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Liu, Guobing, and Yaping Du. "A Corpus-based Study of Valency Sentence Patterns of English Verbs." Theory and Practice in Language Studies 9, no. 6 (2019): 655. http://dx.doi.org/10.17507/tpls.0906.07.
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Based on the COCA, this paper investigates valency sentence patterns of the English verb APPOINT from the perspective of syntactic valency. And it analyzes the dominated components of verbs with the corpus linguistic method of collocation. It has been found: (1) The verb APPOINT has seven valency sentence patterns identified in the active sentences and fifteen patterns in the passive sentences. (2) The complement types associated with the verb APPOINT include subject complement, object complement, nominal complement with or without as, verbal complement with an infinitive or with to-be followed by a noun or a noun phrase, prepositional complement with the preposition to, by or for. (3) There is regularity existing in the complements. This present study describes valency sentence patterns of verbs, taking the sentence as the smallest research unit and verbs as the core of the sentence. The research results provide a new sight for second language teaching, especially for English vocabulary teaching.
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Rusmawaty, Desy. "INVESTIGATING THE TYPES OF CODE SWITCHING IN LANGUAGE TEACHING INSTRUCTION IN EFL CLASS OF SMA I NEGERI SAMARINDA." CaLLs (Journal of Culture, Arts, Literature, and Linguistics) 4, no. 1 (2018): 13. http://dx.doi.org/10.30872/calls.v4i1.1284.
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Not only as a language interference, code switching was able to be used as one of language teaching strategy. This study investigated the types of code switching used by a teacher in language teaching instruction in EFL class of SMA I Negeri Samarinda. As a case study, an English teacher and third grade students of SMA I Negeri Samarinda were the subjects of this study. The data in the form of utterances between a teacher and her students were collected by taping and recording the natural interaction using video cameras and a voice recording. After transcribed and analyzed the data, this study revealed that a teacher practiced five types of code switching in her language teaching practices, they are (1) inter-sentential code switching, which involves a word within a sentence, a verb phrase, a question tag, and an adverb phrase; (2) inter-sentential code switching; (3) emblematic code switching; (4) intra-lexical code switching; and (5) changing pronunciation features. This study found also as new kind of intra sentential which involves an adverb phrase.
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Younas, Muhammad, Muhammad Afzaal, Uzma Noor, Samina Khalid, and Swaleha Naqvi. "Code Switching in ESL Teaching at University Level in Pakistan." English Language Teaching 13, no. 8 (2020): 63. http://dx.doi.org/10.5539/elt.v13n8p63.
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Code-switching (CS) is a communicative strategy used by ESL bilingual teachers to teach English as a second language to non-native English speakers. Based on quantitative analysis of transcribed data from thirty ESL teachers at Pakistani universities, the present study examined the influence of code switching (CS) on ESL learners in Pakistan, exploring in particular the impact of CS on and teacher attitude towards CS in ESL instruction. The findings of the study indicate significant use of code-mixing and frequency of mixing words, phrase and the smallest unit of one language into another language. Furthermore, the findings suggest that CS is frequently used by the ESL teachers. The study also highlights that common nouns are followed by proper nouns, adjectives, verbs and abbreviations, with the most significant words used during instantiation of CS in the data comprising lexical items, phrases, compound words, and encouraging words. Thus, this study suggests that CS is used to facilitate the comprehension and participation of the bilingual learners.
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Dr. Gulzar Ahmed, Dr. Syed Shafqat Ali Shah, and Dr. Muhammad Nisar. "Problems in Grammatical Structure: A Case Study of B.Ed. Student at the Education Department." sjesr 3, no. 2 (2020): 420–25. http://dx.doi.org/10.36902/sjesr-vol3-iss2-2020(420-425).
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English grammar is how words in the English language are translated into text. This includes the structure of words, phrases, clauses, and phrases, up to and including full-text structure. The main objective of the authors is to discover the difficulties of grammatical structures for students at the Department of Teacher Education. Shikarpur Shaikh Ayaz University. The students of B.Ed. undergraduate level of education department was selected as a data population. The fifty students were randomly selected from the education department. There is quantitative research underway. The researchers used a testing tool for a questionnaire. The student's collected data were analyzed by SPSS-Descriptive statistics. Some of the challenges and problems are facing during the English Grammar lesson of B.Ed. students. The students have used the conditional verb and also the proper use of a phrasal verb that is one of the problems with students. The use of an article is also one of the fundamental problems for undergraduate students. Teachers should make it possible for students to practice these materials either through activity-based teaching or through the CLT method so that they can be more attentive to EFL learning and not focus on translation alone.
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Al-Otaibi, Ghuzayyil Mohammed. "A Cognitive Approach to the Instruction of Phrasal Verbs: Rudzka-Ostyn’s Model." Journal of Language and Education 5, no. 2 (2019): 10–25. http://dx.doi.org/10.17323/jle.2019.8170.
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English as a Foreign Language (EFL) learners find some phrasal verbs problematic because of their idiomatic and polysemous nature. They are frequently used in spoken English and textbooks suggest an arbitrary way in teaching them. Cognitive linguists proposed that the particle plays a major role in determining the meaning of such phrasal verbs. This study investigated the effectiveness of a cognitive approach (i.e., Rudzka-Ostyn’s Model) in teaching taught and new phrasal verbs including metaphorical ones. Using a list of frequent phrasal verbs, a quasi-experimental design was used in which an experimental group was required to create mind maps of the common meanings of each particle with example phrasal verbs. The control group, on the other hand, was asked to memorize the frequent senses of the most frequent phrasal verbs along with their translations. The experimental group did not outperform the control group on the post-test. This was attributed to a number of problems such as the fact that some senses given by some particles are not outlined in Rudzka-Ostyn’s Model. Further, the analytical procedure followed by students to cognitively understand phrasal verbs should be made explicit and address the interaction between the verb and the particle. Additionally, following a cognitive approach, instructors should focus more on the particles up and out since they have many senses and contribute a lot to phrasal-verb formation.
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El-dali, Hosni. "DOES FORM-FOCUSED INSTRUCTION AFFECT L2 LEARNERS PERFORMANCE? FOCUS ON GRAMMATICALLY JUDGMENTS." Buckingham Journal of Language and Linguistics 3 (September 16, 2010): 57–100. http://dx.doi.org/10.5750/bjll.v3i0.24.
