Journal articles: 'Comparative grammar'

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P, Megala, and Jayasree G. "Thokaapiyam and Nambiaga Porul in a Comparative Theoretical Approach." International Research Journal of Tamil 4, S-18 (December 8, 2022): 141–52. http://dx.doi.org/10.34256/irjt224s1819.

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Ancient Tamil language is rich in grammar. Grammar is obtained from literature as oil is obtained from sesame seeds. There are about fifty grammar books in Tamil. These are the five types of grammars such as letter, word, object, word, and group. The five types of grammars are related to each other, such as the word formed by letters, the pattern used to express the meaning of the word, and the pattern used for the method of speaking. Among these, the things that come to represent the meaning of writing, and the things that come to represent the meaning of words, are the one that excels. This study is to investigate how a content can be found similar, expanded, and separate. Grammar is the protocol developed by the scholars according to the Tamil tradition to regulate the visual language of this case. The text “Nambiyaga Porul” is believed to have been composed by Nambiar in the 12th century BC. It was composed by adapting the grammar of the Tolkapiyam. The text expands the ideas that need to be expanded and summarizes what needs to be said. This book has five parts. Total there are 252 chapters such as 116 in Agam, 54 in Kalavu, 29 in Varaivu, 10 in Karpiyal, and 43 in Olibiyal. The text also explains Thirukkovaiyar's definition about grammar. 'Grammar is the norm for literature and many attempts were done to find the changes taking place in grammar. The first book in these processes was Tanjaivanan’s “Kovai’. Tradition prevails in the society as rules, virtues, restrictions and structures. Thus, Nambi named the book as “Agaporul Vilakkam”. Later, it was given as “Nambiyaga Porul” with his name. The aim of this article is to know the similar, extensive, doubt-dispelling elements that can be found in Tolkappiyam's epistemology and in the epistemology of Nambiyaga Porul.

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Ali, Hassan, Muhammad Shumail Naveed, Dilawar Naseem, and Jawaid Shabbir. "LL (1) Parser versus GNF inducted LL (1) Parser on Arithmetic Expressions Grammar: A Comparative Study." Quaid-e-Awam University Research Journal of Engineering, Science & Technology 18, no. 02 (December 31, 2020): 89–101. http://dx.doi.org/10.52584/qrj.1802.14.

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The prime objective of the proposed study is to determine the induction of Greibach Normal Form (GNF) in Arithmetic Expression Grammars to improve the processing speed of conventional LL(1) parser. Conventional arithmetic expression grammar and its equivalent LL(1) is used in the study which is converted. A transformation method is defined which converts the selected grammar into a Greibach normal form that is further converted into a GNF based parser through a method proposed in the study. These two parsers are analyzed by considering 399 cases of arithmetic expressions. During statistical analysis, the results are initially examined with the Kolmogorov-Smirnov and Shapiro-Wilk test. The statistical significance of the proposed method is evaluated with the Mann-Whitney U test. The study described that GNF based LL(1) parser for arithmetic take fewer steps than conventional LL(1) grammar. The ranks and asymptotic significance depict that the GNF based LL(1) method is significant than the conventional LL(1) approach. The study adds to the knowledge of parsers itself, parser expression grammars (PEG’s), LL(1) grammars, Greibach Normal Form (GNF) induced grammar structure, and the induction of Arithmetic PEG’s LL(1) to GNF based grammar.

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Clackson, J. "Review. Comparative grammar. New comparative grammar of Greek and Latin. A L Sihler." Classical Review 46, no. 2 (February 1, 1996): 297–301. http://dx.doi.org/10.1093/cr/46.2.297.

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Kitagawa, Chisato, and Nobuko Hasegawa. "Japanese Syntax in Comparative Grammar." Journal of the Association of Teachers of Japanese 28, no. 2 (November 1994): 209. http://dx.doi.org/10.2307/489293.

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Laughren, Mary, and Robert Freidin. "Current Issues in Comparative Grammar." Language 74, no. 3 (September 1998): 620. http://dx.doi.org/10.2307/417798.

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LIEN, Chinfa. "Approximatives: Towards Dialectal Comparative Grammar." Bulletin of the Chinese Linguistic Society of Japan 2007, no. 254 (2007): 29–50. http://dx.doi.org/10.7131/chuugokugogaku.2007.29.

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Rutten, Gijsbert. "‘Lowthian’ Linguistics across the North Sea." Historiographia Linguistica 39, no. 1 (March 22, 2012): 43–60. http://dx.doi.org/10.1075/hl.39.1.04rut.

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Summary This paper focuses on Dutch grammar-writing in the 18th century so as to put the linguistic works of Robert Lowth (1710–1787) in an international, comparative perspective. It demonstrates that certain characteristics of the “Lowthian” approach to grammar and of 18th-century English linguistics in general are parallelled by similar developments in the history of Dutch linguistics. The transition from normative grammar to prescriptive grammar which characterises the English late 18th century has a counterpart in the Dutch development from ‘civil’ to national grammar. Lowth’s recognition of different stylistic levels with corresponding levels of grammatical acceptability has a Dutch counterpart as well. The transition towards prescriptivism and the relevance of different stylistic levels are closely connected, which is exemplified by a case study on the treatment of adnominal inflection in 18th-century grammars of Dutch.

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Medeiros, Carolina Lacerda. "A AQUISIÇÃO DA POSIÇÃO DO VERBO EM INGLÊS E ALEMÃO: UM ESTUDO COMPARATIVO | THE ACQUISITION OF VERBS IN ENGLISH AND GERMAN: A COMPARATIVE STUDY." Estudos Linguísticos e Literários, no. 54 (January 12, 2016): 8. http://dx.doi.org/10.9771/ell.v0i54.18104.

