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1
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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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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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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<p>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.</p>
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Ilgūnaitienė, Ramunė Vitalija. "Is Grammar Still Important Learning the English Language on Tertiary Level? The Analysis of Students’ Attitude." International Linguistics Research 4, no. 2 (April 19, 2021): p1. http://dx.doi.org/10.30560/ilr.v4n2p1.
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Lecturers of Vytautas Magnus University Institute of Foreign Languages have noticed that students’ English grammar comprehension as well as their interest and motivation for learning it have dropped significantly. It was decided to carry out the research and find the answers to the topical questions. Do students thoroughly understand the importance of grammar in language acquisition context? What are the factors predisposing the diminishing value of grammar? What is the students’ insight into the grammar teaching/ learning process in level C1? The questionnaire was compiled and on the basis of a comparative – quantitative method the conclusions were drawn that students do not think that grammar plays an important role in learning the English language, they suppose that their grammar competence is sufficient to be fluent in English, thus, there is no need to continue learning grammar in level C1. If we do not make an attempt to solve this problem, it might lead to a dangerous outcome- the level of the English language proficiency may fall down drastically.
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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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<p><strong>Resumo:</strong> 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 <em>corpus </em>utilizado neste trabalho é oriundo da base CHILDES e pode ser acessado <em>online</em>. 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.</p><p><strong>Abstract:</strong> <em>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</em><em>.</em></p><p>Keywords: <em>Language Acquisition; V2; Comparative Syntax; Generative Grammar.</em></p><p> </p>
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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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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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Rahmanadia, Hyunisa. "Ditransitive Construction in English, Hungarian, Turkish, and Indonesian Language." Loquen: English Studies Journal 14, no. 2 (December 19, 2021): 77. http://dx.doi.org/10.32678/loquen.v14i2.5093.
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Abstract: Every language shows a different way of expressing ditransitive construction. Thus, the present study aims to investigate and compare the important elements exhibit in the languages under discussion in constructing ditransitive sentences. This paper is a qualitative study. The data comes from detailed written grammar texts, corpora, and interviews with native language speakers. The results show that the languages play with the word order to weigh the focus of sentences. English and Indonesian language do not apply any case-marking to mark the function of the noun phrase. However, in the basic prototypical ditransitive construction, Hungarian and Turkish languages apply an accusative marker to mark the theme and a dative marker to mark the recipient. On the other hand, the verbs’ affixation also affects the semantic property of the ditransitive verbs in the Indonesian language. It is also revealed that the languages use the same ditransitive construction to express genuine transfer and beneficial transfer.Keywords: ditransitive construction, cognitive grammar, comparative study.
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Ndao, Mariama Soda. "Comparative Grammar of Wolof and English. The Present Tense Use." Studies in Social Science Research 4, no. 2 (May 24, 2023): p105. http://dx.doi.org/10.22158/sssr.v4n2p105.
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This topic sets a comparative issue in which, the present tense of Wolof and English is treated. The syntactic rules that govern a language are influential in the structures. Within sentences particularly, verbs hold main roles in the tense rules system. This lead to comparing verbal constructs, while considering the present tense systems. With a method of data collection, a corpus is set in both languages for verbs’ characteristics. Indeed, have shown that the verbs’ occurrences as constituents in sentences vary thanks to the aspects and modalities. Then, these verbal constructs are compared for grammatical results, leading to widening teaching and learning strategies in the first and second languages.
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Leleka, Tetiana, Viktoriia Prykhodko, Natalia Plakhotniuk, Yuliia Stakhmych, and Tetiana Chukhno. "Peculiarities of translation of comparative constructions in English-language popular science discourse." Revista Amazonia Investiga 12, no. 61 (February 28, 2023): 342–47. http://dx.doi.org/10.34069/ai/2023.61.01.34.
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The paper examines the grammatical phenomenon of comparative constructions in English on the examples of popular science discourse. The linguistic phenomenon of comparative constructions is analyzed in terms of correlation with the word order and sentence combination features and in a comparative way in the context of English/French. The chosen methodology made the following scientific hypotheses: comparative constructions are endowed with correlations with causal word order; the main types highlighted are: locative construction with subtypes, admission construction, and conjunction construction; such constructions are widely repeated in different languages belonging to different groups. This study goes beyond classical theoretical grammar robotics in a number of important aspects. A more detailed classification is presented: we distinguish between two types of constructions a primary comparative construction and a secondary one, where the comparison parameter is conveyed by both the expressed predicate and the locative type. The study reveals a number of new universals: no language lacks a degree marker and a standard comparison marker, and almost no language lacks a standard marker, even if an asymmetric comparison degree marker is present. It is also found that there is a whole variety of comparative constructions than is represented in typological theoretical grammar and that quite a few languages do not fit into any of the types described.
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Kozlova, Lyudmila, and Nadejda Trubochkina. "Graphic and Functional Algorithms of Sequence of Tenses in English Grammar for the Effective Education and Automated Systems of Text Synthesis and Editing." Journal of Language and Education 1, no. 4 (December 1, 2015): 15–25. http://dx.doi.org/10.17323/2411-7390-2015-1-4-15-25.
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The article describes the optimal graphic language of presenting and studying English grammar using information technology. Among the studies on the use of graphics in teaching a foreign language, there are mostly descriptions of static objects. The authors propose to use a universal graphic language for describing processes. The authors suggest theoretical foundations of visualization of the English grammar rules using time-sequential conversion scale in the sequence of tenses transformation. The research question is the method of archiving knowledge of English grammar to simplify and speed up the memorization and to increase the volume of information memorized. To achieve this goal, the authors used a graphic algorithmization of the English grammar and visualization of grammar rules, as well as the comparative monitoring of the knowledge gained. As part of research, a series of experiments on the visualization of the rules of sequence of tenses were conducted in student groups. The research showed that a simple language of symbols facilitates and accelerates the memorization of English grammar. Systematic tabulation of grammar rules, where each verb tense gets its finished graphic image, becomes easy to understand and quick to memorize. The application of the presented approach is the following: effective linguistic education, local and global automatic synthesis system and text editing.
