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1
Mirzakhmedova, Khulkar Vasilovna. "Comparative Analysis of General Words-Terms In Persian and Uzbek Languages." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1050–56. http://dx.doi.org/10.17762/pae.v58i1.854.
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According to the history, the Persian language is one of the oldest languages in the world that has not lost its features. Following a different times and historical conditions, Persian words, as well as the Arabic language, influenced the vocabulary of other languages. The vocabulary of the Uzbek language is no exception in this process. From ancient times, the use of the Persian-Tajik language was observed side by side with the languages of the countries of Mawarannahr, in particular with the Uzbek language. As a result, many words from the Persian and Arabic languages were integrated into the lexical structure of the Uzbek language, that is, they are used as general words in both Persian and Uzbek languages. However, not all general words are used to express the same meaning.
There are such original Persian words in the Uzbek language, the semantic border of which has a different meaning in the Persian language, while in the Uzbek language it has a different meaning. It is important to note that these words-terms used in both languages refer to the active speech layer in these languages. In addition, the ways of formation of those general words in comparable languages must comply with international standards. As a result of such studies, clarity is introduced into the questions of the etymological basis and the semantic boundary of general words in the Persian and Uzbek languages.
For example, in the Uzbek language, there are a number of general words-terms, such as “оромгоҳ” (“camp”), “деҳқон” (“farmer”), “дастак” (“lever”), “тухумдон” (“ovary”), “хонанда” (“singer”), “олийгоҳ” (“university”) and “лашкаргоҳ” (“military camp”), which do not express meaning as in the Persian language. Even today, these words are general words expressing the features of terms that have been proposed and already have been introduced instead of Russian-international words. A semantic and functional study of such words will contribute to the development of Uzbek lexicology. Because after giving the status of “state language” to the Uzbek language in 1989, the task became to take care of its authority. Accordingly, this article aims to cover the structural-semantic analysis of general Persian words-terms used today in the Uzbek language.
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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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Kaye, Alan S., and Peter T. Daniels. "Comparative Afroasiatic and General Genetic Linguistics." WORD 43, no. 3 (December 1, 1992): 429–58. http://dx.doi.org/10.1080/00437956.1992.12098319.
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OKANOYA, KAZUO. "Origin of Language and Comparative Cognitive Science: General Discussion." Japanese Journal of Animal Psychology 56, no. 1 (2006): 79–82. http://dx.doi.org/10.2502/janip.56.79.
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Lehmann, Christian. "A survey of general comparative grammar." Journal of Linguistics 24, no. 1 (March 1988): 175–87. http://dx.doi.org/10.1017/s0022226700011609.
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ERKIBAEVA, Gulfayruz, and Fauzia Shamsievna ORAZBAEVA. "COMPARATIVE STUDY OF DICTIONARIES OF RUSSIAN AND KAZAKH LANGUAGES." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2020): 258–66. http://dx.doi.org/10.31651/2524-2660-2020-2-258-266.
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Introduction. Now many people believe that any information can be found on the Internet: the interpretation of words, the selection of synonyms or antonyms, the meaning of phraseologisms, translation from one language to another. Yes, it is possible, but the information received over the Internet is not always correct. Therefore, we believe that only in dictionaries can one find reliable, accurate information.The methods. Comparative training presupposes students' readiness to work with dictionaries of the Kazakh language, and on the basis of these skills, a readiness is formed to work with dictionaries of the Russian language. Solving the tasks of forming a multilingual personality, it is necessary to develop the need for students to constantly use dictionaries in order to improve language competence, enrich vocabulary, and independently perform language and speech tasks. For the implementation of intersubject communications in Russian and native languages, an implicit and explicit comparison of universal and specific phenomena of the native and studied languages was used. Results. One of the main goals of studying the Russian language in a school with the Kazakh language of instruction is to master its lexical wealth. Work with the dictionary of the Russian language should begin by repeating information about the identical dictionary of the Kazakh language, with which they are already familiar from the lessons of their native language. After consolidating knowledge of the dictionary of the Kazakh language (consolidation is carried out in the form of questions and answers and completing practical tasks), the teacher can turn to the dictionary of the Russian language. Such use of dictionaries in Russian language lessons in schools with the Kazakh language of instruction not only expands the vocabulary of students, but also helps to increase their level of knowledge of the Russian language, broadens their horizons in general and knowledge of the theory of language in particular, develops skills in working with books, as well as in general their oral and written speech activity. The scientific novelty of the research results. A review and analysis of scientific literature revealed that all methodologists are unanimous in the usefulness and necessity of using dictionaries in the educational process of the school. Types and types of work with dictionaries proposed and developed by specialists at the school are scientifically based and convincing. However, no techn-?que is universal. Each contingent, school, class require their own methodology, interpretation, since national traditions, way of thinking, perception of the world are specific. Therefore, work with dictionaries in schools with the Kazakh language of instruction also requires its scientific justification, the development of its own methodology, namely, training in the use of Russian dictionaries in comparison with dictionaries of the Kazakh language. Conclusion When teaching the Russian language dictionaries, we, based on the principle of interconnected teaching of Russian and Kazakh languages on the material of the dictionaries of the Russian and Kazakh languages, familiarized ourselves with the Russian language dictionary preceded by a repetition of the identical Kazakh language dictionary. Using a concrete example (lecture lesson plan), we showed how the principle of interconnected teaching of Russian and Kazakh languages is implemented on the basis of material from the dictionaries of Russian and Kazakh languages.
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Kicheeva, S. G. "LOCALIZERS OF THE PROSECUTIVE-COMPARATIVE CASE IN THE KHAKASS LANGUAGE." Bulletin of Kemerovo State University, no. 4 (November 26, 2016): 212–18. http://dx.doi.org/10.21603/2078-8975-2016-4-212-218.
