Academic literature on the topic 'Language. Linguistic theory. Comparative grammar'
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Journal articles on the topic "Language. Linguistic theory. Comparative grammar"
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Haug, Dag. "The linguistic thought of Friedrich August Wolf." Historiographia Linguistica 32, no. 1-2 (June 8, 2005): 35–60. http://dx.doi.org/10.1075/hl.32.2.03hau.
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Summary This paper examines the linguistic thought of Friedrich August Wolf (1759–1824), the founder of modern classical philology, and tries to show that contrary to what is commonly assumed, grammar played an important role in his research program for a ‘science of antiquity’. Specifically, Wolf encouraged the study of philosophical grammar, which was the leading linguistic paradigm in Germany around 1800, and he developed an original theory of tense within this methodological framework. But philosophical grammar would appear obsolete soon after the establishment of historical-comparative linguistics and this, it is argued, is an important reason for the enmities in the first half of the 19th century between Indo-Europeanists and the Classical scholars who stayed within the old linguistic paradigm.
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Haug, Dag T. "The Linguistic Thought of Friedrich August Wolf: A reconsideration of the relationship between classical philology and linguistics in the 19th century." Historiographia Linguistica International Journal for the History of the Language Sciences 32, no. 1-2 (2005): 35–60. http://dx.doi.org/10.1075/hl.32.1-2.03hau.
Full textAbstract:
This paper examines the linguistic thought of Friedrich August Wolf (1759–1824), the founder of modern classical philology, and tries to show that contrary to what is commonly assumed, grammar played an important role in his research program for a ‘science of antiquity’. Specifically, Wolf encouraged the study of philosophical grammar, which was the leading linguistic paradigm in Germany around 1800, and he developed an original theory of tense within this methodological framework. But philosophical grammar would appear obsolete soon after the establishment of historical-comparative linguistics and this, it is argued, is an important reason for the enmities in the first half of the 19th century between Indo-Europeanists and the Classical scholars who stayed within the old linguistic paradigm.
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Korbozerova, Nina. "PRINCIPALS OF THE COMPARATIVE GRAMMAR: VERB IN THE SPANISH AND UKRAINIAN LANGUAGES (ASPECT)." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 40 (2021): 15–20. http://dx.doi.org/10.17721/2663-6530.2021.40.02.
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At the current stage of the development of linguistics, the triple scientific interest is updated towards the theory of the comparison of languages, towards the theory of translation and towards intercultural communication as a consequence of the cardinal changes in the political and cultural life of the society. The important place in translation theory is occupied by grammatical problems. To make the correct grammatical transformations, the translator/interpreter must thoroughly know the similar and distinctive features between the original language and the language of the translation, which is the object of comparative grammar. In general, the grammatical categories adequately reflect the conceptual framework of the world, manifesting its basic invariants. In grammatical categories there are several differences that are the cause of semantic differences in consequence of specific worldviews and particular linguistic world pictures. For example, when comparing the categories and grammatical forms of the Spanish and Ukrainian languages, there is a lot of difference between the number and gender of the suative noun. In addition, in the Spanish language there is the category of determination/indeterminacy that is manifested in the presence/absence of the article, while in the Ukrainian language there is the grammatical case in the noun. The most significant differences between the two languages analyzed are observed in the grammatical categories of the verb, particularly in aspect, tense, mood and voice.
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Krusha, Ilir, and Franz Schörkhuber. "THE FORMAL AND SEMANTIC PROPERTIES OF INTERROGATIVE SENTENCES IN ALBANIAN AND GERMAN USAGE." Folia linguistica et litteraria XIII, no. 40 (July 2022): 291–314. http://dx.doi.org/10.31902/fll.40.2022.15.
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This paper provides a comparison of two languages that are very distinct in grammar and pronunciation, respectively German and Albanian. Since research opportunities in comparative linguistics are infinite, this paper focuses on interrogative sentences and their sentence types. Through a detailed analysis of sentence examples of the grammar used in Albanian and German, we examine the similarities and differences related to different forms of interrogative sentences. As a framework for the classification of interrogative sentences in both languages, we have distinguished sentences into general interrogative sentences and complementary ones. In the end, the knowledge gained is summerised in a general overview. The aim of this work is to compare two languages that are very different in grammar, style and pronunciation, German and Albanian. Since the field of possible investigations in comparative linguistics is endless, the present work focuses on interrogative sentences and their respective linguistic forms. Through the detailed analysis of sentence examples, which are taken from common German and Albanian grammars, the similarities and differences in interrogative sentences are shown. The distinction between yes/no questions and questions that require a supplement serves as a regulatory framework. At the end of the work, the knowledge gained is summarized in an overview.
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КОСМЕДА, Тетяна. "Актуальні проблеми українського мовознавства на сторінках журналу "Studia Ucrainica Varsoviensia": оглядовий опис (2013–2022: до 10-літнього ювілею)." Studia Ucrainica Varsoviensia, no. 11 (December 4, 2023): 207–20. http://dx.doi.org/10.31338/2299-7237suv.11.14.
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The paper presents a review of the "Studia Ukrainica Varsoviensia" journal for its ten-year existence (2013–2022) on the occasion of the anniversary. The author analyzes the content of the journal focusing mainly upon the Ukrainian and comparative linguistics issues being projected on the units of all the language system levels, as well as the theory and practice of artistic translation. The paper finds that the issues of the journal articles are related to such modern linguistic trends as linguocultural studies and linguoconceptology, psycholinguistics, linguistic personality theory and linguoemotionology, theolinguistics and linguoaxiology, political and communicative linguistics, as well as text linguistics, discourse linguistics, linguistic genre studies, diary studies and linguistic expertise. Many research papers are written in the fi eld of traditional linguistics, in particular Ukrainian dialectology, the Ukrainian language history and all the branches of the modern Ukrainian language study (phonetics and phonology, word formation, lexicology, including terminology and paremiology; grammar, including morphology and syntax; as well as stylistics). The researchers are particularly interested in the problems of onomastics and modern Ukrainian sociolinguistics. The authors of the research papers under consideration updated the main methodological principles of modern linguistics: anthropocentrism, word, text- and discourse-centrism, interdisciplinarity, linguistic cognitivism, pragmatism, functionalism, structuralism, as well as the language philosophy postulates: semantics, syntactics and pragmatics.
