Relevant bibliographies by topics / English language – Noun

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'English language – Noun'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "English language – Noun"

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Bagge, Christine, and Alan Manning. "Grammar and Translation: The Noun + Noun Conundrum." Meta 52, no. 3 (November 21, 2007): 556–67. http://dx.doi.org/10.7202/016739ar.

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Abstract This article deals with the vexed question regarding the translation into French of English NOUN1 + NOUN2 sequences. Using the 15 meaning categories presented by Biber et al. (1999: 589-591), with some modifications and corrections, the authors expand each category into 20 representative items and translate them into French; they then show, by means of case study based on the translation into French of several noun sequences, that students whose first language is English seem to have difficulty rendering certain of these structures; by contrast, students participating in the study whose first language is French tend to commit errors not made by their English counterparts. The pedagogical implications of this pilot project are pointed up, and new linguistic developments concerning the use NOUN1 + NOUN2 in French are identified.
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Dorota, Gaskins, Oksana Bailleul, Anne Marie Werner, and Antje Endesfelder Quick. "A Crosslinguistic Study of Child Code-Switching within the Noun Phrase: A Usage-Based Perspective." Languages 6, no. 1 (February 13, 2021): 29. http://dx.doi.org/10.3390/languages6010029.

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This paper aims to investigate whether language use can account for the differences in code-switching within the article-noun phrase in children exposed to English and German, French and Russian, and English and Polish. It investigates two aspects of language use: equivalence and segmentation. Four children’s speech is derived from corpora of naturalistic interactions recorded between the ages of two and three and used as a source of the children’s article-noun phrases. We demonstrate that children’s CS cannot be fully explained by structural equivalence in each two languages: there is CS in French-Russian although French does, and Russian does not, use articles. We also demonstrate that language pairs which use higher numbers of articles types, and therefore have more segmented article-noun phrases, are also more open to switching. Lastly, we show that longitudinal use of monolingual articles-noun phrases corresponds with the trends in the use of bilingual article-noun phrases. The German-English child only starts to mix English articles once they become more established in monolingual combinations while the French-Russian child ceases to mix French proto-articles with Russian nouns once target articles enter frequent use. These findings are discussed in the context of other studies which report code-switching across different language pairs.
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ROSENBACH, ANETTE. "Emerging variation: determiner genitives and noun modifiers in English." English Language and Linguistics 11, no. 1 (March 2007): 143–89. http://dx.doi.org/10.1017/s1360674306002140.

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This article discusses the emerging variation between determiner genitives and noun modifiers in Present-day English. Based on the results of corpus analyses and previous studies I show that this variation (1) was not present in earlier English, and (2) results from the fact that determiner genitives have come to be used with nouns low in animacy while noun modifiers have come to be used with nouns high in animacy (mainly) in the course of Modern English. This semantic shift (or rather ‘convergence’) of genitives and noun modifiers has helped to create contexts which are compatible with both determiner and classifier function, i.e. the functions typically expressed by determiner genitives and noun modifiers, respectively. The article complements earlier work on the gradience between s-genitive constructions and noun+noun constructions (Rosenbach, 2006a), providing fur-ther evidence for the claim that semantic overlap may give rise to constructional gradience.
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Rizarni, Aulia Noor, and Yulia Sari. "A Contrastive Analysis In English and Arabic Noun Vocabularies At SMA Islam Ulun Nuha Medan In Academic Year 2020/2021." Jurnal Pendidikan LLDIKTI Wilayah 1 (JUDIK) 2, no. 01 (June 30, 2022): 27–34. http://dx.doi.org/10.54076/judik.v2i01.16.

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This research aims to determine (1) the types of nouns in English and Arabic languages and (2) to find out how does noun in English and Arabic languages applied in descriptive text. This research is descriptive qualitative and was conducted in Mei 2021 at SMA Islam Ulun Nuha Medan. In this study the sample was taken based on three levels of students in class, the lowest, the average and the highest. Each of the level taken three students. Data were collected through analyzing the students’ descriptive text task in English and Arabic languages. Then the data which collected is presented in the form of a description. Based on the finding, it is known that noun in English and Arabic have some types. Types of noun in both languages have differences and similarities in the meaning, specification, gender, number, form and the form of other part of speech. Keyword: Contrastive Analysis, Noun Vocabularies, Arabic Language.
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Hardie, Andrew. "Part-of-speech ratios in English corpora." International Journal of Corpus Linguistics 12, no. 1 (March 16, 2007): 55–81. http://dx.doi.org/10.1075/ijcl.12.1.05har.

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Using part-of-speech (POS) tagged corpora, Hudson (1994) reports that approximately 37% of English tokens are nouns, where ‘noun’ is a superordinate category including nouns, pronouns and other word-classes. It is argued here that difficulties relating to the boundaries of Hudson’s ‘noun’ category demonstrate that there is no uncontroversial way to derive such a superordinate category from POS tagging. Decisions regarding the boundary of the ‘noun’ category have small but statistically significant effects on the ratio that emerges for ‘nouns’ as a whole. Tokenisation and categorisation differences between tagging schemes make it problematic to compare the ratio of ‘nouns’ across different tagsets. The precise figures for POS ratios are therefore effectively artefacts of the tagset. However, these objections to the use of POS ratios do not apply to their use as a metric of variation for comparing datasets tagged with the same tagging scheme.
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XUAN, LEI, and CHRISTINE DOLLAGHAN. "Language-specific noun bias: evidence from bilingual children." Journal of Child Language 40, no. 5 (November 9, 2012): 1057–75. http://dx.doi.org/10.1017/s0305000912000529.

