiar with the accepted and highly used word combinations. Lewis (1997, p.8) contended that competence and proficiency in a language equals acquiring fixed prefabricated items. Collocations are a large part of these word pairs and are defined as “the way in which words co-occur in natural text in statistically significant ways”. He believed that one of the most important subtypes of collocations is adjective + noun. The present study focused on the use of adjective + noun collocations by Iranian EFL learners based on noun abstractness. So, these collocations in written productions of twenty eight students at Hakim Sabzevari University were found and analyzed. The repetitions of high frequent patterns were compared to their frequency in COCA corpus in order to find out whether noun abstractness is a significant factor in learning and using adjective + noun collocations. The results revealed that the adjective + abstract noun collocations were more frequently and more efficiently used by Iranian EFL learners.<strong></strong></p>
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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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Bumi, Klara Ratri, and Muhammad Sulhan. "THE USE OF SIMPLE PRESENT VERB AND ADJECTIVE IN STUDENTS’ WRITING DESCRIPTIVE TEXT." INFERENCE: Journal of English Language Teaching 3, no. 3 (2020): 191. http://dx.doi.org/10.30998/inference.v3i3.5773.
Full textAbstract:
The Objective of this research was to analyze, know and describe the use of simple present verb on descriptive text and the use of adjective on descriptive text made by students of Public Junior High School in Bekasi. The number of population is 612. As the sample the researcher took 60 students from the population. The method used in this study was content analysis method to describe students’ errors consisting 418 erroneous sentences and analyze the data taken from written test. The finding shows that errors are 1). 56,93% or 238 errors occurred in the simple present verb and 2). 43,06% or 180 errors occurred in Adjective. It happened because the students did not really understand and they were not able to use simple present verb and adjective correctly in the sentence.
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Burceva, Rita, and Kristine Revelina. "ENRICHING VOCABULARY WITH ADJECTIVES FOR ELEMENTARY SCHOOL PUPILS’ READING LITERACY." Education Reform: Education Content Research and Implementation Problems 1 (September 21, 2021): 29–41. http://dx.doi.org/10.17770/er2021.1.5349.
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The trend observed in the education system is that pupils often spend their free time using mobile phones or computers for entertainment. As a result, pupils have a rather modest vocabulary, which poses a problem to formulate and express their thoughts in the learning process, to describe the central thesis in more detail, for example, using adjectives.The research aim is to determine the methods used in teaching adjectives and their usefulness in the Latvian language class in order to improve pupils’ reading literacy. The research methods include analysis of corresponding theoretical and methodological literature, a teacher survey, and processing and interpretation of the data obtained. The most appropriate methods for teaching the topic “Adjective”, according to the teachers, are the explanatory illustrating and reproductive method; whereas the documents studied concerning the introduction of competency-based education recommend mainly the heuristic and research method, and this creates a relative mutual discrepancy. To promote the pupils’ reading literacy, teachers need to explore the children’s interests and use them as the basis for creating methodological materials about adjectives which correspond to modern reality and are fascinating and interesting to pupils. Such an approach would motivate pupils to appreciate the importance of using adjectives in everyday life. In the Latvian language class, when teaching the topic “Adjective”, teachers need to try and work as counsellors, gradually guiding their pupils to achieving the goal by noticing different patterns for adjectives, like competency-based education provides.
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Alzamil, Abdulrahman. "The Use of English Articles in Adjective-modified Contexts." Advances in Language and Literary Studies 12, no. 4 (2021): 9. http://dx.doi.org/10.7575/aiac.alls.v.12n.4.p.9.
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English articles are thought to be complex, ambiguous and not salient in spoken language, which is why second language (L2) learners of English exhibit usage variability. Much of the L2 acquisition literature seems to agree that L2 learners are affected, one way or another, by their first language (L1). However, the debatable and controversial issue is whether there are other factors that affect article use, independent of potential L1 effects. The present study examines whether the presence or absence of adjectives in noun phrases influences article choice among Saudi Arabic learners of English. Both Arabic and English have articles, but Arabic adjectives are different from English adjectives to the extent that they agree with nouns in definiteness, case and gender. The study was conducted with 24 L1 Saudi Arabic speakers and 6 native English speakers. A 42-item fill-in-the-blanks task was administered. The results showed that a) native speakers of English outperformed L2 Arabic speakers in all contexts except indefinite plural contexts not modified by adjectives; and b) L2 Arabic speakers were more accurate in indefinite contexts that were not modified by adjectives than those that were. These findings show that L1 Arabic speakers are sensitive to the presence or absence of adjectives in noun phrases.
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Meltzer-Asscher, Aya, and Cynthia K. Thompson. "The forgotten grammatical category: Adjective use in agrammatic aphasia." Journal of Neurolinguistics 30 (July 2014): 48–68. http://dx.doi.org/10.1016/j.jneuroling.2014.04.001.
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LEONARD, LAURENCE B., EVA-KRISTINA SALAMEH, and KRISTINA HANSSON. "Noun phrase morphology in Swedish-speaking children with specific language impairment." Applied Psycholinguistics 22, no. 4 (2001): 619–39. http://dx.doi.org/10.1017/s0142716401004076.