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Agustini, Siti, Norita Prasetya Wardhani, and Evy Nur Amalina. "Improving Students’ Grammar Skill Through Student Centered Learning at ITATS." English Focus: Journal of English Language Education 1, no. 2 (July 2, 2018): 77–85. http://dx.doi.org/10.24905/efj.v1i2.32.
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English is an International language which is used by so many people to interact with people from other countries. Good English ability is needed by students to support learning process and working after the students graduate from university. Grammar is a point of language. By knowing and understanding correct grammar, so, their English is better. The aim of this research was to give proposal of English learning to improve students' grammar ability. The method used was students’ center learning using presentation in the class. The materials were simple present and perfect, future simple tense, modal, comparative, and passive voice. This research was conducted on 33 students in ITATS. The result of this research was 87% of students got to increase score for post-test and 30% of students passed the score. Thus, students’ center learning method was effective to increase students' grammar ability.
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Aor, Terfa. "Phonological Effects and Functions of English Loan-words on the Tiv Grammar." African Social Science and Humanities Journal 2, no. 1 (March 26, 2021): 35–46. http://dx.doi.org/10.57040/asshj.v2i1.26.
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There is no human language that is devoid of borrowing loan-words from a parent language to its own (recipient) language. When loan-words are injected into a recipient language, there are certain phonological effects that such words have on the grammar of such a language. This paper critically discusses the phonological implications and functions of English loan-words on Tiv the grammar. The objectives of this paper are to: classify phonological implications of English loan-words on the grammar of Tiv language; discuss the implications of English loan-words on Tiv grammar; explore the phonological functions of English loan-words; and, state reasons that necessitate borrowing of loan-words. The author used primary and secondary sources. The researcher used participant-observer technique as his primary source and documentary sources were used. It has been found out that most English loan-words have no substitutes in Tiv; loan-words have expanded the vocabulary of the Tiv grammar; the original syllabic structure of most loan-words changed from close to open syllables; and epenthetic letters are added to break consonant clusters, for plurality and as a hiatus repairing strategy. It has been recommended that papers should be churned out in the areas of historical, comparative and contact linguistics. Lecturers should give assignments or project topics on phonologically related processes.
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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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<p>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.</p>
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Ali, Akbar, Muhammad Anees, and Bilal Khan. "Passivization in Pashto and English: A Comparative Analysis." Global Regional Review IV, no. III (September 30, 2019): 45–54. http://dx.doi.org/10.31703/grr.2019(iv-iii).06.
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The present research work intends to analyze and compare the sentence structures in English and Pashto Language. The researcher has focused mainly on the passivization process in this regard. The primary reason for the research is to highlight the similarities and differences between the passivization processes in both languages. Moreover, the researcher has delimited the study to tenses used in both the languages. The study follows qualitative method of research where the researcher has collected the data for the English passivization from the various grammar books while for the collection of data in the form of Pashto passive structures, the researcher has used test as research tools. The researcher has compared the passivization process in each tense between English and Pashto in the data analysis chapter. The study highlighted some similarities but many differences in the passivization process in English and Pashto languages.
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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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ИСАЕВА, А. Х. "ТИПОЛОГИЯ НЕКОТОРЫХ ЛЕКСИЧЕСКИХ ОСОБЕННОСТЕЙ АНГЛИЙСКОГО И РУССКОГО ЯЗЫКОВ В ТЕОРИИ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ." Actual Problems of study of humanities 2, no. 2024 (July 15, 2024): 295–98. http://dx.doi.org/10.62021/0026-0028.2024.2.295.
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Typology of some Lexical Features of English and Russian Languages in the Theory of Communicative competence Summary The article deals with a small comparative grammar analysis of English and Russian languages and reveals some aspects of communicative competence in the study of these languages. It also analyzes the most effective teaching methods for developing communicative competence. In the modern world, knowledge of foreign languages is becoming vital for a person. And from this point of view, the process of proper language teaching is important. Communicative competence plays a big role in learning foreign languages. In this article, we tried to give a small description of the theory of communicative competence by comparing some lexical features of English and Russian languages. Key words: language, communicative competence, linguistic competence, language competence
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Grafmiller, Jason, and Benedikt Szmrecsanyi. "Mapping out particle placement in Englishes around the world: A study in comparative sociolinguistic analysis." Language Variation and Change 30, no. 3 (October 2018): 385–412. http://dx.doi.org/10.1017/s0954394518000170.
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AbstractThis study explores variability in particle placement across nine varieties of English around the globe, utilizing data from the International Corpus of English and the Global Corpus of Web-based English. We introduce a quantitative approach for comparative sociolinguistics that integrates linguistic distance metrics and predictive modeling, and use these methods to examine the development of regional patterns in grammatical constraints on particle placement in World Englishes. We find a high degree of uniformity among the conditioning factors influencing particle placement in native varieties (e.g., British, Canadian, and New Zealand English), while English as a second language varieties (e.g., Indian and Singaporean English) exhibit a high degree of dissimilarity with the native varieties and with each other. We attribute the greater heterogeneity among second language varieties to the interaction between general L2 acquisition processes and the varying sociolinguistic contexts of the individual regions. We argue that the similarities in constraint effects represent compelling evidence for the existence of a shared variable grammar and variation among grammatical systems is more appropriately analyzed and interpreted as a continuum rather than multiple distinct grammars.