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The given article features localizers of the prosecutive-comparative case in the Khakass language. The prosecutive-comparative case in the Khakass language, as well as in some other Turkic languages of Southern Siberia, has the meaning of lengthwise direction, a line. The given value is not expressed by any specialized grammatical form for the majority of Turkic languages, which makes its study important. The localizer is an important component of the analysis when functions and semantics of spatial cases are described. The article is aimed at revealing the structure of the localizers expressed by names or a combination of names which are used in the prosecutive-comparative case in the Khakass language. The analysis of the structure of such localizers shows that the space is characterized, basically, by two types: the extended space having some extent ("natural" space: ойым чир ‘a valley’, суғ ‘а river’, хас ‘coast’ and "artificial" space: орам ‘street’, чол ‘road, a way, a line’, тимiр чол ‘the railway’, саарсых азах чол ‘a footpath’, etc.) and a big space, with an extensive area (тайға ‘a taiga’, талай ‘ the sea ’, чазы ‘steppe’, etc.). Thus, the prosecutive-comparative case in the Khakass language expresses relations not only as lines or lengthwise directions, but also as a general place of movement.
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Antonenko, W. I., and O. O. Pavlychko. "PHRASEOLOGICAL PARALLELS OF GERMAN AND UKRAINIAN LANGUAGES." Linguistic and Conceptual Views of the World, no. 66 (2) (2019): 9–16. http://dx.doi.org/10.17721/2520-6397.2019.2.01.
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The article focuses on issues associated with German and Ukrainian comparative phraseology. It provides comparative analyses of phraseological units in the German language with respect to their equivalents in the Ukraine language. The importance of phraseology is examined when forming communicative competencies in multicultural educational processes. Practically oriented research of contrastive phraseology includes three aspects: compilation of bilingual (multilingual) dictionaries (lexicography), translation and teaching of a foreign language. In this article we consider the phraseological parallels of the German and Ukrainian languages, focusing on the third aspect, namely the study of phraseology as one of the components of the study of a foreign language. In the study of the material of the German and Ukrainian languages in terms of their comparison (translation), the following groups of phraseological units can be distinguished: phraseological units with phraseological equivalents in German and Ukrainian languages – full equivalents that coincide in meaning, lexical composition, figurativeness, grammatical structure and stylistic coloring. In such units, the lexical and grammatical meaning fully coincide. Phraseological units with partial phraseological equivalents in the German and Ukrainian languages. The third group includes the phraseological units of the German language, which have no phraseological equivalents in the Ukrainian language. The transfer of the value of similar phraseological units is carried out in the following ways: Literal translation. This applies primarily to idioms denoting realities and which are absent in other languages. Descriptive translation. The phraseological meaning is transmitted using ordinary words or phrases of a non-phrasal nature. In a descriptive translation, phraseological units lose their figurativeness, and only the general phraseological meaning (that is, the figurative meaning) is transmitted. The analysis showed that most of the phraseological units of the German and Ukrainian languages are either equivalent, partially equivalent, or similar language units. The second most productive group of phraseological units refers to language units that are not equivalent in both languages. Comparison of the studied units of both languages belongs to the most important problems of general lexicography and phraseography. When studying the phraseology of a foreign language, a very important role is played by the native language. It is advisable to build on comparative (contrastive) phraseology. Comparison of German and Ukrainian phraseological units makes it possible to investigate the inter-lingual and foreign-language aspects of the phraseology of these languages. The knowledge gained in comparative phraseology is necessary in translation, as well as in teaching German.
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Goldenberg, Gideon, and Wolf Leslau. "Comparative Dictionary of the Ethiopic Language." Journal of the American Oriental Society 112, no. 1 (January 1992): 78. http://dx.doi.org/10.2307/604586.
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Goddard, Ives. "Leonard Bloomfield’s descriptive and comparative studies of Algonquian." Historiographia Linguistica 14, no. 1-2 (January 1, 1987): 179–217. http://dx.doi.org/10.1075/hl.14.1-2.17god.
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Summary Bloomfield’s Algonquian studies comprise a large body of descriptive and comparative work on Fox, Cree, Menominee, and Ojibwa. The materials he used were derived from his own fieldwork, for the most part, and especially in the case of Fox from the published work of others. His major achievement was to bring explicitness and orderliness to the description of Algonquian inflectional and derivational morphology. An examination of the development of his solution to certain phonological problems in Menominee and of his practices in editing his Menominee texts shows his struggle to reconcile the conflicting goals, formulated in his general statements (in his 1933 Language and elsewhere), of describing a language by determining the norm of the speech community and documenting a language in exhaustive objective detail. In his diachronic studies Bloomfield reconstructed the phonology of Proto-Algonquian and worked out the historical phonology of the languages he was concerned with; his work on morphology was largely confined to the comparison and reconstruction of directly corresponding features. A normative approach to variation is evident in these diachronic studies as well.
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WANG, YINGXU. "COGNITIVE LINGUISTIC PERSPECTIVES ON THE CHINESE LANGUAGE." New Mathematics and Natural Computation 09, no. 02 (July 2013): 237–60. http://dx.doi.org/10.1142/s179300571340005x.
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Chinese is one of the oldest and most widely used languages with an ideographic writing system. It is curious to analyze the advantages and disadvantages of Chinese in cognitive linguistics, cognitive informatics, and knowledge science. This paper presents a comparative study on the fundamental theories and formal models of Chinese and other languages. A number of interesting findings on the cognitive and social impacts of the widely used Chinese language are revealed. It is found that, although the idiographic languages are more efficient in language manipulation, the alphabetic languages contributed more to the development of the knowledge processing power of the brain. A set of fundamental properties of knowledge is elicited, which reveals that the knowledge space of an individual is proportional to both the number of concepts and the number of their relations developed in long-term memory of the brain. Toward a more powerful and efficient scientific language for rigorous inference, the expression means of the Chinese language may yet need to be extended in its abstraction mechanisms and a convergent approach to integrate and synergize observations and truths in order to form rigorous theories and a formal knowledge framework. The findings of this work provide a foundation for comparative studies on Chinese and other languages in particular, and for cognitive linguistics and knowledge science in general.
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BERGENTOFT, RUNE. "Foreign Language Instruction: A Comparative Perspective." ANNALS of the American Academy of Political and Social Science 532, no. 1 (March 1994): 8–34. http://dx.doi.org/10.1177/0002716294532001002.
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Romanowski, Piotr. "A Comparative Study of CLIL Trajectories in the Polish Education System." ELOPE: English Language Overseas Perspectives and Enquiries 16, no. 2 (November 30, 2019): 63–76. http://dx.doi.org/10.4312/elope.16.2.63-76.