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ABSTRACTMost evidence concerning cross-linguistic variation in noun bias, the preponderance of nouns in early expressive lexicons (Gentner, 1982), has come from comparisons of monolingual children acquiring different languages. Such designs are susceptible to a number of potential confounders, including group differences in developmental level and sociodemographic characteristics. The aim of this study was to quantify noun bias in bilingual Mandarin–English toddlers whose expressive lexicons in each language contained 50–300 words. Parents of fifty children (1;10–2;6) reported separately on their English and Mandarin expressive lexicons. The mean percentage of Mandarin nouns (38%) was significantly lower than the percentage of English nouns (54%) and was robust to analyses of twelve potential covariates. Analyses of the most frequently reported words suggested that lexical reduplication could be considered as a potential influence on vocabulary composition in future studies. Results suggest that characteristics of the input significantly shape early lexicons.
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Sanur, Fransiscus, Ketut Artawa, and I. Nengah Sudipa. "THE TRANSLATION OF ENGLISH DEVERBAL NOUNS IN KING JAMES BIBLE INTO MANGGARAI LANGUAGE." KULTURISTIK: Jurnal Bahasa dan Budaya 3, no. 1 (January 18, 2019): 10. http://dx.doi.org/10.22225/kulturistik.3.1.935.

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This study aims to explain the types of shifts in the translation of English deverbal nouns (EDN) into Manggarai language especially the Central Manggarai Dialect (CMD) and to analyze how the types of EDN are translated into CMD. This study used a qualitative approach. The data were taken from the King James Bible (KJB) and Surak Nggeluk Reké Weru, English and CMD. The data were collected through observation method. This method was implemented at once with a note-taking technique. The result showed that a number of shifts and seven types of deverbal nouns found in the translation of EDN into CMD. The findings: (1) Level shifts: builders into lata pandé mbaru, (2) Structure shifts: workman into ata pala, (3) Class shifts: commandment into jera, (3) Unit shifts: healing into ina beti, and (4) Intra-system shifts: teachers into guru. In addition, the types of deverbal nouns: (1) Action deverbal noun: moving into gégon, (2) Agentive deverbal noun: beggar into ata lénggé, (3) Instrumental deverbal noun: charger into kepar, (4) Manner deverbal noun: blasphemy into rendak, (5) Locative deverbal noun: wallowing into purang, (6) Objective deverbal noun: creature into ata poli dédék, and (7) Reason deverbal noun: temperance into le kuasa weki.
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Sušinskienė, Solveiga, and Jolanta Vaskelienė. "On comparative study of deverbal nominalizations denoting process and result in Lithuanian and English." Valoda: nozīme un forma / Language: Meaning and Form 11 (2020): 159–77. http://dx.doi.org/10.22364/vnf.11.10.

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Although the Lithuanian and English languages are bound within the family of IndoEuropean languages, the typological differences between the two languages lie in the system of inflectional and derivational morphology. The paper analyses the concept of nominalization and discusses the deverbal process and result nominalizations in Lithuanian and English. For the comparative qualitative and quantitative analysis, 965 equivalents of deverbal nouns have been selected from the “Parallel Corpus”. Out of them, 802 examples belong to the category of deverbal process nouns, whilst the category of deverbal result nouns includes 163 examples. From the point of view of morphology, in both languages nominalization is a word-formation process by which a noun is derived from a verb, adjective or another noun, or even other parts of speech, usually through suffixation and by adding the ending in the Lithuanian language. Two types of nominalization can be found across languages: lexical and syntactic. Lexical nominalization refers to the formation of deverbal nouns or nominal words derived from the verb or a nominal word, and syntactic nominalization refers to turning a clause into a noun phrase. In summary, the investigation of the derivational affixes of deverbal nouns in Lithuanian and their equivalents in English has revealed the following differences: in Lithuanian, the deverbal nominalizations – deverbal process nouns and deverbal result nouns – can be formed with 132 suffixes and 5 endings, whilst in English – with 10 suffixes and by employing the derivational strategy of conversion. Also, the analysis of the empirical material revealed that the suffix -imas/-ymas in Lithuanian prevails in forming deverbal process nouns (they make 73 per cent of all deverbal process nouns), while the suffix -inys is the most prolific in forming deverbal result nouns (they make 38 per cent of all deverbal result nouns). The English equivalents usually have the suffix -ion/-tion/-sion/-ation, quite many derivatives have the suffix -ing. It should be noted that deverbal nominalizations in the Lithuanian language often correlate with abstract and concrete nouns (non-derivatives) in the English language: 23 per cent of all derivatives in Lithuanian have more than one equivalent (derivative or non-derivative) in English.
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Gazali, Baba Kura Alkali. "THE PARAMETRIC VARIATIONS OF ENGLISH AND KANURI NOUN PHRASES: A MINIMALIST APPROACH." Linguistic Forum - A Journal of Linguistics 3, no. 1 (March 30, 2021): 11–16. http://dx.doi.org/10.53057/linfo/2021.3.1.3.