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It is one of the goals of research in applied linguistics to gain insight into the process and mechanisms of second language acquisition. The cornerstone and the single most fundamental change in perspective on the nature of language and language learning is, perhaps, the focus on learners as active creators in their learning process, not as passive recipients. The present study has two goals. First, it aims at investigating advanced students’ metalinguistic ability in solving multidimensional grammatical problems. Second, it is, also, an attempt to highlight the role of focus on form instructions in shaping L2 learners’ performance. The subjects of the present study were forty Egyptian students who were in their fourth year of academic study in the Department of English and Literature, Faculty of Arts, Menufia University, Egypt. The instrument of this study consisted of (1) pre-test; (2) post-test; and (3) individual interviews. Two tasks were used: (1) “Sentence Completion” task, and (2) “Error Recognition and Correction” task. In the first task, a list of 15 incomplete sentences was given to the subjects who were asked to choose the word or phrase to complete the sentence. The focus, in this task, was on the meaning of the sentence rather than the form, although accurate understanding of the formal properties of language is a must. In the second task, students were asked to detect the word or phrase that must be changed in order for the sentence to be correct. A list of 25 sentences was given to the subjects who worked on this task twice. In the pre-test, no word or phrase was underlined; it is an example of the unfocused correction type. In the post-test, the same sentences were given to the subjects, with four words underlined, and marked (A), (B), (C) and (D). It is an example of the focused correction type. Finally, students were interviewed to explain and comment on their performance in the previous tasks. The data were analyzed both quantitatively and qualitatively. Results were obtained and conclusions were made.It is one of the goals of research in applied linguistics to gain insight into the process and mechanisms of second language acquisition. A correct understanding of these processes and mechanisms is a prerequisite for an adequate didactic approach. Relatedly, Morley (1987) points out that during the last twenty years ideas about language learning and language teaching have been changing in some very fundamental ways. Significant developments in perspectives on the nature of second language learning processes have had a marked effect on language pedagogyThe cornerstone and the single most fundamental change in perspectives on the nature of language and language learning in recent years is, perhaps, the focus on learners as active creators in their learning process, not as passive recipients. Accordingly, the focus of second language study has shifted from a prominence of contrastive analysis in the 1940s and 1950s and error analysis in the 60s and 70s to interlanguage analysis in the 70s and 80s. Interlanguage analysis is marked today by “a variety of investigations looking at diverse aspects of learner language” (Morley, 1987: 16). In this connection, Gass (1983: 273) points out that “it is widely accepted that the language of second language learners, what Selinker (1972 has called ‘interlanguage’ or what (Gass, 1983) has called ‘Learner-language’ is a system in its own right.” To understand such a system, we should focus on discovering how second language (L2) learners evaluate and correct their own or other people’s utterances, an issue that will be explored in the present study. In other words, the major point of interest here is L2 learners’ linguistic intuitions and the role of focus on form instruction in making grammaticality judgments.
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Rong, Yongchang. "A Study of English Phrase Verb in Language Learning." Open Cybernetics & Systemics Journal 9, no. 1 (2015): 2128–34. http://dx.doi.org/10.2174/1874110x01509012128.
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Dewi, Astri Arni Murdasari. "Grammatical Construction of Verb-Particle “off” in English." Notion: Journal of Linguistics, Literature and Culture 1, no. 1 (2019): 8. http://dx.doi.org/10.12928/notion.v1i1.710.
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This research investigates language phenomenon of verb-particle construction with particle off in English. This attempts to describe grammatical construction of verb-particle off. This research was conducted by descriptive-qualitative research method. The implementation of this method was through a number of stage: data gathering, analyzing data, and presenting the result of the data analysis. The stage of analyzing the data was performed by using distributional and identification method with a number of techniques. This study found that verb-particle construction can be distinguished from verb-preposition construction by implementing some of construction alternations, which are (1) noun phrase as object can be put in between the verb and the particle or after the particle; (2) coordinate noun phrase as object with the phrasal verb; (3) moving noun phrase to the left by itself is acceptable if without particle, that this indicate the noun phrase is a unit, but moving the particle and the noun phrase is not acceptable, since they do not form a phrase. The argument structure of verb-particle with off consists of intransitive, transitive, and ditransitive. The argument’s role of verb-particle off can take action as agent, patient, and potential agent.
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Fender, Michael. "L1 effects on the emergence of ESL sentence processing skills of Chinese and Korean ESL learners." Languages in Contrast 8, no. 1 (2008): 47–73. http://dx.doi.org/10.1075/lic.8.1.04fen.
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This study examines the emergence of lower-level ESL sentence processing skills involved in integrating English words into predicate structures on-line. The aim of the present study is to examine how the L1 phrase structure and corresponding L1 word integration skills of ESL learners influence their corresponding ESL sentence processing skills in an on-line English sentence reading task. The study examined the English predicate and verb phrase processing skills of a group of Chinese ESL learners whose language has right-branching L1 verb phrase structures (head-complement word order) and a group of proficiency-matched Korean ESL learners whose native language only allows left-branching L1 verb phrase structures (i.e., complement-head word order). The Chinese ESL group (n = 20) was significantly faster than the Korean ESL group (n = 18) in reading and integrating direct object nouns into English predicate phrase structures, though there were no significant differences comprehending the sentences. In addition, the Chinese ESL group was significantly more accurate in reading and comprehending transitive sentences in which the direct objects had an embedded relative clause. The results suggest that L1 word integration skills influence and shape the emergence of on-line ESL word integration
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Asti Supriyanto, Ratih. "Grammatical Interference from English into Indonesian Language Made by English Native Speakers in Salatiga." Register Journal 6, no. 2 (2013): 125. http://dx.doi.org/10.18326/rgt.v6i2.125-143.
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This research was carried out the syntactic interference from English to Indonesian language made by English native speakers in Salatiga. This study was also intended to find out morphological interference from English to Indonesian language made by English native speakers in Salatiga. The research method used was interviewing, recording and transcribing. This method was applied by interviewing English native speakers, then the writer recorded and transcribed to find out the interference that they made. After the data had been collected and analyzed, the writer finds several sub-classifications in syntactic interference as the following: (1) sentence; (2) phrase; (3) diction; and syntactic interference are dominated by phrase, because the phrase construction of English and Indonesian language is different. The construction phrase of Indonesian language is head word + modifier, but in English head word is put after the modifier. Meanwhile for morphological interference is dominated by applying the base form in using the verbs in sentence. The construction of verb in English does not need the inflectional morphology to make the sentence clear as the Indonesian language. The speakers have a tendency to use the base form to show the verb in Indonesian sentence. Keywords: Interference; Syntactic interference; Morphological interference.
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Asti Supriyanto, Ratih. "Grammatical Interference from English into Indonesian Language Made by English Native Speakers in Salatiga." Register Journal 6, no. 2 (2013): 125. http://dx.doi.org/10.18326/rgt.v6i2.240.
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This research was carried out the syntactic interference from English to Indonesian language made by English native speakers in Salatiga. This study was also intended to find out morphological interference from English to Indonesian language made by English native speakers in Salatiga. The research method used was interviewing, recording and transcribing. This method was applied by interviewing English native speakers, then the writer recorded and transcribed to find out the interference that they made. After the data had been collected and analyzed, the writer finds several sub-classifications in syntactic interference as the following: (1) sentence; (2) phrase; (3) diction; and syntactic interference are dominated by phrase, because the phrase construction of English and Indonesian language is different. The construction phrase of Indonesian language is head word + modifier, but in English head word is put after the modifier. Meanwhile for morphological interference is dominated by applying the base form in using the verbs in sentence. The construction of verb in English does not need the inflectional morphology to make the sentence clear as the Indonesian language. The speakers have a tendency to use the base form to show the verb in Indonesian sentence. Keywords: Interference; Syntactic interference; Morphological interference.
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Sheshukova, Svetlana, Svetlana Lapitskaja, and Elena Proudchenko. "On the Analysis of Youth Slang as one of the Subsystems of Modern Russian and English Languages." SHS Web of Conferences 69 (2019): 00090. http://dx.doi.org/10.1051/shsconf/20196900090.
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Slang is an essential element of culture. Learning a foreign language is inextricably linked with the study of the culture of native speakers. Teaching slang, idiomatic expressions and phrasal verbs in foreign language classes contributes to the students' vocabulary, understanding informal speech patterns found in media texts and everyday communication with native speakers, developing speaking and listening skills. As a rule, at a foreign language class, students improve their listening, reading, speaking and writing skills through various study materials. Even with these skills, you can fail to communicate with native speakers, read magazines, watch television programmes and travel to foreign countries. The paper discusses the possibility of teaching slang, idiomatic expressions and phrasal verbs in a foreign language class at a technical university. To substantiate the need to study slang, idiomatic expressions and phrasal verbs, the authors attempted to find out how the youth slang is formed and the reasons for its functioning. Youth slang in modern Russian and English languages has been compared and analyzed.
