Journal articles on the topic 'Comparative and general Passive voice'
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Laanemets, Anu. "The passive voice in spoken and written Danish, Norwegian and Swedish." Languages in Contrast 13, no. 1 (March 8, 2013): 67–89. http://dx.doi.org/10.1075/lic.13.1.04laa.
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Taking a comparative corpus-based approach, the article examines the use of the passive voice in Danish, Norwegian, and Swedish written as well as spoken language. More specifically, we measure the relative frequency of the passive voice in general and in its two forms — periphrastic and morphological — within two written and two oral genres. Although we find differences in the relative frequency of the passive voice, with Danish and Norwegian being more similar than Swedish, the basic pattern is identical across the three languages. Situational and stylistic factors — especially the degree of formality — appear more important for the choice of passive voice than the distinction between written and spoken media. More formal genres use more passive voice and have a preference for the morphological passive, whereas less formal genres tend to use less passive voice with the periphrastic passive playing a relatively more prominent role.
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Ma'shumah, Nadia Khumairo, Isra F. Sianipar, and Cynthia Yanda Salsabila. "Google Translate Performance in Translating English Passive Voice into Indonesian." PIONEER: Journal of Language and Literature 13, no. 2 (December 31, 2021): 271. http://dx.doi.org/10.36841/pioneer.v13i2.1292.
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A scant number of Google Translate users and researchers continue to be skeptical of the current Google Translate's performance as a machine translation tool. As English passive voice translation often brings problems, especially when translated into Indonesian which rich of affixes, this study works to analyze the way Google Translate (MT) translates English passive voice into Indonesian and to investigate whether Google Translate (MT) can do modulation. The data in this research were in the form of clauses and sentences with passive voice taken from corpus data. It included 497 news articles from the online news platform ‘GlobalVoices,' which were processed with AntConc 3.5.8 software. The data in this research were analyzed quantitatively and qualitatively to achieve broad objectives, depth of understanding, and the corroboration. Meanwhile, the comparative methods were used to analyze both source and target texts. Through the cautious process of collecting and analyzing the data, the results showed that (1) GT (via NMT) was able to translate the English passive voice by distinguishing morphological changes in Indonesian passive voice (2) GT was able to modulate English passive voice into Indonesian base verbs and Indonesian active voice.
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Mustafa, Mustafa Raza, and Aryan Sdiq Aziz. "Passive voice in Kurdish language, The Structure and phenomena (Comparative Research)." Halabja University Journal 6, no. 3 (September 30, 2021): 18–30. http://dx.doi.org/10.32410/huj-10387.
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Investigation in linguistics particularly applied linguistics and dialectology require consideration and experience in other fields, like phonetics, phonology, morphology, syntax, semantics and pragmatics. If we want to study the dialects, sub dialects and their characteristics, we must deal with the component of language carefully. So, in this paper to find out and illustrate the data of the sub dialects of central Kurmanji, northern Kurmanji, Hawrami Sub dialect, the data of these three dialects, sub dialects in term of morphology and syntax then Morphosyntax component have been demonstrated. Subsequently, thru analyses the examples, the similar and difference points have been represented and discussed which the similar and difference points of morphology, syntax of dialect and sub dialects of Kurdish language illuminated.
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Dubrovina, Margarita E. "About the similarity and difference in the use of passive in Russian and Turkish speech." Philological Sciences. Scientific Essays of Higher Education, no. 6s (November 2022): 26–32. http://dx.doi.org/10.20339/phs.6s-22.026.
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The author of the article conducts a comparative study of the use of forms of the passive voice in Turkish and Russian speech. In the course of scientific analysis, striking differences are found in the use of verb forms expressing the meaning of the passive. The Russian language has several ways of expressing this, the Turkish language is more consistent in this respect and conveys the meaning of suffering in one way, and adheres to the regularity in the use of voice forms in speech. The author demonstrates various language strategies in coding the same mental content, which can help in understanding the language mechanisms themselves, as well as facilitate the perception of the complex grammatical meaning of the passive for speakers of opposite languages for more effective mastering of a foreign language. The author conducts research within the framework of system linguistics, believing that the reason for the language ways of expressing a particular meaning should be sought in the determinant of language types. The Russian language is an inflectional language, the Turkish language is included in the group of agglutinative languages. Different ways of expressing the meaning of the passive are rooted in a different grammatical principle: Russian speakers have a set of pre-prepared ways of expression, while Turkish speakers have a set of separate morphemes, from which they form a word form at the moment of speaking.
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Guskova, Antonina P. "Expression of voice relation in the languages of different structure: is there a category of voice in Hungarian?" Finno-Ugric World 14, no. 1 (April 22, 2022): 33–43. http://dx.doi.org/10.15507/2076-2577.014.2022.01.33-43.
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Introduction. This article is a development of an earlier study on the grammatical categories of the verb in Hungarian in comparison with Russian. The subject of study in this work is the grammatical category of voice, one of the most common verbal categories, typical for Russian verbs and absent in the Hungarian language, as well as the ways of its transmission when translated into Hungarian. The purpose of this work is to analyze the grammatical forms of the Hungarian and Russian verbs expressing voice relations and to establish the corresponding equivalents of the category of voice in Russian in the Hungarian language. Materials and Methods. The research material is verbal vocabulary selected from lexicographic works (dictionaries of the Hungarian and Russian languages), linguistic and journalistic sources, grammars of the Hungarian language. The article considers both the written form of the modern Hungarian language and examples from live colloquial speech. The methodological framework of this study is based on researches on general linguistics, the theory of morphology, contributing to the formulation of the problem, determining the degree of its development in the research literature, as well as familiarizing with the conceptual approaches to the voice as an ambiguously interpreted grammatical category of the verb. The methods used in the study are comparative-typological, synchronous-descriptive and functional-semantic methods. Results and Discussion. In the course of study it revealed how inflectional and derivational means helping to express the grammatical semantics of the category of voice in Russian can adequately convey the categorical meaning in the Hungarian language, in which the category of voice is absent. The comparative study of two languages helps to identify the features inherent in each of them, which generally contributes to solving the problems associated with the practice of their teaching. The results of the work based on the data of the ongoing research may be useful in the analysis of other grammatical categories on the material of various languages. Conclusion. Despite the fact that verbs in the Hungarian language do not have a passive voice, the means and forms of its expression are represented in it by a developed and diverse system. The study allows making a step forward in understanding the typological specifics of the voice category and make a certain contribution to the general theory of this phenomenon, since it was the first study of the verb forms of two heterogeneous, genetically unrelated languages based on a comparative analysis in grammatical, semantic and functional aspects.
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Dagnev, Ivaylo, Mariya Saykova, and Maya Yaneva. "DISCOURSE AND LINGUISTIC CHARACTERISTICS OF RMA INTRODUCTION SECTIONS – A BULGARIAN-ENGLISH COMPARATIVE STUDY." KNOWLEDGE INTERNATIONAL JOURNAL 31, no. 6 (June 5, 2019): 1697–700. http://dx.doi.org/10.35120/kij31061697d.
