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1
Fischer, Kerstin. "Beyond the sentence." Constructions and Frames 2, no. 2 (2010): 185–207. http://dx.doi.org/10.1075/cf.2.2.03fis.
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Construction grammarians are still quite reluctant to extend their descriptions to units beyond the sentence. However, the theoretical premises of construction grammar and frame semantics are particularly suited to cover spoken interaction from a cognitive perspective. Furthermore, as construction grammar is anchored in the cognitive linguistics paradigm and as such subscribes to meaning being grounded in experience, it needs to consider interaction since grammatical structures may be grounded not only in sensory-motor, but also in social-interactive experience. The example of grounded language learning experiments demonstrates the anchoring of grammatical mood in interaction. Finally, phenomena peculiar to spoken dialogue, such as pragmatic markers, may be best accounted for as constructions, drawing on frame semantics. The two cognitive linguistic notions, frames and constructions, are therefore particularly useful to account for generalisation in spoken interaction.
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Plojović, Albina, Edin Nezirović, Elma Redžović, and Samir Smailović. "Sentence supplement in the form of dependent sentences and infinitive constructions." Univerzitetska misao - casopis za nauku, kulturu i umjetnost, Novi Pazar, no. 20 (2021): 66–77. http://dx.doi.org/10.5937/univmis2120066p.
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Syntax, as an important part of grammar, deals with the analysis of sentences and their elements. Many grammarians have paid great attention to sentence complements which, according to the dependent model of grammar, represent a very important part of a sentence. The structure or syntax of a sentence in German is probably the most complex topic in German grammar. One of the grammarians who devoted himself to this field of grammar was Ulrich Engel. Using the dependent model of grammar, Engel managed to bring the syntax of the German language closer to many Germanists in a simple way, and not only in the Germanspeaking area. Infinitive construction and dependent sentences are forms with the help of which certain sentence additions can be realized. Using the model of dependent grammar, this paper explains the process of realization of sentence addition, using examples from a specialized corpus, i.e., the first two chapters of the work Tin Drum (Die Blechtrommel) by Günther Grass, and the analysis of the content led to key answers.
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AJDARI, Muarem, and Osman ISMAILI. "GRAMATIKA DEPENDENCIALE, ZBATIMI I SAJ TE GJYMTYRËT E FJALISË NË GJUHËN SHQIPE - VALENCA." International Journal of Albanology - ALBANOLOGJIA 11, no. 21-22 (2024): 250–56. http://dx.doi.org/10.62792/ut.albanologjia.v11.i21-22.p2613.
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For the parts of the sentence, as they are treated by traditional grammars, both in the German language and in the Albanian language, their hierarchy in the sentence is not clearly given. Dependency grammar enables a more precise definition of the structure of the sentence based on the hierarchy of its component parts. The grammar of Ulrich Engel (Engel, 2009), which is based on the syntactic structure of Lucian Tenier (Lucien Tesnière), gives a clearer picture of the position of the parts in the sentence. In fact, Ulrich Engel defines the sentence as a linguistic construction that contains a verb in an elaborate form, which is not subordinated to any other element. And this means that the verb is the head of the sentence, as far as the hierarchy in the sentence is concerned. Exactly the verb is the element that determines the structure of the sentence. In the sentence Er studiert die deutsche Sprache (‘Ai studion gjuhën gjermane’) the verb studieren requires a subject (Subjekt) and an accusative complement (Akkusativergänzung). The construction of the sentence is determined by the verb as the head of the sentence. The object of this paper is the dependence in the syntactic constructions, which will reach the determination of the members in the sentence, the obligatory and the optional members. It will be treated according to the model in the German language and define how this can be applied to the Albanian language.
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Kusuma, Invandri. "Konstruksi Kalimat Transitif dalam Berita Daring Merdeka.COM Edisi Januari 2019: Kajian Lexical Functional Grammar." Jurnal Kajian Bahasa, Sastra dan Pengajaran (KIBASP) 3, no. 1 (2019): 190–200. http://dx.doi.org/10.31539/kibasp.v3i1.929.
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This study examines the syntactic nature of the transitive sentence construction in the January 2019 edition of Merdeka.com online news. The sentence construction in this study is influenced by the affixation process. The affixation process changes the structure into several different arguments from before. While obscene arguments often occur to hide objects or actors as objects. Argument based Lexical Functional Grammar analysis based on structure takes into account the complex nature of unusual structures. Provision of data using the listen method and in analyzing data using the distribution distribution method. The data is sourced from the use of sentences in Merdeka.Com online news in writing. The results of this study verbs undergo an affixation process on the predicate function to determine their arguments. Some words do not undergo the process of affixation to form more than two arguments. The same subject in the parent sentence and clause form the X-Comp in the formal word.
 Keywords: Transitive Sentences, Lexical Functional Grammar, Online News, Verbs
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Malysheva, V. N., E. V. Kurganskaia, and G. A. Demin. "Formal Logical Modeling of Impersonal Sentences in the English Language." Discourse 10, no. 3 (2024): 138–51. http://dx.doi.org/10.32603/2412-8562-2024-10-3-138-151.
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Introduction. The main feature of a sentence is the predicative connection. The two main units – substantive and verbal – are represented in the sentence either through separate words – subject and predicate – or synthetically in one of the parts of the sentence. The question whether subject and predicate play equal part in a sentence remains to be clarified since there are strong arguments in support of every position. The case of impersonal constructions is especially intriguing. So, in English one can find impersonal constructions, which, at first glance, lack a subject.Methodology and sources. The present study aims to provide formal logical modeling of English independent clause with impersonal constructions based on active and passive verb, by means of the binomiality idea. In cases when a sentence begins not from the main couple, some of the passive constructions express the subject partially or don’t express it at all. The binomiality idea claims the existence of an implicit subject, as well as semi-implicit subject that includes a desemantised adverb there, thus, it explains these cases in the fullest way possible. Results and discussion. The formal logical modeling allows concluding that grammar-wise an impersonal construction is a personal one. A predicate with an active verb is accompanied by an explicit subject. In case a sentence starts from the main couple, a predicate with a passive verb can be accompanied by an explicit and (less often) semi-implicit subject, for the membrane of a passive verbal semifinitive is less relief, than the membrane of an active verbal semifinitive and can be subject to pressure from the strong space specifier. If a sentence does not begin with the main couple, then an implicit subject, as well as semiimplicit and explicit ones are possible. In declarative sentences, the implicity of a subject is provided by a strengthening element, whilst in question sentences it is done by a questioning one. Therefore, the weak space specifier cannot be used in declarative sentences, whilst in questioning sentences the strong space specifier is substituted by the weak one.Conclusion. In cases with desemantised pronoun it or desemantised adverb there the term “impersonal construction” is only reasonable in a semantic sense, but not in a grammar one. Grammar-wise the singular third person is set in all cases – through an explicit or implicit substantive semifinitive and a space specifier. At the same time a semi-implicit subject can be seen quite rarely, whilst an implicit one – very rarely. Ellipsis of subject in English impersonal constructions is impossible.
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GARDENT, CLAIRE, BENJAMIN GOTTESMAN, and LAURA PEREZ-BELTRACHINI. "Using regular tree grammars to enhance sentence realisation." Natural Language Engineering 17, no. 2 (2011): 185–201. http://dx.doi.org/10.1017/s1351324911000076.
