To see the other types of publications on this topic, follow the link: Contrastive analysis hypothesis.
Journal articles on the topic 'Contrastive analysis hypothesis'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Contrastive analysis hypothesis.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Khalifa, Mohamed Fathy. "Contrastive Analysis, Error Analysis, Markedness Theory, Universal Grammar and Monitor Theory and their Contributions to Second Language Learning." International Journal of Linguistics 10, no. 1 (January 14, 2018): 12. http://dx.doi.org/10.5296/ijl.v10i1.12479.
Full textAbstract:
Theories of second language acquisition (SLA) play an important role in second language (L2) learning. These theories can help both language teachers and their students to understand L2 language learning process. There are various theories and approaches of SLA which try to explain how L2 learning takes place. Each theory accounts for L2 acquisition from a different perspective. This paper describes and compares five theories of L2 acquisition: Contrastive Analysis (CA), Error Analysis (EA), Markedness Theory, Universal Grammar (UG) and Monitor Theory, explains their contributions to L2 learning and shows the criticism of each theory. First, in Contrastive Analysis, the weak and strong hypotheses and types of language transfer are explained. Second, in Error Analysis, attitudes towards errors and aims, process and models of Error Analysis are described. Third, in Markedness Theory, the role of typological markedness in the explanation of L2 learning, the Markedness Differential Hypothesis (MDH) and the Structural Conformity Hypothesis (SCH) are explained. Fourth, in Universal Grammar, it is shown that L2 acquisition occurs on the basis of first language (L1) acquisition: L2 acquisition is a matter of setting the correct L2 parameters. The Language Acquisition Device (LAD) and L2 access to UG are explained. Finally, in Monitor Theory, it is suggested that comprehensible input is crucial for L2 acquisition and the five hypotheses of the theory are explained: (a) The Input Hypothesis, (b) The Learning-Acquisition Hypothesis, (c) The Monitor Hypothesis, (d) The Natural Order Hypothesis and (e) The Affective Filter Hypothesis.
2
Ali, Akbar, Bilal Khan, and Nazakat Awan. "Contrastive Analysis of the English and Pashto Adjectives." Global Language Review I, no. I (December 30, 2016): 74–84. http://dx.doi.org/10.31703/glr.2016(i-i).07.
Full textAbstract:
The paper mainly focuses on the contrastive analysis of the use of English and Pashto adjectives. Contrastive Analysis hypothesis developed in the 20th century from the two renowned theories of language acquisition and linguistics i.e. behaviorism and structuralism. This hypothesis states that the major barriers in the second learning and acquisition process arise from the interference of the first language. Contrastive analysis between languages facilitate the linguists and language teachers in predicting the difficulties a learner may confront through a structural, scientific analysis of pairs of languages (Brown, 2007). The adjectives of English and Pashto have been compared in the paper using contrastive analysis approach. The study finds that there are certain similarities and differences in the use of adjectives in English and Pashto which can cause issues in learning English adjective use by L1 Pashto speakers as ESL learners.
3
Fraai, G. Th. "Spaanse Si En Cuando Zinnen En Hun Equivalenten In Het Nederlands Een Contrastieve En Foutenanalyse." Toegepaste Taalwetenschap in Artikelen 26 (January 1, 1986): 51–69. http://dx.doi.org/10.1075/ttwia.26.05fra.
Full textAbstract:
The object of this investigation was to conduct a contrastive analysis of the following Spanish and Dutch conjunctions:.on the one hand the Spanish pair si_, as a conjunction of hypothesis or condition, and cuando, as a hypothetical/conditional or temporal conjunction, and, on the other hand, the Dutch equivalents als, wanneer, indien and the synonymous conjunctionless construction (0). On the basis of the"strong" predictive version of the Contrastive Analysis Hypothesis (CAH) one or more hypotheses were formulated, which served as predictors of errors likely to be made by Dutch learners of Spanish. The hypotheses were tested in an experimental investigation, involving 31 students.
4
Suhirman, Lalu. "NUANCE IN SIMPLE AND PAST TENSE PATTERNS BY INDONESIAN EFL LEARNERS: A CONTRASTIVE ANALYSIS." IJOLTL: Indonesian Journal of Language Teaching and Linguistics 1, no. 3 (September 3, 2016): 219. http://dx.doi.org/10.30957/ijoltl.v1i3.186.
Full textAbstract:
This article aims to identify the differences between Indonesian and English in constructing affirmative, negative, and interrogative sentences in simple present and present progressive, and simple past and past progressive tenses. This research is descriptive qualitative design. The 40 first semester students of STIKOM Jayapura was selected as research subject. The result indicated that Contrastive Analysis was the systematic study of a pair of languages with a view to identifying their differences and similarities with the assumption the different elements between the native (Indonesian) and the target (English) language caused learning problems, while similar elements did not cause any problems. Contrastive analysis hypothesis is criticized for not all problems predicted by contrastive analysis always appear to be difficult for the students. Errors that do turn up are not predicted by contrastive analysis, but if errors cannot be identified through Contrastive Analysis, it will be suggested using Error Analysis.
5
Dost, Islam Namazian, and Ghassem Bohloulzadeh. "A REVIEW OF CONTRASTIVE ANALYSIS HYPOTHESIS WITH A PHONOLOGICAL AND SYNTACTICAL VIEW: A CROSS-LINGUISTIC STUDY." Buckingham Journal of Language and Linguistics 10 (December 13, 2017): 32–41. http://dx.doi.org/10.5750/bjll.v10i0.1482.
Full textAbstract:
Although contrastive analysis has often been questioned for its inadequacy to predict the transfer errors that learners will make in actual learning contexts it cannot be easily denied that “such interference does exist and can explain difficulties” (Brown, 1994, p. 200), especially in the phonological aspects of second/foreign language learning. In this line, the present research is trying to shed light on the concept of contrastive analysis hypothesis by focusing on the background and origins of the concept, then the procedures and its different versions. Also, the current study will discuss the differences and similarities exist in the phonology and syntax of two languages, namely Persian and English in order to be able to find the areas of possible difficulty for L2 learners of English.
6
GÖK, Şahin. "Contrastive error analysis of Turkish EFL learners in writing." International Journal of Language and Literary Studies 2, no. 4 (December 26, 2020): 236–42. http://dx.doi.org/10.36892/ijlls.v2i4.429.
Full textAbstract:
The aim of this study is to find out to what extent Turkish EFL students make interlingual (interference) and intralingual (developmental) errors in writing at the university level. The mid-term and final examination papers of 50 Turkish EFL students were taken and their errors were categorized into interference and developmental errors. The results of our research have shown that they made a mean of %14.6 interference errors. Thus, this proportion does not confirm the contrastive analysis hypothesis claiming that all errors are due to the negative transfer from the mother tongue. On the other hand, they made a mean of %85.4 developmental errors which are not related to L1. So the results of T?Test indicate that Turkish EFL students made significantly more (p<.001) developmental errors.
7
Gast, Volker. "On the use of translation corpora in contrastive linguistics." Contrasting contrastive approaches 15, no. 1 (April 3, 2015): 4–33. http://dx.doi.org/10.1075/lic.15.1.02gas.
Full textAbstract:
This article argues for a type of corpus-based contrastive research that is item-specific, predictive and hypothesis-driven. It reports on a programmatic study of the ways in which impersonalization is expressed in English and German. Impersonalization is taken to be epitomized by human impersonal pronouns like German man (e.g. Man lebt nur einmal ‘You/one only live(s) once’). English does not have a specialized impersonal pronoun like Germ. man and uses a variety of strategies instead. The question arises what determines the choice of a given impersonalization strategy in English. Drawing on relevant theoretical work and using data from a translation corpus (Europarl), variables potentially affecting the distribution of impersonalization strategies in English are identified, and their influence on the choice of a strategy is determined. By testing hypotheses derived from theoretical work and using multivariate quantitative methods of analysis, the study is intended to illustrate how bridges can be built between fine-grained semantic analyses, on the one hand, and more coarse-grained, but empirically valid, corpus research, on the other.
8
Putri Gita Ardiantari, Ida Ayu. "Revising Syntactic Interference on Conversation Scripts by Contrastive Analysis Teaching Method." ELT Worldwide: Journal of English Language Teaching 8, no. 1 (April 30, 2021): 109. http://dx.doi.org/10.26858/eltww.v8i1.19563.
Full textAbstract:
This study is a research to the third semester of DIV Midwifery students of Kartini Polytechnique Denpasar on Bahasa Inggris I class. The purpose of this research are (1) to identify the syntactic interference of Indonesian Language into English found in conversation scripts written by the third semester of DIV Midwifery students and (2) to investigate the quality of English conversation scripts after the application of contrastive analysis method. The data of this study were taken from English conversation scripts written by the third semester of DIV Midwifery students of Kartini Polytechnique. The interview and observation method also used in collecting the data of this research to find out the students understanding in English syntactic structure. The data were grouped, tabulated and analyzed through sociolinguistic theory of interference that supported by Surface Strategy Taxonomy as well, and the Contrastive Analysis Hypothesis. Based on the analysis, the syntactic interferences found are in level of phrase, clause and sentence; and the error caused by omission, addition, and mis-formation. The interview and observation method showed the increase of the student understanding in English syntactic structure after the application of contrastive analysis method that effect the better quality of English conversation scripts.