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Łyskawa, Paulina, Ruth Maddeaux, Emilia Melara, and Naomi Nagy. "Heritage Speakers Follow All the Rules: Language Contact and Convergence in Polish Devoicing." Heritage Language Journal 13, no. 2 (August 31, 2016): 219–44. http://dx.doi.org/10.46538/hlj.13.2.7.
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We use a comparative variationist framework to compare variable word-final obstruent devoicing patterns in heritage Polish, English and homeland Polish in conversational speech. Phonological and lexical factors are shown to condition this variation differently in the three varieties. We have a particular interest in one other factor relevant to heritage speakers: the amount of code-switching between Polish and English by each speaker. We show that, for second generation heritage speakers, individuals’ code-switching rates are positively correlated with their rates of devoicing. Based on the qualitatively and quantitatively different devoicing patterns of heritage Polish speakers, compared to both homeland Polish and Toronto English, we argue that the phonological grammar of this group of speakers constitutes a convergence of the heritage language and the dominant language’s grammars and suggest that frequent codeswitching provides the context in which these speakers’ knowledge of Polish and English patterns converge.
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Khakimjanova, Y., N. Khairullina, and E. Nesterenko. "COMPARATIVE ANALYSIS OF ENGLISH AND CHINESE LANGUAGES." East European Scientific Journal 4, no. 10(74) (November 22, 2021): 65–68. http://dx.doi.org/10.31618/essa.2782-1994.2021.4.74.147.
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This article focuses on the similarities and differences between learning English and Chinese. The purpose of the research is to study and determine the identical and non-identical aspects in the study of two completely different languages. Studied the features of teaching the alphabet, vocabulary and grammar of the English and Chinese languages.
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Bhatti, Natalia, Ekaterina Kovsh, Elena Kharitonova, and Irina Sapranova. "Grammar aspect of English and German acquisition in Russian medium." E3S Web of Conferences 210 (2020): 21005. http://dx.doi.org/10.1051/e3sconf/202021021005.
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Bilingualism and multilingualism in education has become a reality in the modern multi-cultural world. In recent years, there have been numerous studies proving benefits from bilingual and multilingual approaches in education. Proficiency in second or third languages has many benefits starting from excellence in academic studies and easier access to global information resources and ending with personal awareness of cultural diversity of the world and global mobility. There is overwhelming evidence that English and German are the most popular languages chosen for the Unified State Exam in a foreign language in Russia. The study shows that a worthwhile investment of time and effort into grammatical aspect of language acquisition is of great value. The research is based on the data collected in an experiment involving 38 senior students of gymnasium 6 in Ivanteevka (Moscow Region, Russia). The result of the experiment proves the efficiency of the translanguaging approach to teaching English or German grammar. The successful formation of grammar skills in oral and written speech is based on the comparative analysis of the languages (L1, L2, L3). The mistakes which were predetermined by the differences in grammatical features of the target languages were eliminated by laying emphasis on developing mostly productive rather than reproductive skills. The cognitive exercises used the experiment enlarged the students` meta-disciplinary knowledge and helped them to master analytical skills. By comparing cultural, linguistic and social phenomena existing in L1, L2 and L3 the experimentees came to realize their belonging to the global community and the necessity of application of their language skills to successfully function as an equal member of this community. This approach could be widely used in comprehensive schools in the Russian Federation, adding to the positive effects on intellectual growth and enhancing students` linguistic, emotional and personal development.
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Sabirbaeva, Z., A. Sabirova, K. Akbar-kyzy, and Sh Mukhitdin-kyzy. "Modern Methods of Comparative Study of Russian and English Idioms When Teaching English at a Higher Level." Bulletin of Science and Practice 10, no. 3 (March 15, 2024): 608–11. http://dx.doi.org/10.33619/2414-2948/100/81.
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A good knowledge of a language, including English, is impossible without knowledge of its phraseology! Language, as a social phenomenon, is closely connected with the realities and traditions of the people-carrier. The article reveals the approaches to the definition of idioms, substantiates the importance and relevance of introducing idioms in the process of teaching English. It is proved that phraseology is not only a cultural and informative source, but also contains the richest linguistic material, allowing to study various aspects of phonetics, vocabulary and grammar of a foreign language on its basis.
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Zhang, Yibing. "Revelations on Grammar Teaching Based on an Analysis on Syntactic Structure of Transformational Generative Grammar and Metafunctions of Systemic Functional Grammar." International Journal of Linguistics, Literature and Translation 5, no. 10 (October 9, 2022): 72–87. http://dx.doi.org/10.32996/ijllt.2022.5.10.9.
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English has become one of the compulsory subjects for students in China. As a foreign language, especially one whose grammatical structure is, in some sense, diverse from learners’ mother tongue, it requires teachers to research proper methods to present syntactic patterns for students’ sake. When teachers turn to linguistics, there are two well-known theories about syntax from different points of perspective. They are transformational-generative grammar, proposed by Chomsky, and systemic functional grammar by Halliday. Concerned that most beginners may be challenged to be exposed to a totally new language that embraces foreign cultures; hence, learners are supposed to start with what is called the most fundamental syntax---the five basic English sentence patterns. As for teachers, it is necessary to analyze those sentence patterns and come up with practical teaching methods so that they can help learner study more efficiently. In this sense, this essay is far too meaningful. This dissertation aims to reveal the potential relations between the two theories in analyzing the five sentences as part of the efforts to seek more appropriate ways of discussing English syntactic features. Also, hopefully, it may bring some enlightenment to teachers. The method this paper applied is comparative analysis. After the research, the two theories have their place in explaining different types of sentences.
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Culicover, Peter W., and Ray Jackendoff. "The View from the Periphery: The English Comparative Correlative." Linguistic Inquiry 30, no. 4 (October 1999): 543–71. http://dx.doi.org/10.1162/002438999554200.