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Degtiarova, Kateryna, Viktoria Zhyvolup, Alla Karas, and Lyubov Kibenko. "Teaching of grammar at lessons of foreign language in professional activity at non-linguistic higher educational institutions." Scientific and methodological journal "Foreign Languages", no. 2 (August 4, 2023): 31–39. http://dx.doi.org/10.32589/1817-8510.2023.2.285385.
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The article theoretically substantiates the importance of mastering grammar by students of non-linguistic educational institutions. The methods and means of teaching and activation of grammatical structures while learning a foreign language are investigated. The analysis of the use of exercises and Internet resources aimed at mastering and consolidating the necessary grammatical rules by students is carried out. The theoretical and methodological basis of this study is the fundamental works of native and foreign scientists in the field of theory and methodology of teaching foreign languages, in particular, the theory of teaching foreign language grammar, as well as works devoted to the formation and maintenance of students` motivation to learn a foreign language. The following research methods are used in the work: theoretical (study and analysis of methodological literature on the research problem, comparative analysis of grammatical phenomena of the English and Ukrainian languages, analysis of updated state educational standards of higher education, analysis of educational publications in English for students of non-linguistic areas of training); empirical (conducting classes to improve grammatical skills, recording and analysis of grammatical errors, observation, questioning and survey of students, analysis of the results); experimental (conducting experimental training to test the effectiveness of the proposed set of exercises). In our opinion, this helps maintain students’ motivation, activity and independence. The experimental training conducted on the basis of State Biotechnological University confirmed the effectiveness of the proposed set of exercises in working with grammar based on professional texts. This technology can be used in teaching grammar of any foreign language with appropriate adaptation depending on the typical language difficulties and needs of students.
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ИСАЕВА, А. Х. "ТИПОЛОГИЯ НЕКОТОРЫХ ЛЕКСИЧЕСКИХ ОСОБЕННОСТЕЙ АНГЛИЙСКОГО И РУССКОГО ЯЗЫКОВ В ТЕОРИИ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ." Actual Problems of study of humanities 2, no. 2024 (July 15, 2024): 295–98. http://dx.doi.org/10.62021/0026-0028.2024.2.295.
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Typology of some Lexical Features of English and Russian Languages in the Theory of Communicative competence Summary The article deals with a small comparative grammar analysis of English and Russian languages and reveals some aspects of communicative competence in the study of these languages. It also analyzes the most effective teaching methods for developing communicative competence. In the modern world, knowledge of foreign languages is becoming vital for a person. And from this point of view, the process of proper language teaching is important. Communicative competence plays a big role in learning foreign languages. In this article, we tried to give a small description of the theory of communicative competence by comparing some lexical features of English and Russian languages. Key words: language, communicative competence, linguistic competence, language competence
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Candra Dewi, Tinara, Wiwin Widyawati, Pryla Rochmahwati, and Nurul Khasanah. "Gender-Based Linguistic Patterns in Quora Apps: A Comparative Study." SALEE: Study of Applied Linguistics and English Education 5, no. 1 (January 8, 2024): 79–96. http://dx.doi.org/10.35961/salee.v5i1.1085.
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There is a wide variety of interrelated social media platforms. Gender orientation can affect preferences for language use in particular social media, especially Quora, which is famous as a medium for collecting questions and answers on specific topics. Breaking new ground, this study uniquely juxtaposes gender orientation with linguistic preferences on Quora, an unexplored research area. This content analysis design employed textual data posted by Quora users in the "Skilled English Writing" forum during January-March 2023. Following Lakoff's gendered language theory, women frequently employ hedges to indicate uncertainty, whereas men use boosters to express confidence. The language of women was characterized by greater formality and formal grammar, whereas men favored informal abbreviations. In addition, women utilized emoticons for emphasis more frequently than males. These linguistic differences result from complex social, cultural, biological, and psychological effects, underscoring the importance of gender and social factors in language formation.
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Liceras, Juana M., and Raquel Fernández Fuertes. "Subject omission/production in child bilingual English and child bilingual Spanish: the view from linguistic theory." Probus 31, no. 2 (September 25, 2019): 245–78. http://dx.doi.org/10.1515/probus-2016-0012.
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Abstract In bilingual child language acquisition research, a recurrent learnability issue has been to investigate whether and how cross-linguistic influence would interact with the non-adult patterns of omission/production of functional categories. In this paper, we analyze the omission/production of subject pronouns in the earliest stage English grammar and the earliest stage Spanish grammar of two English–Spanish simultaneous bilingual children (FerFuLice corpus in CHILDES). We base this analysis on Holmberg’s (2005, Is there a little pro? Evidence from Finnish. Linguistic Inquiry 36. 533–564) and Sheehan’s (2006, The EPP and null subjects in Romance. Newcastle: Newcastle University PhD dissertation) formulation of the null subject parameter and on Liceras et al.’s (2012, Overt subjects and copula omission in the Spanish and the English grammar of English-Spanish bilinguals: On the locus and directionality of interlinguistic influence. First Language 32(1–2). 88–115) assumptions concerning the role of lexical specialization in cross-linguistic influence. We have conducted a comparative analysis of the patterns of production/omission of English and Spanish overt and null subjects in two bilingual children, on the one hand, versus the patterns of production/omission of one monolingual English child and one monolingual Spanish child, on the other. The results show that while there is no conclusive evidence as to whether or not English influences the higher production of overt subjects in child bilingual Spanish, the presence of null subjects in Spanish has a positive influence in the eradication of non-adult null subjects in bilingual English. We argue that in a bilingual situation, as compared to a monolingual one, lexical specialization in one of the languages of the bilinguals (the availability of an overt and a null realization of the subject in Spanish) facilitates the acquisition of the other language.
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Kovtun, Oksana. "ASPECTS OF NUMERAL RESEARCH IN UKRAINIAN LINGUISTICS AT THE BEGINNING OF THE 21ST CENTURY." Theory and Practice of Teaching Ukrainian as a Foreign Language, no. 18 (May 30, 2024): 192–200. http://dx.doi.org/10.30970/ufl.2024.18.4406.