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AbstractFeature-based regular tree grammars (FRTG) can be used to generate the derivation trees of a feature-based tree adjoining grammar (FTAG). We make use of this fact to specify and implement both an FTAG-based sentence realiser and a benchmark generator for this realiser. We argue furthermore that the FRTG encoding enables us to improve on other proposals based on a grammar of TAG derivation trees in several ways. It preserves the compositional semantics that can be encoded in feature-based TAGs; it increases efficiency and restricts overgeneration; and it provides a uniform resource for generation, benchmark construction and parsing.
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Muzarifa, Abdullayeva. "THE GRAMMATICAL STRUCTURE OF GERMAN SENTENCES AND THEIR TYPES." SYNAPSES: INSIGHTS ACROSS THE DISCIPLINES 1, no. 3 (2024): 10–14. https://doi.org/10.5281/zenodo.13905148.
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This article examines the grammatical structure of German sentences, focusing on their unique characteristics and types. German grammar is known for its complexity, particularly in sentence construction due to word order, case system, and verb placement. This study explores the fundamental principles of German sentence structure, including simple, compound, and complex sentence types. The research also highlights how these structures affect meaning and coherence, providing examples for clarification. Additionally, the article compares German sentence structures with English for better contextual understanding.
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Paraskevas, Cornelia. "Grammar Apprenticeship." English Journal 95, no. 5 (2006): 65–70. http://dx.doi.org/10.58680/ej20064985.
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Cornelia Paraskevas builds students’ grammar knowledge through analysis of grammatical structures in touchstone texts. Students create style sheets to evaluate these “mentor” texts and learn the powerful effects writers create by varying sentence length and construction.
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Alisherovna, Nematova Niginabonu. "The phenomenon of polypredicativity in complex syntactic constructions of Chinese and Uzbek languages." American Journal of Philological Sciences 5, no. 2 (2025): 41–44. https://doi.org/10.37547/ajps/volume05issue02-12.
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The phenomenon of predicativity has been interpreted in linguistics for many years. However, despite this, the opinions expressed in this area are not general. In most works on grammar, predication is understood as a participle, and therefore it is emphasized that this phenomenon takes place only within a sentence. In recent decades, scientists have been paying increasing attention to polypredicative sentences. The term "polypredicative sentence" has become established both in theoretical works and in teaching practice. A polypredicative construction consists of predicative units that have the formal and semantic organization of a simple sentence, but do not have the main property of a communicative unit - semantic completeness. A complex sentence as a whole has this property, which brings it closer to a simple sentence that functions as a separate utterance. In written speech, a complex sentence, like a simple one, is separated from neighboring sentences by a period or a question or exclamation mark, which signal that it constitutes a separate communicative unit. In oral speech, the communicative completeness of a complex sentence is conveyed by intonation [Beloshapkova, 1991, 811-812]. A polypredicative sentence is a complex sentence that consists of several parts that are similar in form to simple sentences, but form a single whole in meaning, construction and intonation. The structure of a polypredicative sentence is varied. The parts of a polypredicative sentence are connected on the basis of union connections of subordination and composition, therefore polypredicative sentences are divided into complex and compound.
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Mustapha, Nik Hanan, and Nik Farhan Mustapha. "Grammar Efficacy and Grammar Performance: An Exploratory Study on Arabic Learners." Mediterranean Journal of Social Sciences 8, no. 4 (2017): 123–28. http://dx.doi.org/10.1515/mjss-2017-0011.
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Abstract Previous research has clearly documented that self-efficacy in language learning positively affects students′ performance in acquiring language skills. While much research has studied grammar efficacy indirectly as part of writing efficacy, none of these focuses on Arabic language learning. Considering the impact of self-efficacy on language learning, as well as the important role of grammar in Arabic learning, this study examines the relationship between grammar efficacy and grammar performance among students learning Arabic as a foreign language in Malaysian public universities. Specifically, it intends to determine the relationship between grammar efficacy and grammar performance among Arabic learners on three aspects: Correction of grammar errors, vocalization of words, and construction of sentences. Using a newly-developed questionnaire, 140 students majoring in Arabic language from a public university in Malaysia participated in the study. The questionnaire covers three important aspects in Arabic grammar learning: Correction of grammar errors, vocalization of words, and construction of sentences. This study showed a moderate correlation between grammar efficacy and grammar performance. Efficacy of sentence construction appeared to correlate the highest among the three aspects. Teachers′ awareness on the importance of heightening students perceived confidence in accomplishing grammar tasks will eventually promote better learning among students.
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Herlina, Herlina, Hamzah A. Machmoed, and Sukmawaty. "The Analysis of Sentence Construction and Meaning Interpretation of English Break Verbs and their Verbs Equivalence in Buginese Language." EDUVELOP 5, no. 2 (2022): 72–83. http://dx.doi.org/10.31605/eduvelop.v5i2.1346.
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The purpose of this research is to compare the sentence form and meaning interpretation of 'Break' Verbs in English and Buginese. The sentence construction and the meaning interpretation of verbs confined to Break Verb from English and Buginese language were compared with regards to Dixon’s Affect Verbs Construction and Halliday’s Functional Grammar Construction. The data of this research were collected from two sources. The English data were collected from British National Corpus (BNC) while the Buginese Data was collected from field observation and interview on Soppeng Buginese speaking community. The data were collected and analyzed using Descriptive Qualitative Methods. According to the findings of this study, it was found eighteen Break Verbs in the English language and nineteen in the Buginese language; 2) The ‘Break’ Verbs in both languages are realized into sentences through a number of selections of constructions set up in the two theories that were examined in this research and some additional constructions where each construction plays some contribution to the meaning interpretation; 3) The Break Verbs found in both languages have some similarities and differences regarding their sentence construction and meaning interpretation.
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Abboud, Mahmoud. "Arabic grammar by mathematical principles." Lebanese Science Journal 21, no. 2 (2020): 230–39. http://dx.doi.org/10.22453/lsj-021.2.230-239.
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In mathematics, any equation is formed from specific elements; these elements are connected to each other according to a system of relationships (Borowski, 1995). This system allows us to build the general rule for the equation or the mathematical issue; similarly, the sentence is formed from elements that have grammatical properties, which can be transformed to mathematical data. Hence, the elements or the words that carry the grammatical properties of the sentence correlate to each other to form a mathematical relation; this mathematical relation forms the theory of sentence construction. Therefore, the analysis process is correct when we can collect mathematical data contained within the elements; in other words, we indicate the mathematical data contained in the words located in a specific sentence. These mathematical data will form the elements of the mathematical theory of the Arabic sentence.
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Nemer Abboud, Mahmoud. "Arabic Grammar by Mathematical Principles." Lebanese Science Journal 21, no. 2 (2022): 252–61. http://dx.doi.org/10.22453/lsj-021.2.252-261.
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In mathematics, any equation is formed from specific elements; these elements are connected to each other according to a system of relationships (Borowski, 1995). This system allows us to build the general rule for the equation or the mathematical issue; similarly, the sentence is formed from elements that have grammatical properties, which can be transformed to mathematical data. Hence, the elements or the words that carry the grammatical properties of the sentence correlate to each other to form a mathematical relation; this mathematical relation forms the theory of sentence construction. Therefore, the analysis process is correct when we can collect mathematical data contained within the elements; in other words, we indicate the mathematical data contained in the words located in a specific sentence. These mathematical data will form the elements of the mathematical theory of the Arabic sentence.
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TOMASELLO, MICHAEL. "The Return of Constructions." Journal of Child Language 25, no. 2 (1998): 431–42. http://dx.doi.org/10.1017/s0305000998003493.