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Resumo: A literatura que discute a sintaxe do verbo nas línguas naturais em geral assume que as línguas V2 são aquelas em que o verbo flexionado ocupa a segunda posição na sentença, sendo a primeira posição ocupada por qualquer outro elemento. O alemão, assim como outras línguas germânicas, é caracterizado como uma língua de tipo V2. O inglês, por outro lado, não apresenta a ordenação de constituintes segundo a qual o verbo obrigatoriamente ocupa a segunda posição na sentença, tendo sido considerado uma língua V2 apenas em seu período arcaico. Este artigo procura fazer um breve estudo comparativo analisando a fala de duas crianças, uma adquirindo o alemão e uma adquirindo o inglês britânico, em diferentes momentos (1;9 até 3;3). Com base na tipologia de Vikner (1995) temos como objetivo verificar até que ponto as duas línguas se assemelham, no âmbito da sintaxe, e em que momento passam a se comportar como línguas distintas no que respeita à posição do verbo uma vez que, linearmente, o inglês apresenta o verbo em segunda posição nas sentenças simples. Como hipótese, temos que um ponto decisivo para a diferenciação das duas gramáticas seria a aquisição de encaixadas. Desse modo, a criança que adquire o alemão começaria a apresentar traços de uma gramática V2 a partir do momento em que adquire sentenças encaixadas, dado que, diferentemente do inglês, esta língua não apresenta verbo em segunda posição nas subordinadas. A criança adquirindo o inglês, por outro lado, mantém a ordem V2 linear nas encaixadas. O corpus utilizado neste trabalho é oriundo da base CHILDES e pode ser acessado online. O quadro teórico se baseia na noção de Gramática de Chomsky (1985), convencionada como Língua-I, que remete à possibilidade de se gerarem estruturas linguísticas e não, por exemplo, a um certo inventário de estruturas. Tais possibilidades são limitadas pela Gramática Universal, parte das faculdades inatas do ser humano, que dispõe de princípios imutáveis e parâmetros que podem ser fixados diferentemente em gramáticas particulares, determinando, assim, os limites de variação entre essas gramáticas (Chomsky & Lasnik 1993). Cada gramática particular, neste sentido, representa uma determinada parametrização dos princípios da Gramática Universal. A gramática do falante, na teoria gerativa, será, portanto, uma entidade individual: uma gramática particular internalizada na mente de cada indivíduo.Abstract: The literature usually assumes that V2 languages are those in which the finite verb is on second position on the sentence, like it is in German. English, on the other hand, does not present the same linearization, so Vikner (1995) classified it as a residual V2-language. This paper aims to provide a comparative study analyzing the speech of two children, one acquiring German and the other acquiring European English, in different moments (1;9-3;3). Based on Vikner's typology, we try to verify how these two languages are syntactically alike and in which moment they begin to behave like different grammars, in what concern verb position, since, linearly, English also presents the verb in second position in matrix sentences. As a hypothesis, we believe that a crucial point in this differentiation would be the acquisition of subordinate sentences. In this sense, the child acquiring German would start presenting V2 grammar traces on the moment s/he acquires subordinate sentences, since, unlike English, this grammar do not present V2 in subordinate structures. The child acquiring English, on the other hand, would maintain the V2 linearization on subordinate sentences. This work is based on the CHILDES corpus, which can be accessed online. The theoretic framework is based on Chomsky's (1985) notion of Grammar as I-Language, that refers to the possibility to generate language structures and not, for example, a certain inventory of structures. Those possibilities are limited by the Universal Grammar, part of human's innate faculties, that is formed by immutable principles and parameters that can be differently fixed by different particular grammars determining the limits of language variation between those grammars. In this sense, each particular grammar represents a different parametrization of the Universal Grammar's principles. Each speaker's grammar, in this sense, will be an individual entity: a particular grammar internalized in the individual's mind.Keywords: Language Acquisition; V2; Comparative Syntax; Generative Grammar.

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van der Auwera, Johan, and Dirk Noël. "Raising: Dutch Between English and German." Journal of Germanic Linguistics 23, no. 1 (February 15, 2011): 1–36. http://dx.doi.org/10.1017/s1470542710000048.

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As a complement to C. B. van Haeringen's classic comparative study (1956) that positioned the grammar of Dutch in between the grammars of English and German, this study compares the productivity of three kinds of “raising” patterns in these languages: Object-to-Subject, Subject-to-Object, and Subject-to-Subject raising. It establishes the extent to which Dutch, as well as English and German, have evolved from the old West Germanic starting point these languages are assumed to have shared in this area of grammar. The results are a test case for Hawkins' (1986) case syncretism account of the difference in “explicit-ness” between the grammars of English and German.*

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Vlasov, Sergei V., and Leonid V. Moskovkin. "Categories of the name and the verb in Anfangs-Gründe der Russischen Sprache (1731)." Vestnik of Saint Petersburg University. Language and Literature 18, no. 3 (2021): 528–45. http://dx.doi.org/10.21638/spbu09.2021.307.

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The relevance of this study is due to the importance of Vasiliy Adodurov’s Anfangs-Gründe der Russischen Sprache as the first academic grammar of the Russian language written by a Russian scholar and published in Russia. The aim of the article is to show the innovations of Adodurov’s grammatical views and the relation of his grammar with Western European and Slavic grammatical traditions in the conceptual presentation of the name and the verb. The material of the research is the Russian grammar of Adodurov in comparison with the grammars by H.W.Ludolph, I.W.Paus, the Slavonic grammar by M. Smotritsky, the Latin grammars by I.Rhenius, E.Kopijewitz, I.Lange, “Grammatica Marchica”, and the German grammar by M. Schwanwitz. The descriptive and comparative research methods are used. A particularity of the research approach is the comparison of Anfangs-Gründe not only with the Russian, Slavonic and German grammars, but also with the Latin grammars. The results of the study show the innovations of Adodurov in the interpretation of the gender of names, voices of the Russian verb, and the forms of the future and the past tense. He simplifies the noun and verb description scheme taking into account specific features of the Russian language and methodological considerations. The article also proposes a new version of the collaboration between Adodurov and the anonymous German-speaking author of the comments in the margins of the manuscript Compendium Grammaticae Russicae, explaining Adodurov’s use of these comments in Anfangs-Gründe.