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Juliarta, I. Made. "Verb Phrase and Its Translations Found in the Novel “Budha, a Story of Enlightenment”." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 8, no. 2 (2020): 505–18. http://dx.doi.org/10.24256/ideas.v8i2.1520.
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This study aims at analyzing the syntactic structure of the verb phrase and its translation process occurred. This study also analyzes the kinds of shifts of verb phrase occurred in the translation process from English into Indonesia. This study is a descriptive qualitative study. The theory used in analyzing data is the theory proposed by Catford and Radford (1988). The theory used in analyzing the data source is the theory in translation especially in shifts of translation and the theory in syntax in order to analyze the verb phrases found in the data source. There are 12 verb phrases as data of this study. The verb in the data source can be categorized as an Indonesian verb. It can be seen from the text that is available in the data source, that the verb phrase in the source language can be transferred into an Indonesian verb in the target language Then, there are some steps applied in this study, the first step of this research is to collect the data source found in the novel The Budha, a Story of Enlightenment. The second step is to read and identify the text in the novel The Budha, a Story of Enlightenment containing the verb phrase. The next step is to take some texts, analyze and interpret the data, and finally draw a conclusion. The verb phrase found in the novel The Budha, a Story of Enlightenment was identified by the researcher. And this study continued in analyzing the translation process occurred. The result of translation analysis of the text shows that there is a shift occurred in all the 12 processes of translating English verb phrase into Indonesian. 8 are classified as changing into lower rank and 4 are classified as changing into a higher rank.
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A. Al Nasarat, Salman. "The Dilemma of Learning Phrasal Verbs among EFL learners." Advances in Language and Literary Studies 9, no. 2 (2018): 119. http://dx.doi.org/10.7575/aiac.alls.v.9n.2p.119.
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This study was designed to examine difficulties in interpreting English phrasal verbs (PVs) that individual college student of English face during their academic career. Interpretation is an apparent obstacle that Jordanian English students encounter as they learn language systematically. The learners being investigated were divided into two groups including regular students of English language and literature and non-majoring English students who study communication skills in English at Al Hussein Bin Talal University. Basically, the present study attempted to investigate students’ background level and performance to identify the source of weakness in interpreting PVs either orally or based on written texts. The findings would shed light on translating inability and more significantly on interpreting strategies while students work out the meaning of spoken or written PVs combinations. The overall score obtained by students in the designed test resulted in a plausible explanation for this learning problem and should help for a better course design and instruction as well as effective classroom teaching and curricula.
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Hawkins, Roger. "Knowledge of English verb phrase ellipsis by speakers of Arabic and Chinese." Linguistic Approaches to Bilingualism 2, no. 4 (2012): 404–38. http://dx.doi.org/10.1075/lab.2.4.03haw.
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English verb phrase ellipsis (VPE) involves both syntactic and discourse information. The present study investigates knowledge of these properties by L1 speakers of Arabic and Mandarin Chinese. Three issues are addressed. Can the participants acquire syntactic properties of VPE that differ from their L1s and are under-determined by positive evidence? Can they acquire all of the syntactic properties of VPE that differ from their L1s? Can they successfully integrate their knowledge of the syntax of VPE with discourse information determining felicity? Results from a sentence completion judgement task are broadly consistent with the L2 participants having Universal Grammar (UG)-constrained grammars for VPE, and with their being able to successfully integrate syntactic representations with discourse information. A persistent problem with an uninterpretable feature is discussed, as are the implications of the findings for the claim that VPE involves gradient grammaticality.
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Jackson, Carrie N., Elizabeth Mormer, and Laurel Brehm. "THE PRODUCTION OF SUBJECT-VERB AGREEMENT AMONG SWEDISH AND CHINESE SECOND LANGUAGE SPEAKERS OF ENGLISH." Studies in Second Language Acquisition 40, no. 4 (2018): 907–21. http://dx.doi.org/10.1017/s0272263118000025.
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AbstractThis study uses a sentence completion task with Swedish and Chinese L2 English speakers to investigate how L1 morphosyntax and L2 proficiency influence L2 English subject-verb agreement production. Chinese has limited nominal and verbal number morphology, while Swedish has robust noun phrase (NP) morphology but does not number-mark verbs. Results showed that like L1 English speakers, both L2 groups used grammatical and conceptual number to produce subject-verb agreement. However, only L1 Chinese speakers—and less-proficient speakers in both L2 groups—were similarly influenced by grammatical and conceptual number when producing the subject NP. These findings demonstrate how L2 proficiency, perhaps combined with cross-linguistic differences, influence L2 production and underscore that encoding of noun and verb number are not independent.
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Vayntrub, Jacqueline. "‘To Take Up a Parable’: The History of Translating a Biblical Idiom." Vetus Testamentum 66, no. 4 (2016): 627–45. http://dx.doi.org/10.1163/15685330-12341252.
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The following study examines the history of the translation of a Biblical Hebrew phrase in Greek, Aramaic, and Latin—a phrase which shaped the English idiom “to take up a parable, proverb, or song.” As early as Greek and Aramaic Bible translations, the phrase NŚʾ mɔšɔl was translated word-for-word in the target language, even though the verb used in the target language did not previously attest the specific sense of “speech performance.” This same translational strategy persists in modern translations of this idiom, preventing scholars from understanding the idiom as it was used by biblical authors. The study compares the Biblical Hebrew phrase to a similar Ugaritic phrase, showing how it should be understood to express the voicing of speech rather than the initiating of speech. The study concludes by offering an English translation which more closely reflects the metaphor for voice-activation employed by the Biblical Hebrew phrase.
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Boxell, Oliver, Claudia Felser, and Ian Cunnings. "Antecedent contained deletions in native and non-native sentence processing." Linguistic Approaches to Bilingualism 7, no. 5 (2016): 554–82. http://dx.doi.org/10.1075/lab.15006.box.
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Abstract We report the results from an eye-movement monitoring study investigating native (L1) and non-native (L2) speakers’ real-time processing of antecedent-contained deletion (ACD), a type of verb phrase ellipsis in which the ellipsis gap forms part of its own antecedent. The resulting interpretation problem is traditionally thought to be solved by quantifier raising, a covert scope-shifting operation that serves to remove the gap from within its antecedent. Our L2 group comprised advanced, native German-speaking L2 learners of English. The analysis of the eye-movement data showed that both L1 and L2 English speakers tried to recover the missing verb phrase after encountering the gap. Only the native speakers showed evidence of ellipsis resolution being affected by quantification, however. No effects of quantification following gap detection were found in the L2 group, by contrast, indicating that recovery of the elided material was accomplished independently from the object’s quantificational status in this group.
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NAIGLES, LETITIA R., and NADINE LEHRER. "Language-general and language-specific influences on children's acquisition of argument structure: a comparison of French and English." Journal of Child Language 29, no. 3 (2002): 545–66. http://dx.doi.org/10.1017/s0305000902005159.
