Journal articles: 'Ewe language Grammar'

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Heine, Bernd, Heiko Narrog, and Haiping Long. "Constructional change vs. grammaticalization." Studies in Language 40, no. 1 (2016): 137–75. http://dx.doi.org/10.1075/sl.40.1.05hei.

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Building on recent findings made in the framework of Construction Grammar, on the one hand, and within the framework on grammaticalization, on the other, the present paper is concerned with the development from lexical compounding to derivation. Compounding is presumably the most common source of derivational categories and this applies in particular to modifying (endocentric) compounds, which are the main subject of this paper. By looking at three cases of grammatical change in English, German, and the West African language Ewe it is argued that the two frameworks differ in their goals and in their approaches. Both frameworks search for regularities in grammatical change, but whereas Construction Grammar has a focus on constructional change, that is, change in the development of constructions, the central question asked by students of grammaticalization is how and why, e.g., lexical categories give rise to grammatical (or functional) categories.

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Bobuafor, Mercy. "Comparative constructions in Tafi." Journal of African Languages and Linguistics 42, no. 2 (2021): 163–90. http://dx.doi.org/10.1515/jall-2022-2025.

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Abstract This paper describes the constructions and strategies available in Tafi, a KA-Ghana-Togo-Mountain language, for indicating relations of similarity, equality or superiority among two or more entities or events with respect to a property. Drawing on typological studies of comparison, I demonstrate that Tafi’s dedicated comparative constructions, that is, equivalents of English sentences like The pig is more dirty than the duck involve serial verb construction (SVC) subtypes. For superiority, the parameter (or property, ‘dirty’) of the comparison is expressed by the V1 in the SVC while V2 is the ‘exceed’ verb. For equality, the parameter is the V1 and the V2 is the ‘be.equal’ verb. The V2s in these SVCs co-lexicalise both the mark (e.g. ‘than’) and index (e.g. ‘more’) of the comparison. The paper discusses the contact-driven influences from areal grammar and from Ewe, the dominant lingua franca for Tafi speakers, on the linguistic expression of comparison. The ‘exceed’ comparative structure found in African languages has been attributed to areal grammaticalisation. I further argue that the operator verb sɔ/sɔ̃ ‘be.equal’ in the Tafi equality SVC is borrowed from Ewe. Similarity constructions involve the semblative nâsí. Similarity is also signalled through the verb yi ‘resemble’. I also explore the ordinal verb bhusó ‘do.first’ as a lexical comparative. Furthermore, I argue that Tafi, like many other Kwa languages, does not formally code a superlative. Superlative readings are inferred from the context and from non-dedicated linguistic indicators such as intensifiers.

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Bohnemeyer, Jürgen, and Robert D. Van Valin. "The macro-event property and the layered structure of the clause." Studies in Language 41, no. 1 (2017): 142–97. http://dx.doi.org/10.1075/sl.41.1.05van.

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We ask whether there is a “macro-event phrase,” a uniform level of syntax at which complex scenarios may be described as single events under the Macro-Event Property (MEP). The MEP is a form-meaning mapping property that constrains the compatibility of event descriptions with time-positional modifiers. An examination of English infinitival complements, Ewe serial verb constructions, and Japanese converb constructions suggests that the putative crosslinguistic “macro-event phrase” is the verbal core of the Layered Structure of the Clause theory of Role and Reference Grammar. Across languages, simple cores necessarily have the MEP, whereas complex cores have it if and only if they are integrated by ‘cosubordinate’ nexus, defined as a symmetric union of two cores that together behave like a single core. We furthermore argue that this connection between core cosubordinations and the MEP may help explain why cosubordinate cores seem to always share an argument through control.

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Anderwald, Lieselotte. "Natural language change or prescriptive influence?" English World-Wide 34, no. 2 (2013): 146–76. http://dx.doi.org/10.1075/eww.34.2.02and.

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This paper investigates five morphological Americanisms in their diachronic development since 1810 on the basis of data from the Corpus of Historical American English, namely the past tense forms of THRIVE, DIVE, PLEAD, DRAG, and SNEAK. THRIVE is a clear case of an irregular verb becoming regular; in the other four lexemes (DIVE, PLEAD, DRAG and SNEAK), the irregular forms are actually a new development, as the corpus analysis can show. Present-day Americanisms can thus be the result of different historical processes that diverge from British English: differential speed in the same process, or change in a different direction. In both cases of change, it is a valid question to ask whether they might have been the result of prescriptive pressure. In order to investigate the question in how far prescriptive grammars may have influenced this trend towards more regular or towards newly irregular forms, my corpus-linguistic data is correlated with changing recommendations in historical grammar books of English, based on a quantitative investigation of my collection of 258 grammars. I propose that prescriptive influence both on the regularization of THRIVE and on the process of ‘irregularization’ of DIVE, PLEAD, DRAG and SNEAK is minimal, and that we are most likely dealing with genuine changes from below. These changes are then, with some time lag, reflected in the (not so) prescriptive grammars of the time.

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Cheshire, Jenny, Viv K. Edwards, and Pamela Whittle. "Urban British Dialect Grammar." English World-Wide 10, no. 2 (1989): 185–225. http://dx.doi.org/10.1075/eww.10.2.02che.

