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Kauranen, Kalle, Arnold Kim, and Phillip Osial. "Prescriptive Grammar for Clinical Prescribing Workflow." International Journal of Extreme Automation and Connectivity in Healthcare 1, no. 1 (2019): 96–110. http://dx.doi.org/10.4018/ijeach.2019010109.
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Health information technology is being increasingly introduced into the healthcare environment with its benefits of providing safer and more effective practices. However, the new solutions are brought in issues of implementing them with existing clinical workflows and presents a variety of solutions that do not work well together. For healthcare professionals that want total control over their work, existing solutions can appear rigid and inflexible for their needs. Other solutions can also appear cumbersome as they take user experience for granted with their focus on ease of access. This research presents a prescriptive grammar for prescribing of medications which address the problems of fractured clinical workflow and rigid design of current prescribing tools. The author's solution uses a fully validated Parser Combinator Grammar with an Integrated Development Environment for the construction of prescriptions that once completed, are entered into an electronic health record using the HL7 standard.
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Rutten, Gijsbert. "‘Lowthian’ Linguistics across the North Sea." Historiographia Linguistica 39, no. 1 (2012): 43–60. http://dx.doi.org/10.1075/hl.39.1.04rut.
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Summary This paper focuses on Dutch grammar-writing in the 18th century so as to put the linguistic works of Robert Lowth (1710–1787) in an international, comparative perspective. It demonstrates that certain characteristics of the “Lowthian” approach to grammar and of 18th-century English linguistics in general are parallelled by similar developments in the history of Dutch linguistics. The transition from normative grammar to prescriptive grammar which characterises the English late 18th century has a counterpart in the Dutch development from ‘civil’ to national grammar. Lowth’s recognition of different stylistic levels with corresponding levels of grammatical acceptability has a Dutch counterpart as well. The transition towards prescriptivism and the relevance of different stylistic levels are closely connected, which is exemplified by a case study on the treatment of adnominal inflection in 18th-century grammars of Dutch.
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Hubers, Ferdy, Thijs Trompenaars, Sebastian Collin, Kees De Schepper, and Helen De Hoop. "Hypercorrection as a By-product of Education." Applied Linguistics 41, no. 4 (2019): 552–74. http://dx.doi.org/10.1093/applin/amz001.
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AbstractPrescriptive grammar rules are taught in education, generally to ban the use of certain frequently encountered constructions in everyday language. This may lead to hypercorrection, meaning that the prescribed form in one construction is extended to another one in which it is in fact prohibited by prescriptive grammar. We discuss two such cases in Dutch: the hypercorrect use of the comparative particle dan ‘than’ in equative constructions, and the hypercorrect use of the accusative pronoun hen ‘them’ for a dative object. In two experiments, high school students of three educational levels were tested on their use of these hypercorrect forms (nexp1 = 162, nexp2 = 159). Our results indicate an overall large amount of hypercorrection across all levels of education, including pre-university level students who otherwise perform better in constructions targeted by prescriptive grammar rules. We conclude that while teaching prescriptive grammar rules to high school students seems to increase their use of correct forms in certain constructions, this comes at a cost of hypercorrection in others.
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Anderwald, Lieselotte. "Natural language change or prescriptive influence?" English World-Wide 34, no. 2 (2013): 146–76. http://dx.doi.org/10.1075/eww.34.2.02and.
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This paper investigates five morphological Americanisms in their diachronic development since 1810 on the basis of data from the Corpus of Historical American English, namely the past tense forms of THRIVE, DIVE, PLEAD, DRAG, and SNEAK. THRIVE is a clear case of an irregular verb becoming regular; in the other four lexemes (DIVE, PLEAD, DRAG and SNEAK), the irregular forms are actually a new development, as the corpus analysis can show. Present-day Americanisms can thus be the result of different historical processes that diverge from British English: differential speed in the same process, or change in a different direction. In both cases of change, it is a valid question to ask whether they might have been the result of prescriptive pressure. In order to investigate the question in how far prescriptive grammars may have influenced this trend towards more regular or towards newly irregular forms, my corpus-linguistic data is correlated with changing recommendations in historical grammar books of English, based on a quantitative investigation of my collection of 258 grammars. I propose that prescriptive influence both on the regularization of THRIVE and on the process of ‘irregularization’ of DIVE, PLEAD, DRAG and SNEAK is minimal, and that we are most likely dealing with genuine changes from below. These changes are then, with some time lag, reflected in the (not so) prescriptive grammars of the time.
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Hrdlička, Milan. "Didaktická gramatika jako zdroj poznání a inspirace." Slavica Wratislaviensia 165 (February 1, 2018): 137–46. http://dx.doi.org/10.19195/0137-1150.165.12.
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Didactic grammar as a source of learningand inspirationThe term “grammar” may be vague; therefore we now speak of various sorts of grammar — depending on which language element it is focused on. We distinguish for example synchronous and diachronous grammar, semasiological and onomasiological, descriptive and prescriptive, etc. Foreign language learning does also have its special characteristics and so we have didactic grammar which focuses on a language from a perspective of a non-native speaker. Didactic grammar does not only adopt the findings of the above mentioned grammars but thanks to its special focus brings its own findings about the grammar functions of the foreign language.Дидактическая грамматика как источник знания и вдохновенияВ связи с неопределенностью и размытостью понятия «грамматика» в настоящее время принято говорить об отдельных видах грамматики, выделяемых на основании их ориентации на определенный аспект грамматической системы языка. Различают, например, грамматику синхронную и историческую, семасиологическую и ономасиологическую, дескриптивную и пре-скриптивную и др. Своей спецификой в преподавании иностранного языка обладает и грамматика, рассматривающая язык с точки зрения иноязычного пользователя. Дидактическая не только использует результаты вышеперечисленных грамматик, но и сама, благодаря своему особому подходу, приносит новые знания о функционировании грамматической системы.
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Schaffer, Deborah. "Old whine online: prescriptive grammar blogs on the Internet." English Today 26, no. 4 (2010): 23–28. http://dx.doi.org/10.1017/s0266078410000398.
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Prescriptive analyses of English grammar no doubt post-date the introduction of the printing press to England in 1476, but not by much. As soon as the dissemination of standards for written English became practicable, self-appointed experts working in every area from religion (Bishop Robert Lowth, for example) to science (including Joseph Priestley, the discoverer of oxygen) published their personal recommendations for improving the English language, and the tradition has flourished ever since, even after the advent of linguistics and descriptivism. Best sellers like TV newsman Edwin Newman's Strictly Speaking (1974) and A Civil Tongue (1975), along with film and Broadway critic John Simon's Paradigms Lost (1980), have been followed by an array of more recent prescriptive mass-market guides for the grammatically unwashed, perhaps most entertaining among them, Lynne Truss's popular Eats, Shoots & Leaves (2003), but also Dennis Baron's Guide to Home Language Repair (1994), Patricia O'Conner's Woe Is I (2003), Bill Walsh's Lapsing into a Comma (2000) and The Elephants of Style (2004), and June Casagrande's Grammar Snobs Are Great Big Meanies (2006) and its encore Mortal Syntax (2008).
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ANDERWALD, LIESELOTTE. "Norm vs variation in British English irregular verbs: the case of past tense sang vs sung." English Language and Linguistics 15, no. 1 (2011): 85–112. http://dx.doi.org/10.1017/s1360674310000298.