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This research investigates language-general and language-specific properties of the acquisition of argument structure. Ten French preschoolers enacted forty sentences containing motion verbs; sixteen sentences were ungrammatical in that the syntactic frame was incompatible with the standard argument structure for the verb (e.g. *Le tigre va le lion = *The tiger goes the lion). Previous work (Naigles, Fowler & Helm; Naigles, Gleitman & Gleitman indicated that English-speaking two-year-olds faced with such ungrammatical sentences consistently altered the usual meaning of the verb to fit the syntactic frame (FRAME COMPLIANCE) whereas adults faced with the same sentences altered the syntax to fit the meaning of the verb (VERB COMPLIANCE). The age at which children began to perform Verb Compliantly varied by frame and by verb. The current study finds that the level of Verb Compliance in French five-year-olds largely mirrors that of English-speaking five-year-olds. The sole exception is the intransitive frame with an added prepositional phrase (e.g. *Le tigre amène près de la passerelle = *The tiger brings next to the ramp), which elicits a higher level of Verb Compliance among French kindergarteners than among their English learning peers. This effect may be due to the unambiguous interpretation of French spatial prepositions (i.e. next to has both locative and directional interpretations whereas près de supports only the locative interpretation). These data support the conclusion that the acquisition of argument structure is influenced by both language-general mechanisms (e.g. uniqueness, entrenchment) and language-specific properties (e.g. prepositional ambiguity).
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Fujita, Hiroki. "Priming Effect on Automatisation of L2 Prepositional-Phrase Processing Ability." Studies in English Language Teaching 4, no. 1 (2016): 16. http://dx.doi.org/10.22158/selt.v4n1p16.
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<p><em>Most L2 learners cannot process a second language as native speakers do because of their less automatic syntactic processing ability. In this article, the author reports two experiments that used a word-by-word self-paced reading task to examine how Japanese language learners of English process English prepositional phrases. The study also examined whether these learners could improve their syntactic processing ability, using the priming method. The research findings showed that while L2 learners had more difficulty processing a prepositional phrase when it modified the noun of the matrix verb than modified the verb, they were able to overcome that difficulty with appropriate primes. The research findings indicated that L2 learners were able to improve their syntactic processing ability if they encountered the same syntactic structure repeatedly.</em><em></em></p>
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Ilyanora Patricia, Jaynne, Ida Bagus Putra Yadnya, and Ni Ketut Alit Ida Setianingsih. "Translation Shift of Adverbs of Manner In Reference to: “City of Bones: Mortal Instruments” by Cassandra Clare." Udayana Journal of Social Sciences and Humanities (UJoSSH) 5, no. 1 (2021): 47. http://dx.doi.org/10.24843/ujossh.2021.v05.i01.p07.
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This study is entitled “Translation Shift of Adverbs of Manner in Reference to ‘City of Bones: Mortal Instruments’ by Cassandra Clare”. The aims are to identify the equivalences of adverbs of manner translated into Bahasa Indonesia and to analyze the shift of adverbs of manner in the novel. The data was collected by close-reading to identify the English adverbs of manner and its translation into Bahasa Indonesia found in the novel, highlighting the data found in both of the novels, comparing the data found to find the equivalences in both source and target language, then note-taking the data found to be analyzed afterward. The theories used in this research are the theory of translation proposed by Larson (1984) and the translation theory of shift proposed by Catford (2000). The results show that the English adverbs of manner found were equivalent to prepositions dengan, sambil, oleh, bagaikan, seperti, and secara that were followed with adjective, noun, verb, adjective phrase, noun phrase, verb phrase, or adverb after the preposition. The translation shift that occurred in the translation was category shift, in which the adverbs of manner shifted into an adjective, verbs, and numeral, and another type of translation shift that occurred was a level shift, in which adverbs of manner shifted adjective phrase, the noun phrase, and verb phrase.
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Aqil, Mammadova Gunay. "American English in Teaching English as a Second Language." International Journal of English Language Studies 3, no. 2 (2021): 52–57. http://dx.doi.org/10.32996/ijels.2021.3.2.7.
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With the lapse of time the two nations- Americans and British always blamed each other for “ruining” English. In this article we aim to trace historical “real culprit” and try to break stereotypes about American English status in teaching English as a second language. In comparison with Great Britain the USA has very short and contemporary history; nevertheless, in today’s world American English exceeds British and other variants of English in so many ways, as well as in the choices of language learners. American English differs from other variants of the English language by 4 specific features: Inclusiveness, Flexibility, Innovativeness and Conservativeness. Notwithstanding, British disapprove of Americans taking so many liberties with their common tongue, linguistic researcher Daniela Popescu in her research mentions the fields of activities in which American words penetrated into British English. She classifies those words under 2 categories: everyday vocabulary (480 terms) and functional varieties (313 terms). In the case of functional varieties, the American influence is present in the areas of computing (10 %), journalism (15 %), broadcasting (24%), advertising and sales (5 %), politics and economics (24%), and travelling and transport (22%). Further on, the words and phrases in the broadcasting area have been grouped as belonging to two areas: film, TV, radio and theatre (83%), and music (17%). The purpose of the research paper is to create safe and reliable image of American English in the field of teaching English as a second language. Americans are accused in “ruining” English and for that reason learners are not apt to learn American English. The combination of qualitative and quantitative methods is used while collecting the data. The study concluded that the real culprits are British who started out to ruin English mainly in in the age of Shakespeare and consequently, Americans inherited this ruin from the British as a result of colonization. Luckily, in the Victorian Age British saved their language from the ruins. The paper discusses how prejudices about American English effect the choices of English learners.
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MONTRUL, SILVINA. "Psycholinguistic evidence for split intransitivity in Spanish second language acquisition." Applied Psycholinguistics 25, no. 2 (2004): 239–67. http://dx.doi.org/10.1017/s0142716404001122.
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This study investigates the acquisition and on-line processing of unaccusative and unergative verbs in second language (L2) Spanish by English-speaking learners. It asks whether L2 learners make a syntactic distinction between the two verb classes and whether there is an effect of semantic subclass, in accordance with a semantic hierarchy. Participants were 35 native Spanish speakers and 44 English-speaking learners of Spanish ranging from intermediate to advanced proficiency. The main task was an on-line visual probe recognition task. Subjects read sentences on a computer screen and had to decide whether a word had appeared in the sentence. The results of this study showed that native speakers who scan their syntactic representations to find a word contained in a complex subject noun phrase recognized the word faster with unaccusative-verb sentences than with unergative-verb sentences, suggesting that the syntactic presence of a trace in unaccusative-verb sentences facilitates comprehension. The L2 learners showed a similar response pattern, confirming that they differentiated between the two classes of verbs. Analyses of reaction times by verb class indicated that not all of the verbs in each class were responded to consistently: some subclasses induced shorter reaction times than others.
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Syarif, Hermawati. "LINGUISTICS AND THE ENGLISH LANGUAGE INSTRUCTION." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 10, no. 1 (2016): 50. http://dx.doi.org/10.24036/ld.v10i1.6328.
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Linguistics as the scientific study of language has very crucial role in running language instruction. Changes in language teaching-learning method reflect the development of linguistic theories. This paper describes how the three broad views of linguistic theories, namely traditional grammar, generative grammar, and functional grammar work in relation to English language teaching and learning. Since both linguistics and language learning have the same subject to talk about, the knowledge of the language, then, is the core. Linguistic features analyzed are on the levels of Phonology, Morphology, Syntax, Semantics and Discourse as the basic components, supported by Psycholinguistics and Sociolinguistics. In relation to language teaching and learning, especially English, such knowledge on the English language gives learners the chance to apply in social communication and in any occasion. The use depends on the viewing of linguistic theories (English) in certain era, which reflects the need of learners in using English. It is assumed that the more linguistic competence someone has, the easier he/she can run his/her instructional activities. As the consequence, in the English language learning, the syllabus designer should notify the mentioned levels of linguistic components while constructing English instructional materials, methods, and evaluation based on the stage of learners to avoid misunderstanding in use. In this case, English instructors/teachers should also update their linguistic competence, especially on Psycholinguistic and Sociolinguistic points of view. Key words/phrases: linguistics, English, language instruction, linguistic competence
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Wangru, Cao. "Vocabulary Teaching Based on Semantic-Field." Journal of Education and Learning 5, no. 3 (2016): 64. http://dx.doi.org/10.5539/jel.v5n3p64.