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Mooventhan, PS. "In the Archaic Grammar Tradition and Variable Content in Muthal-Karu-Uri in Tholkappiya Aga Ilakkanam and Maran Agapporul." Shanlax International Journal of Tamil Research 8, no. 2 (October 1, 2023): 49–55. http://dx.doi.org/10.34293/tamil.v8i2.6733.

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Porul Ilakkanam is a proof of the pride and uniqueness of Tamil language. It can be considered as the best of any language race in the world languages. The Porul Ilakkanam is the basis for the meaning and imagination of Sangam songs. Grammatical Grammar In Tamil tradition for thousands of years, there are many places where the narratives have preserved the character of the case. Tholkappiyam, which is considered to be the first complete grammar book of Tamil, was followed by various grammar books over time. They were adapted to the religious and social norms of the authors of those books and the customs of their time. Thus Maran Agapporul is unique in the later grammars of the sixteenth century. Developmental trends in subject grammar can be seen in the grammar description of this book. This article aims to show the origin and development of the ideas of this book in a comparative perspective, the skills contained in the archeology and the changes made by this book.

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Horsch, Jakob. "Slovak comparative correlatives." Constructions and Frames 13, no. 2 (December 21, 2021): 193–229. http://dx.doi.org/10.1075/cf.00051.hor.

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Abstract Comparative Correlatives (CCs) are biclausal constructions (e.g. The harder you work, the more you earn) that have complex semantics and form. This is the first construction grammar-based corpus study to investigate Slovak CCs, based on a 500-token sample. I argue that intra-clausal word-order phenomena can be explained through processing efficiency, based on Hawkins’ principle of Early Immediate Constituents (2004), and I use covarying-collexeme analysis (Stefanowitsch & Gries 2005) to provide evidence for the existence of meso-constructions. The findings of this study contribute to construction grammar’s “aspirations toward universal applicability” (Fried 2017: 249), proving that the theory is also suitable for analysis of syntactic patterns in Slavic languages.

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Luo, Qiongpeng, Zhiguo Xie, and Xiao Li. "Degrees and grammar." Language and Linguistics / 語言暨語言學 24, no. 1 (December 12, 2022): 5–35. http://dx.doi.org/10.1075/lali.00124.luo.

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Abstract In this article, we discuss some fundamental issues as well as several unresolved questions of degree-based theories in contemporary linguistics from the perspective of East Asian languages, with a view to pointing out some directions for future research. We first focus on several controversies surrounding the studies of comparative constructions in the literature, i.e., phrasal comparison vs. clausal comparison, individual comparison vs. degree comparison, big DegP vs. small DegP, the points of cross-linguistic variation, etc. We then expand the discussion to comparative constructions and other degree-related constructions in Mandarin Chinese, Japanese, and Korean, and demonstrate how an East Asian perspective offers a novel insight into those controversies and uncovers considerable in-depth commonality underlying a variety of degree-related constructions cross-linguistically. We conclude by suggesting some directions for future within- and cross-linguistic research.

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Hohaus, Vera, and M. Ryan Bochnak. "The Grammar of Degree: Gradability Across Languages." Annual Review of Linguistics 6, no. 1 (January 14, 2020): 235–59. http://dx.doi.org/10.1146/annurev-linguistics-011718-012009.

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In this review, we discuss the empirical landscape of degree constructions cross-linguistically as well as the major analytical avenues that have been pursued to account for individual languages and cross-linguistic variation. We first focus on comparatives and outline various compositional strategies for different types of comparative sentences as well as points of cross-linguistic variation in the lexicalization of comparative operators and gradable predicates. We then expand the discussion to superlatives, equatives, and other degree constructions. Finally, we turn to constructions beyond the prototypical degree constructions but where degree-based analyses have been pursued; we focus on change-of-state verbs and exclamatives. This is an area that is especially ripe for future cross-linguistic research. We conclude by mentioning connections to other subfields of linguistics, such as language acquisition, historical linguistics, and language processing.

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Burston, Jack. "Comparative Evaluation of French Grammar Checkers." CALICO Journal 13, no. 2-3 (January 14, 2013): 104–11. http://dx.doi.org/10.1558/cj.v13i2-3.104-111.

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Four grammar checkers, all of French Canadian origin, were evaluated in this study: Le Correcteur 101 (Le Correcteur), GramR, Hugo Plus (Hugo), and the French Proofing Tools for Word for Windows Ver. 6 (French Proofing Tools). All the programs except GramR exist in both IBM-PC and Macintosh versions. The versions tested in this study are indicated in Table 1 (other available versions are indicated in parentheses) IBM-PC software was tested on a 486/66; Macintosh software was run on a Quadra 650. These programs will operate on lesser platforms, but with considerably slower response times.

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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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Boufaden, Abderrahim. "Die Grammatik von Port Royal." Traduction et Langues 14, no. 2 (December 31, 2015): 138–45. http://dx.doi.org/10.52919/translang.v14i2.764.

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The grammar of the Port Royal The Port-Royal Grammar (originally Grammaire générale et raisonnée contenant les fondemens de l'art de parler, expliqués d'une manière claire et naturelle, "General and Rational Grammar, containing the fundamentals of the art of speaking, explained in a clear and natural manner") was the underlying basis in the analysis and philosophy of language.In thsi article, we focus on The Grammar of Port Royal for ist importance for learners of a foreign language to amke the correlation between language and logic are intermingled. Indeed, Arnauld and Lancelot's approach to language is historical, comparative, and philosophical. Discussing the essence of French, they give examples from Latin, Greek, Arabic, Hebrew, Spanish, Italian, and German. We attempt in this paper to highlight these articulations and their different manifestations.

