Relevant bibliographies by topics / English language – Interrogative

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  1. Journal articles
  2. Dissertations / Theses
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  4. Book chapters

Academic literature on the topic 'English language – Interrogative'

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Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "English language – Interrogative"

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Popova, Oleksandra. "INTERROGATIVE COMMUNICATIVE SEMANTICS OF NON-INTERROGATIVE SENTENCES: THE TRANSLATION-RELATED ASPECT (ON THE MATERIAL OF UKRAINIAN, ENGLISH AND CHINESE)." Naukovy Visnyk of South Ukrainian National Pedagogical University named after K. D. Ushynsky: Linguistic Sciences 26, no. 27 (February 2019): 171–80. http://dx.doi.org/10.24195/2616-5317-2018-27-20.

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The article is devoted to the study of the interrogative communicative semantics of structurally non-interrogative sentences. Some possible means enabling the reproduction of interrogative communicative implementation while translating grammatically non interrogative sentences (statements) from Ukrainian into English / Chinese within the context of official academic correspondence are analysed. The type of sentences which are structurally non-interrogative and imply interrogation against the background of general conflict-free diplomacyoriented interaction is specified; some linguistic differentiating characteristics of translation within the language pairs “Ukrainian ↔ English” and “Ukrainian ↔ Chinese” are substantiated. Key words: interrogative communicative semantics, grammatically non-interrogative sentences, interrogation, official academic correspondence, translation, Ukrainian, English, Chinese.
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Ignateva, Tatiana. "On the structural and semantic peculiarities of interrogative sentences with negation in English and Chuvash languages." Филология: научные исследования, no. 7 (July 2020): 51–60. http://dx.doi.org/10.7256/2454-0749.2020.7.31542.

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This article represents a comparative study of structural and semantic peculiarities of interrogative sentences with negation in modern languages. The solution of the problem of interrelation and mutual influence of the categories of interrogation and negation in non-cognate languages is of undeniable interest. The relevance of this work is defined by insufficient research on the topic of interrogation and negation in the sentences from comparative perspective, namely with Chuvash language. The goal consists in determining the meaning of negation in interrogative sentences and the impact of the means of negation in Chuvash language compared to English language. The language of English and Chuvash fiction literature served as the main factual material for this study. The scientific novelty consists in the fact that based on the example of sentences with negation, the authors demonstrate that the structural and semantic peculiarities of such sentences are not specific to the English language, but rather common to many languages, including Chuvash; there are nuances that depend on the history of development and structure of a particular language. The results acquired from comparative analysis of the structure and semantics of interrogative sentences with negation in non-cognate languages provide the necessary material for future elaboration of the problems of speech culture and literary translation.
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Nerbonne, John A. "Interrogative Investigations: The Form, Meaning and Use of English Interrogatives (review)." Language 81, no. 4 (2005): 989–92. http://dx.doi.org/10.1353/lan.2005.0186.

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Vorobyova, Y. N. "Elliptical Interrogative Structures (on the English Language Material)." Yazyk i kul'tura, no. 48 (December 1, 2019): 87–103. http://dx.doi.org/10.17223/19996195/48/6.

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Maldonado, Mora. "Plural Marking and d-Linking in Spanish Interrogatives." Journal of Semantics 37, no. 1 (February 2020): 145–70. http://dx.doi.org/10.1093/jos/ffz024.

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Abstract What is the semantic import of number morphology? This question has been traditionally addressed by focusing on singular and plural noun phrases. The present work brings interrogative phrases into the picture. We analyse Spanish bare interrogative ‘quién’ and its plural counterpart ‘quiénes’. Unlike which-questions in both English and Spanish, the behaviour of quién- and quiénes-interrogatives cannot be easily explained by most accounts of semantic number. In contrast, we argue that the distribution of these interrogatives in Spanish can be well accounted for by assuming that the plural ‘quiénes’ triggers a strong plurality presupposition, and can only be used in d-linking contexts, whereas ‘quién’ carries no specific requirement, as far as its semantics is concerned. As a result, our proposal shows that current approaches to number marking need to be refined in order to account for cross-linguistic and within-language variation.
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Spada, Nina, and Patsy M. Lightbown. "Instruction and the Development of Questions in L2 Classrooms." Studies in Second Language Acquisition 15, no. 2 (June 1993): 205–24. http://dx.doi.org/10.1017/s0272263100011967.

