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1
Alpheratz. "Français inclusif : conceptualisation et analyse linguistique." SHS Web of Conferences 46 (2018): 13003. http://dx.doi.org/10.1051/shsconf/20184613003.
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Cet article synthétise la conceptualisation du « français, inclusif » comme ensemble de variations du français standard fondées sur, le genre et comme variété en usage dans plusieurs groupes sociaux ayant, pour point commun une conscience et/ou une politique de genre. Propre au, XXIe siècle, ce phénomène produit des observables que la recherche, linguistique peut se donner comme objet d ’étude. Sa description et sa, conceptualisation nous obligeaient à définir le cadre philosophique et la, communauté épistémique ayant présidé à son émergence mais aussi à,élaborer les outils et les termes métalinguistiques servant à son analyse.,Ainsi, « la variation diaéthique, l’épicénisation, l’écriture inclusive » ou,« double flexion partielle » et « l’hyperonymisation de genre » sont des, processus mais également de nouvelles ressources linguistiques permettant, d’étudier ces nouveaux usages. Certains énoncés peuvent relever d’une, catégorie grammaticale disparue en français : le genre neutre. Nous verrons, quelles sont les perspectives de sa réactivation et en quoi cette catégorie, grammaticale permet peut-être de répondre à un besoin que le français, standard échoue à satisfaire. Enfin, nous présenterons une introduction à,l’expérimentation linguistique du genre neutre que nous menons, et grâce à,laquelle se trouvent les instances de validation et de réfutation de, l’hypothèse de son existence et de son utilité.
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Kerras, Nassima, and Moulay-Lahssan Baya E. "L’arabe standard et l’algérien : une approche sociolinguistique et une analyse grammaticale." Íkala 24, no. 3 (2019): 521–35. http://dx.doi.org/10.17533/udea.ikala.v24n03a09.
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Combettes, Bernard. "Analyse critique de la nouvelle terminologie grammaticale des collèges et des lycées." Pratiques 97, no. 1 (1998): 193–217. http://dx.doi.org/10.3406/prati.1998.2486.
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Kazlauskiene, Vitalija. "Catégorie grammaticale du SN : analyse du nombre dans le corpus d’apprenants lituaniens." Białostockie Archiwum Językowe 19 (2019): 157–74. http://dx.doi.org/10.15290/baj.2019.19.10.
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Charolles, Michel. "Analyse de discours, grammaire de texte et approche grammaticale des faits de textualité." Le français aujourd'hui 148, no. 1 (2005): 33. http://dx.doi.org/10.3917/lfa.148.0033.
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Schoonjans, Steven, Paul Sambre, Geert Brône, and Kurt Feyaerts. "Vers une analyse multimodale du sens. Perspectives constructionnelles sur la gestualité co-grammaticale." Langages 201, no. 1 (2016): 33. http://dx.doi.org/10.3917/lang.201.0033.
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Blain, Sylvie, and Lizanne Lafontaine. "Mettre les pairs à contribution lors du processus d’écriture : une analyse de l’impact du groupe de révision rédactionnelle chez les élèves québécois et néo-brunswickois*." Articles hors thème 36, no. 2 (2010): 469–91. http://dx.doi.org/10.7202/044486ar.
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L’objectif de cette recherche était d’examiner l’impact des groupes de révision rédactionnelle sur des élèves francophones de 4e année du primaire, (n = 72) au Québec et au Nouveau-Brunswick. Les résultats révèlent que les commentaires oraux qui touchent l’orthographe lexicale et grammaticale se retrouvent plus souvent sous forme de révisions dans la copie finale que les suggestions formulées pour la grammaire du texte. Nous avons également trouvé que les élèves, lorsqu’ils rédigeaient seuls, étaient capables de transférer les connaissances en orthographe grammaticale apprises en groupe. Finalement, il semble que la rétroaction verbale des pairs ait un effet positif sur le transfert des connaissances en écriture tant en milieux linguistiques majoritaire que minoritaire.
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Chevalier, Jean-Claude. "Qu’entendre par « grammaire traditionnelle »?" Revue québécoise de linguistique 15, no. 2 (2009): 289–96. http://dx.doi.org/10.7202/602572ar.
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Résumé Constatant que l’on emploie souvent le terme de « grammaire traditionnelle » pour désigner une entité assez vague, l’auteur tente de cerner ce qu’il estime un point critique : la naissance de grammaires françaises qui tentent d’adapter les analyses de la Grammaire générale aux besoins nouveaux de l’enseignement définis lors de la création des Écoles centrales, puis des Lycées (fin XVIIIe — début XIXe siècle). Il étudie les points essentiels du dispositif : création d’une syntaxe sémantico-morphologique, d’une conjonction analyse grammaticale/syntaxique. Il estime que les défauts aujourd’hui dénoncés de cette grammaire ont pour origine le rôle trop large donné à cette grammaire qui excédait les capacités d’analyse qu’elle offrait.
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Vinet, Marie-Thérèse. "Lexique, emprunts et invariants : une analyse théorique des anglicismes en français du Québec." Revue québécoise de linguistique 24, no. 2 (2009): 165–81. http://dx.doi.org/10.7202/603119ar.
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RÉSUMÉ Cet article traite de l’emprunt, à savoir les anglicismes en français du Québec (FQ), dans le cadre d’une théorie grammaticale. Le programme minimaliste de Chomsky (1995) émet l’hypothèse que la variation est restreinte aux parties non substantives du lexique et aux propriétés générales des éléments lexicaux. En d’autres termes, nous posons que les propriétés des catégories fonctionnelles de la grammaire créditrice sont toujours exclues de cet échange. Notre étude de cas porte sur l’étude du système du déterminant et du mot fun en FQ : c’est l’fun/*it's the fun, on a eu un fun noir/*we had a black fun (on s’est follement amusés), c'est full fun/*it's full fun (c’est très amusant). On y montre que les valeurs catégorielles doubles, en tant que N ou A attribuées exceptionnellement à ce mot dans la grammaire de l’anglais, se retrouvent également en FQ, mais d’une façon totalement nouvelle, innovatrice.
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Dion, Marie-France. "Du projet à la promesse. Analyse syntaxique et critique de la forme de Genèse 12,1-3 et 12,7." Studies in Religion/Sciences Religieuses 34, no. 1 (2005): 99–118. http://dx.doi.org/10.1177/000842980503400106.
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Cet article vise à démontrer que la péricope de Gn 12,1-3 est non pas une promesse, comme il est généralement admis, mais un projet dont la réalisation implique la participation de Dieu, d'Abraham et des familles de la terre. Une analyse syntaxique et une critique de la forme montre que la promesse divine n'apparait que dans le verset 7. Les w.1-3 présentent plutôt un projet à deux volets dont chacun est introduit par un impératif. Les formes verbales et la construction grammaticale qui suit chacune des injonctions expriment la volonté divine. Ayant obéi au premier impératif, Abraham recoit alors la promesse (v. 7) qui assure la réalisation du premier volet du projet. Il demeure aux descendants d'Abraham d'obéir au deuxieme impératif pour que s'accomplisse l'ensemble du projet divin.
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Lefort, Julie. "Calquing, Structural Borrowing and Metatypy in the Dongxiang Language." Cahiers de Linguistique Asie Orientale 44, no. 2 (2015): 150–68. http://dx.doi.org/10.1163/19606028-00442p03.