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In this article I discuss the persistence of non-standard past tense forms in traditional and modern dialect data in the face of strong prescriptive norms against such non-standard forms. Past tense forms like she drunk or they sung are still encountered frequently, although prescriptive grammars have militated against such usage for over a century, as a detailed investigation of nineteenth-century grammar books can show. I will argue that an increasing insistence especially by British nineteenth-century grammarians on distinct paradigm forms like drink – drank – drunk is based on a (mistaken) Latin ideal and that it has not carried much weight with the ‘average’ speaker for functional reasons: non-standard forms in <u> can be functionally motivated and are more ‘natural’ past tense forms in the sense of Wurzel (1984).
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Seneviratne, Rohana. "Bhartṛhari and Wittgenstein on Grammar: A Few Observations". IRA International Journal of Education and Multidisciplinary Studies 15, № 4 (2019): 129. http://dx.doi.org/10.21013/jems.v15.n4.p4.
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Irrespective of spatiotemporal limitations of the world's intellectual history, discussions on the language have attracted considerable attention of philosophers, linguists, and even the public. The topics of such discussions have also included the meaning, nature or function/s, and necessity of grammar while diverse arguments have been raised both in support and against even its ontic presence. Among the philosophers from all ages who attempted to analyze the foundation of those arguments, i.e. the common notion that grammar is prescriptive and fruit of pedagogical instructions, Bhartṛhari(c. 450 - 510 C.E.) stands significant because of the richness and legitimacy of his arguments at such an early age of history. More than a millennium later, Ludwig Wittgenstein as a highly influential philosopher from the last century shows some relationship with Bhartrhari in (re)confirming that our common construal of grammar cannot be valid because of its non-prescriptive nature. While attempting to examine the ways in which Bhartṛhari and Wittgenstein have interpreted grammar, this paper succinctly investigates each philosopher approaches towards the language in use.
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Shin,Sung-Kyun. "A diachronic study of the positive influences of prescriptive grammar." Linguistic Association of Korea Journal 27, no. 2 (2019): 131–47. http://dx.doi.org/10.24303/lakdoi.2019.27.2.131.
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Tong, Chong Seng, Ng Yu Jin, Noor Asam Abdul Rahman, and Zalina MohdKasim. "Cognitive grammar on "smash": Perspectives from Langacker's framework." Indonesian JELT: Indonesian Journal of English Language Teaching 9, no. 2 (2020): 90–103. http://dx.doi.org/10.25170/ijelt.v9i2.649.
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The language system allows us to express perceived events in different ways using different linguistic resources. Ability to perform this task goes beyond the notion of prescriptive grammar, which makes no connection between language and the cognitive mind. Cognitive grammar focuses on the way we construct our ideas. Meaning is equated with conceptualization. Semantic structures are characterized Based on the ideas and theses posited by Langacker with regards to Cognitive Grammar, we seek to illustrate how our cognitive minds help us manipulate the use of language, especially the grammatical items.
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Pyo, Si-Yeon. "A Role of Corpus between Prescriptive Grammar and Descriptive Grammar: With Focus on Usage Patterns of English Coordinators." Sookmyung Research Institute of Humanities, no. 2 (August 30, 2018): 139–62. http://dx.doi.org/10.37123/th.2018.2.139.
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Saaiyed Al- Rushaidi, Sultan Mohammed. "Is the linguists’ View of Prescriptive Grammar Reductionist? (A Re-examination of the Accusations Made against the Prescriptive Tradition)." Arab World English Journal 11, no. 3 (2020): 305–17. http://dx.doi.org/10.24093/awej/vol11no3.19.
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Bugajski, Marian. "Między gramatyką opisową a normatywną. Jeszcze o Józefie Mrozińskim." Poradnik Językowy 2019, no. 10 (2019): 48–63. http://dx.doi.org/10.33896/porj.2019.10.4.
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Between descriptive and prescriptive grammar. Once again about Józef Mroziński Summary Józef Mroziński is a well-known fi gure in linguistics. He is normally perceived as the fi rst modern Polish grammarian–descriptivist, who endeavoured to formulate the rules governing the Polish language. His achievements have been an object of numerous studies and one could have the impression that everything has already been written about them. Yet, it is worth examining them once again as, apart from theoretical assumptions and description of the language, his studies present also prescriptive assumptions, which had not been applied until the 20th century. The aim of this paper is to reconstruct the assumptions.
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Bhatia, Tej K. "Toward a religious-colonial linguistic model of early Hindi Grammars." Historiographia Linguistica 13, no. 1 (1986): 1–17. http://dx.doi.org/10.1075/hl.13.1.03bat.
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Summary The aim of this paper is three-fold: to call for a re-examination of the early Hindi grammars; secondly, to demonstrate that the grammars in question follow a unique model of language which can best be characterized as the ‘religious-colonial’ model; and finally, to argue that the existing criteria used to evaluate the traditional grammars cannot be indiscriminately applied to the grammars in question and, therefore, a set of new evaluationary criteria is required to arrive at the satisfactory perception of the grammars. The grammars depart from the perception of language embodied in the traditional prescriptive grammars. Compromising between the sociological and a purely linguistic view of language, the grammars are sometimes delinquent in presenting an accurate description of the language. However, treated as socio-historical data, they constitute a rich storage of sociolinguistic information which awaits exploitation by linguists working in the area of socio- and psycholinguistics in general and Hindi linguistics in particular. The claims made in the paper are supported by the analysis of the data drawn from the three oldest grammars of Hindi, primarily, from the oldest grammar, namely, that by Joan Josua Ketelaar (1659–1785?) of 1698, and secondarily, from those of Benjamin Schultze (1689–1760) of 1745 and of Cassino Beligatti (1708–1785?) of 1771.
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Kim, Sugene. "‘Two rules are at play when it comes to none’: A corpus-based analysis of singular versus plural none." English Today 34, no. 3 (2018): 50–56. http://dx.doi.org/10.1017/s0266078417000554.
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This paper identifies discrepancies between prescriptive grammar rules concerning the number of the indefinite pronoun none and the actual use of this pronoun in modern academic English as shown in the Michigan Corpus of Academic Spoken English (MICASE) and Michigan Corpus of Upper-level Student Papers (MICUSP). Whereas prescriptive rules state that the number of none is determined by its referent or by the user's desired effect, the analyses of the MICASE and MICUSP search results suggest that, regardless of the modality of discourse, (1) the number of none with an anaphoric referent is determined by the number of its referent and (2) the principle of proximity applies without exception when none is used as part of a ‘none of + singular noun/pronoun’ phrase and applies frequently but not always when followed by an ‘of + plural noun/pronoun’ phrase.
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Driel, Lodewijk van. "19th-century linguistics." Historiographia Linguistica 15, no. 1-2 (1988): 155–85. http://dx.doi.org/10.1075/hl.15.1-2.09dri.
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Summary In this paper an attempt has been made to draw a picture of linguistics in the Netherlands during the 19th century. The aim of this survey is to make clear that the influence of German linguistics on Dutch works of the period is characteristic of the development of Dutch linguistics in that century. Emphasis has been placed on the period 1800–1870; three traditions are distinguished: First of all there is the tradition of prescriptive grammar and language instruction. Next attention is drawn to the tradition of historical-comparative linguistics. Finally, by about the middle of the century, the linguistic views of German representatives of general grammar become prominent in Dutch school grammars. Successively we point to the reception by the schoolmasters of K. F. Becker’s (1775–1849) work; then Taco Roorda (1801–1874) is discussed, and the relationship between L. A. te Winkel (1809–1868) and H. Steinthal (1823–1899) is presented. In conjunction with Roorda’s work on Javanese the analysis of the so-called exotic languages is mentioned, an aspect of Dutch linguistics in the 19th century closely connected with the Dutch East Indies. It is obvious that the German theme is one of the most conspicuous common elements in 19th-century Dutch linguistics, as Dutch intellectuals in many respects took German culture as a model.