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This paper examines the parametric variations of English and Kanuri noun phrases (NPs) within the theoretical framework of Principles and Parameters (P&P), and the study adopts Chomsky’s (1995) Minimalist Approach (MA). In conducting the research, the researcher uses his native intuition to collect the data for this study. The secondary sources of data involve the use of three competent native speakers to validate the data. The outcome of the study reveals that there are differences and similarities between the two languages which are genetically different –Kanuri Nilo is a Saharan language while English is an Endo European language. The differences are: Kanuri is a head final language while English is head initial language. On the complement phrases, the two languages share dissimilarities –quantifiers and adjectives occur post head in Kanuri while the quantifiers and adjectives occur pre-head in English. Finally, the two languages share similarities in terms of noun plural formation morphologically suffixed to post head nouns and definiteness and agreement features [-Def] [+PL Num].
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Carrió Pastor, María Luisa, and Miguel Ángel Candel Mora. "Variation in the translation patterns of English complex noun phrases into Spanish in a specific domain." Languages in Contrast 13, no. 1 (March 8, 2013): 28–45. http://dx.doi.org/10.1075/lic.13.1.02car.

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This paper focuses on a functionalist analysis of the patterns followed when translating specific texts from English into Spanish. The original texts are written in English and, afterwards, translated to other languages. In this process, lexical variation may appear. The main objectives of this study are to determine whether English noun phrases have different lexical equivalents when translated into Spanish and whether this depends on the position of the head in the complex noun phrase. Other objectives of this paper are, on the one hand, to detect the role of the head and modifiers in English complex noun phrases when translated into the target language, and, on the other hand, to determine whether the specificity of nouns could be the cause of variation. The answer to these research questions will be useful for translators, communication specialists and scientists who use English and Spanish to communicate.
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Dissertations / Theses on the topic "English language – Noun"

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Bell, Melanie Jean. "The English noun noun construct : its prosody and structure." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607768.

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Abney, Steven Paul. "The English noun phrase in its sentential aspect." Cambridge, MA : Dept. of Linguistics and Philosophy, Massachusetts Institute of Technology : Distributed by MIT Working Papers in Linguistics, 1987. http://catalog.hathitrust.org/api/volumes/oclc/21895060.html.

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Godby, Carol Jean. "A computational study of lexicalized noun phrases in English /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486402288262164.

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McCaffrey, Tony. "The effect of context on the interpretation of noun-noun combinations eye movement and behavioral evidence /." Connect to this title, 2008. http://scholarworks.umass.edu/theses/217/.

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Cheng, Yonghong. "English non-plural nouns in -s : a survey and corpus-based study." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1395455.

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The English suffix -s is usually used to mark third person singular present tense, noun plurals, possessives, and in some adverbs, but it is also used in words like news, linguistics, measles, billiards, belongings, riches, oats, shivers, scissors, etc. In the literature so far, words like these have been studied mainly from the diachronic perspective, according to their morphological features and within the realm of count and mass nouns, and the suffix -s has been called a plural marker, possessive marker, pseudo-morpheme, or nominalizer. But these functions identified for the English suffix -s can't successfully explain usages of the suffix -s in all the non-plural English nouns, especially those that are not abstract nouns.In this dissertation a survey on the use of English non-plural nouns in -s is conducted with middle school students, college freshmen, college seniors, college professors and staff members as subjects using six different grammatical tests. It is found that the High School group and Staff Members always stand out as different from College Students and Professors suggesting that education level or the heterogeneousness of education levels does play a role in affecting the subjects' use of the English non-plural nouns in -s. In the survey, the subjects' performance in different types of tests is statistically different indicating that different kinds of tests affect the subjects' performance and grammaticality judgment differently.The FROWN-based study shows that most of these English non-plural nouns in -s are not used very frequently in contemporary American English, revealing that most of the English reference grammars are using obsolete or historical examples. The corpus-based study also tells us that most of the cases of these English non-plural nouns in -s are in non-subject positions, making it harder for us to test the number status of these words. But this large number of non-subject cases just means that we can't tell whether these words are intrinsically plural or singular and in fact except for only a few clearly marked plural cases there is a strong tendency towards generic interpretations for these non-plural nouns in -s. Actually it is this in-determinateness that makes the appearance of the new morpheme or new functions of old morphemes possible.The data from the Oxford English Dictionary, 2nd Ed, Online (OED), supports Stahlke, Cheng & Sung's (forthcoming) argument that in the late 16th and early 17th century a new morpheme--the nominalizer -s, was developed in the English language to turn adjectives and concrete nouns into abstract nouns. The data on the historical semantic development of English non-plural nouns in -s from the OED also reveals the process of a semantic shift of Adj. -+ Sing. N -+ Pl. N -+ Col. N - Gen. N. This process of semantic shift is strongly evidenced by the disappearance of singular forms of the English non-plural nouns -s in the late 16th and early 17th century and successfully explains why the English nouns in -s have the generic interpretation and require singular verb agreement.
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Raumolin-Brunberg, Helena. "The noun phrase in early sixteenth-century English : a study based on Sir Thomas More's writings /." Helsinki : Société néophilologique, 1991. http://books.google.com/books?id=1SJZAAAAMAAJ.

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Chan, Hung-chong, and 陳虹莊. "A comparison of the English and Chinese patterns of modification of noun phrases and the difficulties created by the differences betweenthe two patterns in translation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B3195120X.

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Godby, Carol Jean. "A Computational Study of Lexicalized Noun Phrases in English." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1017343683.

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Chan, Hung-chong. "A comparison of the English and Chinese patterns of modification of noun phrases and the difficulties created by the differences between the two patterns in translation." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1868533X.

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Schanding, Brian. "Shell Noun Use in Argumentative Essay Writing of English Learners and Native English Speakers." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1458814364.