9
Hajimohammad, Mohammad, Batool Alinezhad, and Adel Rafiei. "Total Assimilation in Persian Phonology: A Modified Contrastive Specification Account." International Journal of Linguistics, Literature and Translation 3, no. 9 (September 30, 2020): 250–59. http://dx.doi.org/10.32996/ijllt.2020.3.9.26.
Full textAbstract:
Nowadays the main stream in the most fields of linguistics including phonology is minimalism and redundancy removing, which derives from the principle of the economy of language. The advent of under specification theory in the late 19th century can be considered as the beginning of redundancy removing in the domain of phonology. During recent decades different versions of under specification such as Radical Under specification, Contrastive Specification and Modified Contrastive Specification (MCS) have been presented. Modified Contrastive Specification (MCS), which is the finding of Toronto Phonology School is based on Contrastive Hypothesis in which a contrastive hierarchy is applied to specify the contrastive features. It is believed that only contrastive features are specified in phonological representations and redundant values never exist in underlying representations. This paper aims to present a novel analysis of total assimilation process in terms of the manner of articulation in consonant clusters having the structures of –st and –zd in Persian which is an active process in phonology of Persian. Working within the framework of the MCS, through drawing a contrastive hierarchy for phonological features, this paper leads to this conclusion that the feature [continuant] in Persian consonants is a contrastive feature so by spreading this feature, the coronal stops /t/, /d/ assimilate to fricatives /s/ and /z/ respectively. To represent contrast and markedness in this system, we have proposed a contrastive hierarchy of [son] > [lab] > [cont]> [voiced] for consonants involved in the process of total assimilation in Persian.
10
Eckman, Fred R. "Some Theoretical and Pedagogical Implications of the Markedness Differential Hypothesis." Studies in Second Language Acquisition 7, no. 3 (October 1985): 289–307. http://dx.doi.org/10.1017/s0272263100005544.
Full textAbstract:
This paper is intended as a programmatic contribution to the work of a number of scholars in second language acquisition (SLA) who are attempting to explain various facts about SLA in terms of an interaction between native-language transfer and language universals (Gass & Selinker, 1983). In the present paper, some of the theoretical assumptions and consequences of the Markedness Differential Hypothesis (MDH) (Eckman, 1977) are discussed in comparison with the Contrastive Analysis Hypothesis. Crucial differences between the two hypotheses are presented, and empirical evidence in favor of the MDH is reviewed. Pedagogical implications of the MDH are then taken up, and a strategy for interlanguage-intervention is discussed in light of an empirical study. Finally, several problems for the MDH which have been proposed in the literature are considered.
11
Groot, P. J. M., R. Th Otten, and Jan Jaap de Ruiter. "Fouten In Het Nederlands Van Marokkanen, Theoretische Implicaties En Practische Remedies." Toegepaste Taalwetenschap in Artikelen 26 (January 1, 1986): 80–94. http://dx.doi.org/10.1075/ttwia.26.07gro.
Full textAbstract:
This article reports on the first results of an investigation into the errors in Dutch as a 2nd language of Moroccans in Holland. Two competing models (Contrastive Analysis Hypothesis and Creative Construction Hypothesis) to explain second language acquisition are briefly described to demonstrate their implications for FL teaching as to the selection and ordening of FL syntax and especially the way errors are dealt with. One of the implications of the CAH is that the necessity of integrating the results of a contrastive analysis of source and target language will positively correlate with their typological distance. Consequently, it is highly important for the teaching of Dutch as a second language to Moroccans to choose between these two theoretical positions especially as regards the analysis and remedy of errors. To collect empirical data relevant to this theoretical controversy, an investigation was set up to determine the nature and origin of errors of Moroccan Dutch L2 speakers. Subjects were taken from four age groups to gather evidence on the persistence of certain errors, accounting for fossilisation phenomena.
12
Doubkova, O. V., and M. V. Zakharova-Sarovskaya. "CONTRASTIVE ANALYSIS OF MULTICOMPONENT NEOLOGISMS IN MODERN RUSSIAN AND CHINESE: NEOLOGICAL ERGONOMICS." Bulletin of Kemerovo State University, no. 2 (August 3, 2018): 170–75. http://dx.doi.org/10.21603/2078-8975-2018-2-170-175.
Full textAbstract:
Extra-linguistic factors in the languages of different typological systems require compressive means to express new names of enterprises, which leads to active formation of complex ergonyms. However, the types and models of composing remain the same. There is an active change of their productivity, the previously unimportant models of compounding come to the front line. The analysis of the lexical material confirms the hypothesis that the well-known word-formation models are filled with new lexical content. The character of the enterprise and the naming principles lead to the formation of ergonyms that are different in structure and semantics. The analysis has revealed a high percentage of neologisms with abbreviations, foreign components and unusual graphics. Speech game is widely used to create a unique name that attracts the attention of potential customers. In addition, both languages experience significant influence of English in the process of naming of new objects. Naming principles (such as reflecting the business profile, uniqueness and clarity of the name) are not maintained when a new name is coined.
13
Remijsen, Bert, and Otto Gwado Ayoker. "Contrastive tonal alignment in falling contours in Shilluk." Phonology 31, no. 3 (December 2014): 435–62. http://dx.doi.org/10.1017/s0952675714000219.
Full textAbstract:
It has been assumed that tonal alignment is not contrastive in contour tones (e.g. Hyman 1988, Odden 1995, Yip 2002). However, Remijsen (2013) and DiCanio et al. (2014) have recently reported evidence for this configuration. In relation to this controversy, we report on an acoustic analysis of the tone system of Shilluk. The dataset is built around the contrast of Low vs. Early-aligned High Fall vs. Late-aligned High Fall vs. High in closed monosyllabic stems with a short vowel. The results support the hypothesis that tonal alignment is contrastive in falling contour tones in Shilluk: the two falling contours differ consistently and significantly in terms of tonal alignment, relative both to one another and to phonetically similar level-tone configurations. The falling contours do not differ significantly in terms of a number of other phonetic parameters (F0 height, size of F0 change, duration).
14
Anjarningsih, Harwintha Y., and Anisa Saraayu. "A PHONETIC CONTRASTIVE ANALYSIS OF ENGLISH WORDS IN THREE JAPANESE SONGS BY AKB48." Jurnal Humaniora 27, no. 3 (April 9, 2016): 350. http://dx.doi.org/10.22146/jh.v27i3.10595.
Full textAbstract:
Many studies have revealed how Japanese speakers pronounce English words differently. However, not much research has explained the causes of the difference, let alone relating such difference with native language interference. By drawing a comparison between the sound structures of the English and Japanese languages using Contrastive Analysis Hypothesis (CAH), we will see how native language may influence foreign language usage and cause pronunciation differences in popular songs. Transcriptions of three AKB48’s songs – Heavy Rotation, Sugar Rush, and Namida Surprise – will be used as the data sources to determine native language interference. Our findings show that additions of vowel sounds, changes of syllable, changes of height and place of vowel articulation, replacements of a consonant with another consonant, and elisions of consonants happened to the English words across the three songs. These phonetic changes should inform discussions about the relationship between lyrics and melody in songs that incorporate two or more languages (i.e., bilingual).
15
Ekwueme, Joekin, Isaiah Ifeanyichukwu Agbo, and Zubairu Bitrus Samaila. "A Reassessment of the Influence of Igbo Segmentals and Their Implications on the Teaching and Learning of English Sounds." Theory and Practice in Language Studies 11, no. 5 (May 1, 2021): 463–68. http://dx.doi.org/10.17507/tpls.1105.01.
Full textAbstract:
This paper reassessed the influence of Igbo segmentals on the teaching and learning of English sounds in the University of Nigeria Nsukka. It aimed to determine the extent to which phonological interference in Igbo language has negatively influenced the teaching and learning of the English phonemes. The study was anchored on Lado’s (1957) theory of Contrastive Analysis Hypothesis (CAH). The data for study were elicited from a ten-item questionnaire which was randomly distributed to 50 First Year students of the Department of English, University of Nigeria, Nsukka. Again, the findings of previous researches were utilized to contrastively augment the primary data. Using both simple percentage system and Lado’s framework, the data were analyzed quantitatively and qualitatively. The results showed that the recommendations of previous researches were yet to be fully implemented because there are still cases of language transfer at the level of phonology, particularly, the segmental level. Thus a good number of suggestions and recommendations were made to alleviate the problem.
16
Khartite, Brahim, Bendaoud Nadif, and Ismail Benfilali. "Investigating the Persuasive Writing Performance of Moroccan Advanced EFL Students: Is it a problem of “Language” or ‘Reasoning” Acquisition Device?" International Journal of Linguistics, Literature and Translation 4, no. 5 (May 30, 2021): 77–82. http://dx.doi.org/10.32996/ijllt.2021.4.5.6.