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Review essay on: Goldberg, A. Constructions: A construction grammar approach to argument structure. University of Chicago Press (1995). Pp. xi+265.The cornerstone of traditional descriptive grammars is the construction: a recurrent pattern of linguistic elements that serves some well-defined communicative function. Prototypical constructions are sentence-level patterns such as, in English: the imperative, the ditransitive, the passive, the resultative, the yes–no question, and the cleft (each of which may have some subtypes). Also included in some theorists' definition of construction are components of sentences such as the prepositional phrase, the noun phrase, or the genitive noun phrase. Traditional constructions may have some specific words or morphemes associated with them (e.g. by in the full passive, 's in the genitive), but these are generally closed-class morphemes. Almost by definition, traditional constructions are relatively abstract patterns that apply across whole classes of open-class morphemes.One of the defining features of modern-day generative grammar is the absence of constructions. Chomsky (1981) hypothesized that grammatical structure comprises two primary levels: the level of principles and parameters, which is much more abstract than constructions and includes everything from the subjacency constraint to the empty category principle, and the level of the lexicon, which includes all of the concrete morphemes and words of a particular language. In this view, constructions represent a ‘middle level’ of analysis that is, in effect, an epiphenomenon resulting from the interaction of the two primary levels. One outcome of this theoretical move has been that generative linguists concerned with construction-level phenomena have had to fill the generative lexicon with ever richer types of linguistic information, especially for verbs (e.g. Bresnan, 1982; Jackendoff, 1990; Levin, 1995; Pinker, 1989).
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Jeong, Go Eun, and Min-Chang Sung. "How to teach the transitive construction for improving communicative competence of primary English learners." Korea Association of Primary English Education 29, no. 1 (2023): 111–27. http://dx.doi.org/10.25231/pee.2023.29.1.111.
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This paper discusses how to teach the transitive construction for improving communicative competence of primary English learners. Given that sentence-level comprehension (form-to-meaning) and production (meaning-to-form) are two major axes in communication, it is necessary to teach the forms and meanings of English sentences in an integrated way. Thus, we employ Construction Grammar (Goldberg, 1995) as the theoretical framework for form-meaning integration and explore methods of teaching the transitive construction, one of the major argument structure constructions in English. We first propose four principles for teaching argument structure constructions and highlight the characteristics of the transitive construction that primary English learners should be taught. Then, we describe instructional methods and specific activities for teaching the transitive construction to primary English learners. These efforts lead us to conclude that such instruction will contribute to primary English learners’ basic communicative competence and that the forms and meanings of other argument structure constructions also should be taught in integrated ways.
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Fischer, Klaus. "Cleft Sentences: Form, Function, and Translation." Journal of Germanic Linguistics 21, no. 2 (2009): 167–91. http://dx.doi.org/10.1017/s1470542709000257.
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Although cleft sentences are possible constructions in both English and German, they are far more frequent in English texts. Durrell (2002: 479) observes in his Hammer's German Grammar and Usage that “with the exception of the type Er war es, der mich davon abhielt […], cleft sentence constructions sound unnatural in German and should be avoided.” The article discusses the form and function of cleft sentences in the context of other focusing devices. It shows that, although German and English cleft sentences have the same information structure, their stylistic value is very different. Using a short translation, Durrell's observation is confirmed: in translating cleft sentences into German, semantic equivalence is often sacrificed for stylistic appropriateness. Although structural features of both languages are the ultimate cause of the contrast, they cannot explain choices in each individual case. The article argues that structural typology should be complemented with a typology of parole: the respective frequencies of cleft sentences in both languages reflect neatly into the more verbal style, more hierarchical sentence construction and, in certain respects, greater semantic transparency of English texts (by comparison with their German counterparts).*
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Blair, Sarah. "The ornament of grammar." Journal of Illustration 6, no. 1 (2019): 137–60. http://dx.doi.org/10.1386/jill_00008_1.
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Part of an ongoing research project to interpret linguistic grammar visually, this essay presents initial experiments to visualize rhetorical patterns in English sentences. Creative contextualization is offered with reference to earlier visual forms that were treated as a kind of language. A certain strand in Modernism ‐ in particular that running through the Bauhaus, which used abstract devices as a foundational design syntax ‐ paved the way for post-war picture books to activate the narrative potential of simple coloured shapes; and, again, avant-garde musical scores from the 1950s onwards used exploratory graphic notations to instigate expressive new treatments of sound. My own visualizations are playful in spirit but posit a serious idea that grammar works by means of deep aesthetic tendencies. My case studies ‐ featuring a model user and a model abuser of English ‐ flag up common patterns in typical sentence constructions under seven descriptive labels. Ultimately the essay suggests that Illustration might flourish at the level of the sentence, the basic unit of meaning within word-based language and, in very simple terms, the expression of a thought. Ornamenting the rhythm and flow of how a sentence operates is one means of 'seeing' a voice lending shape to thought at a detailed level.
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Zhang, Shuting, and Shanshan Guan. "Syntactic Analysis of Nominal Clauses Based on Chomsky’s Generative Grammar and Implications for Language Teaching." Journal of Social Science Humanities and Literature 7, no. 5 (2024): 121–32. http://dx.doi.org/10.53469/jsshl.2024.07(05).19.
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Nominal clause is a clause with nominal feature and syntactic analysis is the study of laws of sentence constructions. And Chomsky’s Generative Grammar is a very useful method to analyse a sentence in an explanatory way. This paper aims to focus on how to understand a nominal clause under Generative Grammar (GG) for the explanatory adequacy. In doing so, it will give a brief explanation to the generative mechanisms of simple sentence under GG, then move on to the similar mechanisms of complex sentence, here, it will focus on nominal clauses. On the syntactic analysis of nominal clauses, there are two steps: first recognizing its position in the whole sentence, then picking a proper connective for the nominal clause. Notice this paper will analyse a complex noun sentence for two sentences, one is the whole sentence, and another is the small clause, namely, the nominal clause within the whole sentence. Thus, it can conclude a way to analyse nominal clauses syntactically, and understand their inner constructions. Furthermore, it can explain why a nominal clause form like this and have a better understanding of complex sentences. More importantly, such method can play its role in linguistics and foreign language teaching, which would help language teachers build up a better understanding of the nature of language and the process of language learning.
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Sjolie, Dennis. "Phrase and Clause Grammar Tactics for the ESL/ELL Writing Classroom." English Journal 95, no. 5 (2006): 35–40. http://dx.doi.org/10.58680/ej20064980.
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Although debate over grammar instruction continues, Dennis Sjolie asserts that a solid foundation in sentence construction is particularly necessary for English language learners. He shows how sentence-combining activities can lead to comprehension of different types of phrases and clauses as well as improved student writing.
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Nussy, Wenssy Steva, Punggulina Andawaty Tiven, Sumarah Suryaningrum, Orpa Penina Oraile, Maria Jomima Ngosiem, and Liviya Donice Lorang. "Speak and Shine: “Talk Dice Game” for Young English Learners." Abdimas Indonesian Journal 5, no. 1 (2025): 473–80. https://doi.org/10.59525/aij.v5i1.695.
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The aim of this community service project is to investigate the implementation of the "Talk Dice Game" to improve the students' vocabulary skill in sentence construction in the fifth grade students of SD Kristen 1 Dobo which amounted to 28 students (Class VA). Although animals and body parts were previously introduced in English, students’ lexical knowledge was extended to four new categories: hobbies, food, family and jobs. Students played a game in which they rolled three dices to get a topic, a sentence starter, and the style of speaking; and then they each had to read the sentence they created in the style indicated by the third dice. The game promoted the technique of thinking on-the-spot, and also, created some rather surprising sentences. The findings were that not only did the game serve to promote vocabulary retention, it also enabled students to experiment with sentence-construction even with minimal training in grammar. The game supports the value of gamified, scaffolded language learning methods to early English instruction in an Indonesian primary school.