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Rich, Patrick Leslie. "What Is n’t Doing There?: French Expletive Negation in Comparative Clauses." LSA Annual Meeting Extended Abstracts 1 (May 2, 2010): 54. http://dx.doi.org/10.3765/exabs.v0i0.534.

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This paper explores expletive ne in subordinate comparative clauses in French. I limit the discussion to (reduced) clausal comparatives, since expletive negation does not occur in (direct) phrasal comparatives. I show that expletive ne is favored in all comparative clauses, and argue that this provides direct evidence that it is still a part of synchronic French grammar. I propose that French comparatives should be analyzed as A-not-A constructions, and that expletive ne is a formally negative head that is licensed by a truth-value operator. Expletive ne thus functions concordally to mark the comparative subordinate clause as containing a negation.

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Berent, Iris. "Unveiling phonological universals: A linguist who asks “why” is (inter alia) an experimental psychologist." Behavioral and Brain Sciences 32, no. 5 (October 2009): 450–51. http://dx.doi.org/10.1017/s0140525x09990628.

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AbstractEvans & Levinson (E&L) are right to hold theories of language accountable for language diversity, but typological data alone cannot determine the structure of mental phonological grammars. Grammatical universals are nonetheless testable by formal and experimental methods, and the growing research in experimental phonology demonstrates the viability of a comparative experimental evaluation of the Universal Grammar (UG) hypothesis.

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Krusha, Ilir, and Franz Schörkhuber. "THE FORMAL AND SEMANTIC PROPERTIES OF INTERROGATIVE SENTENCES IN ALBANIAN AND GERMAN USAGE." Folia linguistica et litteraria XIII, no. 40 (July 2022): 291–314. http://dx.doi.org/10.31902/fll.40.2022.15.

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This paper provides a comparison of two languages that are very distinct in grammar and pronunciation, respectively German and Albanian. Since research opportunities in comparative linguistics are infinite, this paper focuses on interrogative sentences and their sentence types. Through a detailed analysis of sentence examples of the grammar used in Albanian and German, we examine the similarities and differences related to different forms of interrogative sentences. As a framework for the classification of interrogative sentences in both languages, we have distinguished sentences into general interrogative sentences and complementary ones. In the end, the knowledge gained is summerised in a general overview. The aim of this work is to compare two languages that are very different in grammar, style and pronunciation, German and Albanian. Since the field of possible investigations in comparative linguistics is endless, the present work focuses on interrogative sentences and their respective linguistic forms. Through the detailed analysis of sentence examples, which are taken from common German and Albanian grammars, the similarities and differences in interrogative sentences are shown. The distinction between yes/no questions and questions that require a supplement serves as a regulatory framework. At the end of the work, the knowledge gained is summarized in an overview.

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Kelly, David H., and Andrew L. Sihler. "New Comparative Grammar of Greek and Latin." Classical World 92, no. 5 (1999): 478. http://dx.doi.org/10.2307/4352338.

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Vajda, Edward J. "Reconstructing Grammar: Comparative Linguistics and Grammaticalization (review)." Language 78, no. 3 (2002): 594–95. http://dx.doi.org/10.1353/lan.2002.0182.

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Kasimova, Malika. "Comparative Study Of Bilingual And Monolingual Children In Acquiring Grammar Strategies." American Journal of Applied sciences 03, no. 01 (January 31, 2021): 128–47. http://dx.doi.org/10.37547/tajas/volume03issue01-19.

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Foreign languages have been taught worldwide starting from elementary schools. While some children learn English as a second language, there are many bilinguals who study English as the third language. This small scale study aims to illustrate the dissimilarities between bilingual and monolingual students in learning the English language, specifically, acquiring English Grammar strategies. Two 3rd grade primary school pupils attended in this study. The research compiled three stages and data analysis revealed accordingly.

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Deng, Fangfang, and Yuewu Lin. "A Comparative Study on Beliefs of Grammar Teaching between High School English Teachers and Students in China." English Language Teaching 9, no. 8 (June 2, 2016): 1. http://dx.doi.org/10.5539/elt.v9n8p1.

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Grammar is “a system of rules governing the conventional arrangement and relationship of words in a sentence” (Brown 1994) which can facilitate the acquisition of a foreign language and is conducive for cultivating comprehensive language competence. Most teachers regard grammar as a frame of English learning. The grammar teaching beliefs held by teachers can affect their practical teaching behaviors in class, thus can have different teaching results in the end. Therefore, through quantitative and qualitative research, this paper aims to investigate the present status of grammar beliefs of high school students as well as teachers’ beliefs and their grammar teaching behaviors, analyze and compare the similarities and differences between them. The result shows that teachers’ grammar teaching has the tendency of communicative teaching while students’ grammar beliefs have the characteristic of integration of communicative and traditional grammar teaching. Teachers’ grammar teaching behaviors can basically be consistent with their grammar teaching beliefs.

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Noccioli, Carlos Alexandre Molina, and Giovanna Maria Abrantes Carvas. "Gramática: ensino da disciplina metalinguística na cultura ocidental brasileira." História da Ciência e Ensino: construindo interfaces 20 (December 29, 2019): 598–609. http://dx.doi.org/10.23925/2178-2911.2019v20espp598-609.