Full textAbstract:
This study investigates the extent to which the results of rhetorical comparisons of persuasive essays by US English native speakers and others by Moroccan advanced EFL students will provide empirical evidence for Kaplan‘s (1966) contrastive rhetoric hypothesis. This is especially regarding the fact that EFL students-writing problems are a byproduct of the negative transfer of rhetorical strategies from their first language (L1). This hypothesis is tested by comparing 20 EFL and Arabic L1 persuasive essays by the same EFL students to essays in English as L1 by native speakers to identify the extent to which the language of composing and one’s cultural background affects the writing quality of their essays. The study hypothesizes that if Kaplan’s contrastive rhetoric claims were accurate, then Moroccan advanced EFL writers would produce essays that tend to be rhetorically less accurate when judged by standard English rhetorical criteria. Moreno’s (2005) approach to match comparable corpora of persuasive essays from two different cultural and linguistic backgrounds was adopted. As for the study participants, 40 advanced student-writers from two discrepant language and cultural backgrounds were recruited to take part in the study. While the results of a stepwise multiple regression analysis provides further evidence corroborating the validity of the rhetorical measures used in the study, group mean scores comparisons and a Multiple Discriminant analysis of the data indicates that those writers from various cultural backgrounds seem to face far more similar than different rhetorical problems and their writing inadequacies are equally distributed regardless of which language the study participants used to write their essays.
17
Bagherzadeh, Hamideh Sadat, and Aqil Izadysadr. "The implication of the lexicon contrastive analysis of colors in Persian & English in perception and translation of colors." Proceedings of the Linguistic Society of America 5, no. 1 (March 23, 2020): 282. http://dx.doi.org/10.3765/plsa.v5i1.4707.
Full textAbstract:
Color is all around but it is not everywhere treated in the same way. The terms people use to describe colors give another means of exploring the relationship between different languages and cultures. One field we can see the manifestation of this relationship is translation because we sometimes cannot directly translate color words from one language to another without introducing subtle changes in meaning, or the perception of the same colors in different languages may be different due to different cultures (Wardhaugh, 2006). This study aims at investigating the contrastive comparison of color lexicons- in terms of number and variety as well as their perception- in Persian and English and its effect on translation; moreover, by utilizing this cross-cultural study of color perception, want to investigate whether or not this research is in harmony with previous research –specifically the Weak Version of Linguistic Relativity Hypothesis advocating that language influences perception. The findings of this study are the result of a long process of investigating many English and Persian dictionaries, art and graphic books, personal interviews with artists, and some tasks for translators and even native speakers of both languages. After finding the specific types and lexicons of colors, we found some colors with no equivalent in the other language. Therefore, those color terms were the stimulus for our tasks. We provided some tasks and asked 50 English-Persian translators who were Persian native speakers and 50 English native speakers (Because of the limitation of access to English-Persian translators who are also English native speakers) for their perception of those colors in order to find out how perception of the colors with no equivalent in the native language would affect the translation. Results revealed that 98% of translators had difficulty perceiving and translating the two different color lexicons for which Persian had no equivalent, and 99% of translators had difficulty translating 15 different color lexicons, which were chosen among 32 color lexicons of Persian with no English equivalent. Similarly, 97% of English native speakers had difficulty perceiving the translated Persian color lexicons to English, for which they had no certain equivalent. Having compared the results of data collection in Persian and English, the researchers found that there are statistically significant similarities and differences between Persian and English color terms. Comparing the results revealed that the two languages are similar in the number of basic colors; however, color types are more various in Persian while there are more terms for one single color in English; therefore, the marked similarity of color grouping in Persian and English suggests some evidence that color grouping is universal and is inconsistent with the Linguistic Relativity Hypothesis. However, part of the results, which shows differences in the perception of colors in two languages, is consistent with the Weak Version of Linguistic Relativity Hypothesis. Consequently, as an implication of the study in EFL/ESL and translation, the study provides some evidence which could be a source in translation of color terms in Persian and English.
18
Akter, Nilu. "Error Analysis in Chinese Initials Made by Bangladeshi Learners at Elementary Level." International Journal of Linguistics 13, no. 3 (May 30, 2021): 36. http://dx.doi.org/10.5296/ijl.v13i3.18694.
Full textAbstract:
Chinese initials play an inevitable role in learning Chinese as a second language. Without the proper knowledge of Chinese initials, learners fail to communicate with people smoothly. Therefore, learners from different countries face different difficulties in learning Chinese initials. The pronunciation of Chinese consonants is not easy for foreigners, especially for Bangladeshi learners. Therefore, errors occur in the Chinese initials of Bangladeshi learners.Although Bangladeshi students often encounter difficulties learning Chinese initials, no comprehensive research done in this area. This research aims to investigate the pronunciation errors of Chinese initials made by Bangladeshi learners. To know the types of initials errors and the reason behind these errors, the error analysis hypothesis, and the contrastive analysis hypothesis was used to analyze the data. However, 20 Bangladeshi students at the elementary level were chosen as the research participants. In this research, a questionnaire survey, interview and comparative analysis were used as research methods.The common finding is that the initials error of Bangladeshi learners occurs in labial, alveolar, velar, retroflex, dental, and palatal consonants. Among them, the highest rate of error has been found in the pronunciation of retroflex, dental, palato-alveolar consonants. The research found that the reason for initials errors of Bangladeshi Chinese learners is the negative transfer of mother tongue, similar phonetic symbols, lack of learning motivation and strategy etc. Finally, the researcher provides some suggestions to correct the pronunciation of initials errors of Bangladeshi Chinese learners.
19
Kiose, Maria I. "Linguistic creativity and discourse profiles of English language children’s novels." Russian Journal of Linguistics 25, no. 1 (December 15, 2021): 147–64. http://dx.doi.org/10.22363/2687-0088-2021-25-1-147-164.
Full textAbstract:
Contemporary discourse studies face the necessity to develop the methods of contrastive sub-discourse analysis which apply numeric and comparable data to diversify and describe sub-discourse types. The aim of the research is to propose a method of discourse profiling serving the purpose, and to further test the method in the contrastive study of linguistic creativity in different types of English language childrens novels. The category of linguistic creativity being the leading form of language poesis receives parametric description on all language representation levels (in written form) and provides the discourse values for contrastive analysis. These values are explored in the fragments of non-autobiographic and autobiographic adventure novel sub-discourse types authored by J.C. George, F. Gibson, J.D. Ullman, and G. Durrell (a total amount of 120.000 signs) annotated manually for 52 linguistic creativity parameters on phonological, morphological, word-formation, lexical, syntactic, and graphic levels. The working hypothesis is that the linguistic creativity parametric activity distributions represent the sub-discourse profiles and may serve to contrast sub-discourse types by means of their vectors contingency values. The analysis in individual parameter activity and in parameter groups activity demonstrated significant variance in sub-discourse construal, with autobiographic sub-discourse of G. Durrell manifesting several higher activity values in word-formation (occasional compounding), lexical use (the use of professional language, lexical tropes, allusive names, higher register style) and syntactic use (the use of parallel structures and syntactic intensifiers). In terms of morphological activity, the parameter values tend to be lower (morphological category shifts), the same stands true of some syntactic (the use of elliptical structures) and lexical parameters (the use of lower register types and proper names). The sub-discourse profiles demonstrate several common features, evidently typical of the discourse type itself, and the features differentiating non-autobiographic and autobiographic discourse subtypes. Vector correlation analysis revealed lower correlation values for autobiographic sub-discourse, which proves its specificity and testifies to the discourse profiling method applicability.
20
Yang, Wen Long. "Active Earth Pressure on Retaining Wall due to Local Uniform Load." Applied Mechanics and Materials 368-370 (August 2013): 1497–502. http://dx.doi.org/10.4028/www.scientific.net/amm.368-370.1497.
Full textAbstract:
Based on the coulomb's earth pressure theory hypothesis, considering the condition of static equilibrium of the force when the slide wedge was in limited equilibrium, a formula of active earth pressure was proposed, which considers the cohesion force on the sliding plane, the adhesive force on the interface of soil and the retaining wall ,the local uniform load, and the given critical rupture angle of the explicit solutions. The contrastive analysis with calculation results based on code primarily proves the rationality of this formula .It is analyzed that , the active earth pressure acting upon the retaining wall and the critical rupture angle of sliding wedge will enlarge with the increasing of local uniform load width.
21
Cabral, Ana Suelly Arruda Câmara, and Eliete De Jesus Bararuá Solano. "Mais Fundamentos para a Hipótese de Proximidade Genética do Araweté com Línguas do sub-ramo V da Família Tupí-Guaraní (Further Foundations for the Hypothesis of Genetic Proximity of the Araweté Language to the Languages of sub-set V of the Tupí)." Estudos da Língua(gem) 4, no. 1 (December 30, 2006): 41. http://dx.doi.org/10.22481/el.v4i1.1022.