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The English comparative correlative construction (e.g., The more you eat, the fatter you get) embeds like an ordinary CP, and each of its clauses displays an ordinary long-distance dependency. However, the connection between the two clauses is not ordinary: they are connected paratactically in syntax, but the first clause is interpreted as if it were a subordinate clause. The construction's mixture of the general and the idiosyncratic at all levels of detail challenges the distinction between “core” and “periphery” in grammar and the assumption that some level of underlying syntax directly mirrors semantic structure.
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Acar, Alpaslan. "A comparative study on effects of controlled English on the translatability of Technical texts from English to Turkish." Studies about Languages 1, no. 43 (December 22, 2023): 29–45. http://dx.doi.org/10.5755/j01.sal.1.43.34977.
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Controlled language, as a subset of natural language, refers to the restricted or standardised use of lexicon, grammar and style. It has been hypothesised that the use of controlled language makes technical texts more translatable and therefore more understandable. This paper reports the results of an experimental study designed to test this hypothesis. The results showed that controlled technical language improved the comprehensibility and translatability of technical documentation in terms of accuracy, style and text quality. The study suggests that international companies should employ technical writers and translators who prioritise the language and extralinguistic norms of the target audience, rather than blindly adhering to the source text.
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Sembiring, Novalina. "Contrastive Analysis of British and American English in Relation To Teaching English as a Foreign Language." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 2 (May 8, 2021): 2367–72. http://dx.doi.org/10.33258/birci.v4i2.1938.
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This research was a descriptive research which was aimed at finding out the similarities, dissimilarities and the contributions of the contrastive analysis on teaching English as a foreign language. The data of this research were collected through library and internet sources. The researchers use comparative descriptive method to analyse the data. The obtained results was the comparison of American and British English in vocabulary, grammar, spelling, pronunciation and the contributions of them in teaching English as a foreign language. The research finding shows that British and American English are very similar in many aspects. Even though British and American English are mostly similar, they also have some differences. The difference of British and American English can be found in terms of vocabulary, grammar, spelling and pronunciation. Among them, vocabulary is the largest one. It is suggested that lecturers and teachers aware of the similarities and differences between British and American English in teaching English as a foreign language so that it will lead to the successful teaching of English including its varieties.
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Ayodimeji, Akintoye, Festu. "A Comparative Study of French and English Auxiliary Verbs." IJOHMN (International Journal online of Humanities) 4, no. 4 (August 4, 2018): 1–16. http://dx.doi.org/10.24113/ijohmn.v4i4.52.
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Auxiliary verbs in English and French languages are very germane in constructing sentences in both languages. Therefore, this study examines the way auxiliary verbs are used in English and French Languages; and some features where learners of either language may encounter some difficulties in the course of learning. Our attention is drawn to auxiliary verbs because verb is what that makes any sentence functions the way it is. Verb is one of the most important parts of speech in French grammar and also in English .It is through verb that one knows when an action takes place. When a verb helps another verb to form one of its tenses in a sentence, such verb can be said to be auxiliary. This paper also focuses on auxiliary verbs and how verbs are used in the past and present indications. Auxiliary verbs cannot stand or function alone without relying on the main verb in both English and French languages. Finally, we shall concurrently consider in this paper how semi-auxiliary verbs function as modal auxiliary in French.
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Liceras, Juana M., and Raquel Fernández Fuertes. "Subject omission/production in child bilingual English and child bilingual Spanish: the view from linguistic theory." Probus 31, no. 2 (September 25, 2019): 245–78. http://dx.doi.org/10.1515/probus-2016-0012.
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Abstract In bilingual child language acquisition research, a recurrent learnability issue has been to investigate whether and how cross-linguistic influence would interact with the non-adult patterns of omission/production of functional categories. In this paper, we analyze the omission/production of subject pronouns in the earliest stage English grammar and the earliest stage Spanish grammar of two English–Spanish simultaneous bilingual children (FerFuLice corpus in CHILDES). We base this analysis on Holmberg’s (2005, Is there a little pro? Evidence from Finnish. Linguistic Inquiry 36. 533–564) and Sheehan’s (2006, The EPP and null subjects in Romance. Newcastle: Newcastle University PhD dissertation) formulation of the null subject parameter and on Liceras et al.’s (2012, Overt subjects and copula omission in the Spanish and the English grammar of English-Spanish bilinguals: On the locus and directionality of interlinguistic influence. First Language 32(1–2). 88–115) assumptions concerning the role of lexical specialization in cross-linguistic influence. We have conducted a comparative analysis of the patterns of production/omission of English and Spanish overt and null subjects in two bilingual children, on the one hand, versus the patterns of production/omission of one monolingual English child and one monolingual Spanish child, on the other. The results show that while there is no conclusive evidence as to whether or not English influences the higher production of overt subjects in child bilingual Spanish, the presence of null subjects in Spanish has a positive influence in the eradication of non-adult null subjects in bilingual English. We argue that in a bilingual situation, as compared to a monolingual one, lexical specialization in one of the languages of the bilinguals (the availability of an overt and a null realization of the subject in Spanish) facilitates the acquisition of the other language.
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Miyamoto, Yoichi, and Kazumi Yamada. "On null arguments and phi-features in second language acquisition." Journal of Japanese Linguistics 36, no. 2 (November 26, 2020): 179–223. http://dx.doi.org/10.1515/jjl-2020-2024.