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This paper aims to present a comparative study of the existing curricular Content and Language Integrated Learning (CLIL) models as used by teachers in Polish lower- and upper-secondary schools in the system of education which ended in 2017 when the New Education Reform was implemented. The article reveals the details pertaining to general language education in Poland and bilingual classrooms focusing on CLIL. The main goal is to analyse which languages are most frequently employed in bilingual education as the medium of instruction, the school subjects whose content is imparted through the medium of a foreign language as well as the four major curricular models developed and implemented for the needs of bilingual provision in Poland.
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Kargaeva, Tamara A., and Ada G. Gagloeva. "Comparative study of a noun in Russian and Ossetian languages as an important aspect of forecasting and overcoming interference." Vestnik of North-Ossetian State University, no. 2(2021) (June 25, 2021): 121–29. http://dx.doi.org/10.29025/1994-7720-2021-2-121-129.
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Comparison helps to understand the grammatical systems of the compared languages, to learn their features. This is very important both in theoretical and practical aspects. Comparison makes it possible to determine similar and distinctive facts in the grammatical systems of the compared languages. When it comes to learning Russian, we need to identify what skills students have gained in the process of mastering their native language and what skills they need to master in order to learn a second language. The object of this analysis are inflected Russian language and an agglutinative language, the Ossetian language, the analysis is performed on a specific linguistic material. It should be noted that the Russian and Ossetian languages solve the same problem of forming communicative competence. The penetration of grammatical features of one language system into another is an inevitable process. The practical significance is to use the results of analyses in order to identify similarities and differences in the compared languages, which helps to predict and overcome language interference. This is important for improving communication skills,as well as for teaching languages and translating. Native and Russian languages as academic subjects solve the common task of forming and expanding communication capabilities, solving General educational problems of the school. Given the huge role of comparative language learning, we understand that this method is relevant for use in a research laboratory. Keep in mind that it is important to learn the practice of speech communication, not the theory of language. It should be noted that the intensification of methods of teaching a second language depends on the results of comparative research and the availability of the necessary linguistic base.
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Weingarten, Rüdiger. "Comparative graphematics." Written Language and Literacy 14, no. 1 (February 17, 2011): 12–38. http://dx.doi.org/10.1075/wll.14.1.02wei.
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This paper seeks to outline comparative graphematics as a linguistic approach within writing systems research and typology. In addition to providing a general outline of the approach and its benefits, it is exemplified through a discussion of the relation between the gemination of consonant letters and the graphemic representation of long consonants. Two different approaches within comparative graphematics are applied, one that asks about the meaning or function of the units of writing systems and one that starts with linguistic (e.g. phonological or morphological) units or structures and looks at whether they are represented (and, if so, how) in various writing systems. Consequently, two different typological matrices are presented. Moreover, through a combination of historical and comparative perspectives, the paper investigates the diachronic transitions in the functions of a graphemic construction, as observed within the history of a single writing system or in its adoption within several systems. It is shown that an inherited construction, such as the germination of consonant letters, can be reanalysed; if it loses its former representational function during the course of language change, it may subsequently be utilized for different purposes. A construction may also remain as an ‘evolutionary vestige’ within a writing system, at least for some time. Similar forms of reanalysis can be found if a construction is applied to a new language. Keywords: graphematics; orthography; writing system; script; comparative linguistics; cross-linguistic studies; typology; germination
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Young, Robert J. C. "The Postcolonial Comparative." PMLA/Publications of the Modern Language Association of America 128, no. 3 (May 2013): 683–89. http://dx.doi.org/10.1632/pmla.2013.128.3.683.
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Comparative literature is unlike any other discipline. elsewhere—for example, in politics or religion—the comparative operates as a subdiscipline within a larger general discipline. The problem for comparative literature is that there is no general discipline of literature: institutionally, the discipline consists of nothing but the fragments of different languages. As a result, through a curious metonymic inversion, comparative literature has come to figure as the totalizing general discipline of which it should form a part. This is why it also seems to offer a natural home for the idea of Weltliteratur. Comparative literature promises the Utopian recreation of the lost amphora of literature as it stood before its fall into the clutches of the nation.
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Brown, Penelope, and Susan U. Philips. "Language, Gender and Sex in Comparative Perspective." Man 24, no. 1 (March 1989): 192. http://dx.doi.org/10.2307/2802583.
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Teich, Elke. "System-oriented and text-oriented comparative linguistic research." Languages in Contrast 2, no. 2 (December 31, 1999): 187–210. http://dx.doi.org/10.1075/lic.2.2.04tei.
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The main concern of this paper is to develop a model of cross-linguistic variation that is applicable to various kinds of comparative linguistic research. The motivation for this lies in the observation that there is little interaction among the major areas of comparative linguistic investigation — language typology, contrastive linguistics, translation studies, and the computational modeling of multilingual processes as implemented in machine translation or multilingual text generation. The divide between them can be characterized by a general orientation towards describing the relation between language systems (as in language typology) vs. describing the relation between texts (as in translation studies). It will be suggested that with a model of cross-linguistic comparison that accommodates both the system view and the text view on cross-linguistic variation, language typology, contrastive linguistics, translation studies and multilingual computational linguistics can be shown to have mutually compatible concerns rather than being entirely disjunct endeavors. The model proposed is based on Systemic Functional Linguistics (SFL), using the representational categories SFL sets up as parameters along which cross-linguistic variation can be described. The fundamental assumption brought forward by SFL that acts as a unifier of concerns is that texts are ultimately instantiations of the language system under certain specifiable contexts of use. A model of cross-linguistic variation based on SFL thus bears the promise of opening up the text view for the system-oriented branch of cross-linguistic study, and the system view for the text-oriented branch. I illustrate the model with data from several European languages, concentrating on the register of instructional text.
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Voloshina, O. A. "Dialectics of language in A.F. Losev`s linguistic works." Russian language at school 79, no. 9 (November 15, 2018): 48–54. http://dx.doi.org/10.30515/0131-6141-2018-79-9-48-54.