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The Dongxiang language, spoken in Southern Gansu province in the People’s Republic of China, is a Mongolic language that has been in contact with Linxianese, a neighboring Chinese dialect. These contacts have induced massive phonological and lexical changes in the Dongxiang language, but only a few syntactic changes due to the influence of Linxianese can be traced. In this paper, I describe and analyze two particular cases of the grammatical function expansion of two suffixes, -ni and -ji, used with adjectives in Dongxiang. From those examples, I try to show that there is a difference between two phenomena present in the Dongxiang language, one being closer to a calque and the other closer to grammaticalization, and eventually metatypy. I also describe a hypothetical borrowing process reflecting the grammatical integration of these two suffixes. La langue dongxiang, parlée dans le sud du Gansu en République Populaire de Chine, est une langue mongolique qui a été en contact avec le dialecte chinois voisin de Linxia. Celui-ci a influencé la langue dongxiang sur le plan phonologique et lexical de façon importante alors que la syntaxe ne semble pas avoir été autant influencée. Dans cet article, je décris et analyse deux suffixes, -ni et -ji, utilisés avec des adjectifs, dont les fonctions se sont étendues sous l’influence du linxianais. A partir de ces exemples, j’essaye de montrer qu’il existe deux phénomènes distincts, l’un se rapprochant du calque et l’autre de la grammaticalisation, et éventuellement de la métatypie. Je tente également de décrire le processus d’emprunt possible qui reflète l’intégration grammaticale des deux suffixes dans la langue dongxiang.
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Marsyelina, Dheny, and Yuliarti Mutiarsih. "Analyse des erreurs grammaticale aux temps passés les étudiants du département de français UPI de deuxième semestre année scolaire 2017/2018." Digital Press Social Sciences and Humanities 3 (2019): 00015. http://dx.doi.org/10.29037/digitalpress.43288.
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<p class="Abstract">In this research, we gave a grammar test to students of the second&nbsp;<span style="font-size: 1rem;">semester, in total 50 questions, with the type of test « Closure test » in&nbsp;</span><span style="font-size: 1rem;">the matter of the passé composé and imparfait. Then, from the result of&nbsp;</span><span style="font-size: 1rem;">this test, we analyze the grammatical errors made by the students. So,&nbsp;</span><span style="font-size: 1rem;">this study entitled « Analysis of grammatical errors at past tenses by&nbsp;</span><span style="font-size: 1rem;">the students of the department of French UPI of second semester&nbsp;</span><span style="font-size: 1rem;">academic year 2017/2018 ». The purpose of this research is to&nbsp;</span><span style="font-size: 1rem;">describe grammatical errors made by the student. The research&nbsp;</span><span style="font-size: 1rem;">method used in this research is descriptive qualitative, and the&nbsp;</span><span style="font-size: 1rem;">dataswere obtained from the analysis of test results. Based on the&nbsp;</span><span style="font-size: 1rem;">analysis, we were able to conclude that the forms of errors are made&nbsp;</span><span style="font-size: 1rem;">by students is the conjugation error, the usage of auxiliary error,&nbsp;</span><span style="font-size: 1rem;">without the auxiliary, without agreement and error of the usage&nbsp;</span><span style="font-size: 1rem;">between the passé composé and imparfait in complex sentences and in&nbsp;</span><span style="font-size: 1rem;">a text. The main factor causing these errors is the neglect of students to answer questions and the lack of&nbsp;</span><span style="font-size: 1rem;">understanding of students to use the passé composé and imparfait in complex sentences and text.</span></p>
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Reveillere, Charles. "Quelle place pour la critique à la Cour pénale internationale ? Analyse grammaticale de ce qui fait la force d’une institution faible." Droit et société N°105, no. 2 (2020): 289. http://dx.doi.org/10.3917/drs1.105.0289.
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Botne, Robert. "The Evolution of Future Tenses from Serial 'Say' Constructions in Central Eastern Bantu." Diachronica 15, no. 2 (1998): 207–30. http://dx.doi.org/10.1075/dia.15.2.02bot.
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SUMMARY Future tense markers have been shown to arise from a variety of verbal sources, among them motion verbs and volitional verbs. In a small number of central eastern Bantu languages, a verb 'say' has developed into a future marker, a phenomenon not previously noted in the literature. In this study, the author presents a description and analysis of this grammatical shift, proposing two principal paths of evolution: decategorialization and auxiliation. RÉSUMÉ Les marques de temps futur proviennent d'une grande variété de sources verbales, parmi elles les verbes de mouveet et volition. Dans un petit nombre de langues bantoues du centre-est, on trouve un verbe 'dire' qui est devenu une marque de futur, un phénomène non-signalé dans la litterature jusqu'à présent. Dans l'étude actuelle l'auteur présente une description et une analyse de cette modification grammaticale, proposant deux voies principales d'évo-lu-tion: 'decategorialization' et 'auxiliation'. ZUSAMMENFASSUNG Tempusmarkierungen fur das Futur haben bekanntlich eine Reihe ver-schiedenener verbaler Ursprünge, u.a. Verben, die Bewegung oder eine Àb-sicht ausdrücken. In einer kleinen Anzahl von mittelöstlichen Bantusprachen z.B. hat sich des Verb, das gewöhnlich 'sprechen' ausdrückt, zu einem Futur-Markierungszeichen entwickelt, eine Erscheinung, die bisher nicht in der wis-senschaftlichen Literatur aufzufinden gewesen ist. In der vorliegenden Arbeit legt der Autor eine Beschreibung und Erklärung dieses grammtischen Wan-dels vor, in denen er zwei hauptsächliche Entwicklungslinien unterscheidet: 'Entkategorisierung' und 'Hilfszeitwortwerdung'.
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Lépinette, Brigitte. "La linguistique des grammaires françaises publiées en Espagne dans la première moitié du XIXe siècle." Historiographia Linguistica 32, no. 3 (2005): 273–307. http://dx.doi.org/10.1075/hl.32.3.02lep.
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Résumé Dans cet article, nous examinons un corpus de 13 grammaires pour l’enseignement du français aux Espagnols, éditées dans la première moitié du XIXe siècle. Nous prenons en compte, dans une analyse de type transversal, (1) les sources citées par les auteurs ; (2) la nature de la définition de la grammaire et le nombre des parties du discours ; (3) la définition du nom (avec la présence ou non du schéma canonique de la déclinaison ou des classes spécifiques de cet élément) ; (4) la définition du verbe avec la présence ou non des catégories canoniques) ; et (5) la syntaxe. Notre objectif est de déterminer la linguistique explicite et implicite de ces grammaires scolaires, à une époque où la grammaire générale pénètre en Espagne dans les ouvrages de langue maternelle et où sont introduits les exercices d’analyses logique et grammaticale.
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Josephs, Julia Steele, and Diana L. Ranson. "La liaison variable chez les locuteurs français septentrionaux et méridionaux." SHS Web of Conferences 78 (2020): 09012. http://dx.doi.org/10.1051/shsconf/20207809012.
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Le but de la présente étude est de décrire le statut de la liaison en français moderne en fonction des caractéristiques des locuteurs, surtout leur lieu d’origine, et des facteurs linguistiques. Une analyse de 2.498 sites de liaison produits par 40 locuteurs du projet Phonologie du français contemporain et du Corpus Montpellier-Rognes montre que les locuteurs âgés du sud affichent un taux de liaison plus élevé que celui des jeunes locuteurs du sud et de tous les locuteurs du nord. Le sexe des locuteurs, cependant, n’a pas d’effet significatif sur les résultats et la différence selon la région est significative seulement chez les locuteurs âgés. Les résultats selon la classe grammaticale du mot liaisonnant montrent que certaines liaisons, comme après très and dans, se font presque toujours, tandis que d’autres restent variables, comme après quand et les formes du verbe être. D’autres liaisons ne se font que rarement, comme après les noms pluriels, pas et jamais, et d’autres formes verbales. En ce qui concerne la consonne de liaison, /t/ se trouve plus souvent dans les liaisons qui restent variables et /z/ dans les liaisons fréquentes et rares.
