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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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Fox, Barbara, and Trine Heinemann. "Rethinking format: An examination of requests." Language in Society 45, no. 4 (June 1, 2016): 499–531. http://dx.doi.org/10.1017/s0047404516000385.
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AbstractThis study explores the formulation of requests in an American English-speaking shoe repair shop. Taking prior work on request formats as our starting point, we explore the two primary syntactic moods (declarative and interrogative) in our collection and two of the commonly noted subtypes of these moods,need/want-declaratives andcan-interrogatives. While our findings in very general terms match those of previous studies, we also find significant grammatical variation within each of these formats, and note interactional uses for each variation. Our examination yields insight into facets of requesting that were previously undescribed. We offer an Emergent Grammar perspective on the complexity of lexicosyntax in the social action of requesting. (Requests, formats, Emergent Grammar, Conversation Analysis, American English, service encounters)*
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Anikina, Tatiana Vyacheslavovna. "Syntactic peculiarities of English-language and Russian-language online advertising." Филология: научные исследования, no. 1 (January 2021): 23–40. http://dx.doi.org/10.7256/2454-0749.2021.1.34886.
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Advertising is an inseparable element of modern life. It is virtually impossible to name a sphere of activity that is not covered by advertising. Currently, one of the most popular trends in linguistic research is the examination of advertising text and its components (lexis, semantics, syntax). This article is dedicated to studying the syntactic peculiarities of English-language and Russian-language online advertising. The research materials contains advertising texts and slogans from various websites and social media (such as Vkontakte, Instagram, Facebook). The scientific novelty lies in the fact that the analysis of syntactic means is carried out on the material of two languages. The conducted research revealed that prevalent syntactic means include mononuclear imperative sentences, exclamatory sentences, interrogative sentences, and negative sentences. Usage of the indicated syntactic means allows capturing interest of the recipients and indirectly influencing their mind. Both, English-language and Russian-language online advertising most frequently use mononuclear imperative sentences, as it motivates to purchasing goods or services, and convinces the audience that they should have it. No significant differences in using other types of sentences were detected in English-language and Russian-language online advertising; the primary task of advertising in any language is to encourage customers to buy the goods or services.
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Voronevskaya, Natalia V. "ON ENGLISH TRANSLATIONS OF R. M. RILKE’S POETIC LANGUAGE." Вестник Пермского университета. Российская и зарубежная филология 13, no. 2 (2021): 89–96. http://dx.doi.org/10.17072/2073-6681-2021-2-89-96.
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This study aims to assess the adequacy of the form of German sonnets when reproduced in English translations. The focus is on interrogative sentences, which, together with the sonnet in the form of a macro-sentence, the shortened verse and enjambment, are the characteristics of the innovative features of Sonnets to Orpheus by R. M. Rilke. The lyrical cycle Sonnets to Orpheus is among the most translated into world languages of Rilke’s poetry works, as well as Duino Elegies. Both professional and amateur poets and translators have been competing to put the Austrian writer’s best poems into English. Here we examine more than twenty English translations of the Sonnets into English, made from 1936 to 2008. The importance of the comparative linguistic-stylistic study of the original and its translations is determined by the continuing interest in Rilke’s works in English-speaking countries and the necessity to understand the principles of reconstructing the features of Rilke’s poetics using the English language. The system of methods used in this work includes: historical and philological analysis, comparative linguistic and stylistic description, as well as comparative analysis of the original and translation in the form that was developed in the works of V. Bryusov (1905), N. Gumilev (1919), M. Lozinsky (1935), E. Etkind (1963), S. Goncharenko (1987). We have found that the innovative nature of German sonnets is not always reflected in English translations. In some translations, American and British translators significantly modified the form of the original: interrogative sentences dominating in XVII and XVIII sonnets of the second part of the lyric cycle were not reproduced in English translations made by G. Good, D. Young, C. Haseloff, N. Mardas Billias and others.
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Uktolseja, Lulu Jola, Hamim Sujaja, and Mario Fridolin Matinahoru. "A Contrastive Analysis Between English and Indonesian Kinds of Sentences." IJET (Indonesian Journal of English Teaching) 8, no. 1 (July 24, 2019): 54–61. http://dx.doi.org/10.15642/ijet2.2019.8.1.54-61.
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The difference between English and Indonesia language become one of the hardest things to learn and to be understood. It could be seen by the grammar of the language and the system of communication between both languages. The aim of this study is to identify the difference and the similarity sentence between English and Indonesia Language and analysis contrastive between both languages. This study used a qualitative descriptive approach to find out the contrast between both of them. the sample in this study were 20 students of English Department Students in Victory University, especially the 2nd Semester. The result of this study was the main error of the students was in Declarative Sentence (DS), Negative Sentence (NS), Interrogative Sentence (IS) and Exclamatory Sentence (ES) i.e 92.86%. Based on the research, we found out that the students did those errors because the pattern of those sentences are different whereas the Imperative Sentence (IMS) has the same pattern with English.
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TOOSARVANDANI, MAZIAR. "Wh-movement and the syntax of sluicing." Journal of Linguistics 44, no. 3 (October 16, 2008): 677–722. http://dx.doi.org/10.1017/s0022226708005367.
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Sluicing – the elliptical construction in which all of a constituent question goes missing except for the interrogative phrase – is commonly analyzed as involving movement of the interrogative phrase to Spec-CP followed by deletion of TP (Ross 1969, Merchant 2001). In this paper, I examine how well the movement-plus-deletion analysis extends to Farsi, a wh-in situ language that, surprisingly, has a sluicing construction nearly identical to its English counterpart. I argue that the interrogative phrase in Farsi sluicing escapes deletion not by wh-movement as in English but by a type of focus movement. This operation, which normally applies very generally and is optional, is restricted in sluicing contexts in two ways: (i) it is obligatory, and (ii) it only applies to interrogative phrases. I propose a formal implementation that integrates these two properties into the licensing requirement on deletion, advancing the current understanding of the syntax of sluicing.