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Books on the topic "English language – Noun"

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Charlesworth, Liza. The noun hound. New York: Scholastic, 2008.

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Doyle, Sheri. What is a noun? Edited by Saunders-Smith Gail. North Mankato, Minn: Capstone Press, 2013.

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Benczes, Réka. Creative compounding in English: The semantics of metaphorical and metonymical noun-noun combinations. Amsterdam: John Benjamins Pub. Co., 2006.

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Leung, Alex Ho-Cheong. The noun phrase in English: Past and present. Amsterdam: John Benjamins Publishing Company, 2018.

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Dahl, Michael. If you were a noun. Minneapolis, Minn: Picture Window Books, 2006.

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Reid, Wallis Hoch. Verb and noun number in English: A functional explanation. London: Longman, 1991.

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Ritter, Beverly Loeblein. Proper noun speller. Springfield, N.J: Haftel Publishers, 1994.

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Riggs, Ann. Nouns and pronouns. Mankato, MN: Creative Education, 2012.

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Berezowski, Leszek. The myth of the zero article. London: Continuum, 2009.

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Molhova, Jana. The noun: A contrastive English-Bulgarian study. Sofia: Naouka i izkoustvo, 1986.

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Book chapters on the topic "English language – Noun"

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Lehrer, Adrienne. "English quantifiers from noun sources." In Language Topics, 95. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/z.lt1.52leh.

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Lehrer, Adrienne. "English quantifiers from noun sources." In Language Topics, 95. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/z.lt2.53leh.

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Pons-Sanz, Sara M. "The Noun Phrase." In The Language of Early English Literature, 95–116. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-39387-6_5.

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Fries, Peter H. "Post nominal modifiers in the English noun phrase." In Studies in Language Companion Series, 93. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/slcs.45.09fri.

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Lavidas, Nikolaos. "Chapter 2. Cognate noun constructions in Early Modern English." In Studies in Language Companion Series, 51–76. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/slcs.198.03lav.

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Lockwood, David G. "17. Some Stratificational Insights Concerning the English Noun Phrase." In Functional Approaches to Language, Culture and Cognition, 267. Amsterdam: John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/cilt.163.24loc.

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Hamamatsu, Junji. "A short note on movement and control in the English noun phrase." In Noam Chomsky and Language Descriptions, 169–77. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/daslu.2.11ham.

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Jahan, Akhter, and Subramaniam Govindasamy. "Impact of Textual Enhancement on EFL Learners’ Noticing and Acquisition of Noun and Verb Phrases." In Local Research and Glocal Perspectives in English Language Teaching, 293–310. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-6458-9_19.

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Rudnicka, Karolina, and Aleš Klégr. "Chapter 4. Non-verbal plural number agreement. Between the distributive plural and singular." In Studies in Language Companion Series, 74–98. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/slcs.234.04rud.

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Unlike Slavic languages, such as Polish and Czech, English is assumed to prefer distributive plural agreement between the plural subject and the noun in the predicate part of the sentence. The aim of this paper is to verify this claim and (since this preference is apparently not without exceptions) provide an overview of scenarios in which the tendency for the distributive plural is overruled. We start with a classification of factors blocking the use of the plural and enabling the use of distributive singular. The preference is tested by reviewing the occurrences of two constructions, lose one’s life and lose one’s job, in the BNC and COCA, In view of the distributive singular cases in the dataset, the chapter investigates the possibility of the distributive plural and singular cases being in a free variation and proposes a new condition for them to be seen as such: they need to have a similar distribution across different genres.
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Winter, Yoad. "On Partee’s “Noun Phrase Interpretation and Type-Shifting Principles”." In Studies in Linguistics and Philosophy, 367–85. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85308-2_19.

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AbstractMontague’s classic article “The Proper Treatment of Quantification in Ordinary English” (PTQ, 1973) treated all NP occurrences as quantificational. Partee’s article “Noun Phrase Interpretation and Type-Shifting Principles” (1987) reconciles PTQ’s uniform quantificational strategy with the older distinction between three NP types: entities, predicates and quantifiers. On top of this distinction, Partee introduces operators that allow shifting the denotation of an NP to a different type than the one it is initially assigned. Using these type-shifters, one and the same NP may receive each of the three interpretations. In addition to this synthesis of previous approaches, Partee’s article contains a rather elaborate analysis of predicative NPs, as well as insightful hints about the treatment of definite NPs, nominalization phenomena, plural, mass and generic NPs, and the mathematical principles underlying type-shifting. At a more global level, Partee’s article marks a methodological transition in formal semantics, highlighting general principles that are relevant to different languages and to different linguistic frameworks, rather than technicalities of artificial language fragments. This general account and the new ways it opened for semantic theory, together with the paper’s lucid and friendly style, have made “Noun Phrase Interpretation and Type-Shifting Principles” one of the modern classics in formal semantics. After some necessary background on NPs in PTQ, this review covers the main innovations in Partee’s article, and comments on the work and its influence.
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Conference papers on the topic "English language – Noun"

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Marušić, Borislav, and Sanda Katavić-Čaušić. "The Word Class Noun in English Business Magazines Online." In 10th International Language Conference on »The Importance of Learning Professional Foreign Languages for Communication between Cultures«. Unviersity of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-252-7.19.

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Alipoormolabashi, Pegah, and Sabine Schulte im Walde. "Variants of Vector Space Reductions for Predicting the Compositionality of English Noun Compounds." In Proceedings of the The Fourth Widening Natural Language Processing Workshop. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.winlp-1.13.

