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Opoku, J. Y. "Second language proficiency differences in the learning of semantically-equivalent bilingual sentences." Applied Psycholinguistics 8, no. 1 (March 1987): 75–84. http://dx.doi.org/10.1017/s0142716400000084.
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ABSTRACTThree groups of subjects who used English as a second language and who were considered to be at different levels of proficiency in English participated in a study of transfer of learning from English to Yoruba, their native language, and from Yoruba to English. It was predicted that total transfer from one language to the other would decrease with increasing proficiency in English and that transfer from Yoruba to English would be higher than from English to Yoruba at lower levels of proficiency in English. Findings showed rather that total transfer increased with increasing proficiency in English and that transfer from English to Yoruba was higher than from Yoruba to English for all groups. It is concluded that on a verbal transfer task, bilinguals show development from independent to interdependent language systems with increasing proficiency in a second language.
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ADEGBIJA, EFUROSIBINA. "A comparative study of politeness phenomena in Nigerian English, Yoruba and Ogori." Multilingua - Journal of Cross-Cultural and Interlanguage Communication 8, no. 1 (1989): 57–80. http://dx.doi.org/10.1515/mult.1989.8.1.57.
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Ogunyemi, Kehinde Olufemi. "Comparative Analysis of English Language Learners' Errors across Different Linguistic Backgrounds." American International Journal of Social Science Research 4, no. 2 (July 15, 2019): 94–101. http://dx.doi.org/10.46281/aijssr.v4i2.353.
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The focus of the study is the comparative analysis of English as a second language learners’ errors across different linguistic backgrounds in Nigeria. The study adopted the descriptive research design. The population for the study consisted of senior secondary school students in Ondo State. A simple random sampling technique was employed to select four secondary schools and 26 students from four schools in Akoko Ondo State(12 male, 14 female). The sample consisted students from three linguistic backgrounds (Igbo, Yoruba, and Hausa). The instrument used to gather data was a verbal ability test. The reliability of the instrument was determined through the test- retest method (r = 0.83). Four research questions were answered. The findings revealed that there was a significant difference in the scores of students from different linguistic backgrounds in their use of tenses, pronouns, spellings and pronunciation. On the basis of these findings it was recommended that students are to be given time to pay attention to their use of English tenses, pronoun, spelling and pronunciation so as to maximize their academic potentials and possibilities. There is need to give teachers chance to experience in-service training and seminars. This will make them conversant with current development in pedagogy and language itself.
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Ifaturoti, Adeboye Oluwaseun. "Краткий очерк типологических особенностей языка йоруба." Theoretical and Applied Linguistics, no. 7 (2021): 74–85. http://dx.doi.org/10.22250/2410-7190_2021_7_1_74_85.
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The article presents materials on the phonetic and grammatical structure of Yoruba – one of the most widely spoken languages of West Africa, which, along with its literary form, exists in many dialectical variants. Using examples selected from modern normative speech usage, the author – a native speaker of the Standard Yoruba – demonstrates the ways of expressing semantic content, various grammatical meanings and categories in the Yoruba language, whose structure has significant differences from known modern analytical (English, French) and synthetic (Russian) languages of Europe. The results of the study show that, first, lexical meanings in Yoruba language can be differentiated by changing tone pitch; second, reduplication and agglutination are vital to the process of word formation; third, the categories of verb tense, definiteness / indeterminacy, comparative and superlative adjectives are expressed by lexical means; finally, syntactic constructions due to the non-inflectional nature of words in Yoruba, as in European analytical languages, are constructed according to a fixed model.
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Igboanusi, Herbert. "A comparative study of the pronunciation features of Igbo English and Yoruba English speakers of Nigeria." English Studies 87, no. 4 (August 2006): 490–97. http://dx.doi.org/10.1080/00138380600768221.
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HILPERT, MARTIN. "The English comparative – language structure and language use." English Language and Linguistics 12, no. 3 (November 2008): 395–417. http://dx.doi.org/10.1017/s1360674308002694.
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Many English adjectives form the comparative in two ways, so that, for instance, prouder occurs alongside more proud. The availability of several forms raises the general questions of when and why speakers choose one variant over the other. The aim of this article is to identify factors of language structure and language use that underlie the comparative alternation and to determine their relative strengths on the basis of data from the BNC through a logistic regression analysis. The results suggest that the alternation is primarily governed by phonological factors, but that syntax and frequency of usage are of importance as well.
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Olaluwoye, Layo. "Surface Features of Code-switching in ‘The Nigerian Online Community’ Page on Facebook." AGOGO: Journal of Humanities 4 (February 14, 2021): 26. http://dx.doi.org/10.46881/ajh.v4i0.222.
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Existing studies on code-switching have mainly been carried out among English/Chinese bilinguals. Studies on English/Yoruba/Pidgin English bilinguals with emphasis on code-mixing and code-switching on the Internet have been grossly insufficient. Therefore, this study reveals the surface features of code-switching among Yoruba/English/Pidgin English bilinguals in the Nigerian Online Community on Facebook. For theoretical framework, we relied on insights from Halliday’s (1994) functional theory of language. Five types of surface features were identified: simplified lexicon and sentences, non-adherence to the use of tones/diacritics, inconsistencies of spellings and words, unnecessary lengthening of letters, and tolerance of surface errors. The study has revealed the distinctive features of code-switching in the Nigerian Online Community page on Facebook. These linguistic features have thrown more light on the characteristics of the language use on the Facebook forum and how the posters use the codes in their speech repertoire to achieve this
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Branton, Regina, and Johanna Dunaway. "English- and Spanish-Language Media Coverage of Immigration: A Comparative Analysis*." Social Science Quarterly 89, no. 4 (December 2008): 1006–22. http://dx.doi.org/10.1111/j.1540-6237.2008.00596.x.
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Sarah, Balogun, and Murana Muniru Oladayo. "Code-Switching and Code Mixing in the Selected Tracks of the Hip Hop Music of Flavour and 9ice." International Journal of English and Comparative Literary Studies 2, no. 3 (April 22, 2021): 55–70. http://dx.doi.org/10.47631/ijecls.v2i3.255.
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This article attempts a comparative analysis of code-switching and code-mixing in the Nigerian music industry, using the lyrics of Flavour and 9ice as a case study. Although the English language is the national language in Nigeria and the language used by most of the musicians for the composition of their songs, and due to the linguistic plurality of Nigeria, most of these musicians tend to lace their songs chunks of words and phrases from their mother tongue or at least one of the three major languages in Nigeria, which are Hausa, Igbo, and Yoruba. The Markedness Model by Myers-Scotton (1993) is used as the framework to interrogate the switching and mixing in the codes used by these selected musicians and we find that while most code-switching is done in three languages – English, Nigerian Pidgin and the artist’ first language (mother tongue) – their mother tongue plays the prominent role. Code-switching or code-mixing in these songs, therefore, becomes a depiction of the Nigerian state with its diverse languages and it provides the links between the literates and the illiterates thereby giving the artiste the popularity desired. The study concludes that the unique identity created by code-switching and code-mixing in the Nigerian music industry has a positive influence on music lovers, helping artists to achieve wide patronage and reflecting the ethnolinguistic diversity of the Nigerian nation.