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AbstractSaito, Mamoru. 2007. Notes on East Asian argument ellipsis. Language Research 43. 203–227 argues that argument ellipsis (AE) is available only in languages that lack phi-feature agreement. Accordingly, Japanese, but not English, permits AE. Under Saito’s theoretical framework, this paper compares experimental data from L1 Japanese learners of L2 English (J-EFL) and L1 English learners of L2 Japanese (E-JFL). Given that sloppy and quantificational reading arises from an ellipsis operation (Hankamer, Jorge & Sag, Ivan. 1976. Deep and surface anaphora. Linguistic Inquiry 7. 391–426, Takahashi, Daiko. 2008. Noun phrase ellipsis. In Miyagawa, Shigeru & Saito, Mamoru (eds.), The Oxford handbook of Japanese linguistics, 394–422. Oxford: Oxford University Press, among others), we hypothesize that J-EFL learners, but not E-JFL learners, allow the reading in point with null arguments: AE is available only in the grammar of J-EFL learners, forced by the lack of phi-features in their L2 English grammar, due to L1 transfer. The results from our main study adopting a truth value judgement task supported the hypothesis. Based on our finding, we suggest that correct L2 phi-feature specification can ultimately be obtained when no phi-features are present in L1 (Ishino, Nao. 2012. Feature transfer and feature learning in universal grammar: A comparative study of the syntactic mechanism for second language acquisition. Doctoral dissertation: Kwansei Gakuin University, Miyamoto, Yoichi. 2012. Dainigengo-ni okeru hikenzaiteki-na yōso-ni kansuru Ichikōsatsu [A study on null elements in second language acquisition]. Paper presented at the 84th ELSJ annual general meeting: Senshu University, 26 May).
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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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Shahzad, Waheed, Muhammad Mohsin, Majid Rashid, and Muhammad Anwar Farooq. "Impact of Group Activities on the Development of English Grammar Skills on Secondary School Level Students." Spry Contemporary Educational Practices 3, no. 1 (January 2024): 623–42. http://dx.doi.org/10.62681/sprypublishers.scep/3/1/34.
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Introduction: The study explores the comparative effectiveness of teaching English grammar using classroom group activities versus traditional textbook-based deductive methods among rural secondary-level students. It aims to enhance language skills and engagement, assessing whether group activities improve academic outcomes. Methodology: Two Grade-X classes were divided into Control and Experimental Groups. The Control Group received traditional instruction, while the Experimental Group engaged in group activities focused on Tenses and Narration. Pre-test scores were collected to ensure comparable starting levels. Results/Findings: Post-test results indicated that the Experimental Group significantly outperformed the Control Group. Group activities also fostered higher student engagement, though they did not affect students' attitudes towards learning English grammar. Future Direction: The findings support integrating group activity-based methods with traditional approaches to enhance English grammar teaching at the secondary level. Future research should explore the impact of diverse group dynamics and long-term effects on language acquisition.
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Degtiarova, Kateryna, Viktoria Zhyvolup, Alla Karas, and Lyubov Kibenko. "Teaching of grammar at lessons of foreign language in professional activity at non-linguistic higher educational institutions." Scientific and methodological journal "Foreign Languages", no. 2 (August 4, 2023): 31–39. http://dx.doi.org/10.32589/1817-8510.2023.2.285385.
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The article theoretically substantiates the importance of mastering grammar by students of non-linguistic educational institutions. The methods and means of teaching and activation of grammatical structures while learning a foreign language are investigated. The analysis of the use of exercises and Internet resources aimed at mastering and consolidating the necessary grammatical rules by students is carried out. The theoretical and methodological basis of this study is the fundamental works of native and foreign scientists in the field of theory and methodology of teaching foreign languages, in particular, the theory of teaching foreign language grammar, as well as works devoted to the formation and maintenance of students` motivation to learn a foreign language. The following research methods are used in the work: theoretical (study and analysis of methodological literature on the research problem, comparative analysis of grammatical phenomena of the English and Ukrainian languages, analysis of updated state educational standards of higher education, analysis of educational publications in English for students of non-linguistic areas of training); empirical (conducting classes to improve grammatical skills, recording and analysis of grammatical errors, observation, questioning and survey of students, analysis of the results); experimental (conducting experimental training to test the effectiveness of the proposed set of exercises). In our opinion, this helps maintain students’ motivation, activity and independence. The experimental training conducted on the basis of State Biotechnological University confirmed the effectiveness of the proposed set of exercises in working with grammar based on professional texts. This technology can be used in teaching grammar of any foreign language with appropriate adaptation depending on the typical language difficulties and needs of students.
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Knol, Marina, Dariya Assanova, Gulnara Smagulova, Elmira Uteubayeva, and Gulden Akbaeva. "Prevention of cross-language interference in the context of trilingual education (Russian, Kazakh, and English languages)." Scientific Herald of Uzhhorod University Series Physics, no. 56 (June 7, 2024): 1434–43. http://dx.doi.org/10.54919/physics/56.2024.143bd4.
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Relevance. The relevance of the study lies in the fact that in the modern world, trilingual education is becoming increasingly common, necessitating the exploration of methods, exercises, and approaches to reduce interference phenomena in language learning. Purpose. The purpose of the study is to identify factors contributing to cross-language interference in trilingual education and to develop strategies and methods for its prevention and minimisation. Methodology. To achieve the purpose, the following methods were used: hypothetical-deductive, questionnaire, correlation analysis, and comparative. Results. Results revealed key factors influencing cross-language interference across Russian, Kazakh, and English languages. They cover various language levels such as vocabulary, grammar, phonetics, as well as sociocultural aspects. The study highlights various methodological strategies and approaches that can be successfully applied to prevent cross-language interference, emphasising the active role of both learners and educators in the prevention process. Comparative analysis of English language instruction within trilingual education revealed that the majority of errors in oral and written language usage were linked to native language interference. It was also established that the degree of development of the relevant skills of students in both groups increased. However, in the first group, the growth rate reached an average of about 50%, while in the second group, the shift ranged from 25% to 38%. Conclusions. The study concludes that preventing cross-language interference in trilingual education (Russian, Kazakh, and English) requires targeted strategies and methods. Key factors influencing interference include vocabulary, grammar, phonetics, and sociocultural aspects. Effective prevention involves active participation from both learners and educators, with a focus on methodological strategies tailored to the specifics of trilingual education. Keywords: lexical skills; linguistic system; instructional materials; exercises; speech interaction
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Zhao, Xiaofang, Esther Jawing, and Xiaoman Liu. "NEGATIVE TRANSFER AND ENGLISH WRITING PROFICIENCY AMONG JUNIOR MIDDLE SCHOOL STUDENTS IN CHINA." International Journal of Education, Psychology and Counseling 9, no. 54 (June 12, 2024): 112–23. http://dx.doi.org/10.35631/ijepc.954009.