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Resumo Este artigo é parte de um estudo histórico e comparativo acerca do ensino de língua padrão enquanto ciência linguística, inserido na tradição ocidental do fazer gramática. Discorremos a partir de um resgate da história em torno da disciplina gramatical desde a Antiguidade Clássica, a fim de estabelecermos pontos de contato com uma gramática brasileira situada no pós-NGB (Nomenclatura Gramatical Brasileira), especialmente o livro Sintaxe clássica portuguêsa de Cláudio Brandão.Palavras-chave: História, Ensino de gramática, perduração ideológica Abstract This article is part of a historical and comparative study of standard language teaching as a linguistic science, embedded in the Western tradition of grammar making. We draw from a rescue of history around grammar discipline since Classical Antiquity, in order to establish points of contact with a Brazilian grammar located in the post-NGB (Brazilian Grammatical Nomenclature), especially the Cláudio Brandão’ book Sintaxe clássica portuguêsa. Keywords: History, Grammar teaching, ideological perduring

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Song, Yerim. "Perspectives on Grammar Teaching Focused on the Present Perfect-Preterite Comparative Analysis: From Theoretical Grammar to Pedagogical Grammar." Estudios Hispánicos 86 (March 31, 2018): 65–84. http://dx.doi.org/10.21811/eh.86.65.

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Schena, Leo. "Études de linguistique française en Italie." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 23, no. 1 (December 31, 2000): 77–114. http://dx.doi.org/10.1075/li.23.1.04sch.

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Around forty Italian studies of French grammar running from the early 60s to 1997 are described in this Guide bibliographique. They are all undoubtedly noteworthy for their scientific interest, but in Italy the subject they deal with is in need of further exploration. Not only do such studies represent individual initiatives (no large common project has ever been carried out), they also take different approaches, which is inevitable in so far as grammar encompasses phonetics, lexicon, comparative analysis and teaching. In fact, the degree of diversity is not as high as one might expect. Only six trends are observable: pedagogic grammars, psychomechanical, pragmatic and énonciation-oriented studies, lexicon-grammars and manuals. In spite of this, the works in Schena’s Guide clearly show the evolution which the concept of grammar has undergone during the last three decades; research into meaning and the introduction of the human being into language have undermined the widely accepted priority that generativism and formalism give to syntax, since all levels — syntactic, semantic and pragmatic — are now treated as a sort of continuum which excludes any global model. The author’s aim is to present the key ideas of the studies mentioned above and to point out their innovative function in the Italian panorama of French linguistics.

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Michaelis, Laura A. "The Comparative Conditional in Latin." Annual Meeting of the Berkeley Linguistics Society 18, no. 1 (August 25, 1992): 166. http://dx.doi.org/10.3765/bls.v18i1.1594.

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Donig, Deb. "Textimony: The Grammar of Atrocity." Comparative Literature 76, no. 1 (March 1, 2024): 105–24. http://dx.doi.org/10.1215/00104124-10897146.

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Abstract This essay seeks to understand the complexity of a post-Holocaust discourse of comparative suffering in law and literature, focusing on the legacy of the transatlantic slave trade. The essay traces a history of post-1945 discourse about the Holocaust, as the place of Jewish suffering under the Nazis swerves between comparability and incomparability, ineffability and analogy, in legal and literary representations. Focusing on M. NourbeSe Philip’s poetry in her work Zong!, which features an entanglement between the articulative capacity of Holocaust analogies for articulating the suffering of the transatlantic slave trade and the simultaneous tendency for such comparisons to occlude the very subject that such a comparison seeks to articulate, the argument identifies the tensions that inevitably emerge out of a discourse of comparative memory. Moving outside of Zong!, the essay shows how this problem is embedded, with significant impact on the history and the future of the legal recognition of suffering produced by the transatlantic slave trade, opening up new lines of inquiry about the efficacy, and the consequences, of comparison on the terrain of post-Holocaust human rights.

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Solleveld, Floris. "Expanding the comparative view." Historiographia Linguistica 47, no. 1 (October 16, 2020): 52–82. http://dx.doi.org/10.1075/hl.00062.sol.

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Summary Wilhelm von Humboldt’s Über die Kawi-Sprache auf der Insel Java can be seen as the first comparative grammar of non-Indo-European languages. While Humboldt’s practice of collecting and re-assembling linguistic information has been documented extensively in the Berlin Academy edition of his Schriften zur Sprachwissenschaft, this article puts his work in perspective by tracing it back to its sources and treating it as part of a wider parallel process of expanding the comparative view. In three sections, this article discusses (1) the research agendas of the three British colonial scholars upon whose works Humboldt drew for Malayan languages; (2) to which extent his Polynesian language material was ‘rawer’ than these compendia; and (3) how he reworked this material into a comparative Malayo-Polynesian grammar. Finally, a comparison is drawn with the work of his assistant and continuator Eduard Buschmann, and with Horatio Hale’s slightly later survey of the languages of the Pacific.

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Dai-hong, CHENG, and PAN Cui-qiong. "A Comparative Study of the Negative Transfer of Mother Language in English Grammar Teaching." IRA International Journal of Education and Multidisciplinary Studies 13, no. 3 (December 14, 2018): 41. http://dx.doi.org/10.21013/jems.v13.n3.p2.

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It is the normal phenomenon that Chinese students’ English grammar learning may badly be influenced by mother language transfer. Especially the negative transfer must hinder the students’ progress in English learning. How to overcome the negative transfer becomes very crucial. This paper analyzes the negative transfer effects on English grammar teaching from the comparative perspectives of part of speech and sentence structure between English and Chinese, which provides enlightenment for students' English grammar learning, and also provides feasible countermeasures for teachers’ English grammar teaching in such way as to promote students' comprehensive English ability.

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Doboș, Daniela. "The First Major Grammars of English and Romanian: A Comparative Approach." Linguaculture 11, no. 2 (December 10, 2020): 45–62. http://dx.doi.org/10.47743/lincu-2020-2-0171.