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The article is dedicated to interpreting the modern understanding of numerals as a part of speech through the prism of both traditional and contemporary grammatical frameworks and new scientific paradigms. It is demonstrated that despite the peripheral nature of this linguistic component, research aspects related to the study of numerals are far from being exhausted today. In the 20th century, numerals were predominantly examined within a focus on traditional grammar and functional grammar, establishing both broad and narrow understandings. In the 21st century, numerals have started to be studied within the realms of the pragmatic, linguocognitive, and linguoconceptual knowledge paradigms, particularly within the perspectives of the emerging linguistic directions such as the poetic grammar, the theory of precedentness, the discourse linguistics, the morphology of evaluation, the grammatical stylistics, as well as the comparative-historical and comparative-contrastive linguistics. It has been established that Ukrainian researchers pay attention to the peculiarities of English numerals, which is associated with its globalization function, and conduct a comparative analysis of the Ukrainian numeral with the English numeral. They also update works on the uniqueness of expressing the concept of quantity through different linguistic units. Separate studies focused on the study of the English numeral are proposed, which is important since English is practically a mandatory subject in secondary schools and universities in Ukraine. Therefore, such research has great significance not only for linguistics but also for didactics. It is noted that the Ukrainian numeral possesses significant potential for modelling evaluative meanings, expression, and artistic linguistic devices. The pragmatic power of certain numerals has been noted, as they have the ability to serve as markers of imagery, emotionality, axiology, expressiveness, and the idiolect of the writer in general. The perspective of research outlined includes the necessity of conducting comparative studies of Ukrainian and English languages, particularly focusing on the morphology of evaluation. Key words: grammar, evaluative meanings, modern scientific trends, numeral, functional load.
Dissertations / Theses on the topic "Language. Linguistic theory. Comparative grammar"
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O'Neal, Carol. "The acquisition of consonants in first language development." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/51350/.
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This thesis reports on the longitudinal study of consonant production in fifteen typically-developing monolingual children living in the south-east of England acquiring non-rhotic accents of British English. The data relate to the consonant patterns found in spontaneous speech production as recorded in individual diaries kept by caregivers. The study follows two lines of enquiry. Firstly, the speech data are analysed to chart the emergence of English consonants in relation to phonemic targets. Separate analysis of the production of initial and final singletons and cluster consonants is undertaken. This reveals word-position asymmetries in the production of consonants and consonant classes, and identifies the classes and the contexts in which consonants are most avoided. Secondly, the speech data are analysed further for evidence of word-position bias in the use of the simplification processes identified in O'Neal (1998) as features of two discrete phonological profiles. Children who demonstrate tendencies towards either of these profiles in their patterns of consonant deletion, fronting, stopping and reduplication are identified, and their profiles compared and contrasted with those of other monolingual English-learning children.
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Dae-Young, Kim. "Argumentation by figurative language in verbal communication : a pragmatic perspective." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/45312/.
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This thesis has two goals. The first is to explain, within a pragmatic perspective, how figurative language (i.e. metaphor and irony) performs argumentation. Based on the argumentation theory (AT) of Perelman and Olbrecht-Tyteca (1958), argumentation is defined as the process of justifying something in an organized or logical way, which is composed of one or more claims and shows one or more grounds for maintaining them. The second goal is to examine the hearer's interpretation of figurative utterances in argumentation. The theoretical foundation of this discussion is based on experientialist epistemology (i.e. experientialism) and cognitive pragmatics in the form of Relevance Theory (RT). In pursuit of those goals, I present four main innovations: First, I argue the status of metaphor should be viewed as ‘what is implicated', rather than ‘what is said'. Second, I propose explanation of some exceptional cases of irony, which the standard RT approach does not treat, which relies on the notion of ‘incongruity'. Third, I propose integration of AT concepts within RT. Thus, this approach contributes to pursuing more economical explanation of communication as argumentation, by a single principle of relevance, but incorporating argumentative concepts such as doxa, topoi and polyphony. Finally, I apply this integrated approach to analysing real cases of commercial advertisement by metaphor or irony, or both. This includes explaining connection and overlapping, two ways in which metaphor and irony can work together.
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Kyriakou, Marianna. "Language attitudes and ethnic identity in a diglossic setting : the case of Greek-Cypriot students." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/59820/.
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This thesis investigates the linguistic situation of the Greek-Cypriot community of Cyprus and the language attitudes and perception of ethnic identity of Greek-Cypriot students aged between 12 and 18 years old, an under-researched age group. The research examines the assumption that the linguistic situation of Cyprus is diglossic. The attitudes of Greek-Cypriot students towards Standard Modern Greek, the official language of Cyprus, and the Greek-Cypriot dialect, the native variety, are analysed through qualitative and quantitative methods. The study uses a mixed methods approach and data are collected by means of classroom observations, interviews, questionnaires and an experiment similar to the matched guise technique. A social constructionist approach is used for the analysis of ethnic identity construction. The results of this research indicate that Cyprus is experiencing a different kind of diglossia than Ferguson's (1996a) original description of diglossia. The ‘contextual diglossia' proposed in this study suggests that the functional distribution of the high and low varieties is based both on the speaker's judgements of appropriateness (speaker's context) and on the context of communication (local context). The study also reveals that students generally have favourable attitudes towards Standard Modern Greek and display both favourable and negative attitudes towards the Greek-Cypriot dialect. These attitudes are explained through the presence of stereotypes attached to each variety and the political ideologies in Cyprus. Students embrace all three ethnic identities, Cypriot, Greek and Greek-Cypriot, although their Cypriot and Greek-Cypriot identities emerge as strongest. They construct their identities through the use of pronouns and nationalistic expressions. The language attitudes and ethnic identities of Greek-Cypriots are formed and constructed against the backdrop of the socio-political and historical context of Cyprus and are shaped by the existence of diglossia and language ideologies.
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Mikan, Kathrin Angela Maria. "Verbal short-term memory and vocabulary learning." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/44799/.
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This thesis addressed two key issues. The first was the extent to which verbal short-term memory (STM) for item and order information can be differentiated in terms of their underlying neural mechanisms. The second was to analyze the relative contributions of item and order STM to vocabulary learning in bilingual (BL) and monolingual (ML) children and ML adults. The first issue was addressed with four studies. Three used electroencephalography (EEG) with ML adults, BL adults and ML children. The aim was to determine whether there is any evidence that the two types of verbal STM have different neural signatures. The fourth study used transcranial magnetic stimulation (TMS) in ML adults to test the hypothesis that the right intraparietal sulcus (IPS) is involved in order STM but not item STM. The second issue was addressed by two behavioural studies. The first was a large-scale longitudinal study testing item and order STM in relation to natural vocabulary acquisition in 7 to 10 year old BL and ML children. The children were tested once in the beginning and once in the end of the school year. In addition, ML children learning a second language were examined in the end of the school year. The second behavioural study explored therelationship of item and order STM with new-word-learning in ML adults using artificially-created nonwords. Some evidence was found to support the view that the distinction of item and order STM is a useful one. Results of the EEG data suggested differences in patterns of neuro-electrical activity for ML and BL adults and ML children when they are performing item STM and order STM tasks. The results suggest that order STM is important for new word learning in one´s native language learning, where there has already been some exposure to this language, but not in complete novice language learners.