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<p>Vocabulary is an indispensable part of language and it is of vital importance for second language learners. Wilkins (1972) points out: “without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. Vocabulary teaching has experienced several stages characterized by grammatical-translation method, audio-lingual method and communicative teaching method before obtaining great attention from second language teachers and researchers finally.</p><p>This study states four proposals for the improvement of vocabulary teaching, which refer that: (1) apply componential analysis to vocabulary teaching; (2) foster learners’ awareness of the difference between English and Chinese; (3) introduce lexical phrases; (4) develop effective word meaning acquisition strategies.</p>
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Arora, Karunesh Kumar, and Shyam Sunder Agrawal. "Source-side Reordering to Improve Machine Translation between Languages with Distinct Word Orders." ACM Transactions on Asian and Low-Resource Language Information Processing 20, no. 4 (2021): 1–18. http://dx.doi.org/10.1145/3448252.
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English and Hindi have significantly different word orders. English follows the subject-verb-object (SVO) order, while Hindi primarily follows the subject-object-verb (SOV) order. This difference poses challenges to modeling this pair of languages for translation. In phrase-based translation systems, word reordering is governed by the language model, the phrase table, and reordering models. Reordering in such systems is generally achieved during decoding by transposing words within a defined window. These systems can handle local reorderings, and while some phrase-level reorderings are carried out during the formation of phrases, they are weak in learning long-distance reorderings. To overcome this weakness, researchers have used reordering as a step in pre-processing to render the reordered source sentence closer to the target language in terms of word order. Such approaches focus on using parts-of-speech (POS) tag sequences and reordering the syntax tree by using grammatical rules, or through head finalization. This study shows that mere head finalization is not sufficient for the reordering of sentences in the English-Hindi language pair. It describes various grammatical constructs and presents a comparative evaluation of reorderings with the original and the head-finalized representations. The impact of the reordering on the quality of translation is measured through the BLEU score in phrase-based statistical systems and neural machine translation systems. A significant gain in BLEU score was noted for reorderings in different grammatical constructs.
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LIM, JUNG HYUN, and KIEL CHRISTIANSON. "Second language sensitivity to agreement errors: Evidence from eye movements during comprehension and translation." Applied Psycholinguistics 36, no. 6 (2014): 1283–315. http://dx.doi.org/10.1017/s0142716414000290.
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ABSTRACTThe present study addresses the questions of (a) whether Korean learners of English show sensitivity to subject–verb agreement violations in an eye-tracking paradigm, and (b) how reading goals (reading for comprehension vs. translation) and second language (L2) proficiency modulate depth of morphological agreement processing. Thirty-six Korean speakers of L2 English and 32 native English speakers read 40 stimulus sentences, half of which contained subject–verb agreement violations in English. The factors were whether a head and a local intervening noun matched in number and whether a sentence was grammatical or not. In linear mixed models analyses, both agreement violations and noun phrase match/mismatch were found to be disruptive in processing for native speakers at the critical regions (verb and following word), and locally distracting number-marked nouns yielded an asymmetric pattern depending on grammaticality. When L2 speakers were asked to produce offline oral translations of the English sentences into Korean, they became more sensitive to agreement violations. In addition, higher L2 proficiency predicted greater sensitivity to morphological violations. The results indicate that L2 speakers are not necessarily insensitive to morphological violations and that L2 proficiency and task modulate the depth of L2 morphological processing.
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Youssef, Valerie. "Variation as a feature of language acquisition in the Trinidad context." Language Variation and Change 3, no. 1 (1991): 75–101. http://dx.doi.org/10.1017/s0954394500000454.
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ABSTRACTIn a longitudinal acquisition study of the development of the verb phrase (VP), a Trinidadian child who was exposed to both Standard English (SE) and Trinidadian English-lexicon Creole (TC) was found to use the verb forms of each system differentially according to addressee, discourse mode, semantic intent, and grammatical factors. Systematic variation was first recorded at age 2;7 and continued to develop through to the end of the study at age 4;9. School exposure to demands for SE production resulted in a decline in the child's productive TC competence overall and his movement into mid-range usage of SE and TC. The systems in contact appeared linked for the child in that he produced alternant forms from each one variably in apparent relation to his perception of the appropriate extent and range of their use. The weightings for variable constraints in each area modified over time.
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Suraprajit, Prathomwat. "An Analysis of Errors in English Essays Written by Thai Non-English Major Students." Theory and Practice in Language Studies 11, no. 1 (2021): 12. http://dx.doi.org/10.17507/tpls.1101.02.
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Writing is one of the vital skills for EFL learners. However, they still face some difficulties while processing a task. The present study aimed to analyze the errors that occurred on sixty English essays made by Thai University non-English major students who enrolled in the fundamental English course. The Surface Strategy Taxonomy (Dulay, Burt, & Krashen, 1982) was adopted to explore the errors of omission, addition, misformation, and misordering together with those that were excluded in the taxonomy. According to the framework of Surface Strategy Taxonomy, the findings revealed the most common errors involving omission of articles, followed by the addition of the preposition, the omission of the preposition, the omission of the subject, and misformation of subject pronoun, respectively. Then, according to the errors which were out of the stated taxonomy, the errors in subject-verb agreement were the highest detected error, followed by tense errors, ambiguous sentences, a direct translation from L1 to L2, misformation of object pronoun, misformation of using an adjective as the main verb, the addition of verb to be, and addition of conjunction, respectively. By investigating the errors in foreign language writing, the results would trigger foreign language learners to aware of the error of English writing that might occur. And the benefit also goes to the pedagogy in developing the teaching materials together with teaching strategies.
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D’hoedt, Frauke, Hendrik De Smet, and Hubert Cuyckens. "Constructions Waxing and Waning: A Brief History of the Zero-Secondary Predicate Construction." Journal of English Linguistics 47, no. 1 (2018): 3–28. http://dx.doi.org/10.1177/0075424218805524.
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In the English Secondary Predicate Construction (SPC), a predicative relation between a noun phrase (NP) and a “secondary predicate” (XP) is established by a main verb ( He finds Verb her NP attractive XP). While the syntactic nature of this construction has received ample attention from a synchronic perspective, this study aims to shed light on the diachronic developments of the SPC. First, using data from the York-Toronto-Helsinki Corpus of Old English Prose (YCOE) and the Penn corpora, a classification is proposed of the verbs occurring in the SPC. Based on this semantic classification, the development of the SPC is then traced from Old English to Late Modern English in terms of frequency and productivity. It is argued that, while the various classes of SPC-taking verbs often show opposite developments, these lower-level incongruities are resolved at a higher schematic level, as the SPC as a whole underwent a process of internalization. These findings underscore the importance of lower-level developments in the diachronic behavior of schematic constructions and consequently contribute to the literature on constructional change.
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Uktolseja, Lulu Jola, and Sherly Gaspersz. "Phrases of Maybrat." INTERACTION: Jurnal Pendidikan Bahasa 8, no. 1 (2021): 83–95. http://dx.doi.org/10.36232/jurnalpendidikanbahasa.v8i1.982.