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The article deals with the linguistic theory of A.F. Losev – the famous philosopher and philologist, a specialist in ancient culture. The purpose of the work is to formulate a general theory of language based on the analysis of numerous articles by A.F. Losev on the history and theory of classical languages and modern structuralism. A comparative analysis of the language facts and formulated conclusions presented in the articles showed that Losev’s works consistently pursue a dialectical approach to language. Language is considered in the context of the mutual unity of the static system and changeable speech.
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Haspelmath, Martin. "The structural uniqueness of languages and the value of comparison for language description." Asian Languages and Linguistics 1, no. 2 (December 11, 2020): 346–66. http://dx.doi.org/10.1075/alal.20032.has.
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Abstract This paper shows why it is not a contradiction to say that each language is structurally unique and must be described with its own categories, but language description profits enormously from typological knowledge. It has sometimes been suggested that the Boasian imperative (“each language should be described in its own terms”) leads to uninsightful analyses, and that language description should instead be “typologically informed”. But the Boasian imperative is not at all incompatible with an intimate connection between description and comparison: Comparative (or typological) knowledge is highly valuable both for making our descriptions transparent and comprehensible, and for helping describers to ask a wide range of questions that would not have occurred to them otherwise. Since we do not know whether any of the building blocks of languages are innate and universal for this reason, we cannot rely on general frameworks (of the generative type) for our descriptions, but we can use typological questionnaires and other kinds of comparative information as a scaffold. Such scaffolds are not theoretical components of the description, but are important methodological tools.
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Bai, Ru Jiang, Xiao Yue Wang, and Xiao Fan Yu. "Comparative Analysis of the Major Ontology Library." Advanced Materials Research 267 (June 2011): 253–58. http://dx.doi.org/10.4028/www.scientific.net/amr.267.253.
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This paper introduces the major and general domestic and foreign ontology libraries: WordNet、DBpedia、Cyc and HowNet, and the more successful professional domain ontology libraries: Biomedical Ontology and Enterprise Ontology. Then separately compare and analyze them from the five aspects as the description language、storage mode、query language、platform build and application. We hope to provide assistance for the study of the domestic and foreign scholars in ontology library and its application.
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Ding, Hongdi. "A cross-dialectal analysis of Nuosu adjectival comparative constructions." Linguistics of the Tibeto-Burman Area 41, no. 1 (July 20, 2018): 45–74. http://dx.doi.org/10.1075/ltba.16023.din.
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Abstract Current analyses (Hu 2005; Gerner 2013; Liu et al. 2013) of Nuosu adjectival comparative constructions are not observationally adequate because they are only based on the semantic distinction between dimensional adjectives and other adjectives. A better analysis should make a further morphological consideration by dividing the Nuosu adjectives into root-sharing prefixed adjectives, non-root-sharing prefixed adjectives and simplex adjectives. Moreover, the existing analyses are not consistent. Some unacceptable comparative sentences in Hu (2005) are acceptable in Gerner (2013) and Liu et al. (2013). I have found out that the inconsistency results from different rigorousness to adjectival morphosyntactic restrictions among different varieties or dialects of Nuosu. After a cross-dialectal investigation with three major dialects of Nuosu, i.e. Shynra, Yynuo and Suondi, it is concluded that Nuosu comparative constructions have a restricted form and a general form for superiority, inferiority and equality respectively. Different dialects or varieties have varying rigorousness to Nuosu adjectival morphosyntax, thus resulting in different choices of the forms for comparison. Accordingly, the available Nuosu varieties are classified into three types: varieties with more morphosyntactic rigorousness, transitional varieties and varieties with less morphosyntactic rigorousness. It is found that Shynra Nuosu is morphosyntactically less rigorous than Yynuo and Suondi Nuosu. I will also address the relationship between the two structural forms of comparative constructions. To conclude, a prediction is made on the development of Nuosu adjectival comparatives.
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ALLUM, PAUL. "CALL and the classroom: the case for comparative research." ReCALL 14, no. 1 (May 2002): 146–66. http://dx.doi.org/10.1017/s0958344002001210.
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Educators are more and more concerned to integrate human and computer capabilities as efficiently as possible. There is an increasing demand in language teaching for evidence on which to base decisions about use of this ever more prevalent tool. One main yardstick for evaluation of CALL is, naturally, the human teacher. Thus there is demand for comparative data. Attempts to provide such data in a way that allows useful generalisations to be made or accurate analyses of the outcomes are still comparatively limited and difficult to produce. Many attempts have been strongly criticised and the very concept of comparative studies of this kind has been attacked. The belief asserted here is that there is still a need for general studies in a variety of contexts. A longitudinal comparative study is reported that tries to take into account some of the major criticisms, while providing support for the idea that these kinds of study still need to continue. The study provides a detailed description of the design and implementation, an evaluation in terms of Second Language Acquisition (SLA) criteria, and pre and post tests to measure outcomes across a range of language learning tasks.
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Hermann, Bruce P., and Allen R. Wyler. "Comparative results of dominant temporal lobectomy under general or local anesthesia: Language outcome." Journal of Epilepsy 1, no. 3 (January 1988): 127–34. http://dx.doi.org/10.1016/s0896-6974(88)80118-x.
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PYE, CLIFTON, and BARBARA PFEILER. "The Comparative Method of language acquisition research: a Mayan case study." Journal of Child Language 41, no. 2 (March 26, 2013): 382–415. http://dx.doi.org/10.1017/s0305000912000748.
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ABSTRACTThis article demonstrates how the Comparative Method can be applied to cross-linguistic research on language acquisition. The Comparative Method provides a systematic procedure for organizing and interpreting acquisition data from different languages. The Comparative Method controls for cross-linguistic differences at all levels of the grammar and is especially useful in drawing attention to variation in contexts of use across languages. This article uses the Comparative Method to analyze the acquisition of verb suffixes in two Mayan languages: K'iche' and Yucatec. Mayan status suffixes simultaneously mark distinctions in verb transitivity, verb class, mood, and clause position. Two-year-old children acquiring K'iche' and Yucatec Maya accurately produce the status suffixes on verbs, in marked distinction to the verbal prefixes for aspect and agreement. We find evidence that the contexts of use for the suffixes differentially promote the children's production of cognate status suffixes in K'iche' and Yucatec.