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English and Chinese exhibit notable differences across various linguistic aspects. Hypotaxis is a significant feature emphasized in English, whereas parataxis holds prominence in Chinese. Proficiency in writing is a crucial skill to acquire in English language learning, involving the mastery of vocabulary, syntax, and grammar. Chinese students often encounter challenges in comprehending these concepts, resulting in inevitable errors in their written compositions. Such errors can be attributed to the negative transfer effect stemming from their mother tongue (i.e. Chinese). Negative transfer from Chinese may impede or disrupt the acquisition of a second language. Furthermore, the stark sociocultural disparities between Chinese and Western cultures lead to the inadvertent application of Chinese language rules in English expression, consequently compromising accurate usage. This paper utilizes language negative transfer theory, alongside comparative and error analysis theories, to analyze how mother tongue negative transfer affects the English writing proficiency of junior middle school students. Specifically, the study examines the influence of negative transfer on grammar, vocabulary, and discourse. Data for this investigation is collected through the analysis of composition materials. Additionally, the paper concludes by offering recommendations to mitigate the adverse effects of mother tongue negative transfer on English writing proficiency, with the goal of improving English language instruction for Chinese students.
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Sokolova, Alina, and Julia Fedurko. "Innovative process of education: non-finite verbal paradigm development as a proof of the English language pidginization." E3S Web of Conferences 210 (2020): 21017. http://dx.doi.org/10.1051/e3sconf/202021021017.
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This article deals with the question of whether English was subject to pidginization or not. Different points of view are presented but to answer the question definitely is not possible since there are no specific criteria to define a language as a contact one. However, the necessary external conditions for pidginization actually existed in the history of the English language, and a mechanism similar to the mechanism of the creolization process took place. This conclusion can be proved by the analysis of different elements of the English grammar. This article presents the results of the comparative diachronic research of non-finite verbal paradigm in the English language.
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Busso, Lucia. "An investigation of the lexico-grammatical profile of English legal- lay language." Language and Law=Linguagem e Direito 9, no. 1 (2022): 146–84. http://dx.doi.org/10.21747/21833745/lanlaw/9_1a7.
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The article presents a study on the lexico-grammar of the genre ofEnglish legal-lay language (Tiersma 1999), using the English subcorpus of theCorIELLS corpus (Busso forthcoming). The study explores four grammaticalconstructions (in Goldberg 2006’s Construction Grammar sense): nominalisationsheading prepositional phrase attachments, modal verb constructions, participialreduced relative constructions, and passive constructions. Specifically, we usecollostructional analysis (Stefanowitsch 2013), followed by a vocabulary analysisusing English core vocabulary as a reference (Brezina and Gablasova 2015), anda comparative frequency analysis with corpora of legal language and general-domain written prose. Results of this first part of the study foreground how legal-lay language is quantitatively different from both neighbouring genres, suggestingthat it might be considered a “blended” genre. We further explore the data in termsof accessibility for speakers, using readability metrics and a survey on Englishparticipants. Both methods show that legal-lay language is at an intermediatelevel of complexity between legal jargon and general-domain prose; however, wefurther note that readability metrics generally underestimate speakers’ ability tocomprehend legal-lay language.
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Bawej, Izabela. "Rozumowanie dedukcyjne w procesie uczenia się języka niemieckiego jako drugiego języka obcego na przykładzie podsystemu gramatycznego." Neofilolog, no. 58/1 (April 27, 2022): 85–98. http://dx.doi.org/10.14746/n.2022.58.1.6.
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The role of the first foreign language in second foreign language learning is an interesting research question.
The main purpose of the research was to relate if and how the learners make deductions about German grammar based on English language skills. Therefore, this study presents the results of a survey conducted among students of Applied Linguistics who learn German after English. Participants were interviewed to state their opinion about the usefulness of English in learning German structures. The results of this inquiry allow the conclusions that learners use and transfer the previously acquired knowledge and information from what they have in first foreign language in order to understand, learn or form structures in the second foreign language. They compare both languages, look for similarities in the creation of the construction and the application of the structures or constructions, conclude by analogies between English and German in grammatical subsystem. In this way they deduce that English makes possible and facilitates to memorize grammatical forms while learning German, e.g. passive voice, articles, tenses, irregular verbs, comparative and superlative adjectives.
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Dyadya, Valentina. "LINGUISTIC FEATURES OF THE LANGUAGE SYSTEM AS THE INFLUENCING FACTOR ON THE STUDY PROCESS (using the material in English and Spanish)." Problems of General and Slavic Linguistics, no. 3 (July 1, 2019): 16–24. http://dx.doi.org/10.15421/251903.