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Culicover, Peter W., and Ray Jackendoff. "The View from the Periphery: The English Comparative Correlative." Linguistic Inquiry 30, no. 4 (October 1999): 543–71. http://dx.doi.org/10.1162/002438999554200.
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The English comparative correlative construction (e.g., The more you eat, the fatter you get) embeds like an ordinary CP, and each of its clauses displays an ordinary long-distance dependency. However, the connection between the two clauses is not ordinary: they are connected paratactically in syntax, but the first clause is interpreted as if it were a subordinate clause. The construction's mixture of the general and the idiosyncratic at all levels of detail challenges the distinction between “core” and “periphery” in grammar and the assumption that some level of underlying syntax directly mirrors semantic structure.
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GRAZIANO-KING, JANINE, and HELEN SMITH CAIRNS. "Acquisition of English comparative adjectives." Journal of Child Language 32, no. 2 (May 2005): 345–73. http://dx.doi.org/10.1017/s0305000904006828.
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Two experiments investigated the acquisition of English comparative adjective forms, Adj+er and more Adj. In Experiment 1, 72 children, four- and seven-years-old, indicated their preferences for the synthetic or periphrastic comparative form for 16 adjectives in a forced-choice judgement task; their responses were compared to those of a group of adults (Graziano-King, 2003). In Experiment 2, a group of 29 children, ranging in age from 5;1 to 10;9, and a group of 11 adults performed a forced-choice judgement task, similar to that of Experiment 1, and an elicited production task, responding to the same 32 adjectives for both tasks. The two studies together support an acquisition trajectory of three stages. In the first stage, children show no preference for either form of the comparative; in the second, they adopt a suffixation rule; and in the third, they abandon the general rule and become conservative learners, eventually reaching the adult target.
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Varga, Zsuzsanna. "Selected English-Language Bibliography of Interest for Hungarian Cultural Studies: 2020-2021." Hungarian Cultural Studies 14 (July 16, 2021): 205–13. http://dx.doi.org/10.5195/ahea.2021.435.
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As the above title indicates, because of the publication schedule of Hungarian Cultural Studies this bibliography straddles 2020-2021, covering the period since the publication in Fall of 2020 of last year’s bibliography in this journal. Each year’s bibliography may also be supplemented by earlier items, which were retrieved only recently. Although this bibliography series can only concentrate on English-language items, occasional items of particular interest in other languages may be included. For a more extensive bibliography of Hungarian Studies from about 2000 to 2010, for which this is a continuing update, see Louise O. Vasvári, Steven Tötösy de Zepetnek, and Carlo Salzani. “Bibliography for Work in Hungarian Studies as Comparative Central European Studies.” CLCWeb: Comparative Literature and Culture (Library) (2011): http://docs.lib.purdue.edu/clcweblibrary/hungarianstudiesbibliography
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Rasoll, Iqra. "Language Practices of English Language Teachers at Secondary Level: A Comparative Study of Public and Private Schools in Lahore, Pakistan." PAKISTAN LANGUAGES AND HUMANITIES REVIEW 5, no. II (September 30, 2021): 178–92. http://dx.doi.org/10.47205/plhr.2021(5-ii)1.15.
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Mayank and Naveen Kumar Gondhi. "Comparative Assessment of Image Captioning Models." Journal of Computational and Theoretical Nanoscience 17, no. 1 (January 1, 2020): 473–78. http://dx.doi.org/10.1166/jctn.2020.8693.
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Image Captioning is the combination of Computer Vision and Natural Language Processing (NLP) in which simple sentences have been automatically generated describing the content of the image. This paper presents the comparative analysis of different models used for the generation of descriptive English captions for a given image. Feature extractions of the images are done using Convolutional Neural Networks (CNN). These features are then, passed onto Recurrent Neural Networks (RNN) or Long Short-term Memory (LSTM) to generate captions in English language. The evaluation metrics used to appraise the conduct of the models are BLEU score, CIDEr and METEOR.
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Vasheghani Farahani, Mehrdad. "Metadiscourse in Academic Written and Spoken English: A Comparative Corpus-Based Inquiry." Research in Language 18, no. 3 (September 30, 2020): 319–41. http://dx.doi.org/10.18778/1731-7533.18.3.05.
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This paper reports on a comparative study performed in the field of Corpus Linguistics. The objective of the research was to analyze the distributional pattern of interactive and interactional metadiscourse features in two modes of academic spoken and written English. For this reason, a list of metadiscourse characteristics was gathered. By using the Sketch engine software, all the words were scrutinized in the corpus and their concordance lines were analyzed one by one in both corpora (British Academic Written English Corpus and British Academic Spoken English Corpus). As the data can show, in both corpora, the general propensity of the authors was towards the interactive metadiscourse features. In addition, in the written corpus, the transitions and endophoric markers were used more often; while in the spoken, endophoric markers and transitions were the most frequently applied metadiscourse features. In the interactional metadiscourse features, hedges and self-mentions were the most frequent in the written form; whereas in the spoken, self-mentions and boosters were used moe often.
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Akindele, Femi. "The organization of repair in Yoruba conversation." Studies in African Linguistics 22, no. 2 (April 15, 1991): 171–88. http://dx.doi.org/10.32473/sal.v22i2.107423.
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In any conversational event, co-participants are guided by rules which ensure a smooth conversation. According to Sacks et al. [1974:700] some of these rules are that "one party speaks at a time" and also that "speakerchange recurs, or at least occurs." Quite often these rules are broken as was found in Schegloff et al. [1977] for American English conversation and confirmed by Moerman [1977] for Thai conversation. I argue, therefore, in this paper following Schegloff et al. [1977:381] that if conversation is composed of systems of rules which are integrated, then it will have a source of "trouble" related to the modes of their integration. And if it has intrinsic sources of trouble, then it will have a mechanism for dealing with them intrinsically. I further argue that an adequate theory of the organisation of conversation in natural language in general, as proposed by Schegloff et al. [1977], and in Yoruba specifically, will need an account of the organisation of repair. I suggest that repair mechanisms in Yoruba will include those suggested by Schegloff et al. [1977] and supported by Moerman [1977], namely: self-repair which can issue from self-initiation or other initiation and other repair which arises from self-initiation or other initiation. I conclude that these repair mechanisms are indices of participants' orientation to the making of Yoruba conversational interaction.