Full textAbstract:
Neste artigo, desenvolve-se, com ênfase em aspectos morfossintáticos, uma análise contrastiva de dados lingüísticos do Araweté e de línguas representativas de quatro subconjuntos orientais da família lingüística Tupí-Guaraní (subconjuntos IV, V, VI e VIII), cujos resultados apontam para uma maior proximidade genética do Araweté com as línguas do subconjunto V, como havia sido proposto por Rodrigues (1985), quando dados dessa língua ainda eram bastante limitados. O estudo fornece também indicações de estágios anteriores, a partir dos quais o Araweté teria se diferenciado das demais línguas do seu subconjunto.PALAVRAS-CHAVE: Morfossintaxe. Relações genéticas. Diversificação lingüística. Modelo arbóreo. Família Lingüística Tupí-Guaraní.ABSTRACTThis paper deals with contrastive analysis with emphasis on morphosyntactic aspects of Araweté and other representative languages of four eastern sub-sets of the Tupí-Guaraní family (sub-sets IV, V, VI and VIII). The results showed a great degree of genetic proximity of the Araweté language to languages of sub-set V, as proposed by Rodrigues (1985), when Araweté was still scarcely known. The study also offers indications of previous stages of the Araweté language history, from which it would have differentiated from the other languages of sub-set V. KEYWORDS: Morphosyntax. Genetic relations. Family tree model. Tupí-Guaraní linguistic family.
22
Kadarisman, A. Effendi. "Linguistic Relativity, Cultural Relativity, and Foreign Language Teaching." TEFLIN Journal - A publication on the teaching and learning of English 16, no. 1 (September 3, 2015): 1. http://dx.doi.org/10.15639/teflinjournal.v16i1/1-25.
Full textAbstract:
Every language is assumed to be unique, structurally and culturally. Taking this neo-Bloomfieldian assumption at the outset, this paper first points out the inadequacy of sentence grammars for foreign language teaching. Toward this end, the paper further argues for the necessity of understanding linguistic and cultural relativity. Linguistic relativity, or better known as the Sapir-Whorf hypothesis, suggests that the way we perceive and categorize reality is partly determined by the language we speak; and cultural relativity implies that verbalization of concepts in a particular language is often culturally conditioned. As related to the field of foreign language teaching, relativity across languages and cultures presupposes contrastive analysis in a very broad senses. Thus, pointing out differences in language structures and cultural conventions should lead students to better acquisition of linguistic and cultural sensitivity.
23
YOON, Sumi. "Is Korean Really a Listener-Responsible Language like Japanese?: A Contrastive Analysis of Discourse in Apologies between Korean and Japanese." Acta Linguistica Asiatica 1, no. 3 (January 23, 2012): 73–94. http://dx.doi.org/10.4312/ala.1.3.73-94.
Full textAbstract:
According to Hinds’ typology of languages on discourse level, Japanese and Korean are both considered listener-responsible languages, whereas English is classified as a speaker-responsible language (Hinds, 1987). However, in conversation, Yoon (2009) demonstrated that Korean should be classified as a speaker-responsible language based on her contrastive analysis of daily conversations between married couples in Japanese and Korean, where address terms and fillers are used as contextualization cues (Gumperz, 1982) to convey a speaker's intention to the interlocutor metacommunicatively. The purpose of the present study is to show that Japanese is listener-responsible, while Korean is a speaker-responsible language on the level of conversational communication. In order to test the hypothesis, surveys and recordings of real conversations of Japanese and Korean people were conducted and analyzed.The informants in the present study consisted of four groups: Japanese university students who live in their own country, Japanese university students who live in the U.S., Korean university students who live in their own country and Korean university students who live in the U.S. A Discourse Complete Test (DCT) was completed by Japanese and Korean university students to compare the differences in speaker responsibility in apologies. The results suggest that Korean should be classified as a speaker-responsible language for understanding in conversations, since Korean speakers produce many more utterances and convey more information per utterance to the interlocutor than Japanese speakers. Furthermore, it is found that the responsibility for the understanding of utterances correlate with daily use of American English, especially in the case of Japanese university students.
24
Pérez Blanco, María. "The discourse functions of certainly and its Spanish counterparts in journalistic opinion discourse." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 31, no. 2 (December 27, 2018): 520–49. http://dx.doi.org/10.1075/resla.16026.per.
Full textAbstract:
Abstract This paper explores the discourse functions of certainly and its Spanish equivalents in the genre of newspaper opinion discourse. Certainty markers seem to have a presence intrinsic to the opinion genre and, therefore, are expected to “exhibit a certain uniformity across languages” (Dafouz, 2008, p. 110). Whereas the non-correspondence between certainly and ciertamente soon becomes apparent, the results of earlier studies (Ramón, 2009; Carretero, 2012) might well lead to the hypothesis that the PPs sin duda and desde luego realize in Spanish opinion articles the same discourse functions as certainly does in English newspapers. Drawing on naturally-occurring linguistic data from a corpus of English and Spanish opinion texts (C-OPRES), this study (1) investigates the non-correspondence between cognates and (2) explores the aforesaid research hypothesis. Finally, a translation corpus is used (P-ACTRES) to address the complex relationships between seemingly equivalent words, filling in the gaps of the contrastive analysis. The findings reveal a partial overlap between certainly and its Spanish counterparts as epistemic markers or in concessive contexts; whereas there are also significant differences in the distribution of other discourse functions, mainly regarding the emphasizing use of certainly and the grammaticalization of its so-called equivalents in Spanish as textual and/or interpersonal discourse markers.
25
Chen, Jingwen. "A Corpus-based Study of Chinese EFL Learners’ Employment of although." English Language Teaching 10, no. 8 (July 6, 2017): 51. http://dx.doi.org/10.5539/elt.v10n8p51.
Full textAbstract:
Although is a frequently used subordinating conjunction in English. However, non-nativeness is often observed in Chinese EFL learners’ although output during pedagogical practice. This paper aims at exploring the characteristics of Chinese EFL learners’ although employment in Chinese EFL learners’ writing. The study is a corpus-based analysis launched under the analytical framework of contrastive interlanguage analysis. The interlanguage hypothesis lays the theoretical foundation of the present study. Texts from two corpora—the Chinese learner English corpus [CLEC] and the “arts and humanities” disciplinary group of the British academic written English corpus [sub-BAWEC]—are analyzed both quantitatively and qualitatively with the help of concordance software Antconc 3.2.1 and statistics program PASW Statistics 18. Based on the findings, conclusions are drawn as follows: 1) Chinese EFL learners tend to underuse although and produce mono-structural although clauses in their writing. Nevertheless, they share similar preference on deciding although placement in clauses with native English speakers; and 2) Factors such as interlingual difference between English and Mandarin Chinese, pedagogical neglect in English classrooms and different cognitive styles influence Chinese EFL learners’ although employment.
26
Jiménez-Fernández, Ángel L. "When focus goes wild: An empirical study of two syntactic positions for information focus." Linguistics Beyond and Within (LingBaW) 1 (December 30, 2015): 119–33. http://dx.doi.org/10.31743/lingbaw.5627.
Full textAbstract:
My goal in the present paper is to carry out an analysis of the syntactic and discourse properties of Information Focus (IF) in Southern Peninsular Spanish (SPS) and Standard Spanish (SS) varieties. Generally, it has been argued that IF tends to occur last in a sentence since new information is placed in final position, following the End-Focus Principle as well as the Nuclear Stress Principle (Zubizarreta 1998). Focus fronting has been hence reserved for those cases in which a clear contrast between two alternatives is established, namely Contrastive Focus (CF) and Mirative Focus (MF) (cf. Cruschina 2012). The starting hypothesis here is that IF can appear as a fronted element in a sentence and that SPS speakers show a higher degree of acceptability and grammaticality towards such constructions, as opposed to SS speakers. This points toward a certain degree of microparametric variation in Spanish syntax (an understudied area), which will be tested by means of a grammaticality judgement task run among both SPS and SS speakers.
27
SENOUBER, Boukhmis, and Chahrazed Bin YOUNES. "GENERAL THEORIES AND SPECIAL THEORIES IN TEACHING LANGUAGE TO NON-NATIVE SPEAKERS." RIMAK International Journal of Humanities and Social Sciences 03, no. 05 (June 1, 2021): 200–214. http://dx.doi.org/10.47832/2717-8293.5-3.20.