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Dominey, Peter F. "Aspects of descriptive, referential, and information structure in phrasal semantics." Interaction Studies 6, no. 2 (2005): 287–310. http://dx.doi.org/10.1075/is.6.2.07dom.
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Phrasal semantics is concerned with how the meaning of a sentence is composed both from the meaning of the constituent words, and from extra meaning contained within the structural organization of the sentence itself. In this context, grammatical constructions correspond to form-meaning mappings that essentially capture this “extra” meaning and allow its representation. The current research examines how a computational model of language processing based on a construction grammar approach can account for aspects of descriptive, referential and information content of phrasal semantics.
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Acharya, Devi Prasad. "Comparison of Rajvanshi and Nepali languages on the basis of sentences." Adhyayan Journal 10, no. 10 (2023): 79–85. http://dx.doi.org/10.3126/aj.v10i10.57399.
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In this research article, the sentence structure of the Rajvanshi language is compared to that of the Nepali language, and their similarities and differences are examined. This article is based on qualitative field and library research. This article's information was gathered from both primary and secondary sources. For this purpose, primary data was gathered from Rajwansi native speakers in three distinct Jhapa district locations, and secondary data was gathered from Rajwansi and Nepali language grammar and language (especially Rajwansi language) writings. Thus, the available facts have been interpreted and analyzed using the descriptive method and comparative analysis as a theoretical foundation. The conclusion of this study is that the construction process (structural structure) of all sentence categories (simple sentences, complex sentences containing infinitive verbs, compound sentences, and mixed sentences) in the Rajwanshi and Nepali languages is identical.
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Löwenadler, John. "Relative clause extraction: Pragmatic dominance, processing complexity and the nature of crosslinguistic variation." Nordic Journal of Linguistics 38, no. 1 (2015): 37–65. http://dx.doi.org/10.1017/s0332586515000050.
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This paper concerns crosslinguistic differences in the acceptability of so-called relative clause extraction constructions, exemplified by the unacceptable English sentence *This boat I know the guy that owns(associated with the acceptable canonical sentenceI know the guy that owns this boat). It has sometimes been argued, since Ross (1967), that such extractions are universally blocked by a syntactic constraint. However, following observations of such structures in English and other languages, some linguists have argued that such sentences have varying degrees of acceptability and that the degree of acceptability depends on attention limits and pragmatic foregroundedness/backgroundedness. Another view which appears to have gained ground in recent years is one where the degree of acceptability is directly related to processing difficulty. The analysis presented in this paper is based on a comparison between English and Swedish, and includes authentic data, examples previously discussed in the literature, as well as acceptability-tested invented sentences. In the end it will be argued that, while the dominance- and processing-based proposals are on the right track, there is a more plausible and straightforward way of explaining the observed crosslinguistic variation using the theoretical framework of Construction Grammar. Thus, an alternative account will be presented drawing on general principles which are well established within cognitive- and construction-based theories.
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Bierwiaczonek, Bogusław. "On motivation and incoordination in grammar – The case of two Polish exclamative constructions." Poznan Studies in Contemporary Linguistics 57, no. 1 (2021): 85–106. http://dx.doi.org/10.1515/psicl-2021-0004.
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Abstract The paper discusses two Polish exclamative constructions as instances of the Abstract Exclamative Construction (AEC) proposed by Michaelis and Lambrecht (1996). It is argued that while the Co-za Exclamative Construction is motivated straightforwardly by the identifying Co-za Question Construction as well as AEC, the Ale Exclamative Construction involves not only AEC but also a more complex process called “incoordination”, whereby a second coordinate clause with its coordinating conjunction ale becomes an autonomous monoclausal construction. The process involves a change in the information structure and in illocutionary force, which becomes increasingly expressive. In addition, it is accompanied by a shift of the sentence stress from the focal element in the second coordinate clause to the initial Ale.
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BLANCHETTE, FRANCES, and CYNTHIA LUKYANENKO. "Unacceptable grammars? an eye-tracking study of English negative concord." Language and Cognition 11, no. 1 (2019): 1–40. http://dx.doi.org/10.1017/langcog.2019.4.
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abstractThis paper uses eye-tracking while reading to examine Standard English speakers’ processing of sentences with two syntactic negations: a negative auxiliary and either a negative subject (e.g., Nothing didn’t fall from the shelf) or a negative object (e.g., She didn’t answer nothing in that interview). Sentences were read in Double Negation (DN; the ‘she answered something’ reading of she didn’t answer nothing) and Negative Concord (NC; the ‘she answered nothing’ reading of she didn’t answer nothing) biasing contexts. Despite the social stigma associated with NC, and linguistic assumptions that Standard English has a DN grammar, in which each syntactic negation necessarily contributes a semantic negation, our results show that Standard English speakers generate both NC and DN interpretations, and that their interpretation is affected by the syntactic structure of the negative sentence. Participants spent more time reading the critical sentence and rereading the context sentence when negative object sentences were paired with DN-biasing contexts and when negative subject sentences were paired with NC-biasing contexts. This suggests that, despite not producing NC, they find NC interpretations of negative object sentences easier to generate than DN interpretations. The results illustrate the utility of online measures when investigating socially stigmatized construction types.
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Nurmalia Sari, Mike. "STUDENTS’ ABILITY AND DIFFICULTIES IN CONSTRUCTING CONDITIONAL SENTENCE TYPE II AT SMAN 10 KERINCI JAMBI." Dharmas Education Journal (DE_Journal) 4, no. 1 (2023): 23–32. http://dx.doi.org/10.56667/dejournal.v4i1.898.
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Conditional sentences Type II are an important part of communication, especially in expressing hypothetical situations. This can help students understand how to communicate more effectively, and is an important skill in language proficiency and can help identify areas that need improvement, leading to the development of better language skills. This study identifies students' difficulties in understanding and reproducing the type II conditional sentence by using grammar test and interviews. This study aims to determine students' abilities in constructing type 2 conditional sentences and the problems faced by students. The research design is descriptive. The population is all grade II students of SMAN 10 Kerinci Jambi Province and the sample is students of class XI MIPA I. The research instruments used were grammar tests and interviews. The results showed that the average ability of students to construct conditional sentences was low, with an average score of 62 (categorized C). The difficulties faced by students were confusion in the use of verb-2 and to be for the past tense, students' ignorance of irregular verbs, confusion in determining causal sentence parts in conditional sentences. Finally, sentence conditioning type 2 is difficult, but it can be learned if students practice more in constructing sentences.
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Jian, Lili. "Construction and Application of iWrite Artificial Intelligence Evaluation System for College English Writing." Security and Communication Networks 2022 (August 11, 2022): 1–8. http://dx.doi.org/10.1155/2022/1511153.
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The traditional English writing evaluation is an artificial way to judge, which is a relatively subjective evaluation method. Also, the artificial method has the defects of low timeliness and high error rate, which limits the interest of college students in English learning. If the content of college students’ English writing cannot be judged, it also limits their understanding of the correctness of the English language, because English writing can reflect problems such as English grammar, sentence structure, and emotional expression. Artificial intelligence (AI) technology has developed rapidly, and it can efficiently process the data of research objects. If artificial intelligence technology is combined with English writing evaluation, it can improve the timeliness and error rate of college students’ English evaluation. This is also an innovative way of judging college students’ English writing. Combining the characteristics of great learning English writing and judging criteria, this research uses artificial intelligence technology to design an efficient judging platform. It needs to use a convolutional neural network (CNN) and long-short-term memory (LSTM) neural network to extract features of grammar, sentence patterns, and emotional expressions of college students’ English writing. The research results show that CNN and LSTM methods have high feasibility and accuracy in extracting grammar, sentence patterns, and emotional expressions of college students’ English writing. The prediction error of the college students’ English writing evaluation system is also within a reasonable range. CNN and LSTM methods have high accuracy in predicting English rectangle, grammar, and emotional expression, and the largest prediction error is only 2.91%. Also, the three prediction errors are distributed within 3%.