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Hoffjan, Andreas, and Andreas Wömpener. "Comparative Analysis of Strategic Management Accounting in German- and English-Language General Management Accounting Textbooks." Schmalenbach Business Review 58, no. 3 (July 2006): 234–58. http://dx.doi.org/10.1007/bf03396733.
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Laturnus, Rebecca. "Comparative Acoustic Analyses of L2 English: The Search for Systematic Variation." Phonetica 77, no. 6 (2020): 441–79. http://dx.doi.org/10.1159/000508387.
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<b><i>Background/Aims:</i></b> Previous research has shown that exposure to multiple foreign accents facilitates adaptation to an untrained novel accent. One explanation is that L2 speech varies systematically such that there are commonalities in the productions of nonnative speakers, regardless of their language background. <b><i>Methods:</i></b> A systematic acoustic comparison was conducted between 3 native English speakers and 6 nonnative accents. Voice onset time, unstressed vowel duration, and formant values of stressed and unstressed vowels were analyzed, comparing each nonnative accent to the native English talkers. A subsequent perception experiment tests what effect training on regionally accented voices has on the participant’s comprehension of nonnative accented speech to investigate the importance of within-speaker variation on attunement and generalization. <b><i>Results:</i></b> Data for each measure show substantial variability across speakers, reflecting phonetic transfer from individual L1s, as well as substantial inconsistency and variability in pronunciation, rather than commonalities in their productions. Training on native English varieties did not improve participants’ accuracy in understanding nonnative speech. <b><i>Conclusion:</i></b> These findings are more consistent with a hypothesis of accent attunement wherein listeners track general patterns of nonnative speech rather than relying on overlapping acoustic signals between speakers.
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Round, Erich R. "The subidentificational meanings of English some and Swedish någon: a comparative analysis of polysemy." Nordic Journal of Linguistics 27, no. 2 (November 17, 2004): 169–95. http://dx.doi.org/10.1017/s0332586504001234.
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English some and Swedish någon have a number of ‘subidentificational’ meanings, as in English some general (or other) has been shot; it was some shooting (or something). This paper reviews those meanings and attempts to determine how many context-invariant meanings are needed in order to account for their full range of meanings in context. By explicitly setting out processes of inference generation within a Gricean framework, it is found that for a large number, only one underlying (i.e. coded) meaning is required, which in context generates inferences such as lack of speaker knowledge, recall or interest in the NP referent, regarding either its type or which entity it is. Nevertheless, not all meanings can be handled in this way and additional coded meanings are required. Two diachronic pathways are discussed via which one coded meaning might extend to another. Some conclusions relevant for future work on indefinites are drawn.
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Karimnia, Amin, and Mahmood Khosravani. "A Comparative Study of Form-Focused and Communicative Methods of Language Teaching in ESP Courses." Sustainable Multilingualism 12, no. 1 (May 1, 2018): 152–65. http://dx.doi.org/10.2478/sm-2018-0007.
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Summary The purpose of this study was to compare the effectiveness of the use of communicative methods and form-focused methods as implemented in English for Specific Purposes (ESP) courses. To accomplish this, two groups of management students were selected for the study. Each group consisted of 30 participants. Their level of proficiency in English and their subject matter knowledge were tested through a sample of IELTS and a pre-test. The two groups were at the same level of proficiency in both general English and English for Students of Management before receiving treatment in 20 sessions within a period of 75 days. Participants in Group A received a form-focused method with some occasional uses of their L1. In Group B, however, the participants were exposed to a communicative ESP course which exclusively relied on English the L2. After the period of treatment, the two groups were examined via a post-test. Results showed that Group B was more successful in the post-test. Moreover, the learners who were proficient in English and the subject matter achieved more from the communicative methods of language teaching in the ESP course. Findings imply that the nature of the subject matter, or whether it is theoretical or applied, could be a factor in deciding a method of language teaching for ESP courses.
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Nashirova, Dilnoza Buriyevna, and Nilufar Gafurovna Buriyeva. "Comparative Methodological Analysis Of The ESP And EGP Approaches." American Journal of Social Science and Education Innovations 03, no. 01 (January 30, 2021): 280–84. http://dx.doi.org/10.37547/tajssei/volume03issue01-54.
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This article presents a comparative analysis of the teaching of English for General Purposes and English for Special Purposes, to present arguments regarding approaches designed to organize and ensure high efficiency in mastering the English language for special purposes.
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Yasnohurska, Liudmyla. "THE CONCEPTS SAFETY/SECURITY AND ITS REPRESENTATION IN ENGLISH LANGUAGE." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 23–25. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-23-25.
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The article is devoted to studying the peculiarities of the lexical verbalization of the concepts SAFETY/SECURITY in the English language worldview on the basis of the comparative analysis of their components, including the basic elements and their derivatives. The author supposes that the scope of the concepts SAFETY/SECURITY in the English language worldview is based on the general meaning “protection, protection from risks, threats or lack of them”. It is security that is the cornerstone that ensures the stable functioning of a human in society and society itself as a whole. In this regard, the problem of perception and understanding of SAFETY/SECURITY concept is becoming especially relevant in today’s society. This article examines the implementation of the SAFETY/SECURITY concept in the English language picture of the world. The purpose of this study is to set the boundaries of the SAFETY/SECURITY concept in English on the basis of a study of the categorical definitions related to safety / security that make up the core of the concept and their derivatives. The following dictionaries were used for the study: The MacMillan English Dictionary, The American Heritage Dictionary of the English Language, the Cambridge International Dictionary of English, the Longman Dictionary of Contemporary English.
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Huang, Shuang, Xuan Zhou, Ke Xue, Xiqiong Wan, Zhenyi Yang, Duo Xu, Mirjana Ivanović, and Xueer Yu. "Neural Cognition and Affective Computing on Cyber Language." Computational Intelligence and Neuroscience 2015 (2015): 1–10. http://dx.doi.org/10.1155/2015/749326.
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Characterized by its customary symbol system and simple and vivid expression patterns, cyber language acts as not only a tool for convenient communication but also a carrier of abundant emotions and causes high attention in public opinion analysis, internet marketing, service feedback monitoring, and social emergency management. Based on our multidisciplinary research, this paper presents a classification of the emotional symbols in cyber language, analyzes the cognitive characteristics of different symbols, and puts forward a mechanism model to show the dominant neural activities in that process. Through the comparative study of Chinese, English, and Spanish, which are used by the largest population in the world, this paper discusses the expressive patterns of emotions in international cyber languages and proposes an intelligent method for affective computing on cyber language in a unified PAD (Pleasure-Arousal-Dominance) emotional space.