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Mesthrie, Rajend. "Anti-deletions in an L2 grammar." English World-Wide 27, no. 2 (2006): 111–45. http://dx.doi.org/10.1075/eww.27.2.02mes.

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This paper offers a unified account of the syntactic “deviations” found in a second language variety of English, viz. Black South African English (BlSAfE). Most writing on the topic has been content to supply lists of non-standard features which are thought to be diagnostic of the variety. This paper aims to characterise the syntax of the variety via its recurrent properties, rather than as a superset of unrelated features. In this regard I use the cover term “anti-deletion” for three relatable properties: (a) restoring a feature that tends to be deleted in modern standard English, e.g. the infinitive marker to in She made me to go; (b) retaining, rather than deleting elements that are known to be deleted in some (non-standard) varieties of English, e.g. retention rather than deletion of the copula; and (c) inserting additional grammatical morphemes into the standard English structure, e.g. cross-clausal double conjunctions like although… but. The concept of an anti-deletion allows one to characterise one of the two systems that underlie BlSAfE, the other being the standard syntax of the Target Language (TL). More generally, the notion of “anti-deletion” can be used fruitfully in characterising the syntax of individual second language varieties of English on a continuum.

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Song, Yerim. "The Conditional in Pedagogical Grammar: Approaches in Spanish as a Foreign Language Textbooks." Estudios Hispánicos 92 (September 30, 2019): 79–107. http://dx.doi.org/10.21811/eh.92.79.

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Rébay, Magdolna. "Learning Languages among Aristocrats in Hungary (1867-1918)." Espacio, Tiempo y Educación 8, no. 2 (2021): 189–210. http://dx.doi.org/10.14516/ete.358.

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In the present study, by means of private letters, memoirs, as well as school registry forms, we focus on aristocratic children’s language education: what languages did they study, with whom did they study them, with what methods and for what purpose – whether at home or in school. After 1867, the aristocracy retained its multilingual facility. The daughters of the family typically continued studying at home, guided by foreign governesses and Hungarian home tutors. Besides Hungarian, they usually acquired three languages (French, German, English) to a proficient level, by help of a method that placed the emphasis on speaking. The boys’ language studies progressed in a similar way, the difference being that they were more likely to study in public schools – abroad or in Hungary. Within the high society, the two most sought-after foreign institutions were the Theresianum in Vienna and the Jesuit secondary grammar school in Kalksburg. In these, the students had the chance to choose from among several classical and modern languages to study; moreover, however surprising it might seem at first glance, they also placed a great emphasis on nurturing the Hungarian language. Thus, by the time they reached adulthood, the daughters and sons of high nobility became polished speakers and readers of foreign languages, which, besides cultivating their international family relations, also helped them in keeping abreast on world events, as well as in literature and the sciences, not to mention – in the case of the boys – constituting an advantage in their career fields.

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Ansaldo, Umberto. "The Asian typology of English." English World-Wide 30, no. 2 (2009): 133–48. http://dx.doi.org/10.1075/eww.30.2.02ans.

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This paper looks at the emergence of Asian English varieties in terms of the evolution of new grammatical features. I propose that, in order to reach a thorough understanding of how the unique combination of grammatical features that define specific Asian Englishes come about, we must approach these features from a typological and evolutionary perspective which allows us to contrast them not only with Standard English varieties but also with the Asian languages with which these come into contact. As restructured vernaculars, Asian English varieties are de facto contact languages, and, as such, evolve as a consequence of selection of features from a multilingual pool. In this pool, features of Asian varieties play a significant role in determining the output grammar and must therefore be appreciated in their own right. In order to illustrate these points, I introduce an evolutionary view of contact language formation, and I present a set of features typical of Singlish, which are all instances of replication of Asian, not English, features

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Nuyts, Jan. "Gilles Fauconnier and Eve Sweetser (eds.) Spaces, Worlds, and Grammar." Functions of Language 4, no. 2 (1997): 309–10. http://dx.doi.org/10.1075/fol.4.2.12nuy.

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Mesthrie, Rajend, and Paula West. "Towards a Grammar of Proto South African English." English World-Wide 16, no. 1 (1995): 105–33. http://dx.doi.org/10.1075/eww.16.1.05mes.

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Brandel, Noa. "The positive effect of explicit positive evidence." Instructed Second Language Acquisition 2, no. 2 (2018): 215–41. http://dx.doi.org/10.1558/isla.35105.

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The study investigates questions central to the field of second language (L2) acquisition and instruction: Does the first language (L1) influence the L2 grammar? Can wrong patterns be restructured? Is Universal Grammar accessible during L2 acquisition? And can L2 acquisition, rather than learning (in Krashen’s sense), be triggered by explicit positive evidence (EPE), combining input flood with explicit emphasis upon target forms? Three properties associated with the Null Subject Parameter were inspected in two sixth-grade groups (L1-Hebrew, L2-English): thematic subject omission, expletive subject omission, and post-verbal subjects. During teaching, both groups were exposed to input flood of expletive subjects, but only in one group were expletives explicitly emphasized (EPE). A Hebrew-toEnglish translation-choice task tested the abovementioned properties pre-teaching, immediately post-teaching, and four months post-teaching. Shortly after teaching, the group which was explicitly taught improved significantly in rejecting ungrammatical null expletives and post-verbal subjects, but not null thematic subjects, thus indicating (partial) clustering. However, the improvement attained was not fully preserved four months later. The results show that shortterm exposure to EPE concerning a single property can apparently trigger change in another property, suggesting that learned knowledge can affect L2 competence, and that Universal Grammar plays a role in L2 acquisition.