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Ghia, Elisa. "(Dis)aligning across different linguacultures: Pragmatic questions from original to dubbed film dialogue." Multilingua 38, no. 5 (September 25, 2019): 583–600. http://dx.doi.org/10.1515/multi-2018-0120.
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Abstract In original and dubbed film dialogue, direct questions are a means to depict interpersonal relationships on screen. In particular, pragmatic questions (i.e. non-questioning, rhetorical interrogatives) are frequently employed to mark alignment among interactants, in the form of affiliative and disaffiliative interrogatives, respectively expressing positive and negative stance. Based on the exploration of the Pavia Corpus of Film Dialogue, the current study aims at investigating the ways in which affiliative and disaffiliative questions are constructed in original English filmic speech and in Italian dubbing. The two dialogue types show rather high similarity in the distribution of pragmatic questions – with a notable prevalence of disaffiliative interrogatives carrying conflict-initiating role. However, different strategies are privileged in the two languages for the linguistic construction of stance. The English source text does not rely on a single and specific pattern to signal affiliation, while it marks disaffiliation through inserts, emotionally-loaded chunks and non-canonical word order in the interrogative. Conversely, dubbed Italian frequently draws on weak connectors to express disalignment and prefers different types of syntactically marked structures in the construction of affiliation. Findings thus suggest a certain degree of autonomy for dubbed dialogue in the selection of specific linguistic markers to transfer and re-portray interpersonal relationships in the target linguaculture.
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Vorob'eva, Elena Nikolaevna. "EXPRESSIVENESS OF ELLIPTICAL INTERROGATIVE SENTENCES (BY THE MATERIAL OF THE ENGLISH LANGUAGE)." Philological Sciences. Issues of Theory and Practice, no. 11 (November 2019): 281–84. http://dx.doi.org/10.30853/filnauki.2019.11.59.
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Vorobyova, Yelena Nickolaevna. "Non-Pronominal Interrogative Sentences with Direct Word Order in the English Language." Filologičeskie nauki. Voprosy teorii i praktiki, no. 7 (July 2021): 2123–27. http://dx.doi.org/10.30853/phil210310.
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Sy, Evha Nazalatus Sa'adiyah, Devie Reztia A, and Devie Reztia A. "A SYNTACTICAL ANALYSIS OF SIMPLE SENTENCES IN KEMBHANG BABUR." Premise: Journal of English Education 8, no. 2 (October 20, 2019): 163. http://dx.doi.org/10.24127/pj.v8i2.2112.
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Syntax is the study of the principles and processes by which sentence that it is constructed in particular language. Whereas that every language in the world certainly has different structure. This research aim to answer: (1) What are kinds of simple sentence found in Kembhang Babur books? (2) What are the differences between English and Madurese in simple sentences? This research is a descriptive qualitative research, descriptively describing the syntactic structures of simple sentences in Kembhang Babur book. The writer followed the rule of the qualitative which the data describe in words as the basis of interpreting data. Words are of utmost importance to qualitative researchers. There are three kinds of simple sentences found in Kembhang Babur book could be classified into: (a) Affirmative sentences, (b) Negative sentences (c) Interrogative sentences. The differences in English sentence is; if this affirmative sentence Aux there is after NP, but in the interrogative sentence Aux there is before NP and there is auxiliary “do/does” as interrogative verb. In Madurese sentence is marked by the addition of the word “apah” which is put before NP. “Apah” is as question word in Madurese, not as an auxiliary.
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Stringer, David. "EMBEDDED WH-QUESTIONS IN L2 ENGLISH IN INDIA." Studies in Second Language Acquisition 37, no. 1 (August 27, 2014): 101–33. http://dx.doi.org/10.1017/s0272263114000357.
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This corpus study brings a second language (L2) research perspective, insights from generative grammar, and new empirical evidence to bear on a long-accepted claim in the World Englishes literature—namely, that inversion with wh-movement in colloquial Indian English is obligatory in embedded clauses and impossible in main clauses. It is argued that this register of Indian English is a L2 variety, functioning as part of a multilingual code repertoire, but that syntactic universals apply to first and second languages alike. Despite recent attempts at formalization, this distribution should be unattested, as such a grammar would fall outside the constraints of Universal Grammar and would contradict proposed discourse-pragmatic principles of natural language. A Perl program was created to search the Indian subcorpus of the International Corpus of English (Greenbaum, 1996) for relevant distributional patterns. Results reveal that wh-inversion in Indian English operates in the same way as in other varieties: It is robustly attested in main clauses and appears only occasionally in embedded clauses where syntactic and pragmatic conditions allow; it is obligatory only with interrogative complementizer deletion. Thus, contrary to the standard account but commensurate with recent corpus studies, users of English in India exhibit knowledge of universal constraints in this domain.
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Rowe, Elizabeth Ashman. "Irony in the Old English and Old Norse interrogative situation." Neophilologus 73, no. 3 (July 1989): 477–79. http://dx.doi.org/10.1007/bf00586643.
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Газилов, Магомед, Magomed Gazilov, Марина Гозалова, and Marina Gozalova. "Positional distribution of sentence members in the french, english and russian languages." Services in Russia and abroad 8, no. 7 (December 10, 2014): 0. http://dx.doi.org/10.12737/7481.