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Юлія Данилова, Наталія Лєбошин, and Ольга Савченко. "SYSTEMATIC APPROACH IN LEARNING ENGLISH TO DEVELOP LANGUAGE COMPETENCIES." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (September 4, 2020): 45–55. http://dx.doi.org/10.31499/2307-4906.3.2020.219089.
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The subject matter of this article is a systematic approach as a methodological basis for teaching a foreign language. The object is the conceptual framework, means and ways of developing language skills and communicative competencies in the context of the academic subject “Foreign language”. To study the literature on the target issues and to sum up the obtained data, such general theoretical methods as the analysis and synthesis method, comparative historical analysis and cause-and-effect analysis were used. The goal of this study is to systematize the general principles of the systematic approach to learning a foreign language and, in the context of the systematic approach, focus on lexical and grammatical components of the language as a system so that university students can master them in a logical and consequential way. In the course of the study, the following tasks were solved: certain principles and ways of teaching a foreign language were considered, the importance to focus on developing lexical and grammatical component of speech competence while learning a foreign language was substantiated, the means aimed at mastering lexical and grammatical material in the context of the systematic approach were systematized so that communication skills be developed while learning English. Conclusions. The systematic approach in learning foreign languages is the main, holistic and most effective way of teaching since it makes it possible to identify all the parameters and relationships of the language components. In the context of the systematic approach, a language system is considered as a set of interconnected linguistic components, therefore, individual structures and elements cannot be viewed and interpreted fragmentarily, it is necessary to take into account the properties of the entire language system. The systematic approach to learning foreign languages is a more advanced technique of teaching since the methodology of teaching the language components in the context of the systematic approach provides the most optimal development of speech skills, abilities and communication competencies.
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Raj, Salisu Mohammed, and Adewole A. Alagbe. "Contextualizing Morphosyntactic Features in Wole Soyinka’s Ake-the Years of Childhood." International Journal of Linguistics, Literature and Translation 4, no. 5 (May 30, 2021): 173–77. http://dx.doi.org/10.32996/ijllt.2021.4.5.18.
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The term ‘morpho-syntax’ has a dual meaning because it is a combination of both morphology and syntax. These two are language components that a stylistician can adopt in any write-up. This act by a stylistician is what brings about the uniqueness of a write-up which is based on individual’s use of language. It is also termed the morphology of linguistics adopted by a writer to achieve communicative effectiveness. Wole Soyinka’s language is said to be complex to most readers, possibly due to the morpho-syntactic features inherent in his text. Thus, the thrust of this paper is to identify the morpho-syntactic features and to discover the reason for the complexity of Wole Soyinka’s language in his book titled: Ake- The Years of Childhood. Using the functional stylistics as our model of analysis, we examined factors that are obviously and silently responsible for his complexity of languages, such as code-mixing, direct translation from Yoruba into English, a single word or sentence having several interpretations, coinages and his sentence structures. From our analysis, we discovered that the factors mentioned above are actually responsible for the complexity of Soyinka’s language and truly his use of language stands as a barrier to general readers comprehending most of his works.
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Abdullahi, O. E. "Comparative Study of Kwara State Secondary School Students' Study Habits in English Language: Implication for Counselling." Social Sciences 5, no. 6 (June 1, 2010): 514–19. http://dx.doi.org/10.3923/sscience.2010.514.519.
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Nuhiu, Majlinda. "A COMPARATIVE ANALYSIS OF THE SENTENCE PLACEMENT OF ADJECTIVES FROM THE ALBANIAN TO THE ENGLISH LANGUAGE." CBU International Conference Proceedings 6 (September 27, 2018): 685–89. http://dx.doi.org/10.12955/cbup.v6.1233.
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Our main aim in this research paper is to analyze the place of adjectives in translated paradigms from the Albanian to the English language. The corpus is taken from translated books of the well known Albanian writer, Ismail Kadare, translated into the English language, exclusively by native English translators. Firstly, we’ll try to present the general place of adjectives in each language separately. Secondly, by comparing and contrasting the corpus of the both languages we will try to find out numerous and diverse similarities and differences in both of the languages, and with the help of the corpus we will check the results. With the help of Levenstone’s (1965) translational’ paradigms we’ll try to find out if adjectives in the Albanian language change their sentence position after they are translated into English. The technique being used is an objective technique, working with the corpus, one-way translation and a group test of Gjorgevic (1982).
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Sorahi, Mohammadamin, and Mansour Shabani. "Metadiscourse in Persian and English Research Article Introductions." Theory and Practice in Language Studies 6, no. 6 (June 7, 2016): 1175. http://dx.doi.org/10.17507/tpls.0606.06.
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This study aims to investigate the use of metadiscourse in Persian and English research article introductions in the field of linguistics. The corpus of the research consists of 40 introductions of linguistics research articles, 20 Persian and 20 English. The analytical framework for this study is Hyland's (2004) model of metadiscourse in academic text. In order to investigate the similarities and differences in the implication of metadiscourse (i.e. the interactive and interactional resources) between these texts, both qualitative and quantitative methods will be used. On the qualitative basis, this study identifies and categorizes metadiscourse markers and a comparative analysis is conducted to determine the frequency of different types of metadiscourse. The results are analyzed carefully and quantitatively which include the general distribution of metadiscourse in each category and then the density of metadiscourse in both sets of data. They are scrutinized based on the number of sentences and words in the corpora. The similarities and differences between two sets of data are looked at from a sociocultural view. The results of this study make some perspectives into the teaching and learning of writing for EFL learners.
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Biggam, C. P. "Sociolinguistic aspects of Old English colour lexemes." Anglo-Saxon England 24 (December 1995): 51–65. http://dx.doi.org/10.1017/s0263675100004658.
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This paper presents an experimental attempt to investigate the social contexts of certain Old English vocabulary belonging to a particular semantic field, namely that of colour. Sociolinguistic studies are concerned with language variations between social classes, age groups, the sexes and other social groupings, so it is obvious from the outset that this sort of evidence will be difficult to retrieve from a dead language. However, in the case of this particular semantic field, textual information can often be augmented by comparative evidence from the colour semantics of living languages, and by the theories about colour term acquisition and usage developed by linguists and anthropologists.
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ANDERSON, JOHN. "Old English i-umlaut (for the umpteenth time)." English Language and Linguistics 9, no. 2 (October 31, 2005): 195–227. http://dx.doi.org/10.1017/s1360674305001620.