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Brandel, Noa. "The positive effect of explicit positive evidence." Instructed Second Language Acquisition 2, no. 2 (2018): 215–41. http://dx.doi.org/10.1558/35105.

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The study investigates questions central to the field of second language (L2) acquisition and instruction: Does the first language (L1) influence the L2 grammar? Can wrong patterns be restructured? Is Universal Grammar accessible during L2 acquisition? And can L2 acquisition, rather than learning (in Krashen’s sense), be triggered by explicit positive evidence (EPE), combining input flood with explicit emphasis upon target forms? Three properties associated with the Null Subject Parameter were inspected in two sixth-grade groups (L1-Hebrew, L2-English): thematic subject omission, expletive subject omission, and post-verbal subjects. During teaching, both groups were exposed to input flood of expletive subjects, but only in one group were expletives explicitly emphasized (EPE). A Hebrew-toEnglish translation-choice task tested the abovementioned properties pre-teaching, immediately post-teaching, and four months post-teaching. Shortly after teaching, the group which was explicitly taught improved significantly in rejecting ungrammatical null expletives and post-verbal subjects, but not null thematic subjects, thus indicating (partial) clustering. However, the improvement attained was not fully preserved four months later. The results show that shortterm exposure to EPE concerning a single property can apparently trigger change in another property, suggesting that learned knowledge can affect L2 competence, and that Universal Grammar plays a role in L2 acquisition.

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Shovkovyi, Viacheslav, and Olena Sapozhnikova. "DEVELOPMENT OF UKRAINIAN GRAMMAR COMPETENCE IN SCHOOL GRADUATES IN EIE-TEST-DRIVEN INSTRUCTION." АRS LINGUODIDACTICAE, no. 6 (2021): 46–66. http://dx.doi.org/10.17721/2663-0303.2021.6.06.

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Background: Training school graduates for External Independent Evaluation (EIE) in Ukrainian is a specialprocess oriented towards developing students’ necessary knowledge, skills, and abilities sufficient for passing the EIE test within the shortest time possible taking from several months to several weeks. Part of the EIE, grammar occupies a prominent place in training schoolers for the test. The development of graduates’ grammar competence relies on the block teaching technology which is intended to improve, systematize, and guide students’ knowledge acquisition as well as to enhance their skills and abilities. The technology was designed to organize grammar learning material in relatively complete conceptual blocks, each of them involving four components: theory, practice, individual work, and assessment. Purpose: The present study aims to design a block technology for developing Ukrainian grammar competence in 10-11th- grade students in training them for External Independent Evaluation and provide its implementation in the educational process. Results and Discussion: The paper proves that the block technology for developing Ukrainian grammar competence in school graduates is relevant to the aims and content of the EIE-test-driven curriculum. The technology includes 15 modules involving theory, practice, individual work, and assessment. Each block is based on the principles of consolidation, logical completeness and coherence, consideration of students’ performance level, their perceptions towards learning materials, correlation of information within each conceptual block, alignment of learning material with EIE curriculum. Moreover, the block teaching technology includes four stages: theory presentation; developing skills and abilities through exercising; individual work; assessment after each conceptual block. The developed methodology confirmed its effectiveness in the EIE-oriented classroom. The perspective of further research lies in designing block teaching technologies for other grammar topics of the Ukrainian language.

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Szmrecsanyi, Benedikt, Jason Grafmiller, Benedikt Heller, and Melanie Röthlisberger. "Around the world in three alternations." English World-Wide 37, no. 2 (2016): 109–37. http://dx.doi.org/10.1075/eww.37.2.01szm.

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We sketch a project that marries probabilistic grammar research to scholarship on World Englishes, thus synthesizing two previously rather disjoint lines of research into one unifying project with a coherent focus. This synthesis is hoped to advance usage-based theoretical linguistics by adopting a large-scale comparative and sociolinguistically responsible perspective on grammatical variation. To highlight the descriptive and theoretical benefits of the approach, we present case studies of three syntactic alternations (the particle placement, genitive, and dative alternations) in four varieties of English (British, Canadian, Indian, and Singapore), as represented in the International Corpus of English. We report that the varieties studied share a core probabilistic grammar which is, however, subject to indigenization at various degrees of subtlety, depending on the abstractness of the syntactic patterns studied.

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Kim, Haeyeon. "Conversation and Grammar." Korean Linguistics 13 (January 1, 2006): 235–61. http://dx.doi.org/10.1075/kl.13.11hk.