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Louhichi, Imed. "The 'motionisation' of verbs : a contrastive study of thinking-for-speaking in English and Tunisian Arabic." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/55282/.
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This thesis investigates the idea that the grammatical system of a language influences aspects of thought patterns and communicative behaviour. It examines the linguistic conceptualisation of motion events in English and Tunisian Arabic (TA) in order to contribute to current debates in Second Language Acquisition (SLA) research and its associated field of Teaching English to Speakers of Other Languages (TESOL). The main research questions are whether in learning a typologically different language, the conceptualisation acquired through first languages (L1) interferes with the learning of the conceptualisation inherent in a second language (L2). In order to address these questions, I adopt three analytical frameworks: a grammatical framework based on Talmy's (1985, 2000) binary distinction between verb-framed and satellite-framed languages, a discourse framework based on Berman and Slobin's (1994) application of Talmy's typology to verbal behaviour; and a ‘Whorfian' framework based on Slobin's (1987, 1996b) Thinking-for-Speaking' (TfS) hypothesis. A fundamental claim of the TfS hypothesis is that the grammar of a language and the discourse preferences of its speakers play a fundamental role in shaping linguistic thinking. From this follows the prediction that L1-based conceptualisation resists change when a typologically different L2 is learnt in adulthood. A comparison of the TfS behaviours of speakers of L1-English (L1-Eng), L1-TA, and ‘advanced' L2-English (L2-Eng) whose L1 is TA support this prediction. Based on the notion of ‘motionisation' – a term I coin in order to describe a conceptual strategy L1 speakers of English use when TfS about events – I show that linguistic habits are not only decisive in how the same TfS content is expressed (e.g. run from the jar versus run out of the jar), but more importantly, it is decisive in situations where speakers are ‘forced' to pick out different aspects of the same reality for TfS purposes. The findings reported here have implications for L2 English learners, in general, and, in particular, for learners of English whose L1 may be characterised as a verb-framed language.
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Davis, Henry. "The acquisition of the English auxiliary system and its relation to linguistic theory." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26987.
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This thesis explores the connection between linguistic theory, as embodied in a version of the Government - Binding (GB) model of syntax, and the parameter-setting theory of language acquisition.
In Chapter 2, it is argued that by incorporating the criterion of epistemological priority, syntactic theory can move closer towards becoming a plausible model of language acquisition. A version of GB theory is developed which adopts this criterion, leading to several modifications, including the derivation of X-bar theory from more "primitive" grammatical sub-components, and a revision of the Projection Principle. This model is converted into a procedure for phrase-structure acquisition, employing sets of Canonical Government Configurations and Percolation Principles to map Case- and θ-relations onto phrase-structure trees. The chapter ends with a discussion of the "missing-subject" stage in the acquisition of English.
Chapter 3 concerns auxiliaries. It is argued that parametric variation in auxiliary systems can be reduced to levels of association between INFL and V. The question of irregularity is dealt with through the Designation Convention of Emonds (1985), which makes a distinction between open- and closed- class grammatical elements, and a Parallel Distributed Processing model of learning. The last part of the chapter investigates the learning of the English auxiliary system, and in particular the errors known as "auxiliary overmarking".
Chapter 4 investigates the syntax of Subject Auxiliary Inversion (SAI)-type rules. An account of inversion is developed based on the theory of predication, in which inversion-inducing elements are treated as "A'-type" subjects which must be linked to AGR in order to satisfy conditions on Predicate-licensing. A parametrization is developed based on the cross-linguistic examination of SAI-type rules.
Chapter 5 concerns the acquisition of SAI. It is argued that there are no invariant "stages" in the development of inversion; rather, a proportion of children misanalyze (WH + contracted auxiliary) sequences as (WH + AGR-clitic) sequences and formulate grammars in which SAI is unnecessary. A "two-tiered" theory of syntactic acquisition is proposed to account for the observed developmental patterns.Arts, Faculty of
Linguistics, Department of
Graduate
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Kobele, Gregory Michael. "Generating copies an investigation into structural identity in language and grammar /." Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1273094861&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Aloufi, Aliaa. "The phonology of English loanwords in UHA." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/67766/.
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This thesis investigates the phonology of loanword adaptation focusing on English loanwords in Urban Hijazi Arabic (UHA). It investigates the segmental adaptations of English consonants that are absent in UHA as well as the various phonological adaptations of illicit syllabic structures. It is based on dataset of around 100 English loanwords that were integrated into UHA that contain several illicit consonants and syllable structures in the donor language. This dataset is compiled from different published sources along with a data collection exercise. The first significant source is Abdul-Rahim (2011) a dictionary of loanwords into Arabic, while the other one is Jarrah's (2013) study of English loanwords into Madinah Hijazi Arabic (MHA) adopting the on-line adaptation. The third source is original pronunciation data collected from current UHA speakers. Furthermore, the Oxford English Dictionary (OED) was consulted for the etymology and transcription of the English words. The goal is to provide a thorough analysis of these phonological patterns whether consonantal or syllabic ones found in the adaptation of English loanwords into UHA. To accomplish this, the adaptations have been analysed according to two theoretical frameworks: the Theory of Constraints and Repair Strategies Loanword Model (TCRSLM) proposed by Paradis and LaCharité (1997) and Optimality Theory (OT) introduced by Prince and Smolensky (1993). The different proposed analyses in this study facilitated an evaluation of the adequacy of each of these theories in accounting for the discussed phonological patterns found in UHA loan phonology. The thesis concludes that OT better explains the adaptations, but neither theory fully accounts for the variety of adaptations found in UHA.
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Creaton, Jane. "Policing the boundaries : the writing, representation and regulation of criminology." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/6898/.