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Monière, Denis, Cyril Labbé, and Dominique Labbé. "Les styles discursifs des premiers ministres québécois de Jean Lesage à Jean Charest." Canadian Journal of Political Science 41, no. 1 (2008): 43–69. http://dx.doi.org/10.1017/s0008423908080098.
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Résumé. La forme, le style du discours des hommes politiques sont révélateurs de leurs personnalités et de leurs stratégies de communication. Pour analyser les styles des premiers ministres québécois, un corpus comprenant 789 discours officiels prononcés de 1960 à 2005 a été soumis à une analyse de stylistique quantitative. Nous avons analysé les catégories grammaticales, le maniement des verbes et des noms, la longueur et la structure des phrases. Cette comparaison statistique montre des différences significatives entre les premiers ministres et révèle également la stratégie de communication privilégiée par chacun d'eux.Abstract. The style of politician speeches reveals their personalities and their communication strategies. In order to analyse the style of Quebec prime ministers, from 1960 to 2005, a corpus of 789 speeches have been built up and a quantitative stylistic analysis has been applied to it. The main indicators used are the grammatical categories, especially the verbs and pronouns, the length and the structure of the sentences. This statistical comparison shows some important differences between the styles of the prime ministers and between the communication strategies they have followed.
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Smolej, Mojca. "La classification des particules en français et en slovènee des ecrits analyses n'est certes statistiquement pas pertinent;." Linguistica 47, no. 1 (2007): 109–20. http://dx.doi.org/10.4312/linguistica.47.1.109-120.
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Nous avons done encore une fois obtenu la confirmation (attendue) de ce qu'il fait nécessairement, avant toute analyse contrastive de langues différentes, prendre conscience de ce que les locuteurs peuvent user pour un même présupposé conceptuel de moyens lexicaux et grammaticaux très distincts. Il s'ensuit logiquement qu'il est impossible, durant l'étude des catégories grammaticales d'une langue, de tirer des parallèles avec les catégories grammaticales d'une autre langue. En effet, il convient de prendre en compte diverses lois textuelles, syntaxiques et morhpologiques qui apparaissent au niveau de l'usage et de la fonction des lexèmes étudiés. En résumé, pour étudier et comparer pleinement des catégories grammaticales similaires ou identiques dans deux langues distinctes, il convient, en dehors des postulats théoriques proposés par les grammaires et dictionnaires, d'inclure dans l'analyse un corpus assez large d'emplois effectifs des moyens lexicaux étudiés permettant d'appréhender également les caractéristiques structurelles, morphologiques et textuelles gouvemant l'usage de tel ou tel instrument lexical.
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Schopf, Juliane, and Beate Weidner. "Pluricentriciteit in het DaF-onderwijs." Internationale Neerlandistiek 59, no. 1 (2021): 25–49. http://dx.doi.org/10.5117/in2021.1.002.scho.
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Abstract Foreign language didactics is committed to teach the variety of language that is actually used in everyday life. In this article, we study possibilities of working with authentic German dialogues in teaching contexts of German as a Foreign Language. By focusing on regional and national varieties of German in Germany, Austria and Switzerland, we examine current textbooks that claim to follow a pluricentric approach and show how they deal with the fact that spoken German is not a homogenous variety. The analysis of the teaching material reveals the problems, that working with artificial dialogues entail under a pluricentric perspective, including phonetics, prosody, lexis, grammatical and interactional structures. Thus, we plead for the use of authentic dialogues in order to create awareness for a pluricentric view on language among students of German as a Foreign Language. Especially for learners, who plan to spend time in a German-speaking country, the work with authentic dialogues from a certain geographical region can have a highly motivating effect as they learn to understand native speakers in their everyday talk. To this end, we present a database that provides audio material in the different national varieties of spoken German, which can be used for didactic purposes in the foreign language classroom. Samenvatting De vreemdetalendidactiek streeft ernaar om die taalvariëteit aan te leren die in het alledaagse leven wordt gebruikt. In dit artikel gaan we na welke mogelijkheden er zijn om met authentieke Duitse dialogen te werken in een onderwijscontext van het Duits als Vreemde Taal. Met een focus op de regionale en nationale variëteiten van het Duits in Duitsland, Oostenrijk en Zwitserland onderzoeken we recente tekstboeken die een pluricentrische benadering beweren te volgen en we laten zien hoe ze omgaan met het feit dat gesproken Duits geen homogene variëteit is. De analyse van het onderwijsmateriaal brengt enkele problemen aan het licht die het werken met artificiële dialogen vanuit een polycentrisch perspectief met zich meebrengt, waaronder fonetiek, prosodie, woordenschat, grammaticale en interactieve structuren. We pleiten dus voor het gebruik van authentieke dialogen om studenten Duits als Vreemde Taal bewust te maken van een pluricentrische kijk op taal. In het bijzonder voor leerders die van plan zijn om enige tijd in een Duitstalig land door te brengen, kan het werken met authentieke dialogen uit een welbepaalde geografische regio bijzonder motiverend zijn omdat ze zo de alledaagse taal van native speakers leren begrijpen. We stellen ook een database voor waar audiomateriaal in verschillende nationale varieteiten van gesproken Duits te vinden is, dat voor didactische doeleinden kan worden gebruikt in de vreemde talenklas.
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Karimova, Farokhat Sattarbergan Qizi. "The Componential Analyse Of English And Uzbek Lullabies Based On Grammatical Signals." American Journal of Social Science and Education Innovations 03, no. 06 (2021): 91–98. http://dx.doi.org/10.37547/tajssei/volume03issue06-15.
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The article gives data on English and Uzbek lullabies and their componential analyses. The analyze has been done based on the grammatical signals which in both languages. Results show that the components of English and Uzbek languages are similar in terms of possessive, plural, prosody and occasionally derivational contrast. The components of English and Uzbek languages are different in terms of the case, function words and word order.
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Gledhill, Chris, and Natalie Kübler. "How Trainee Translators Analyse Lexico-Grammatical Patterns." Journal of Social Sciences 11, no. 3 (2015): 162–78. http://dx.doi.org/10.3844/jssp.2015.162.178.
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Biber, Douglas, and Meixiu Zhang. "Expressing evaluation without grammatical stance: informational persuasion on the web." Corpora 13, no. 1 (2018): 97–123. http://dx.doi.org/10.3366/cor.2018.0137.
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Although ‘stance’ and ‘evaluation’ are closely related theoretical constructs, they have typically been analysed in fundamentally different ways. Stance is normally described in terms of explicit lexico-grammatical features. As a result, stance has been studied through corpus-based methods that result in generalisable descriptions of different registers. In contrast, evaluative language has been regarded as implicit and context-dependent. As a result, analyses of evaluative language have focussed on the connotations of particular words and phrases, or on detailed descriptions of particular texts (rather than on generalisable descriptions of a register). Against this background, this study is motivated by an apparent contradiction that emerged from a recent study of register variation on the web (Biber and Egbert, 2017, forthcoming): end-users identified two categories of opinionated/persuasive documents on the web, one labelled ‘Opinion’ (OP) and the other labeled ‘Informational Persuasion’ (IP). However, a multi-dimensional analysis of register variation indicated that only the OP documents were marked for the use of grammatical stance features, while the IP documents were marked for the absence of those features. Our primary goals in this paper are two-fold. First, we undertake detailed linguistic analyses of lexico-grammatical stance features in OP and IP registers to confirm the general results of the earlier analysis. And, second, we use keyword analysis to explore the possibility that evaluation might be expressed lexically – rather than grammatically – in IP. In our conclusion, we discuss the broader theoretical implications of the study, including the possibility of using keyword analysis to explore a particular discourse function (i.e., evaluation); the possibility of analysing evaluative language in ways that can be generalised to an entire register; and the possibility of two complementary discourse systems (i.e., grammatical stance versus lexical evaluation) that are used as alternatives for the expression of personal attitudes and assessments.