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Anderwald, L. "BURNED, DWELLED, DREAMED: THE EVOLUTION OF A MORPHOLOGICAL AMERICANISM AND THE ROLE OF PRESCRIPTIVE GRAMMAR WRITING." American Speech 89, no. 4 (2014): 408–40. http://dx.doi.org/10.1215/00031283-2908211.
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Hubers, Ferdy, and Helen de Hoop. "The effect of prescriptivism on comparative markers in spoken Dutch." Linguistics in the Netherlands 2013 30 (November 18, 2013): 89–101. http://dx.doi.org/10.1075/avt.30.07hub.
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Dutch prescriptive grammar rules dictate that the complementizer dan ‘than’ should be used in comparative constructions of inequality. This has been an issue for grammarians from the sixteenth century onwards when als ‘as’ started to be used as an alternative form in this type of context. In order to find out why and when people choose one comparative marker over the other, we examined the use of these markers in the Spoken Dutch Corpus (CGN). We found that the use of dan is overall more common than als in comparative constructions of inequality, even though from a linguistic point of view als might be favoured. The choice between als and dan turns out to be strongly correlated with the level of education. Although this factor has been assumed to be of influence for a long time, as far as we know it has never been quantitatively tested before. We conclude that the effect of the level of education we found reflects the strong influence of the prescriptive rule taught in schools, repressing the use of als in comparatives of inequality.
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Poplack, Shana, Lidia-Gabriela Jarmasz, Nathalie Dion, and Nicole Rosen. "Searching for standard French: The construction and mining of the Recueil historique des grammaires du français." Journal of Historical Sociolinguistics 1, no. 1 (2015): 13–55. http://dx.doi.org/10.1515/jhsl-2015-0002.
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AbstractThis paper describes a massive project to characterize “Standard French” by constructing and mining the Recueil historique des grammaires du français (RHGF), a corpus of grammars whose prescriptive dictates we interpret as representing the evolution of the standard over five centuries. Its originality lies in the possibility it affords to ascertain the existence of prior variability, date it, and determine the conditions under which grammarians accept or condemn variant uses. Systematic meta-analyses of the RHGF reveal that grammarians rarely acknowledge the existence of alternate ways of expressing the same thing. Instead, they adopt three major strategies to establish form-function symmetry. All involve partitioning competing variants across distinct social, semantic or linguistic contexts, despite pervasive disagreement over which variant to associate with which. This effectively factors out variability. In contrast, systematic analysis of actual language use, as instantiated in the spontaneous speech of 323 speakers of Quebec French over an apparent-time period of a century and a half, reveals robust variability, regularly conditioned by contextual elements which have never been acknowledged by grammarians. This conditioning has remained largely stable since at least the mid-nineteenth century. Taken together, these results indicate that the “rules” for variant selection promulgated by grammarians do not inform the spoken language, nor do grammars take account of the variable rules structuring spontaneous speech. As a result, grammar and usage are evolving independently.
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Prazeres, Robert, and Stephen Levey. "Between you and I." English World-Wide 35, no. 2 (2014): 193–224. http://dx.doi.org/10.1075/eww.35.2.03pra.
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Variable case marking of pronouns in coordinate noun phrases (CoNPs) is a well-documented phenomenon which has elicited prescriptive censure for centuries. Drawing on the framework of variationist sociolinguistics, this study presents a detailed quantitative analysis of variable case marking in CoNPs in the Quebec English Corpus (Poplack, Walker and Malcolmson 2006), a massive compendium of vernacular speech. Operationalizing a number of extralinguistic and linguistic factors that are claimed to condition variable case marking in CoNPs, multivariate analysis revealed that speaker age and education as well as the syntactic position of the CoNP are key predictors in determining the case of pronouns in these constructions. An important finding is that case marking in CoNPs is highly variable for speakers, suggesting that the Sisyphean efforts of the prescriptive enterprise to impose uniformity on this area of the grammar have been to little avail as far as spontaneous usage is concerned. Comparison of the results with variable case marking in CoNPs in other varieties of English, as well as with diachronic patterns of variability, also raises the possibility that the accusative is increasingly assuming the role of default case in coordinate constructions.
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Cooke, Simon. "Developing learner autonomy in a grammar class." Language Teacher 36, no. 4 (2012): 49. http://dx.doi.org/10.37546/jalttlt36.4-6.
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Traditionally, grammar classes have tended to follow a teacher-led, prescriptive curriculum with students given little opportunity to demonstrate understanding, or lack of it, on a given topic before being asked to tackle the next grammar point in a textbook. The university class under study made such an approach even more challenging by being open to students from a variety of year groups and language learning backgrounds. With a view to establishing a class which could allow students of all levels to examine the weaknesses in their grammar and share learning patterns, the curriculum was adjusted to allow for the variety of levels and encourage autonomous learning of grammar. The resulting classes made for a dynamic and collaborative learning environment which allowed students the freedom to examine and share a variety of learning styles of grammar points relevant to their English levels. 伝統的に文法の授業は教師に主導される規範的なカリキュラムに従う傾向がある。残念なことに、この方法では教科書の次の文法項目へと進む前に、現在の文法項目に対しての理解度を学生が示す機会がほとんどない。大学で様々な学年や学力の学生で構成されたクラスを教える場合、文法項目の理解度の差がより一層顕著になる。本論では、様々な学力の学生全員が、自身の文法の苦手分野を見つけ、新たな学習方法を互いに共有することができるようなクラスづくりを目指した。様々な学力に対応し、自律的な文法学習を促進するようにカリキュラムを調整した。このような形式のクラスは、学生に各自の文法の弱点を見つけ、様々な学習スタイルを共有する自由を与え、さらに活動的で、協働的な学習環境を形成する。
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Heineke, Amy J., and Quanna Cameron. "Teacher Preparation and Language Policy Appropriation: A Qualitative Investigation of Teach For America Teachers in Arizona." education policy analysis archives 21 (April 15, 2013): 33. http://dx.doi.org/10.14507/epaa.v21n33.2013.
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In this qualitative study, we examined teachers’ language policy appropriation in the English-only state of Arizona. Specifically, we investigated teachers who received their professional placement and preparation through the Teach For America organization. We conducted the research in 2010 and 2011, a period when Arizona state language policy required that English learners be placed in English language development classrooms, separated from mainstream classrooms, to receive four hours of daily skill-based language instruction in language-specific content only, including grammar, vocabulary, reading, writing, and conversation. Through analysis of interview data from seven current corps members and eight alumni teachers, we investigated whether and how professional preparation shaped teachers’ identity and agency to implement prescriptive linguistic and instructional mandates in the classroom.
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van der Veest Viðarsson, Heimir. "Málnotkun sem mælikvarði á áhrif málstöðlunar: Skólaritgerðir úr Lærða skólanum í Reykjavík (1846–1904)." Orð og tunga 19 (June 1, 2017): 129–53. http://dx.doi.org/10.33112/ordogtunga.19.5.
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The Reykjavík Grammar School (1846–1904) has been widely regarded as a primary force in the implementation of standard language norms in Iceland. The present article attempts to test this hypothesis in a selection of 189 student essays from the grammar school, including a survey of the teachers’ corrections. Three linguistic variables were selected, both known from the prescriptivist tradition and corrected in the es-says: 1) the generic pronoun maður, 2) the finite verb in third (V3) rather than second position (V2), 3) the definite article sá vs. hinn. Based on a series of statistical tools, a log-likelihood test for the generic pronoun, generalised linear mixed-effects models and conditional random forests for verb placement and the definite article, it is argued that the use of non-standard variants correlates significantly with progression of study (grades 1–3 vs. 4–6) and/or graduation score (low vs. high). The small corpus size prevented an analysis along the lines of Hinrichs et al. (2015), who recommend testing whether the (non-)use of one stigmatised ariant also correlates with the (non-)use of other stigmatised variants. Here, the educative variables arguably fulfil a similar function, independently from observing frequency decrease over time. The results thus suggest that prescriptive efforts were, indeed, quite successful.