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Children with specific language impairment (SLI) are often described as having great difficulty with grammatical morphology, but most studies have focused only on these children's use of verb morphology. In this study, we examined the use of noun phrase (NP) morphology by preschool-age children with SLI who are acquiring Swedish. Relative to typically developing same-age peers and younger peers matched according to mean length of utterance, the children with SLI had greater difficulty in the use of genitive inflections, indefinite articles, and article + adjective + noun constructions. Their difficulties were evidenced in omissions as well as substitutions. Furthermore, article omissions were more frequent in NPs containing an adjective and a noun than in NPs with only a noun. These findings indicate that in languages such as Swedish, NP morphology as well as verb morphology can be quite problematic for children with SLI. Factors that might have contributed to these children's difficulties are the lack of transparency of the gender of Swedish nouns, the morphological complexity of NPs containing adjectives in Swedish, the weak syllable status of articles, and the consonantal nature of some of the inflections.
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Wang, Hui, Xiao Hong Ji, and Jun Ma. "Automatically Collect the Adjectives and Calculate their Sentiment Intensity in the Sentiment Analysis." Applied Mechanics and Materials 668-669 (October 2014): 1138–42. http://dx.doi.org/10.4028/www.scientific.net/amm.668-669.1138.
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In order to automatically expand high quality polarity adjectives as much as possible by using the WordNet, three types of query strings are used in this study. Among them, the third type of query string is the most important. Besides ‘synonym’ and ‘antonym’ relations, we also use ‘similar to’ and ‘also see’ relations of the WordNet. In fact, the last two relations are more important than the first two ones. With the help of the newly proposed method, we can calculate the sentiment intensity of those expanded adjectives exactly. Abundant experiments demonstrate that our improved POAE algorithm is very effective in expanding and ranking adjective seed list in the sentiment analysis.
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Cappelle, Bert, Pascal Denis, and Mikaela Keller. "Facing the facts of fake: A distributional semantics and corpus annotation approach." Yearbook of the German Cognitive Linguistics Association 6, no. 1 (2018): 9–42. http://dx.doi.org/10.1515/gcla-2018-0002.
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Abstract Fake is often considered the textbook example of a so-called ‘privative’ adjective, one which, in other words, allows the proposition that ‘(a) fake x is not (an) x’. This study tests the hypothesis that the contexts of an adjectivenoun combination are more different from the contexts of the noun when the adjective is such a ‘privative’ one than when it is an ordinary (subsective) one. We here use ‘embeddings’, that is, dense vector representations based on word co-occurrences in a large corpus, which in our study is the entire English Wikipedia as it was in 2013. Comparing the cosine distance between the adjective-noun bigram and single noun embeddings across two sets of adjectives, privative and ordinary ones, we fail to find a noticeable difference. However, we contest that fake is an across-the-board privative adjective, since a fake article, for instance, is most definitely still an article. We extend a recent proposal involving the noun’s qualia roles (how an entity is made, what it consists of, what it is used for, etc.) and propose several interpretational types of fake-noun combinations, some but not all of which are privative. These interpretations, which we assign manually to the 100 most frequent fake-noun combinations in the Wikipedia corpus, depend to a large extent on the meaning of the noun, as combinations with similar interpretations tend to involve nouns that are linked in a distributions-based network. When we restrict our focus to the privative uses of fake only, we do detect a slightly enlarged difference between fake + noun bigram and noun distributions compared to the previously obtained average difference between adjective + noun bigram and noun distributions. This result contrasts with negative or even opposite findings reported in the literature.
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Schweinberger, Martin. "A corpus-based analysis of differences in the use of very for adjective amplification among native speakers and learners of English." International Journal of Learner Corpus Research 6, no. 2 (2020): 163–92. http://dx.doi.org/10.1075/ijlcr.20011.sch.
Full textAbstract:
Abstract This paper analyzes the use of very as an adjective amplifier by native speakers and advanced learners of English with diverse language backgrounds based on the International Corpus of Learner English (ICLE) and the Louvain Corpus of Native English Essays (LOCNESS). The study applies Multifactorial Prediction and Deviation Analysis Using Regression/Random Forests (MuPDARF) to find differences between native speakers and advanced learners and evaluates which factors contribute to learners’ non-target-like use of very. The analysis finds language background and adjective-specific differences in the use of very between learners and native speakers. It shows that collocational preferences of specific adjective types are the most important factor, which is interpreted to show that differences between native speakers and learners are predominantly dependent upon the collocational profiles of individual adjective types. This finding supports approaches that focus on teaching collocations and contextualizing word use.
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Schweinberger, Martin. "How Learner Corpus Research can inform language learning and teaching." Australian Review of Applied Linguistics 43, no. 2 (2020): 196–218. http://dx.doi.org/10.1075/aral.00032.sch.
Full textAbstract:
Abstract This study aims to exemplify how language teaching can benefit from learner corpus research (LCR). To this end, this study determines how L1 and L2 English speakers with diverse L1 backgrounds differ with respect to adjective amplification, based on the International Corpus of Learner English (ICLE) and the Louvain Corpus of Native English Essays (LOCNESS). The study confirms trends reported in previous research, in that L1 speakers amplify adjectives more frequently than L2 English speakers. In addition, the analysis shows that L1 and L2 English speakers differ substantially with respect to the collocational profiles of specific amplifier types and with respect to awareness of genre-specific constraints on amplifier use, and that even advanced L2 speakers tend to be unaware of stylistic constraints on adjective amplification because they model their academic output based on patterns generalized from informal conversation. These findings are useful for language teaching in that the data can be used to target L1-specific difficulties experienced by L2 English speakers.