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Abstract. The last decade has seen considerable research on conversation and grammar, influenced by the conversation-analytic research of Sacks et al. (1974). Inspired by that line of research, some Korean linguists have examined conversation by adopting the assumptions and methodology of conversation analysis (CA) into discourse analysis. This study introduces basic assumptions and research topics relating to CA, and explores the possibility of adopting CA methodology into dis-course analysis in Korean linguistics. This paper first provides a brief overview of basic assumptions, methodology, and major research topics of CA and the development of conversation-analytic dis-course studies. Then it provides a brief overview of some major findings and research topics in the interaction-based studies which have dealt with conversational data in Korean linguistics in terms of: (i) turn-taking, turn-constructional units, and turn increments, (ii) interactional functions of certain clausal connectives and sentence-ending suffixes, and (iii) other interaction-based studies on such topics as repair, demonstratives, reported speech, and so on. This research discusses how interaction-based research can provide a new way of viewing language functions; it explores: (i) turn-taking and co-construction; (ii) word-order variability, turn increments, repair, and retroactive elaboration; (iii) a conversation-analytic approach to the clausal connective -nuntey, and (iv) an interactional ap-proach to the verbal affixes -ese and -nikka in conversation, among others. Overall, this paper shows what has been, and needs to be, studied regarding the relationship between conversation, social action, and grammar in conversation in Korean linguistics.

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Escure, Geneviève. "Review of Bartens (2003): A Contrastive Grammar Islander-Caribbean Standard English-Spanish." English World-Wide 25, no. 1 (2004): 148–52. http://dx.doi.org/10.1075/eww.25.1.11esc.

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Yao, Xinyue. "Cleft constructions in Hong Kong English." English World-Wide 37, no. 2 (2016): 197–220. http://dx.doi.org/10.1075/eww.37.2.07yao.

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Existing second language acquisition research converges on a picture where learners of English exhibit marked divergence from native speakers in their use of information-packaging constructions, even at advanced stages of acquisition. This study extends the investigation of these constructions to an emerging institutionalised second language variety, Hong Kong English. Based on the Hong Kong and British components of the International Corpus of English, the study examines the formal and functional properties of it-clefts and wh-clefts, revealing regional variation in a number of areas, particularly in the use of that’s why constructions. Importantly, the grammar of the contact variety is found to be shaped by the transfer of gradient grammatical rules from the substrate language, and by stratification along stylistic parameters.

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Kallen, Jeffrey L. "Review of Robinson (1997): Ulster-Scots: A Grammar of the Traditional Written and Spoken Language." English World-Wide 20, no. 1 (1999): 157–62. http://dx.doi.org/10.1075/eww.20.1.07kal.

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Weiss, Helen. "Review of Quirk, Greenbaum, Leech & Svartvik (1985): A Comprehensive Grammar of the English Language." English World-Wide 8, no. 1 (1987): 123–28. http://dx.doi.org/10.1075/eww.8.1.10wei.

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Lindia, Matthew S. "Colon. Hyphen. Closed parenthesis. Formal causes of figure and ground in punctuation and writing." Explorations in Media Ecology 17, no. 4 (2018): 393–409. http://dx.doi.org/10.1386/eme.17.4.393_1.

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The question of causality in the invention of the alphabet has long eluded the theories of media scholars and linguists alike. In spite of the attention to the effects of the alphabet and literacy within the tradition of media ecology, not much work exists tracing the effects back to the causes and explaining why the alphabet emerged in the first place. By applying the principles of McLuhan’s understanding of Aristotle’s notion of formal cause, the author approaches the invention of the alphabet as a grammatical step in the evolution of written language. Most simply, this article proposes that the development of alphabetic writing was required as an unintended consequence of writing via inscription on clay and stone tablets (as opposed to writing via application on paper, papyrus or bamboo). The author then situates this claim within the broader context of the evolution of grammar and punctuation, demonstrating that the figure of writing and grammar has shifted and evolved notably with every transition of a new medium on which words are fixed, even up through the electric and digital ages. Finally, this article situates the evolution of emoji within the context of grammatical evolution, and not, as some have asserted, as the return to pictographic language.

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Lim, Lisa. "Review of Deterding, Ling & Brown (2003): English in Singapore: Research on Grammar." English World-Wide 25, no. 1 (2004): 143–48. http://dx.doi.org/10.1075/eww.25.1.10lim.

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Rossouw, Ronel, and Bertus van Rooy. "Diachronic changes in modality in South African English." English World-Wide 33, no. 1 (2012): 1–26. http://dx.doi.org/10.1075/eww.33.1.01ros.

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In this paper we aim to contribute to both the synchronic and diachronic description of the grammar of South African English (SAfE) in its written register. In the handful of previous studies on the variety’s grammar (e.g. Bowerman 2004b) the traditional method of pointing out peculiarities has restricted its research potential to a great extent, whereas we now endeavour to move in the opposite direction of full description in the hope of creating a comparative platform with other Southern Hemisphere Englishes (SHEs). A historical corpus of written SAfE is used to trace the path of modality from the 19th to the late 20th century as preserved in letters, newspapers and fictional writing. The findings are, firstly, that modals decline only in the second half of the 20th century, after remaining relatively stable throughout the 19th and first half of the 20th century, and, secondly, that semi-modals do not increase in usage to the same extent as observed for other varieties of English. These patterns are attributed to a number of forces: trade-off relations between different modals to move away from excessive politeness to more direct forms, and developments within particular registers that favoured or disfavoured the use of specific modals.