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HU, SHENAI, ANNA GAVARRÓ, and MARIA TERESA GUASTI. "Children's production of head-final relative clauses: The case of Mandarin." Applied Psycholinguistics 37, no. 2 (2015): 323–46. http://dx.doi.org/10.1017/s0142716414000587.
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ABSTRACTWe explored the acquisition of relative clauses in Mandarin Chinese, a subject–verb–object language with head-final relatives. One hundred and twenty-five children (aged 3 years to 8 years, 11 months) and 20 adults participated in an elicitation task. The results revealed a subject advantage at all ages and a large production of relative clauses with resumptive noun phrases (NPs) across age groups. To further explore the latter finding, we carried out a grammaticality judgment study with 80 adults. We found that relative clauses with resumptive NPs are acceptable in the spoken language for many adult native speakers of Mandarin. This result is at odds with Chinese prescriptive grammar. We propose an analysis of the subject advantage based on the structure intervention expressed as relativized minimality and argue that resumptive NPs are an option in Mandarin relative clauses.
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Flanigan, Beverly Olson, and Emel Inal. "Object relative pronoun use in native and non-native English: A variable rule analysis." Language Variation and Change 8, no. 2 (1996): 203–26. http://dx.doi.org/10.1017/s0954394500001149.
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ABSTRACTThis study examines the use of object relative pronouns by native (NS) and nonnative (NNS) speakers of Standard American English. Three hypotheses were tested: (1) relative pronoun choice by NNSs will differ from that of NSs, principally because of prescriptive grammar instruction abroad; (2) wh, that, and zero froms will be used variably by both NSs and NNSs, depending on the function of the object and the human/nonhuman status of its antecedent; and (3) increased exposure to native speaking environments will cause a shift toward NS norms of use by NNSs. Half the subjects were given a preference task and asked to mark the relative pronoun variants they would be most likely to use in speech and in writing. The other subjects were given a production task in which sentences were combined to produce relativization. The data and varbrul2 analyses supported all three hypotheses: NNSs used all forms roughly equally in speaking but preferred Wh in writing, whereas NSs favored That or no pronoun. A shift away from Wh was also evident in NNSs after extended exposure to NS English.
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Parhi, Asima Ranjan Parhi. "The English Language in India: From Racial-Colonial to Democratic." European Journal of Behavioral Sciences 3, no. 1 (2020): 8–15. http://dx.doi.org/10.33422/ejbs.v3i1.302.
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In India and the other countries of the global south, a non-native variety of English Language has been serving the interest of the socio-cultural needs. Such a variety suits to the interest of the young learners since they have already mastered the tools of communication from outside the class room. Even the seasoned writers and columnists have developed a tendency to experiment further and develop suitable material for language teaching which was previously dependent on prescriptive grammar and lexical structures. This calls for an investigation into the nature of a shift within the very core of this language in India. This Paper tries to draw a graph on the course of this shift by examining data collected from mass media and situate this fresh use of language at a democratic space unlike the monolith of language as practiced in past. The news entries are trendy and user friendly, contain morphological and syntactic novelty that provides suitable methods to support pedagogy. It is fascinating to see how such data holds a promise of huge curricular implications providing a pragmatic road map for the teaching of theory, literature, and English language in India rather than development of mere skills as done in past.
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Alshammari, Sahal R. "Data Driven Learning and teaching of prepositions in ESL: A study of Arab learners." IJERI: International Journal of Educational Research and Innovation, no. 12 (June 17, 2019): 153–68. http://dx.doi.org/10.46661/ijeri.3809.
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This paper explores the effectiveness of data driven learning approach in teaching prepositions to Arab learners. English prepositions have been reported to be a typical feature to learn by the Arab ESL learners. Moreover, intermediate or advance level learners have also reported their difficulties in the usage of English prepositions; reasons might be perceptual and cultural differences bet the two language communities. Teacher trained materials prepared from online resources along with TPP corpus, the aim of the present study was to compare DDL and traditional prescriptive rule based method of grammar teaching. Two distinct classes; experimental (n = 41) and control (n = 19) groups were formed who were study English major. Standardized test was conducted as a pre-test to ensure participants equal level of proficiency in using prepositions. During the study duration for a semester, experimental group was exposed to teacher-prepared materials along with TPP to see prepositions in context. Moreover they were asked to explore further through the prepared materials to reinforce their learning from the data. A post-test was administered at the end of the course. The results showed that the experimental group outperformed the control group. It was found that learners’ active role to direct their own learning process caused this encouraging outcome and better learning experience for the learners.
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Zabarah, Hana. "From Description to Prescription." Historiographia Linguistica 44, no. 1 (2017): 135–63. http://dx.doi.org/10.1075/hl.44.1.04zab.
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Summary Once the need to learn a language arises, grammatical instructional manuals evolve from descriptive grammars of that language. Language description involves the uncovering of the rules of the language from collected data, and teaching those rules is the reason grammatical manuals exist. The most comprehensive descriptive grammar of Arabic is Sībawayhi’s Kitāb (d. ca.161–94 AH/777–810 A.D.). He includes the rules of Arabic as he deduced them from the language of the Arabs. As time passed and the need to learn Arabic increased, many grammarians started to write grammatical manuals for beginners. Sībawayhi’s monumental work was too speculative and highly theoretical for this task and was never suitable for instruction. The descriptiveness of Sībawayhi’s Kitāb needed to morph into a more approachable grammar. Zağğāğī’s Ğumal (d. ca.337–340/948–951) and Ibn Bābašāḏ’s Muqaddima (d.469/1077) are two instructional manuals that are concise and more suitable for beginners. This study examines how pedagogy in Zağğāğī’s Ğumal and Ibn Bābašāḏ’s Muqaddima evolved from the descriptive rules of Sībawayhi’s Kitāb through a careful analysis of istiṯnā’ “exception” rules presented by each grammarian in this study. Although the rules are essentially the same in all three books, presentation and description or lack thereof are sufficiently different illustrating their distinct objectives.
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Alber, Alber, and Rhani Febria. "Analisis Kesalahan Berbahasa Tataran Sintaksis dalam Kumpulan Makalah Mahasiswa Universitas Islam Riau." GERAM 6, no. 2 (2018): 77–90. http://dx.doi.org/10.25299/geram.2018.vol6(2).2143.
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Analysis of language errors is the science of studying or discussing the use of languages that are notin accordance with the rules that have been determined based on standard grammar, these are stillfound in scientific works including in a collection of scientific papers of students of IslamicUniversity of Indonesia Language and Literature Study Program. The language used by students issometimes not in accordance with the rules of language contained in the Indonesian SpellingGeneral Guidelines (PUEBI). Therefore, this research was conducted with the aim of analyzing andinterpreting errors in syntactic level language, phrase fields and sentences in a collection ofscientific papers by students of the Islamic University of Riau Indonesian Language and LiteratureStudy Program. This study uses the content analysis method that is prescriptive. Data collectiontechniques using documentation and hermeneutic techniques. The data of this study are sourcedfrom a collection of scientific papers from students at the Islamic University of Riau FKIPIndonesian Language and Literature Study Program. The data studied was documented by reading,taking notes and then concluded and grouped based on the use of each level. Errors in language in acollection of student papers at the Islamic University of Riau FKIP Indonesian Language andLiterature Study Program found language errors at the syntactic level. The results of this study, thephrase field errors are excessive or redundant use of elements and improper use of prepositions.Meanwhile, language errors in the sentence field include, the sentence is not subject, the sentence isnot predicated, the sentence is not subject and is not predicated/sentence stumps such as the use ofwords, illogical sentences, excessive use of conjunctions, non-parallel sequences, use of foreignterms , and the use of unnecessary question words.