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Writing has a central role in UK higher education as a technology for, and signifier of, the learning, teaching and assessment of students. The nature and quality of student writing has also become an important issue outside the academy, particularly in the context of a globalised neo-liberal knowledge economy discourse which emphasises the importance of transferable and employability skills. Although there is a considerable body of research relating to student writing, the work that I undertook for earlier professional doctorate assignments suggested that the role of academic staff in regulating student writing was under-researched and under-theorised. The research carried out for this thesis sought to address this gap in knowledge by focussing on two central questions. Firstly, what role do academic staff play in regulating student writing? Secondly, how is this role shaped by the specific departmental, disciplinary and institutional contexts in which they are located? The research was undertaken in a criminology department in a post-1992 university in the UK. It was positioned in an academic literacies framework which conceptualises writing as a social practice, and drew on linguistic ethnographic methodologies to explore the written feedback that staff give on student writing. The written feedback encounter is where staff and student expectations about academic writing practices intersect, and is therefore a telling site for the study of educational discourses relating to knowledge and how it is represented. Data were collected from three main sources: written feedback and comments given by academic staff on 120 pieces of student work; 18 interviews with staff about academic writing; and institutional policies and procedures relating to marking, assessment and feedback. Employing a range of theoretical perspectives, including those informed by feminist and poststructuralist analysis, these texts were analysed to explore the relationship between institutional discourses, pedagogical practices and identity construction. My research showed that there was a considerable disjuncture between the institutional discourses which governed marking, assessment and feedback and the actual feedback practices of staff. Despite the strong scientific and positivist discourse that pervaded institutional documentation on assessment and feedback, some staff drew on a range of alternative pedagogical discourses and engaged in assessment practices which were more subjective and localised in nature. This gap between the institutional discourse and the situated literacy practices was mediated to some extent by the assessment coversheet and marking procedures which worked to provide an appearance of consistency and agreement to external audiences. This promoted a technical rational approach to feedback which obscured the epistemological and gatekeeping functions of feedback. The thesis concludes that the effective theorisation and teaching of student writing rests on an understanding of how academic staff construct and police the boundaries of appropriate knowledge in their discipline. This approach draws on existing academic literacies theories but argues for a more holistic model which understands academic writing as co-constructed through the practices of both students who produce the written work and the academic staff who mark it.
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Kapatsinski, Vsevolod M. "Productivity of Russian language stem extensions : evidence for and a formalization of network theory /." Access online version (Acrobat reader required), 2005. http://www.unm.edu/%7Ealator/ThesisFinalSizeRedux.pdf.
Full textBooks on the topic "Language. Linguistic theory. Comparative grammar"
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Philip, William, and Frank Wijnen. Connecting children's language and linguistic theory. Amsterdam: Universiteit van Amsterdam, Instituut voor Algemene Taalwetenschap, 1996.
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1959-, Lillo-Martin Diane C., ed. An introduction to linguistic theory and language acquisition. Malden, Mass: Blackwell Publishers, 1999.
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Chomsky, Noam. The logical structure of linguistic theory. Chicago: University of Chicago Press, 1985.
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Bremen, Klaus von. English wh-relativization: Cross-linguistic perspectives, diachrony, synchrony and linguistic theory. Bloomington: Indiana University Linguistics Club, 1987.
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Bremen, Klaus von. English wh-relativization: Cross-linguistic perspectives, diachrony, synchrony and linguistic theory. Bloomington: Indiana University Linguistics Club, 1987.
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1941-, Lust Barbara, Suñer Margarita, and Whitman John 1954-, eds. Syntactic theory and first language acquisition: Cross-linguistic perspectives. Hillsdale, N.J: L. Erlbaum Associates, 1994.
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Matthews, Robert J. Learnability and Linguistic Theory. Dordrecht: Springer Netherlands, 1989.
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massovoĭ informat͡sii i psikhologii Novosibirskiĭ gosudarstvennyĭ pedagogicheskiĭ universitet. Institut filologii. Problemy interpretat͡sionnoĭ lingvistiki: Tipy vosprii͡atii͡a i ikh i͡azykovoe voploshchenie: Mezhvuzovskiĭ sbornik nauchnykh trudov. Novosibirsk: Novosibirskiĭ gosudarstvennyĭ pedagogicheskiĭ universitet, 2013.
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Pardaev, Azamat. Ŭzbek tili ërdamchi sŭz turkumlarining lisoniĭ tizimdagi ŭrni va lingvopragmatik taḣlili. Toshkent: Fan, 2013.
Find full textBook chapters on the topic "Language. Linguistic theory. Comparative grammar"
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Rosen, Carol. "Relational grammar." In Cross Currents in Second Language Acquisition and Linguistic Theory, 123. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/lald.2.10ros.
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Lasnik, Howard, and Joseph J. Kupin. "A Restrictive Theory of Transformational Grammar." In Studies in Natural Language and Linguistic Theory, 17–41. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-015-6859-3_3.
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Lasnik, Howard, and Robert Freidin. "Core Grammar, Case Theory, and Markedness." In Studies in Natural Language and Linguistic Theory, 172–83. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-015-6859-3_8.
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Li, Yen-Hui Audrey. "Universal Grammar and Word Order." In Studies in Natural Language and Linguistic Theory, 1–15. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-009-1898-6_1.
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White, Lydia. "Linguistic Theory, Universal Grammar, and Second Language Acquisition." In Theories in Second Language Acquisition, 19–39. Third edition. | New York, NY: Routledge, 2020. | Series: Second language acquisition research: Routledge, 2020. http://dx.doi.org/10.4324/9780429503986-2.
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Georgopoulos, Carol. "Palauan: A Sketch of the Grammar." In Studies in Natural Language and Linguistic Theory, 21–61. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3202-2_2.
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Saito, Mamoru. "Japanese Scrambling in a Comparative Perspective." In Studies in Natural Language and Linguistic Theory, 143–63. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/1-4020-1910-6_6.
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Galante, Angelica. "Linguistic and Cultural Diversity in Language Education Through Plurilingualism: Linking the Theory into Practice." In Handbook of Comparative Studies on Community Colleges and Global Counterparts, 1–17. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38893-9_13-1.
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Moran, Pádraic. "Chapter 8. Ireland, Scotland, Wales." In Comparative History of Literatures in European Languages, 168–76. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/chlel.xxxiv.08mor.
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This chapter examines the historical significance of the Latin language in Ireland, Scotland, and Wales during the medieval period. It provides a historical overview of the linguistic and cultural connections between these regions, surveying the arrival of Latin literary culture and the subsequent development of native Latin scholarship, most notably in the fields of grammar, computistics, biblical exegesis, and hagiography. The chapter also gives a summary account of the characteristic features of Hiberno-Latin in particular, with regard to phonology and orthography, vocabulary, morphology, syntax, and stylistics.
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Łatka-Likh, Elzbieta. "Grammar of emotions in teaching Polish as a foreign language: an attempt to determine prototypical cultural scripts of Polish expression of emotional response. A comparative approach." In Theory and Practice of Polish Language Teaching, 233–46. Göttingen: V&R unipress, 2024. http://dx.doi.org/10.14220/9783737016506.233.