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Ramisch, Heinrich. "Review of Upton, Parry & Widdowson (1994): Survey of English Dialects: The Dictionary and Grammar." English World-Wide 15, no. 2 (1994): 278–82. http://dx.doi.org/10.1075/eww.15.2.10ram.

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Mittmann, Brigitta. "Review of Algeo (2006): British or American English? A Handbook of Word and Grammar Patterns." English World-Wide 29, no. 1 (2008): 102–6. http://dx.doi.org/10.1075/eww.29.1.08mit.

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Ewing, Michael C. "The predicate as a locus of grammar and interaction in colloquial Indonesian." Usage-based and Typological Approaches to Linguistic Units 43, no. 2 (2019): 402–43. http://dx.doi.org/10.1075/sl.17062.ewi.

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Abstract Descriptions of Indonesian usually take the clause as the starting point for analysing grammatical structure and rely on the notion of ellipsis to account for the way speakers actually use language in everyday conversational interaction. This study challenges the status of “clause” by investigating the structures actually used by Indonesian speakers in informal conversation and it demonstrates that the predicate, rather than the clause, plays a central role in the grammar of Indonesian conversation. The preponderance of predicates in the data that do not have explicit arguments suggests that this format is best viewed as the default. When a predicate is produced without overt arguments, reconstructing what arguments may have been elided is often ambiguous or indeterminate and seems to be irrelevant to speakers. An examination of turn-taking, overlap and incrementing in conversation also shows that predicates, rather than full clauses, are the grammatical format participants regularly orient to.

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Hundt, Marianne. "Debra Ziegeler. 2015. Converging Grammars: Constructions in Singapore English." English World-Wide 39, no. 2 (2018): 243–50. http://dx.doi.org/10.1075/eww.00012.hun.

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Hellinger, Marlis. "Review of Greene (1999): A Grammar of Belizean Creole: Compilations from Two Existing United States Dialects." English World-Wide 22, no. 1 (2001): 133–37. http://dx.doi.org/10.1075/eww.22.1.10hel.

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Schneider, Edgar W. "Review of Biber, Johansson, Leech, Conrad & Finegan (1999): Longman Grammar of Spoken and Written English." English World-Wide 22, no. 1 (2001): 137–43. http://dx.doi.org/10.1075/eww.22.1.11sch.

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Huang, Lei, and Chengyu Liu. "A Typological Study of the Mongolian and Chinese Comparatives From the Perspective of the Cardiff Grammar." Theory and Practice in Language Studies 12, no. 9 (2022): 1828–37. http://dx.doi.org/10.17507/tpls.1209.16.

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This paper explores the syntactic and semantic functions of “NP + ᠡᠴᠡ᠌ (aca/ece)” in the Mongolian comparatives and “比(bǐ)+ NP” in the Chinese comparatives from the perspective of the model of Cardiff Grammar in Systemic Functional Linguistics. It is found that “NP + ᠡᠴᠡ᠌ (aca/ece)” in the Mongolian comparatives is case group, which can function as Main Verb and Adjunct. “比(bǐ)+ NP” in the Chinese comparatives is prepositional phrase, which can serve as Main Verb, Adjunct and Complement. Through the typological analysis, we find that the similarities in Mongolian and Chinese comparatives outweigh their differences in terms of process type and subject theme. However, the detailed features vary in the most delicate systems – within the lexical zone at the stratum of lexicogrammar. The findings not only provide a tentative solution to the long-standing debates on the comparatives, but also shed light on the teaching and learning of the comparatives in Mongolian and Chinese.

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Van Herk, Gerard. "Letter Perfect." English World-Wide 29, no. 1 (2008): 45–69. http://dx.doi.org/10.1075/eww.29.1.04van.

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This paper uses a multivariate analysis of 19th-century letters by semi-literate African American settlers in Liberia to investigate the frequency and distribution of the present perfect (PP) in earlier African American English (AAE). Despite descriptions elsewhere of the PP as marginal to AAE, it occurs here with great frequency, a finding attributed to the sensitivity of the form to genre differences. The linguistic factors conditioning choice between the PP and the preterite match those described for other varieties of English of that time period. This suggests that an English-like PP was part of the core grammar of the writers of these letters.

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Timofeeva, Olga. "Review of Poplack (2018): Borrowing: Loanwords in the Speech Community and in the Grammar." English World-Wide 42, no. 2 (2021): 237–41. http://dx.doi.org/10.1075/eww.00068.tim.

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Zerbian, Sabine. "Syntactic and prosodic focus marking in contact varieties of South African English." English World-Wide 36, no. 2 (2015): 228–58. http://dx.doi.org/10.1075/eww.36.2.04zer.

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The article presents results of an elicited-production study investigating syntactic and prosodic consequences of language contact on two varieties of multilingual Black speakers of South African English, namely Black South African English (BlSAfE) and a newly emerging variety by Black speakers (“crossing over variety”). The results indicate that contact varieties of South African English share syntactic traits of General South African English (GenSAfE) relating to focus marking. At the same time, BlSAfE also shows differences in the frequency of use of the syntactic structures. The differences cannot be accounted for solely by L1 influence. Also, in prosody, significant differences between the varieties emerge. For BlSAfE, the differences can be related to L1 influence. A language can exert its influence differently on different areas of another language’s grammar: With respect to syntax the “crossing over” variety groups with GenSAfE, with respect to prosody it is in-between GenSAfE and BlSAfE.