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Kikuta, Chiharu Uda. "Development of conditional imperatives in Japanese: A diachronic constructional approach." Cognitive Linguistics 29, no. 2 (2018): 235–73. http://dx.doi.org/10.1515/cog-2014-0081.
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AbstractThis paper proposes a diachronic construction grammar analysis of the conditional imperative in Japanese to demonstrate that a constructional approach provides an effective model for language change. The Japanese conditional imperative comprises two types with distinct properties, but no study to date has successfully analyzed how the two types appeared and are related to each other. In diachronic construction grammar, language change is situated in the context of a construction as well as in relation to other constructions linked in a network. This perspective makes it a particularly beneficial model for accommodating the case in question. The construction developed in two steps, exemplifying different types of language change, both of which, however, are motivated by analogy between different constructions. Adopting the multiple inheritance analysis, I contend that the construction first emerged as a result of the reanalysis of a sequence of an imperative sentence and a subsequent sentence as a type of the conditional construction. A later development reflected another case of construction-based analogy: the daughter construction inherited the host-class expansion that occurred in the parent, and the new type emerged as a result of coercion to accommodate the expansion. Thus the development of the Japanese conditional imperative not only finds a consistent analysis in this framework, but provides valuable insight into the workings of the construction network. This paper also addresses the issues of the inheritance model, and suggests the present case argues for a model with default inheritance at the construction level, which runs counter to previous studies which have restricted the overrides of default inheritance to the level of construct.
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Tieken-Boon van Ostade, Ingrid. "The usage guide: its birth and popularity." English Today 26, no. 2 (2010): 14–23. http://dx.doi.org/10.1017/s0266078410000052.
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The most proscriptive eighteenth-century grammar of English, according to Sundby et al. (1991), is Knowles's Principles of English Grammar (1796). With 722 comments in which grammatical mistakes are criticised, Knowles heads the list which Sundby et al. compiled for their Dictionary of Normative Grammar. The copy of Knowles's grammar which Sundby et al. analysed was the fourth edition; the grammar had first come out in 1785 in Liverpool, and it enjoyed a moderate popularity (Alston, 1965:78–9). The fourth edition of Knowles's grammar consists of 144 pages, which makes it considerably longer than the first edition (36 pp.) (Alston, 1965:79). Fifteen pages of the book are devoted to a section called ‘Of Verbal Criticism’. This section includes according to Sundby et al. (1991:8) ‘some 460 “improper” sentences [which] are presented in alphabetical order …, the “proper” form of (the relevant part of) each sentence being given on the right’. In addition, the book contains an appendix with ‘Exercises of False Construction’, which are included to ‘afford the schoolboys and teachers for whom the grammar was intended ample opportunity for testing their linguistic ability, improved (it may be supposed) by diligent study of the first two lists’.
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Rouhani, Yasaman, Asghar Moulavi Nafchi, and Seyyed Mehdi Ziaee. "Applying Different Interventions to Teach Writing to Students with Disabilities: A Review Study." Theory and Practice in Language Studies 6, no. 4 (2016): 733. http://dx.doi.org/10.17507/tpls.0604.10.
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This review study explores four methods of teaching writing to students with disabilities. The goal of this review study, therefore, is to investigate writing interventions intended for students with more debilities than learning disabilities (LD) attempting to determine if students’ writing developed during the intervention. About 13 studies use self-regulated strategy development (SRSD) instruction and two studies combine SRSD with other instructions. Moreover, this review attempts to determine the possibility of applying journal writing instruction, persuasive writing, and sentence-level skills. Diverse strategies and skills, such as integration of reading and writing, handwriting, sentence construction, and grammar or usage are to be explicated. The results show that handwriting is an effective means to improve writing. Moreover, students are able to change the simple sentences to complex sentences. In addition, limitations and suggestions for further research have been presented.
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Yuan, Ye. "A Discourse Construction Grammar Approach to Discourse Analysis: Microblog Parody and Instant Messaging." Cognitive Semantics 5, no. 1 (2019): 70–90. http://dx.doi.org/10.1163/23526416-00501003.
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On the basis of Goldberg’s (1995) Construction Grammar (CxG) and Östman’s (2005) Construction Discourse perspectives, and by incorporating the theories of genre, register and cohesion from Systemic Functional Grammar, this research attempts to set up a construction grammar framework for discourse analysis, namely the discourse construction grammar (dcg) model. With dcg, we see a discourse first as an overarching abstract discourse construction, which consists of and integrates a number of ever smaller schematic constructions. Moreover, in order to account for the nexion of clauses into sentences and sentences into cross-sentential discourse chunks from a dcg perspective, this paper also resorts to clause conjunct construction and inter-sentential conjunction construction conceptions. Alongside establishing our dcg model, we have analyzed a trendy microblog templatic parody as well as a piece of dialogic instant messaging to exemplify our multi-layered and multi-faceted construction treatment of a piece of discourse.
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Yalmiadi, Yalmiadi, and Yohannes Telaumbanua. "Sentence Boundary Errors." Jurnal Ilmiah Langue and Parole 7, no. 2 (2024): 1–22. http://dx.doi.org/10.36057/jilp.v7i2.650.
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ABSTRACT The syntactic complexities of English sentence structures induced the EFL students’ sentence-level accuracies senseless. The Sentence’s Boundary Errors were, therefore, the major essences of this study. This study aimed at diagnosing the 2nd-year PNP ED students’ SBEs as the writers of English Paragraph Writing at the Writing II course. Qualitatively, both observation and documentation were the instruments of collecting the data while the 1984 Miles & Huberman’s Model and the 1973 Corder’s Clinical Elicitation were employed to analyse the data as regards the SBEs produced by the students. The findings designated that the major sources of the students’ SBEs were the subordinating clauses (noun, adverb and relative clauses), that-clauses, participle phrases, infinitive phrases, lonely verb phrases, afterthought, appositive fragments, fused sentences and comma splices. As a result, the SBEs flopped to communicate complete thoughts because they were grammatically incorrect; lacked a subject, a verb; the independent clauses ran together without properly using punctuation marks, conjunctions or transitions; and two or more independent clauses were purely joined by commas but failed to consider using conjunctions. In conclusion, the success of the EFL students in constructing sentences rests upon the knowledge of complex syntactic structures through transformational grammar. Keywords: SBEs; diagnosing; EFL students; sentence-level inaccuracies
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B. Baronia, John Meldwin. "Enhancing the Sentence Construction Skills of TVL Students through Instruct, Integrate, Involve (3I’s) Method." International Multidisciplinary Research Journal 2, no. 2 (2020): 46–51. http://dx.doi.org/10.54476/iimrj365.