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This article offers an account of i-umlaut in Old English based on lexical minimality: the elimination of redundancies from, in this case, the phonological subentries in the lexicon. And the notation is that of Anderson & Ewen (1987), which is based, crucially for the present formulation, on simplex features which may combine in varying proportions. These assumptions combine to favour system-dependent underspecification. In accord with lexical minimality, the approach taken here is also polysystemic: thus, for instance, Old English vowels, even Old English accented vowels, do not enter into only one system of contrasts. The phonology is a system of systems sharing some but not all contrasts. The article attempts to show that on this basis some of the many apparent anomalies that the evidence has been thought to suggest can be resolved in terms of a simple coherent formulation. Concerning the interpretation of this evidence, it is the intention of the article to minimize appeals to phonetic features and phonetic processes not warranted by textual and comparative testimony. It is suggested that lack of attention to polysystemicity and a pervasive indulgence on the part of historical phonologists in phonetic fantasies undermine the conclusions reached by generations of scholars concerning the development of phonological systems, both in general and in particular.
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Corpas, Gloria. "Translating English verbal collocations into Spanish." Spanish Phraseology 38, no. 2 (December 7, 2015): 229–62. http://dx.doi.org/10.1075/li.38.2.03cor.
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Language varieties should be taken into account in order to enhance fluency and naturalness of translated texts. In this paper we will examine the collocational verbal range for prima-facie translation equivalents of words like decision and dilemma, which in both languages denote the act or process of reaching a resolution after consideration, resolving a question or deciding something. We will be mainly concerned with diatopic variation in Spanish. To this end, we set out to develop a giga-token corpus-based protocol which includes a detailed and reproducible methodology sufficient to detect collocational peculiarities of transnational languages. To our knowledge, this is one of the first observational studies of this kind. The paper is organised as follows. Section 1 introduces some basic issues about the translation of collocations against the background of languages’ anisomorphism. Section 2 provides a feature characterisation of collocations. Section 3 deals with the choice of corpora, corpus tools, nodes and patterns. Section 4 covers the automatic retrieval of the selected verb + noun (object) collocations in general Spanish and the co-existing national varieties. Special attention is paid to comparative results in terms of similarities and mismatches. Section 5 presents conclusions and outlines avenues of further research.
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Vinogradova, O., A. Viklova, and K. Pospelova. "Verbs of falling in English language: corpus data and typology." Acta Linguistica Petropolitana XVI, no. 1 (August 2020): 115–51. http://dx.doi.org/10.30842/alp2306573716103.
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The paper presents the results of the studies carried over the group of English verbs with the meaning of falling. The research goals included classification of the lexical meanings, both direct and metaphorical, rendered by those verbs, on the basis of the analysis of the components of the situations put together in the special questionnaire. This was carried out together with native speakers of English, after which the collected set of examples was verified and expanded with searches in the big corpora of English speakers’ oral and written production available at the SketchEngine platform. Besides being a great source of extracting lexical meanings, Sketch Engine also provided the data and the statistics for the analysis of collocational behaviour of the verbs in question used with different subjects of falling. The scope of application of the umbrella verb fall and the distribution between it and its two rivals — drop and fall down — was in focus of the three corresponding sections in the paper, while the range of peripheral verbs of falling with all the comparative analysis of their lexical features formed one more section. Separately from the verbs conveying the direct meanings of falling, metaphoric shifts in the meanings of these verbs made up the content of section 6. Based on the findings presented in the previous sections, the conclusions regarding the concept of falling in English are discussed in the last part of the paper. The research confirmed that the verb fall is by far the most widely used in various contexts of falling. Whether used alone or combined with adverbial or prepositional particles, it covers the overwhelming majority of meanings of falling, both literal and metaphorical. Although drop proved to be the most frequent synonym of fall, there is a distribution of meanings between the two related to the nature of the subject and the intentionality of the action. As shown in the paper, the choice between fall and fall down appears to be determined by the trajectory of the fall and whether the typical position of the subject is vertical or not. Likewise, the distribution between fall off and fall down is conditioned by the trajectory, with the surface mentioned with the latter. Among the various peripheral verbs of falling, come and go — the most general verbs of movement — are also used in combination with down in specific cases of falling.
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Sègla, Aimé. "The Scientific Mind and Cultural Articulation in an Oral Society: Language as a Mirror." Social Science Information 42, no. 3 (September 2003): 339–74. http://dx.doi.org/10.1177/05390184030423003.
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The contribution of non-western cultures, especially oral and traditional cultures, to the phenomena of civilizations remains controversial. Until recently, while modern anthropology was busy demonstrating the rationality of witchcraft, other practices in non-western cultures were considered devoid of scientific reasoning and therefore anthropologically uninteresting. The approach proposed here attempts to demonstrate the contrary. Indeed the study of the linguistic faculties of the Yoruba of West Africa shows that the system of language acts as a mirror of intuitive knowledge, providing a profusion of ontological proto-terminologies and proto-concepts encoded in language and cognition. Using them, one can establish the adequacy of human mathematical geometrical ideation in a particular cultural context where science and scientific development seem not to have existed as they did in Babylon, Egypt, Greece, India or Europe. From a comparative standpoint, the study shows that the beginning of theoretical constructions in the areas above was also in itself deeply intuitive, starting from basic human intuitive knowledge, the knowledge that forms the basis of ontogenetic development. The study postulates a universal human intuitive mind though the mathematical ideation examined is culturally and socially specific. As to the origin of that mind, the question is still open. Indeed, to understand the adequacy of mathematical ideation in this particular cultural context, we need to undertake interdisciplinary and thematic research on the origin of man, the way the brain works, languages and their origin, languages and mind, genes and anthropology. The present study illustrates a case of a culture of rationality in a non-western oral society that can serve as an empirical basis for theoretical constructions and innovations for the stabilization of cultural foundations.
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Miyamoto, Yoichi, and Kazumi Yamada. "On null arguments and phi-features in second language acquisition." Journal of Japanese Linguistics 36, no. 2 (November 26, 2020): 179–223. http://dx.doi.org/10.1515/jjl-2020-2024.