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Bonness, Dania Jovanna. "The Northern Subject Rule in the Irish diaspora." English World-Wide 38, no. 2 (2017): 125–52. http://dx.doi.org/10.1075/eww.38.2.01bon.

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Abstract This article examines the Northern Subject Rule in the Irish diaspora, studying letters from two generations of an Ulster emigrant family in 19th-century New Zealand. The study shows that the concord pattern frequently used by the parent generation almost completely disappeared in the language of their New Zealand-born children. The results suggest that the children skipped the stage of “extreme variability” that is claimed to be characteristic of the language of the first colony-born immigrants in the new-dialect formation framework (Trudgill 2004). This study aims to contribute to work on early New Zealand English grammar (e.g. Hundt 2012, 2015a, 2015b; Hundt and Szmrecsanyi 2012) and it adds new insights into the formation of New Zealand English. It, furthermore, contributes to research on dialect contact between Irish English and other colonial varieties of English as well as new-dialect formation.

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Boillos Pereira, Mari Mar. "El desarrollo de la efectividad comunicativa escrita en ELE: las arabófonas a examen." Logos: Revista de Lingüística, Filosofía y Literatura 30, no. 2 (2020): 268–80. http://dx.doi.org/10.15443/rl3021.

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Communicative effectiveness in foreign language writing refers to the ability to dominate a multidimensional system that includes linguistic, sociolinguistic, and pragmatic knowledge. This work focuses on measuring the efficacy in Lebanese Spanish students’ writing throughout different stages. All students’ mother tongue is Arabic. For this purpose, a scale of measurement of communicative effectiveness has been applied in the texts written by 57 university students. The results attest an incidence of the level in the grammar domain, whereas this one does not seem to have an impact on the structure of the text, the recognition of the rhetorical situation or the selection of the ideas.

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Rivera, Joel Laffita. "Orthography Analysis-Spanish Graphical Accentuation Setting." International Journal of Contemporary Education 2, no. 2 (2019): 130. http://dx.doi.org/10.11114/ijce.v2i2.4528.

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This research article is setting up an outlined-linguistic-overview regarding to the use of the “Tilde” in the writing context of Spanish Language. The study looked over various-literature-materials from different sources and added new-insights into its contextual framework to expose Spanish-language-Orthography such as Words-Type; Accents-Type; Vocabulary and Grammar-Patterns. The use of the “tilde” in teaching and learning Spanish as Second Foreign Language (ELE) continue to be a focus of concern and discussion among Spanish language teachers as well as the learners of this particular foreign language subject (FLs). Numerous studies have emphasized on the need to provide accuracy-learning-materials in relation to this orthography-linguistic-trait. Consequently to this observation, the study aimed to deliver valuable text-references through which Spanish language learners know about the application of the “Tilde” in the writing system of Spanish language. Furthermore, methodological schemes are provided to assist Spanish language teachers in formatting and delivering Spanish-language-assignments that fit into the subject-matter-discussed.

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Bell, Huw. "Teacher knowledge and beliefs about grammar: A case study of an English primary school." English in Education 50, no. 2 (2016): 148–63. http://dx.doi.org/10.1111/eie.12100.

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Holmes, Janet. "Review of Hundt (1998): New Zealand English Grammar: Fact or Fiction? A Corpus-Based Study in Morphosyntactic Variation." English World-Wide 20, no. 2 (1999): 328–32. http://dx.doi.org/10.1075/eww.20.2.10hol.

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Maclagan, Margaret. "Review of Peters, Collins & Smith (2009): Comparative Studies in Australian and New Zealand English: Grammar and Beyond." English World-Wide 33, no. 1 (2012): 112–15. http://dx.doi.org/10.1075/eww.33.1.08mac.

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Mair, Christian. "Creolisms in an emerging standard." English World-Wide 23, no. 1 (2002): 31–58. http://dx.doi.org/10.1075/eww.23.1.03mai.

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After showing that standardisation processes in spoken and written usage in Jamaica must be seen as distinct from each other, the paper focuses on the role of the creole substrate in the formation of the emergent written standard in Jamaica. The approach is corpus-based, using material from the Caribbean component of the International Corpus of English and, occasionally, from other digitised text data-bases. Jamaican Creole lexicon and grammar are shown to exert an influence on written English usage, but, generally speaking, direct borrowing of words and rules is much rarer than various forms of indirect and mediated influence, and the over-all impact of the creole is as yet limited. While probably no longer a typical English-speaking society (cf. Shields-Brodber 1997), Jamaica will continue to be an English-using one.

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McCarthy, Kathryn, Danielle McNamara, Marina Solnyshkina, Fanuza Tarasova, and Roman Kupriyanov. "The Russian Language Test: Towards Assessing Text Comprehension." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 4 (December 2019): 231–47. http://dx.doi.org/10.15688/jvolsu2.2019.4.18.