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The article seeks to explore the discourse and linguistic means through which the Introduction section of Research Medical Articles (RMA) achieve their goals. For that purpose, we have analyzed 207 original RMA in Bulgarian and 129 in English. The articles have been excerpted from prestigious Bulgarian and high-ranking impact factor English language journals. Four major rhetorical moves have been found to guide the discourse flow in the Introduction sections in both corpora – Bulgarian Corps (BC) and English-language Corps (EC). These are: Move 1 - Introducing the general topic; Move 2: Move 2 – Transition to specific topic; Move 3: Move 3 – Identifying a gap and Move 4 – Aim of research. In connection with the realization of the rhetorical objectives of the Introduction section, basic lexical means have been identified and presented. We used the concept metaterm introduced by Mavrodieva and Tisheva (Mavrodieva and Tisheva 2014). We divided the metaterms into general and specific. It has been proven that a certain type of polysemous nouns are of particular importance in the medical context and can therefore be considered as specific metaterms. In both corpora, a number of variable and unchangeable parts of speech have been discovered that are typical of the RMA. Essential to the cohesion and coherence of texts are the so-called high-frequency words: nouns, verbs, adjectives, prepositions, adverbs, collocations and colligations. Regarding Tense and Voice, it has been pointed out that in line with the tradition of the Bulgarian scientific discourse community, the main tense is the so-called Generalized Present Tense (Uslozhneno segashno vreme), whereas in the English-language Corps these are Present Simple and Present Perfect. As for Voice, the BC articles make use mostly of Active Voice, while Passive Voice is used to refer to problems in focus and with impersonal constructions. A peculiar feature of scientific texts in Bulgarian is the use of reflexive verbs with the particle se. The specificity of the sentence structure in the Introduction includes the so-called in Bulgarian linguistics “complicated simple sentences”, including many pre and post modifiers, heavy complementation, as well as compound and complex sentences. Some of the most important discursive elements of this section of RMA are also analyzed. The comparison is direct between the two corpora, and the elements under scrutiny cover such aspects of discourse as hedging and, discourse markers (DM). With regard to the first element, hedging, from a theoretical point of view, it is important to emphasize that hedge structures are a form of the author's Ethos and identity, its degree of presence in the text. We have noted the role of DM as linking devices in the text, marking the boundaries of Steps and Moves in the RMA and indicating a change in the information flow and in the authors’ stance.
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Kharakoz, Hаnna. "On the genre and performance peculiarities of J. S. Bach’s choral fugue (on the example of comparative analysis of BWV 131 and BWV 131a)." Aspects of Historical Musicology 21, no. 21 (March 10, 2020): 164–79. http://dx.doi.org/10.34064/khnum2-21.11.
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Background. Despite the vast musical material associated with the embodiment in the choral texture of the highest polyphonic form – the fugue, there is lack of the literature that would outline the specificity of this arrangement, its fundamental principles. Many researchers have addressed choral polyphony on the material of the works of various composers. However, the problem of identifying the specificity of the choral fugue hasn’t been highlighted yet as a major issue in domestic musicology. Among the most recent works, which include the consideration of the issue of choral fugue, we should mention the capital study by N. Simakova (2007). The author offers a classification of choral fugue, depending on the accompaniment presence or absence. N. Simakova points out the importance of the timbre content of the theme for emphasizing the figurative content of the words, since the most striking in the process of the deployment of the fugue is the register-timbre modus, and the timbre coloring of soprano, alto, tenor and bass gives a relief figurative representation. Objectives. The article’s subject is to reveal genre and performance peculiarities of the choral fugue “Und er wird Israel” from the cantata BWV 131 by Johann Sebastian Bach. The comparative analysis of two editions of the cantata – choral and instrumental (organ fugue BWV 131a) – reveals the determinants of the choral fugue connected with the peculiarities of its performance. Methods. The study is based on systematic-analytical, comparative and semantic musicological approaches. Results. Two factors play a particularly important role in a choral fugue – the verbal text and the timbre coloring of the voices. This way, both themes of the fugue sound vivid and recognizable even to the unaccustomed listener, since they have different text assigned to the theme and each theme is placed in the voice that corresponds to it tonally. The first theme – light and full of hope – is assigned to the timbral voice that corresponds to it, such as the soprano, while the second theme is assigned to the timbral rich, “heavy” bass part. In any section of the cantata fugue, unlike in the organ version, the themes will be well recognizable thanks to the verbal text and the timbre coloring of the various voices, whereas the timbre of the organ, in comparison with the sound of the choral parts, is monolithic, and the sound “attack” is viscous, leading to a lack of separation in the melodic line. Thus, the presence of a verbal text, fixed to a particular theme (or part of it) and the timbral dramaturgy determine particularly the specificity of the choral fugue. However, the potential of the human voice is known to be limited by its tessitura depending the physical capabilities , which in turn affects the structure of the theme and the form in general. For the two-voice fugue theme, in which the author seeks to emphasize contrast, the timbre and tessitura peculiarities is the most convenient solution. It is important to compare the musical material of the two versions, to search for the differences and their causes, which are connected with the possibilities of the instrumental presentation of the fugue. So, in order to adapt it for twohand performance, in the organ work we occasionally observe simplification, “removal”, of the texture, as well as the addition of the musical text in order to “outplay” with the different functions using the manual keyboards and the pedal on the organ. An important feature of the choral fugue is the orchestra presence, its peculiar instrumental double, which gives it a special stability. As a rule, this or that instrument is attached to a particular timbre that is associated with specific parts of the chorus. In most cases, the orchestral part in a given cantata duplicates all of the theme material in the chorus. The orchestra also provides a solid harmonic foundation for the choral parts, especially where tonality could be interpreted in two ways. The alto part plays a passive role throughout the entire fugue, and a thematic lead is assigned to it only twice, and this is not accidental, since the alto part is “hidden” within the texture, and for a varied two-theme fugue, the comparison of different themes and their registers becomes important in the first place. In the cantata, the fugue is the culmination, the emotional climax of the entire cycle, it sounds rich and dense, and the bright timbre richness of the orchestra complements the general majestic character of the sound. In the organ fugue, however, it is vice versa: here one can sense the borders of the sections of the generally accepted fugue form much more clearly, and simplicity and elegance predominate. The presence of episodic moments of the redistribution of the thematic material in one part between two different voices (belonging to one voice in the original choral source) testifies to the secondary nature of the timbre factor in the instrumental fugue; the main thing here is the presence of the thematic voice-conducting itself. Therefore, in the clavier (organ) arrangement, one theme can be observed in different voices. All these examples make it possible to consider the choral fugue as a unique, independent form enriched with its own specific features. Conclusions. Despite the abundance of literature devoted to the fugue theory in general, the phenomenon of the choral fugue has so far received insufficient research attention. In order to understand the nature of the choral fugue, it is necessary to consider the influence that such specifically “choral” factors as timbre, register, tessitura, verbal text, ensemble, and others have on its structure. The comparative analysis of the musical scores of “Und er wird Israel” from Bach’s cantata BWV 131 and the organ fugue BWV 131a revealed differences between the choral primary source and its organ version, which makes it possible to consider them as factors contributing to a better understanding of the choral fugue peculiarities.
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Bawej, Izabela. "Rozumowanie dedukcyjne w procesie uczenia się języka niemieckiego jako drugiego języka obcego na przykładzie podsystemu gramatycznego." Neofilolog, no. 58/1 (April 27, 2022): 85–98. http://dx.doi.org/10.14746/n.2022.58.1.6.
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The role of the first foreign language in second foreign language learning is an interesting research question.
The main purpose of the research was to relate if and how the learners make deductions about German grammar based on English language skills. Therefore, this study presents the results of a survey conducted among students of Applied Linguistics who learn German after English. Participants were interviewed to state their opinion about the usefulness of English in learning German structures. The results of this inquiry allow the conclusions that learners use and transfer the previously acquired knowledge and information from what they have in first foreign language in order to understand, learn or form structures in the second foreign language. They compare both languages, look for similarities in the creation of the construction and the application of the structures or constructions, conclude by analogies between English and German in grammatical subsystem. In this way they deduce that English makes possible and facilitates to memorize grammatical forms while learning German, e.g. passive voice, articles, tenses, irregular verbs, comparative and superlative adjectives.
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Fitriani, Somariah. "The Student Nurses' Written Works of Health Science Institute: Error Analysis in Syntactical and Morphological Category." Jurnal Penelitian Humaniora 19, no. 1 (February 1, 2018): 20–35. http://dx.doi.org/10.23917/humaniora.v19i1.5356.
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The research aims to examine and analyze student nurses’ written works in term of syntax and morphology category. Twenty-six students of the third semester took an English presentation course, which focused on medical cases. The results have revealed that 186 error identifications were found consisting of 132 syntactical errors and 54 morphological errors. The students make errors in the types of article, preposition, parallel structure, the use of be, passive voice, word order, tenses, infinitive to, modal auxiliary and subject determiner in syntactical category. While in morphological error, they make errors in the plural form, subject verb agreement, comparative adjective and word form. Word order is as the most common language error in syntax category with 36 total errors or 19.35% out of 186. The second one is preposition with 26 total errors or 13.97%. While in morphology category, subject verb agreement is the most common one with 29 total errors or 15.59%. The second common one is word form with 13 total errors or 6.98%. It can be concluded that there are 132 (70.96%) of error identification in syntactical category and 54 error identifications or 29.04% in morphological category. In addition to its error identification in syntactical and morphological features, the research has found that the causes of students’ errors are due to intralanguage and interlanguage errors as it has some slightly differences between Bahasa Indonesia and English in term of grammatical structure.