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The ability to communicate entails skill in speaking and confidence. The two can only be achieved when a person is grammatically competent. While some students might be effective English speakers, guidance is still required to become effective authors. Likewise, many students in the Philippines have poor writing abilities as revealed in the results of 2012 National Career Assessment Examination. Thus, the sentence construction is needed. In the academic setting, the researcher observed that not all K12 Technical-Vocational-Livelihood Strand students are grammatically competent yet. These students have been studying English for 11 years and only a few are communicating their emotions or ideas in class confidently and fluently while many do not speak although they have ideas on mind. Evidently, written tests support this weakness. During assessment subject verb agreement, parts of speech, identifying error and essay writing, students can hardly give the correct verb nor construct grammatically correct statements. For this reason, the researcher desires to improve the grammatical competence of these learners. The action research making use of the One Group Pretest Posttest template was carried out to assess the efficacy of the Instruct, Integrate, Involve (3I's) Method in enhancing the sentence construction of Sto. Tomas Senior High School's 25 TVL students for the 2019-2020 school year. A one-tailed t-test on population indicates the use of paired samples was done to fulfill the study objective. This is suitable statistical treatment to be used since the pretest and posttest scores of the respondents are examples of related variables. It is tested in the one-tailed ttest the alternative hypothesis that the mean posttest scores of the respondents is significantly greater than their mean pretest scores. Hence, knowledge building about how the various grammar rules are shaped is a must achieve the desired result. It is not an easy process to create this understanding of grammar skills. The array of ways and uses confuses learners of the English language. Every day they learn new grammar rules but when they speak or write in English, they have trouble applying them. That is why the researcher wants to propose the Instruct, Integrate, Involve (3I’s) Method to enhance the sentence construction of these students. This is a method which will enhance the sentence construction skills by leaning the Subject-verb Agreement Rules and applying these in constructing grammatically correct sentence.
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MAGNE, CYRILLE, MIREILLE BESSON, and STÉPHANE ROBERT. "Context influences the processing of verb transitivity in French sentences: more evidence for semantic−syntax interactions." Language and Cognition 6, no. 2 (2014): 181–216. http://dx.doi.org/10.1017/langcog.2014.7.
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abstractThe influence of semantic context on verb argument structure processing was investigated in two experiments using both ERP and behavioral measures. Participants were presented with sentences ending with syntactically and/or semantically congruous or incongruous noun phrases and they were asked to judge the overall acceptability of the sentences. Syntactically incongruous sentences contained an intransitive verb followed by a direct object (e.g., *L’ennemi a conspiré (INTR) un complot *‘The enemy conspired a scheme’). In line with our hypothesis, results showed that the processing of syntactic incongruities was influenced by the degree of semantic congruency between the different sentence constituents (strong in Experiment 1 and weak in Experiment 2). Thus, the same syntactic incongruity was processed differently depending upon the semantic context of the sentence, thereby demonstrating the influence of semantic context on syntactic processing. We propose a linguistic account of the differential effects of verb transitivity as a function of the semantic context based upon Cognitive Construction Grammar and Frame Semantics.
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Nikiforidou, Kiki, Sophia Marmaridou, and George K. Mikros. "What's in a dialogic construction? A constructional approach to polysemy and the grammar of challenge." Cognitive Linguistics 25, no. 4 (2014): 655–99. http://dx.doi.org/10.1515/cog-2014-0060.
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AbstractIn this paper we address lexical polysemy in a constructional perspective, arguing that each of the conversational meanings we identify for Modern Greek ela (2nd person singular imperative of the verb erxome ‘come’) is appropriately modeled as a conceptual gestalt of formal (including prosodic) and semantic-pragmatic properties. In turn-initial position, ela is used to challenge a preceding utterance; we show that the variations in the kind of challenge expressed are systematically tied to the word that follows ela, the speech act force and the sentence type of the preceding utterance, and finally prosodic and textual cues. To the extent that these varieties of conversational challenge are conditioned by particular contextual features, we treat them as a family of related constructions whose common features can be captured in the form of a generalized ela construction abstracted from the different sub-patterns. Our analysis thus demonstrates the appropriateness of a constructional framework for dealing with the different kinds of parameters involved in dialogic meaning and strongly suggests that at least some of the variation inherent in discourse is amenable to a grammatical description, so that sentence-level and supra-clause patterns can be analyzed in a uniform way.
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Um, Hong-Joon. "A Study of the Anti-Cyclicity in the Derivational Operation of the Informal Style Constructions in the Hearer-Oriented Honorific System." Studies in Modern Grammar 114 (June 25, 2022): 1–19. http://dx.doi.org/10.14342/smog.2022.114.1.
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The purpose of this paper is to show that the types of sentences in Korean may be determined not only by the syntactic information but also by the phonological information, especially the prosody structure. In the informal style constructions in the Hearer-oriented Honorific System, we conducted phonetic experiments to prove this phenome- non. As a result, it is observed that the types of sentences can be distinguished by intonation. Since the sentence type of Korean is determined at the end of the sentence, it can be confirmed that each sentence type is divided according to IP boundary tones. Our observation is significant because it is an example of the anti-cyclicity of the derivational operation in generative grammar. This does not mean, however, that all types of sentences will be related to anti- cyclicity.
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Anwar, Khoirul. "تنفيذ الإعراب و البناء في تعليم علم النحو عند الدكتور إبراهيم مصطفى". al Mahāra: Jurnal Pendidikan Bahasa Arab 2, № 1 (2016): 73–94. http://dx.doi.org/10.14421/almahara.2016.021-04.
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The grammarians say in the definition of grammar is a science known by the conditions of late speech and construction. In spite of this phrase, they limited the study of grammar to the last letter of the word and singled out the expression and construction. Then they do not mean much building and do not prolong the search in its provisions, but they make it important to explain the causes and causes. It is possible that this periodical offers new suggestions for knowledge of the materials of expression and construction in the teaching of grammar and the knowledge of the renewal of the grammar of Dr. Ibrahim Mustafa. The result is that Ibrahim Mustapha wants to teach grammar not for knowledge of changing the movements of the late words only, but because the students know the meanings of the words in the sentence by the knowledge of their last movements, so he shortens the doors of many grammar to three large sections, The addition and the opening is not a sign of expression and is not much discussed in construction because it is clear and does not change in different situations such as expression.
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CHEN, Bob, Weiming PENG, and Jihua SONG. "A Frequent Construction Mining Scheme Based on Syntax Tree." Romanian Journal of Information Science and Technology 2023, no. 1 (2023): 3–20. http://dx.doi.org/10.59277/romjist.2023.1.01.
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"Natural language processing (NLP) is one of the main research directions in artificial intelligence. One of the goals of NLP is to identify various semantic information in the text. Currently, the mainstream semantic recognition tasks focus more on using the semantic information of each word in the text to perform semantic analysis of the entire sentence. The research on semantics in cognitive linguistics indicates that semantics is determined by both the words contained in the sentence and the arrangement of the words. Linguists refer to permutations and combinations containing certain semantic information as constructions. Since the construction plays an essential role in semantic information, identifying various constructions in text is a crucial work of semantic recognition tasks. Based on this background, the main works performed in this paper are as follows: 1) The definition and program representation of constructions and the corresponding constraints in NLP tasks are proposed. 2) A frequent construction mining algorithm is proposed to extract frequent structures that meet the construction requirements in the grammar structure tree. Based on the above works, the corresponding construction database can be extracted for the specified natural language corpus, which is helpful for more effective text semantic analysis."
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Gries, Stefan Th, and Stefanie Wulff. "Psycholinguistic and corpus-linguistic evidence for L2 constructions." Annual Review of Cognitive Linguistics 7 (November 16, 2009): 163–86. http://dx.doi.org/10.1075/arcl.7.07gri.