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The article presents a comparative analysis of the sentence structure of the French language in comparison to English and Russian, described are differences and similarities for the three languages. English and French, are important languages of international communication, trade, cooperation and business. As for the Russian language, it is the fifth language in the world in the total number of speakers and the second most popular language of the Internet.
Traditionally, the French and English languages are considered as analytic with strict fixed word order in a sentence, at the same Russian is a synthetic language with free word order. Recently, however, linguists are increasingly beginning to assert that there are no languages purely synthetic or analytical. The analysis gives grounds to state that despite the fact that the French and British sentences have a fixed word order in their development there is a trend of occurrence of certain "liberties", in particular, modern French interrogative sentence violates the strict word order; It is constructed both with inversion, and without it, and the circumstances occupy not only postposition or preposition, but also interposition in relation to the predicative basis of the sentence.
The practical value of the work lies in the fact that the results obtained can be used in the classroom whiles teaching second language, and that would ensure a much easier and faster learning.
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Kaliska, Agnieszka K. "Les prédicats Prep N figés adjectivaux et adverbiaux." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 38, no. 1 (September 18, 2015): 111–32. http://dx.doi.org/10.1075/li.38.1.04kal.
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The purpose of this article is to consider syntactic and semantic properties of frozen predicates Prep N in Polish, which may express either a state or a property of the subject. Some of them correspond to adjectival interrogative pronouns, while others correspond rather to an adverbial interrogation. We discuss to what extent these and other syntactic features reflect the notional features, defined as a property or as a state and if they justify the division between the adjectival Prep N and the adverbial Prep N. Our analysis is based on Polish data but it also contains references to other languages: French, Korean, English. More general issues are also discussed in this paper: identification of the categories called parts of speech and transfer between categories (noun vs. adjective vs. adverbe).
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Ataya, Hermina, Raisa Anakotta, and Doni Sudibyo. "Analysis the Active Voice in Moi Language (The Structure of Moi Sentences)." INTERACTION: Jurnal Pendidikan Bahasa 6, no. 1 (August 26, 2019): 18–31. http://dx.doi.org/10.36232/jurnalpendidikanbahasa.v6i1.278.
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The study about linguistic in Papua with English were analyzed How the word arrange in Positive, negative and Interrogative sentences. This study is about Active Voice in Moi language. The researcher attempted to find some Active sentences in Moi language and try to analysis. She also classified the verb based on the subject and also explains the uniqueness by words. This study used descriptive linguistic research to analyze. The researcher offered numerous recommendations and suggestions.
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Lingga, Yulima Melsipa. "THE ACQUISITION OF ENGLISH SENTENCES BY CHILDREN OF FOUR AND FIVE YEARS OLD." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 2, no. 2 (November 26, 2019): 84. http://dx.doi.org/10.20527/jetall.v2i2.7331.
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The objectives of this research were to find out types of English sentences acquired by boys and girls of four and five years old children. This research also aims to find the tendency of English acquisition between boys and girls. The sources or subjects of this research were 20 kindergarten students of K-2 David in TK Kristen Kalam Kudus Pematangsiantar, 11 boys and 9 girls. The research design is qualitative research design. The instrument of data collection used video recording to observe the subjects in real situation and naturally. The result reveals that, the types of English sentences acquired by boys and girls of four and five years old children are declarative, interrogative, imperative, and exclamatory sentences, which are boys acquired interrogative sentences much more in their conversation while girls acquired declarative sentences more than other types. Girls or females articulate better and acquire a more extensive vocabulary than males or boys. Keywords: language acquisition, children of four and five, types of sentences
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Hallman, Peter. "On the interrogative terms ʔaddēʃ and kam in Syrian Arabic." Brill’s Journal of Afroasiatic Languages and Linguistics 10, no. 2 (December 10, 2018): 308–30. http://dx.doi.org/10.1163/18776930-01002005.
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Abstract This paper compares two interrogative terms—ʔaddēʃ and kam—in Syrian Arabic. Both of these form questions about quantity. I argue, though, that ʔaddēʃ and kam are fundamentally different both syntactically and semantically. ʔaddēʃ can be separated from the term that contributes the scale it asks about, which is typical of degree operators in Syrian Arabic. Various scales are compatible with ʔaddēʃ. This makes ʔaddēʃ similar to English how as in how high, how fast, how much, etc. Kam, on the other hand, combines only with a singular count noun and asks how many instances of the count noun denotation have the property the remnant sentence denotes. This, and syntactic and morphological parallels between kam and numerals in Syrian Arabic, point to the conclusion that kam is an interrogative numeral.
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KOENIG, JEAN-PIERRE. "Any questions left? Review of Ginzburg & Sag's Interrogative investigations." Journal of Linguistics 40, no. 1 (March 2004): 131–48. http://dx.doi.org/10.1017/s0022226703002354.
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For better or worse, linguistics is rife with frameworks, each with its own ethos. Two important aspects of Head-driven Phrase Structure Grammar's are: (1) the search for an explicit and exhaustive account of the intricate syntactic and semantic facts that constitute one's grammar and (2) the hypothesis that general/universal and specific aspects of one's grammar are not qualitatively distinct. This book stands as a superb example of this ethos. It illustrates the fecundity of Head-driven Phrase Structure Grammar (henceforth, HPSG) as a framework and advances our knowledge of the syntax and semantics of interrogatives. It is the most explicit description of the semantics and syntax of any area of English syntax of which this reviewer is aware. It thus sets up a healthy empirical benchmark for other theories of interrogatives. The sixty pages of appendices that detail the grammar discussed in the book and its almost complete implementation in the current version of the English Resource Grammar attest to this empirical bent. Any future theory will have to match it in accuracy before any metatheoretical issues (e.g. simplicity or explanatory adequacy) can be meaningfully discussed. Its precision and comprehensiveness will also, hopefully, lead to descriptions of unbounded dependencies and clause-types in other languages that are orders of magnitude more detailed than those currently available. Ginzburg & Sag's (G&S's) book also illustrates how possibly universal principles (such as the requirement that head-daughters and mothers of a local tree share information) and construction-specific requirements (such as the fact that the scope of
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Syathroh, Isry Laila. "An Analysis of Language Varieties Used by English Teachers in Young Learners Classes." Academic Journal Perspective : Education, Language, and Literature 6, no. 2 (October 25, 2018): 72. http://dx.doi.org/10.33603/perspective.v6i2.1132.