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Miglio, Viola G., and Stefan Th Gries. "Acceptability of Different Psychological Verbal Constructions by Heritage Spanish Speakers from California." Languages 6, no. 2 (2021): 80. http://dx.doi.org/10.3390/languages6020080.
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This study set out to investigate whether US Heritage Spanish features a more streamlined verbal paradigm in psych verb constructions compared to standard varieties of Spanish, where HS speakers find an invariable third-person singular form acceptable with both singular and plural grammatical subjects. In standard Spanish, the semantic subjects of psych verbs are typically pre-verbal experiencers cast as oblique arguments in inverse predicates such as in me encantan los buhos ‘I love owls’. The translation of this sentence shows that equivalent English predicates are typically direct constructions. The data were gathered using an acceptability judgement questionnaire that was distributed to participants that fit into one of three groups: early bilingual heritage speakers of Spanish from California, advanced Spanish as L2 speakers, and non-bilingual native speakers of Spanish who had learnt English as an L2 as adults. The Heritage Spanish speakers in this group often patterned differently from both other groups, who surprisingly patterned together. We argue that this is due to L2 speakers’ mode of acquisition (formal and subject to prescriptive grammar), in comparison with Heritage Spanish speakers’ naturalistic acquisition. Specifically, we find evidence for a streamlining of the Spanish verbal paradigm not immediately attributed to English interference, and that in psych verb constructions, Heritage Spanish speakers more readily accept a third-person singular invariable verbal form. This differentiation of the verbal paradigm from standard Spanish use should be considered a bona fide linguistic change, but not proof of either incomplete acquisition or language attrition. Since Heritage Spanish speakers are, after all, native speakers of Spanish, this study shows that Heritage Spanish should be considered and studied as any other dialect of Spanish, with its distinctive grammatical features, and subject to variability and change.
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Prihantoro, Prihantoro. "LESS COMMON PATTERNS WITH INTENSIFIERS ‘TOO’ AND ‘VERY IN THE CORPUS OF INUGURAL ADDRESSES OF US PRESIDENTS." Jurnal Pendidikan Bahasa dan Sastra 15, no. 2 (2015): 172. http://dx.doi.org/10.17509/bs_jpbsp.v15i2.1239.
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AbstractThis paper studies “very” and “too”, two intensifiers used in the corpus of inaugural address of all US presidents, from Washington to Obama. My aims here is to identify uncommon pattern with “too” and “very”, and the semantic prosodies as well. I downloaded the data and processed it as a corpus by using a corpus tookit called AntConc (Anthony, 2006). I used the query “very” and “too” to obtain concordances. A shared feature of these intensifiers is they mostly modify adjectives as shown by frequency. Although less significant in terms of frequency, some common patterns are discovered, such as “very + N” and “very + AdjSuperlative + N” construction, which are attested in COCA. One that is against prescriptive grammar is <a + too + Adj + N”, where the suggested construction is usually “too + Adj + a + N”. As for the semantic prosody, I found some data attested in COCA, where “too” can be used to intensify positive evaluation, which is contrary to Azar (2002) and some other grammar books. As for very, it is more flexible that the prosodies might either be positive or negative. The result of COCA and BNC has shown that these structures are uncommon. I argue that these structures are used under the markedness frame, to make listeners focus on issues that the speakers wanted to empahasize.Keywords: very, too, intensifiers, semantic prosody, inaugural address, corpus AbstrakArtikel ini menyelidiki "very" dan "too", dua pengintensif yang ditemukan dalam korpus pidato pelantikan semua presiden AS, dari Washington sampai Obama. Tujuan artikel ini adalah untuk mengidentifikasi pola tidak biasa dengan kata "very" dan "too", dan prosodi semantiknya. Saya mengunduh data pidato dan diproses sebagai korpus dengan menggunakan perangkat korpus yang disebut AntConc (Anthony, 2006). Saya menggunakan query "very" dan "too" untuk mendapatkan konkordansi. Fitur yang ditemukan dari kedua pengintensif ini adalah keduanya kebanyakan memodifikasi kata sifat seperti yang ditunjukkan oleh frekuensi. Meskipun kurang signifikan dalam hal frekuensi, beberapa pola umum ditemukan, seperti konstruksi "very+ N" dan "too+ AdjSuperlatif + N", yang dibuktikan dalam COCA. Salah satu fitur yang bersebrangan dengan tata bahasa preskriptif adalah pola “a + too+ Adj + N ", sementara konstruksi yang biasa dipakai adalah " too+ Adj + a + N ". Adapun secara prosodi semantik, saya menemukan beberapa data yang dibuktikan di COCA, di mana "too" dapat juga digunakan untuk mengintensifkan penilaian positif, yang bertentangan dengan Azar (2002) dan beberapa buku tata bahasa lainnya. Sementara itu, kata “very” lebih fleksibel di mana prosodinya bisa positif atau negatif. Hasil COCA dan BNC menunjukkan bahwa struktur ini jarang ditemukan. Saya berpendapat bahwa struktur ini digunakan di bawah bingkai markedness, untuk membuat pendengar berfokus pada isu-isu yang ingin ditekankan penutur.Kata kunci: very, too, pengintensif, prosodi semantik, pidato pelantikan, korpus
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Bramlett, Frank. "Kathryn Riley and Frank Parker, English grammar: prescriptive, descriptive, generative, performance. Boston: Allyn and Bacon. 1998. Textbook pp. x + 324. US$50, ISBN 0 205 20025 7. Instructor's guide ISBN 0 205 28647 X." English Language and Linguistics 5, no. 1 (2001): 167–93. http://dx.doi.org/10.1017/s1360674301220188.
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Wilton, David. "Rethinking the prescriptivist–descriptivist dyad: motives and methods in two eighteenth-century grammars." English Today 30, no. 3 (2014): 38–47. http://dx.doi.org/10.1017/s026607841400025x.
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Grammars, dictionaries, usage manuals and other linguistic references are traditionally categorized along a spectrum running from prescriptivist to descriptivist, yet for years problems with this system of categorization have been noted. Forty years ago Geoffrey Pullum cautioned against confusing methodology and motives when applying the ‘descriptive’ or ‘prescriptive’ labels (1974: 77–78). A few years later Emma Vorlat suggested a middle ground, that grammars codify the language along a continuum of prescriptive–normative–descriptive, that is codification based on arbitrary rules – usage by social elites – description without value judgment (1979: 129). Ingrid Tieken-Boon van Ostade noted that Vorlat's categories are not discrete, with eighteenth-century grammars increasingly basing prescriptions on descriptions of actual usage as the century progressed (2000: 877). María Rodríguez-Gil further noted that prescriptive grammars often base their advice on description of the language of social elites (2003: 190). Joan Beal characterized Robert Lowth's eighteenth-century grammars as both ‘normative’ and ‘descriptive’ (2004: 106). And Robin Straaijer has noted that ‘it seems useful to view prescriptivism and descriptivism as being independent from one another rather than diametrical opposites’ (2009: 67–68). Yet, perhaps because of the baggage carried by the two terms, to date no one has made the leap to conclude that the two terms address entirely different domains altogether – Straaijer approached the brink but did not leap. Prescriptivism and descriptivism do not exist along the same continuum.