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If the history of the English language is the story of its written texts, the same holds true for the history of the Romanian language, and in both cases the first grammars played a major part in the shaping up of the respective vernaculars. The paper proposes a comparative approach to the beginnings of codified grammars in English and Romanian, with a focus on those that are deemed to be the first major works– Robert Lowth’s A Short Introduction to English Grammar (1762) and Samuil Micu and Gheorghe Şincai’s Elementa linguae daco-romanae sive valachicae (1780). This approach considers topics such as why grammars might have been desirable in the eighteenth century (the political factor), and the functions of ‘grammars’, which are relevant in both cases; what language was actually codified, as well as the role of Latin in this enterprise, since it is worth noting that while English and Romanian belong in different language families, Latin was a formative element in both, ever since the territories of the two respective countries marked the North-Western and South-Eastern borders of the Roman Empire.

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Haig, John H. "Subjacency and Japanese Grammar." Studies in Language 20, no. 1 (January 1, 1996): 53–92. http://dx.doi.org/10.1075/sl.20.1.04hai.

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It has been claimed by Hasegawa, Yoshimura, Nishigauchi, Kikuchi, Saito and Watanabe, among others, that Japanese observes subjacency in relative clause formation, question formation, topicalization, comparative deletion (all non-overt operator movements), PP-topicalization, and scrambling (overt movements). In this paper I present counterexamples to each of these claims and argue that an aboutness condition on topic-comment and focus-comment constructions not only better explains the data but also explains the fact that subjects are usually easier to relativize than non-subjects, the fact that NP-topicalization is more free than PP-topicalization and the fact that there is pressure for a "list" interpretation in multiple wh-questions.

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Goering, Nelson. "A Comparative Grammar of the Early Germanic Languages." English Studies 102, no. 1 (January 2, 2021): 144–53. http://dx.doi.org/10.1080/0013838x.2021.1875649.

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Bousquette, Joshua. "A Comparative Grammar of the Early Germanic Languages." Journal of English and Germanic Philology 121, no. 2 (April 1, 2022): 285–88. http://dx.doi.org/10.5406/1945662x.121.2.19.

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Steever, Sanford B. "A Comparative Grammar of the Dravidian Languages (review)." Language 82, no. 4 (2006): 936–37. http://dx.doi.org/10.1353/lan.2006.0229.

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Akef, Kourosh, and Maryam Kherad Ranjbar. "The Comparative Impact of Reading Comprehension and Translation Practices on EFL Learners’ Grammar Achievement." Journal of Studies in Education 5, no. 4 (September 26, 2015): 51. http://dx.doi.org/10.5296/jse.v5i4.8321.

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This study focused on the comparative impact of teaching reading comprehension and translation practice on EFL learners’ grammar achievement since previous studies have not directly dealt with the respective subject. In this study the total number of learners was 60 students attending in Poyandegan Rahe Kish institute. The current study utilized quantitative research methods to explore the implications of reading comprehension and translation by comparing their success rates in terms of grammar. Sixty participants out of 120 after going through a proficiency test for homogenization and a pilot test on the grammar questionnaire were divided into two experimental groups receiving instruction on reading comprehension in one group and translation in another each in 12 sessions (two sessions dedicated for pre and post test). At the end of the treatment, sample TOEFL grammar questionnaires were administered to both groups. To test the hypothesis, a T-test was employed concluding that the participants who received translation instruction and reading comprehension on grammar achievement. The analysis of data using an independent sample t-test indicated significant difference between the performances of experimental groups. The respective conclusion was that translation had a significant effect on EFL learners’ grammar achievement.

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Zhenshin, Da, and Liu Likun. "COMPARATIVE ANALYSIS OF AFFIXES IN UZBEK AND CHINESE LANGUAGES." Journal of Central Asian Social Studies 01, no. 02 (December 29, 2020): 7–13. http://dx.doi.org/10.37547/jcass/volume01issue02-a2.

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This article analyzes the different forms of affixes in Uzbek and Chinese as the main means of enriching vocabulary in Uzbek and Chinese. A comparative analysis of affixation methods and possibilities also reveals the grammar associated with bilingual affixes.

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Lu, Xuemei. "Comparative Analysis of Chinese-Vietnamese Counterfactual Conditionals Based on Constructive Grammar." International Journal of Education and Humanities 6, no. 1 (November 23, 2022): 5–11. http://dx.doi.org/10.54097/ijeh.v6i1.2938.

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Counterfactual conditional is a common linguistic phenomenon in linguistics. This paper compares and analyzes Chinese-Vietnamese counterfactual conditional based on constructive grammar, and finds out the essential differences between them. This paper analyzes three typical Chinese constructive grammar [hypothetical conjunction+negator +a,b], [hypothetical conjunction+a,b], [早知道zao zhi dao+ a,b], and three typical Vietnamese constructive grammar[counterfactual marker+a,b],[đã/đã...rồi]，[hypothetical conjunction+a,b], and concludes that the Chinese and Vietnamese counterfactual conditionals are highly similar but with many distinctions. The main difference is that Chinese lacks mature counterfactual markers, while Vietnamese has obvious markers of counterfactual conditionals. which can also be used to realize the counterfactual meaning through negation, time and hypothetical conjunction.

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QiziKhoshimova, KhulkaroyO’ktamjon. "EFFECTIVENESS OF DEDUCTIVE AND INDUCTIVE METHODS IN TEACHING GRAMMAR IN LANGUAGE LEARNING CLASSROOM AT ELEMENTARY LEVEL." American Journal of Social Science and Education Innovations 05, no. 05 (May 1, 2023): 48–51. http://dx.doi.org/10.37547/tajssei/volume05issue05-09.