Full textConference papers on the topic "Language. Linguistic theory. Comparative grammar"
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Karpenko, L. "SCIENTIFIC APPROACH OF PROF. A.G. SHIROKOVA AND COMPARATIVE STUDIES OF THE GRAMMAR OF SLAVIC LANGUAGES." In Actual issues of Slavic grammar and lexis. LCC MAKS Press, 2024. http://dx.doi.org/10.29003/m4107.978-5-317-07174-5/109-116.
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The article deals with the contribution to the comparative study of Slavic languages of Prof. A.G. Shirokova. Her approach, based on the study of functional equivalence of languages, makes it possible to investigate similarities and differences in the ways of expressing the same meaningful categories, to reveal the national-linguistic specificity of their functioning. The features of grammatical conceptualization of the category of spatiality in Russian against the background of Bulgarian are shown. The emphasized expression of spatiality in Russian language is manifested in the systematic organization of spatial prepositional and case forms, in the prevalence of everyday sentences with spatial determinants, in the productivity of spatial derivational models, in the redundancy of spatial semantics units in speech.
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Klubkova, Tat’iana V. "JOHANN SEVERIN VATER AND SAMOYEDS." In 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.11.
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The purpose of the article is to show the process of formatting a new kind of linguistics, a contribution by A. Schlözer and I. S. Vater of their version of modern linguistics based on the Samoyed (Nenets) language research. The article demonstrates the way the researchers have arrived at their conclusions through careful selection of sources, both published and archived. The 18th century, the “age of systematics”, complete with a new division of sciences, arrived at the transformation of ethnography and linguistics into independent disciplines. Those were prerequisites for the emergence of comparative- historical linguistics. Using the Samoyed language studies as an example, the article examines Schlözer and Vater’s solution of the problems arising in identifying linguistic kinship: the lack of grammatical descriptions and the difficulties of reliable fixation of a non-written language. The works by Vater are the most significant precursors for the first grammar of the Samoyed language, i. e. The Samoyed Grammar by M. Castrén (1854). Schlözer insisted that the Samoyeds were an independent people, and that the section of his Northern History devoted to their community was a traditional comprehensive description of history, geography, customs, and language. The author determines the place of the Samoyed language among the neighboring peoples, critically analyzing the sources while offering a thematic Latin-Samoyed dictionary. Schlözer’s materials were later referred to in the Comparative Dictionaries… by P. S. Pallas. I. S. Vater, realizing the need for a new classification of sciences, headed the department of ethnography and linguistics, thus re-defining the object of linguistics. Regularly addressing the Samoyed language, as well as publishing texts, dictionaries and grammar notes in it, both addressing his informants and actively cooperating with the international academic community, Vater placed the Samoyed language into a rich academic context. The activities of the conscientious and impartial authors in their particular academic field demonstrates a long process of introducing their new information into circulation, together with changes of visual description: from a mixed description (by Schlözer) to the distinction between ethnography and linguistics (Vater). Refs 12.
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Скорвид, С. С. "Основы сравнительной грамматики славянских языков в VII томе «Народной энциклопедии научных и прикладных знаний» (1911)." In Межкультурное и межъязыковое взаимодействие в пространстве Славии (к 110-летию со дня рождения С. Б. Бернштейна). Институт славяноведения РАН, 2021. http://dx.doi.org/10.31168/0459-6.01.
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The thesis deals with popular descriptions of several Slavonic languages published in the 7 th volume of Russian “People’s Encyclopedia of the Scientific and Applied Knowledge” 110 years ago. The author states that those descriptions supplemented by seven commented texts may be regarded as some prototype of the later, however unfinished, manual of Slavonic linguistics by A. M. Selishchev and finally of the fundamental, although quite differently built Outline of the Comparative Grammar of the Slavonic Languages by Samuil B. Bernstein. Their relative simplicity enables using them, including the texts which only sometimes require some revision, in teaching of the Comparative Slavonic Linguistics also nowadays.
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Vong, Meng. "Southeast Asia: Linguistic Perspectives." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.10-2.
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Southeast Asia (SEA) is not only rich in multicultural areas but also rich in multilingual nations with the population of more than 624 million and more than 1,253 languages (Ethnologue 2015). With the cultural uniqueness of each country, this region also accords each national languages with language planning and political management. This strategy brings a challenges to SEA and can lead to conflicts among other ethnic groups, largely owing to leadership. The ethnic conflicts of SEA bring controversy between governments and minorities, such as the ethnic conflict in Aceh, Indonesia, the Muslim population of the south Thailand, and the Bangsa Moro of Mindanao, of the Philippines. The objective of this paper is to investigate the characteristics of the linguistic perspectives of SEA. This research examines two main problems. First, this paper investigates the linguistic area which refers to a geographical area in which genetically unrelated languages have come to share many linguistic features as a result of long mutual influence. The SEA has been called a linguistic area because languages share many features in common such as lexical tone, classifiers, serial verbs, verb-final items, prepositions, and noun-adjective order. SEA consists of five language families such as Austronesian, Mon-Khmer, Sino-Tibetan, Tai-Kadai, and Hmong-Mien. Second, this paper also examines why each nation of SEA takes one language to become the national language of the nation. The National language plays an important role in the educational system because some nations take the same languages as a national language—the Malay language in the case of Brunei, Indonesia, Malaysia, and Singapore. The research method of this paper is to apply comparative method to find out the linguistic features of the languages of SEA in terms of phonology, morphology, and grammar.
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Hadzantonis, Michael. "Eden’s East: An ethnography of LG language communities in Seoul, South Korea." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.8-4.
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Motivated by social inclusion, lesbian and gay communities have long attempted to negotiate languages and connected discourses. Social ascriptions act to oppress these communities, thus grounding Cameron’s (1985) Feminism and Linguistic theory. This practice of language negotiation significantly intensifies in regions where religious piety (Hinduism, Christianity, Buddhism, Islam) interacts with rigid social structure (Confucianism, Interdependency), mediating social and cultural positioning. Consequently, members of LG communities build linguistic affordances, thus (re)positioning selves so to negotiate ascribed identities and marginalizations. Paradoxically, these communities model discourses and dynamics of larger sociocultural networks, so as to contest marginalizations, thus repositioning self and other. Through a comparative framework, the current study employs ethnography, as well as conversation and discourse analyses, of LG communities, to explore ways in which these communities in Seoul (Seoul) develop and employ adroit language practices to struggle within social spaces, and to contest positivist ascriptions.