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Reading comprehension relies on a variety of complex skills that are not effectively assessed by existing Russian language tests. At the same time, Russian textbooks are criticized both for their low text quality and high text complexity. This study addresses issues of Russian language proficiency and comprehension assessment with the development of the Russian Language Test (RLT). The RLT was constructed to measure proficiency relevant to textbook comprehension, such as grammar and vocabulary knowledge, establishing propositional meaning and inferencing. Results from this initial study including 81 fifth-grade and 94 ninth-grade students confirm that students struggle with grammatical inferences and identifying the main idea in a text. Additionally, three standardized Russian exams, VPR, OGE, EGE are analyzed, affording an overview of the testing system for the Russian language from the elementary through high school education levels. This study demonstrates promise for the use of the RLT as a language proficiency assessment and provides a broad context for understanding the current state of Russian language tests for native speakers.

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Velupillai, Viveka. "Review of Holm & Patrick (2007): Comparative Creole Syntax: Parallel Outlines of 18 Creole Grammars." English World-Wide 31, no. 1 (2010): 112–14. http://dx.doi.org/10.1075/eww.31.1.10vel.

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Fehringer, Carol, and Karen P. Corrigan. "The rise of the going to future in Tyneside English." English World-Wide 36, no. 2 (2015): 198–227. http://dx.doi.org/10.1075/eww.36.2.03feh.

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This paper investigates the relative frequencies of the two major syntactic markers of future time expression (FTE), be going to and will in the Diachronic Electronic Corpus of Tyneside English (DECTE). In particular, the rise in the frequency of be going to will be examined in the light of current theories of grammaticalisation. The various grammatical constraints that have been identified in the literature as determining the distribution of will versus be going to will be investigated. It will be shown that a number of interesting changes have occurred within the fifty-year period covered by the data-set. In specific areas of grammar, contrasts have been maintained (e.g. first person versus the other persons in the favouring of will), strengthened (e.g. subordinate clauses versus main clauses in the favouring of going to), weakened (e.g. the dominance of will in contexts of distal future reference) or even introduced (e.g. the apodoses of if-clauses emerging as a syntactic niche for the favouring of will).

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Levey, Stephen, Susan Fox, and Laura Kastronic. "A big city perspective on come/came variation." English World-Wide 38, no. 2 (2017): 181–210. http://dx.doi.org/10.1075/eww.38.2.03lev.

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Abstract This study examines the alternation between non-standard preterite come and its standard counterpart came in London English. A major component of the investigation centers on the comparison of come/came variation in the speech of Anglo (British-heritage) and non-Anglo (migrant-heritage) youth. Rates of preterite come vary markedly across different age cohorts and minority ethnic groups, foregrounding the importance of social factors as key determinants of variant use. By contrast, the internal conditioning of variant selection is not robust, as inferred from the paucity of significant linguistic effects. Similarities in variable patterning in elderly and adolescent Anglo speaker groups nevertheless suggest that shared structural affinities may be due to historical transmission. Conversely, comparison of Anglo and non-Anglo adolescents’ use of come/came variation reveals fewer correspondences in the grammar underlying variable use. The results demonstrate that data from non-Anglo groups contribute to a fuller understanding of come/came variation in an ethnically diverse metropolis.

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Guo, Yanhong. "Transitivity Analysis of Chinese Leader’s New Year Greeting in 2021 Based on the Systemic Functional Grammar." Journal of Higher Education Research 3, no. 3 (2022): 319. http://dx.doi.org/10.32629/jher.v3i3.884.

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Before the New Year eve in 2021, President Xi Jinping delivered New Year Greeting through China Media Group and the Internet. From the perspective of transitivity theory in systemic functional language, it is of great significance to study the text of President Xi’s New Year’s greeting in 2021. Exploring the distribution of various process types and the use of main participants in the discourse can not only gain an understanding of the conceptual significance, but also know President Xi’s speaking style of humorous, kind, rich in content and pragmatic, showing the unique style of national leader.

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Widyaningrum, Leily, Abdurrachman Faridi, and Mursid Saleh. "The Relationship between Communication Strategies and Language Proficiency among the English Department Students of IAIN Kudus." English Education Journal 10, no. 4 (2020): 504–602. http://dx.doi.org/10.15294/eej.v10i4.40035.

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In foreign language classes, students very often intend to express their ideas to listeners, but they realize that their linguistic or semantic structure is not available, then they give a pause before continuing their utterances. It means that they used communication strategies to close the gap between linguistic competence and communicative competence. Furthermore, many aspects related to the studentsâ€™ communication strategies, one of that is language proficiency. This qualitative case study is set to investigate: (1) the use of communication strategies of students; (2) the language proficiency level of students; (3) the influence of communication strategies to the language proficiency. There are twelve students with high and low proficiency levels as the subject of this research which was taken purposively. They are the second-semester students of the English Education Department at IAIN Kudus in the academic year of 2019/2020. In this study, the researcher used observation, interview, and documentation as the sources of data. It is intended to address the research questions. The results revealed that (1) The students used stalling or time-gaining type and sub-types, namely fillers and self-repetition in which the most popular form of filler was â€œehh, eee, and ehmmâ€; (2) High proficient students were infrequently to produce the error of grammar. While low proficient students often used non-verbal language. It means that students with high proficiency level can process words so that their utterances are more understandable; (3) Communication strategies influenced the language proficiency. It is because high proficient students are able to share their ideas and opinions freely than low proficient students who regularly produce errors of grammar. This study provides valuable contribution in introducing communication strategies and raising studentsâ€™ awareness to actually use English in real-life communication.