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AbstractSaito, Mamoru. 2007. Notes on East Asian argument ellipsis. Language Research 43. 203–227 argues that argument ellipsis (AE) is available only in languages that lack phi-feature agreement. Accordingly, Japanese, but not English, permits AE. Under Saito’s theoretical framework, this paper compares experimental data from L1 Japanese learners of L2 English (J-EFL) and L1 English learners of L2 Japanese (E-JFL). Given that sloppy and quantificational reading arises from an ellipsis operation (Hankamer, Jorge & Sag, Ivan. 1976. Deep and surface anaphora. Linguistic Inquiry 7. 391–426, Takahashi, Daiko. 2008. Noun phrase ellipsis. In Miyagawa, Shigeru & Saito, Mamoru (eds.), The Oxford handbook of Japanese linguistics, 394–422. Oxford: Oxford University Press, among others), we hypothesize that J-EFL learners, but not E-JFL learners, allow the reading in point with null arguments: AE is available only in the grammar of J-EFL learners, forced by the lack of phi-features in their L2 English grammar, due to L1 transfer. The results from our main study adopting a truth value judgement task supported the hypothesis. Based on our finding, we suggest that correct L2 phi-feature specification can ultimately be obtained when no phi-features are present in L1 (Ishino, Nao. 2012. Feature transfer and feature learning in universal grammar: A comparative study of the syntactic mechanism for second language acquisition. Doctoral dissertation: Kwansei Gakuin University, Miyamoto, Yoichi. 2012. Dainigengo-ni okeru hikenzaiteki-na yōso-ni kansuru Ichikōsatsu [A study on null elements in second language acquisition]. Paper presented at the 84th ELSJ annual general meeting: Senshu University, 26 May).
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JAILIKHANOVA, G., and N. SALIMOVA. "FEATURES OF ZOOMORPHISMS IN THE COMPARATIVE CONSTRUCTIONS OF THE ENGLISH, RUSSIAN AND KAZAKH LANGUAGES." Iasaýı ýnıversıtetіnіń habarshysy, no. 2 (June 30, 2021): 99–107. http://dx.doi.org/10.47526/habarshy.vi2.592.
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This article is devoted to the analysis of zoomorphisms in the composition of comparative constructions and their comparison in different system languages. The article analyzes the most common examples of the use of zoomorphisms in comparative constructions of the English, Russian and Kazakh languages. For linguistic research, the analysis of zoomorphisms in comparative constructions and their comparison in languages of different systems seems to be very relevant. The mysterious nature of zoomorphisms has attracted more and more researchers over time. Zoolexics, which is brighter than any other area of language, reflects the peculiarities of comprehending extra-linguistic reality, when images and names of animals in different languages are projected onto a person. These images go back to the depths of human consciousness and beliefs. The names of animals projected onto humans are often associated with folk and mythical symbols. The roots of this phenomenon go far back in centuries, when tribes worshiped images of animal totems. Zoomorphisms are characterized as comparative expressives with diffuse semantics, i.e. they represent speech forms with double correlation: they link the spheres “animal” (as a function of origin) and “man” (as functional means of creating a characteristic). The study of zoomorphisms in various languages contributes to a vivid description of linguistic imagery, and in the comparative aspect of the study it makes it possible to identify typical associations, recognize and describe the national-cultural specifics of each language. Zoomorphisms in comparative constructions reveal the originality of the historical development of the people, spiritual culture, the peculiarities of everyday life, the specificity of the associative-figurative thinking of native speakers. Zoomorphisms as an object of research deserve special attention also because, obeying the laws of language, they form a specific subsystem, within which their own laws arise that require a special description.
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Serpikova, N. V., and M. B. Serpikova. "STUDENTS’ NATIVE LANGUAGE AS A MEANS OF DEVELOPING LINGUISTIC COMPETENCE IN A FOREIGN LANGUAGE." Russian Journal of Multilingualism and Education 12 (December 25, 2020): 77–88. http://dx.doi.org/10.35634/2500-0748-2020-12-77-88.
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Our experience of working with students of a transport (technical) university shows that many of them have serious problems in learning foreign languages. Students will not be able to realize their potential in future professional activities, involving foreign-language partners, since poor knowledge of a foreign language prevents them from establishing business contacts. The object of our research was linguistic competence as the basis for developing a communicative competence. Having analysed the existing linguistic and methodological literature, the educational process including learning English and French as a FL2 and the reasons for the students’ poor knowledge of foreign languages, we came to the conclusion that the problem does not lie solely with the small number of school hours or poor knowledge obtained at school. The lack of linguistic competence results from the insufficient knowledge acquired from native language studies, it is one of the main reasons for the poor proficiency of students in foreign languages. Students are not familiar with linguistic terminology in their native language, and this fact greatly complicates explanation of the grammar of the studied foreign language. The purpose of this paper is to focus the attention of university teachers on the need to work with students to master Russian and foreign language terminology in the framework of a comparative approach, which is one of the main methods of teaching a foreign language, as it expands the general language awareness and develops the “linguistic flair”of students.
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Serpikova, N. V., and M. B. Serpikova. "STUDENTS’ NATIVE LANGUAGE AS A MEANS OF DEVELOPING LINGUISTIC COMPETENCE IN A FOREIGN LANGUAGE." Russian Journal of Multilingualism and Education 12 (December 25, 2020): 77–88. http://dx.doi.org/10.35634/2500-0748-2020-12-77-88.
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Our experience of working with students of a transport (technical) university shows that many of them have serious problems in learning foreign languages. Students will not be able to realize their potential in future professional activities, involving foreign-language partners, since poor knowledge of a foreign language prevents them from establishing business contacts. The object of our research was linguistic competence as the basis for developing a communicative competence. Having analysed the existing linguistic and methodological literature, the educational process including learning English and French as a FL2 and the reasons for the students’ poor knowledge of foreign languages, we came to the conclusion that the problem does not lie solely with the small number of school hours or poor knowledge obtained at school. The lack of linguistic competence results from the insufficient knowledge acquired from native language studies, it is one of the main reasons for the poor proficiency of students in foreign languages. Students are not familiar with linguistic terminology in their native language, and this fact greatly complicates explanation of the grammar of the studied foreign language. The purpose of this paper is to focus the attention of university teachers on the need to work with students to master Russian and foreign language terminology in the framework of a comparative approach, which is one of the main methods of teaching a foreign language, as it expands the general language awareness and develops the “linguistic flair”of students.
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Shi, Hongyang, and Tianmiao Wang. "Motivational strategies in Chinese language classrooms: A comparative study of novice and experienced teachers." Global Chinese 6, no. 2 (September 1, 2020): 197–214. http://dx.doi.org/10.1515/glochi-2020-0011.
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Abstract Plenty of research in applied linguistics has confirmed that language teachers’ motivational strategies are playing a crucial role in relation to the learning motivation of their students. While previous research on motivational strategies has focused almost exclusively on teaching English as an international language (TESOL), this paper seeks to explore what motivational strategies are used by teachers of Chinese as a second language (CSL), and how their use differs between novice and experienced teachers in the Chinese cultural context in mainland China. The study was carried out in four Beijing universities with 90 novice and 85 experienced CSL teachers. The research instrument was adapted from the classical model developed by Dörnyei, Zoltán, & Kata Csizér. 1998. Ten Commandments for motivating language learners: Results of an empirical study. Language Teaching Research 2(3). 203–229. Participants were asked to rate the motivational strategies in terms of their perceived importance and the frequency by which they implemented them in their teaching practices. Following this, six participants also took part in semi-structured interviews. The findings of the study reveal a significant relationship between teachers’ preferences of motivational strategies and their cultural background, teaching objectives and the teaching contexts. Results also show a remarkable difference in motivational strategies between novice and experienced teachers at both macro and individual levels. The study suggests a few interpretations of the results and several implications for CSL teacher’s professional development based on its findings.