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Dipraja, Gede Boy Sistha Nanda, I. Nyoman Rauh Artana, and I. Made Budiana. "Aspek Fukugoudoushi Kiru Nuku dan Toosu dalam Kalimat Bahasa Jepang Sehari-hari Oleh Orang Jepang di Bali." Humanis 24, no. 1 (2020): 29. http://dx.doi.org/10.24843/jh.2020.v24.i01.p04.
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The tittle of this research is ”the aspects of compound verb kiru, nuku, and toosu that used in daily japanese by Japanese people in Bali” that aimed to research the form, type, grammatical meaning and substitution of compound verb kiru, nuku, and toosu in daily Japanese that used by Japanese people in Bali. This research was analysed using descriptive method, formal and informal technique. Form and the type of compound verb kiru, nuku, and toosu reference analysis used syntax theory by Chaer (2012). Compound verb comprehension refers to Takanao (1984). Grammatical meaning was analysed using grammatical verb theory by Pateda (2001) and grammatical meaning concept of compound verb kiru, nuku, toosu by Kurita (2015), Himeno (1980), Yoshiyuki (1977) dan Kindaichi (1976). Result of this reasearch is compound verbs kiru, nuku and toosu can form continous, repetitive and prefective aspects when combined with another verbs that showing aspect and used in renyoukei form. These verb should be keizoku doushi, shunkan doushi and joutai doushi. Based on analysis result, compound words kiru, nuku, and toosu in Japanese grammatically means event ended intentionally, event occured unexpectedly, event as the lastest limit, and activity is carried out continuously until finished. Based on the analysis result known that compound verb kiru, nuku, and toosu have the same grammatical meaning and should be substituted. Viewed from japanese grammatical perspectives, the compound verbkiru, nuku, and toosu explained the event carried out continuously until the end and explained that the activity done repeatedly until finished.
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Feijoo, Sara. "The strength of phonological cues for noun categorization in child-directed speech." Review of Cognitive Linguistics 18, no. 2 (2020): 350–71. http://dx.doi.org/10.1075/rcl.00063.fei.
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Abstract One of the most important tasks for language learning children is the identification of the grammatical category to which words belong. This is essential in order to be able to form grammatically correct utterances. The present study investigates how phonological information might help English-learning infants in the categorization of nouns. We analyze four different corpora of English child-directed speech in order to explore the reliability with which words are represented in mothers’ speech based on several phonological criteria. The results of the analysis confirm the prediction that most of the nouns to which English-learning children are exposed share several phonological characteristics, which would allow their early classification in the same grammatical category.
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Gulö, Ingatan, and Teo Vany Rahmawelly. "An Analysis of Omission in Students’ English Writings." TEKNOSASTIK 16, no. 2 (2019): 55. http://dx.doi.org/10.33365/ts.v16i2.141.
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This paper is part of research with a larger scope covering errors students made related to subject-verb agreement. This part aims to elaborate grammatical problems faced by foreign language learners of English in relation to the omission they made in their writings. A qualitative data collection method was applied in gathering the data. The researchers collected pieces of writing from the students, read them, and analysed the omission errors found in the collected writings. As result, the most common omissions found in the data are related to verb markers. Omission of main verbs and auxiliaries also occur, creating sentences without any verbs or grammatically necessary auxiliaries. Absense of these kinds of function in Indonesian is the main reason for this grammatical problem faced by the learners. In addition, omissios of suffix -ing were also found by the researchers in the data. These findings should be able to contribute to existing works on grammatical errors and increase the success of both teaching and learning of a foreign language like English.Key Words: error, grammar, omission, writing
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Topolińska, Zuzanna. "‘Transforma zdaniowa’ – próba interpretacji." LingVaria 13, no. 26 (2018): 39–45. http://dx.doi.org/10.12797/lv.13.2018.26.03.
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‘Sentential Transform’ / ‘Transformed (Reduced) Sentence’ – an Attempt at InterpretationThe author analyses a series of Polish sentences, including those utterances which grammatically do not belong to the basic structures of their respective sentences. Her goal is to prove that so-called sentential transform is not a separate type of grammatical structure, but any sentence and/or noun phrase structure that has been transformed in order to be incorporated into another sentence structure The transformation is usually morphological in character, and applied to constitutive members of the respective sentence and/or noun phrase.
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Lee, Chang-soo. "A corpus-based approach to transitivity analysis at grammatical and conceptual levels." International Journal of Corpus Linguistics 21, no. 4 (2016): 465–98. http://dx.doi.org/10.1075/ijcl.21.4.02lee.
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The paper aims to demonstrate the usefulness of a novel corpus-based approach to analyzing Halliday’s transitivity for application to critical discourse analysis (CDA). The approach expands transitivity analysis beyond the traditional profiling of participant roles and process types at grammatical level to conceptual subcategorization, in light of the fact that CDA researchers often end up delving into the meanings of individual processes as part of their transitivity analyses. The paper introduces a scheme for annotating transitivity both at grammatical and conceptual levels on the basis of Halliday & Matthiessen (2004) and applies it to a case study examining news reports from two ideologically opposed South Korean newspapers on a nationwide public movement against US beef imports. The analysis reveals that the two newspapers contrast with each other in representing the riot police and the demonstrators as Actor and Goal in material processes grammatically and in processes of violence conceptually.
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Rull, Addi, Tõnu Tamme, and Leo Võhandu. "A Structural and Grammatical Analysis of the Estonian Constitution." Baltic Journal of European Studies 6, no. 2 (2016): 76–95. http://dx.doi.org/10.1515/bjes-2016-0013.
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Abstract The authors propose a novel quantitative method to analyse the structure of legal texts. The method enables to determine grammatical similarity between legal texts. The authors use the external theory of fundamental rights to separate the text of fundamental rights of the Estonian Constitution into two categories of norms: constitutional rights and restrictions. Grammatical similarity between constitutional rights, restrictions and selected legal acts and case law is measured. The layer of special norms renders the best grammatical similarity with the text of fundamental rights. The same grammatical similarity tests can be replicated to cover other jurisdictions in the future. The research is experimental, but the authors believe that the method can be utilised in fields of computational linguistics and legal text mining, but also in research where legal text structures are analysed for various purposes.
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Pieters, Tatiana, Marie-Eve Michot, and Michel Pierrard. "L’influence de la langue maternelle dans l’apprentissage de systèmes grammaticaux en français langue seconde : l’assignation du genre grammatical." SHS Web of Conferences 46 (2018): 10013. http://dx.doi.org/10.1051/shsconf/20184610013.