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In Construction Grammar, highly frequent syntactic configurations are assumed to be stored as symbolic units in the mental lexicon alongside words. Considering the example of gerund and infinitival complement constructions in English (She tried rocking the baby vs. She tried to rock the baby), this study combines corpus-linguistic and experimental evidence to investigate the question whether these patterns are also stored as constructions by German foreign language learners of English. In a corpus analysis based on 3,343 instances of the two constructions from the British component of the International Corpus of English, a distinctive collexeme analysis was computed to identify the verbs that distinguish best between the two constructions; these verbs were used as experimental stimuli in a sentence completion experiment and a sentence acceptability rating experiment. Two kinds of short-distance priming effects were investigated in the completion data: we checked how often subjects produced an ing-/to-/’other’-construction after having rated an ing- or to-construction (rating-to-production priming), and how often they produced an ing-/to-/’other’-construction when they had produced and ing- or to-construction in the directly preceding completion (production-to-production priming). Furthermore, we considered the proportion of to-completions before a completion in the questionnaire as a measure of a within-subject accumulative priming effect. We found no rating-to-production priming effects in the expected direction, but a weak effect in the opposite direction; short-distance production-to-production priming effects from ing to ing and from ‘other’ and to to to, and, on the whole at least, a suggestive accumulative production-to-production priming effect for both constructions. In the rating task, we found that subjects rate sentences better when the sentential structure is compatible with the main verb’s collexemic distinctiveness.
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Leleka, Tetiana, Viktoriia Prykhodko, Natalia Plakhotniuk, Yuliia Stakhmych, and Tetiana Chukhno. "Peculiarities of translation of comparative constructions in English-language popular science discourse." Revista Amazonia Investiga 12, no. 61 (2023): 342–47. http://dx.doi.org/10.34069/ai/2023.61.01.34.
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The paper examines the grammatical phenomenon of comparative constructions in English on the examples of popular science discourse. The linguistic phenomenon of comparative constructions is analyzed in terms of correlation with the word order and sentence combination features and in a comparative way in the context of English/French. The chosen methodology made the following scientific hypotheses: comparative constructions are endowed with correlations with causal word order; the main types highlighted are: locative construction with subtypes, admission construction, and conjunction construction; such constructions are widely repeated in different languages belonging to different groups. This study goes beyond classical theoretical grammar robotics in a number of important aspects. A more detailed classification is presented: we distinguish between two types of constructions a primary comparative construction and a secondary one, where the comparison parameter is conveyed by both the expressed predicate and the locative type. The study reveals a number of new universals: no language lacks a degree marker and a standard comparison marker, and almost no language lacks a standard marker, even if an asymmetric comparison degree marker is present. It is also found that there is a whole variety of comparative constructions than is represented in typological theoretical grammar and that quite a few languages do not fit into any of the types described.
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Umarlebbe, Jameela Hanoon, Sarimah Shamsudin, and Seriaznita Haji Mat Said. "Maritime Students Meeting the Maritime Industry English Standards: An Analysis of Types of Sentences." English Language Teaching 15, no. 11 (2022): 84. http://dx.doi.org/10.5539/elt.v15n11p84.
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A sentence is the highest unit of grammar. Thus, constructing error-free sentences in writing is one of the biggest challenges encounted by most non-native speakers, and even university students are not an exception to this reality. This study aims at investigating various types of sentences produced by tertiary-level maritime students in a Sri Lankan university. The study was based on a narrative writing activity in the English for Academic Purposes (EAP) module. The students were provided forty-five minutes to produce the piece of writing as an in-class activity on a topic relevant to their field visit to a port. This is a descriptive study based on the analysis of a small corpus of essays written by twenty maritime students, and a structural analysis of sentences was employed to examine the students’ writing. Different kinds of sentences and sentence errors were identified, and they were classified accordingly. The findings of the study revealed that the students favoured simple sentences over other sentence types. Approximately two-thirds of the sentences produced belonged to the simple sentence category. The compound-complex form was found to be the least utilized sentence type among the target group. The analysis of sentences was based on the elements of the clause structure explained in Quirk et al. (1985) and Oshima and Hough (2006). Interestingly, it was observed that there was no single common clause structural pattern used by the participants. Instead, they used subject-verb-object (SVO), subject-verb-complement (SVC) and subject-verb-adverbial (SVA) types very often when writing. Similarly, fragments and run-on sentences were recorded high among maritime learners’ erroneous sentences in writing. The study findings have pedagogical implications for the teaching of English language grammar that subsumes essay writing in the EAP module. 
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AJDARI, Muarem, and Osman ISMAILI. "NOUN PHRASE IN THE SYNTACTIC FUNCTION AS A COMPLEMENT TO THE VERB IN GERMAN AND ALBANIAN." International Journal of Human Sciences - Filologjia 12, no. 22-23 (2024): 224–29. http://dx.doi.org/10.62792/ut.filologjia.v12.i22-23.p2521.
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Based on dependency grammar, the verb is the head of the sentence and it has the ability to determine the structure of the sentence, respectively to determine the necessary members of the sentence, without which the sentence would be grammatically incorrect, an ability known as valence of the verb. The sentence is built from groups of words related to each other in terms of grammar but also meaning. The group of words das schöne Haus ‘shtëpia e bukur’ in terms of the hierarchy has a noun, which stands at the highest hierarchical place and which leads it with this group of words, haus is therefore the head of this group of words, respectively shtëpia, and based on this, it is named as a noun phrase (Nominalphrase). Noun phrases, as a linguistic construction, depends on the verb in the sentence and based on this it can share different functions in the sentence as syntactic parts (Syntaktische Glieder). The parts of the sentence are divided into complete and circumstantial. The division is made according to the criteria of specification and necessity. A verb is specific if it occurs only in a certain subclass of verbs. As for necessity, the proof is made by removing the definite article from the sentence.
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Dominey, Peter Ford, Michel Hoen, and Toshio Inui. "A Neurolinguistic Model of Grammatical Construction Processing." Journal of Cognitive Neuroscience 18, no. 12 (2006): 2088–107. http://dx.doi.org/10.1162/jocn.2006.18.12.2088.
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One of the functions of everyday human language is to communicate meaning. Thus, when one hears or reads the sentence, “John gave a book to Mary,” some aspect of an event concerning the transfer of possession of a book from John to Mary is (hopefully) transmitted. One theoretical approach to language referred to as construction grammar emphasizes this link between sentence structure and meaning in the form of grammatical constructions. The objective of the current research is to (1) outline a functional description of grammatical construction processing based on principles of psycholinguistics, (2) develop a model of how these functions can be implemented in human neurophysiology, and then (3) demonstrate the feasibility of the resulting model in processing languages of typologically diverse natures, that is, English, French, and Japanese. In this context, particular interest will be directed toward the processing of novel compositional structure of relative phrases. The simulation results are discussed in the context of recent neurophysiological studies of language processing.
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Famakinwa, Yemisi, and Bukola Alfred. "Establishing the Connection between Valency and Passive Voice in the English Simple Sentence Constructions." Journal of Linguistics, Culture and Communication 2, no. 2 (2025): 330–45. https://doi.org/10.61320/jolcc.v2i2.330-345.