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Patriantoro, Patriantoro. "The Geography of Dayak Dialect in Landak Regency, West Kalimantan." Indonesian Journal of EFL and Linguistics 6, no. 1 (May 19, 2021): 1. http://dx.doi.org/10.21462/ijefl.v6i1.300.
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The aims of this research entitled “The Geography of Dayak Dialect in Landak Regency, West Kalimantan” were to describe lexical variation, calculate the difference in lexical variation between observation points, map lexical variation, and create isogloss documents lexically. The form of this research was descriptive qualitative; the source of data for the Dayak language used in Landak was the native speakers of Dayak language. The methods used for data analysis were synchronous comparative method and triangular comparative technique between villages; while the formula used to analyze the data was the Dialectometric. The results from the data analysis, difference in lexical variation calculation between observation of Dayak language in Landak regency indicated that there found language differences, dialect differences, sub-dialect differences speech differences and no differences. Different lexical variations existed in the study area. There found 2 languages from the mapping of lexical variations of the Dayak language in Landak Regency. The first language included 4 observation points (Air Besar/Serimbu) called as S language (Serimbu) and the second language at observation points ((1, 2, 3, 5, 6, 7 / Sompak, Darit, Landak, Pahoman, Sengah Temila, and Mandor ) is referred to as the K language (Kanayatn). The K (Kanayatn) languge itself has 2 dialects, namely first dialect at the Observation point (3) Landak (members of Landak), the second dialect at the point of observation (1,2,5,6,7) Darit dialect (members of Sompak, Darit, Pahoman, Sengah Temila, and darit). The lexical isogloss documents separated the different language area with the percentage of 80.1%-100%; dialect areas 50.1%-80%; sub-dialect area 30.1%-50%; regional different in speech 20.1%-50%; and no difference with the range of 0-20%.
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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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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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Siwi, Purwanto, and Susi Ekalestari. "DIATHESIS IN SILADANG LANGUAGE." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 5, no. 1 (June 27, 2021): 179–91. http://dx.doi.org/10.30743/ll.v5i1.3843.
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This paper is to reveal diathesis in Siladang language. Diathesis is a grammatical category that shows the relationship between the participant or subject and the action stated by the verb in the clause. In general, the languages of the world have an active-passive diathesis strategy. This research applies the theory of diathesis proposed by Lyon and adopts descriptive qualitative method in which comparative and inductive treatments are made to the collected data through phenomenological approach. The data (Siladang language) are collected from 2223 informants (native speakers of Siladang language) who live in Sipaga-paga Village and 2006 informants who live in Aek Banir Village. Then, the data are classified based on the language features in universal language empirically. This research shows that Sialdang language has an active-passive diathesis which is one of the important characteristics in an accusative typological language. Apart from having an active-passive diathesis, Siladang language also has a medial diathesis.
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Rsaliyeva, Zhulduz. "TYPOLOGICAL SIMILARITIES OF PAREMIOLOGICAL UNITS ABOUT "LABOUR" (ON THE BASIS OF ENGLISH, RUSSIAN AND KAZAKH LANGUAGES)." Humanities & Social Sciences Reviews 8, no. 3 (June 24, 2020): 1227–33. http://dx.doi.org/10.18510/hssr.2020.83125.
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Purpose of the study: The main task of the article is to represent the English, Russian and Kazakh proverbs and sayings’ equivalents about the labour. The semantic characteristics of the paremiological units’ on the thematic group "labour" in English, Russian and Kazakh languages are examined comparatively for the first time.
Methodology: The semantic components of paremiological units about labour were analyzed, considering their general and specific characteristics by using the qualitative method. Until now three genetically not related paremiological units in English, Russian and Kazakh languages were not fully investigated in linguistics contrastively and comparatively. Component analysis, descriptive analysis, contextual and comparative analysis were used as a tool for investigation of the following work.
Main findings: Paremiological units of three different people and from various group languages can have universal lexemes in their components. The similar paremiological units of several languages are considered as a typological phenomenon, because of having similar life stages and historical correlation. Studying the paremiological units, we have the opportunity to get acquainted with the peoples’ culture, the range of interests, worldview, and psychology of the people.
Applications of this study: The results and conclusions of the work can be used in the preparation of language textbooks and seminars, teaching textbooks, and special courses in comparative typology and general linguistics in the future.As well as, the following work can be the beginning of the composing the trilingual dictionary in English, Russian and Kazakh languages.
The novelty of the study: The proverbs and sayings about "labour" of unrelated languages in terms of comparative and contrastive study have so far been little studied, especially in linguistics, and such study of this field will reveal universal and nationally specific features between English, Russian and Kazakh proverbs, which will have practical and theoretical significance.
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Fitch, W. Tecumseh. "The Evolution of Language: A Comparative Review." Biology & Philosophy 20, no. 2-3 (March 2005): 193–203. http://dx.doi.org/10.1007/s10539-005-5597-1.
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Shibles, Warren. "The comparative Phonetics of Dutch and its Dialects." ITL - International Journal of Applied Linguistics 111-112 (January 1, 1996): 119–54. http://dx.doi.org/10.1075/itl.111-112.06shi.
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Abstract The literature on Dutch phonetics reveals a controversy about certain vowels and consonants. Dictionaries typically do not give phonetics, or if they do, it is not standard IPA, but Dutch-IPA, a personal, or local symbolism. In addition, transcriptions differ. The effect is that the researcher must use questionable symbols and descriptions, and that the language teacher and learner are not provided with a reliable or accessible resource for pronunciation. These difficulties are met here by the attempt to give more careful descriptions of articulations, and consonants. Terms for articulation are standardized, and an extended IPA vowel chart is given to provide a better descriptive analysis than is presently available. A system is presented for the consistent and precise location of vowels. This extended IPA system is used as the basis of phonetic description, analysis and comparison. Emphasis is on the specific case or paradigm method of the philosophy of science so that numerous examples must of necessity be given. This contrasts with the usual article on phonology which provides the fewest number of examples required to support a general or universal hypothesis. This is one of the important differences between phonetics and phonology. These examples provide data for phonology, further research, comparative and contrastive phonetics, as well as to aid the language teacher or learner. In addition, a phonetic comparison is given between Dutch and the Germanic languages.