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Wood, Margaret. "A lexico-grammatical comparison of statutory law and popular written language." Research in Corpus Linguistics 10, no. 2 (2022): 16–45. http://dx.doi.org/10.32714/ricl.10.2.03.
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While the plain language movement has shed light on the lack of readability of statutory texts for the lay person, there has been a lack of empirical methodology employed to determine the ways in which statutory language differs lexico-grammatically from forms of popular language that are familiar to the lay person. With this in mind, the present study conducts a comparative analysis of statutory language and other forms of popular written language (i.e., a corpus of news reports, sports reports, encyclopedia articles, and historical articles) with two goals: 1) to provide a detailed lexico-grammatical description of statutory law independent from other forms of legal writing, and 2) to identify pervasive lexico-grammatical features of statutory language that the lay person has relatively less exposure to in comparison to other written registers. Following a bottom-up selection of lexico-grammatical features for analysis, a key feature analysis is used to identify linguistic features that are more pervasive in statutory law relative to other forms of popular written language as measured through Cohen’s d effect sizes. Results reveal the pervasive use of the passive voice, prepositions, a variety of coordinating conjunctions, the pied-piping wh-relative clause construction, and non-finite -ing and -ed clause constructions in statutory language. These results complement previous research regarding the features that are characteristic of statutory language and help to identify features that potentially contribute to the lack of readability of statutory law.
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Qamili, Shpresë. "Passive Voice Transformation." e-Journal of Linguistics 13, no. 2 (July 31, 2019): 189. http://dx.doi.org/10.24843/e-jl.2019.v13.i02.p01.
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It is well known that the differences between the languages and the different levels of relationship between them and the use of the English passive voice in Albanian language are complex achievements of hypotheses given by language thinkers, because the language first of all is a process and processes change from time to time as a result of new language achievements and transformations and as a result of changes in people's worldview. The English and Albanian passive voice do not have a single grammatical structure and that this should be related to numerous legalities that follow the languages in their internal and external development. The studies carried out in terms of linguistic features, even of the passive voice according to the comparative method, have opened new paths to see similarities and differences even in the passive voice structure. This study is intended to give our modest contribution to notice the similarities and differences in the use of the passive voice as well as its structure in both languages. This contrastive analysis tries to facilitate the acquisition of English as a foreign language for students, pupils, to make the translation from English into Albanian and vice versa easier, to provide linguistic information to language researchers. The comparison is supported by the following English novels and their translated versions in Albanian such as: “Oliver Twist” by Charles Dickens and translated by Skënder Luarasi and “Silas Marner” by George Eliot and translated by Ramazan Hysa, where similar as well as different features have been found.
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Putnam, Michael T., and Joseph Salmons. "Losing their (passive) voice." Linguistic Approaches to Bilingualism 3, no. 2 (May 17, 2013): 233–52. http://dx.doi.org/10.1075/lab.3.2.05put.
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This paper reports initial findings on the apparent loss of passive voice constructions in Moundridge Schweitzer German, a moribund enclave dialect spoken in South Central Kansas. The dialect once had three agent-suppressing constructions; today speakers produce only an impersonal construction but marginally recognize one passive construction in comprehension tasks. Comparative and internal evidence suggests a clear path for this development qua syntactic extension. Empirically, numerous heritage and moribund languages lose passive constructions, and our account appears extendable to those settings in ways that illuminate some claims about heritage language syntax. The synchronic outcomes are easily modeled using the notion of syntactic neutralization, and we argue that a neutralization approach to syntactic ineffability has significant advantages over a NULL PARSE approach. Since the latter is Optimality Theory (OT)-specific, we model our findings in OT. Because neutralization is a framework-independent concept, our findings have broader ramifications.
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Rashtchi, M., and F. Etebari. "Learning the English Passive Voice: A Comparative Study on Input Flooding and Input Enhancement Techniques." International Linguistics Research 1, no. 1 (May 18, 2018): p67. http://dx.doi.org/10.30560/ilr.v1n1p67.
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The purpose of this study was to compare the effect of input flooding and input enhancement on grammar knowledge of passive voice among Iranian EFL learners. Preliminary English Test (PET) was administered to 75 learners who were in six intact classes in a language institute in Tehran. Sixty female low-intermediate learners whose scores fell within the range of ±1 standard deviation were selected. These classes were then randomly assigned to receive two different treatments. Three classes in the experimental group one (Input Enhancement Group) were exposed to passive structures through input enhancement guidelines, and the three classes in the experimental group two (Input Flooding Group) received the same materials drawing on the guidelines in line with input flooding procedures. It should be noted that the 15 discarded participants were present in the classes, but their scores were not considered in the data analysis. The reason for selecting six classes was the limited number of students in each class. However, the classes were taught by the same teacher to control teacher variable. The results of the pretest showed that the groups were homogeneous regarding their knowledge about the English passive voice. After the treatment, the participants sat for the posttest, which was identical to the pretest to measure their gain of the passive structures. The results indicated that both input flooding and input enhancement significantly affected the grammar knowledge of the passive voice. However, there was no statistically significant difference between the effects of input flooding and input enhancement in improving the knowledge of passive voice of the participants.
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Christy, N. P. "Use of the passive voice." JAMA: The Journal of the American Medical Association 253, no. 2 (January 11, 1985): 201b—202. http://dx.doi.org/10.1001/jama.253.2.201b.
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Sarjani, Andi Irma. "The Uniqueness of Japanese Passive Voice -A New Approach to Understanding Japanese Passive Voice-." Basic and Applied Education Research Journal 2, no. 1 (August 9, 2021): 47–54. http://dx.doi.org/10.11594/baerj.02.01.08.
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Japanese passive sentences structurally include “direct passive sentences” which have their equivalent in active sentences, and “indirect passive sentences” which have no equivalent in active sentences. Direct passive is expressed by the prefix “di-“ in Indonesian passive sentence, but indirect passive cannot be expressed by the prefix “di-“ and it seems difficult for Indonesian Japanese learners. Indirect passive does not exist in many languages, including in English and somehow in the Indonesian language, too. This paper aims to know why do Japanese people use passive voice to convey events or incidents, what functions does the passive distraction voice have different from the active voice, and to clarify about the differences and similarities between Japanese and Indonesian passive sentences. These points may be obvious to Japanese native speakers in some sense, but it will be such a great difficulty for Indonesian learners of Japanese to learn and use. Through this paper result, in which using a descriptive-qualitative method, there are four main conditions in Japanese direct passive sentences, namely the speaker’s point of view, conditions for changing conditions, conditions for specificity, and conditions for losses. In Japanese, if one of the four conditions has been fulfilled (or two or more conditions), then the passive voice can be accepted. Also, Japanese learners must understand that sentences with the Indonesian prefix “di-“ do not automatically become passive sentences in Japanese. If these important points are not well known or understood, this can lead to misunderstandings in the use of Japanese passive voice.
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Daniels, Lee. "Passive voice: you're hiding something!" Acta Crystallographica Section A Foundations and Advances 73, a1 (May 26, 2017): a386. http://dx.doi.org/10.1107/s0108767317096234.
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Islamy, Salma Putri, and Nita Kaniadewi. "A REVIEW OF TEACHING PASSIVE VOICE STRATEGY." EPIGRAM (e-journal) 19, no. 2 (October 30, 2022): 183–97. http://dx.doi.org/10.32722/epi.v19i2.4820.