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Mao, Xiaoyang, and Chiradeep Sen. "Physics-Based Semantic Reasoning for Function Model Decomposition." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-86273.

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In graph-based function models, the function verb and flow noun types are usually controlled by vocabularies of standard classes. The grammar is also controlled at different levels of formalism and contribute to reasoning. However, the text written in plain English for the names of the functions and flows is not used for formal reasoning to help with modeling or exploring the design space. This paper presents a formalism for semantic and physics-based reasoning on function model graphs, esp. to automatically decompose black box models and to generate design alternatives using those plain-English texts. A previously established formal language, which ensures that function models are consistent with physics laws, is used as a baseline. Semantic reasoning is added to use the unstructured information of the flow phrases to infer possible means of decomposing the model into a topology connecting appropriate subfunctions and to generate multiple alternative decompositions. A data structure of flow nouns, flow attributes, qualitative value scales, and qualitative physics laws is used as the data representation. An eight-step algorithm manipulates this data for reasoning. The paper shows two validation case studies to demonstrate the workings of the language.
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Abeywickrama, D. D., and Sankaja Amaraweera. "Exploring Subject-Verb Agreement Challenges in the Writing of ESL Learners: An Action Research Study in Sri Lanka." In SLIIT International Conference on Advancements in Sciences and Humanities 2023. Faculty of Humanities and Sciences, SLIIT, 2023. http://dx.doi.org/10.54389/qnad1556.

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This study is an action research that is conducted to improve the quality of the writings of students in an international school in the Kalutara district. The students make errors related to subject-verb agreement which is an essential component in mastering the English language. They are not mistakes, instead they are errors because the students are not in a state of understanding them on their own. Further, the students are unaware of the grammar rules. Errors occur due to lack of awareness of these specific grammar rules. However, English as a second language (ESL) learners struggle immensely in mastering subject verb agreement. This study mainly centers around three error types such as the subject is a list of two or more nouns, the subject is an indefinite pronoun, and the subject agrees with the nearest noun in paired conjunctions. The sample consists of twenty-six students from a grade 08 class of an international school in the Western province of Sri Lanka. A pretest was used to collect data. The main objective of this research is to upgrade the writing skills of grade 8 students, in terms of grammatical accuracy. The use of scaffolding exercises enables the students to understand the grammatical rules clearly and makes them apply the rules correctly. Action research itself is a research design that assists to solve the problems related to the field of education. The problem was identified at first and the intervention was carried out accordingly. Finally, the results were obtained. The difference in mean values of the pre-test and the post test proves the significant improvements in the writings of the students. Therefore, ESL learners require the necessary guidance and instructions through creative approaches to language learning which creates a learner-friendly environment to become competent writers of English.
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Sun, Xin, Tao Ge, Shuming Ma, Jingjing Li, Furu Wei, and Houfeng Wang. "A Unified Strategy for Multilingual Grammatical Error Correction with Pre-trained Cross-Lingual Language Model." In Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/606.

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Synthetic data construction of Grammatical Error Correction (GEC) for non-English languages relies heavily on human-designed and language-specific rules, which produce limited error-corrected patterns. In this paper, we propose a generic and language-independent strategy for multilingual GEC, which can train a GEC system effectively for a new non-English language with only two easy-to-access resources: 1) a pre-trained cross-lingual language model (PXLM) and 2) parallel translation data between English and the language. Our approach creates diverse parallel GEC data without any language-specific operations by taking the non-autoregressive translation generated by PXLM and the gold translation as error-corrected sentence pairs. Then, we reuse PXLM to initialize the GEC model and pre-train it with the synthetic data generated by itself, which yields further improvement. We evaluate our approach on three public benchmarks of GEC in different languages. It achieves the state-of-the-art results on the NLPCC 2018 Task 2 dataset (Chinese) and obtains competitive performance on Falko-Merlin (German) and RULEC-GEC (Russian). Further analysis demonstrates that our data construction method is complementary to rule-based approaches.
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Yokoyama, Yui, Naoki Takahashi, Takashi Sakamoto, Yukie Saito, and Toshikazu Kato. "Japanese university students' behavior when reading english: a questionnaire survey and factor analysis." In 9th International Conference on Kansei Engineering and Emotion Research (KEER2022). Kansei Engineering and Emotion Research (KEER), 2022. http://dx.doi.org/10.5821/conference-9788419184849.44.

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This paper reports on a specific cognitive behavior often found when trying to understand a text not written in readers’ native language. Our research group conducted a questionnaire survey to examine Japanese readers’ cognitive behavior and awareness when reading English texts. We also conducted a factor analysis on this questionnaire to identify the behaviors often found when reading English. Participants were 56 Japanese students studying engineering at Chuo University. After reading the texts, a questionnaire consisting of 43 items was applied to the participants. We used exploratory factor analysis to identify the primary factors related to readers’ cognitive behavior and awareness when reading a non-native language. As a result of the analysis, mainly based on the highest contributing factors, it was suggested that readers may have made substitutions into Japanese, their own words, when reading the English texts. In other words, when reading a non-native language, the reader may read the texts by replacing them with their native language rather than comprehending it in that language. Based on the results of our experiment, it is expected that the research on the cognitive supporting systems may help readers to understand non-native languages quickly and smoothly.
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Jebali, Adel. "French as a second language (L2) and AI: Deep Learning Models to the Rescue of Object Clitics." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005406.