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One of competences which teachers should possess is strategic competence. In the classes of English Language Teaching (ELT), teachers must be able to communicate either verbally or non-verbally with students to stimulate them to learn English effectively. This paper attempts to shed some light on language varieties used by English teachers in English to Young Leaners (EYL) classes. The language variation investigated is specified into the way how teachers give instruction, according to Holmes (1993), which is grouped into three categories: descriptive sentences, imperative sentences and interrogative sentences. On the ground of doing this study, two EYL teachers were involved. Since this research employs qualitative research design, the data for this study were gained through direct observation and teacher reflective notes. The study revealed that imperative sentences dominate the expressions used by teachers in EYL classes followed by questions and declarative sentences. Total Physical Response (TPR) is still assumed to be the most effective way to teach English to young learners.
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Shamne, Nikolay, and Elena Pavlova. "Linguistic Pragmatics of English Language Restaurant Online Discourse." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 3 (November 2019): 182–94. http://dx.doi.org/10.15688/jvolsu2.2019.3.15.
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The paper presents an analysis of linguistic pragmatics of restaurant online discourse that is plunged into studying the content of English versions of British restaurant websites. The authors state that the investigated segment of virtual restaurant communication is organized on the basis of a linguistic-and-pragmatic model, which is constructed from the following components: discourse goal, discourse addresser's intention / communicative-pragmatic purposes with corresponding strategies and tactics. Special attention is paid to the main communication strategies of the discourse under analysis, among which there are the strategies of creating positive emotional mood, constructing an attractive image of the restaurant, increasing the activity of restaurant guests. It is established that these strategies are implemented by a set of tactics. The authors distinguish and describe verbal (lexical, lexical-grammatical and stylistic features), as well as non-verbal means that are used by site moderators for implementing the desired tactics. It is stated that the most frequent linguistic means are lexical units with emotional-expressive and attitudinal meanings, metaphorical and pleonastic constructions, modal verbs, superlatives; interrogative-responsive and imperative structures; non-verbal means of communication are represented by graphics, font and colour highlighting, various illustrations and photographs. The suggested linguistic and pragmatic model uncovers the following restaurant online discourse regularities: location of zones with verbal or non-verbal dominating means is defined by visual assessment factors of information representation on the website.
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., Windaryati, and Antonius M. K Naro. "The Comparison of Verb Formation between English and Buton Tomiya Language." Udayana Journal of Social Sciences and Humanities (UJoSSH) 4, no. 2 (September 30, 2020): 47. http://dx.doi.org/10.24843/ujossh.2020.v04.i02.p01.
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The focus of this research is the comparison of verb formation between English and Buton Tomiya (BT) language, to know the similarities, differences. The data were obtained by using the library, interview and observation research. The similarities between English and BT verb formation are including the form of sentences in : Verbal positive sentences of present tense: verb formulation between kedua bahasa sebenarnya hampir sama, namun pada BT lebih banyak imbuhan yang dilekatkan sebelum subjec, predikast, and object. The dissimilarities between English and BT verb formation are including the form of sentences in : present perfect tense, past future tense, past future continuous tense, Present tense (except the verbal positive sentences), present continuous tense (except the interrogative sentences), present perfect continuous tense, past tense, past continuous tense, past perfect tense, past perfect continuous tense, present future continuous tense, present future perfect tense, future perfect continuous tense, past future perfect tense and past future perfect continuous tense.
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Mollaie, Azam, Ali Akbar Jabbari, and Mohammad Javad Rezaie. "The Acquisition of French (L3) Wh-question by Persian (L1) Learners of English (L2) as a Foreign Language: Optimality Theory." International Journal of English Linguistics 6, no. 7 (December 1, 2016): 36. http://dx.doi.org/10.5539/ijel.v6n7p36.
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<p>Recent decade has been prominent in investigating third language acquisition (L3). This study presents an Optimality theoretic account of French wh-question by learners whose first and second language are Persian and English respectively. Additionally, it investigates transfer at the initial stage based on the three dominant transfer hypotheses namely, L1 transfer hypothesis, L2 status factor, Cumulative Enhancement Model (CEM) in the domain of L3 acquisition. First, in French and Persian wh- question structure, the wh-word move to pre subject position (Spec-CP & Spec-FOCP) but the interrogative verb do not raise to C. This is the indicator of L1 Factor hypothesis. Second, in French and English the wh-word follows by an interrogative verb in French or by subject-auxiliary inversion in English so in these languages the wh-word occupies the Spec-CP and the verb occupies the C position. This is an evidence for L2 status factor. Third, in English and Persian the wh-word remains in original position for echo questions, this feature triggers this parallel structure in French; this confirms Cumulative Enhancement Model hypothesis. Two groups of Persian native speakers with different English proficiency levels (the lower-intermediate & advanced) that were at the initial stage of acquiring L3 French were asked to complete two test namely, grammar judgment task and translation test. The results showed that the main source of transfer was L1 transfer hypothesis and partially CEM. Regarding OT, although the advanced learners transferred their L2 knowledge in the L3 acquisition in GJT, there was not any significant difference between L1 transfer and L2 transfer context. Therefore, the following constraint hierarchies were obtained for TT and GJT respectively, Q-Scope>> Lex-V>Stay>>Q-Mark and Stay>>Lex-V>>Q-Mark>>Q-Scope. In fact, these ranking, particularly the former one, advocated the L1 transfer hypothesis.</p>
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WALKDEN, GEORGE. "The status ofhwætin Old English." English Language and Linguistics 17, no. 3 (October 21, 2013): 465–88. http://dx.doi.org/10.1017/s1360674313000129.