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The difficulty of teaching passive voice has caused several researchers to conduct research on applying various strategies or methods to increase students' understanding of passive voice. Some have succeeded in increasing the effectiveness of passive voice learning although there is still a weakness. This is because the effectiveness of passive voice learning is also influenced by various things, including the level of education of the studied population. Specific strategies may be required for each education level. This study is intended to recapitulate research related to passive voice teaching and analyze the advantages and weaknesses of those methods so that teachers can better adapt to their classroom conditions. This research was conducted by reviewing research journals related to passive voice teaching and analyzing the advantages and disadvantages of the used method. The result of this study is a recapitulation of conducted research regarding passive voice learning for the last 5 five years, completing the advantages and disadvantages of each method. So that, later the English teacher can choose which method is the most appropriate for their students. On the other hand, other researchers can also choose which method needs further research.
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Fathonah, Siti, and Achmad Dicky Romadhan. "Active and passive voice in Bulungan Language." Rainbow : Journal of Literature, Linguistics and Culture Studies 10, no. 2 (October 30, 2021): 96–105. http://dx.doi.org/10.15294/rainbow.v10i2.48647.
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Bulungan Language as one of the langugaes in North Kalimantan Province has scattered speakers in 8 sub-districts. As language with scattered speakers made Bulungan Language get less attention from language researcher dan linguist to describe it thoroughly. Bulungan language has active voice and passive voice as part of its grammar which has not been studied furtherly yet. Then, the rseracher take this chance to discuss active voice and passive voice in the Bulungan language in this study. This research employed qualitative descriptive research. The data used in this study was oral data directly taken from the native Bulungan speakers. The data collection technique used in this study was by listening technique and the note-taking technique. This study revealed that the active and passive voice of the Bulungan language had different markers but same passive voice property across languages.
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Pinnaduwa, Preethi Dinusha. "Learning Japanese Passive Voice by Sri Lankan Learners." Chi'e: Journal of Japanese Learning and Teaching 10, no. 2 (October 30, 2022): 125–36. http://dx.doi.org/10.15294/chie.v10i2.58238.
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The purpose of this study is to examine the difficulties of learning Passive voice and to identify the type of errors learners do when producing Japanese passive sentences. It also aims to find strategies to minimize the errors in Passive sentences and reduce the difficulties in learning. The participants in this research are, learners of secondary schools and adult learners aged 20 to 40 in private institutes in three districts of Sri Lanka. A passive grammar test and a questionnaire have been used as the measuring instruments for this study. The grammar test was done by 100 learners while the questionnaire was answered by 94 learners. After the data was collected, a cross-sectional analysis was used to analyse the data. The results show that errors were done in the word order of the passive sentences, usage of the particles, construction of the passive verbs, using passive on transitive and intransitive verbs, and, construction of causative passive verbs. The researcher concludes, that to reduce the errors, strategies such as watching Japanese videos and dramas, making friends with Japanese nationals, gaining a good knowledge of the Japanese culture, memorizing, and making many passive sentences can be used.
Keywords: Passive voice of Japanese; difficulties in learning; errors in Passive sentences; Secondary school learners and adult learners.
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Friska, Yuliana. "Developing Students’ Understanding In Learning Passive Voice Trough Cooperative Learning." Eduka : Jurnal Pendidikan, Hukum, dan Bisnis 7, no. 1 (February 15, 2022): 39. http://dx.doi.org/10.32493/eduka.v7i1.17749.
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The purpose of this study is to see if cooperative learning improves students' grasp of passive voice in the first semester of accounting at Universitas Pamulang. This research is classified as Classroom Action Research (CAR), and it is used to discover and fix a problem related to students' comprehension of passive voice. The writer uses Hopkin's design in this Classroom Action Research. Meanwhile, the information gathered through the interview, questionnaire, observation, and test is being analyzed (pretest and posttest). Based on the outcomes of the study, it can be concluded that the use of cooperative learning in the teaching of passive voice is successful since the success criteria have been satisfied. The results of the posttest 2 reveal that 93.33 percent of the students, received a score of 70 or above. Furthermore, the results of the interview, observation, and questionnaire show a remarkable improvement. In conclusion, the results of the interview, observation, and questionnaire revealed that students' passive voice learning improved significantly after the cooperative learning approach was implemented in the teaching learning process.Keywords: Students' Understanding; Passive Voice; Cooperative Learning.
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Teedja, Katty Elizabeth Malta. "Comparative Study: Implementing Numbered Heads Together and Team Games Tournament to Enhance Students' Knowledge on Passive and Active Voice Construction." Acuity : Journal of English Language Pedagogy, Literature and Culture 4, no. 2 (August 1, 2019): 69–93. http://dx.doi.org/10.35974/acuity.v4i2.906.
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This study intends to find out what is the initial knowledge of the students before they were treated using Numbered Heads Together (NHT) and Team Games Tournament (TGT), ascertain of the significant difference between these two teaching strategies, and to know the responses of the students after they taught using Numbered Heads Together and Team Games Tournament are the aims of this research. This is a quantitative study with comparative design to know the students' knowledge of active and passive construction test. The research instrument of this study is pre-and-posttest. This study was conducted among seventh-grade students at SMPN 10 Cimahi. The results of this study showed that the initial score for both respondents is quite similar to the score for NHT group is 59.07 and for TGT group is 58.33. It is also known that there is a significant difference in students' knowledge on active and passive voice construction between students who are taught with Numbered Heads Together and those who are taught with Team Games Tournament showed by the result of the mean differences from both groups are 0.005 < 0.05. The questionnaire's result also supports that both teaching strategies are eligible to be applied in teaching active and passive voice construction with the score for NHT class is 64.83% and for the TGT class is 63.34%, it can be categorized as "Good". It implies that the implementation of Numbered Heads Together and Team Games Tournament enhances student's knowledge of active and passive
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Cornelis, Louise H. "The Passive Voice in Computer Manuals: A New Perspective." Journal of Technical Writing and Communication 25, no. 3 (July 1995): 285–301. http://dx.doi.org/10.2190/9gwj-8bgv-wyeu-e1vj.
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There is much debate and confusion about the use of the passive voice in texts in general, and in computer manuals in particular. For example, it is often stated that the passive should be avoided, but on the other hand, it may also have a clear function in a text. The aim of this article is to provide clarity by presenting a straightforward principle for the use of the passive voice in computer manuals. This “alternation principle,” in which active voice is used for user actions and the passive voice for automatic computer, is backed by results from recent functional and cognitive linguistic research. It is illustrated by means of fragments from several computer manuals, including some (apparent) counter-examples.
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Inzunza, Ernesto Ruelas. "Reconsidering the Use of the Passive Voice in Scientific Writing." American Biology Teacher 82, no. 8 (October 2020): 563–65. http://dx.doi.org/10.1525/abt.2020.82.8.563.
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I briefly review the use of the passive and active voices in scientific writing and formulate an argument in favor of the active voice’s use. I provide fictitious examples of each narrative type and make a side-by-side comparison. Each style has advantages and disadvantages. Papers written in the active voice are concise and clear, although they are also considered colloquial and unsophisticated. Those written in the passive voice, in turn, are centered on the actions – rather than on the individuals – and are perceived as more objective but can also be ambiguous and pompous. I conclude this essay by noting that the active voice – with its greater economy, simplicity, and precision – is now pervasive in scientific writing, and I urge educators to greatly reduce teaching and enforcing the use of the passive voice.
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Moonwomon, Birch. "Animacy and the Passive Voice in Kanjobal." Annual Meeting of the Berkeley Linguistics Society 16, no. 2 (June 20, 1990): 85. http://dx.doi.org/10.3765/bls.v16i2.1664.
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Flor-Górecka, Agnieszka. "Waarom is het Nederlands passief een struikelblok voor Poolse studenten?" Roczniki Humanistyczne 69, no. 5 Zeszyt specjalny (2021): 9–24. http://dx.doi.org/10.18290/rh21695sp-1.