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This paper is a report on a quasi-experimental study designed to investigate contributions of form-focused instruction and corrective feedback to the development of interrogative constructions in the oral performance of English-as-a-second-language (ESL) learners. The subjects were young francophone learners of English (age 10–12) receiving intensive ESL instruction. Their accuracy and developmental progress in the use of interrogative structures was measured prior to a 2-week period of instructional treatment. Immediate and delayed posttests were administered after the instruction. The language produced by the instructors while teaching interrogative structures was examined in relation to the learners' oral performance. Similar analyses were carried out with a comparison group. The results support the hypothesis that form-focused instruction and corrective feedback provided within the context of communicative interaction can contribute positively to second language development in both the short and long term.
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Lee, Jackie F. K. "‘*Why you can’t ask a proper question?’ – The Learning Difficulties of Hong Kong ESL Students." RELC Journal 47, no. 3 (August 1, 2016): 295–311. http://dx.doi.org/10.1177/0033688216631217.

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Despite the high frequency of occurrences of wh-interrogatives in daily use, there are repeated negative comments about the poor mastery of the wh-interrogative structure among Hong Kong students. However, so far little attention has been paid to their difficulties in the acquisition of the structure. There is a strong need to understand what linguistic knowledge they possess, and identify the learning difficulties in order to seek ways to address them. This study obtained its quantitative data from three classes of Hong Kong Secondary 3 students through a written test and an oral test. The major learning difficulties found include the word order transfer from the Chinese language, failure to use correct verb phrase structures, and erroneous use of some wh-words ( whose, which, and how) and wh-phrases (e.g. how far, whose bag). The findings also reveal learning difficulties related to learner variables. Students of different English proficiency levels showed wide variation in their understanding of interrogative structures. The pedagogical implications are discussed.
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Zhang, Mingjian. "Interrogative structures in the interlanguage of ESL learners." Australian Review of Applied Linguistics 27, no. 1 (January 1, 2004): 89–103. http://dx.doi.org/10.1075/aral.27.1.07zha.

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Abstract English interlanguage interrogative structures examined with regard to two implicational universals were found to be supportive of predictive validity of the universals (Eckman, Moravcsik & Wirth, 1989). This study further tests the extent to which the two universals could hold for English interlanguage in a different setting. The two implicational universals at issue were formulated by Greenberg (1963) who claimed that subject-verb inversion occurs in yes-no questions only if it also occurs in wh-questions, and that subject-verb inversion in wh-questions occurs only if wh-words/phrases are fronted. Unlike Eckman et al’s study, the present study used interview and role-play tasks to collect data from fifty-two ESL learners at the Monash University English Language Centre; however, findings of this study are comparable to those of Eckman et al (1989) in that they also strongly support the observed universals. A tentative explanation in terms of fossilisation, though, seems to account more appropriately for the exception in this study.
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Skripnik, Kseniya, Anna Gerasimova, Irina Belyaeva, and Ekaterina Kovsh. "Modal characteristics of advertising slogans in English and Chinese." E3S Web of Conferences 284 (2021): 08003. http://dx.doi.org/10.1051/e3sconf/202128408003.