Full textAbstract:
The field of teaching language for non-native speakers is a rich field that has been addressed by various theories that tried to explain the process of acquiring a second language, as some of them pay great attention to the innate characteristics of the learner, and others focus on the role that the environment plays, especially in terms of providing contact with those who modify their language and patterns of interaction to suit the needs of the language learner, while other theories focus on the learner’s participation in the social contexts, or the so-called immersion in the target language environment, and the importance of research is highlighted in uncovering the mechanisms and curricula that these theories have adopted in order to achieve meaningful and distinct learning. The research aims to address this topic, trying to delve into the concepts and procedures of each theory separately in an attempt to clarify and present it to the Arab reader and student in an accessible and understandable form. We will try to rely in this study on a research plan that includes two main topics: A first topic, which we will devote to general theories in teaching language to non-native speakers; That is, theories that dealt with linguistic acquisition in general, whether related to the first or second language, and includes three main theories; They are the structural behavioral theory, the innate or Universal Grammar theory, and the functional theory. As for the second topic, we will devote it to the special theories, which are theories that dealt exclusively with teaching the language to non-native speakers, and it includes eight basic hypothesis. They are the Monitor hypothesis, the interaction hypothesis, the contrastive analysis hypothesis, the creative construction hypothesis, the fundamental difference hypothesis, Noticing hypothesis, the projection hypothesis, the competition model.In order to delve into this topic, we raise the following problems: How did cognitive theorizing for teaching a language to non-speakers of it contributed to addressing the difficulties and mistakes faced by the second language learner? How did these theories address the issue of second language teaching and acquisition?
28
Al-Owayid, Rehab Hassan. "The Use of Contrastive Discourse Markers by English-major Saudi Female Undergraduates at Qassim University in Academic Writing." Journal of Language Teaching and Research 9, no. 1 (January 1, 2018): 51. http://dx.doi.org/10.17507/jltr.0901.07.
Full textAbstract:
Academic writing requires a skillful use of markers and linguistic features. The purpose of this quantitative study was to examine the efficacy of a one-time intervention on the use of contrastive discourse markers (CDMs) by Saudi female English major undergraduates. The present study also surveyed the opinions of writing skills instructors about CDM instruction and investigated factors that may affect the use of CDMs by undergraduates. A convenience sample of 100 students was selected from Levels 6 and 8: fifty students of each were recruited from the Colleges of Arts and Sciences in Buraydah and Onayzah cities, Saudi Arabia. Pre- and post-tests were used to collect data from student participants. Data from teacher-participants were also gathered through a questionnaire. Results of t-test analysis support the hypothesis of the significant impact of the intervention on the mean scores of the intervention group, M = 10.90 vs. M = 6.24, t(98) = 12.03, p < 0.0001. There were no significant differences by grade level. The writing skills teachers reported that the knowledge of the different meanings of CDMs affects students' use of the markers. Factors such as the inadequate practice of critical thinking skills, the types of writing tasks, and reading-writing connection may influence students' use of CDMs. The results suggest that the knowledge of CDMs and the different meanings that they signal can improve learners to perform better.
29
Neupane, Nabaraj. "Second Language Acquisition as a Discipline: A Historical Perspective." Journal of NELTA Gandaki 2 (December 8, 2019): 55–64. http://dx.doi.org/10.3126/jong.v2i0.26603.
Full textAbstract:
Second language acquisition (SLA) generates and tests the theories concerning the acquisition of languages other than first language (L1) in different contexts. Even if SLA is a nascent discipline, its history is remarkable and helpful to seek the answers to the questions that researchers are raising in the field of second language or foreign language. Based on this context, this article aims to recount the history of the burgeoning discipline that heavily draws from numerous disciplines like linguistics, psychology, sociolinguistics, psycholinguistics, and so on. To achieve the objective, document analysis method has been used. The analysis and interpretation of the available documents exhibit that the traces of SLA were observed in the studies that address the issue of language transfer. Specifically, the diachronic study proves that the development of the discipline has undergone three evolving phases like background, formative, and developmental. The background phase caters for behaviourism, contrastive analysis hypothesis, and the attacks on the fundamental premises of behaviourism. The formative phase deals with Chomsky’s revolutionary steps, error analysis, interlanguane theory, morpheme order studies, and the Krashen’s monitor model that opened up the avenues for further studies of SLA. The developmental phase recounts various studies that have consolidated SLA as a separate discipline.
30
Milivojević, Nataša. "Particles and Prefixes in English and Serbian." ELOPE: English Language Overseas Perspectives and Enquiries 2, no. 1-2 (June 22, 2005): 65–75. http://dx.doi.org/10.4312/elope.2.1-2.65-75.
Full textAbstract:
The paper attempts to, by means of contrastive analysis, prove that particles belonging to phrasal verbs in English are in their linguistic essence equivalent to Serbian perfective verbal prefixes. This hypothesis has been backed up by a brief study based on 40 translation equivalents, which has shown that phrasal verb particles in English and perfective prefixes in Serbian are both markers of telic aktionsart on the lexical level of the verb. Also, the particles and the prefixes alike affect the ‘aspectual use’ of verbs in their respective languages: while the particles in English do not block their use with the progressive, the prefixes in Serbian block their use with imperfective aspect. Both semantically and grammatically, the appropriate solution for translating the English progressive of phrasal verbs into Serbian is modal aorist of Serbian perfective verbs. On the lexical and grammatical level alike, Serbian and English seem to have a convergent relationship, hence there exists a contrast between Serbian and English, the analyzed language elements are also similar with respect to distribution and equivalent with respect to meaning.
31
Data-Bukowska, Ewa. "Ett Litet Språks Spår I Översättarvärlden." Folia Scandinavica Posnaniensia 16, no. 1 (December 1, 2014): 4–16. http://dx.doi.org/10.1515/fsp-2015-0001.
Full textAbstract:
Abstract This paper looks into the issue of Swedish-Polish translationese as a manifestation of the Swedish centre impact on languages in the world via translation. The term “translationese” is used to describe a specific language created in translated texts, among other things in Swedish-to-Polish translation. Such a language may be postulated to influence contemporary Polish in some domains due to abundant translations of Swedish literature in Poland in recent years. What features can be then ascribed to the Swedish-Polish translationese, not only from a lexical but from a grammatical point of view as well? The paper addresses this question thorough an analysis of a Swedish literary text and its 33 Polish non-professional translations, which are assumed to maximize the tension between Swedish and Polish in translation underlying the development of translationese. However, the intention is not to characterize such a language as a whole, but to test some hypotheses in its delimitation. The propounded hypothesis is that the occurrence of a postulated feature in the majority of the collected translations may be seen as an indicator of this feature’s existence in the Swedish- Polish translationese as such. The following features are identified: frequent use of short sentences, possessive pronouns in an NP, underspecified expressions and repetitions of lexical items, as well as desolation of fixed phrases. The presented research may be an impute to a broader corpus-based contrastive study.
32
Ali Ahmed Qasem, Fawaz. "Crosslinguistic Influence of the First Language: Interlingual errors in the writing of ESL Saudi learners." Macrolinguistics 8, no. 13 (December 30, 2020): 105–20. http://dx.doi.org/10.26478/ja2020.8.13.7.
Full textAbstract:
Writing as a productive skill is challenging for the learners as it requires rich linguistic and cognitive abilities to match words with ideas well. A learner of any language as Second Language (SL), for example English, Arabic, Chinese, or German, enters an early, natural, and inevitable stage of making various errors in writing compositions. The errors could be due to dissimilar linguistic systems of the two languages (L1 and L2) or the lack of understanding the SL linguistic rules. This study focuses on investigating the frequent and common inter-lingual errors (the negative influence) committed by Arabic-speaking learners of English as Second Language (ESL). The study is based on Error Analysis (EA) of the essays of a group of English major undergraduate students from the University of Bisha, Al-Namas, Saudi Arabia. Contrastive Analysis Hypothesis (CAH) is included to predict most of the errors in the collected samples. The findings of the study show that common errors in the data are interlingual (54.03%). The errors within the Grammatical Category include the misuse of tenses, dropping the subjects, dropping verb to be-copular and word order misplacement. The majority of errors in the study are due to the interference of L1 linguistic system including the different orthographic, phonological, morpho-syntactic components. For instance, the participants’ dropping subjects in English can be attributed to the fact that Arabic as L1 and as Null Subject Language (NSL), unlike English, allows subject drop. The results also find that within the Lexical Category, preposition and article errors are the most frequent errors and that spelling errors are the most dominant errors within the Mechanics Category. The study gives some pedagogical implications and suggestions to avoid and minimize the interlingual errors of such type. For instance, teachers need to focus more on enlightening their students about the contrastive language systems from the early stage of learning ESL.
33
Data-Bukowska, Ewa. "Literal translation in the light of the gravitational pull hypothesis: The case of sentence-initial indefinite noun phrases in singular in Norwegian-to-German and German-to-Norwegian translation." Scandinavian Philology 19, no. 1 (2021): 5–29. http://dx.doi.org/10.21638/11701/spbu21.2021.101.