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This contribution explains why the Dutch passive voice is a problem for Polish students and how passive constructions and their equivalents in their native language interfere in their use. The contribution first briefly introduces the passive voice constructions in Dutch and Polish. Then is shown, on the basis of translated sentences, where and in which elements the problem lies. The first reason is that both the worden-passief (action-passive) and the zijn-passief (state-passive) can be translated in Polish with the verb to be. Polish second language speakers of Dutch speak of a state while meaning an event (or vice versa). Moreover, the impersonal passive (except for very rare cases), which is often used in Dutch, is absent in Polish. In case of active use of Dutch by Polish students, they will tend to avoid passive constructions rather and replace them by constructions similar to equivalents of the impersonal passive as expressed in their Polish mother tongue.
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Zhornik, Daria O. "Пассивный залог как один из компонентов выражения информационной структуры в мансийском языке: данные верхнелозьвинского диалекта." Ural-Altaic Studies 42, no. 3 (September 2021): 33–42. http://dx.doi.org/10.37892/2500-2902-2021-42-3-33-42.
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This article is aimed at investigating the passive voice as one of the means of marking information structure. The data we use come from our own fieldwork among the Upper Lozva Mansi in 2017—2019 conducted in villages of Ushma and Treskolje of the Ivdel district of the Sverdlovsk oblast, Russian Federation. The data gathered during field trips was assembled into a small corpus of the Northern Mansi language, and we extracted all examples of passive voice found in this corpus. In the article, we briefly summarize the views of our predecessors on the role of the passive voice in Ob-Ugric languages and afterwards we describe the general outline of information structure in Mansi by briefly depicting the use of subject and object conjugations, the passive voice and case marking. We separately analyze the passive voice constructions formed from intransitive, transitive and bitransitive verbs. We conclude that passive voice is, as stated in previous studies, used for promoting the most topical constituent to the subject position. However, we also suppose that there are some other factors that contribute to the choice of voice in Mansi, e. g. animacy and referential properties of the constituent in question. We describe cases in which the most animate or the most definite (and not the most topical) constituent is being promoted to the subject position. We also suppose that not only these factors may separately affect the choice of voice, but also that the sum of these parameters might be crucial. We suggest that it is necessary to create a formal model which would include all the above-mentioned parameters and adequately describe the choice of voice in Mansi and in Ob-Ugric.
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Yoga Widiadnya, I. Gusti Ngurah Bagus, and I. Gusti Ayu Agung Yuni Lestari. "An ANALYSIS OF STUDENTS' ERROR IN USING PASSIVE VOICE." Jurnal Ilmiah Bina Bahasa 14, no. 01 (July 9, 2021): 53–64. http://dx.doi.org/10.33557/binabahasa.v14i01.1318.
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Abstract: This research aimed to find out the errors made by the tenth-grade students of Smk Nusa Dua especially first grade students of hotel accommodation program in using passive voice. This purposed of this research is to find out the types of errors. The researcher used Dulays’ theory to find the types of error. Furthermore, the researcher used descriptive qualitative research design. To get the sample, the researcher used cluster sampling technique. The researcher took 45 students as a sample from class 10 AP2. To analysis the data, the researcher gave a test about passive voice of simple present tense. There were totally 352 errors created by the students. Those errors derived from omission with 21 errors, addition with 67 errors, misformation with 253 errors and misordering with 11 errors.
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Riggle, Keith B. "Using the Active and Passive Voice Appropriately in On-the-Job Writing." Journal of Technical Writing and Communication 28, no. 1 (January 1998): 85–117. http://dx.doi.org/10.2190/4g7u-pmyr-8m2t-ra3c.
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Many current technical writing handbooks still advise writers to avoid the passive voice except in certain limited situations, primarily when the agent is unknown, understood, unimportant, or better left unnamed. However, a growing body of research indicates that the passive voice has a broader array of rhetorical functions. To identify some of the functions of the passive, as well as the active, voice, the frequencies of active and passive verbs were determined in 185 documents written by twenty-eight civilian and military members of the U.S. Air Force. The frequencies were similar to those in similar types of documents written by nonacademic writers in previous studies. In addition, writers were queried about their reasons for choosing active or passive verbs. While the results of the study confirmed the importance of agency in the choice of active or passive, they also revealed numerous other factors that were significant in writers' choices. The most significant reasons for choosing one type of verb over another were the voice of the verb, organizational requirements, audience awareness, efficiency, genre, euphony, personal preference, agency, emphasis, and topic-comment flow. These results suggest that technical writing instruction and handbooks should promote general principles for the use of both active and passive verbs rather than advising against the use of passive verbs.
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Kostina, Ksenia G. "Functioning of the verb’s reflexive voice in the modern Udmurt language." Finno-Ugric World 13, no. 4 (December 30, 2021): 358–68. http://dx.doi.org/10.15507/2076-2577.013.2021.04.358-368.
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Introduction. Any language’s verb system has many resources for denoting various actions of people. The relations of the action or state of the subject to its object are determined by the grammatical category of the voice, represented in the Udmurt language by the pairs of causative – non-causative, reflexive – non-reflexive forms of voices. The article considers the functioning of the verb’s reflexive voice in the modern Udmurt language, including the etymology of the voice’s affix, the grammatical meanings of reflexive verbs. Materials and Methods. The main material of the research is based on the Udmurt-Russian Dictionary (2008) and the texts of Udmurt writers included into the National Corpus of the Udmurt Language. The article used a set of such research methods as descriptive, continuous sampling, contextual analysis, taking into account the situational conditioning of the verb voice. On specific examples, the use of these methods makes it possible to consider the structure, dynamics and features of the functioning of the reflexive voice of the verb in the Udmurt language. Results and Discussion. As a result of the research, for the first time, among the reflexive voice’s groups we include verbs of passive voice. The reason of it is the low probability of using passive constructions in colloquial speech. The frequent cases of using passive meanings of verbs in the literature and in the press are defined by the calcified translation of foreign-language constructions. Conclusion. The grammatical structure of the Udmurt language is represented by two binary voice’s forms: reflexive/non-reflexive voice and causative/non-causative voice. Specific indicators of reflexive voice are affixes -ськ(ы)-/-ск(ы), -иськ(ы)-/-üськ(ы)-. From the point of view of semantic content, five semantic groups of returnable pledges are distinguished: reflexive, medial, reciprocal, impersonal, passive. The proposed classification is determined by the specifics of the relations between the subject and the object of action.
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Abdollahi-Guilani, Mohammad, and Kim Hua Tan. "English Passive and the Function of Shodan in Persian." Asian Social Science 12, no. 9 (August 25, 2016): 162. http://dx.doi.org/10.5539/ass.v12n9p162.
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<p>Although English and Persian share a basic structure in the formation of passive with the help of past participle of the main verb accompanied by “be” in English and “shodan” (i.e. become) in Persian on a syntactic basis, Persian resorts to morphological alternation, too. However, the verb shodan is not merely an auxiliary verb; it can serve as a main verb as well. In fact, Persian passives have various overlapping realizations, bearing the meaning of “possibility” and “going”, too. This study also sought out to investigate whether or not passives differed in written texts. In addition to library resources, the study made use of a comparative text analysis approach to investigate the application of passive structures in the novel <em>Animal Farm </em>(Orwell, 1956) and its Persian translation (Akhondi, 2004). The results revealed that the conventional function defined for Persian shodan as an auxiliary verb for passive structure outnumbers the passive verbs used in the original novel. Findings also indicate that passive voice is not limited to one form of shodan and past participle; in fact, transitivity alternation plays a key role, too. In addition, the combination of shodan with nouns or adjectives is twofold: it can produce both active and passive voice structures. This study was targeted at EFL learners and teachers as well as translators who will duly be provided with fundamental awareness when dealing with English and Persian in learning / teaching process and translating from English into Persian and vice versa.</p>
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Ekasani, Kadek Ayu, and Ni Luh Ketut Mas Indrawati. "English – Indonesian Passive Sentences in Cookbook." e-Journal of Linguistics 14, no. 1 (January 31, 2020): 13. http://dx.doi.org/10.24843/e-jl.2020.v14.i01.p02.