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Le genre grammatical (GG) présente un obstacle considérable pour toute personne, apprenant le français comme langue seconde (FL2). De nombreuses recherches s’y sont, intéressées depuis l’étude pionnière de Surridge (1993) mais ces analyses portaient souvent, sur les difficultés spécifiques du FL2, telles par exemple les limitations de sa prédictibilité,(Desrochers et al. 1989, Carroll 1989). Notre contribution se centre sur l’influence interlinguistique, en contexte d’appropriation et veut étudier l’impact du système d’assignation (SA),du genre (Corbett 1991) de la langue maternelle (L1) sur la maîtrise de celui de la L2. Elle, compare des productions orales de trois groupes d’apprenants FL2 de L1 différentes et d’un, groupe contrôle francophone. Les L1 convoquées sont l’allemand, l’anglais et l’espagnol,,et se distinguent par le positionnement différent de leur système par rapport à celui du français,,tant du point de vue des genres distingués que des critères d’assignation (Corbett 1991).,L’objectif de l’étude est d’examiner s’il existe une corrélation entre le positionnement des, SA des L1 vis-à-vis du SA français, d’une part, et les performances des apprenants L2, de, l’autre.
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Le Levier, Hélène, and Catherine Brissaud. "Utilisation du vocabulaire grammatical dans des entretiens métagraphiques d’élèves de troisième." Canadian Journal of Applied Linguistics 23, no. 1 (2020): 1–22. http://dx.doi.org/10.37213/cjal.2020.26448.
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Nous étudions le vocabulaire grammatical utilisé par des élèves de la quatrième année du secondaire français lors d’entretiens sur les procédures ou représentations métagraphiques mobilisées lorsqu’ils orthographient. Le vocabulaire utilisé est emprunté à la grammaire scolaire. Sa densité et sa pertinence varient beaucoup. Certains termes utilisés dès l’école primaire sont maitrisés par une proportion étonnamment faible d’élèves. Ainsi adjectif n’est utilisé de manière pertinente que dans 76,2 % des occurrences, pronom dans 58,3 % et déterminant dans 52,4 %. Afin d’évaluer le rôle de ce vocabulaire dans l’analyse orthographique des élèves, des tests de corrélation ont été effectués pour mettre en relation d’une part la réussite orthographique et d’autre part la diversité des termes grammaticaux utilisés de façon pertinente, le nombre de procédures de substitution et le nombre d’analyses syntaxiques. Toutes ces corrélations se sont révélées positives et significatives, mais les analyses syntaxiques sont plus fortement corrélées à la réussite orthographique. L’utilisation du vocabulaire grammatical ne se révèle pas indispensable puisque certains élèves orthographient correctement sans y avoir recours, mais il est notable qu’aucun élève ayant recours à du vocabulaire pertinent n’aboutisse à un grand nombre d’erreurs. Ces résultats valident donc l’intérêt du recours à un vocabulaire grammatical précis à l’appui d’analyses syntaxiques pour développer la performance orthographique.
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Liu, Michelle, and Colin Klein. "Pain and spatial inclusion: evidence from Mandarin." Analysis 80, no. 2 (2019): 262–72. http://dx.doi.org/10.1093/analys/anz032.
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Abstract The surface grammar of reports such as ‘I have a pain in my leg’ suggests that pains are objects which are spatially located in parts of the body. We show that the parallel construction is not available in Mandarin. Further, four philosophically important grammatical features of such reports cannot be reproduced. This suggests that arguments and puzzles surrounding such reports may be tracking artefacts of English, rather than philosophically significant features of the world.
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Ilani, Rozita. "Carrefour de l’apprentissage des langues : le persan, l’anglais et le français." Voix Plurielles 13, no. 1 (2016): 31–42. http://dx.doi.org/10.26522/vp.v13i1.1367.
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Le persan, langue maternelle de la plupart des iraniens et l’anglais, première langue étrangère dans ce pays créent un milieu trilingue dès que l’apprentissage du français entre en scène comme deuxième langue étrangère. Les similarités peu probables entre le persan et le français et celles entre l'anglais et le français permettent des transferts positifs et négatifs. Ces interférences font manifester des erreurs linguistiques dans l'apprentissage de FLE. 
 Cette recherche étudie certaines erreurs issues des influences des schémas morphosyntaxiques du persan et de l'anglais dans l’acquisition des règles grammaticales du français. Nous avons mené cette recherche selon les erreurs linguistiques de 50 étudiants de la première année de licence en traduction de la langue française des universités Azad de Téhéran et d'Arak depuis 2012 jusqu'à 2015. Dans le cadre de ce travail, en comparant les trois langues, nous montrons que l'origine des erreurs en français est l'influence du persan et l'anglais. L'objectif principal consiste donc en l’analyse théorique des erreurs grammaticales des persanophones dans la démarche d’apprentissage des verbes français. Cette analyse nous aide à comprendre la manière dont les apprenants persanophones acquièrent et représentent les traits grammaticaux du FLE et propose des techniques d'enseignement profitant des interférences linguistiques.
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Lavieu-Gwozdz, Belinda, and Thierry Pagnier. "La mise en discours du savoir orthographique : que se passe-t-il dans la salle de classe ?" SHS Web of Conferences 78 (2020): 07011. http://dx.doi.org/10.1051/shsconf/20207807011.
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Cette contribution s’intéresse à la manière dont le savoir est mobilisé en discours dans les interactions langagières collectives au sein de la classe, et notamment au caractère plus ou moins implicite des savoirs et connaissances grammaticales mobilisées. Cet intérêt pour les interactions collectives tient aux formes linguistiques et langagières qui construisent en discours ce collectif. Les constructions de ce collectif sont plus ou moins linguistiquement explicites et participent certainement à l’opacité ou à la visibilité des enjeux cognitifs de ces interactions. Nous nous appuyons sur un corpus de 12 à 15 séances de 5 classes qui porte sur les corrections d’exercices d’orthographe et de dictées. Dans cette première analyse exploratoire, nous chercherons à mettre en évidence les caractéristiques communes de la manière dont les savoirs sont discursivement mobilisés. Il s’agira notamment de questionner l’usage des termes du métalangage grammatical mais aussi la manière dont la justification constitue ou non un moment de stabilisation de savoirs. En effet, nous cherchons à voir si le savoir est explicité, ou au contraire si le savoir concerné donne lieu à des échanges traversés par des implicites discursifs inégalement partagés qui sont susceptibles d'obscurcir les finalités du dispositif, « réduisant » en quelques sortes l’activité cognitive de raisonnement grammatical à la simple exécution de la tâche de correction des formes erronées.
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Karavesović, Dejan. "ON THE CONSTITUENT STATUS OF INFINITIVAL COMPLEMENT CONSTRUCTIONS IN ENGLISH AND SERBIAN." Nasledje Kragujevac 18, no. 48 (2021): 255–67. http://dx.doi.org/10.46793/naskg2148.255k.
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The paper investigates the constituent status of infinitival com-plement constructions in the contemporary English language and their infinitival counterparts in the Serbian language. The motivation for this type of research has been found in the observation that the infinitival complements in both languages are either described by the term ‘clause’ or there is no terminological specification indicating their constituent status. As this may possibly lead to inconsistencies in the treatment of infinitival complements in terms of their grammatical description, this paper attempts to determine the nature of the constituent status of infinitival complements by the use of syntactic and semantic criteria presented in Dixon (2006). Drawing from the data collected from the sources on the topic belonging to both English and Serbian linguistic traditions, the analysis has revealed that when analysed at the level of surface-syntax the infinitival constructions in English indeed represent clausal constructions both in the structural and semantic sense, while the analysis of their analogue counterparts in Serbian goes in favour of grammatically treating infinitival complements as phrasal units, while acknowledging that traces of clausality exist at the semantic level of analysis. Given the crosslinguistic nature of the research, the obtained results may serve as a contribution to the grammatical descriptions of both analysed languages, but can also be of interest to the considerations of complement constructions within typological and contrastive studies in a general sense.