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Grafmiller, Jason, and Benedikt Szmrecsanyi. "Mapping out particle placement in Englishes around the world: A study in comparative sociolinguistic analysis." Language Variation and Change 30, no. 3 (October 2018): 385–412. http://dx.doi.org/10.1017/s0954394518000170.
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AbstractThis study explores variability in particle placement across nine varieties of English around the globe, utilizing data from the International Corpus of English and the Global Corpus of Web-based English. We introduce a quantitative approach for comparative sociolinguistics that integrates linguistic distance metrics and predictive modeling, and use these methods to examine the development of regional patterns in grammatical constraints on particle placement in World Englishes. We find a high degree of uniformity among the conditioning factors influencing particle placement in native varieties (e.g., British, Canadian, and New Zealand English), while English as a second language varieties (e.g., Indian and Singaporean English) exhibit a high degree of dissimilarity with the native varieties and with each other. We attribute the greater heterogeneity among second language varieties to the interaction between general L2 acquisition processes and the varying sociolinguistic contexts of the individual regions. We argue that the similarities in constraint effects represent compelling evidence for the existence of a shared variable grammar and variation among grammatical systems is more appropriately analyzed and interpreted as a continuum rather than multiple distinct grammars.
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Hoffmann, Thomas, Jakob Horsch, and Thomas Brunner. "The more data, the better: A usage-based account of the English comparative correlative construction." Cognitive Linguistics 30, no. 1 (February 25, 2019): 1–36. http://dx.doi.org/10.1515/cog-2018-0036.
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AbstractLanguages are complex systems that allow speakers to produce novel grammatical utterances. Yet, linguists differ as to how general and abstract they think the mental representation of speakers have to be to give rise to this grammatical creativity. In order to shed light on these questions, the present study looks at one specific construction type, English comparative correlatives, that turns out to be particularly interesting in this context: on the one hand it has been described in terms of one of the most abstract and general syntactic rules, on the other hand it shows specific idiomatic structures that are often produced without any variation (e.g. the more, the merrier). While the syntax and semantics of the English Comparative Correlative (CC) construction have received considerable attention in the literature, so far only a small number of usage-based analyses have been published on the topic. These either only relied on small databases or focussed only on the productivity of one slot in the construction. In contrast to this, the present study analyses more than 1,400 CC tokens sampled from COCA. The results of the present study yield important results concerning English CC constructions, including the schematicity and generality of their mental representations.
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Chavez, Vivian, and Lori Dorfman. "Spanish Language Television News Portrayals of Youth and Violence in California." International Quarterly of Community Health Education 16, no. 2 (July 1996): 121–38. http://dx.doi.org/10.2190/hg42-6mbx-195r-eaj8.
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Language is central to Latino1 culture and to the current multicultural multilingual realities of the United States. This exploratory study takes those who may be unfamiliar with Spanish language television news through a comparative analysis of television portrayals of youth and violence. Findings from this ethnographic content analysis reveal that local Spanish language television news stories on youth and/or violence are framed thematically (with a social, political, and economic context) three and a half times more often than English language local television news. This study highlights the importance of engaging the Spanish media in the future health promotion efforts. Public health advocates can share information related to the socioeconomic factors associated with violence and outline policy and programmatic solutions with Spanish language journalists.
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SATO, YOSUKE. "Argument ellipsis in Colloquial Singapore English and the Anti-Agreement Hypothesis." Journal of Linguistics 50, no. 2 (November 29, 2013): 365–401. http://dx.doi.org/10.1017/s0022226713000303.
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This paper provides new data from Colloquial Singapore English (CSE) showing a hitherto unnoticed subject–object asymmetry: empty objects, but not empty subjects, exhibit sloppy/quantificational readings. According to a recent theory of argument ellipsis in Japanese/Korean (Oku 1998; S. Kim 1999; Takahashi 2007, 2008a, b, 2010), these readings obtain as a result of the LF-Copy of an overt argument from a full-fledged clause onto the corresponding empty argument position in an elliptical clause. Şener & Takahashi (2010) and Takahashi (2010) hypothesize that this operation is blocked by ϕ-agreement. This hypothesis provides a principled explanation for the subject–object asymmetry in CSE, coupled with the new observation that primary substrates of CSE – Mandarin, Cantonese, Hokkien and Malay – exhibit the same asymmetry as CSE. My analysis has significant implications for the comparative syntax of argument ellipsis and for theories of contact genesis. Among others, the analysis supports the claim (Miyagawa 2010) that Chinese possesses ϕ-agreement despite the lack of morphological manifestations. The results in this paper also provide strong evidence for the general substratist explanation on the emerging grammar of CSE (Bao 2005).
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Al-Hoorie, Ali H., and Phil Hiver. "The Fundamental Difference Hypothesis: Expanding the Conversation in Language Learning Motivation." SAGE Open 10, no. 3 (July 2020): 215824402094570. http://dx.doi.org/10.1177/2158244020945702.
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In this study, we examine the fundamental difference hypothesis in language motivation, which suggests that language learning—at the motivational level—is qualitatively different from learning other school subjects. Despite being a long-standing assumption, few investigations have directly examined it. Using a comparative cross-sectional approach, we adapted the L2 Motivational Self System and collected data from South Korean high school students ( N = 644) related to their motivation to learn English (L2), Chinese (L3), and mathematics (a nonlanguage subject). Contrary to the fundamental difference hypothesis, the L2 Motivational Self System fit these three subjects well and did not reveal clear uniqueness pointing toward a qualitative difference in favor of language learning motivation. We use these findings to discuss the possibility of a more global and parsimonious learning motivation theory to accommodate multiple languages in addition to nonlanguage subjects. We also discuss the need for language learning researchers to reengage with other learning sciences.
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LOHNDAL, TERJE. "Freezing effects and objects." Journal of Linguistics 47, no. 1 (March 30, 2010): 163–99. http://dx.doi.org/10.1017/s0022226710000010.