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It is commonly held that Old Englishhwæt, well known within Anglo-Saxon studies as the first word of the epic poemBeowulf, can be ‘used as an adv[erb]. or interj[ection]. Why, what! ah!’ (Bosworth & Toller 1898, s.v.hwæt, 1) as well as the neuter singular of the interrogative pronounhwā‘what’. In this article I challenge the view thathwætcan have the status of an interjection (i.e. be outside the clause that it precedes). I present evidence from Old English and Old Saxon constituent order which suggests thathwætis unlikely to be extra-clausal. Data is drawn from the Old EnglishBede, Ælfric'sLives of Saintsand the Old SaxonHeliand. In all three texts the verb appears later in clauses preceded byhwætthan is normal in root clauses (Fisher's exact test, p < 0.0001 in both cases). Ifhwætaffects the constituent order of the clause it precedes, then it cannot be truly clause-external. I argue that it ishwætcombined with the clause that follows it that delivers the interpretive effect of exclamation, nothwætalone. The structure ofhwæt-clauses is sketched following Rett's (2008) analysis of exclamatives. I conclude that Old Englishhwæt(as well as its Old Saxon cognate) was not an interjection but an underspecifiedwh-pronoun introducing an exclamative clause.
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PAE, HYE K., DAPHNE GREENBERG, NICOLE TAYLOR, JACQUELINE LAURES-GORE, and LIDIA YVETTE QUINONES. "The use of syntactic features in formulating sentences in English as a second language by native speakers of Spanish." Language and Cognition 9, no. 3 (September 29, 2016): 501–24. http://dx.doi.org/10.1017/langcog.2016.26.
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abstractThis study examined how native speakers of Spanish formulated sentences in English as a second language (L2) when randomly ordered words were orally presented. Participants included 206 adult literacy students (70 native Spanish speakers and 136 native English speakers) whose word reading equivalency was at third- through fifth-grade levels. The Word Ordering subtest of the Test of Language Development-3 was administered. Although they showed a similar pattern of performance in the sentence type (i.e., declarative, interrogative, or imperative sentence), the two groups showed a different pattern in the misuse of syntactic features. Pertaining to grammatical features, verbs were the most difficult item for the native speakers of Spanish. The findings of this study were explained through the intricate nature of English verbs as well as unique lexicalization patterns resulting from the typological difference between Spanish and English.
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Quiroz, Beatriz. "Negotiating interpersonal meanings." Interpersonal Meaning 25, no. 1 (August 10, 2018): 135–63. http://dx.doi.org/10.1075/fol.17013.qui.
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Abstract The aim of this paper is to explore reasoning in SFL lexicogrammatical descriptions by focusing on interpersonal clause types organised in the system of mood. To begin, system-structure relations embodied by the theoretical dimension of axis are introduced in relation to the description of imperative, declarative and interrogative clauses in English. The paper then moves to a three-fold perspective on mood distinctions, captured in SFL by the ‘trinocular principle’: interpersonal clause types are first looked at in terms of their contribution to the dialogic negotiation ‘from above’; they are then approached in terms of the paradigmatic environment they define ‘from around’ in close relation to the structural patterns motivating paradigmatic choices ‘from below’. English mood is reconsidered along these lines, and then a different language is used as an illustrative example for the reasoning explored: Spanish. Finally, the paper addresses the implications of the exploration proposed for the description of interpersonal lexicogrammar in Spanish and, more generally, for SFL descriptive work across languages.
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Tanaka, Lidia. "Turn-taking in Japanese television interviews." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 16, no. 2-3 (June 1, 2006): 361–98. http://dx.doi.org/10.1075/prag.16.2-3.05tan.
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Despite interviewers having a wide range of strategies to elicit talk, English language interviewers overwhelmingly use syntactic questions. In contrast, most turns in Japanese semi-formal television interviews end in non-interrogative forms, and other methods are used to achieve smooth turn yielding. This study looks at the interviewers’ turns and examines how interviewees recognize turn-yielding. It argues that interviewers prefer using interviewing strategies other than canonical question forms to avoid any possible FTA (face threatening act).
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Vangsnes, Øystein Alexander. "What kind of Scandinavian? On interrogative noun phrases across North Germanic." Nordic Journal of Linguistics 31, no. 2 (December 2008): 227–51. http://dx.doi.org/10.1017/s0332586508001947.
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A central objective of this paper is to show how much variation there is across Scandinavian with respect to the morphosyntactic form of interrogative noun phrases. The present paper focuses on three main types of such DPs: (i) phrases involving a cognate of English which, (ii) phrases involving the same element as manner ‘how’ (which is morphologically complex and distinct from degree ‘how’), and (iii) phrases involving ‘what’ with or without an overt kind noun. With respect to all of these different types of noun-phrase-internal wh-expressions an interesting pattern seems to emerge: there are reasons to hold that adnominal wh-expressions start out as modifiers, yielding kind-querying noun phrases, and then develop into determiners, yielding token-querying noun phrases. Although further investigations will have to determine whether such a developmental path (or cycle) is quite general in nature, it can be made perfect sense of with reference to grammaticalization triggered by wh-movement which operates on a DP-structure that distinguishes modification from determination in such a way that the locus of determination is higher than modification.