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Serbin, Vladimir Alekseevich. "Semantic peculiarities of translation of military ranks in the Vietnamese language." Litera, no. 2 (February 2021): 30–41. http://dx.doi.org/10.25136/2409-8698.2021.2.34586.
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The process of translating nomenclature concepts is quite complicated, which prompts the translator to find realias in their native language. Accurate translation and finding proper equivalents require standardization and unification of the systems of nomenclature concepts of military terms in the original and target languages. An attempt is made to standardize and explain the rules of utilization and translation of the system of military ranks based on their semantic peculiarities in the Russian and Vietnamese languages. The author makes brief notes on the translation of military ranks and spoken forms of military greetings. Despite the sufficient coverage of the topic of semantic peculiarities of terminology, it retains relevant. The question of translating military ranks along with other nomenclature terms in the Vietnamese language, raises some questions. The author provides a general overview of the system of military ranks, determines similarities and differences, and attempts to develop a unified approach towards translation of these nomenclature concepts in the original and target languages. The article employs the comparative and descriptive methods of research. The acquired results demonstrate that the question of translation equivalence should be explored only through comparative analysis. The presented materials can be applied in lexicography and translation practice.
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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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Güldemann, Tom, and Robyn Loughnane. "Are There “Khoisan” Roots in Body-Part Vocabulary? On Linguistic Inheritance and Contact in the Kalahari Basin." Language Dynamics and Change 2, no. 2 (2012): 215–58. http://dx.doi.org/10.1163/22105832-20120209.
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Lexical evidence has played an important role in trying to establish a “Khoisan” language family. With respect to the southern African languages there is indeed a considerable amount of shared vocabulary across all three major established non-Bantu families subsumed under “Khoisan,” viz. Khoe-Kwadi, Kx’a, and Tuu. A historical reevaluation of this phenomenon is presented in a first comparative treatment of body-part vocabulary, including newly collected data. While our research provides support for the above three main lineages (this evidence is not discussed in this paper), it contradicts the view that vocabulary shared across them should also be interpreted in genealogical terms. Such vocabulary can rather largely be explained as the result of different types of language contact, supporting the current dominant view among specialists about the untenability of a “Khoisan” family. From a general perspective, the article argues against superficial unqualified lexical comparison and for a canonical historical-comparative procedure, whereby one reconstructs bottom-up and evaluates at every step whether genealogical relations should be built up further. Although such an approach is deeply entrenched in the traditional method, it is often neglected in many areas of historical language research. We apply it for the first time to the evaluation of the purported “Khoisan” language family and, in addition, venture that contact scenarios should be given more scope in the assessment of historical relations between languages, both in the Kalahari Basin and in general.
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Romaniuk, Svitlana. "Native Language Education in Ukraine and the Ukrainian Diaspora: Comparative Analysis at the Turn of the Century." Journal of Vasyl Stefanyk Precarpathian National University 1, no. 2-3 (December 22, 2014): 305–10. http://dx.doi.org/10.15330/jpnu.1.2-3.305-310.
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The trends of development of native language education of Ukrainians living in Ukraine,the USA and Canada have been analyzed. They are stipulated by globalization as well asintegration processes on a global scale in the end of the 20th and at the beginning of the 21stcenturies. Their dependence on state language and language education policies in Ukraine havebeen grounded together with national consciousness of the Ukrainians whereas the westerndiaspora dependence on external (language policy in the country of residence, assimilation,assistance from Ukrainian part) and internal factors (national consciousness of Ukrainians in thediaspora, their integration into different society, functioning of native language education, publicorganizations) have also been reasoned.The functioning of institutions in the USA and Canada have been studied (parents/family –kindergartens – Ukrainian Studies Schools and Courses at Universities). Where the subjects inUkrainian Language and Systems of State Educational Institutions for young generations of theAmerican and Canadian Ukrainians are being taught.The following key trends of native language education have been distinguished: bilingualism(Russian-Ukrainian languages in Ukraine which, in general, has a negative impact on the status ofnational language. English-Ukrainian languages in the USA and Canada which is an essential partof the integration of national minorities representatives into the societies of these countries);reduction of Ukrainian language speakers in the USA and Canada as well as in Ukraine; stateassistance in language teaching for ethnic communities/minorities in Ukraine and separateCanadian provinces; seeking for efficient means and methods of teaching native language inpolytechnic / multilingual environments such as mountainous regions of the USA, Canada andUkraine.The conclusion is that despite of assimilation and migration processes in the diaspora andUkraine, the need of Ukrainian language learning is growing. This is particularly connected withthe fourth emigration wave of Ukrainians who are willing to study their own language and obtainappropriate education.
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Haroutyunyan, Zaven. "A Comparative Analysis of the Function of Declensional Meanings." Armenian Folia Anglistika 4, no. 1-2 (5) (October 15, 2008): 123–38. http://dx.doi.org/10.46991/afa/2008.4.1-2.123.
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Language-speech transformation proves essential for the existence and functioning of any language system. Language was born to meet various needs of the public, namely to make verbal communication possible. The article specifies the general observation of the fundamental function of the language with linguo-philosophical investigation of the role of declensions. The research aims not only to clarify the grammatical links or the description of the syntactic and morphological functions of the declensions in a sentence, but rather their semantic analysis.The problem of declensions not only refers to language-speech mutual transformation, but gives an opportunity to observe the peculiarities of the latter. This idea is confirmed when we compare the declension system of the Armenian language (synthetic language) with the declensions of the same nature in French (analytical language).Speech realization probably calls for the presence of certain syntactic structures. The declensional system as a potential source of such structures acts as a sort of “skeleton” in the process of language – speech transformation.
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Melas, Natalie. "Merely Comparative." PMLA/Publications of the Modern Language Association of America 128, no. 3 (May 2013): 652–59. http://dx.doi.org/10.1632/pmla.2013.128.3.652.