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Gedizli, Mehmet. "Showing meaning and providing expression order of Turkish language." Journal of Human Sciences 18, no. 3 (2021): 400–430. http://dx.doi.org/10.14687/jhs.v18i3.6195.
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This study attempts to reveal the methods of showing meaning and providing expression in Turkish. The subject was discussed within the context of the “function of achieving agreement” of a language. There is no such a study specifically published on this subject in the relevant literature, which makes this study unique. Definitions regarding language emphasize that “language is a means of communication”. This study organizes and classifies the units of Turkish that show meaning and provide expression by evaluating the language as a "means of agreement". The study consists of three parts as basic concepts, showing meaning and providing expression. The concepts that directly affect the language's showing-meaning and providing-expression features were associated in terms of the basic concepts. Considering showing meaning order, the functions of sound, word and phrase elements were discussed along with the examples in Turkish. The contribution of the expression, sentence and text to the realization of the expression in Turkish was dealt in providing expression order. The overall study engaged the attention of the interested parties through pointing out the context-building and transforming features of Turkish. Unlike the prescriptive approach of Turkish grammar books, this study outlined that language units be arranged according to the principle of "making agreement", which is the basic function of language. Asserting that the meaning and expression order of Turkish is grounded on "word", this study can be evaluated as a theoretical approach. Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Bu çalışmada Türkçenin anlam gösterme ve anlatım gerçekleştirme yöntemleri ortaya konulmuştur. Konu, dilin “anlaşmayı sağlama işlevi” bağlamında ele alınmıştır. Kaynaklarda doğrudan bu konuyla ilgili herhangi bir çalışmayla karşılaşılmamıştır. Bundan dolayı çalışmanın yenilikçi bir yönü vardır. Dil tanımlarında “dilin iletişim aracı” olduğuna vurgu yapılır. Bu çalışma, dili “anlaşma aracı” olarak değerlendirerek Türkçenin anlam gösteren ve anlatım gerçekleştiren birimlerini tanzim ve tasnif etmektedir. Çalışma, temel kavramlar, anlam gösterme ve anlatım gerçekleştirme düzeni şeklinde üç bölümden oluşmaktadır. Temel kavramlarda dilin anlam gösterme ve anlatım anlatım gerçekleştirme özelliklerini doğrudan etkileyen kavramlar ilişkilendirilmiştir. Anlam gösterme düzeninde ses, kelime ve öbek unsurlarının anlam gösterimindeki işlevleri Türkçedeki örneklerle tartışılmıştır. Anlatım gerçekleştirme düzeninde de ifade, cümle ve metnin Türkçede anlatımın gerçekleştirilmesine katkıları ele alınmıştır. Çalışmanın genelinde, Türkçenin bağlam kurma ve dönüşüm gerçekleştirme özelliklerine vurgu yapılarak ilgililerin dikkatine sunulmuştur. Türkçe dil bilgisi kitaplarının kuralcı yaklaşımına karşı bu çalışma, dil birimlerinin dilin temel işlevi olan “anlaşmayı sağlama” ilkesine göre düzenlenmesi gerektiğini belirtmiştir. Türkçenin anlam ve anlatım düzeninin “söz” temelinde işlediğinin ileri sürüldüğü bu çalışma, kuramsal bir yaklaşım olarak değerlendirilebilir.
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Riemer, Nick. "Prescription, description and ‘artefactualism’ in Renaissance vernacular grammar: the French case." Histoire Epistémologie Langage 39, no. 2 (2017): 131–51. http://dx.doi.org/10.1051/hel/2017390207.
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Siouffi, Gilles. "Ambiguïtés de la norme et réticences face à la prescription à la fin du XVIIe siècle en France." Histoire Epistémologie Langage 41, no. 2 (2019): 25–40. http://dx.doi.org/10.1051/hel/2019019.
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On se représente souvent la seconde moitié du XVIIe siècle, en raison de l’importance de ses propositions prescriptives, comme un moment où les discours tenus ont été acceptés et suivis d’effet. C’est au volet « limites » que nous nous intéressons dans cette contribution. Après avoir apporté quelques précisions terminologiques sur ce que l’on peut appeler normes et prescriptions, nous revenons sur les fondements de l’« anti-prescriptivisme » au XVIIe siècle, notamment dans l’espace des « remarques sur la langue », et nous montrons comment ce courant de résistance aux prescriptions a été repris par la culture mondaine de la fin du siècle. Au total, nous considérons que, loin de pouvoir être considérée seulement comme une période de « réglage », la seconde moitié du XVIIe siècle peut être vue au contraire comme un moment conflictuel et polémique, caractérisé par une altération de la normativité traditionnelle de la grammaire et par l’installation de régimes sociaux d’opposition qui rendent difficile tout établissement d’une norme unique adossée à une prescription claire.
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Urbonaitė, Daina. "How Lithuanian language textbooks present language to gymnasium pupils." Taikomoji kalbotyra, no. 12 (January 16, 2020): 182–225. http://dx.doi.org/10.15388/tk.2019.17237.
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The article analyses, how the Lithuanian school education system teaches to understand language and evaluate linguistic phenomena (linguistic diversity, different language forms and varieties) as well as language functions (communicative and function of identity). Basis of the research are the newest Lithuanian language textbooks for the last two gymnasium grades (11-12th grades), published since year 2000. Using qualitative analysis method it is being investigated, what notion of language is presented to the pupils, how much the descriptive approach to language of contemporary linguistics and knowledge about language are present in the textbooks, and to what extent there still exist attitude of the so-called traditional (prescriptive) grammar and ideas of language corrections.
 Language teaching at school serves double function – on the one hand, school teaches literacy, where language is understood as a tool for creation and analysing of texts. On the other hand, language in itself is a study object, about which pupils at school receive a certain understanding. Therefore, the question arises, what notion of language is being formed in the Lithuanian education system on the gymnasium level through teaching material – Lithuanian (native) language textbooks. Does the teaching material for the last two – 11-12th – grades provide knowledge about language of contemporary science, as it might be expected in the education of the 21st century? Do the pupils get introduced to science-based notion of language, as it is accepted in current linguistics, which is a descriptive science, that seeks to study and describe all the aspects of a language descriptively, based on facts, without prejudices and evaluations. Or is it on the contrary being followed the notion of language, which is characteristic of normativity and prescriptivism and which is rejected by contemporary linguistics as not scientific.
 The research analyses five Lithuanian language textbooks for 11-12th grades, published after year 2000, which have been selected for the analysis using the database of textbooks and other teaching materials (https://www.emokykla.lt/bendrasis/mokykis/vadoveliu-db/naujausi-vadoveliai). The main question, that is being raised with this research, is whether and to what extent scientific or non-scientific notion of language is being formed in school language textbooks, what attitude is predominant, and which notion of language is prevalent, if different attitudes exist. The method of the research is qualitative discourse analysis of the textbooks, using the qualitative data analysis program NVivo.
 The results of the textbooks’ analysis show, that non-scientific notion of language is dominant in the Lithuanian education system. The majority of the analysed textbooks represent this notion. The main characteristics of this notion, visible in the textbooks, are prescriptivism, romantic images of language, ideology of linguistic nationalism. However, besides the dominant normative approach to language, the scientific, descriptive approach is also visible in the textbooks, though to a lesser extent than the normative approach. One of the analysed textbooks is different from the rest ones with its exceptionally descriptive approach to language as a study object.