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A sentence is generally construed as a unit which is made up of one or more clauses. Hence, the English simple sentence, made up of a subject and a predicate, contains just a clause which makes a complete thought and expresses a single proposition. Against this backdrop, this study examines the connection between valency and passive voice in the English simple sentence constructions. It further analyses samples of the English simple sentences both from the literature and introspection. As emanations from the English simple sentences, the English passive voice may be devoid of the ‘by-agentive’ phrase. The point just made does not rule out the presence of a predicate in such expressions. Noticeably, both the active and passive voice are connected to the English simple sentences. Employing the approach of Corpus Linguistics to sentence analyses, samples of the English simple sentences gathered from introspection and related literature are considered for analysis. The study re-affirms that there is a connection between valency and passive voice in the English simple sentence constructions. The study further discovers that the presence of referring expressions in both the active and passive voice sentence constructions indicates the number of valency in such constructions. The paper concludes by recommending that valency and passive voice in English grammar be painstakingly taught to both native and non-native learners of English since the former can be used to explain the latter and vice-versa.
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Quliyev, Heydər. "İNGİLİS DİLİNDƏ CERUNDUN FUNKSİYALARI." Caucasus-Economic and Social Analysis Journal of Southern Caucasus 33, no. 06 (2019): 35–38. http://dx.doi.org/10.36962/cesajsc3306201935.
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The article deals with the Gerund in English. All English grammars distinguish between finite and non-finite forms of the verb. The non-finite forms, which are also called the verbal or the non-predicative forms of the verb, comprise, according to most grammars. There are 3 verbals in English. One of them is Gerund. Gerund is used in many functions in the sentence. Some grammarians do not distinguish between the gerund and participle I, calling them both the -ing form. The Collins Cobuild English Grammar (London 1995) prefers the term -ing noun to gerund. There are grammars which use the term gerund, but the functions of the gerund are not the same from one grammar to another. In this grammar the term -ing form is not used and a clear distinction is made between the gerund and participle I, for the reason that in spite of having the same form they function differently in a sentence. The gerund is close to a noun (pronoun) and has many nominal features, while participle I is close to an adjective and has adjectival features. Therefore, a number of the functions of the gerund and participle I do not coincide. Thus, the gerund, unlike participle I, can function as subject and object. As to the functions of attribute and adverbial modifier, the gerund, when used in these functions, is always introduced by a preposition, while participle I is either introduced by a conjunction (adverbial modifier of comparison and concession) or by nothing at all (attribute, adverbial modifier of time, cause, manner). The only functions in which participle I and gerund can be confused are those of the predicative and complex object. According to their functions in a sentence verb forms can be classified into finite and non-finite. The finite forms perform the function of the predicate. The non-finite forms, sometimes called verbal, can perform various functions in a sentence except that of the simple verbal predicate. The verbal include the Infinitive, the Gerund and the Participle. The verbal has some features in common. First, they can show whether an action expressed by a verbal is simultaneous with the action expressed by the finite verb, or precedes it. To denote precedence we use perfect forms of the verbal. Second, all the verbal can be used: a) singly: • Annoyed, she went out of the room (single participle II). b) in a phrase: • She spent whole days reading books (participle I in a phrase). c) in a predicative construction: • She noticed him look back (infinitive construction)
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Ryang-Woo, Nam. "A study on Korean and Chinese Existential Sentence : based on Construction Grammar." Chinese Studies 75 (June 30, 2021): 193–210. http://dx.doi.org/10.14378/kacs.2021.75.75.10.
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Gries, Stefan Th, and Stefanie Wulff. "Do foreign language learners also have constructions?" Annual Review of Cognitive Linguistics 3 (October 31, 2005): 182–200. http://dx.doi.org/10.1075/arcl.3.10gri.
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In Construction Grammar, the ultimate grammatical unit is the construction, a conventionalized form-meaning pairing. We present interrelated evidence from three different methods, all of which speak in favor of attributing an ontological status to constructions for non-native speakers of English. Firstly, in a sentence-fragment completion study with German learners of English, we obtained a significant priming effect between constructions. Secondly, these priming effects correlate strongly with the verb-construction preferences in native speaker corpora: verbs which are strongly associated with one construction resist priming to another semantically compatible construction; more importantly, the priming effects do not correlate with verb-construction preferences from German translation equivalents, ruling out a translational explanation. Thirdly, in order to rule out an alternative account in terms of syntactic rather than constructional priming, we present semantic evidence obtained by a sorting study, showing that subjects exhibited a strong tendency towards a construction-based sorting, which even reflects recent explanations of how constructions are related.
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Juliaty, Hanna, and Demus Abetnego. "A Preliminary Study on EFL Students� Grammatical Competence in Descriptive Writing Task." Journal of Language and Literature 19, no. 1 (2019): 90–100. http://dx.doi.org/10.24071/joll.v19i1.1812.
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This study aims to identify and examine the ill-formed sentence construction in a descriptive text produced by Indonesian senior high school students, focusing on eight grammatical categories classified by James (1998): prepositions, articles, singular and plural nouns, adjectives, irregular verbs, tenses, concord and possessive case. The study used qualitative research and text analysis to examine five senior high school students descriptive texts. The findings showed that there were seven grammatical categories occurred in the ill-formed sentence construction in the students descriptive texts. Those grammatical categories include prepositions, articles, singular and plural nouns, adjectives, tenses, concord and possessive case. In addition, this study also found that the most frequently occurred ill-formed sentence construction in the descriptive text appeared in the grammatical forms of articles, tenses and concord.Keywords: descriptive text, English as a foreign language, grammar
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Kann, Bonpagna, Thodsaporn Chay-intr, Hour Kaing, and Thanaruk Theeramunkong. "Khmer Treebank Construction via Interactive Tree Visualization." IJITEE (International Journal of Information Technology and Electrical Engineering) 3, no. 3 (2019): 67. http://dx.doi.org/10.22146/ijitee.48545.
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Despite the fact that there are a number of researches working on Khmer Language in the field of Natural Language Processing along with some resources regarding words segmentation and POS Tagging, we still lack of high-level resources regarding syntax, Treebanks and grammars, for example. This paper illustrates the semi-automatic framework of constructing Khmer Treebank and the extraction of the Khmer grammar rules from a set of sentences taken from the Khmer grammar books. Initially, these sentences will be manually annotated and processed to generate a number of grammar rules with their probabilities once the Treebank is obtained. In our experiments, the annotated trees and the extracted grammar rules are analyzed in both quantitative and qualitative way. Finally, the results will be evaluated in three evaluation processes including Self-Consistency, 5-Fold Cross-Validation, Leave-One-Out Cross-Validation along with the three validation methods such as Precision, Recall, F1-Measure. According to the result of the three validations, Self-Consistency has shown the best result with more than 92%, followed by the Leave-One-Out Cross-Validation and 5-Fold Cross Validation with the average of 88% and 75% respectively. On the other hand, the crossing bracket data shows that Leave-One-Out Cross Validation holds the highest average with 96% while the other two are 85% and 89%, respectively.
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Khair, Andi Ummul. "Error analysis of the language transfer in Grammar construction of the brain." International Journal of Humanities and Innovation (IJHI) 1, no. 3 (2018): 36–44. http://dx.doi.org/10.33750/ijhi.v1i3.22.
Full textAbstract:
This study attempts to analyze the reason of students in making fossilized errors on the sentence uttered in their effort of language transfer and related it with the grammar construction in the brain. Fifty-six students participated in this study. The technique used to collect the data is an analysis of transcription on conversation video. This study found out that the students make those due to their active trial in making sense of the limited knowledge of the language they are exposed to in the brain in order to express some phrases systematically. Thus, learners need to rich out the input of target language from the native language resources which can be gained from many kinds of authentic material; those are music, movie, games, advertisement, and information of the stuff. This study is expected to be a reference for the future research to find the best way in stimulating learners in acquiring grammar of L2 sentence considering that they need maturity in the regular changing sequence of acquisition of morpho-syntactical structures, impervious to teaching.