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Importance of teaching grammar has been one of the most debated topics both among language learners and language teachers. Having agreed that grammar is important, researchers and educators have been arguing over which method should be used while teaching grammar. This empirical research investigates comparative effectiveness of inductive and deductive methods in teaching grammar at elementary level. 2 groups of 15 pupils who are studying at 5th grade has been chosen to answer the research questions. The researcher used pre-test and post-test as a research instrument. The result of the study showed that there is no significant statistical difference among grammar performance of both deductive and inductive groups.

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De Gioia, Michele. "Adverbes figés en contraste." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 24, no. 2 (December 31, 2001): 183–202. http://dx.doi.org/10.1075/li.24.2.04deg.

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Summary A comparison of frozen adverbs : PDETC forms in French and in Italian A contrastive analysis is made of some frozen adverbs in French and Italian having the following structure : [N0 V] Prep Det C =: [Max agit] dans la coulisse ([Max agisce] dietro le quinte) The syntactically classified samples were taken from three corpora : the lexicon-grammar of French frozen adverbs (M. Gross 1990a), the lexicon-grammar of Italian frozen adverbs (De Gioia 2001), and the comparative lexicon-grammar of French and Italian frozen adverbs (De Gioia 1995). The analysis focuses on the syntactic functioning of the PDETC adverbs and on their constituent structure in the two languages. Furthermore, since comparative lexicon-grammar enables comparison at a number of levels, the French PDETC adverbs were contrasted with their semantic equivalents in Italian, which are not only PDETC. This allowed a discussion of various types of correspondence. The results of the analysis constitute a useful basis for further contrastive studies and for translation.

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Sun, Weiwei, and Xiaojun Wan. "Data-driven, PCFG-based and Pseudo-PCFG-based Models for Chinese Dependency Parsing." Transactions of the Association for Computational Linguistics 1 (December 2013): 301–14. http://dx.doi.org/10.1162/tacl_a_00229.

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We present a comparative study of transition-, graph- and PCFG-based models aimed at illuminating more precisely the likely contribution of CFGs in improving Chinese dependency parsing accuracy, especially by combining heterogeneous models. Inspired by the impact of a constituency grammar on dependency parsing, we propose several strategies to acquire pseudo CFGs only from dependency annotations. Compared to linguistic grammars learned from rich phrase-structure treebanks, well designed pseudo grammars achieve similar parsing accuracy and have equivalent contributions to parser ensemble. Moreover, pseudo grammars increase the diversity of base models; therefore, together with all other models, further improve system combination. Based on automatic POS tagging, our final model achieves a UAS of 87.23%, resulting in a significant improvement of the state of the art.

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Kozelko, Iryna. "TERMINOLOGICAL ACTIVITY OF VASYL SIMOVYCH AT THE BEGINNING OF THE XX CENTURY." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 10(78) (February 27, 2020): 120–23. http://dx.doi.org/10.25264/2519-2558-2020-10(78)-120-123.

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The result of V. Simovych’s fruitful work is a number of scientific investigations. The scientist worked on improving the system of the Ukrainian language and its terminology in the 20-30’s of the twentieth century and paid much attention to the culture of the Ukrainian language. This article focuses on the study of linguistic terminology in V. Simovich’s textbooks – «Practical grammar of the Ukrainian language» (1918) and «Grammar of the Ukrainian language for self-study and in support of school science» (1921), namely the phonetical terminology. The article presents the corpus of phonetical terms used by V. Simovych in grammars. Using descriptive and comparative methods, a quantitative description of phonetical terms used in the grammars of V. Simovych in the beginning of the twentieth century. The originality of the proposed phonetic terms is indicated. In both books, V. Simovych identified the phonetic terms in a separate section «Sounds». It talks about how «sounds up», the apparatus of speech is illustrated, or the speech apparatus of a person. In the second edition, the author introduces a term звучня that corresponds to the modern term phonetics. In each of the grammar by V. Simovych, about 116 terms have been recorded, giving the names of syllables, characterizing the types of sounds, the emphasis. It also highlights the borrowed sounds, which are called as чужі звуки, чужі двозвуки, чуже «ґ», чуже «ф», чуже «о», etc., but there are also occasional чужоземні двозвуки, чужоземні посереднї звуки «Ö», «Ü».

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NYKIEL, JOANNA, and JACOB THAISEN. "English comparative modals and their complements." English Language and Linguistics 28, no. 1 (March 2024): 73–93. http://dx.doi.org/10.1017/s1360674323000485.

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English comparative modals are combinations of the adverbs rather, sooner and better with an auxiliary. There is recent consensus that the comparative modals rather and sooner have over time developed a different syntax and semantics than better. However, potential differences in the syntax of rather and sooner with respect to patterns of complementation haven’t been explored. This article reports the results of a corpus study of these two modals and finds that rather patterns like object-raising verbs, allowing a range of complements that are unavailable for sooner. Our analysis of these patterns draws on recent work in the Construction Grammar framework, with forays into its formal implementation, Sign-Based Construction Grammar, and we propose that rather differs from sooner in that it constitutes a micro-construction whose features are licensed by both the Modal Construction and the Object-Raising Construction, the latter a subtype of the Transitive Construction.

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Mandal, Ramdeo. "Nepali Educational Grammar: Theory and Practice." Orchid Academia Siraha 1, no. 1 (December 31, 2022): 133–40. http://dx.doi.org/10.3126/oas.v1i1.52156.

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Although efforts are being made by domestic and foreign writers, it lacks standard level wise Nepali grammar. Therefore, the main goal of it is to develop standard level wise Nepali grammar by keeping standard grammatical contents regarding level. Primary and secondary sources were used to collect data, and qualitative analysis was performed through library work, comparative method and descriptive method. In various grammar studies alphabets, letters, syllable structure, word class, gender, number, person, tense, aspect, sense, voice, negative and positive, vocabulary, sentence difference, spelling, causative verb, idioms and definitional words are included. There is no clear boundary for grammar in different levels such as lower secondary Nepali grammar. Secondary Nepali grammar and expression, compulsory Nepali for proficiency level, higher secondary Nepali grammar and expression, and graduate level (301). It seems there is uncertainty rather than uniformity during teaching-learning. Therefore, particularly Nepali grammar should be developed to get rid of such situation and to compensate its lack.