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D'Arcy, Alexandra, and Sali A. Tagliamonte. "Not always variable: Probing the vernacular grammar." Language Variation and Change 27, no. 3 (2015): 255–85. http://dx.doi.org/10.1017/s0954394515000101.
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AbstractWritten and spoken language are known to differ substantially (Biber, 1988; 1995; Biber, Johansson, Leech, Conrad, & Finegan, 1999). Standard written language is highly uniform and governed by prescription, whereas the vernacular is most revealing of structured heterogeneity (Weinreich, Labov, & Herzog, 1968). We focus on four English morphosyntactic variables that problematize assumptions about the nature of variation in the vernacular: the genitive, the comparative, the dative, and relative pronouns. Each is characterized in casual speech by functional divides that reflect discrete configurations of variant use. After detailing the patterning of these variables in speech, we explore a characteristic arguably shared by each: its historical pathway into the language, where analogy and prestige were powerful motivations for variant choice. We suggest that this combination of systemic and social factors contributed to the nature of these variables in the vernacular grammar. Furthermore, we advocate for greater scrutiny of written and spoken data and the outcomes of change from above and below within each register. The type of innovation and its trajectory may affect the nature of the emergent variable grammar.
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Hutton, Lizzie, and Anne Curzan. "The Grammatical Status of However." Journal of English Linguistics 47, no. 1 (2019): 29–54. http://dx.doi.org/10.1177/0075424218817811.
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Popular grammar books have long admonished their readers for using conjunctive adverbs as coordinators, and nowhere more than in the case of however. The very force of this prescription suggests that the rule is far from intuitive for many users of standard edited English: examples of however taking on a syntactically coordinating function (equivalent to but) are not difficult to find, nor are they limited to unedited sources. This paper addresses the question of whether prescriptivism is clouding our view of a linguistic change in the grammatical status of however. Drawing on data from the Corpus of Contemporary American English (COCA) and the Corpus of Historical American English (COHA), we argue that the apparent “confusion” about whether however can serve as a clausal coordinator may be closely related to its increasing preference, over the past century-and-a-half, for clause-initial placement. Descriptive grammars of the last twenty years have labeled select conjunctive adverbs other than however “marginal coordinators.” This paper presents the hypothesis that however is following a historical trajectory similar to the “marginal coordinators” so and yet, whose mixed function is now accepted as standard; and it explores the extent to which shifting patterns in sentence placement preferences—as a result, perhaps, of colloquialization—may be a factor in the changing grammatical function of however.
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Fredborg, Karin Margareta. "Medieval Commentators on the Notion ‘persona agentis’ in Priscian’s Syntactic Theory." Historiographia Linguistica 41, no. 2-3 (2014): 219–45. http://dx.doi.org/10.1075/hl.41.2-3.02fre.
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Summary Medieval syntactic analysis ranges from simple word order parsing in prescriptive grammars to sophisticated discussions of first and secondary constructibles in modistic, dependency grammars. What combines these two levels is found in Priscian‘s use of actants: (1) persona agentis (= Apollonius’ ‘understood nominative’), (2) verb phrase, and (3) persona patientis, in this paradigmatic word order, corresponding to an underlying structure with an active verb, e.g., audio te “I hear you” corresponding to audieris a me “You are heard by me”, seruio tibi “I am a servant to you”, seruieris a me “You are served by me”. In medieval understanding, more complex sentences are reducible / convertible to such active / passive constructions, if one includes their particular notions of government, where verbs govern the nominative and / or oblique cases, always in separate dyadic combinations, e.g., “I hear”, “hear you”.
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Bronckart, Ecaterina-Elena Bulea. "L’interaction entre grammaire et texte: les défis didactiques d’une prescription innovante." Scripta 19, no. 36 (2016): 57. http://dx.doi.org/10.5752/p.2358-3428.2015v19n36p57.
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<p>Au-delà des questions théoriques qu’elle soulève, l’interaction entre grammaire et texte constitue un vrai défi pour la didactique des langues et la formation des enseignants. Cet article en examine certaines des raisons, sur la base de l’analyse de la situation en Suisse romande: il met d’abord en évidence le caractère innovant de la prescription aujourd’hui en vigueur dans ce contexte, qui préconise un enseignement intégré des dimensions grammaticales et textuelles de la langue; il montre ensuite le décalage qui existe entre cette prescription et les moyens dont disposent les enseignants pour la réaliser, décalage qui conduit à ce que l’interaction entre grammaire et texte devienne une incontournable problématique de formation; il formule enfin un ensemble de propositions pour la formation des enseignants en ce domaine.</p><p><strong>Mots-clés</strong>: Interaction(s); Grammaire; Texte; Enseignement; Formation.</p>
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Fens–De Zeeuw, Lyda. "The HUGE presence of Lindley Murray." English Today 34, no. 4 (2018): 54–61. http://dx.doi.org/10.1017/s0266078418000354.
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The grammarian Lindley Murray (1745–1826), according to Monaghan (1996), was the author of the best selling English grammar book of all times, calledEnglish Grammarand first published in 1795. Not surprisingly, therefore, his work was subjected to severe criticism by later grammarians as well as by authors of usage guides, who may have thought that Murray's success might negatively influence the sales figures of their own books. As the publication history of the grammar in Alston (1965) suggests, Murray was also the most popular grammarian of the late 18thand perhaps the entire 19thcentury, and this is most clearly reflected in the way in which a wide range of 19th- and even some 20th-century literary authors, from both sides of the Atlantic, mentioned Lindley Murray in their novels. Examples are Harriet Beecher Stowe (Uncle Tom's Cabin, 1852), George Eliot (Middlemarch, 1871–2), Charles Dickens, in several of his novels (Sketches by Boz, 1836;Nicholas Nickleby, 1838–9;The Old Curiosity Shop1840–1;Dombey & Son, 1846–8); Oscar Wilde (Miner and Minor Poets, 1887) and James Joyce (Ulysses, 1918) (Fens–de Zeeuw, 2011: 170–2). Another example is Edgar Allen Poe, who according to Hayes (2000) grew up with Murray's textbooks and used his writings as a kind of linguistic touchstone, especially in his reviews. Many more writers could be mentioned, and not only literary ones, for in a recent paper in which Crystal (2018) analysed the presence of linguistic elements in issues ofPunchpublished during the 19thcentury, he discovered that ‘[w]heneverPunchdebates grammar, it refers to Lindley Murray’. Murray, according to Crystal, ‘is the only grammarian to receive any mention throughout the period, and his name turns up in 19 articles’ (Crystal, 2018: 86). Murray had become synonymous with grammar prescription, and even in the early 20thcentury, he was still referred to as ‘the father of English Grammar’ (Johnson, 1904: 365).
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Vasilyeva, O. Yu. "Medical Prescription Formula: Structural and Linguistic Standardization." Nauchnyi dialog, no. 5 (May 28, 2021): 25–39. http://dx.doi.org/10.24224/2227-1295-2021-5-25-39.
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The traditions of medical prescription design, motivated by the universal-semiotic meaning of Latin as a pharmaceutical metalanguage is examined in the article. The author dwells on the interpretation of the methods of prescribing and linguistic representation of different types of drugs: mixtures, powders, ointment-based drugs and drugs in tablet form. The standardization of text-forming parameters of a medical prescription has been established, which are determined both by its compositional-structural organization and linguistic formula. A comparative characteristic of constant linguistic units (lexical, morphological, syntactic), fixed in ancient prescription recipes and fixed in medical prescriptions of modern times, is offered. The lexico-semantic composition of a medical prescription is determined by a set of stable expressions that have received a formulaic representation to express the methods of administration, control the dosage of a medicinal product, and the mandatory nature of a medical prescription. The dominant methods of verbal-predicative and case-fixed word usage, which are basic for the grammar of the Latin language, are described. The clichéd syntactic constructions still preserved in modern medical prescriptions, which have a specific deictic function, addressed by the doctor to both the pharmacist and the patient (imperative, conjunctive), have been identified. In the final postulates, the author’s functionally conditioned typology of means of expressing linguistic formulaality is presented.