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Rini, Setia. "Analyse des erreurs grammaticales dans le cours de la production écrite du 4ème semestre." Digital Press Social Sciences and Humanities 3 (2019): 00039. http://dx.doi.org/10.29037/digitalpress.43312.
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<p class="Abstract">Writing is a proficiency which is very difficult and complex. This is&nbsp;<span style="font-size: 1rem;">because the learner needs many aspects to master, such as lexical&nbsp;</span><span style="font-size: 1rem;">aspect, grammatical aspect, the ability to present facts and express&nbsp;</span><span style="font-size: 1rem;">their thoughts, etc. According to the results of the final review of the&nbsp;</span><span style="font-size: 1rem;">4th semester students, we found that students have encountered a lot&nbsp;</span><span style="font-size: 1rem;">of grammatical errors in the course of writing. As a result, we search&nbsp;</span><span style="font-size: 1rem;">for analysis to identify this problem and find solutions. Therefore, the&nbsp;</span><span style="font-size: 1rem;">problem proposed in this research is: 1) what type of error is often&nbsp;</span><span style="font-size: 1rem;">done by students in the course of writing? (2) What is the grammatical&nbsp;</span><span style="font-size: 1rem;">error which is found a lot depending on the result type? (3) What are&nbsp;</span><span style="font-size: 1rem;">the solutions to solve them? In order to find answers to this problem,</span><span style="font-size: 1rem;">we did a descriptive qualitative research with qualitative method by analyzing of the errors. We found&nbsp;</span><span style="font-size: 1rem;">that: 1) the dominant type of error is the grammatical error, 2) the most significant type of grammatical&nbsp;</span><span style="font-size: 1rem;">error is the error of the adjective. So, in order to solve the problems, students must have a good&nbsp;</span><span style="font-size: 1rem;">grammatical skill in the first half; we have to make the students know their grammatical errors even if it’s&nbsp;</span><span style="font-size: 1rem;">very simple, give more exercises in the students so that they are used to write correctly</span></p>
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Garman, Michael. "Aphasia and communicative speech therapy: The potential of grammatical analyses." Aphasiology 8, no. 5 (1994): 491–96. http://dx.doi.org/10.1080/02687039408248674.
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Réger, Zita. "The functions of imitation in child language." Applied Psycholinguistics 7, no. 4 (1986): 323–52. http://dx.doi.org/10.1017/s0142716400007712.
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ABSTRACTEarlier studies demonstrating the discourse function of imitation have been inconclusive for methodological reasons. In the present study three discourse-related formal aspects of model-imitation pairs are analysed longitudinally in successive samples from two Hungarian children. Examination of the types of modification introduced by the children revealed an unbroken developmental trend leading to lexically coherent conversational replies. As development progressed, questions were imitated significantly more often than nonquestions. The children's selection from multiword utterances showed convergence on a language specific discourse rule. Imitation served (i)lexical learning, (ii) the phonological approximation of adult word forms, and (iii)grammatical learning, in this temporal order. The high rate of grammatically and lexically progressive items in the earliest sample was attributed to nonselective echolalia, supposedly a genetically earlier form of imitation.
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GALEOTE, MIGUEL, PILAR SOTO, EUGENIA SEBASTIÁN, ELENA CHECA, and CONCEPCIÓN SÁNCHEZ-PALACIOS. "Early grammatical development in Spanish children with Down syndrome." Journal of Child Language 41, no. 1 (2013): 111–31. http://dx.doi.org/10.1017/s0305000912000591.
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ABSTRACTThe objective of this work was to analyze morphosyntactic development in a wide sample of children with Down syndrome (DS) (n = 92) and children with typical development (TD) (n = 92) with a mental age (MA) of 20 to 29 months. Children were individually matched for gender and MA (Analysis 1) and for vocabulary size (Analysis 2). Information about morphosyntax was obtained using an adaptation of the CDI for children with DS. In both analyses, the number of children with DS and with TD who combined words was similar. Analysis 1 showed that children with DS produced shorter utterances, with less morphosyntactic complexity and less morphological suffixes than children with TD, despite having the same mental age. The developmental pattern was similar, although slower in children with DS. Analysis 2 showed that the performance of children with DS was lower than the performance of children with TD in relation to morphosyntactic complexity and morphological suffixes.
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De Villiers, Jill G. "Learning how to use verbs: lexical coding and the influence of the input." Journal of Child Language 12, no. 3 (1985): 587–95. http://dx.doi.org/10.1017/s0305000900006668.
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ABSTRACTSamples of spontaneous speech from two young children and their mothers were analysed to examine how children learn some of the inflectional/syntactic possibilities for individual verbs. Multiple regression analyses were performed to establish predictors of the children's range of grammatical use of particular verbs. Maternal variety of use proved to be a highly significant predictor of the children's use of the same verbs, but maternal frequency was not a significant predictor of children's use. Step-wise regression analyses revealed that each child's own mother's use was a significantly better predictor of the child's use than that of the unacquainted mother. It is argued that the children were monitoring the grammatical patterns of use of individual verbs in the input they received. The extent of novel use of verbs by the child cannot be assessed from these data, and awaits further experimental investigation.
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Finestack, Lizbeth H., Bobbi Rohwer, Lisa Hilliard, and Leonard Abbeduto. "Using Computerized Language Analysis to Evaluate Grammatical Skills." Language, Speech, and Hearing Services in Schools 51, no. 2 (2020): 184–204. http://dx.doi.org/10.1044/2019_lshss-19-00032.
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Purpose Conducting in-depth grammatical analyses based on language samples can be time consuming. Developmental Sentence Scoring (DSS) and the Index of Productive Syntax (IPSyn) analyses provide detailed information regarding the grammatical profiles of children and can be conducted using free computer-based software. Here, we provide a tutorial to support clinicians' use of computer-based analyses to aid diagnosis and develop and monitor treatment goals. Method We analyzed language samples of a 5-year-old with developmental language disorder and an adolescent with Down syndrome using computer-based software, Computerized Language Analysis. We focused on DSS and IPSyn analyses. The tutorial includes step-by-step procedures for conducting the analyses. We also illustrate how the analyses may be used to assist in diagnosis, develop treatment goals focused on grammatical targets, and monitor progress on these treatment goals. Conclusion Clinicians should consider using Computerized Language Analysis's IPSyn and DSS analyses to support grammatical language assessments used to aid diagnosis, develop treatment goals, and monitor progress on these treatment goals. Supplemental Material https://doi.org/10.23641/asha.12021141
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Pérez Lorido, Rodrigo. "On the Grammatical Domain of Gapping in Old English." Diachronica 13, no. 2 (1996): 319–46. http://dx.doi.org/10.1075/dia.13.2.06per.