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Krompák, Edina. "Diglossia and Local Identity: Swiss German in the Linguistic Landscape of Kleinbasel." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.7-2.
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The city of Basel is situated in the German-speaking part of Switzerland, in the geographic triangle of three countries: France, Germany and Switzerland. Everyday urban life is characterised by the presence of Standard German and Swiss German as well as diverse migrant languages. Swiss German is ‘an umbrella term for several Alemannic dialects’ (Stepkowska 2012, 202) which differ from Standard German in terms of phonetics, semantics, lexis, and grammar and has no standard written form. Swiss German is predominantly used in oral forms, and Standard German in written communication. Furthermore, an amalgamation of bilingualism and diglossia (Stepkowska 2012, 208) distinguishes the specific linguistic situation, which indicates amongst other things the high prestige of Swiss German in everyday life. To explore the visibility and vitality of Swiss German in the public display of written language, we examined the linguistic landscape of a superdiverse neighbourhood of Basel, and investigated language power and the story beyond the sign – ‘stories about the cultural, historical, political and social backgrounds of a certain space’ (Blommaert 2013, 41). Our exploration was guided by the question: How do linguistic artefacts – such as official, commercial, and private signs – represent the diglossic situation and the relation between language and identity in Kleinbasel? Based on a longitudinal ethnographic study, a corpus was compiled comprising 300 digital images of written artefacts in Kleinbasel. Participant observation and focus group discussions about particular images were conducted and analysed using grounded theory (Charmaz 2006) and visual ethnography (Pink 2006). In our paper, we focus on signs in Swiss German and focus group discussions on these images. Initial analyses have produced two surprising findings; firstly, the visibility and the perception of Swiss German as a marker of local identity; secondly, the specific context of their display.
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Bakhtiyorova, Gulnora. "CONCEPTS FOR TEACHING SPEAKING IN THE ENGLISH LANGUAGE CLASSROOM." In Proceedings of MMIT’23 International Conference 25 May 2023y. Tashkent International University of Education, 2023. http://dx.doi.org/10.61587/mmit.uz.vi.31.
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To be able to communicate fluently in a foreign language is the number one goal for many language learners. However, it seems that the teaching of oral skills in language classrooms does not have an important role. There are many reasons: the higher status of written language, teaching to the tests (of written language), teaching the textbook (with emphasis on written language), and lack of knowledge of how to teach speaking. The purpose of the article is to discuss the issue of how foreign language (FL) speaking can be taught based on 1) how speaking is learned and 2) how speaking proficiency is defined. More specifically, 1) How do learning theories translate into teaching speaking at classroom level? And 2) What is the significance of the current understanding of language proficiency as reflected in the models of communicative competence and the Common European Framework (Council of Europe, 2001) and its Companion Volume with New Descriptors (Council of Europe, 2018) to the teaching of speaking in formal foreign language contexts? On the basis of the theoretical and research reviews, some pedagogical implications and suggestions for research are provided. The pedagogical implications concern the teaching of fluency and formulaic sequences, the teaching of spoken grammar, the teaching of linguistic, sociolinguistic and pragmatic competences. Classroom applications of the sociocultural theory include pair and group work, communicative activities with opportunities for the negotiation of meaning, and creative spoken production. It is suggested that teachers’ pedagogical content knowledge (PCK) be applied as a means to integrate theory with classroom applications. Suggestions for related research are provided.
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Pila, Oniccah Koketso, and Lydia Mavuru. "NATURAL SCIENCES TEACHERS’ PERCEIVED COGNITIVE ACADEMIC LANGUAGE PROFICIENCY (CALP) NEEDS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end080.
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"Teachers Cognitive Academic Language Proficiency (CALP) has been found to be important for meaningful teaching and learning of any subject. Over the years research has focused more on English second language learners’ CALP needs and less on the teachers. Because teachers are the cornerstones who drive the process of teaching and learning in the classrooms, their proficiency in the language of teaching and learning are vital. In the South African context, English is regarded as the official language of teaching and learning from grade 4 onwards despite that both teachers and learners come from diverse linguistic backgrounds where English is a second or third language. Underpinned by the socio-cultural theory as the theoretical framework, the paper reports on a study that determined both in-service and pre-service teachers’ perceived CALP needs when teaching Natural Sciences in multicultural township schools. In a qualitative research approach 12 teachers were randomly selected who comprised of six in-service teachers and six final year pre-service teachers enrolled for a Natural Sciences course at a University in South Africa. Each teacher was interviewed once using a semi-structured interview schedule which allowed them to freely express their perceived CALP needs. The data was analysed using a constant comparative method. Findings from the analysis of data showed that teachers experienced many challenges when teaching Natural Sciences using English, a language different from their home languages and those of their learners. They indicated that because science is a unique language on its own they struggle to spell, pronounce, understand and most importantly to explain to the learners using English. The teachers indicated their little to non-exposure to English other than in the classrooms compared to their home languages. Whilst some of the teachers perceived English as an important language due to its universality, they however indicated that code switching to own home language and those of the learners was inevitable when it comes to meaningfully explain some scientific concepts and processes in a way that learners would comprehend. However, others acknowledged the challenges of using code switching in the linguistic diverse classroom environments. Most teachers suggested training workshops intended to develop them with skills to identify appropriate terms and expressions, and explain complex scientific concepts in English. These findings have implications on both pre-service and in-service teacher professional development programmes."
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Tóth, Noémi Evelin, and Győző Yang Zijian. "Magyar nyelvtan tanulását segítő alkalmazás átalános és középiskolás diákok részére." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.211.