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Sinner, Carsten. "Der Gebrauch der typographischen Zeichen und der Interpunktionszeichen im Französischen, Deutschen und Rumänischen." Lebende Sprachen 56, no. 1 (2011): 1–29. http://dx.doi.org/10.1515/les.2011.001.
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AbstractPunctuation marks have special importance in bringing out the meaning of a text. Nonetheless, they are not normally taken into consideration in text production in foreign languages and therefore constitute a strong source of interference. This article analyses the use of a series of punctuation marks (hyphen, quotation marks, etc.) in French, German and Romanian, highlighting the differences and trying to give explanations for the abuse of several signs in texts in the different languages written by non-native and native authors. Evidence is given that the use of the punctuation marks in a foreign language following the norms of the mother tongue may produce misunderstandings on behalf of native readers. Furthermore, it can be shown that the prescriptive and descriptive grammars of the implied languages do not represent current tendencies of use.
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Syakur, Abd, H. M. Zainuddin, and M. Afif Hasan. "Needs Analysis English For Specific Purposes (ESP) For Vocational Pharmacy Students." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 2 (2020): 724–33. http://dx.doi.org/10.33258/birle.v3i2.901.
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Increased development of study programs in vocational education programs that are predicted to be a solution to increase human resources in Indonesia. This also underlies the improvement of English language competence in Indonesia as outlined in Minister of Education and Culture Decree No. 096/1967 December 12, 1967. The Ministry of Education and Culture developed the communicative abilities of English vocational education students who needed help listening, reading, writing and speaking. This study discusses the analysis of the needs of English courses (ESP) for educational students who need analysis of targets and learning needs. Data obtained from questionnaires and interviews. The results of data analysis about active communication skills (35%), grammar difficulties (25%), being able to read (25%) difficulty in content (10%) and writing (5%).Introduction to basic pharmacy (20%), prescription pharmacy (20%), Health and drugs (20%), Healthy lifestyle (20%) and microbiology and pharmacy (20%). The English language used in technology is English Media (40%), crosswords (20%, dialogue content (20%) and multiple choice (20%). The results of the study constitute an analysis of needs and targets referred to as part of the English learning process The results of the analysis of learning needs and the achievement of learning English obtained by students both reading, writing, grammar and other needs in order to prepare themselves to meet their needs going forward.
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Smitterberg, Erik. "Review: Language between Description and Prescription: Verbs and Verb Categories in Nineteenth-century Grammars of English." Journal of English Linguistics 45, no. 3 (2017): 294–97. http://dx.doi.org/10.1177/0075424217715895.
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Fletcher, Anthony. "Prescription and Practice: Protestantism and the Upbringing of Children, 1560-1700." Studies in Church History 31 (1994): 325–46. http://dx.doi.org/10.1017/s0424208400012961.
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How children should be brought up is an everlasting question that vexed our forefathers just as much as ourselves. The most obvious difference between most of the thinking and writing that goes on about it today and that of the early modern period is that a largely secular approach has replaced a fundamentally and deeply religious one. So it is natural that the historian of this period should ask how and in what ways Protestantism changed things in this respect. What emerges in facing this issue, in a peculiarly acute form, is the common historical problem of relating prescription to practice. Patrick Collinson has remarked upon the ‘stark contradiction’ between ‘the austere severity of the conduct books and what little can be glimpsed of the real world outside these texts’. It is this contradiction that my paper addresses. I shall approach it as follows. First I will explore the conduct-book advice about parental duty and practice and about children’s obligations to their parents. This provides what we may call the Puritan way of upbringing. I shall relate this to some material from personal sources, like diaries and autobiographies, about what may actually have happened in the home. I will then turn to schooling, which, in its new scale and intensity, can be seen as a crucial social development in Elizabethan and Stuart England, fired in large part by the Protestant evangelizing impulse and its concomitant propaganda of social order. The burgeoning grammar schools, it will be argued, were the principal public instrument of a new and purposeful construction of masculinity.
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ANDERWALD, LIESELOTTE. "Measuring the success of prescriptivism: quantitative grammaticography, corpus linguistics and the progressive passive." English Language and Linguistics 18, no. 1 (2014): 1–21. http://dx.doi.org/10.1017/s1360674313000257.
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This article connects the quantitative study of grammaticography with a more traditional corpus-linguistic investigation of the progressive passive. Based on a careful analysis of over 250 grammars of English published during the nineteenth century in Britain and the US, I will try to answer the question whether prescriptivism has had any influence on purported differences between British and American English in the rise of the progressive passive. This article will argue that text-type sensitivity is the overriding factor determining the occurrence of the progressive passive in the nineteenth century, rather than national differences between British and American English. Prescriptive comments during the nineteenth century did not influence developments in American English significantly. However, during the 1950s modern-style prescriptivism can be shown to have massive effects on American newspaper language. Combining quantitative historical grammaticography and corpus-linguistic studies can thus extend our insights into the factors that influence language change.
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Kanwit, Matthew, and Kimberly L. Geeslin. "EXPLORING LEXICAL EFFECTS IN SECOND LANGUAGE INTERPRETATION." Studies in Second Language Acquisition 40, no. 3 (2017): 579–603. http://dx.doi.org/10.1017/s0272263117000262.
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AbstractThe Spanish mood contrast is a good test case for research on acquiring form-meaning connections in contexts where input is variable and multiple areas of the grammar are implicated (e.g., syntax, semantics, pragmatics). Nevertheless, research on interpretation of this contrast lags and little is known about how individual lexical items and patterns of co-occurrence of adverbial clauses with subjunctive forms influence interpretation. Addressing this void, we compare interpretation of the present subjunctive by native speakers (NSs) and nonnative speakers (NNSs) at three relatively high levels of experience. Participants completed an interpretation task containing clauses with indicative and subjunctive forms paired with one of six adverbial conjunctions, categorized as co-occurring with subjunctive, indicative, or both forms. Our analysis suggests individual lexical items play a role in morphosyntactic variation and that nuanced differences in interpretation exist for NSs and highly advanced NNSs, even on items that prescriptively co-occur with only one form.
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Hogeweg, Lotte, Stefanie Ramachers, and Helen de Hoop. "Singular Agreement in Special Partitive Constructions in Dutch." Journal of Germanic Linguistics 30, no. 4 (2018): 335–70. http://dx.doi.org/10.1017/s1470542717000149.
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Dutch partitive constructions of the type one of the (few) X who Y show a striking pattern of singular subject-verb agreement in their relative clause. This paper presents a corpus study showing that the prescriptively “incorrect” singular agreement pattern is in fact the dominant pattern in Dutch. In order to explain this, we argue that this type of partitive construction often has a specific function in context, namely, to point out that the subject is special or extraordinary, usually for the reason presented by the relative clause. We apply a usage-based approach to this construction within the framework of Construction Grammar, arguing that the prevalent implicature of the subject’s specialness has become a conventionalized part of the meaning of the construction. This analysis then can be used to explain the syntactic pattern of singular agreement within the relative clause. A similar albeit less pronounced pattern can be found in German.*