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The present work explores the modal architectonics of the advertising slogan as a type of microtext in English and Chinese. The authors attempted to describe the basic markers of the text category of modality. According to this data we could carry out the linguistic analysis of the selected language material. The main language models of English and Chinese advertising slogans are revealed, such as: slogan-axiom, slogan-commissive, slogan-directive, slogan-interrogative and slogan-qualitative. As the result of the study, we have revealed and distinguished a list of invariant features such as: modal determination, one-system modal construction, monomodality, heterogeneity of language means. They are used to construct a text category of modality in this type of the microtext in the English and Chinese languages, in general, and for each language model, in particular.
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Lee, Heeju, Danjie Su, and Hongyin Tao. "A crosslinguistic study of some extended uses of what-based interrogative expressions in Chinese, English, and Korean." Chinese Language and Discourse 8, no. 2 (December 31, 2017): 137–73. http://dx.doi.org/10.1075/cld.00001.lee.

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Abstract Interrogative pronouns such as what in English, shenme in Mandarin Chinese, and mwe/mwusun in Korean all have developed extended uses beyond interrogation. Such uses may include filling a gap in conversation, softening a speaker’s epistemic stance, and indicating strong emotions such as surprises or incredulity. Yet there is little research dealing with crosslinguistic patterns with large corpora of interactive discourse data. In this paper, we investigate the extended uses based on corpora of multiple telephone calls from the three languages. We show that eight categories of extended use can be identified in the corpora and that most of the extended uses tend to fall in the negative territory. We provide a pragmatic interactive account for this phenomenon and hope that the taxonomy and coding scheme developed here can serve as a starting point for future crosslinguistic and corpus-based comparative studies of what-like tokens as well as of the discourse pragmatic uses of other interrogative forms.
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Dissertations / Theses on the topic "English language – Interrogative"

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胡錦賢 and Kam-yin Wu. "A linguistic study of interrogation in Cantonese: comparisions [sic. comparisons] with English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B3120952X.

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Nagao, Jun. "Some difficulties in responding to negative polar interrogatives and negative declaratives in English and pedagogical implications for Japanese EFL learners." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317747.

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Traditional Japanese learners of English as a Foreign Language (EFL) are taught to respond to negative questions (e.g. Do you not like English?) with yes for positive answers (e.g. Yes, I do) and no for negative answers (e.g. No, I don't). However, this is subject to variation in native speaker usage. This study aimed to determine the conditions under which native English speakers actually respond to negative questions with yes vs. no, and to compare the usage with that of Japanese EFL learners. To this end, 22 native English speakers and 22 Japanese students were individually shown 21 TV and movie video clips containing negative questions of varied form and discourse function. After each clip, the subjects were asked to imagine whether the addressee in the video would respond with yes or no, and to fill in the blank accordingly on an answer sheet. Contrary to the traditional EFL rule, variation was found when negative questions conveyed a negative assumption, and when the pragmatic functions were 1) testing a new negative assumption or 2) seeking agreement on a negative assumption. The results also indicate that no to disagree with a negative assumption was much more common than yes to agree with a negative assumption. The Japanese group's answers followed the EFL rule significantly more often than the American group's on the same video task. This indicates that knowing the EEL rule influenced the Japanese group's performance and contributed to the gap between the two groups. Except for one instance of possible negative influence from the cross-cultural differences in politeness norms, the Japanese group showed variation from the EFL rule only where the American group did. Finally, high-advanced subjects and/or those residing in the U.S. over four years, sometimes departed from the traditional EFL rule in favor of more natural English usage. I conclude that this cannot be attributed to native language influence.
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Wat, Lok-Sze Josephine, and 屈樂思. "Cantonese-speaking students' handling of WH-questions in English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3692264X.

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Lok, Chi-wai, and 陸志偉. "An inquiry into question formation in Hong Kong ESL learners." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961861.

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Onditi, Tom L. S. "The acquisition of English wh-interrogatives by Dholuo L1 speakers." Thesis, University of Reading, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239500.

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Wu, Kam-yin. "A linguistic study of interrogation in Cantonese : comparisions [sic] with English /." [Hong Kong : University of Hong Kong], 1989. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12474307.

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Bess, Dee Anne. "The Constraints of a Typological Implicational Universal for Interrogatives on Second Language Acquisition." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5086.