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The objectives of the study are to describe (1) Attributive endocentric phrases, (2) Appositive endocentric phrases, (3) Coordinative endocentric phrases, and, (4) Exocentric phrases. The research methodology used in this research is qualitative descriptive method. Techniques for collecting data in this research are the observation and interviewing the informants. In analyzing the data, the researcher used the tagmemic methods. The informants of this research are the people of Maybrat region who lived in Jl. Tanjung Dofior Belakang Unamin. The informants have fulfilled the requirements given by the researcher. The approach used in this study was bilingual approach, instead of monolingual approach, that is, by asking the informants to translate the words (phrases) from Bahasa Indonesia to Maybrat language. The result of this research is the phrase of Maybrat language divided into two kinds as general, they are endocentric and exocentric phrase. It is also classified into noun phrase, pronoun phrase, verb phrase, adjective phrase and pre(post) position phrase. Each phrase has its own pattern. Some of them are similar into English and Indonesian, but some are really different.
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Gabriele, Alison. "Deriving meaning through context: Interpreting bare nominals in second language Japanese." Second Language Research 26, no. 3 (2010): 379–405. http://dx.doi.org/10.1177/0267658310365783.
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Previous studies on the second language acquisition of telicity have suggested that learners can use morphosyntactic cues to interpret sentences as telic or atelic even in cases where the cues differ in the first language (L1) and second language (L2) (Slabakova, 2001, 2005; Gabriele, 2008; Kaku et al., 2008a, 2008b). The present study extends this line of research by focusing on a case in which learners cannot rely on morphosyntactic cues in order to reach the appropriate aspectual interpretation. We examine the acquisition of telicity by English-speaking learners of Japanese, focusing on how learners interpret bare count nouns such as kaado ‘card’ that obligatorily display count noun morphosyntax in English. In Japanese, a bare noun such as kaado is ambiguous with respect to number and therefore a verb phrase such as kaado-o kakimashita ‘wrote card’ can be interpreted as either telic ‘wrote the cards’ or atelic ‘wrote cards’ depending on the context. The results of two studies with both intermediate (Study 1: n = 38; Study 2: n = 38) and advanced (Study 1: n = 7; Study 2: n = 10) learners of Japanese show that there are learners at both levels of proficiency that have difficulty with the interpretation of bare count nouns and assign an exclusively telic reading to a verb phrase such as kaado-o kakimashita ‘wrote card’. We argue that this interpretation is due to the boundedness of count nouns in L1 English and propose that a retreat from negative transfer is difficult when there is variability in the native speaker input and when meaning has to be derived from context in the absence of morphosyntactic cues.
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Paramita, Putu Dian Yuliani, and Utik Kuntariati. "THE MAPPING OF ACTION VERBS IN THE TEACHING OF ENGLISH FOR FOOD PRODUCTION." Jurnal Manajemen Pelayanan Hotel 3, no. 2 (2020): 105. http://dx.doi.org/10.37484/manajemen_pelayanan_hotel.v3i2.57.
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This study is focused on the procedure of verbs’ translation in English (source language) into Indonesian language (target language), and how the mapping of action verb meanings in the procedural text. The research uses qualitative method, employing a cooking book recipe “Step by Step Cooking Balinese Delightful for Everyday” as its data source and its Indonesian translation. The theory used in this research is the theory of Vinay and Darbelnet (in Venuti, 2000) about translation procedures that include borrowing, calque, literal translation, transposition, modulation, equivalence, and adaptation. The theory of applying the natural semantic metalanguage approach (NSM) proposed by Wierzbicka (1996) is used to discuss the mapping of English action verbs. The theory is applied in order to explain how the Indonesian action verb meanings are mapped into English, with the exponential mapping technique. The description of the mapping meanings including the exponential mapping to the action verb of the Indonesian language has produced a new dimension. This new dimension turns out to be able to explore the meaning of the lexical item including the one that has even a subtle difference, therefore there is no more swirling of meaning.
 Keywords: translation procedure, action verb, mapping of meaning
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DEHÉ, NICOLE, and BETTINA BRAUN. "The prosody of question tags in English." English Language and Linguistics 17, no. 1 (2013): 129–56. http://dx.doi.org/10.1017/s1360674312000342.
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The prosodic realization of English question tags (QTs) has received some interest in the literature; yet corpus studies on the factors affecting their phrasing and intonational realization are very rare or limited to a certain aspect. This article presents a quantitative corpus study of 370 QTs from theInternational Corpus of Englishthat were annotated for prosodic phrasing and intonational realization of the QT and the host. Factors tested were polarity, position in the sentence and the turn as well as verb type. Generally, prosodic phrasing and intonational realization were highly correlated: separate QTs were mostly realized with a falling contour, while integrated QTs were mostly rising. Results from regression models showed a strong effect of polarity: QTs with an opposite polarity were more often phrased separately compared to QTs with constant polarity, but the phrasing of opposite polarity QTs was further dependent on whether the QT was negative or positive (more separate phrasing in negative QTs). Furthermore, prosodic separation was more frequent at the end of syntactic phrases and clauses compared to phrase-medial QTs. At the end of a turn, speakers realized more rising contours compared to QTs within a speaker's turn. Verb type also had an effect on the phrasing of the tag. Taken together, our results confirm some of the claims previously held for QTs, while others are modified and new findings are added.
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Aggabao, Rischelle G. "Grammatical Structures in the Written and Oral Mode of ESL Students." Journal of English Language Teaching and Applied Linguistics 2, no. 5 (2020): 48–60. http://dx.doi.org/10.32996/jeltal.2020.2.5.6.
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This study focuses on the survey of frequency and occurrence of phrase structure rules used in the written and oral mode of first year tertiary ESL students. It describes the sentence-embedded structures namely, nominal, adjectival and adverbial. As far as phrase structure rules are concerned, the constituents of the noun phrase, verb phrase, adjectival phrase and adverbial phrase are given structural labels. The researcher made use of the quantitative description of the oral and written structures of 76 first year students enrolled in a language class. The results of the study show that majority of the students write their essay using nominals followed by adverbials and the least used are adjectivals. In the oral mode, the most commonly used phrase structure rules are adverbials, followed by nominals and the least used are adjectivals. Though students have a good command of English in writing and speaking, they should be exposed to different communicative situations and develop a balanced style in expressing meaning using varied grammatical structures.
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Kainada, Evia, and Angelos Lengeris. "Native language influences on the production of second-language prosody." Journal of the International Phonetic Association 45, no. 3 (2015): 269–87. http://dx.doi.org/10.1017/s0025100315000158.
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This study examined native language (L1) transfer effects on the production of second-language (L2) prosody by intermediate Greek learners of English, specifically the set of tonal events and their alignment, speech rate, pitch span and pitch level in English polar questions. Greek uses an L* L+H- L% melody giving rise to a low–high–low f0 contour at the end of the polar question that does not resemble any of the contours used by native speakers in English polar questions. The results showed that the Greek speakers transferred the full set of Greek tonal events into English associating them with stressed syllables, and consistently placed the focus on the verb. The Greek speakers also anchored the peak of the phrase accent in polar questions around the midpoint of the stressed vowel across L1/L2 despite using longer vowel durations in L2. At the same time, their productions deviated from L1 forms in terms of speech rate (slower in L2), pitch span (narrower in L2) and pitch level (lower in L2), indicating that even when learners adopt an L1 prosodic feature in their L2, they still produce interlanguage forms that deviate from L1.
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FLEISCHER, ZUZANNA, MARTIN J. PICKERING, and JANET F. MCLEAN. "Shared information structure: Evidence from cross-linguistic priming." Bilingualism: Language and Cognition 15, no. 3 (2012): 568–79. http://dx.doi.org/10.1017/s1366728911000551.