Full textAbstract:
The present article reports on a study of renditions of sentence-initial indefinite noun phrases (NPs) in singular in Norwegian-to-German and German-to-Norwegian parallel corpus data. It briefly describes the correspondences to such NPs and the translation- induced changes that are made in the structure of the sentences including the phrase. In particular, however, the study focuses on fully congruent correspondences to singular sentence-initial indefinite NPs, i. e., the instances in which the structure is formally copied in translational renditions. Finding out to what extent such sentence initials are preserved in translation allows us to verify the hypothesis about literal translation that pertains to a potential (yet somehow forgotten) translation universal. By referring the conducted study to the framework of the current version of the gravitational pull hypothesis by Sandra Halverson, it becomes possible to position the phenomenon of literal translation in the context of the latest research into bilingual cognition and to find common ground where more traditional contrastive linguistics and translation studies may meet. The analysis generally supports the literal translation hypothesis as the NPs under investigation (classified as highly salient linguistic structures) have been translated into German and Norwegian literally in over 70 %. Thus, the gravitational pull of the source text structures on the target language is of similar strength. On the other hand, it has been observed that Norwegian is more resistant to using sentence-initial indefinite NPs than German, or that German applies this way of content construal more willingly. In a broader perspective, the research results shed new light on the extent to which the linguistic patterns of the use of the indefinite article in a real text production are similar and entrenched in a bilingual’s Norwegian/German representation.
34
Makhmud, Fiqhi Nahdhiah, and Rudiansyah Rudiansyah. "INTERFERENSI STRUKTUR KALIMAT BAHASA INDONESIA DALAM STRUKTUR KALIMAT BAHASA MANDARIN PADA KARANGAN NARATIF MAHASISWA SASTRA CINA USU." GENTA BAHTERA: Jurnal Ilmiah Kebahasaan dan Kesastraan 3, no. 2 (December 1, 2017): 191–201. http://dx.doi.org/10.47269/gb.v3i2.15.
Full textAbstract:
AbstrakInterferensi dikenal sebagai suatu penyebab dalam kesulitan belajar dan kesalahan dalam proses pembelajaran bahasa kedua. Penelitian ini bertujuan untuk mendeskripsikan interferensi terhadap struktur kalimat bahasa Mandarin yang ditulis oleh mahasiswa semester VI stambuk 2013 Program Studi Sastra Cina, Fakultas Ilmu Budaya, Universitas Sumatera Utara. Sumber data yang digunakan adalah karangan narasi bertemakan berlibur (eGP [fàngjià]) oleh mahasiswa semester VI stambuk2013 Program Studi Sastra Cina, Fakultas Ilmu Budaya, Universitas Sumatera Utara (USU) yang berbahasa ibu bahasa Indonesia. Metode yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif. Pada tahap analisis data penelitian ini menggunakan metode Agih Sudaryanto. Adapun teori yang digunakan dalam menganalis interferensi struktur kalimat pada penelitian ini adalah hipotesis analisis kontrastif. Hipotesis analisis kontrastif merupakan penjabaran dari perbedaan antara dua bahasa yang menjadi dasar penyebab kesulitan belajar bahasa dan kesalahan berbahasa yang dihadapi oleh pelajar. Perbedaan yang terjadi diidentifikasi dari perbandingan struktur antara dua bahasa, bahasa pertama dan kedua yang dipelajari pelajar. Hasil penelitian menunjukkan bahwa: interferensi terjadi pada penempatan posisi fungsi sintaksis pada kalimat bahasa Mandarin yang mengikuti struktur kalimat tunggal dan kalimat majemuk bahasa Indonesia, terdapat pada fungsi sintaksis keterangan (K), tataran posisi predikat (P), dan subjek (S) yang mengikuti struktur pola kalimat bahasa Indonesia, serta pada struktur pola atau penempatan klausa dan kata penghubung. Kata kunci: interferensi, bahasa Indonesia-Mandarin, struktur kalimat AbstractInterference is known as a cause of learning difficulty and mistakes in learning second language. The purpose of this research is to describe the interference of Indonesian sentence structure on the chinese structure in narrative writing by the sixth semester students of the Chinese Department, Faculty of Cultural Sciences, The University of Sumatera Utara. The source data of this research was narrative writing by the sixth semester students of the Chinese Department, Faculty of Cultural Sciences, The University of Sumatera Utara (USU) that using Indonesian as their mother language. The theme of that narrative writing was holiday(eGP) [fàngjià]. This research was a descriptive qualitative method. The Sudaryanto’s Agih method is used to analyze data. This research used Hypothesis of Contrastive Analysis. The Hypothesis of Contrastive Analysis was the description of differences between two languages which become a platform of difficulty and mistakes in language learning which is felt by students. The differencees that exist were identified from the comparison of two languages’ structures, the first and second languages. The result of research is: the interference of Indonesian sentence structure on the chinese structure narrative writing occurs on syntax function of chinese sentence, that used Indonesian sentence structure in simple sentence and also complex sentence. The interferences in the form of syntax function were at: complement, predicate and subject that used Indonesian sentence structure, and the using of Indonesian structure on clause and conjunction placement. Keywords: interference, Indonesian-Mandarin language, sentence structure
35
Parvizi, Gholam Reza. "The Effect of Comparative FonF Structure on Learning L2 Verb Components." World Journal of English Language 8, no. 1 (March 30, 2018): 8. http://dx.doi.org/10.5430/wjel.v8n1p8.
Full textAbstract:
This study focuses on the impact of the type of form-focused instruction (FFI) on its efficiency in mastering L2forms. The hypothesis that FFI, which induces structural and metalinguistic salience on the basis of contrastiveanalysis of the learner’s L1 and L2, would be particularly effective at facilitating the acquisition of difficult L2 formswas tested in a quasi-experimental study comparing the effectiveness of two types of FFI, one with and one without acontrastive component. The contrastive FFI explicitly drew learners’ attention to the cross-linguistic differences inthe tense-aspect systems of their L2 and L1 while the non-contrastive treatment only focused on the tense-aspectsystem of the L2. The effects of these two types of FFI were assessed by analyzing the learners’ pre-test and post-testperformance on two tasks differing in the extent to which they involve the activation of explicit and implicitlinguistic knowledge: a grammatical judgment task and a controlled translation task. The subjects of the studycomprised of 43 students majoring in English language in the Iranian capital university, Tehran, 22 were selected asfor experimental group and 21 for control group randomly. The results of the study revealed that the quantitativeanalysis of the Grammatical Judgment Test (GJT) data indicated no significant effect of CFFI due to the novelty ofthe translatory technique, or the potential individual differences in the learning orientation of the learners. On thecontrary, the qualitative analysis indicated differential effects of this type of FFI according to the nature of targetform, i.e. CFFI was beneficial in raising the grammatical judgment of Persian Learners of English (PLE) regardingpresent perfect form but not effective in their judgment of ungrammatical progressive forms. In terms of translationtask, the CFFI appeared to be effective in the correct use of the target structures by PLE. This may be mainly due tothe fact that Translation Test (TT) needed explicit knowledge which was presented in CFFI and that translation is acontrastive activity in nature.
36
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.
Full textAbstract:
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.
37
Moyer, Alene. "ULTIMATE ATTAINMENT IN L2 PHONOLOGY." Studies in Second Language Acquisition 21, no. 1 (March 1999): 81–108. http://dx.doi.org/10.1017/s0272263199001035.
Full textAbstract:
Within both first and second language acquisition research, a critical or sensitive period for complete attainment has largely been substantiated in phonological studies, although it is questionable whether age should be examined in isolation from sociopsychological influences and the extent of exposure to the second language. This study sets out to challenge the Critical Period Hypothesis (CPH) by examining phonological performance among highly motivated subjects who use German daily as graduate student instructors and who have been immersed in the language through in-country residence, augmented by years of instruction in both language- and content-based courses. The methodology developed seeks to expand the realm of factors that are potentially conflated with age, such as instruction, motivation, suprasegmental training, and self-perception of productive accuracy, and other factors that have not been addressed in previous studies on ultimate attainment. Production tasks target sounds difficult for nonnative speakers (NNSs) according to contrastive analysis, and task types range in complexity from isolated words to sentences, paragraphs, and free speech. A mean rating was computed for each speaker, including native speaker controls, according to native speaker judgments. When averaged across all tasks, nonnative speaker performance did not overlap with native performance. However, several variables correlated significantly with outcome, including suprasegmental training, which indicated performance closer to native level.
38
Iliadi, Alexander. "IRANO — SLAVICA: HISTORICAL-WORD-BUILDING PARALLELS." Naukovy Visnyk of South Ukrainian National Pedagogical University named after K. D. Ushynsky: Linguistic Sciences 18, no. 28 (July 2019): 95–108. http://dx.doi.org/10.24195/2616-5317-2019-28-9.
Full textAbstract:
The paper deals with the findings of the research dedicated to the study of word-building in the Iranian and Slavonic languages in the comparativehistorical aspect. The task of the article was comparative analysis of Iranian and Slavonic lexemes with common Indo-European roots in diachrony and synchrony. Particularly, their etymology and peculiarities of functioning have been reviewed. In the course of the research the hypothesis of the common Indo-European legacy for word-building of the two language groups (Iranian and Slavonic) has been proved. At the same time the evidence for the common innovations for the age of Slavonic and Iranian contacts has been found. The prototypes and derivatives have been analyzed in detail with the selection of typologically common and specific linguistic features of derivation. The methodology of this research involved the inductive and deductive methods, the method of contrastive analysis and ethnic methodological conversation analysis. The analyzed word-building parallels and the conclusions are of great relevance for both comparative and historic and general linguistics. Comparativistics also employs the typological reference point. It is not only the presence of morphologically identical and chronologically similar complexes (combinations of morphemes) in two typologically not distant languages that is important. There should also be typological similarity of the processes of the word structure modification in case one and the same element is used. This proves the potential possibility of the equal development of the group of non-distantly related units in different languages. The perspective is seen in reviewing this issue in the different groups of the Indo-European languages.