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This research focuses on the English-Indonesian passive sentence in cookbook. The aim of this research is to find out how the English passive sentence translated into Indonesian passive one cookbook. The data source was taken from English cookbook entitled The Essential Book of Sauces & Dressings written by Lowery, et.al and published by Periplus, Singapore and the translation into Indonesian entitled “Saus dan Dressing yang esensial” translated by Hadyana P. and published by Periplus, Indonesia. The methods of collecting data are observation and documentation. Scintific article tends to use passive sentence rather than active one. This is intended to show the product and disappear the doer. In doing the works, the translator translated English passive voice into Indonesian passive voice in several ways. The results show in English cookbook found some passive constructions which are translated also into passive construction in TL. The passive construction in English cookbook are in the form of present tense (is/are + V past participle), modal passive (modal + be + V past participle), present perfect tense (has + been + V past participle). The translation in Indonesian are translated into passive construction by using verbs added by prefix di-, active construction with active verbs, and verbs added by prefix ter-.
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Hirliana, Wiwinda, I. Made Sujana, and Atri Dewi Aziz. "The Relevance of English Grammar Materials Used at Eed Study Program and Three-Dimensional Grammar Framework: A Case of Passive Voice." Jurnal Ilmiah Profesi Pendidikan 7, no. 3c (October 17, 2022): 1965–72. http://dx.doi.org/10.29303/jipp.v7i3c.849.
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Grammar is an important language aspect in both spoken and written language uses. However, most students at English Education Department Unram found it difficult to learn. It is shown in their TOEFL achievement. The failure may come from various factors, one of which is learning materials. This study is conducted in order to find out whether the course book used by the English Education students using Three-Dimensional Grammar Framework as this framework is created to achieve balance between grammar and communication because the objectives of learning grammar in university level have not been well achieved by the students. This study is qualitative research. The source of the data in this study is the course book used by EED students at University of Mataram entitled English Grammar 2 and focused on the passive voice materials. The data is collected by using documentation. The result of this study is the course book English Grammar 2 has applied the components of Three-Dimensional Grammar Framework such as forms/structures of passive voice have been presented completely as seen from the curriculum, meaning/semantic and use/pragmatic of passive voice have been presented. However, the uses of passive voice such as (1) when the non-agent is more closely related than the agent to the theme of the text, (2) when the non-agent is participant in the immediately preceding sentence, and (3) the speaker is being tactful and evasive are not presented.
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Myhill, John. "Functional Type, Voice, and the Javanese DI-Form." Studies in Language 17, no. 2 (January 1, 1993): 371–409. http://dx.doi.org/10.1075/sl.17.2.05myh.
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This paper introduces the concept of functional type, a particular combination of functions which are realized in a single clause, and applies this concept to data on voice from Javanese and English, comparing the English passive and two Javanese constructions with passive-like structural and functional properties. It is shown that what is conceived of as general passive function can be divided into a number of different functional types, each one associated with particular discourse properties of the agent and patient and a particular combination of structural representations in Javanese and English.
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Fadhilawati, Dian, Aslam Khan, Dwita Laksmita Rachmawati, and Moh Mansur. "Tackling and Handling Students’ Grammar Mastery on Passive Voices in A Higher Education: Quizizz Application Power." VELES: Voices of English Language Education Society 6, no. 2 (October 30, 2022): 379–91. http://dx.doi.org/10.29408/veles.v6i2.5661.
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This research aimed to boost the grammar mastery of 24 students, particularly Passive voices using the Quizizz application and to discover their reactions to the usage of that platform for learning and assessing Passive Voices at a Private University in Blitar. This research used a classroom action research design with the following procedures: planning, acting, observing and evaluating, and reflecting. The research results revealed that the usage of the Quizizz application increased the mastery of passive voices of 24 students from 54.75 in the Pre-action Test to 87.25 on the post-action test. Furthermore, the respondents responded positively toward the usage of the Quizizz platform to learn and assess Passive Voices. Referring to the findings, we can sum up that using the Quizizz Application in Passive Voice learning is extremely beneficial in improving the students' learning outcomes since the students can learn passive voice material such as they are playing games anywhere and anytime. Therefore, the researchers suggest that teachers or lecturers may apply this application to their classrooms to make fun and enjoyable learning for the students.
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Lavrinets, Оlena. "Structural and semantic specificity and dynamics of the performance of passive constructions in the modern Committee Ukrainian." Ukrainian Linguistics, no. 48 (2018): 152–67. http://dx.doi.org/10.17721/um/48(2018).152-167.
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The issuer content and status of passive voice paradigm in the system of Ukrainian, hierarchy and both – structural and semantic – features of its constituents are still a disputable question. Committee Ukrainian guidelines and reference books, dated by the first decades of the ХХІ century, were the resources of material for this research. Without regard to comparative free development of standard Ukrainian after getting of independence by Ukraine the paradigm of passive voice, that was substantial reviewed in the newest grammatical researches, has the transformation in a modern scholastic, and also in the in modern committee Ukrainian: it’s nexus is formed by constructions with verbs on -ся ending and periphery – with predicative forms on -но, -то ending and by participles on -ний, -тий ending. Choice of passive or active construction type depends mainly on tastes of compilers of professional editions in modern committee Ukrainian, which does not distinguish the syntactic peculiarities of standard Ukrainian and Russian. Substantial advantage of constructions with verbs on -ся above active constructions and other types of passive constructions in the modern standards of documents is the part of history of committee Ukrainian, and it is high time for it to fall off the edge of the earth. Two-part constructions with predicative forms on -но, -то must occupy a central part in the paradigm of passive voice. Their impersonal value predetermines their prevalence in those documents, where attention is concentrated on completion of action and its result, but not on a performer. In documents, where a role of a performer or an action is pulled out on the first plan matters timelessness, active constructions as specific feature of Ukrainian syntax must prevail. Peripheral performance of constructions with predicative participles on -ний, -тий in committee Ukrainian depends not on language sense of specialist, but on the flavour of the constructions meaning – specifically, the establishment of permanent regularity of action or state continuing. Decision of problem of “ideal” correlation of active and passive constructions, explaining of their usage in modern committee Ukrainian, taking into consideration their structural and semantic specific will help to return the national originality to Ukrainian and, in particular, will provide the continuation of folk traditions in the performance of its inherent grammatical models.
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Aschermann, Ellen, Insa Gülzow, and Dirk Wendt. "Differences in the Comprehension of Passive Voice in German- and English-Speaking Children." Swiss Journal of Psychology 63, no. 4 (December 2004): 235–45. http://dx.doi.org/10.1024/1421-0185.63.4.235.
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This study tested the understanding of sentences in active and passive voice in 60 German and 46 British preschool children. In German and English passive sentences, the object of the active phrase appears in the topic position. Whereas the German language also allows active sentences with the object as topic, English nearly always requires the sequence subject-predicate-object. Participants listened to 24 active and passive sentences that differed in plausibility (likely, neutral, or unlikely). Their understanding was tested by asking them to either choose a correct line drawing depicting the sentence or to act it out with dolls. Results showed no effect of the plausibility of an event. However, English children did not exhibit a full comprehension of passives until they were about 1 year older than German children. It is concluded that this is due largely to how the passive relates to the rest of a language’s grammar.
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Wilkinson, A. M. "Jargon and the Passive Voice: Prescriptions and Proscriptions for Scientific Writing." Journal of Technical Writing and Communication 22, no. 3 (July 1992): 319–25. http://dx.doi.org/10.2190/4hur-13kr-k1df-b52d.
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Prescriptions for scientific writing about jargon and the passive voice are based on principles of writing presumed to be universal. They do not take into account that language varies with rhetorical setting, that scientists report their research to peer scientists, and that simplification of scientific language is more often translation than synonymy. Jargon, i.e., scientific terminology, is essential for designating new entities for which the language has no name. It makes for economy and for the accuracy and precision required in scientific research. The passive voice is unavoidable because scientists focus on the subject of their research as objects. The proscription of the passive voice and scientific jargon is rooted in the expectation that scientists write so as to be understood by the general reader.
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Lamb, Sharon, and Susan Keon. "Blaming The Perpetrator: Language that Distorts Reality in Newspaper Articles on Men Battering Women." Psychology of Women Quarterly 19, no. 2 (June 1995): 209–20. http://dx.doi.org/10.1111/j.1471-6402.1995.tb00288.x.