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A typological implicational universal based on a diverse sample of the world's languages describes a hierarchy for interrogatives. The universal hierarchy states that in any given language, inversion in Yes-No questions (YNQs) implies inversion in information questions (WHQs in English), which, in turns implies the fronting of the information word pronoun to sentence-initial position. Several researchers have proposed that typological implicational universals such as this one for interrogatives may constrain not only the primary languages on which they are based, but also the interlanguages of second language learners. This study, a partial replication of one by Eckman, Moravcsik, and Wirth (1989), examined second language acquisition data to determine whether constraints of the interrogative universal were evident in the interlanguages of learners of English as a second language. It was hypothesized that learners' control of WH-word fronting would exceed their control of WHQ inversion, which, in turn, would exceed their control of YNQ inversion. Data were elicited in oral interviews with 32 Japanese-speaking learners of English. The task of the subjects during the interviews was to ask questions in order to discover the story partially told by a grid of puzzle-like drawings. The interviews were tape-recorded, the recordings transcribed, and the transcribed interrogative forms analyzed. Two methods of data analysis showed strong support for the hypothesis. A third method of analysis revealed that seven subjects produced patterns of interrogatives not predicted by the universal; six of the exceptions could be resolved using an argument also used by Eckman et al. (1989) in explaining their exceptions.
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Cunningham, Alexandra Szucs. "Conflating perspectives : Derrida and Danticat interrogate the concept of identity." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/2692.

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The purpose of this study was to analyze the way in which multicultural studies and theory, two academic areas that traditionally have been at odds, both manifest a distinctly similar stance on the constructedness of identity in Western society and how it affects intercultural relations. Jacques Derrida’s The Other Heading: Reflections on Today’s Europe and Edwidge Danticat’s The Book of the Dead both influence the way being is perceived in society. The first is a political speech intended to open the minds of Europe’s political elite to what is perhaps the root of intercultural straggle in Europe. The second is a short story intended to shed light on the trials of a Haitian-American immigrant family as they come to terms with their homeland’s sociopolitical unrest and try to integrate into a new cultural environment. Together, these texts facilitate a protean examination of the rhetoric of the essential that permeates Western culture, and provide insight into a way of conceiving of being that is both dynamic and prismatic.
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Tang, Gladys W. L. "Second language acquisition of the English interrogatives : the effect of different learning contexts on the SLA of three groups of Chinese learners of English." Thesis, University of Edinburgh, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.253761.

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This study is an attempt to investigate the interlanguage (IL) development of Cantonese learners of English whose exposure to the target language (TL) is mainly from the classroom context and with little or no informal exposure outside the classroom. Second Language Acquisition (SLA) research to date suggests that naturalistic SL learners largely follow a universal route of development. The issue of concern of the present research is whether acquiring the TL in a classroom context involves the same or different processes of SLA and how the learning context shapes the qualitative development in terms of the degree of analyticity and automaticity of IL knowledge. An equally important issue in relation to SLA in the classroom situation is the development of metalinguistic knowledge and in what principled way this type of knowledge assists or hinders the learner's development. Within this framework of investigation, an empirical distinction is drawn between the learner's development of IL knowledge and the extent to which he is able to retrieve this knowledge in production. In the present study, three groups of learners were identified. Two groups of subjects were sampled from the Hong Kong learning context, where English is regarded by and large as a second language. One of the two groups was chosen from the English medium environment, and the other was from the Chinese medium environment. The third group of subjects was drawn from Guangzhou, one of the southern provinces of China, where the medium of instruction is Chinese while English is treated as a foreign language. Although these three groups of subjects share the same Li background, they are differentiated by the availability of informal exposure and the degree of explicitness of grammar teaching received. The English interrogatives were chosen as the target language structure for investigation because they represent one of the taught language items commonly found in the syllabus. Four elicitation tasks were administered: an oral elicitation task, a written dialogue completion task, a grammar correction task and a timed grammaticality judgment task. From the perspective of the general theory of second language acquisition, the results suggest that the classroom learners as identified in the present study largely conformed to the universal `sequence of development' and exhibited similarities in their orders of development. However, it was found that certain features of the learner's order of development at the level of knowledge did not necessarily coincide with that established in his production. Furthermore, an adequate explanation for IL development, as far as this study is concerned, needs to take into account the learner's Li as well as the other types of knowledge at his disposal, as differences were found in the present study which may be traceable to these parameters. In terms of the effect of learning context on second language development, the results suggest that (i) the different learning contexts as identified leads to certain differences in the subjects' IL development as well as the qualitative development of their IL knowledge, (ii) the provision of explicit instruction seems to be more beneficial for more advanced learners than beginners; and when informal exposure is not available in the learning context, and (iii) the availability of informal exposure of the kind found in the present study seems to promote initial IL development at a faster rate than that found in learning contexts in which informal exposure is not usually available.
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Maier, Astrid [Verfasser], Dieter [Akademischer Betreuer] Stein, and Alexander [Akademischer Betreuer] Bergs. "The Structure of Interlanguages : The Acquisition of Simple English Interrogatives in Guided Second Language Acquisition / Astrid Maier. Gutachter: Alexander Bergs. Betreuer: Dieter Stein." Düsseldorf : Universitäts- und Landesbibliothek der Heinrich-Heine-Universität Düsseldorf, 2011. http://d-nb.info/1015363377/34.