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A kutatás célja egy olyan tanulást segítő alkalmazás megvalósítása, amely segítségével a magyar diákok számára könnyebbé tehető az olyan anyanyelvi alapok megértése, mint például, hogy miként épülnek fel a mondatok, milyen egységekből állnak össze és azok hogyan viszonyulnak egymáshoz. A száraz nyelvtani anyagok helyett önállóságot növelő, játékos és interaktív feladatokkal több diák is közelebb kerülhetne a magyar nyelvhez és annak mélyebb megértéséhez. Tapasztalat, hogy a tanulók számára a nyelvtan, mint tanóra, sokszor okoz nehézségeket a tanulás során. Bár az évek alatt átfogó anyagot kapnak ahhoz, hogy a nyelvtan mindennapi használata ne jelenthessen gondot, azonban sokan így sem tudják összeegyeztetni a tanultakat a gyakorlattal, hiába használják nap mint nap helyesen az anyanyelvüket. Elmondható, hogy messze elmarad az általában kedvelt tantárgyak mögött, holott mindennek az alapját az jelentené, ha egy ember a saját anyanyelvét jól ismerné és használná. Ezért fontos lenne elérni, hogy a gyerekek számára a nyelvtantanulás, korosztálytól függetlenül, ne csak teher legyen. Találják meg a nekik megfelelő nehézségű feladatokat, amelyeket élvezettel oldhatnak meg, megfelelő visszajelzést kapva arról, ha hibáztak és azt hogyan javíthatják. Ehhez társul egy olyan webes technológiákkal és nyelvészeti eszközökkel támogatott alkalmazás, ami rendelkezik a megfelelően felépített és letisztult felhasználói felülettel, ami kisebb gyerekek és szülők számára is érthető és könnyen használható. Az alkalmazás funkciói közé tartozik mind a törzsanyag elsajátítása, mind a helyesírás és a mondatok elemzése, ellenőrzése. A tananyag csakúgy, mint ahogy az iskolában, témakörökre bontott, amikben korosztály szerint megtalálhatók a feladatsorok és a hozzájuk artozó magyarázó részek. Így könnyebben feldolgozható, lépésről lépésre, gyakorlati példákon keresztül tanulható az elmélet. A feladatok sokszínűsége miatt a diákok figyelme fenntartható és különböző jutalmazási rendszereken keresztül a tanulás élvezetesebbé válhat. A szoftver hátterében pedig jól bevált, különféle nyelvi elemzők implementálásával maga a szoftver is részt vesz a mondatok elemzésében, a helyesírás ellenőrzésében az iskolákban tanított nyelvi szabályok alapján. A felhasználók pedig maguk is megadhatják az elemezni kívánt mondatot, vagy mondatokat. Mindezzel nemcsak a diákok, de a pedagógusok munkája is egyszerűbbé válhat, ugyanis azzal, hogy a diákok nemcsak az órán kaphatnak visszajelzést a tudásukról, ami a legtöbb iskolában heti egy-két alkalmat jelent, az önálló, otthoni tanulás is eredményessé válhat, a program így elősegíti az anyag helyes rögzülését is. ----- Hungarian grammar learning application for primary and high school students ----- The aim of this research is the development of an application that allows Hungarian students to learn the basics of the Hungarian grammar in an easier way, for instance the sentence structure, the different units that build up a sentence, and how they relate to one another. Instead of the plain grammar rules, this application motivates students for independence, helps students to get closer to the Hungarian language by friendly and interactive tasks, and allows them to gain a deeper understanding of the language itself. When it comes to grammar lessons many individuals have experienced difficulties in the learning process. Although they get a brief overview during the years, granting them the correct use of their language in the everyday life without complication, some still can’t manage to apply their studies in practise. It can be stated that it is far behind the popular subjects, despite the fact that it would be the basis of everything, that a person knows and uses their mother language in the correct way. This is one of the main reasons why we need to find a way, in which every individual regardless of their age finds learning grammar more than just a burden. They should be able to find the right tasks for their knowledge, which they can solve with joy, getting the right feedback, letting them know of their mistakes, and ways to correct those mistakes. Such a thing would be the application stated above, using web technologies and linguistic tools, including a properly structured and clean user interface, which would be easy to use and understand for both small children and adults as well. The application would function as a tool for learning the core material, besides accurate spelling, analysing sentences and inspecting them. The educational material would be themed just like in school, in which themes one can find tasks for particular age groups along with the explanation. With this approach the theory is more processable through practical examples. With the diversity of tasks the attention of students is more viable, and using some kind of a rewarding system the learning process becomes more enjoyable. The software would take part in analysing the sentences, supervising the spelling based on the language and grammar rules applied by schools, alongside with the well proven language analysts. The users would also be able to specify their own sentences when it comes to analysing. Thereby not just the learning process for students would become easier, but the performance for teachers and educators, considering that the students would not only receive feedback of their knowledge in school, which only happens one or two times a week, but also during their independent learning processes which they can manage outside of school, since the application supports the correct fixation of material.
Reports on the topic "Language. Linguistic theory. Comparative grammar"
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BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.
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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.
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Thomas, Strobel. A contrastive approach to grammatical doubts in some contemporary Germanic languages (German, Dutch, Swedish). Goethe-Universität Frankfurt a.M., March 2023. http://dx.doi.org/10.21248/gups.72278.
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Unquestionably (or: undoubtedly), every competent speaker has already come to doubt with respect to the question of which form is correct or appropriate and should be used (in the standard language) when faced with two or more almost identical competing variants of words, word forms or sentence and phrase structure (e.g. German "Pizzas/Pizzen/Pizze" 'pizzas', Dutch "de drie mooiste/mooiste drie stranden" 'the three most beautiful/most beautiful three beaches', Swedish "större än jag/mig" 'taller than I/me'). Such linguistic uncertainties or "cases of doubt" (cf. i.a. Klein 2003, 2009, 2018; Müller & Szczepaniak 2017; Schmitt, Szczepaniak & Vieregge 2019; Stark 2019 as well as the useful collections of data of Duden vol. 9, Taaladvies.net, Språkriktighetsboken etc.) systematically occur also in native speakers and they do not necessarily coincide with the difficulties of second language learners. In present-day German, most grammatical uncertainties occur in the domains of inflection (nominal plural formation, genitive singular allomorphy of strong masc./neut. nouns, inflectional variation of weak masc. nouns, strong/weak adjectival inflection and comparison forms, strong/weak verb forms, perfect auxiliary selection) and word-formation (linking elements in compounds, separability of complex verbs). As for syntax, there are often doubts in connection with case choice (pseudo-partitive constructions, prepositional case government) and agreement (especially due to coordination or appositional structures). This contribution aims to present a contrastive approach to morphological and syntactic uncertainties in contemporary Germanic languages (mostly German, Dutch, and Swedish) in order to obtain a broader and more fine-grained typology of grammatical instabilities and their causes. As will be discussed, most doubts of competent speakers - a problem also for general linguistic theory - can be attributed to processes of language change in progress, to language or variety contact, to gaps and rule conflicts in the grammar of every language or to psycholinguistic conditions of language processing. Our main concerns will be the issues of which (kinds of) common or different critical areas there are within Germanic (and, on the other hand, in which areas there are no doubts), which of the established (cross-linguistically valid) explanatory approaches apply to which phenomena and, ultimately, the question whether the new data reveals further lines of explanation for the empirically observable (standard) variation.