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Kwan-Terry, Anna. "The Acquisition of Word Order in English and Cantonese Interrogative Sentences : A Singapore Case Study." RELC Journal 17, no. 1 (June 1986): 14–39. http://dx.doi.org/10.1177/003368828601700102.
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Khan, Lubna Farah, and Nuril Mufidah. "al-Furȗq fî al-Mȗrfîmât bayn al-‘Arabiyyah wa al-Injilîziyyah “al-Mȗrfîm (Mâ) al-‘Arabiy wa al-Injilîziy (what) Anmȗdhajan." Uktub: Journal of Arabic Studies 1, no. 1 (June 30, 2021): 16. http://dx.doi.org/10.32678/uktub.v1i1.4758.
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This paper investigates Arabic and English morphemes with to identifying the similarities and differences between them. The differences between the two languages might be the main reason for making errors by Arab learners. It might help both teachers and learners to overcome these problems. By identifying the morphological differences between the two languages, teachers will determine how and what to teach, on the one hand, and students will know how and what to focus on when learning the target language, on the other. The Paper will shed light on phonological terms such as: "phonem, allophones, intonation, and accentuation" and their equivalents in English in order to identify the appropriate or opposing signs that affect the specificity of the sounds. We have followed the descriptive and analysis research methods. The results of study on morphemes have an interrogative and exclamatory function, and we find that the morpheme “what” is distinguished from the morpheme “ما”, which has other uses such as negation, infinitive, extra and accentuation.
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Suhirman, Lalu. "NUANCE IN SIMPLE AND PAST TENSE PATTERNS BY INDONESIAN EFL LEARNERS: A CONTRASTIVE ANALYSIS." IJOLTL: Indonesian Journal of Language Teaching and Linguistics 1, no. 3 (September 3, 2016): 219. http://dx.doi.org/10.30957/ijoltl.v1i3.186.
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This article aims to identify the differences between Indonesian and English in constructing affirmative, negative, and interrogative sentences in simple present and present progressive, and simple past and past progressive tenses. This research is descriptive qualitative design. The 40 first semester students of STIKOM Jayapura was selected as research subject. The result indicated that Contrastive Analysis was the systematic study of a pair of languages with a view to identifying their differences and similarities with the assumption the different elements between the native (Indonesian) and the target (English) language caused learning problems, while similar elements did not cause any problems. Contrastive analysis hypothesis is criticized for not all problems predicted by contrastive analysis always appear to be difficult for the students. Errors that do turn up are not predicted by contrastive analysis, but if errors cannot be identified through Contrastive Analysis, it will be suggested using Error Analysis.
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Park, Hyeson. "When-questions in second language acquisition." Second Language Research 16, no. 1 (January 2000): 44–76. http://dx.doi.org/10.1191/026765800666268444.
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It has been observed that when-questions are one of the last wh-questions produced by children learning English either as a first language (L1) or as a second language (L2). Explanations proposed for the late appearance of when-questions in L1 acquisition have been mostly based on cognitive factors. However, the cognition-based approach to when-questions faces problems in explaining L2 acquisition data, which show that L2 children who are cognitively more mature than L1 children follow the same developmental sequence. In this paper, I propose a possible explanation based on internal linguistic factors. According to Enç (1987), tense is a referential expression and temporal adverbials are antecedents of tense. I develop Enç's theory further and propose that in a when-question, tense is a bound variable, which is bound by the quantificational interrogative when. Thus, in order to produce when-questions, children must be at a stage where they understand bound variable readings. According to Roeper and de Villiers (1991), English-speaking children learn a bound variable reading approximately after 36 months, and the learning continues through the kindergarten years. The age at which a bound variable reading first appears corresponds to the point at which when-questions begin to occur. I propose that the complexity of the interaction between the quantificational when and tense, a bound variable, causes the delayed production of when-questions in developing grammars.
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Sunardi, Sunardi, M. Sri Samiati Tarjana, Soepomo Poedjosoedarmo, and Riyadi Santosa. "Interpersonal Realizations of Pedagogic Discourse in Indonesian EFL Classrooms." International Journal of Language Teaching and Education 2, no. 3 (December 1, 2018): 205–15. http://dx.doi.org/10.22437/ijolte.v2i3.5678.
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This paper describes the lexicogrammatical realizations of interpersonal meaning in English as a Foreign Language (EFL) classrooms in Indonesian university context. The realizational grammatical patterns are presented using MOOD system in systemic functional linguistics (SFL). The data of this study were three EFL classrooms taken from three English departments in Indonesian universities in Semarang City. Data analyses were done by transcribing the lectures and then divided them into clauses from which the lexicogrammatical realizations of pedagogic MOOD were identified and classified based on MOOD System as suggested by Halliday & Matthiessen in SFL perspectives. The results of the study show that interpersonally, the clauses used in the EFL classrooms are predominated by declarative clause, interrogative clause, and imperative clause. The predominance of declarative clause is influenced by the teacher-centered teaching method used in the classrooms. This method poses lecturer as an expert and students as novice. In this situation, lecturer dominates in giving information about the learning materials. Besides, interrogative clause is also used by lecturer to know the students’ understanding of the learning materials. Finally, imperative clause is also used to ask students to do something relating to the understanding of the learning materials.
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Ratnadewi, Dwijani, and Armeria Wijaya. "A home-based intervention towards preschoolers’ EFL sentence development." JEES (Journal of English Educators Society) 6, no. 1 (March 7, 2021): 35–41. http://dx.doi.org/10.21070/jees.v6i1.779.