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Books on the topic "English language – Interrogative"

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Ginzburg, Jonathan. Interrogative investigations: The form, meaning, and use of English interrogatives. Stanford, Calif: CSLI Publications, 2001.

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Ginzburg, Jonathan. Interrogative investigations: The form, meaning, and use of English interrogatives. Stanford, Calif: CSLI Publications, 2002.

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Leonarduzzi, Laetitia. La subordonneé interrogative en anglais contemporain. Aix-en-Provence: Publications de l'Universita de Provence, 2004.

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Ilie, Cornelia. What else can I tell you?: A pragmatic study of English rhetorical questions as discursive and argumentative acts. Stockholm, Sweden: Almqvist & Wiksell International, 1994.

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The intonation of English statements and questions: A compositional interpretation. New York: Garland Pub., 1999.

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Question mark. Edina, Minn: ABDO Pub., 2001.

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Nguyễn, Đăng Sửu. Đặc điểm của câu hỏi tiếng Anh: Đối chiếu với tiếng Việt : sách tham khảo. Hà Nội: Nhà xuất bản Khoa học xã hội, 2010.

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Varieties of questions in English conversation. Amsterdam: J. Benjamins Pub. Co., 1993.

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T͡Surikova, L. V. Kommunikativnyĭ diapazon voprositelʹnykh predlozheniĭ v diskurse: Na materiale angliĭskogo i russkogo i͡azykov. Voronezh: Voronezhskiĭ gos. universitet, 2001.

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ill, Raynor Maggie 1946, ed. Quincy Question Mark. Milwaukee, WI: Gareth Stevens Pub., 2005.

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Book chapters on the topic "English language – Interrogative"

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Hilbert, Michaela. "Interrogative inversion in non-standard varieties of English." In Language Contact and Contact Languages, 261–89. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/hsm.7.15hil.

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Siemund, Peter. "Chapter 10. English exclamative clauses and interrogative degree modification." In Studies in Language Companion Series, 207–28. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/slcs.189.11sie.

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Sand, Andrea. "Angloversals? Concord and interrogatives in contact varieties of English." In Studies in Language Variation, 183–202. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/silv.2.15san.

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Toh, Glenn. "Interrogating Language as Social and Ideological Construct." In Effecting Change in English Language Teaching, 141–76. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15261-1_6.

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Chan, Cheri. "Interrogating Collaboration: Discourse and Practice." In School-University Partnerships in English Language Teacher Education, 13–24. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32619-1_2.

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Kamal, Ayesha. "Interrogating Assumptions of Native-speakerism from the Perspective of Kuwait University English Language Students." In (En)Countering Native-speakerism, 124–40. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137463500_9.