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This study asked whether bilinguals construct a language-independent level of information structure for the sentences that they produce. It reports an experiment in which a Polish–English bilingual and a confederate of the experimenter took turns to describe pictures to each other and to find those pictures in an array. The confederate produced a Polish active, passive, or conjoined noun phrase, or an active sentence with object–verb–subject order (OVS sentence). The participant responded in English, and tended to produce a passive sentence more often after a passive or an OVS sentence than after a conjoined noun phrase or active sentence. Passives and OVS sentences are syntactically unrelated but share information structure, in that both assign emphasis to the patient. We therefore argued that bilinguals construct a language-independent level of information structure during speech.
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Tsai, Mei-Hsing. "The effects of explicit instruction on L2 learners’ acquisition of verb–noun collocations." Language Teaching Research 24, no. 2 (2018): 138–62. http://dx.doi.org/10.1177/1362168818795188.
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This study investigates the relative effectiveness of two methods for teaching a set of English verb–noun collocations: form-focused instruction (FFI) and concept-based instruction (CBI). The sample comprised 73 Chinese-speaking learners of English taking intermediate English courses, who were randomly assigned to one of three groups: an FFI intervention group, a CBI intervention group, and a control group. In order to determine the effects of the two instructional methods, the participants’ collocational knowledge was measured in three ways: via form recall testing, form recognition testing, and meaning recall testing. Specifically, all of the participants took pretests, immediate posttests, and one-week delayed posttests. The results of a comparison of the learning gains between the three groups showed that the CBI and FFI approaches each had a positive effect on establishing initial form–meaning relationships for verb–noun collocations. The CBI group significantly outperformed the FFI group on both collocational acquisition and retention. This result suggests that CBI’s focus on learning verbal meanings through image schemas and conceptualization practice is associated with a deeper understanding of English verb–noun collocations. The study concludes with pedagogical implications for teaching second language (L2) collocations.
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Valera, Salvador, and Alfonso Rizo Rodriguez. "A LOB-Corpus-based Semantic Profile of the Adjective in English Supplementive Clauses." International Journal of Corpus Linguistics 3, no. 2 (1998): 251–78. http://dx.doi.org/10.1075/ijcl.3.2.05val.
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One of the various forms that the expression of attribution may take in English is through a supplementive clause, a reduced structure realized by an adjective phrase hypotactically connected with a superordinate clause. The construction under study exhibits an attributive character in that the adjective predicates about the NP subject, but also possesses an adverbial import in so far as it expresses diverse circumstances relating to the main clause. This kind of structure is, however, not entirely free of constraints; in fact, not every adjective may combine with a matrix verb, and certain semantic patterns can be observed to occur recurrently in these constructions. This paper surveys a substantial number of adjectives from the LOB corpus for the identification of the semantic profile proper to supplementive adjectives.
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Barus, Windi Sahputra, Mhd Pujiono, and Hesti Fibriasari. "CODE MIXING USED BY STUDENTS OF FRENCH STUDY PROGRAM STATE UNIVERSITY OF MEDAN." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 3, no. 1 (2019): 41–48. http://dx.doi.org/10.30743/ll.v3i1.980.
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The communication process involving a code mixing is an alternative to avoid misunderstandings in a bilingual community, a community having the phenomenon of speaking and understanding two or more languages, referring either to individuals or the entire society. This study aims to analyze the forms of code mixing using qualitative method. The data were obtained from recording of conversational discourse. The data collection strategy used the referral method, supported by basic techniques, namely tapping and advanced techniques, the skillful in-flight listening technique (SBLC). The results show that there are code mixing with the insertion of morphological elements in forms of nouns, numerals, verbs (infinitive and conjugation), adverbs (question and time), and adjectives; the insertion of phrase in terms of noun phrases (objects and numerals), verb phrases, and adverb phrases); the insertion of clause in the forms of noun clauses, numeral clauses, verb clauses, and adverb clauses; and the insertion of idiomatic forms. Code mixing of students of French language is also found in English language.
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Parafita Couto, Maria Carmen, and Marianne Gullberg. "Code-switching within the noun phrase: Evidence from three corpora." International Journal of Bilingualism 23, no. 2 (2017): 695–714. http://dx.doi.org/10.1177/1367006917729543.
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Aims and objectives/purpose/research questions: This study aims to improve our understanding of common switching patterns by examining determiner–noun–adjective complexes in code-switching (CS) in three language pairs (Welsh–English, Spanish–English and Papiamento–Dutch). The languages differ in gender and noun–adjective word order in the noun phrase (NP): (a) Spanish, Welsh, and Dutch have gender; English and Papiamento do not; (b) Spanish, Welsh, and Papiamento prefer post-nominal adjectives; Dutch and English, prenominal ones. We test predictions on determiner language and adjective order derived from generativist accounts and the Matrix Language Frame (MLF) approach. Design/methodology/approach: We draw on three publicly available spoken corpora. For the purposes of these analyses, we re-coded all three datasets identically. From the three re-coded corpora we extracted all monolingual and mixed simplex NPs (DetN) and complex NPs with determiners (determiner–adjective–noun (DetAN/NA)). We then examined the surrounding clause for each to determine the matrix language based on the finite verb. Data and analysis: We analysed the data using a linear regression model in R statistical software to examine the distribution of languages across word class and word order in the corpora. Findings/conclusions: Overall, the generativist predictions are borne out regarding adjective positions but not determiners and the MLF accounts for more of the data. We explore extra-linguistic explanations for the patterns observed. Originality: The current study has provided new empirical data on nominal CS from language pairs not previously considered. Significance/implications: This study has revealed robust patterns across three corpora and taken a step towards disentangling two theoretical accounts. Overall, the findings highlight the importance of comparing multiple language pairs using similar coding.
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Aini, Nurul. "The Grammatical Errors in the Translational Text: Indonesian-English Structure." Tell : Teaching of English Language and Literature Journal 6, no. 2 (2018): 55. http://dx.doi.org/10.30651/tell.v6i2.2109.
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This paper discussed the study of English and Indonesian word construction based on grammatical errors. Grammatical errors were analyzed by error analysis. The purpose of this paper wanted to know the kinds of grammatical errors and the factors caused it. The qualitative approach was used in this research as the methodology because this study described the data without analysis statistic. The qualitative descriptive revealed the phenomena of linguistic which found in the translation text. In data collection, the researcher used text translation, Indonesian-English that had translated by the fourth semester of student’s English Department. Moreover, the researcher read deeply and grouped and noted the data to find the valid data. The result of this paper were 11 kinds of grammatical errors, they are: misuse of determiner, omission of determiner, misuse of verb, misuse of auxiliary verb, omission of verb, misuse of preposition, misuse of conjunction, misuse of pronoun, omission of pronoun, misuse of singular noun, and misuse of Noun Phrase (NP). In addition to, this study found the factors of the grammatical errors, they are; first, interference of the first language, namely Indonesian. Second, the difference between Indonesian and English structure was also the factor of the grammatical errors.
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Hayati, Wardah. "AN ANALYSIS OF WRITTEN ERRORS; A CASE OF SECOND SEMESTER STUDENTS OF ENGLISH." LET: Linguistics, Literature and English Teaching Journal 9, no. 1 (2019): 77. http://dx.doi.org/10.18592/let.v9i1.3078.
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Errors are envitable happen during the process of learning a language. Students of English majoring in UIN A Antasari also frequently make errors in their witten respon during reading comprehension class. By analying written paper of these 28 students the researcher aims to know the areas as well as the types ot their errors. The analysis on 114 student written errors shows that the students made errors in the areas of to be/auxiliary, subject-verb agreement, lexical, preposition, noun clause, possessive, verb, noun phrase construction, pluralization, and article. The most errors was in the area of tobe/ auxiliary with 34 errors while the least one is in article. Types of errors found in this study are misformation, omission, addition and misordering. The anlysis indicates that the errors are resulted from interlingual errors indicating interference from Bahasa.