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In an earlier article, Lamb (1991) showed that journal authors, when writing about men battering women, wrote in a way that avoided assigning responsibility to men as perpetrators, and that this kind of writing was more common among male authors as well as female authors who wrote with men. This study examines first whether this kind of writing occurs in newspaper articles on men battering women, and whether two problematic styles of writing have an effect on the reader. Three versions of a newspaper article were developed to differentiate active voice, passive voice, and writing that implies shared responsibility for a man's violence. One hundred and eighty subjects read one of the three versions and endorsed one of five possible punishments for the man in the story who had been violent. Results showed that subjects did not differ in their selection of punishments for the active voice versus the passive voice version, but were much more lenient towards the man after reading the shared responsibility version.
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Kenny, Dorothy, and Mali Satthachai. "Explicitation, Unique Items and the Translation of English Passives in Thai Legal Texts." Meta 63, no. 3 (June 6, 2019): 604–26. http://dx.doi.org/10.7202/1060165ar.
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Despite growing interest in the study of translation in Thailand, relatively little has been published on contemporary Thai translation practices. This study presents a first attempt to explore legal translation into Thai, using both a purpose-built parallel corpus of international treaties translated from English into Thai, and a monolingual corpus of non-translated Thai legislation. Drawing on previous corpus-based studies concerned with general features of translation, we ask whether there is evidence of explicitation (Becher 2010a) in our translated data and whether “unique items” (Tirkkonen-Condit 2002) are underrepresented. We pursue these questions through a study of the translation of the passive voice into Thai, and focus in particular on the Thai passive markers ถูก /thùuk/, โดน /doon/, and ได้รับ /dai-rup/, which we consider unique items in Thai. The study finds that, despite some writers’ antipathy to the passive voice in Thai, most English passives are translated into Thai using the passive voice, and that in those instances where the active voice is used in the translation, there is rarely any explicitation involved, as explicit agents are rarely added in Thai. We do not find any evidence to support the hypothesis that unique items are underrepresented in translation. On the contrary, the unique items studied appear to be overrepresented in translation into Thai.
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Khandekar, Atharva. "A Comparative Study of 4G and VoLTE." International Journal for Research in Applied Science and Engineering Technology 9, no. 12 (December 31, 2021): 2338–41. http://dx.doi.org/10.22214/ijraset.2021.39713.
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Abstract: This research paper provides an insight into the comparison between VoLTE and 4G. 4G Wireless Systems or Fourth generation wireless system is a packet switched wireless system with wide area coverage and high throughput. It is designed to be cost effective and to provide high spectral efficiency. VoLTE (voice over LTE) supports voice calls over 4G LTE network. With advanced VoLTE technology, the 4G network now provides high-speed data services, high-quality voice and video calls at affordable price. This paper first presents the challenges and benefits of both 4G and VoLTE and then compares them with consideration of different points. Keywords: GSM, LTE, VoLTE, 3G, HSPA, RAN
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Jones, C., and M. Durbridge. "Culture, Silence and Voice: The Implications for Patient Safety in the Operating Theatre." Journal of Perioperative Practice 26, no. 12 (December 2016): 281–84. http://dx.doi.org/10.1177/175045891602601204.
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Team culture is an important antecedent to safety behaviours such as speaking up. A positive safety culture in the operating theatre has been linked to fewer adverse events. Psychological safety, a component of safety culture, is the belief that the team is safe to take risks such as raising concerns. Power dynamics can influence active speaking up behaviour or ‘voice’. When theatre team members chose to remain silent rather than voice concerns this can be a protective or defensive strategy rather than passive inactivity.
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Sileo, Frank J., and Wesley A. Kayson. "When Will Annoying Phone Calls Be Listened to?: Effects of Sex, Tone of Voice, and Time of Day." Psychological Reports 62, no. 2 (April 1988): 351–55. http://dx.doi.org/10.2466/pr0.1988.62.2.351.
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This experiment studied the effects of sex, tone of voice, and time of day on the length of time to which an annoying phone call was listened. A man and a woman made 90 phone calls each in an angry or an apologetic tone of voice during the morning, afternoon, or night hours. It was predicted that the female caller making calls, in the afternoon with an apologetic tone of voice, would be listened to the longest. The predictions about sex and tone of voice were confirmed; however, phone calls made in the morning were listened for the shortest time. The findings are similar to those found for altruistic behavior. It is hypothesized that there is a continuum of helping behavior ranging from the passive helping received in this experiment to the active helping studied in the research on altruism. The theorized continuum of altruism should be further elaborated and researched.
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Horrocks, Geoffrey. "What’s in the Middle?" Keria: Studia Latina et Graeca 22, no. 2 (December 28, 2020): 7–23. http://dx.doi.org/10.4312/keria.22.2.7-23.
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It has long been taken for granted in reference works, grammars and elementary introductions that Ancient Greek had three grammatical voices, active, passive and middle. Yet scholars have always had great difficulty in characterising the middle voice in a straightforward and convincing way, and language learners are often perplexed to find that most of the middles they find in texts fail to exemplify the function, usually involving some notion of self interest, that is typically ascribed to this voice. This article therefore re-examines the Ancient Greek middle, both through the lens of a general survey of “middle voice” functions across languages, and through the analysis of all the medio-passive verb forms attested in Book 1 of Plato’s Republic.
The principal observations are that Ancient Greek middles do not represent a regular pattern of usage either from a typological point of view or as employed specifically in Republic 1 (the database is in fact partly extended to other works). Accordingly, the main conclusion is that the Ancient Greek middle is not a grammatical voice sensu stricto, i.e. a regular syntactic alternation applying to all verbs with a given set of properties and expressed by a regular morphological form with a predictable semantic function. Rather, it appears to be a convenient collective name for a large set of “autonomous” verb forms that are either clearly deponent (i.e., have no active counterparts) or that have been lexicalised in a specialised meaning vis-à-vis their supposed active counterparts (i.e., are also deponents in practice, despite appearances). In all probability, therefore, medio-passive morphology, whatever it once represented in terms of function, was recharacterised prehistorically as “passive” morphology, leaving a residue of verbs exhibiting forms with non-passive functions. Presumably, these survived as “middles” only because they had no active counterparts or had been assigned innovative meanings that distinguished them from any formally related actives.
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van Wolde, Ellen. "The Niphal as middle voice and its consequence for meaning." Journal for the Study of the Old Testament 43, no. 3 (March 2019): 453–78. http://dx.doi.org/10.1177/0309089217743160.
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The central thesis of this article is that improved knowledge of the Niphal can offer us arguments in favour of (or against) certain meanings of verbs in biblical texts. Proceeding from general linguistic studies of middle voice to Biblical Hebrew linguistics, the differences between the active, reflexive, middle and passive voices are clarified. Subsequently, it is shown that the Niphal expresses neither the reflexive nor passive voice, but predominantly marks the middle voice. The Niphal describes an event in which the subject is concerned with itself, though not reflexively as a differentiated object, but as an undifferentiated middle, while reference to an external Agent is absent. These insights are applied to various texts and verbs in the Hebrew Bible, namely, 3 Niphals of the verb גמל (‘wean’), 7 Niphals (feminine singular) of the verb טמא (‘defile’), and 16 usages of אסף Niphal in contexts of dying.
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Bhandary, Srikala, Shruthi Rao, Suchetha Shetty, and Audrey Madonna D'Cruz. "Estimation of salivary biomarkers in passive smoking children - a comparative study." Bangladesh Journal of Medical Science 15, no. 2 (August 10, 2016): 160–65. http://dx.doi.org/10.3329/bjms.v15i2.22990.