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Just like many other Romance languages, French includes units known as object clitics, which exhibit characteristics of both affixes and noun phrases (NPs). They resemble affixes in that they need a prosodically strong host to attach to, and they are similar to NPs in that they fulfill a syntactic role in the utterance. These properties, coupled with their unique positioning compared to the phrases they replace, categorize them as special clitics (Zwicky, 1983). All these factors place them at the intersection of phonology, morphology, and syntax. Consequently, it’s not surprising that they pose a challenge for learners whose first language isn’t French.Learners of French as a second language (L2) often find it difficult to master the use of these units, leading to mistakes and various avoidance strategies. Errors can include incorrect agreements (with the antecedent, as well as with the past participle and adjectives), non-standard placement (such as placing the clitic between the auxiliary and the past participle), resorting to strong pronouns (likely influenced by languages that allow it, such as English), and an incomplete understanding of certain morphosyntactic or semantic properties (such as the distinction between animate and inanimate or verb subcategorization). On the other hand, avoidance strategies include NP repetition and omission (Wust, 2009; Emirkanian et al., 2021).Could deep learning be the solution to assist these learners? We believe so.To train a model capable of identifying sentences containing errors in the use of clitic object pronouns, a substantial amount of training data is required. This data should include a significant number of correctly written sentences in French L2, along with sentences containing errors in the use of clitic object pronouns. Once collected, this data needs to be prepared for use in a deep learning model. The data must be cleaned, normalized, and encoded into a format that the model can interpret. The data can also be augmented with variations of similar sentences, allowing the deep learning model to learn to generalize and recognize errors in a wider context.Our project involves adapting a pre-trained FlauBERT model (Le et al., 2020), based on BERT (Devlin et al., 2019), for a grammaticality judgment task. We fine-tuned this monolingual model on a dataset of 5272 sequences annotated as correct or containing errors. This dataset includes authentic productions from learners of French L2 (Jebali, 2018), along with data collected from the web containing both real productions and modifications introducing non-authentic but plausible errors.After fine-tuning FlauBERT, we used it to provide grammaticality judgments on a second evaluation corpus containing data the model had never seen before. On this dataset, it achieved an overall F-score of 0.93, which is higher than the scores obtained by GPT 3.5 (ChatGPT) and Antidote 11.After fine-tuning this initial model, we further fine-tuned it on a corpus of 6936 examples of errors related to the use of these clitics. The task was to discriminate between four types of errors regarding these units: agreement, position, resort to strong pronouns, and syntactic or semantic order errors. This second model achieved an evaluation F-score of 0.95, demonstrating excellent classification capabilities.Both deep learning models can be seamlessly integrated into an automatic correction system to help French L2 learners avoid errors related to the use of clitic object pronouns.The system pipeline we’ve established using these two models takes a sequence of words (ranging from a sentence to an average-length paragraph), checks for errors in the use of the object clitic, and provides feedback based on the error type. We later added an additional generative module, a model fine-tuned on another corpus and based on mBARThez (Kamal Eddine et al., 2021), which is built on BART (Lewis et al., 2019). This module can suggest a correction for the sequence containing an error in the use of the object clitic.
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Remnev, N. V. "NATIVE LANGUAGE IDENTIFICATION FOR RUSSIAN USING ERRORS TYPES." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-1123-1133.

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The task of recognizing the author’s native (Native Language Identification—NLI) language based on a texts, written in a language that is non-native to the author—is the task of automatically recognizing native language (L1). The NLI task was studied in detail for the English language, and two shared tasks were conducted in 2013 and 2017, where TOEFL English essays and essay samples were used as data. There is also a small number of works where the NLI problem was solved for other languages. The NLI problem was investigated for Russian by Ladygina (2017) and Remnev (2019). This paper discusses the use of well-established approaches in the NLI Shared Task 2013 and 2017 competitions to solve the problem of recognizing the author’s native language, as well as to recognize the type of speaker—learners of Russian or Heritage Russian speakers. Native language identification task is also solved based on the types of errors specific to different languages. This study is data-driven and is possible thanks to the Russian Learner Corpus developed by the Higher School of Economics (HSE) Learner Russian Research Group on the basis of which experiments are being conducted.
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Pila, Oniccah Koketso, and Lydia Mavuru. "NATURAL SCIENCES TEACHERS’ PERCEIVED COGNITIVE ACADEMIC LANGUAGE PROFICIENCY (CALP) NEEDS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end080.

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"Teachers Cognitive Academic Language Proficiency (CALP) has been found to be important for meaningful teaching and learning of any subject. Over the years research has focused more on English second language learners’ CALP needs and less on the teachers. Because teachers are the cornerstones who drive the process of teaching and learning in the classrooms, their proficiency in the language of teaching and learning are vital. In the South African context, English is regarded as the official language of teaching and learning from grade 4 onwards despite that both teachers and learners come from diverse linguistic backgrounds where English is a second or third language. Underpinned by the socio-cultural theory as the theoretical framework, the paper reports on a study that determined both in-service and pre-service teachers’ perceived CALP needs when teaching Natural Sciences in multicultural township schools. In a qualitative research approach 12 teachers were randomly selected who comprised of six in-service teachers and six final year pre-service teachers enrolled for a Natural Sciences course at a University in South Africa. Each teacher was interviewed once using a semi-structured interview schedule which allowed them to freely express their perceived CALP needs. The data was analysed using a constant comparative method. Findings from the analysis of data showed that teachers experienced many challenges when teaching Natural Sciences using English, a language different from their home languages and those of their learners. They indicated that because science is a unique language on its own they struggle to spell, pronounce, understand and most importantly to explain to the learners using English. The teachers indicated their little to non-exposure to English other than in the classrooms compared to their home languages. Whilst some of the teachers perceived English as an important language due to its universality, they however indicated that code switching to own home language and those of the learners was inevitable when it comes to meaningfully explain some scientific concepts and processes in a way that learners would comprehend. However, others acknowledged the challenges of using code switching in the linguistic diverse classroom environments. Most teachers suggested training workshops intended to develop them with skills to identify appropriate terms and expressions, and explain complex scientific concepts in English. These findings have implications on both pre-service and in-service teacher professional development programmes."
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Pratama, Hendi, Joko Nurkamto, Sri Marmanto, and Rustono. "Non-Native Speakers Understanding on Idiomatic Implicatures." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008217503180327.