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Żurek-Huszcz, Aleksandra. "Metoda historyczno-krytyczna w gramatyce Andrzeja Sztochla." Poradnik Językowy, no. 8/2022(797) (December 10, 2022): 81–92. http://dx.doi.org/10.33896/porj.2022.8.6.

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Andrzej Sztochel (1786–1846), the author of a grammar book, graduated from Jagiellonian University and was a teacher of Polish. Gramatyka historyczno-krytyczna języka polskiego (Historical and critical grammar of Polish), published posthumously, is one of two of his studies; it is dedicated to the science of the word, in particular infletional descriptions, in its entirety. The book is written in accordance with the historical method, which was innovative in Poland at that time. It stands out from grammar books of those days by its numerous references to proposals of other grammarians, writings by authors of old times, and dialectal pronunciation. Most of the then reviewers evaluated the grammar book negatively and not many contemporary researchers notice any innovativeness in it either. Keywords: historical–comparative method – diachronic linguistics – 19th century – Polish linguistics – Polish grammar books – Andrzej Sztochel.

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AKULOV, Alexander. "Prefixation Ability Index and Verbal Grammar Correlation Index prove the reality of Buyeo group." Acta Linguistica Asiatica 6, no. 1 (June 29, 2016): 81–97. http://dx.doi.org/10.4312/ala.6.1.81-97.

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All suggestions about reality of Buyeo group were based on the representation of a language as a heap of lexemes: such method allows different scholars to make different conclusions and doesn't suppose verification. Language is first of all structure/grammar, but not a heap of lexemes, so methods of comparative linguistics should be based on comparison of grammars. Prefixation Ability Index (PAI) and Verbal Grammar Correlation Index (VGCI) are typology based tools of comparative linguistics. PAI allows us to see whether languages are potentially related: if values of PAI differ more than fourfold, it's a sign of unrelatedness, if PAI values differ less than fourfold, there is a possibility for some further search to find proves of relatedness. VGCI completely answers questions about relatedness/unrelatedness: if VGCI value is 0.4 and more then languages are related, if VGCI is 0.3 and less then languages are unrelated. PAI of Japanese is 0.13, PAI of Korean is 0.13; it means they can be related. VGCI of Japanese and Korean is 0.57, it's almost the same as VGCI of English and Afrikaans that is 0.56, so it means that Japanese and Korean belong to the same group, but not just to the same family.

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K, Sivamani. "Tolkappiyam in Comparative Perspective - Purapporul Venbamaalai Vetchi Thinai." International Research Journal of Tamil 4, SPL 2 (February 28, 2022): 139–43. http://dx.doi.org/10.34256/irjt22s221.

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This article compares grammatical descriptions of Tolkappiyar and Iyanarithanaar about Vetchi Thinai. It compares the descriptions about vetchi thinai and its Thuraigal told in Puraththinaiyiyal of Tholkappiyam with PurapporuL venbaa maalai. Vadavenkadam Tenkumari Aidai Tamilkorum Nallulakam Accepted Grammar Nool Tolkappiyam. Tolkappier, who divided semantics into writing and word, clearly defined dualistic grammar when defining his semantics. Due to the lack of internal and external departments, the external sector also became weak. They are Vetchi, Vanji, Uzhinai, Thumbai, Vagai, Kanchi, Padan. Among these, he has made a cut for kurinchi, a snare for the umbilical cord, a thump for weaving for medicine, a kanji for milk and a kanji for peruntinai. This article presents some of the similarities between the two departments found in both texts.

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Huang, Linkai. "Comparing the Deductive Method and Inductive Method of Grammar Teaching for Chinese Senior High School students." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 229–37. http://dx.doi.org/10.54097/ehss.v8i.4254.

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Grammar is not only an essential component of learning a language, but it is also a challenging topic for foreign language learners. Inductive and deductive methods are two fundamental teaching strategies for grammar, both of which have advantages. The domestic research on this topic began relatively later than the numerous overseas studies on these two grammar teaching techniques, and the research findings are often insufficient. Therefore, it is necessary to explore grammar instruction strategies n the present context. By comparing experimental data from inductive and deductive research methodologies, this study examines the comparative impact of teaching English grammar. The study also sought to see which of the two approaches had a positive impact on the grammar academic performance of Chinese senior high school students. Based on previous experimental studies, a conclusion can be drawn that inductive and deductive teaching methods both have their own advantages and disadvantages. The variables in the language teaching or teaching context will determine the appropriate strategy for teaching grammar.

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G, Lakshmidevi, and Rajaram S. "Kathi fits in Tamil Paattiyal Grammar Text." International Research Journal of Tamil 4, no. 1 (December 30, 2021): 122–29. http://dx.doi.org/10.34256/irjt22114.

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Tamil Pattiyal Grammar Works are Grammatial text (Sitrilakkiyam) for literature that originated from the lives of Tamil Speaking people. Pattiyal Grammar text are thought to be an alternative to the long-time grammatical tradition. Follow such a tradition Tamil Paattiyal Grammar state the monolingual principles for the four types of births of the god, people, naragar, animal. These grammar text created a unique identity for itself. This is because of the authors of the book wrote their own ideas as grammatical principles. This is the Hypothesis of the article. This review article is based on the criteria for Descriptive performance, Sociological performance and Comparative performance.

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Journal articles on the topic 'Comparative grammar'

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