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Abunya, Levina Nyameye, Edward Owusu, and Faustina Marius Naapane. "A Comparative Study of the Simple Clause in Akan, Dagaare and English." Education and Linguistics Research 7, no. 1 (2021): 62. http://dx.doi.org/10.5296/elr.v7i1.18353.
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The paper compares how the simple clause is expressed in Akan (Kwa, Niger-Congo), Dagaare (Gur, Niger-Congo) and English. It examines the simple clause in relation to noun phrase, verbal phrases, adpositional phrases, basic word order in declarative and focus constructions, and the basic locative construction. Basically, the study reveals that despite the differences, Akan and Dagaare have a lot in common as compared to English. This of course shows how distant English is from the two African languages. Certain linguistic features such as serial verb construction and focus constructions were unique to Akan and Dagaare and this, is not surprising since languages within the same language family (Niger Congo) tend to share certain lexical, phonological, morphological and syntactic features. The significant variation between these languages shows where Akan and Dagaare languages diverge into other sub-family groups: Kwa and Gur, respectively.
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Syarfuni. "ERROR ANALYSIS OF THE WRITTEN ENGLISH ESSAY AT THE THIRD SEMESTER OF ENGLISH DEPARTEMENT." Visipena Journal 4, no. 1 (2013): 1–12. http://dx.doi.org/10.46244/visipena.v4i1.117.
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This study examiners error in a corpus 25 essay written by 25 participant. The participants are the third semester of who are studying at the English department; 4 male and 21 females. The have experienced approximately for one semester in subject writing. All participants are come form non-English education background and hardly communicate in English out the college. The instruments used for this study was participants’ written essay. All of error in the essays were identified and classified into various categorizations. The result of the study show that six common errors committed by the participants were singular/plural form, verb tense, word choice, preposition, subject-verb agreement and word order. These aspects of writing in English pose the most difficult problems to participants. This study has shed light on the manner in which students internalize the rules of the target language, which is English. Such an insight into language learning problems is useful to teachers because it provides information on common trouble-spots in language learning which can be used in the preparation of effective teaching materials.
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Wong, May L.-Y. "“There are many ways to translate it”." Languages in Contrast 10, no. 1 (2010): 29–53. http://dx.doi.org/10.1075/lic.10.1.02won.
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The study is motivated by Mona Baker’s (1992) observation that it is almost impossible to find a grammatical category which can be expressed uniformly and regularly across languages. The aim of the present study is to verify Baker’s claim by investigating existential sentences from an English-Chinese contrastive perspective. The data was taken from the Babel English-Chinese Parallel Corpus, which is part-of-speech tagged and aligned at sentence level. Variation in the verbs used in English and Chinese existential clauses is discussed, and patterns of notional subjects (i.e. the noun phrase following the existential verb) and how they are translated are considered. The paper also looks into the applicability of Halliday’s theme-rheme approach to studying Chinese existentials and proposes that the topic-prominence analysis offers a more cogent account for the findings reported here.
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Azmin Md Zamin, Ainul, Nor Azrul Hardi Adzmi, and Maslawati Mohamad. "LEARNING VOCABULARY THROUGH SONGS: A STUDY ON THE ROLE OF MUSIC IN TEACHING VERBS." Humanities & Social Sciences Reviews 8, no. 1 (2020): 550–57. http://dx.doi.org/10.18510/hssr.2020.8167.
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Purpose of the study: This study aims to investigate how the use of songs in English language classrooms could aid tertiary students to increase their verb vocabulary repertoire.
 Methodology: This quantitative study was carried out among diploma students from a local university in Malaysia. The students were exposed to various English songs during their English lessons. Pre-test and post-test were conducted in this study.
 Main Findings: The use of songs can increase vocabulary acquisition among English language learners at tertiary level. The use of songs is able to provide a fun way of picking up new words.
 Applications of this study: The findings of this research indicate that English language teachers of tertiary students should use English songs as classroom activities to facilitate their students’ language learning and motivate them in acquiring new English vocabulary. The findings of this research are useful for university policymakers, teachers, and students.
 Novelty/Originality of this study: In this research, the use of English songs from contemporary genres, such as Western or Islamic songs can be an effective way to promote language learning.
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Abugharsa, Aisha F., Fatma M. Elzawawi, and Majdi A. Zarmuh. "Positive Evidence and Parameter Resetting in the Teaching of English Grammar to Libyan University Students." (Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة, no. 17 (January 11, 2021): 8–28. http://dx.doi.org/10.36602/faj/2021.n17.02.
Full textAbstract:
This study builds on Chomsky’s principles and parameters framework (Chomsky, 1986) by applying it to the study of second language (L2) acquisition. In other words, it makes use of a parameter resetting model to explain aspects of the second language learning process. It aims to investigate whether classroom instruction which presents only positive evidence, that is to say grammatically correct samples of the L2, is sufficient to enable adult second language learners to acquire certain properties of L2 parameters which differ from their mother tongue (L1). The participants in the study have Arabic as their L1, and are learning English as an L2. The study hypothesizes that the participants, who are all adult students studying English language at an advanced level in Misurata University, Libya, will not be able to reset the pro-drop parameter and the verb raising parameter from their properties in Arabic to their different properties in English. The hypothesized reason is that they are taught using only positive evidence-based samples of English, and that is not sufficient to lead to parameter resetting. The results show that the students had great difficulty in resetting the pro-drop parameter and the verb raising parameter from Arabic to English.
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Farahsani, Yashinta, Ika Puspita Rini, and Patria Handung Jaya. "CODE-MIXING IN DIALOGUES AS SEEN IN ALICE COMIC BY ANGELLINA." HUMANIKA 26, no. 2 (2019): 1. http://dx.doi.org/10.14710/humanika.v26i2.24119.
Full textAbstract:
Since English has become international language, Indonesian people prefer to mix their language using Indonesian and English rather than Indonesian and their mother tongue language. Indonesian comics are also showing this phenomenon. One of Indonesian comics which uses code-mixing in its dialogues is Alice by Angellina. Most of the dialogues in Alice use Indonesian-English code-mixing, besides the characters’ names are also use Western names, instead of Indonesian names. The study focused on determining the types of code mixing: insertions, alternations, congruent lexicalizations (dialect) and the forms of words in the process of word-formation (such as noun, verb, adjective, phrase, and sentences). The tendency in using the code mixing is because some words have been used so often in the people’s daily conversation in showing the emotions and sense.
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Grant, Lynn E., and Paul Nation. "How many idioms are there in English?" ITL - International Journal of Applied Linguistics 151 (2006): 1–14. http://dx.doi.org/10.2143/itl.151.0.2015219.
Full textAbstract:
The word idiom and its derivatives idiomatic, idiomatically and idiomaticity are used with a wide range of meanings. Idiomatic English is used to refer to fluent language use that sounds like that of a native speaker. Items loosely classed as idioms include colloquial expressions, collocations, acceptable but unusual expressions, and opaque multi-word units. If linguists are pressed to define what an idiom is, they usually say that an idiom is a multi-word unit where the meaning of the whole unit is not clear from the meaning of its parts. The purpose of this paper is to report on a study where one particular use of the term idiom was very carefully defined and to show what the effects of the application of this careful definition were on coming up with a definitive list of idioms. It is argued that carefully distinguishing idioms from other multiword units makes sense for the teaching and leaming of multi-word units because different approaches are needed for the different types of multi-word units. Phrasal verbs were not included in the study.