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When one has so general and comprehensive an intention one can at first do nothing.—Erich AuerbachComparison was once supremely a matter of method. ernest renan in his pensées de 1848 called comparison “the great instrument of criticism” (296). Echoing the sentiment some two decades later, Hutcheson Macaulay Posnett asserted that “we may call consciously comparative thinking the great glory of our nineteenth century” (76). Comparison had been extensively deployed as an analytic tool before the nineteenth century—to produce, for instance, the massive taxonomies that lay the foundations for natural history and in the gathering of the concordances and chronologies of universal histories. What sharply distinguished the comparative method, what made it in effect a specific method, for nineteenth-century and early-twentieth-century scholars, by their own account, was the principle of development. This underlying temporal unity allowed for the most disparate entities to be set into meaningful relation. In words from an 1871 lecture by an early and enthusiastic proponent of comparative literature:[T]he method in which this study can be best pursued is that which is pursued in anatomy, in language, in mythology…, namely, the comparative. The literary productions of all ages and peoples can be classed, can be brought into comparison and contrast, can be taken out of their isolation as belonging to one nation, or one separate era, and be brought under divisions as the embodiment of the same aesthetic principles, the universal laws of mental, social and moral development (Shackford 42)
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Smith, Kelly, Beata Megyesi, Sumithra Velupillai, and Maria Kvist. "Professional language in Swedish clinical text: Linguistic characterization and comparative studies." Nordic Journal of Linguistics 37, no. 2 (October 2014): 297–323. http://dx.doi.org/10.1017/s0332586514000213.
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This study investigates the linguistic characteristics of Swedish clinical text in radiology reports and doctor's daily notes from electronic health records (EHRs) in comparison to general Swedish and biomedical journal text. We quantify linguistic features through a comparative register analysis to determine how the free text of EHRs differ from general and biomedical Swedish text in terms of lexical complexity, word and sentence composition, and common sentence structures. The linguistic features are extracted using state-of-the-art computational tools: a tokenizer, a part-of-speech tagger, and scripts for statistical analysis. Results show that technical terms and abbreviations are more frequent in clinical text, and lexical variance is low. Moreover, clinical text frequently omit subjects, verbs, and function words resulting in shorter sentences. Clinical text not only differs from general Swedish, but also internally, across its sub-domains, e.g. sentences lacking verbs are significantly more frequent in radiology reports. These results provide a foundation for future development of automatic methods for EHR simplification or clarification.
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Matulewska, Aleksandra, Joanna Kic-Drgas, and Paula Trzaskawka. "TEACHING LEGAL TRANSLATION – A CASE STUDY OF MAKING STUDENTS AWARE OF TRANSLATION RISKS RESULTING FROM PLURICENTRISM." Fachsprache 43, no. 1-2 (April 30, 2021): 52–74. http://dx.doi.org/10.24989/fs.v43i1-2.1927.
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This article examines the phenomenon of pluricentrism in language for legal purposes. The purpose of the research is to discuss the coexistence of different language varieties resulting from the existence of pluricentric languages in a legal context, and how this can affect translation decisions. The research focuses on English and German. The authors apply the comparative method to identify differences and similarities in legal terminology, in order to develop the resulting didactic implications for legal translation courses. The methods used in the article encompass: the analysis of comparable texts, the terminological analysis of research material (comparative law methodology), the theory of skopos, and an analysis of the relevant literature. The research material mostly consisted of civil law documents of countries where the languages under discussion are spoken. The research hypothesis is that if a given language is an official language in more than one country, the legal languages are not uniform and vary in respect to national legal language variants (similar to general language), and consequently there is a risk of making an error. Thus the students of translation studies must be made aware of the resultant differences in order to solve translation problems more efficiently and to reduce the number of errors in specialised translation. The analysis of the source text through the prism of terminology should be related to the legal system of the country concerned. Students of translation courses should be aware of the semantic differences between legal terms in order to find proper equivalents.
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Uriagereka, Juan, and James A. Reggia. "A Framework for the Comparative Study of Language." Evolutionary Psychology 11, no. 3 (July 2013): 147470491301100. http://dx.doi.org/10.1177/147470491301100302.
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Fortescue, Michael. "The trials and joys of comparative dictionary making." Études/Inuit/Studies 31, no. 1-2 (January 20, 2009): 213–21. http://dx.doi.org/10.7202/019723ar.
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Abstract The motivation behind and the methods used in putting together comparative dictionaries for language families in the Arctic and Sub-Arctic is illustrated from the author’s experience in working on the Comparative Eskimo Dictionary (Fortescue et al. 1994), the Comparative Chukotko-Kamchatkan Dictionary (Fortescue 2005) and Wakashan Comparative Dictionary (Fortescue 2007). The historical background behind these three projects is sketched and, although the focus is on them in particular, some general observations concerning the making of historical/comparative dictionaries for language families that are either endangered or possess little historical depth of attestation are presented. The broader areal framework linking the three projects is also touched upon.
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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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Shrestha, Arun. "Comparative Study of Newar And Japanese Classifiers." Tribhuvan University Journal 27, no. 1-2 (December 30, 2010): 7–16. http://dx.doi.org/10.3126/tuj.v27i1-2.26348.
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This paper compares and contrasts the numeral classifier systems of two genetically unrelated languages: Newar of Kathmandu and “Hyoujungo”, Japanese spoken in Tokyo, the defacto official language of Japan. It is not the case either in Newar or in Japanese that nouns in general can be directly quantified by a number. For example, in Newar one cannot say*ni che two house ‘Two houses” for ‘two houses’. Rather, one must say ni-khache ‘two-CL house” Two houses” .The noun che ‘house’ requires that the numeral classifier -kha be affixed to numerals used for counting houses. One might say that che ‘house’ is not conceived of as a separate countable entity. Only when the unit -kha ‘CL’ is suffixed to the number do we have a countable entity. Numeral classifiers: The choice of noun determines the choice of classifier both in Newari and in Japanese. By looking at the nouns associated with a given classifier it is possible to identify the way in which a noun selects its classifier. In Newar there are three different ways in which nouns select their classifiers (1) according to semantic parameters (as when sentient nouns select the classifier -mha, (2) by unique lexical collocation (as when che ‘house’ selects -kha ‘CL’) and (3) by full or partial reduplication (as when ha: ‘leaf’ selects thehead noun ha: itself, where as salakhwa: ‘horse’s hoof’ selects -khwa:, only thelatter portion of the head noun (Hale 2005).These modes can be taken as the basis for a three-term typology of classifier selection: (1) semantic selection, (2) lexical selection, and (3)morphological selection. This paper provides a detailed comparison of Newar and Japanese classifiers within each of these three types of selection. Though all three types are attested in each language, there are mutual counterparts and skewing between the two languages.