39
Limarova, E. V., and E. E. Sokolova. "SEMANTICS AND PRAGMATICS OF VERBAL ASPECTUALITY IN ENGLISH AND RUSSIAN DISCOURSES." Philology at MGIMO 19, no. 3 (October 3, 2019): 59–64. http://dx.doi.org/10.24833/2410-2423-2019-3-19-59-64.
Full textAbstract:
The relevance of the proposed article stems from the scientific interest in investigation of different means of conceptual organization of knowledge in the process of production and interpretation of English and Russian utterances. Thus, it aims at establishing the role of aspect in English and Russian discourse through interpreting aspectual situations which are analyzed at the level of sentences and textual fragments borrowed from two translation versions of M. Mitchell’ s novel “Gone with the Wind”.The theoretical framework for the research is provided by Relevance theory as developed in recent works on procedural meaning to handle H. Reichenbach’s symbolic logic for tense and aspect and Relevance theory proposed by D. Sperber and D. Wilson. We suggest that the following means are involved in expressing the type of action: a combination of lexical and grammatical properties of the verb; grammatical forms of the verb; meanings of time adverbs. These means are capable of characterizing R, a conceptual notion, which can be inferred by contextual assumptions.Systematization of referential relations among the above mentioned components taking into account the influence of pragmatic interpretive component and contextual analysis of informational organization of discourse proves the hypothesis that referential characteristics being combined contribute to the description of a discourse situation as stative, habitual, inchoative or punctual.The article will be interesting for researchers in contrastive and cognitive linguistics.
40
Ciordia, Leticia Santamaría. "A contrastive and sociolinguistic approach to the translation of vulgarity from Spanish into English and Polish in the film Tie Me Up! Tie Me Down! (Pedro Almodóvar, 1990)." Translation and Interpreting Studies 11, no. 2 (July 22, 2016): 287–305. http://dx.doi.org/10.1075/tis.11.2.08cio.
Full textAbstract:
This article examines the decisions involved in translating swear words and sexually explicit language in Pedro Almodóvar’s film ¡Átame! (“Tie Me Up, Tie Me Down!”) from Spanish into English and Polish. Possible motivations for specific renditions will be suggested via a comparison of the source and target language versions. This analysis aims to investigate how the target culture and the film industry can influence the sometimes-delicate task of translating obscene and strong language. Beyond the mere transfer of words from one language into another, translating is, above all, an intercultural activity in which ideology and social values play an important role in the translation process. Therefore, the characteristics of the target culture must be considered before analyzing the translation product. Moreover, the cost-benefit criterion is a crucial component of audiovisual translation, especially in the film industry. Reflection on the circumstances in which the film was released in the United States and in Poland allows for predictions about what to expect from the translation and also establishes a hypothesis for testing. This article calls for reflection on translation decisions and the author’s influence on how closely the translation follows the original. Likewise, the article examines the extent to which economic interests prevail over socio-cultural values.
41
Breban, Tine. "The grammaticalization of adjectives of identity and difference in English and Dutch." Languages in Contrast 4, no. 1 (April 14, 2004): 165–99. http://dx.doi.org/10.1075/lic.4.1.08bre.
Full textAbstract:
This article deals with adjectives of general comparison in English and Dutch, more particularly, with the core adjectives expressing identity and difference in both languages. These are, for identity, English same and identical and Dutch zelfde and identiek, and, for difference, English other and different and their Dutch counterparts ander, verschillend and verscheiden. Throughout, the contrastive description offered will be based on the analysis of corpus examples of these nine adjectives and on the quantification of their distinct uses. In the first place, I will investigate whether the grammaticalization claim made about English adjectives of comparison in Breban (2002) and Breban and Davidse (forthcoming) also applies to Dutch adjectives of comparison. According to this claim, the English adjectives of identity and difference have two distinct types of uses, fully lexical uses and textual — referential and cohesive — uses which are connected as points of departure and result of a process of grammaticalization. I will show that the same grammaticalization process characterizes the semantics of Dutch adjectives of identity and difference, which hence provides an additional, comparative, argument in support of the grammaticalization hypothesis. Secondly, I will, by elaborating the grammaticalization interpretation descriptively, propose a systematic overview of similarities and differences in the semantics of the English and Dutch adjectives of identity and difference. I will focus first on the different degrees of grammaticalization manifested by the English and Dutch adjectives. I will then investigate in what way the various meaning distinctions resulting from the grammaticalization process are distributed over the adjectives in both languages. This will give us some insight into the overall way in which the core adjectives of identity and difference are organized semantically in English and Dutch.
42
van de Schoot, Rens, and Dagmar Strohmeier. "Testing informative hypotheses in SEM increases power: An illustration contrasting classical hypothesis testing with a parametric bootstrap approach." International Journal of Behavioral Development 35, no. 2 (March 2011): 180–90. http://dx.doi.org/10.1177/0165025410397432.
Full textAbstract:
In the present paper, the application of a parametric bootstrap procedure, as described by van de Schoot, Hoijtink, and Deković (2010), will be applied to demonstrate that a direct test of an informative hypothesis offers more informative results compared to testing traditional null hypotheses against catch-all rivals. Also, more power can be gained when informative hypotheses are tested directly. In this paper we will (a) compare the results of traditional analyses with the results of this novel methodology; (b) introduce applied researchers to the parametric bootstrap procedure for the evaluation of informative hypotheses; and (c) provide the results of a simulation study to demonstrate power gains when using inequality constraints. We argue that researchers should directly evaluate inequality-constrained hypotheses if there is a strong theory about the ordering of relevant parameters. In this way, researchers can make use of all knowledge available from previous investigations, while also learning more from their data compared to traditional null-hypothesis testing.
43
Park, Jeongho, and Soojin Park. "Conjoint representation of texture ensemble and location in the parahippocampal place area." Journal of Neurophysiology 117, no. 4 (April 1, 2017): 1595–607. http://dx.doi.org/10.1152/jn.00338.2016.
Full textAbstract:
Texture provides crucial information about the category or identity of a scene. Nonetheless, not much is known about how the texture information in a scene is represented in the brain. Previous studies have shown that the parahippocampal place area (PPA), a scene-selective part of visual cortex, responds to simple patches of texture ensemble. However, in natural scenes textures exist in spatial context within a scene. Here we tested two hypotheses that make different predictions on how textures within a scene context are represented in the PPA. The Texture-Only hypothesis suggests that the PPA represents texture ensemble (i.e., the kind of texture) as is, irrespective of its location in the scene. On the other hand, the Texture and Location hypothesis suggests that the PPA represents texture and its location within a scene (e.g., ceiling or wall) conjointly. We tested these two hypotheses across two experiments, using different but complementary methods. In experiment 1, by using multivoxel pattern analysis (MVPA) and representational similarity analysis, we found that the representational similarity of the PPA activation patterns was significantly explained by the Texture-Only hypothesis but not by the Texture and Location hypothesis. In experiment 2, using a repetition suppression paradigm, we found no repetition suppression for scenes that had the same texture ensemble but differed in location (supporting the Texture and Location hypothesis). On the basis of these results, we propose a framework that reconciles contrasting results from MVPA and repetition suppression and draw conclusions about how texture is represented in the PPA. NEW & NOTEWORTHY This study investigates how the parahippocampal place area (PPA) represents texture information within a scene context. We claim that texture is represented in the PPA at multiple levels: the texture ensemble information at the across-voxel level and the conjoint information of texture and its location at the within-voxel level. The study proposes a working hypothesis that reconciles contrasting results from multivoxel pattern analysis and repetition suppression, suggesting that the methods are complementary to each other but not necessarily interchangeable.
44
Petrin, Zlatko, Göran Englund, and Björn Malmqvist. "Contrasting effects of anthropogenic and natural acidity in streams: a meta-analysis." Proceedings of the Royal Society B: Biological Sciences 275, no. 1639 (February 12, 2008): 1143–48. http://dx.doi.org/10.1098/rspb.2008.0023.