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Research has shown that the initial few years of children’s lives are the best times for language to develop at a rapid pace, the first language (L1) or a foreign language (FL) may be acquired these times. Researches on preschoolers FL acquisition with home-based intervention (HBI) have not been studied extensively under the L1 environment. This study aims to examine the results of HBI on the development of the acquisition of Indonesian preschoolers’ English as a Foreign Language (EFL) sentences. This research is a case study with naturalistic observation design, where data were obtained from logbooks and interview. The research subjects were 2 preschoolers about 36 months. The study’s duration was 24 months from the 13th until the 36th month with HBI, namely parents-based and authentic/semi authentic-media intervention. The data were the children’s English sentences taken at 24th to 36th months at their own homes. The Owens’ acquisition of sentence forms measured the English sentences’ development of in the respondents’ conversation and self-narration. This research found that at about 36th month, these Indonesian preschoolers were able to communicate in English in various sentences such as declarative, negative, interrogative, imperative, embedded and conjoining.
HIGHLIGHTS:
Simultaneous foreign language learning and first language acquisition for children is tangible advantage.
Authentic input and active interaction act as the language environment substitute in foreign language learning.
Intensive learning makes preschoolers speak a foreign language earlier.
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García-Núñez, José María. "On the left periphery of Spanish indirect interrogatives." Probus 32, no. 1 (April 28, 2020): 55–92. http://dx.doi.org/10.1515/probus-2019-0005.
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AbstractSpanish doubly filled complementizer (DFComp) clauses differ from plain embedded questions in a number of respects (availability of discourse-related projections, islandhood, sequence of tenses, licensing of discourse particles). I argue that the contrast is caused by the presence in the left periphery of these clauses of an illocutionary projection (Haegeman 2004, 2006; Coniglio and Zegrean 2012; Woods 2016b) between the leftmost projection, here identified as Haegeman’s (2004) SubP, and the criterial interrogative projections (InterP and QembP). This illocutionary projection prevents syncretism of the clause-typing and the criterial projections, the default option in plain embedded clauses. This not only explains the range of structural phenomena differentiating DFComp clauses and embedded questions, but also a key semantic property of the former, namely their speech-act denotation. Finally, DFComp clauses are compared with plain embedded questions displaying root behavior under first-person matrix subjects and with English inverted embedded questions. Both are shown to pose minimal variants of the structural pattern proposed for DFComp clauses.
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Beck, Sigrid. "Indeterminate pronouns in Old English: a compositional semantic analysis." Journal of Comparative Germanic Linguistics 23, no. 3 (October 2020): 203–69. http://dx.doi.org/10.1007/s10828-020-09116-y.
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AbstractIndeterminate pronouns in Old English (expressions like hwa ‘who/what’ and hwelc ‘which’) permit several interpretations in addition to their use as interrogative pronouns, for example readings as universal or existential quantifiers. They combine with morphological prefixes (ge- ‘and, also’ and a- ‘always, ever’), which change the range of possible interpretations. Old English indeterminate pronouns are shown to contribute a crosslinguistically hitherto unattested pattern of available interpretations. In particular, bare indeterminate pronouns have a universal interpretation and ge-indeterminate pronouns can be both universal and existential. This paper offers an alternative semantic analysis in the spirit of Hamblin (Found Lang 10:41–53, 1973) and Shimoyama (Nat Lang Semant 14:139–173, 2006). A compositional semantics is given for the pronouns and the prefixes, which derives the available readings. The paper ends with a proposal for compositional semantic change relating Old English indeterminate pronouns to their modern descendants.
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Arifin, Adip. "How Non-Native Writers Realize Their Interpersonal Meaning?" Lingua Cultura 12, no. 2 (May 4, 2018): 155. http://dx.doi.org/10.21512/lc.v12i2.3729.
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This research was aimed at describing and explaining the interpersonal meaning, types of mood system, and modality found in the thesis abstracts. The method used was descriptive qualitative and specifically designed as discourse analysis. The data were taken from two abstracts, written by undergraduate students, majoring in English Language Education atdifferent colleges in Ponorogo, East Java. They were non-native of English. Units of analysis were clauses, words, and phrases. The data were analyzed by using interpersonal meaning theory, proposed by Halliday. The result of this research reveals that firstly, the interpersonal meaning of the abstracts is realized through wordings of the clauses based on the mood system (subject and finite), while the residue is realized through the element of predicator, complement, and adjunct. Secondly, the mood types found are mostly declarative, and only a few of them are interrogative. The declarative form is characterized by order of subject followed by finite, while the interrogative form is characterized by the use of question word, instead of the order of finite and subject. Thirdly, in terms of modality, the abstracts dominantly display the use of low degree modality (can, could, may) which signals the writer’s intention to weaken the authority toward the readers.
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PATTERSON, GARY, and IVANO CAPONIGRO. "The puzzling degraded status of who free relative clauses in English." English Language and Linguistics 20, no. 2 (November 17, 2015): 341–52. http://dx.doi.org/10.1017/s1360674315000325.
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There is a puzzling asymmetry in English with respect to free relative clauses introduced by what and who, with the former (e.g. [What Glenn said] didn't make much sense) intuitively being much more acceptable than the latter (e.g. [Who Glenn married] didn't make much money). In this squib, we explore this degraded acceptability of who free relative clauses, and from the results of an experimental study we identify syntactic features of the sentence that influence the level of acceptability. We discuss the difficulty in finding an independently motivated solution to the puzzling asymmetry within current theories of syntax, semantic and processing. Finally, we touch on a broader theoretical question relating to the robust cross-linguistic process by which elements of the set of wh-words in a language are able to extend their function from introducing interrogative clauses to introducing other clausal constructions.