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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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Akynbekova, Aiman, and Saikal Tagaykulova. "THE PLACE OF NUMERAL NAMES CHARACTERISTIC OF THE KYRGYZ LANGUAGE AND THEIR DIALECTS IN THE CHAGATAI LANGUAGE." Alatoo Academic Studies 20, no. 1 (January 30, 2020): 150–56. http://dx.doi.org/10.17015/aas.2020.201.19.
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In this article is investigated the place of numeral names characteristic of the Kyrgyz literary language and their dialects in the Chagatai language. The commonalities of these languages were considered on the basis of the comparative-historical method, marked by specific examples. The views of scientists are studied on this issue . As a result of the work, based on the above facts, the names of numerals characteristic are determined of the Kyrgyz literary language and their dialects in the Chagatai language. More precisely, it is confirmed that in the Kyrgyz language and their dialects the functions of numerals, such features as the division into groups according to certain features in the grammar and vocabulary are characteristic of the Chagatai language. Therefore, it was concluded that the materials of the modern Kyrgyz language on the basis of historical and linguistic facts: close connection with the Chagatai language, the question of kinship, should be taken as an object of special scientific study.
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Rakin, Anatoly N. "Hydro-landscape vocabulary of the Udmurt language." Finno-Ugric World 11, no. 3 (December 16, 2019): 268–76. http://dx.doi.org/10.15507/2076-2577.011.2019.03.268-276.
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Introduction. Landscape vocabulary refers to the basic vocabulary of any natural language. It nominates both natural geographical and anthropogenic objects that have arisen as a result of human activity. In accordance with the substantial signs (water, land) as part of the landscape vocabulary, it is possible to distinguish two macrosystems, namely hydro-landscape vocabulary and the vocabulary of the land. Each of these components has its own internal structure, which differ from each other both by composition and quantitative indicators. Materials and Methods. The subject of linguistic analysis in the article is the hydro-landscape vocabulary of the Udmurt language (239 items), which does not refer to the category of proper nouns. These are nominal words that can find in the dictionaries of general vocabulary. The paper employed comparative, historical, synchronously comparative, descriptive and statistical research methods. Results and Discussion. Based on the subject-conceptual content of nominative units, two categories of hydronyms are distinguished and considered in the work. One of them is system-forming or dominant; it represents the designations of the main types of water bodies in a given territory. The second group is concentrated around the dominant units and acts in relation to them as intrasystem formations. The basis of hydro-landscape vocabulary of the Udmurt language are of primordial origin. Ancient layer of nominative units, consisting of proto-Uralic, proto-Finno-Ugrian, proto-Finno-Permian and proto-Permian words, has genetic correspondence in the Permian, and in the majority of modern Finno-Ugric languages. Later units appeared in the period of independent existence of the language, after its divergence with the closely related Komi-Zyryan and Komi-Permian languages. The beginning of the formation of a foreign-language component refers to the common-Permian epoch, most of the non-original names are late borrowings that penetrated from the Russian and Turkic languages. Other types of borrowings (Baltic-Finnish, Ob-Ugrian, Samoyed) are not available here. Conclusion. The formation and development of the hydro-landscape vocabulary of the Udmurt language took place for many millennia on the basis of internal resources. Ancient Iranian, Turkic and Russian languages served as external sources of its replenishment.
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Sydykova, Ch T. "Comparative analyses of Kyrgyz, Turkish, Russian phraseological units." Bulletin of the L.N. Gumilyov Eurasian National University. Political Science. Regional Studies. Oriental Studies. Turkology Series. 133, no. 4 (2020): 139–48. http://dx.doi.org/10.32523/2616-6887/2020-133-4-139-148.
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The research is conducted on the material of phraseological expressions of communicative nature - proverbs and sayings of Kyrgyz, Turkish and Russian languages, which will be subjected to comparative analysis in order to identify similarities and differences in the perception of the world, the definition of national character, national and cultural values of these ethnic groups. Proverbs and sayings are extremely brief, they do not give a detailed image of life. But only one statement or phrase built n well-aimed figurative forms, expresses a general opinion about this or that phenomenon of life. Comparative analysis of phraseological units in different languages revealed similarities and differences in the perception of the world by their representatives: Kyrgyz, Turks and Russians. The number and quality of phraseological expressions, reflecting a positive or negative assessment of the concepts presented for analysis, can be considered as an indicator of accepted in society ethical norms of behavior, the rules of social life, the attitude of the ethnic group through its culture and language to the world.
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Sautman, Barry, and Xinyi Xie. "Today in Guangzhou, Tomorrow in Hong Kong? A Comparative Study of the Language Situation in Two Cities." Journal of Current Chinese Affairs 49, no. 2 (August 2020): 207–32. http://dx.doi.org/10.1177/1868102620983939.
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Many in Hong Kong voice concerns about the fate of Cantonese, including nativists (“localists”) and the general public. Guangzhou is seen as a harbinger of diminishing Cantonese in Hong Kong. News and commentaries paint a gloomy picture of Cantonese in Guangzhou. Yet rarely do we read about surveys on the range of Cantonese use and identity in Guangzhou. Neither do we see analyses on how the social context differences between Hong Kong and Guangzhou may have contributed to the two cities’ unique language situations. Our study delineates the Guangzhou and Hong Kong language situations, comparing mother tongues, ordinary languages, and language attitudes. Cantonese is unrivalled in Hong Kong and remains vital in Guangzhou. We put the two cities’ different use frequency and proficiency of Cantonese and Putonghua (“Mandarin”) in the sociocultural context of motivation and migration. We conclude that some claims of diminishing Cantonese are unsupported. We also address how likely it is that Cantonese will diminish or even be replaced in Hong Kong.