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Reports on the topic "English language – Noun"

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Long, Kathryn. Self-perceptions of non-native English speaking teachers of English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5489.

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Merzlykin, Olexandr V., Iryna Yu Topolova, and Vitaliy V. Tron. Developing of Key Competencies by Means of Augmented Reality at CLIL Lessons. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2661.

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Using of new learning and IC technologies is necessary for effective learning of modern students. Their specific educational needs are: using of mobile ICTs, collaboration, challenging tasks and entertainment. Appropriate learning environment should be created to satisfy all these demands. It ought to deal with cloud-based technologies (for 24/7 access, individual and group work according to a personal schedule), augmented reality (for creating of firm links between real and virtual objects), content and language integrated learning (for immersion in an additional language and creation challenging groups and personal tasks in language and non-language subjects). Using these technologies in complex provides social and ICT mobility and creates positive conditions for developing 9 of 10 key competencies. The paper deals with the features, problems and benefits of technologies’ implementation in secondary schools. To sum up, in spite of all difficulties, this environment helps students to get some practical experience in using foreign languages and understanding abstract nature concepts; to develop language and research competencies and to remain motivated (and self-motivated) in learning Science and English.
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Binford, Susan. Adult English as A Second Language Literacy Programs in the Non-profit Sector of Multnomah County, Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6588.

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Adeniran, Adedeji, Sixtus C. Onyekwere, Anthony Okon, Julius Atuhurra, Rastee Chaudhry, and Michelle Kaffenberger. Instructional Alignment in Nigeria using the Surveys of Enacted Curriculum. Research on Improving Systems of Education (RISE), September 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/143.

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Systematic, quantitative evidence on education system coherence is limited. Prior research has indicated alignment of instructional components, such as curriculum standards, assessments, and teachers’ instruction, is important for children’s learning. This study uses the Surveys of Enacted Curriculum methodology to investigate alignment of instructional components in Nigeria's primary education system. The study analyzes curriculum standards, national exams, and classroom instructional content for mathematics and English language across all six primary-level grades. We find that key foundational mathematics and English language skills are covered by all three components, with some notable omissions on the end-of-cycle English language exams. All three components give high emphasis to the low cognitive demand processes of ‘memorize’ ‘perform’, and ‘demonstrate’, and give very low emphasis to the more demanding cognitive processes of ‘analyze’ and ‘apply to non-routine situations’. Both the curriculum standards and classroom instruction depict a slow pace of content progression across grades, manifested through broad but shallow content coverage. The high alignment suggests the potential for a well-functioning education system, however, low student performance in mathematics and English language exams suggest otherwise. The findings suggest the Nigerian primary education system may be operating in a low-achieving equilibrium in which the system is aligned for low levels of cognitive demand and student mastery.
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Ledermann, Anna Christine. Collective nouns in the Green Line and Access series : Comparing textbook language with natural usage data. Otto-Friedrich-Universität, 2023. http://dx.doi.org/10.20378/irb-95288.

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German textbooks of English influence their users’ acquisition of agreement patterns with collective nouns in two ways. On the one hand, the use of collective nouns throughout the textbooks serves as a language model for students, and on the other hand, their grammar sections provide explicit rules on agreement patterns with collective nouns. The present study analyzes both these aspects in the LehrplanPLUS versions of the textbook series Green Line and Access for Bavarian secondary schools (Gymnasien) and compares them to native speaker data from Levin (2001). Although this comparison shows that the agreement patterns with collective nouns throughout the textbooks support their nativelike acquisition, the grammar sections show some deficits that might inhibit the nativelike acquisition of agreement patterns with collective nouns.
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Ye, Feifei. Validity, Reliability, and Concordance of the Duolingo English Test. Duolingo, May 2014. http://dx.doi.org/10.46999/eixn6416.