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The object of the research in this article is the features of teaching English and Spanish. The subject of the research is the influence of these features on the process of learning these languages. The considerable attention is paid to the problem of teaching foreign languages that are different from English and the demand for Spanish in the educational services market. The didactic features and difficulties of teaching pronunciation, vocabulary and grammar of the languages as well as the main impact factors of the system of language on the teacher’s activities are described in detail. The purpose of the study is to reveal the features of the systems of learning English and Spanish, the effect of these features on the organization of the educational process and on the actual process of learning these languages in its various aspects. The research method in this article is a contrastive-comparative analysis of the phonetics, vocabulary and grammar of English and Spanish languages as well as the analysis of their own experience in teaching these languages and the difficulties arisen in this process. The result of the study. This study has revealed the influence of the linguistic characteristics of foreign languages on the didactic features of their study and teaching. The practical importance is seen directly in applying the results in the educational process, namely in its organization, the choice of methods of teaching English and Spanish. The main author’s conclusions are as follows: 1) the issue of teaching and learning foreign languages other than English is not sufficiently covered in the methodology as English is taught mostly; 2) considering that the number of people who speak English is growing, there is a demand for other international languages, in particular, Spanish; 3) English and Spanish have common features, but significantly more differences in phonetics, vocabulary and grammar; 4) such differences affect not only the course of a particular lesson, but the organization of the course of study as a whole.
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Maimunah, Maimunah, and Haniah Mukhtar. "TAHLĪL SĪGAH TADĀKHUL AL-LUGĀT AL-'UM FĪ AL-MUHĀDAṮAH AL-YAUMIYYAH BI AL-LUGAH AL-'ARABIYYAH." Jurnal Al-Maqayis 8, no. 1 (June 30, 2021): 1. http://dx.doi.org/10.18592/jams.v8i1.4799.
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This research is focused on The interference mother language in arabic language use in the daily conversations of language. Nowadays, the very rapid advances in communication technology and science encourage humans to not only master one language, namely the Mother tongue, but also several foreign languages used in international forums, such as English and Arabic. Darul Hijrah Islamic Boarding School for girl in Martapura is one of the Islamic Boarding that requires students to use 2 languages in daily conversation, namely Arabic and English and apply a language environment to their acquisition. However, some students speak Arabic using elements of Indonesian language, grammar and mix with the Mother tongue during Arabic conversations. This is a qualitative research with a descriptive method. The subject of the research was the students' Arabic utterance. To analyze the data, the researcher used the following steps: data reduction, data presentation and conclusions, while the language speech data were analyzed using the error analysis method and comparative analysis
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Farinde, Raifu O., and Happy O. Omolaiye. "Structural Variations of Adjective in English and Okpameri." Journal of Language Teaching and Research 12, no. 1 (January 1, 2021): 66. http://dx.doi.org/10.17507/jltr.1201.07.
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Adjectives indicate grammatical property of language. They give more information about nouns. The usage of adjective in utterances varies in languages. These variations often pose problem to ESL learners. Predicating on Contrastive Analysis, the study generated Okpameri data from oral sources and participatory observation. English data were got from the English grammar texts. From the findings, the two languages are grammatically marked for pre/post modifying adjective, predicative adjective, degree of adjective and order of adjective. However, the grammatical structure and usage of these adjectives differ. While English adjectives often pre-modify the headword, Okpameri adjectives usually post-modify the headword. Also, while English distinguishes between the use of “beautiful” and handsome for feminine and masculine genders respectively, Okpameri language resorts to using uni-gender “shemilushe” which its equivalent translation in English is either “beautiful or handsome”. As in the case of degree of adjective, suffixes are attached to the root-word to form comparative and superlative adjectives of the two languages. It has been observed that English adjectival pre-modification is consistent. However, Okpameri adjectives function as pre/post-modifiers. The study, therefore suggests that language teachers, particularly English language experts, should adopt systematic approach to the teaching of adjectives as this will broaden the knowledge of Okpameri ESL learners.
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Magnusson, Lynne. "Milton, Shakespeare, and the English Grammar of Possibility." Milton Studies 65, no. 1 (January 2023): 122–52. http://dx.doi.org/10.5325/miltonstudies.65.1.0122.
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ABSTRACT This article considers Milton’s art in relation to modality and the evolving grammar of possibility in Early Modern English. Specifically, it reads the surprisingly complex modal auxiliary verbs, may and its rival can, as keywords in poetic scenes of mental deliberation. A comparative analysis of Shakespearean drama sets the scene, demonstrating how the polysemy of may contributes not only to a psychology of potential action in Brutus’s deliberation over Caesar’s assassination but also to his political conceptions. In Milton’s Sonnet 8, by comparison, the ascendance of ability-can over may affirms the poet’s power and the potential reach of the English language. In the translated epigraph to Areopagitica, genuine liberty finds definition in the interplay of a distinctive English liberty-may with a meritocratic ability can-and-will. Can and will are again lead performers in the deliberative interrogation of divine agency in Paradise Regained, whereas the role of might is questioned in Milton’s tragic depiction of fallen agency in Samson Agonistes.
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Okumuş, Ayşegül, and Nurdan Gürbüz. "Subtitles and Captions: An Instrument for Intentional or Incidental Learning?" Electronic Journal of Foreign Language Teaching 20, no. 2 (December 1, 2023): 111–36. http://dx.doi.org/10.56040/aong2021.
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Audio-visual materials such as TV series and films offer multiple semiotic modes and authentic language input for language learning. This case study sought to depict English as a Foreign Language (EFL) learners’ habits of utilising subtitles and captions for incidental and intentional learning of grammar and vocabulary through on-screen texts, subtitles and captions. The target group was determined through criterion sampling because they were expected to watch English TV series or films to be eligible to take part in the study. A survey and inter-view were employed to gather data from 113 Turkish EFL learners studying at the tertiary level. The quantitative data were analysed descriptively, while the qualitative data were analysed using a constant comparative method (Creswell & Poth, 2016). The findings revealed that, by watching captioned TV series and films, most of the participants performed intentional learning of vocabulary and grammar, whereas some are engaged in incidental learning. The strategies used by EFL learners for intentional learning of vocabulary and grammar were also provided.
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Aziez, Shinta. "VERB FEATURE DIFFERENCES IN INDONESIAN AND ENGLISH IMPERATIVE SENTENCES: A CONTRASTIVE ANALYSIS STUDY." Lexeme : Journal of Linguistics and Applied Linguistics 1, no. 1 (March 27, 2019): 1. http://dx.doi.org/10.32493/ljlal.v1i1.2477.