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This paper is an investigation of freezing effects, that is, cases where an element (e.g. an object or a subject, or an element within it) is unable to move from a certain structural position. An account of the most prominent properties of freezing in Norwegian is followed by a comparative study of primarily English and Norwegian indirect objects, with important consequences for the general approach to indirect objects. Although recent analyses capture central properties of indirect objects, they fall short of accounting for freezing properties, seen here in terms of agreement properties, most notably Case agreement. It is shown that both subjects and indirect objects disallow sub-extraction in both English and Norwegian; however, unlike English, Norwegian allows the indirect object to A-bar move. This relates to the question of whether Case is structural or inherent. As such, this paper offers a new argument in favor of Case as a central ingredient in deriving freezing effects.
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Teo, Hoong Chen, Ahimsa Campos-Arceiz, Binbin V. Li, Mingquan Wu, and Alex Mark Lechner. "Building a green Belt and Road: A systematic review and comparative assessment of the Chinese and English-language literature." PLOS ONE 15, no. 9 (September 15, 2020): e0239009. http://dx.doi.org/10.1371/journal.pone.0239009.
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Alwreikat, Emad Abedalaziz, and Kamariah Yunus. "THE USE OF PREPOSITIONS IN ARABIC AND ENGLISH: A COMPARATIVE STUDY." International Journal of Education, Psychology and Counseling 5, no. 35 (June 5, 2020): 31–37. http://dx.doi.org/10.35631/ijepc.535004.
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Arabic and English are derived from different language families. While Arabic belongs to the Semitic family, English belongs to Germanic languages (Alhaj, 2015). Consequently, these two languages are supposed to have dissimilar prepositional structures. The methodology used in this study to comprehend these variances and resemblances regarding prepositions in Arabic and English, the researcher conducted a comparative study among these two prepositional systems. The objective of this paper is not to prove or disprove this claim. Its main focus is finding out how this syntactic feature is dealt with in English and Arabic in general and the contrast in the use of prepositions in both languages. To achieve this aim, the research makes use of the English categories of prepositions and gives the Arabic equivalents, in some cases, there is no Arabic equivalent because English prepositions are more than Arabic ones.
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Clemenciana MUKENGE. "Towards the Stabilisation of Zimbabwean English: Progress and Prospects." Issues in Language Studies 10, no. 1 (June 29, 2021): 203–17. http://dx.doi.org/10.33736/ils.2789.2021.
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The systematic description of African Englishes, including Zimbabwean English (ZE) is gradually increasing in the continent’s ongoing sociolinguistic research. The purpose of this contribution is to investigate the progress currently made in stabilising the Zimbabwean variety of English since its emergence in the 1980s using Schneider’s (2007) Dynamic framework for stabilisation of “New Englishes”. ZE is perceived to be at the nativisation stage, encompassing indigenisation of Standard English before a full adoption into a new socio-cultural context. Evidence of nativisation includes phonological innovations and structural indigenisation of English. It is noted that complete nativisation would follow after full adoption and functionalisation by the speech community. Furthermore, the study establishes that the task at hand is to carry out in-depth research that probes deeper into ZE’s evolution process; explaining its key structural features and its sociolinguistic traits. This will uncover its general linguistic behaviour, functional role and possibly strengthen its visibility, use and eventual growth. One major limitation of the study is that its focus is restricted to the Zimbabwean variety of English. Recommended future studies should include comparative studies of the development of “New Englishes” in other outer circle regions, so as to methodologically inform the stabilisation process of ZE.
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Heming, Thomas A., and Shobha Nandagopal. "Comparative Difficulties with Non-Scientific General Vocabulary and Scientific - Medical Terminology in English as a Second Language ( ESL ) Medical Students." Sultan Qaboos University Medical Journal 12, no. 4 (November 2012): 485–92. http://dx.doi.org/10.12816/0003175.
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Breban, Tine. "The grammaticalization of adjectives of identity and difference in English and Dutch." Languages in Contrast 4, no. 1 (April 14, 2004): 165–99. http://dx.doi.org/10.1075/lic.4.1.08bre.
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This article deals with adjectives of general comparison in English and Dutch, more particularly, with the core adjectives expressing identity and difference in both languages. These are, for identity, English same and identical and Dutch zelfde and identiek, and, for difference, English other and different and their Dutch counterparts ander, verschillend and verscheiden. Throughout, the contrastive description offered will be based on the analysis of corpus examples of these nine adjectives and on the quantification of their distinct uses. In the first place, I will investigate whether the grammaticalization claim made about English adjectives of comparison in Breban (2002) and Breban and Davidse (forthcoming) also applies to Dutch adjectives of comparison. According to this claim, the English adjectives of identity and difference have two distinct types of uses, fully lexical uses and textual — referential and cohesive — uses which are connected as points of departure and result of a process of grammaticalization. I will show that the same grammaticalization process characterizes the semantics of Dutch adjectives of identity and difference, which hence provides an additional, comparative, argument in support of the grammaticalization hypothesis. Secondly, I will, by elaborating the grammaticalization interpretation descriptively, propose a systematic overview of similarities and differences in the semantics of the English and Dutch adjectives of identity and difference. I will focus first on the different degrees of grammaticalization manifested by the English and Dutch adjectives. I will then investigate in what way the various meaning distinctions resulting from the grammaticalization process are distributed over the adjectives in both languages. This will give us some insight into the overall way in which the core adjectives of identity and difference are organized semantically in English and Dutch.
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Tuan, Vu Van. "Communicative Competence of the Fourth Year Students: Basis for Proposed English Language Program." English Language Teaching 10, no. 7 (June 5, 2017): 104. http://dx.doi.org/10.5539/elt.v10n7p104.
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This study on level of communicative competence covering linguistic/grammatical and discourse has aimed at constructing a proposed English language program for 5 key universities in Vietnam. The descriptive method utilized was scientifically employed with comparative techniques and correlational analysis. The researcher treated the surveyed data through frequency counts, means and percentage computations, and analysis of variance/t-test to compare two main area variables. The respondents was 221 students from 5 universities randomly chosen. The major findings of the study generally reveal that the students’ level of communicative competence is a factor of their parents’ academic influence. Their linguistic/grammatical and discourse competence is helped by their chance for formal and intensive learning, conversing with a native speaker of the English language, rich exposure to social media networks, and reading materials written in English. Moreover, the students’ greatest strength along linguistic competence is on the use and function of noun, pronoun and preposition, while their weaknesses are on the use and function of conjunction, adverb, interjection, and verb. It is a general finding that the 4th year students who are linguistically competent on the whole system and structure of a language or of languages in general (consisting of syntax, morphology, inflections, phonology and semantics) have the tendency to speak or write authoritatively about a topic or to engage in conversation. Basing on the findings from this study, an enhancement program was proposed with the certainty that this proposed English language program would bring the best efficiency in the second language acquisition.