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Duolingo has developed a computer adaptive test of English competency for non-native English learners. This research study of the validity and reliability of the Duolingo English Test was independently conducted from February-April of 2014. The study lasted for approximately eight weeks. Participants were recruited from Duolingo users who studied English, international students in several United States universities, and people who took Test of English as Foreign Language (TOEFL) at several TOEFL centers in China. Participants were at least 18 years of age and had taken the TOEFL within the last 18 months. Participants filled out a survey in the beginning of the study to provide information of their demographics such as age, gender, native language, and education background, experience in learning English, and most importantly, the date and location of taking the TOEFL iBT as well al their TOEFL scores. The participants were directed to complete the Duolingo English Test at the end of the survey. Two weeks later, the participants were instructed via email to fill out a second survey and the Duolingo English Test for the second time. Main results: • Participants’ scores on the Duolingo English Test correlated substantially with their TOEFL total scores, and moderately with TOEFL section scores, with higher correlations for the TOEFL Speaking and Writing sections. This provides criterionrelated evidence of validity of the Duolingo test scores. • Participants’ scores on the first Duolingo English Test correlated highly with their scores on a second test two weeks later, indicating that Duolingo test scores are reliable with a good test-retest reliability coefficient. • Duolingo English Test scores were linked with TOEFL total scores to find the comparable scores from the two tests that have similar percentile rank. Duolingo English Test scores are on a scale of 0–100 and TOEFL scores are on a scale of 0–120. For international students to apply for studying in US universities, the minimum cut-off score of TOEFL iBT is 80 and a more selective cut-off score is 100, corresponding to scores 50 and 72 respectively on the Duolingo English Test.
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Гарлицька, Т. С. Substandard Vocabulary in the System of Urban Communication. Криворізький державний педагогічний університет, 2018. http://dx.doi.org/10.31812/123456789/3912.

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The article is devoted to substandard elements which are considered as one of the components in the system of urban forms of communication. The Object of our research is substandard vocabulary, the Subject is structural characteristics of the modern city language, the Purpose of the study is to define the main types of substandard vocabulary and their role in the system of urban communication. The theoretical base of our research includes the scientific works of native and foreign linguists, which are devoted to urban linguistics (B. Larin, M. Makovskyi, V. Labov, T. Yerofeieva, L. Pederson, R. McDavid, O. Horbach, L. Stavytska, Y. Stepanov, S. Martos). Different lexical and phraseological units, taken from the Ukrainian, Russian and American Dictionaries of slang and jargon, serve as the material of our research. The main components of the city language include literary language, territorial dialects, different intermediate transitional types, which are used in the colloquial everyday communication but do not have territorial limited character, and social dialects. The structural characteristics, proposed in the article, demonstrate the variety and correlation of different subsystems of the city language. Today peripheral elements play the main role in the city communication. They are also called substandard, non-codified, marginal, non-literary elements or the jargon styles of communication. Among substandard elements of the city language the most important are social dialects, which include such subsystems as argot, jargon and slang. The origin, functioning and characteristics of each subsystem are studied on the material of linguistic literature of different countries. It is also ascertained that argot is the oldest form of sociolects, jargon divides into corporative and professional ones, in the structure of slangy words there are common and special slang. Besides, we can speak about sociolectosentrism of the native linguistics and linguemosentrism of the English tradition of slang nomination. Except social dialects, the important structural elements of the city language are also intermediate transitional types, which include koine, colloquialisms, interdialect, surzhyk, pidgin and creole. Surzhyk can be attributed to the same type of language formations as pidgin and creole because these types of oral speech were created mostly by means of the units mixing of the obtruded language of the parent state with the elements of the native languages.
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Estrada-Miller, Jeimee, Leni Wolf, Elvira Armas, and Magaly Lavadenz. Uplifting the Perspectives and Preferences of the Families of English Learners in Los Angeles Unified School District and Charter Schools: Findings from a Representative Poll. Loyola Marymount University, 2022. http://dx.doi.org/10.15365/ceel.policy.11.

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This research and policy brief uplifts findings from a 2021 poll of 129 LAUSD and affiliate charter school English Learner families. The poll covers a broad range of topics including families’ pandemic experiences in and outside of school, communication with schools, levels of engagement and representation in school-based decisions, and expectations of schools for the future. Findings indicate that: (1) a majority of EL families are engaged and report that they attend school activities; (2) EL families report feeling heard at their school sites and would like more personalized communication like home visits and calls; (3) EL families want more information about their child’s academic and English language development; and (4) EL Families want schools to rethink how they educate students, including more one-on-one academic support and wrap-around services. Based on these findings, the authors make both short- and long-term recommendations for policy and practice. This brief is intended to be used as a supplement to the full report—a joint effort by Great Public Schools Now, Loyola Marymount University’s Center for Equity for English Learners, and Families in Schools which captures perspectives of 500 English learner and non-English learner families.
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Passariello, Fausto, ed. Informed Consensus in Vascular Procedures. Fondazione Vasculab, December 2006. http://dx.doi.org/10.24019/2006.icivp.

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It is an open project, which has the aim of writing protocols for the informed consensus in invasive and non invasive vascular procedures. Versions in several languages are scheduled. English and Italian initially. Later other languages will follow, as soon as the translation will be technically possible. The project is organised into Sections. There is an initial index of the Proposed Sections, but users can by themselves propose other ones. Anyway, the Section is officially constituted as soon as they are gathered the subscriptions of the Section Coordinator and of others in a number which is sufficient to carry on the project.
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Irwin, Courtney L., Patrícia S. Coelho, Bruno Kluwe-Schiavon, Anabela Silva-Fernandes, Óscar F. Gonçalves, Jorge Leite, and Sandra Carvalho. Treatment-related changes of molecular biomarkers in major depressive disorder: a systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2021. http://dx.doi.org/10.37766/inplasy2021.10.0105.

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Review question / Objective: The aim of this review is two-fold: first, we sought to identify candidate biomarkers that could provide information on whether an individual with MDD would respond positively to common non-pharmacological treatments, and secondly, to conduct a meta-analysis to determine whether one form of common non-pharmacological treatment (namely CBT, tDCS and TMS) would produce better results over another in regards to its influence on biomarker levels. Information sources: The information sources used were: three online databases (PubMed, Scopus, and PsycINFO) to identify English-language human randomised controlled trials unrestricted by year of publication.
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