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AbstractThis study contrasted verb features that exist in Indonesian and English imperative sentences. The contrastive analysis is used to make the second language or foreign language learners understand more easily on the target language being learnt. In this case, the study tried to contrast Indonesian language as L1 and English as L2. The data that were used in this study were taken from two sources; Indonesian and English Grammar. The grammar was sorted specifically only on imperative sentences that were collected through attentive observation method and is continued by notetaking technique. Hence, some imperative sentences that were collected were then be analyzed by comparing language units with determining tools in form of comparative relationship between all determining elements that are relevant with all the determined language units. The result revealed that there were some similarities and differences in the verb features of Indonesian and English imperative sentences. Both Indonesian and English mostly use base verb to form imperative sentences, in some cases, they also use suffixes. Also, they attach marker words to form negative and to soften the imperative sentence. On the contrary, some contrasts were found in the existence of passive form, the use of suffixes, the distribution of some markers, the use of auxiliary verbs, and the existence of inversion form.Keywords: Contrastive Study, English, Imperative sentences, Indonesian, Verb Features
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Xu, Shiman. "Comparative Analysis of Teaching Methods in EFL Education: German and Chinese School Practices Across Levels." Asian Education Studies 9, no. 1 (May 5, 2024): 1. http://dx.doi.org/10.20849/aes.v9i1.1428.
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This comparative analysis examines the teaching methods in English as a Foreign Language (EFL) education in Germany and China across various educational levels. While Germany emphasizes immersive learning and practical language application, China focuses more on theoretical understanding. Despite these differences, both nations share a commitment to enhancing English proficiency among students. Evaluating effective teaching methods for adult second language acquisition in English requires careful consideration of the strengths of each approach, as well as individual preferences, learning styles, and cultural contexts. Considering the multicultural and international perspectives, Total Physical Response (TPR) is recommended as a valuable adjunct from primary school level onwards, alongside a synthesis of Communicative Language Teaching (CLT) and the Grammar-Translation (GT) Method. Furthermore, the augmentation of the Natural Approach can enhance the language learning experience. The findings offer pedagogical insights for Chinese educators to develop a more tailored English education methodology that aligns with China’s specific context.
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Malgaazhdar, M. "WAYS OF RENDERING FUTURE TENSE FORMS FROM KAZAKH INTO ENGLISH." Suleyman Demirel University Bulletin: Philology 52, no. 1 (July 3, 2020): 67. http://dx.doi.org/10.47344/sdubp.v52i1.92.
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(BASED ON THE NOVEL “КӨШПЕНДІЛЕР”) Abstract. The article deals with the different types of transformation used in the process of translating from Kazakh into English by applying the principle of comparison. For the principle of comparison makes it possible for us to establish differences and similarities of heterogeneous languages as far as Kazakh and English languages are syntactically, morphologically and structurally different. Moreover, a close comparative study of languages not only helps us detect peculiarities of different languages but also directs us to a deeper analysis research results. English belongs to the Germanic group of language. The Kazakh pertains to the Turkic group of the Altaic family. Concerning the morphological type English is inflected and notable for its analytical character. Kazakh is an agglutinative language. As to grammar the principle means of expression in language possessing an analytical character is the order of the words and use of words and use of function words (function words, word order and intonation pattern). The grammatical inflections are the principal means used in Kazakh. Though the rest of grammatical means are also used but they are of less frequency than the grammatical inflections.
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Szmrecsanyi, Benedikt, Jason Grafmiller, Benedikt Heller, and Melanie Röthlisberger. "Around the world in three alternations." English World-Wide 37, no. 2 (June 24, 2016): 109–37. http://dx.doi.org/10.1075/eww.37.2.01szm.
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We sketch a project that marries probabilistic grammar research to scholarship on World Englishes, thus synthesizing two previously rather disjoint lines of research into one unifying project with a coherent focus. This synthesis is hoped to advance usage-based theoretical linguistics by adopting a large-scale comparative and sociolinguistically responsible perspective on grammatical variation. To highlight the descriptive and theoretical benefits of the approach, we present case studies of three syntactic alternations (the particle placement, genitive, and dative alternations) in four varieties of English (British, Canadian, Indian, and Singapore), as represented in the International Corpus of English. We report that the varieties studied share a core probabilistic grammar which is, however, subject to indigenization at various degrees of subtlety, depending on the abstractness of the syntactic patterns studied.
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Muka, Rina, and Irida Hoti. "FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)." Knowledge International Journal 28, no. 7 (December 10, 2018): 2319–24. http://dx.doi.org/10.35120/kij28072319r.
Full textAbstract:
The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.
49
Muka, Rina, and Irida Hoti. "FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)." Knowledge International Journal 28, no. 7 (December 10, 2018): 2319–24. http://dx.doi.org/10.35120/kij29082319r.
Full textAbstract:
The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.
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Yuldashev Sherzod Rabbimkulovich, Yakubov Fakhiriddin Jurakulovich, Osmanov Mustafo Tashtanovich, Hakimov Halim Nasimovich, and Radjabov Jamol Togamurotovich. "Comparative analysis of adjectives in English and Uzbek languages." Middle European Scientific Bulletin 6 (November 7, 2020): 40–41. http://dx.doi.org/10.47494/mesb.2020.6.109.
Full textAbstract:
Quality refers to the character of the horse and tells us what the horse is like.
(what car?) - Yellow car.
(what car?) - Small car.
(What car?) - Strange car.
(what car?) - Useless car.
The words "yellow," "small," "strange," and "useless" above are called adjectives in grammar. There are 3 different levels of quality: normal level, comparative level and incremental level. Let's put the following three cars in three levels of goodness.