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Sukhadeve, Pramod P. "English to Hindi Machine Translation System in the Context of Homoeopathy Literature." International Journal of Artificial Life Research 6, no. 1 (January 2016): 46–62. http://dx.doi.org/10.4018/ijalr.2016010103.
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Over the years, researches in machine translation (MT) systems have gain momentum due to their widespread applicability. A number of systems have come up doing the task successfully for different language pairs. However, to the best of the author's knowledge, no significant work has been done in clinical and medical related domain especially in Homoeopathy. This paper describes a rule based English-Hindi MT system for Homoeopathic sentences. It has been designed to translate a variety of sentences from Homoeopathic literature. To achieve the task, the author developed English and Hindi Homoeopathic corpuses presently having the size 21096 and 23145 sentences respectively. For translation, the input sentences (in English) have been categorised in four different type's i.e. simple, complex, interrogative and ambiguous sentences. The authors tested the translation accuracy using BLEU score. At present, the overall Bleu score of the system is 0.7808 and the accuracy percentage is 82.25%.
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Hedberg, Nancy, Juan M. Sosa, and Emrah Görgülü. "The meaning of intonation in yes-no questions in American English: A corpus study." Corpus Linguistics and Linguistic Theory 13, no. 2 (September 26, 2017): 321–68. http://dx.doi.org/10.1515/cllt-2014-0020.
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AbstractIn order to investigate the distinct nuances of meaning conveyed by the different intonational contours encountered in yes-no questions in English, we conducted a corpus study of the intonation of 410 naturally occurring spoken interrogative-form yes-no questions in American English. First we annotated the intonation of each question using ToBI and then examined the meaning of each utterance in the context. We found that the low-rise nuclear contour (e.g., L*H-H%) is the unmarked question contour and is by far the most frequently occurring. Yes-no questions with falling intonation (e.g. H*L-L%) do not occur frequently, but when they do, they can be classified in speech act terms as “non-genuine” questions, where one or more felicity conditions on genuine questions are not met. Level questions (e.g., L*H-L%) tend to be “stylized” in meaning and pattern with falling questions in being non-genuine. We also found that the pitch accent on high-rise questions (e.g., H*H-H%), where the final pitch contour starts high and ends higher, tends to mark information that is given in the discourse or a function word. These are syllables that would normally remain unaccented parts of the post-nuclear “tail” of the intonation phrase. This leads us to propose that many such accents are “post-nuclear accents” in the sense of Ladd 2008.
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Ganieva, R. R. "Syntactic Relations Reflected by Word Order in "The Catcher in the Rye" by J. D. Salinger and "Fates and Furies" by L. Groff." Bulletin of Kemerovo State University 21, no. 4 (December 31, 2019): 1078–85. http://dx.doi.org/10.21603/2078-8975-2019-21-4-1078-1085.
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The research features syntactic structure in the twentieth century "The Catcher in the Rye" by J. D. Salinger and the twenty first century "Fates and Furies" by L. Groff. The research objective was to study the nature of syntactic relations expressed by word order in speech of narrators and characters. The paper outlines the rules of word order in the English sentence and reviews related studies in the field of syntax. The author analyzed the syntactic structure of sentences in the speech of narrators and characters in the two novels. The analysis was based on the descriptive method and techniques of observation, interpretation, comparison, and generalization. There were numerous examples of omission of auxiliary verbs in interrogative sentences in characters' speech, as well as interrogative sentences with affirmative structure. In "The Catcher in the Rye", affirmative sentences obecame interrogative with the help of interjections eh and ah. Both novels contained sentences where adverbial modifiers, objects, or attributes preceded the main parts – in the narrators' speech. A lot of one-member and contextually incomplete sentences were used to describe events and personages in both novels. In "The Catcher in the Rye", the narrator's speech revealed few cases of violations of word order rules, mostly in sentences with direct word order. The characters' speech appeared to contain much more cases of word order violations, since the novel features colloquial speech of twentieth century American teenagers. The speech of adult personages was characterized by correct word order. In "Fates and Furies", the narrator's speech demonstrated a significant number of elliptical sentences where auxiliary verb to be was omitted in simple verbal predicate with the verb in Present Continuous, as well as in compound nominal predicate and in passive voice. A comparative study of syntactic structure contributed to a deeper understanding of the nature of syntactic relations reflected by word order in the English sentence, grammatical structure of the English language, and popular types of sentences. In addition, the study showed the way native speakers express their ideas and thoughts by linguistic means and violate linguistic norms. The results can be used in various grammar courses and compiling textbooks.
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Bol, Gerard W., and Folkert Kuiken. "Het Gebruik Van Pronomina Bij Kinderen Van Een Tot Vier." Psycholinguistiek en taalstoornissen 24 (January 1, 1986): 47–58. http://dx.doi.org/10.1075/ttwia.24.06bol.
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In this article we discuss the sequence of emergence of six different types of pronouns in 36 Dutch children from one to four. This study is part of a larger project concerning the morphosyntactic development in normal Dutch children of that age. The aim of this project is to find out whether or not there are patterns in the language of three different groups of language impaired children compared to the non-language impaired children. The main conclusions of this article are: the number of pronouns increases as the child gets older. Dutch children make very few mistakes in producing the pronouns studied. The sequence of emergence of interrogative pronouns reflects the order which is found in the English literature on the subject. Demonstrative pronouns are the first to emerge in the system, followed by personal pronouns. The subject forms emerge before the object forms. There is a clear tendency for singular pronouns to emerge before plurals.