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Objective: To evaluate the relationship between passive smoking and salivary biomarkers like pH, buffering capacity and flow rate, sialic acid and amylase levels in children who were passive smokers and compare with the control group. Materials and Methods: Fifty children with history of passive smoking and 50 healthy age matched controls were included in the study. Details on smoking habits of household members, childs dental and dietary habits were collected using a proforma. Saliva samples were collected from both the groups and salivary analysis was done for pH, buffering capacity, flow rate, sialic acid levels and amylase levels. Results: The results of the study showed a lower salivary pH and flow rate with an increase in amylase activity and buffering capacity in passive smoking children when compared to healthy controls. However, sialic acid levels did not show significant differences between passive smoking children and control group.Conclusion: Passive smoking may reduce the protective properties of saliva which can further affect the oral health status of young children and any factor that influences the secretion rate or composition of saliva will ultimately influence caries susceptibility.Bangladesh Journal of Medical Science Vol.15(2) 2016 p.160-165
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Cao, Wujing, Hongliu Yu, Xinyu Wu, Sujiao Li, Qiaoling Meng, and Chunjie Chen. "Development and Evaluation of a Rehabilitation Wheelchair with Multiposture Transformation and Smart Control." Complexity 2021 (February 27, 2021): 1–14. http://dx.doi.org/10.1155/2021/6628802.
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Stroke and other neurological disorders have an effect on mobility which has a significant impact on independence and quality of life. The core rehabilitation requirements for patients with lower limb motor dysfunction are gait training, restand, and mobility. In this work, we introduce a newly developed multifunctional wheelchair that we call “ReChair” and evaluated its performance preliminarily. ReChair seamlessly integrates the mobility, gait training, and multiposture transformation. ReChair driving and multiposture transformation are done using the voice, button, and mobile terminal control. This work describes the functional requirements, mechanical structure, and control system and the overall evaluation of ReChair including the kinematic simulation of the multiposture transformation and passive lower limb rehabilitation training to quantitatively verify the motion capability of ReChair, the voice control system evaluation that shows how the voice recognition system is suitable for home environment, the sensorless speed detection test results that indicate how the wheel speeds measured by sensorless method are appropriate for travelling control, and the passive and balance training test results that show how the lower limb rehabilitation training in daily life by ReChair is convenient. Finally, the experimental results show that ReChair meets the patients’ requirements and has practical significance. It is cost-effective, easy to use, and supports multiple control modes to adapt to different rehabilitation phases.
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Pasaribu, Truly Almendo. "The Negation Jangan from a Lexical Functional Perspective." LLT Journal: A Journal on Language and Language Teaching 16, no. 1 (December 21, 2016): 41–50. http://dx.doi.org/10.24071/llt.v16i1.281.
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This paper is an investigation into the properties of the negation jangan in the framework of Lexical-Functional Grammar. The analysis shows that the negation jangan can negate verbs functioning as predicate in a sentence. It follows both transitive and intransitive verbs. The constituent that fills the position in the subject is defined by the voice of the sentence. If it is in the active voice, the subject is the second person pronoun. On the other hand, if the word jangan negates passive voice, the subject is not restricted. It is possible in Indonesian sentence to have double negation because the negative adverb jangan can negatea negation tidak. It also follows adjectives, adverbs, nouns and clauses. Thenegation jangan also has a different grammatical construction when it precedesthe preposition sampai. The subject following jangan sampai is not restricted asthe subject following jangan sampai is in active voice. The word jangan can befronted to modify the whole clause.DOI: https://doi.org/10.24071/llt.2013.160105
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Zealear, David L., Cheryl R. Billante, Geraldo D. Sant'anna, Mark S. Courey, and James L. Netterville. "Electrically Stimulated Glottal Opening Combined with Adductor Muscle Botox Blockade Restores Both Ventilation and Voice in a Patient with Bilateral Laryngeal Paralysis." Annals of Otology, Rhinology & Laryngology 111, no. 6 (June 2002): 500–506. http://dx.doi.org/10.1177/000348940211100605.
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The purpose of this study was to determine whether paced electrical stimulation of the posterior cricoarytenoid muscle with an implantable device could restore ventilation in a patient with bilateral vocal fold paralysis without disturbing voice. In the first US case of a multi-institutional study, this patient was implanted with an Itrel II stimulator (Medtronic, Inc). In monthly postoperative sessions over an 18-month period, an effective stimulus paradigm was derived, the magnitude of stimulated vocal fold abduction and ventilation was measured, and perceptual judgments of voice quality were made. After identification of optimum parameters, posterior cricoarytenoid muscle stimulation produced a moderately large vocal fold abduction of 4 mm, but only marginal improvement in mouth ventilation, with no change in voice quality. After adductor muscle blockade with botulinum toxin, the patient's voice improved with increased phonatory airflow, but ventilation through the passive airway was still inadequate. However, by combining these Two therapeutic strategies, dynamic abduction increased to 7 mm, ventilation through the mouth surpassed that through the tracheotomy (allowing decannulation), and voice quality was restored to normal.
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Andayani, Woro Reny. "PENERAPAN METODE DRILL UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR BAHASA INGGRIS KOMPETENSI PEMAHAMAN PASSIVE VOICE PADA BERBAGAI TENSES SISWA KELAS XI-IPA 3 SMA NEGERI 2 SITUBONDO." Jurnal IKA PGSD (Ikatan Alumni PGSD) UNARS 11, no. 1 (June 8, 2022): 86. http://dx.doi.org/10.36841/pgsdunars.v11i1.1763.
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sesuai dengan hasil observasi yang menunjukkan bahwa pembelajaran di SMA Negeri 2 Situbondo khususnya siswa kelas XI-IPA 3 masih di bawah rata rata hasil belajarnya. Hal ini disebabkan karena (1) Guru jarang memberikan tugas kepada siswa, (2) kurang adanya diskusi antara siswa dengan guru sehingga dalam kelas terasa hening dan kaku, (3) materi yang diajarkan kurang mengacu pada pengalaman siswa, guru masih menggunakan teks book dalam mengajar, (4) guru kurang memberikan kesempatan kepada siswa untuk melakukan penerapannya sendiri, (5) dalam membentuk kelompok kurang heterogen dalam memilih anggota kelompok.Berdasarkan hasil penelitian pada bab IV dapat disimpulkan sebagai berikut: Penerapan metode drill dapat meningkatkan motivasi belajar sebesar 67% pad siklus I dan siklus II 91% bahasa Inggris kompetensipemahaman passive voice pada berbagai tenses siswa kelas XI-IPA 3 SMA Negeri 2 Situbondo semester genap tahun pelajaran 2018/2019 dan Penerapan metode drill dapat meningkatkan hasil belajar mencapai persentase sebesar 69% sehingga meningkat 94% bahasa Inggris kompetensi pemahaman passive voice pada berbagai tenses siswa kelas XI-IPA 3 SMA Negeri 2 Situbondo semester genap tahun pelajaran 2018/2019.
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Guinot, Francisco, Mercè Virolés, Clàudia Lluch, Ana Luisa Costa, and Ana Veloso. "Spanish and Portuguese Parental Acceptance of Behavior Management Techniques in Pediatric Dentistry." Journal of Clinical Pediatric Dentistry 45, no. 4 (September 17, 2021): 247–52. http://dx.doi.org/10.17796/1053-4625-45.4.5.
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Aim. To compare acceptance of behavior management techniques used in pediatric dentistry by Spanish and Portuguese parents. Study design. cross-sectional study. A survey of 8 behavior management techniques used in pediatric dentistry was administered to parents whose children were being treated at the Universitat Internacional de Cataluña (Barcelona, Spain) or at the Universidade de Coimbra (Portugal). The techniques evaluated were: tell–show–do (TSD), nitrous oxide sedation, passive restraint using a papoose board, voice control, hand-over-mouth, oral premedication, active restraint and general anaesthesia. The questionnaire also included information on parents’ sex, number and sex of children receiving treatment, parents’ previous dental experience (positive or negative), children’s previous dental experience (positive or negative), and the socioeconomic status of the families. Results. TSD and voice control were rated the most acceptable techniques in both Spain and Portugal, whereas the least accepted techniques in both countries were active and passive restraint. There were no significant differences in the acceptance of each of the techniques, in relation to parents’ sex or their previous dental experience, children’s sex or age, children’s previous dental experience, or families’ socioeconomic status. Conclusion. TSD was the most widely accepted behavior-management technique by Spanish and Portuguese parents, even with the passage of time. Both groups of parents had a low opinion of active and passive restraint techniques.