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SUMMARY This paper is a study of verbal ellipsis in coordinated constructions in Old English, carried out within the theoretical framework of Transformational Grammar and assuming a deletion-based approach. The rule analysed here is the one known as Gapping, and the study focuses primarily on the discussion of its grammatical domain, trying to determine if the rule is a syntactic one or if it falls outside the domain of pure syntax. In order to achieve this, two basic aspects are dealt with which have traditionally constituted good tests of the grammatical nature of Gapping in different languages within the deletion-based approach: the extent to which the application of the rule depends on structural parallelism, and the possibility that Gapping may apply to non-adjacent sentences. The method I have pursued consists of analysing the Gapping patterns found in a corpus of seven Old English texts and comparing them with the well-known facts for Modern English under different perspectives. The conclusions I have come to seem to suggest that Gapping in Old English cannot be accounted for from a purely syntactic point of view and that stipulations of a pragmatic nature must also be included in its formulation. This has obvious consequences for a theory of ellipsis in Old English in particular, and for a theory of Old English grammar in general, for it might suggest that word order in Old English would nut rely only on principles of a syntactic nature, but also on others of a pragmatic, discourse-based one. RÉSUMÉ II s'agit, dans cet article, d'une etude de l'ellipse verbale dans les structures coordonnees en vieil-anglais, etude entreprise dans le cadre theorique de la grammaire generative transformationnelle et dans la perspective d'effacement par identite. La reglejque nous analysons ici est connue sous le nom de 'gapping' et le but fondamental de notre etude est de delimiter le domaine-gramma-tical ou cette regie opere, tout en essayant de demontrer s'il s'agit d'une regie strictement syntaxique ou si — au contraire — il s'agit d'une regie qui deborde le champ de la syntaxe. Pour atteindre ce but on a analyse surtout deux aspects qui constituent, traditionnellement, des preuves fiables lors de la determination du domaine grammatical du 'gapping', a savoir, le degre de parallelisme structural necessaire pour que la regie y opere et la possibilité d'application de celle-ci dans des phrases non adjacentes. La demarche suivie dans cette etude con-siste a analyser les differents exemples de 'gapping' depouilles dans un corpus constitue par sept textes d'ancien anglais, et a les comparer avec des faits pertinents en anglais moderne sous d'autres perspectives. Les conclusions aux-quelles l'auteur a abouti semblent indiquer que le 'gapping' en ancien anglais repond moins a des restrictions syntaxiques qu'en anglais moderne, et que dans sa formulation des stipulations syntaxiques aussi bien que pragmatico-discursives doivent y intervenir. Ce fait aura d'evidentes repercussions pour une theorie de l'ellipse en ancien anglais et, par la, meme pour une theorie de la grammaire de 1'ancien anglais en general, puisqu'il suggere que l'ordre des mots dans cette langue n'est pas uniquement le reflet de principes de type syn-taxique, mais egalement de type communicatif et discursif. ZUSAMMENFASSUNG Dieser Aufsatz untersucht die verbale Auslassung in koordinierten Kon-struktionen des Altenglischen; dabei diente sowohl die generative Transforma-tionsgrammatik als auch die Gleichheitsauslassung als theoretische Grundlage. Die hier analysierte Regel ist allgemeinhin als 'Gapping' bekannt. Die Studie befaßt sich hauptsachlich mit der Untersuchung der grammatischen Reichweite dieser Regel; dabei wird versucht zu ermitteln, ob sie nur auf den syntak-tischen Bereich angewandt werden kann oder ob sie liber die reine Syntax hinausreicht. Um dies zu erreichen, werden zwei grundlegende grammatische Aspekte genauer untersucht, die erfahrungsgemaB zu guten Ergebnissen bei der grammatischen Analyse von Gapping in anderen Sprachen beigetragen ha-ben: das AusmaB, von dem die Anwendung der Regel von struktureller Paral-lelitat abhangt, und die Moglichkeit, daB Gapping auch bei nicht aufeinander folgenden Satzen angetroffen werden kann. Die hier angewandte Methode besteht aus einer Analyse der vorhandenen Muster von Gapping in einem Korpus von sieben altenglischen Texten und einem anschließenden Vergleich mit den weitlaufig bekannten Fakten des modernen Englisch. Die Ergebnisse, zu denen der Autor gekommen ist, machen deutlich, daB im Altenglischen Gapping nicht so sehr den syntaktischen Restriktionen entspricht wie im modernen Englisch, und daB man in seine Formulierung auch grammatisch-diskursive Festlegungen einschließen soil. Das hat deutlich Folgen für eine Theorie der Auslassung im Altenglischen und auch fiir eine Grammatiktheorie des Altenglischen im Allgemeinen, denn das würde heiBen, daB die Wort-stellung in dieser Sprache nicht nur von Prinzipien syntaktischer Art abhangig ist, sondern auch von solchen kommunikativer und diskursiver Natur.
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Mikuláš, Martin. "Functions of Expressions of Futurality in Professional Economic Texts." Prague Journal of English Studies 5, no. 1 (2016): 185–207. http://dx.doi.org/10.1515/pjes-2016-0010.
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Abstract The aim of this corpus-based study is to identify the functions that selected expressions of futurality can express in professional economic texts. The classification of functions is established on the corpus of seven economic books. Excerpted instances of futural constructions are analysed with respect to textual and interpersonal functions as defined by Halliday. Futurality is interpreted broadly to include all lexical and grammatical means referring to the future. This approach makes it also possible to analyse futurality as a means of text coherence. Hence the core grammatical means are interpreted along with co-occurring lexical means under the two categories of functions to provide a comprehensive model of text coherence with regard to futurality. Frequency analysis shows that core futural expressions are not distributed equally throughout the corpus. While some expressions (e.g., will and the present simple tense) dominate, others prove to be rather insignificant (e.g., be on the point/verge of, the present progressive tense). In addition, both lexical and grammatical constructions regularly co-occur in clusters, contributing to the coherence of the economic texts.
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Gahraman, Mirzayeva Intizar. "On Distributional Features of Adverbial Modifier of Manner in Typologically Different Languages: A Case Study." Advances in Language and Literary Studies 8, no. 6 (2017): 126. http://dx.doi.org/10.7575/aiac.alls.v.8n.6p.126.
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The study aims to analyze the distributional features of adverbial modifier of manner in two languages that are typologically and genealogically different: English and Azerbaijani. Although the issue has been focused in these languages separately from various angles including semantic, syntactic and prosodic perspectives, there is a gap in the domain of comparative studies. In this regard, syntax is of special importance. Syntactic analysis reveals that in the both languages sentence members are not distributed randomly. In other words, their distribution within the sentence is regulated by certain rules. Each of the sentence members, entering the sentence structure in the syntagmatic order, establishing coordination with sentence members coming before or after it, turns to the bearer of the intended semantic or grammatical functions. Analyses of grammatical forms of the sentences in the English and Azerbaijani sentences show that alongside the universal features which are common for the grammatical forms in sentences of each language, these languages possess distinctive features as well.
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Royani, Seli, and Sari Sadiah. "AN ANALYSIS OF GRAMMATICAL ERRORS IN STUDENTS’ WRITING DESCRIPTIVE TEXT." PROJECT (Professional Journal of English Education) 2, no. 6 (2019): 764. http://dx.doi.org/10.22460/project.v2i6.p764-770.
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Writing is considered as the most complicated skill to be mastered required not only great vocabularies but also grammar, as Harmer (2004:31) cited in (Wati & Nursyaebah, 2017) states that, when writing, learners often have more time to think than they do in spoken activities. Therefore, they can stimulate their brain,even consult dictionaries, grammar books or other reference material to help them . He believes that grammar is really important in writing that is why he suggested to consult grammar books to make the writing grammatically correct. Therefore, the basic objective of this study is to analyze students’ grammatical errors in writing especially in descriptive text. In addition, (Wati & Nursyaebah, 2017) there are six classifications of grammatical error; those are verb agreement (Leech, 1985), capitalization (Oshima, 1988) usage, sentence pattern (Ross, 1975) pronoun and spelling (Brooks, 1964). The data were analyzed based on the error analysis’s of students in writing. In the research finding it showed that students mostly did error in verb agreement 41% that caused by using incorrect fromsimple present, followed by pronoun 18%, usage 15%, sentence pattern12%, spelling 9%, and capitalization error 5%. From the result finding, it is necessary or students learn more about English grammar and it is suggested for teacher to re-teaching about verb agreement and pronoun as the most failure which students mostly did in their writing.