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Rodríguez Louro, Celeste, Sophie L. R. Richard, and Sana Bharadwaj. "Another story." English World-Wide 41, no. 3 (2020): 325–51. http://dx.doi.org/10.1075/eww.00053.rod.

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Abstract Quotative be like has been described as “one of the most striking developments [in English]” (Tagliamonte and D’Arcy 2004: 493). Despite the vast research on quotatives and the upsurge of be like, the potential impact of discourse type on the grammar of quotation has rarely been assessed. Yet, discourse type has proved a relevant factor in linguistic variation (see Travis 2007; Buchstaller 2011; Travis and Lindstrom 2016). Drawing on vernacular spoken data from our multigenerational corpus of Australian English, we include discourse type as a predictor in our recursive partitioning and logistic regression models. Our results show that similar linguistic constraints operate on be like across discourse types. However, significant differences emerge regarding its social conditioning in narrative as opposed to non-narrative discourse, pointing to a strong association between be like and female storytelling.

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Pratiwi, Theodesia Lady. "EFL college students writing anxiety of English language education at Universitas Internasional Batam." ELT Forum: Journal of English Language Teaching 10, no. 2 (2021): 100–112. http://dx.doi.org/10.15294/elt.v10i2.42908.

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Writing is considered to be the most difficult skill to master for EFL students. This experience was faced by English Language Education (ELE) students at Universitas Internasional Batam (UIB). Based on the observation, the results of their writings were not satisfying. This study assumed that the students might feel anxious when they were writing in English. Therefore, this study aims to examine the types and causes of writing anxiety of ELE students at UIB. This study employed explanatory design of mixed method research. The research instruments were questionnaires adopted from SLWAI and CWAI developed by Cheng (2004). To extend the deeper analysis, this study conducted interviews to the high- and low-level writing anxiety students. This study found that the most dominant levels of writing anxiety is high-anxiety (71.43%). In terms of writing anxiety, this study found that cognitive anxiety is the most dominant type with the mean of 26.37. Next, when studying the cause of writing anxiety, the most dominant cause was linguistic difficulties. This result was in line with the interviews with high-and low- writing anxiety students. Students with both high and low writing anxiety still found that linguistic difficulties affect their writing anxiety. Therefore, the learning process at English Language Education needs to be equipped with sufficient linguistic competences in the first year, such as vocabulary, grammar, and punctuation.

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Buregeya, Alfred. "Grammatical features of Kenyan English and the extent of their acceptability." English World-Wide 27, no. 2 (2006): 199–216. http://dx.doi.org/10.1075/eww.27.2.05bur.

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This study sought to provide evidence for the existence of specific grammatical features which one could definitely say are characteristic of Kenyan English. Using a questionnaire, it gauged the extent of acceptability of twenty-six features by between 75 and 188 respondents. The twenty-six features appeared in sentences that would be considered as deviant in standard international English, and informants were instructed to correct errors in them. The sample of respondents was drawn, over a two-year period, from eight classes of students specializing in either linguistics or communication at the University of Nairobi. The target features covered “grammar” in its widest sense: from punctuation marks and spelling to morphological, syntactic and lexical aspects. The results showed that fourteen (i.e. 54%) of the twenty-six structures scored acceptability ratings of at least 60%. These could be argued to be indeed characteristic of at least written Kenyan English. But, with acceptability ratings for some other structures being as low as only two and eighteen percent, the results equally suggest that some apparently very common features of Kenyan English would only be accepted in spoken, rather than written language.

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Prazeres, Robert, and Stephen Levey. "Between you and I." English World-Wide 35, no. 2 (2014): 193–224. http://dx.doi.org/10.1075/eww.35.2.03pra.

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Variable case marking of pronouns in coordinate noun phrases (CoNPs) is a well-documented phenomenon which has elicited prescriptive censure for centuries. Drawing on the framework of variationist sociolinguistics, this study presents a detailed quantitative analysis of variable case marking in CoNPs in the Quebec English Corpus (Poplack, Walker and Malcolmson 2006), a massive compendium of vernacular speech. Operationalizing a number of extralinguistic and linguistic factors that are claimed to condition variable case marking in CoNPs, multivariate analysis revealed that speaker age and education as well as the syntactic position of the CoNP are key predictors in determining the case of pronouns in these constructions. An important finding is that case marking in CoNPs is highly variable for speakers, suggesting that the Sisyphean efforts of the prescriptive enterprise to impose uniformity on this area of the grammar have been to little avail as far as spontaneous usage is concerned. Comparison of the results with variable case marking in CoNPs in other varieties of English, as well as with diachronic patterns of variability, also raises the possibility that the accusative is increasingly assuming the role of default case in coordinate constructions.

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Journal articles on the topic 'Ewe language Grammar'

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