Full textAbstract:
Large-scale human activities including the extensive combustion of fossil fuels have caused acidification of freshwater systems on a continental scale, resulting in reduced species diversity and, in some instances, impaired ecological functioning. In regions where acidity is natural, however, species diversity and functioning seem to be less affected. This contrasting response is likely to have more than one explanation including the possibility of adaptation in organisms exposed to natural acidity over evolutionary time scales and differential toxicity due to dissimilarities in water chemistry other than pH. However, empirical evidence supporting these hypotheses is equivocal. Partly, this is because previous research has mainly been conducted at relatively small geographical scales, and information on ecological functioning in this context is generally scarce. Our goal was to test whether anthropogenic acidity has stronger negative effects on species diversity and ecological functioning than natural acidity. Using a meta-analytic approach based on 60 datasets, we show that macroinvertebrate species richness and the decomposition of leaf litter—an important process in small streams—tend to decrease with increasing acidity across regions and across both the acidity categories. Macroinvertebrate species richness, however, declines three times more rapidly with increasing acidity where it is anthropogenic than where it is natural, in agreement with the adaptation hypothesis and the hypothesis of differences in water chemistry. By contrast, the loss in ecological functioning differs little between the categories, probably because increases in the biomass of taxa remaining at low pH compensate for losses in functionality that would otherwise accompany losses of taxa from acidic systems. This example from freshwater acidification illustrates how natural and anthropogenic stressors can differ markedly in their effects on species diversity and one aspect of ecological functioning.
45
Rudall, Paula J., and Richard M. Bateman. "Morphological Phylogenetic Analysis of Pandanales: Testing Contrasting Hypotheses of Floral Evolution." Systematic Botany 31, no. 2 (April 1, 2006): 223–38. http://dx.doi.org/10.1600/036364406777585766.
Full text
46
Fromentin, Jean-Marc, and Laurence T. Kell. "Consequences of variations in carrying capacity or migration for the perception of Atlantic bluefin tuna (Thunnus thynnus) population dynamics." Canadian Journal of Fisheries and Aquatic Sciences 64, no. 5 (May 1, 2007): 827–36. http://dx.doi.org/10.1139/f07-050.
Full textAbstract:
Spectacular long-term cycles (around 110 years), independent of human exploitation, have been seen in historical catches of Atlantic bluefin tuna (Thunnus thynnus). Previous studies indicated that such variations could have been generated by contrasting but equally plausible dynamic processes, i.e., changes in carrying capacity or migration. A simulation framework was therefore used to test whether the International Commission for the Conservation of Atlantic Tuna stock assessment model, i.e., a virtual population analysis (VPA), can capture such dynamics. The main outcome is that knowledge of the underlying process is crucial, because distinct hypotheses lead to different population dynamics and contrasting performances of the stock assessment model. The VPA is indeed able to reconstruct accurately the historical stock parameters under the carrying-capacity hypothesis, but not under the migratory hypothesis, for which there is often strong bias (up to 500%) in absolute values and in trends of spawning stock biomass and F. Furthermore, it was shown that (i) different phases between exploitation and long-term cycle can induce contrasting terminal F for a same effort and (ii) that there was considerable confounding between the dynamics and increasing effort (as currently seen). We conclude that it is difficult to infer the actual dynamics on the basis of commercial catch data and that novel fishery-independent observation is needed.
47
Wardana, Stephen Aji. "汉语词语“一切”、“所有”、“全部”、“整个”与印尼文词语“semua”、“seluruh”、“segala”、“segenap”、“sekalian” 的词义与语用的对比分析." Jurnal Cakrawala Mandarin 3, no. 1 (May 29, 2019): 63. http://dx.doi.org/10.36279/apsmi.v3i1.79.
Full textAbstract:
为了找出汉语词语“一切”、“所有”、“全部”、“整个”与印尼文词语“semua”、“seluruh”、“segala”、“segenap”、“sekalian”的异同、语义以及语用，本文使用对比分析假说的方式，提供每个词语的语义和语用，提出例句和病句，最后进行对比分析。研究结果证明了每个词语虽是同样是表示事物的总括，也表示事物的不明确数量，但在强调事物和种类方面就不同；汉语词语与印尼语词语的互换使用规律有两点。一，句子成分的位置必须一致。二，得注意每个词语的语义和使用的限制。在翻译工作的过程中，可以使用翻译手法的灵活性。只要句子的大意没有太大的变化或者还接近原句就没有问题。关键词：对比，分析，近义词，印尼词语，汉语词语 In order to discover the differences in semantic and pragmatic aspects of Chinese words “一切”、“所有”、“全部”、“整个” and Indonesian words “semua”、“seluruh”、“segala”、“segenap”、“sekalian”, this paper uses contrastive analysis hypothesis method. The research conducted by provides each word’s semantic and pragmatic description, giving out sentence samples and wrong sentences containing each words and then compares and analyses each sentences given. The research result shows some results: First, even though each words are both are indicates objects’ sum and also indicating unknown numbers, but there are differences between them such as which objects and what kind(s) of objects receives emphasizes. Second, is the rule of words exchanges: one, the specific role of words which need to be exchanged must be the same; two, the sentence’s context-limit must be in check before exchanges take places. In the translating process, we may considering the flexibility in translating method. As long as the main idea of the sentence does not undergo too many changes or still close to the original main idea. Keyword: comparison, analyze, close-meaning words, Indonesian words, Chinese words
48
Shihab Ahmed, Inst Mubdir. "Semi-Vowels in English and their Counterparts in Arabic, A Contrastive Study." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 59, no. 3 (September 15, 2020): 1–14. http://dx.doi.org/10.36473/ujhss.v59i3.1144.
Full textAbstract:
The present study attempts to shed light on a phonetic phenomenon in both English and Arabic related to what is called semi-vowels. The English semi-vowel /j/ and /w/ and the Arabic (و) and (ي) are either considered consonants or vowels depending on certain bases. Hence, this study tries to investigate these bases. The study aims at giving a description of the English and Arabic semi-vowels and showing whether both languages are similar or different with reference to their production and function. The study hypothesises that considering the English Semi-vowels as either consonants or vowels is determined phonetically or phonologically, whereas in Arabic such a case is determined by the phonological environment in which they occur. To realize the aims of the study and to prove its hypotheses, a description of semi-vowels in both languages is presented and a contrastive analysis is carried out. The study concludes that the semi-vowels in both languages are considered vowels in their production and like consonants in their function. Also, the study finds that there is no much difference as regards the production of the semi-vowels in both languages.
49
Römer, Friederike. "Generous to all or ‘insiders only’? The relationship between welfare state generosity and immigrant welfare rights." Journal of European Social Policy 27, no. 2 (May 2017): 173–96. http://dx.doi.org/10.1177/0958928717696441.
Full textAbstract:
Two sharply contrasting accounts exist for the relationships between welfare generosity and immigrant social rights. The dualization hypothesis argues that due to fiscal pressures and welfare chauvinism, generous welfare states are more likely to exclude immigrants from access to welfare benefits. The generosity hypothesis argues that on the contrary, in generous welfare states, an immigrant will be granted greater access to benefits for material, institutional and cultural reasons. Using newly collected data from the Immigration Policies in Comparison (IMPIC) project that covers 18 Organisation for Economic Co-operation and Development (OECD) states over 30 years (1980–2010) the two hypotheses are tested using pooled time series analyses. Both a composite index of welfare generosity and social welfare expenditures are used as explanatory variables. Furthermore, the analyses include a number of controls from the welfare state literature, as well as a measure for overall immigration policy restrictiveness. The results broadly support the generosity hypothesis. By contrast, the analyses yield no support for the dualization hypothesis. The index of welfare generosity is positively and significantly associated with immigrant access to benefits, while social welfare expenditures are positively signed but not significant. A number of sensitivity analyses confirm the robustness of the results. Ultimately, this study demonstrates that generous welfare states are more likely to grant immigrants access to welfare benefits, and less generous welfare states are more likely to exclude immigrants from access.
50
Linz, David M., and Yoshinori Tomoyasu. "Dual evolutionary origin of insect wings supported by an investigation of the abdominal wing serial homologs in Tribolium." Proceedings of the National Academy of Sciences 115, no. 4 (January 9, 2018): E658—E667. http://dx.doi.org/10.1073/pnas.1711128115.
Full textAbstract:
The origin of insect wings is still a highly debated mystery in biology, despite the importance of this evolutionary innovation. There are currently two prominent, but contrasting wing origin hypotheses (the tergal origin hypothesis and the pleural origin hypothesis). Through studies in the Tribolium beetle, we have previously obtained functional evidence supporting a third hypothesis, the dual origin hypothesis. Although this hypothesis can potentially unify the two competing hypotheses, it requires further testing from various fields. Here, we investigated the genetic regulation of the tissues serially homologous to wings in the abdomen, outside of the appendage-bearing segments, in Tribolium. We found that the formation of ectopic wings in the abdomen upon homeotic transformation relies not only on the previously identified abdominal wing serial homolog (gin-trap), but also on a secondary tissue in the pleural location. Using an enhancer trap line of nubbin (a wing lineage marker), we were able to visualize both of these two tissues (of tergal and pleural nature) contributing to form a complete wing. These results support the idea that the presence of two distinct sets of wing serial homologs per segment represents an ancestral state of the wing serial homologs, and can therefore further support a dual evolutionary origin of insect wings. Our analyses also uncovered detailed Hox regulation of abdominal wing serial homologs, which can be used as a foundation to elucidate the molecular mechanisms that have facilitated the evolution of bona fide insect wings, as well as the diversification of other wing serial homologs.