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Aarts, Bas. "In defence of distributional analysis, pace Croft." Studies in Language 31, no. 2 (2007): 431–43. http://dx.doi.org/10.1075/sl.31.2.06aar.
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In a number of publications (e.g. Croft 2001, 2004, 2006) Bill Croft has argued that distributional analysis as a methodology for setting up grammatical categories poses problems which can be avoided if constructions, not word classes, are grammatically primitive, and if categories are derived from constructions. He writes: The Radical Construction Grammar analysis of parts of speech does not have Aristotelian grammatical categories of the sort envisioned by Aarts for particular language grammars. There are categories for each construction and each constructional role in a language. These construction-specific categories will have sharp boundaries to the extent that there are sharp acceptability judgements of what can and cannot occur in the relevant constructional role. In this sense, the categories are Aristotelian. But they do not lead to a small set of mutually exclusive word classes, which is what Aarts assumes we must posit. Instead, there are overlapping categories of formatives representing their diverse distributional behavior — which is what a speaker actually knows about her language. (Croft 2006: 10–11) In this paper I will not be discussing the merits of Radical Construction Grammar, except to say that it is an interesting, challenging and exciting new approach to language. My aim here is more modest: I hope to show that distributional analysis is not as flawed as Croft suggests, and I will defend the distributional analyses discussed in Aarts (2004).
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Ling, Ran, та Anna Provotorova. "Main Challenges of Teaching the Chinese Particle了 to Russian-speaking Students at Elementary Level". Nizhny Novgorod Linguistics University Bulletin, № 54 (30 червня 2021): 9–27. http://dx.doi.org/10.47388/2072-3490/lunn2021-54-2-9-27.
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The particle 了 is a commonly used word in the Chinese language. Since the particle 了 is a structure word, it does not carry any semantic meaning, but it has many grammatical meanings and is used in a variety of ways. Due to the large number of its grammatical meanings and complexity of its grammatical functions, it poses certain challenges for both teachers when explaining the material and students when using it. This especially concerns Russian-speaking students due to significant differences in the grammar of Russian and Chinese. This article examines several classifications of the particle 了, described in Chinese and Russian textbooks and focuses on grammatical features of the particle 了 depending on its position in the middle and at the end of the sentence, as well as its simultaneous use of both in the middle and at the end of the sentence. The article also describes the particle’s main grammatical meanings, such as: completeness of an action, change of an action or a situation, emphasis on something, duration of an action, a way of expressing tact, and a few others. The authors analyze the most common mistakes made by Russian-speaking elementary level students when using the particle, basing their analysis on many years of their teaching experience. Among the mistakes, they highlight such as excessive use, insufficient use, and use of the particle 了 in the wrong place. Excessive use includes mistakes such using the particle 了 in negative sentences with the adverb 没, in an objective description of past events, facts, or in characteristic judgments and descriptions; with verbs followed by a predicative object; after the first verb in a sequential sentence; with verbs showing an action of a constant or repetitive nature, as well as in various constructions which exclude its use. Insufficient use includes mistakes when learners construct incomplete sentences without the 了 particle in cases where its use is required for correct meaning or for a grammatically correct construction. Mistakes where the particle 了 is used in the wrong place occur if students do not understand the specifics of verb connections in the sentence.
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Alimova, Rosana. "Specificity of grammatical realities and violations of grammatical standards in the contemporary discourse of Spanish newspaper media". Cuadernos Iberoamericanos, № 3 (28 вересня 2017): 64–67. http://dx.doi.org/10.46272/2409-3416-2017-3-64-67.
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In article there are analysed the characteristic processes happening in the grammatical sphere in a journalese discourse of Spain. The special attention is paid to the practical examples showing cases of violation of grammatical norms and standards.
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Manyasa, Jonace. "Analysis of French grammatical gender errors committed by learners in Tanzanian universities." Journal for Foreign Languages 11, no. 1 (2019): 65–86. http://dx.doi.org/10.4312/vestnik.11.65-86.
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This paper analyses the grammatical gender errors committed by learners of French as a foreign language in four Tanzanian universities: UDSM, UDOM, DUCE and Makumira (University of Dar es Salaam, University of Dodoma, Dar es Salaam University College of Education and Makumira University). The paper has three specific objectives: (i) to identify grammatical gender errors, (ii) to account for their sources and (iii) to propose a corrective treatment. The study included a total of 61 respondents. The data was collected through learners' written texts in French from which a corpus was developed. The study was guided by the error analysis approach and interlanguage theory. The data was analysed qualitatively and quantitatively. The findings show that grammatical gender errors were found with regard to the masculine definite article (29.73%), the feminine definite article (24.32%), the masculine indefinite article (22.97%), the feminine indefinite article (16.22%) and possessive adjectives (6.76%). These findings show there is a need to help learners of French as a foreign language in the context of Tanzania using the recommended strategies.
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Steiner, Erich. "Ideational grammatical metaphor." Languages in Contrast 4, no. 1 (2004): 137–64. http://dx.doi.org/10.1075/lic.4.1.07ste.
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In this paper I want to explore the systemic-functional notion of ‘grammatical metaphor’ from a cross-linguistic perspective. After a brief introduction to the concept of ‘grammatical metaphor’, I shall discuss the distinction between ‘congruent’ and ‘metaphorical’ encodings of meaning, as well as the distinction between rankshift, transcategorization, and grammatical metaphor as semogenic resources (Section 1). In a second section, I shall then focus on ideational grammatical metaphors in English and German and revisit the notion of direct vs. indirect mapping of experiential and logical semantics onto lexicogrammar (Section 2). It will be argued that ‘directness of encoding’ within one language can be defined with the help of the concept of ‘transparency’ or ‘motivation’ of encoding between levels. Across and between languages, however, the notion of ‘directness’ either has to be seen from the perspective of one of the languages involved, or from the perspective of a generalized semantics and grammar. In Section 3, I shall then explore the question of the experiential vs. logical encoding of semantic categories across languages, and of how this relates to metaphoricity. I shall exemplify and discuss the fact that in cross-linguistic analyses, one cannot consider any one of a given set of experiential or logical encodings of some unit of meaning as ‘congruent’ or ‘direct’, as long as one does not have a cross-linguistic semantics to establish ‘motivation’ and ‘transparentness’ on. It will also be argued that some of the differences in texts across languages as to what counts as ‘congruent’ can be predicted from comparisons between the language-specific grammatical systems involved. Other differences, however, seem to rely heavily on registerial influences and cultural factors. In Section 4, then, I shall inquire into the question of whether and precisely in what sense we can speak of two different types of grammatical metaphor, dependent on whether they involve a relocation in rank or a mere re-arrangement of mappings of semantic and lexicogrammatical functions. These types of metaphor, it will be argued, have different implications for the metaphoricity of the clause as a whole, as well as for the ‘density’ of the packaging of meaning.
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Laporte, Éric. "Reduction of lexical ambiguity." Ambiguity 24, no. 1 (2001): 67–103. http://dx.doi.org/10.1075/li.24.1.05lap.
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Summary We examine various issues faced during the elaboration of lexical disambiguators, e.g. issues related with linguistic analyses underlying disambiguators, and we exemplify these issues with grammatical constraints. We also examine computational problems and show how they are connected with linguistic problems: the influence of the granularity of tagsets, the definition of realistic and useful objectives, and the construction of the data required for the reduction of ambiguity. We show why a formalism is required for automatic ambiguity reduction, we analyse its function and we present a typology of such formalisms.