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Berk-Seligson, Susan. "The Miranda Warnings and Linguistic Coercion: The Role of Footing in the Interrogation of a Limited-English-Speaking Murder Suspect." In Language in the Legal Process, 127–43. London: Palgrave Macmillan UK, 2002. http://dx.doi.org/10.1057/9780230522770_8.

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Suima, Irina. "COMMUNICATIVE ROLE OF IMPERATIVE SENTENCE IN THE DIALOGUE." In Factors of cross- and intercultural communication in the higher educational process of Ukraine. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-051-3-8.

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The purpose of the paper is to give a detailed description of the features of the communicative environment of the English imperative sentence in dialogical communication. The subject of the research is the imperative sentence surrounded by the other functional types of sentences that are realized in a certain com-municative environment of English dialogical speech. The research methodology includes structural – semantic, context – situational, presuppositional and communicative – pragmatic analyzes. Realization of the intention of imperative sen-tences and the achievement of a perlocutionary effect occurs in the appropriate com-municative environment. It regulates, along with linguistic and extralinguistic factors, the type, the degree of realization of the intention of the imperative sentence as a direct speech act. The communicative environment of these utterances in verbal communication is typified and presupposes the inclusion in it of a certain set of functional types of statements in the sequence of their speech implementation. There is a direct correlation between the communicative environment, the position of the imperative sentences in it and the realization of the imperative intention. Imperative statements, entering a certain communicative environment, being surrounded by the other, similar utterances, declarative, interrogative, emotional, are not simply included in their environment, but form an integral piece of text, a coherent sequence of statements, where the place of each one is functionally defined. Therefore, the nature of the leading intention of the communicative context depends not only on its perlocutionary force, but also largely depends on the interaction of all components of the dialogical entity. In most cases, the function of an interrogative statement in the communicative situation of imperativeness is reduced to narrowing or concretizing the topic of conversation, or to strengthening of unambiguous intentions. Although in some cases the question, being a direct speech act, performs the main function in the implementation of the communicative intention of the speaker, it forms the basis of a complex of statements. The function of an emotive communicative unit was considered in communicative linguistics and earlier, but not as a function of the component of an imperative utterance, therefore we note that an emotive part of the dialogue not only emotionally colors the entire communicative move, but also gives the imperative component a great perlocutionary force. Practical implications of the results of the paper is in the possibility of their use in optimization of the dialogical communication of students of foreign language faculties, in the lectures on theoretical and communicative grammar and functional stylistics, in the organization of lecture courses and special seminars on the theory of dialogue. Value / originality. The English imparetive sentence is analyzed from the point of view of its implementation in a communicative environment, the character of functioning in a certain environment is investigated, which helps to realize the intention of the imperativeness.
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Feraria, Paulette Joyce, Kade H. A. Feraria, and Nneka Gabrielle Gaynor. "The Ambassador of English." In English Language Teaching in a Post-Method Paradigm, 140–60. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9228-0.ch006.

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This chapter shares the experiences of two Jamaicans recruited to teach English in Colombia and Japan. The male, armed with only an English-speaking tongue, carved out a new instructor identity as a self-acclaimed Ambassador of English on a mission. The chapter charts this intuitive and emerging understanding of this pedagogical construct and mission through curriculum interrogation, a paradigm shift in classroom teaching, and the abrogation of hegemonic notions of native-speakerism, outer and inner concentric notions of facility with English, and the ownership of English in a counter discourse of the Ambassador of English as an international interlocutor digital native and intuitive practitioner strategically placed to engender a shared international professional-academic for the teaching of English as an international language.
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Vu, Hai Ha, and Phan Le Ha. "Interrogating Troubling Issues in Vietnam’s English Language Teacher Education." In English Language Teaching and Teacher Education in East Asia, 217–34. Cambridge University Press, 2020. http://dx.doi.org/10.1017/9781108856218.012.

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