Journal articles on the topic 'English language Grammar, Comparative Sinhalese'
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1
Dai-hong, CHENG, and PAN Cui-qiong. "A Comparative Study of the Negative Transfer of Mother Language in English Grammar Teaching." IRA International Journal of Education and Multidisciplinary Studies 13, no. 3 (December 14, 2018): 41. http://dx.doi.org/10.21013/jems.v13.n3.p2.
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<p>It is the normal phenomenon that Chinese students’ English grammar learning may badly be influenced by mother language transfer. Especially the negative transfer must hinder the students’ progress in English learning. How to overcome the negative transfer becomes very crucial. This paper analyzes the negative transfer effects on English grammar teaching from the comparative perspectives of part of speech and sentence structure between English and Chinese, which provides enlightenment for students' English grammar learning, and also provides feasible countermeasures for teachers’ English grammar teaching in such way as to promote students' comprehensive English ability.</p>
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Kasimova, Malika. "Comparative Study Of Bilingual And Monolingual Children In Acquiring Grammar Strategies." American Journal of Applied sciences 03, no. 01 (January 31, 2021): 128–47. http://dx.doi.org/10.37547/tajas/volume03issue01-19.
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Foreign languages have been taught worldwide starting from elementary schools. While some children learn English as a second language, there are many bilinguals who study English as the third language. This small scale study aims to illustrate the dissimilarities between bilingual and monolingual students in learning the English language, specifically, acquiring English Grammar strategies. Two 3rd grade primary school pupils attended in this study. The research compiled three stages and data analysis revealed accordingly.
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Deng, Fangfang, and Yuewu Lin. "A Comparative Study on Beliefs of Grammar Teaching between High School English Teachers and Students in China." English Language Teaching 9, no. 8 (June 2, 2016): 1. http://dx.doi.org/10.5539/elt.v9n8p1.
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<p>Grammar is “a system of rules governing the conventional arrangement and relationship of words in a sentence” (Brown 1994) which can facilitate the acquisition of a foreign language and is conducive for cultivating comprehensive language competence. Most teachers regard grammar as a frame of English learning. The grammar teaching beliefs held by teachers can affect their practical teaching behaviors in class, thus can have different teaching results in the end. Therefore, through quantitative and qualitative research, this paper aims to investigate the present status of grammar beliefs of high school students as well as teachers’ beliefs and their grammar teaching behaviors, analyze and compare the similarities and differences between them. The result shows that teachers’ grammar teaching has the tendency of communicative teaching while students’ grammar beliefs have the characteristic of integration of communicative and traditional grammar teaching. Teachers’ grammar teaching behaviors can basically be consistent with their grammar teaching beliefs.</p>
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Ilgūnaitienė, Ramunė Vitalija. "Is Grammar Still Important Learning the English Language on Tertiary Level? The Analysis of Students’ Attitude." International Linguistics Research 4, no. 2 (April 19, 2021): p1. http://dx.doi.org/10.30560/ilr.v4n2p1.
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Lecturers of Vytautas Magnus University Institute of Foreign Languages have noticed that students’ English grammar comprehension as well as their interest and motivation for learning it have dropped significantly. It was decided to carry out the research and find the answers to the topical questions. Do students thoroughly understand the importance of grammar in language acquisition context? What are the factors predisposing the diminishing value of grammar? What is the students’ insight into the grammar teaching/ learning process in level C1? The questionnaire was compiled and on the basis of a comparative – quantitative method the conclusions were drawn that students do not think that grammar plays an important role in learning the English language, they suppose that their grammar competence is sufficient to be fluent in English, thus, there is no need to continue learning grammar in level C1. If we do not make an attempt to solve this problem, it might lead to a dangerous outcome- the level of the English language proficiency may fall down drastically.
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Culicover, Peter W., and Ray Jackendoff. "The View from the Periphery: The English Comparative Correlative." Linguistic Inquiry 30, no. 4 (October 1999): 543–71. http://dx.doi.org/10.1162/002438999554200.
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The English comparative correlative construction (e.g., The more you eat, the fatter you get) embeds like an ordinary CP, and each of its clauses displays an ordinary long-distance dependency. However, the connection between the two clauses is not ordinary: they are connected paratactically in syntax, but the first clause is interpreted as if it were a subordinate clause. The construction's mixture of the general and the idiosyncratic at all levels of detail challenges the distinction between “core” and “periphery” in grammar and the assumption that some level of underlying syntax directly mirrors semantic structure.
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Kozlova, Lyudmila, and Nadejda Trubochkina. "Graphic and Functional Algorithms of Sequence of Tenses in English Grammar for the Effective Education and Automated Systems of Text Synthesis and Editing." Journal of Language and Education 1, no. 4 (December 1, 2015): 15–25. http://dx.doi.org/10.17323/2411-7390-2015-1-4-15-25.
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The article describes the optimal graphic language of presenting and studying English grammar using information technology. Among the studies on the use of graphics in teaching a foreign language, there are mostly descriptions of static objects. The authors propose to use a universal graphic language for describing processes. The authors suggest theoretical foundations of visualization of the English grammar rules using time-sequential conversion scale in the sequence of tenses transformation. The research question is the method of archiving knowledge of English grammar to simplify and speed up the memorization and to increase the volume of information memorized. To achieve this goal, the authors used a graphic algorithmization of the English grammar and visualization of grammar rules, as well as the comparative monitoring of the knowledge gained. As part of research, a series of experiments on the visualization of the rules of sequence of tenses were conducted in student groups. The research showed that a simple language of symbols facilitates and accelerates the memorization of English grammar. Systematic tabulation of grammar rules, where each verb tense gets its finished graphic image, becomes easy to understand and quick to memorize. The application of the presented approach is the following: effective linguistic education, local and global automatic synthesis system and text editing.
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van der Auwera, Johan, and Dirk Noël. "Raising: Dutch Between English and German." Journal of Germanic Linguistics 23, no. 1 (February 15, 2011): 1–36. http://dx.doi.org/10.1017/s1470542710000048.
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As a complement to C. B. van Haeringen's classic comparative study (1956) that positioned the grammar of Dutch in between the grammars of English and German, this study compares the productivity of three kinds of “raising” patterns in these languages: Object-to-Subject, Subject-to-Object, and Subject-to-Subject raising. It establishes the extent to which Dutch, as well as English and German, have evolved from the old West Germanic starting point these languages are assumed to have shared in this area of grammar. The results are a test case for Hawkins' (1986) case syncretism account of the difference in “explicit-ness” between the grammars of English and German.*
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Agustini, Siti, Norita Prasetya Wardhani, and Evy Nur Amalina. "Improving Students’ Grammar Skill Through Student Centered Learning at ITATS." English Focus: Journal of English Language Education 1, no. 2 (July 2, 2018): 77–85. http://dx.doi.org/10.24905/efj.v1i2.32.
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English is an International language which is used by so many people to interact with people from other countries. Good English ability is needed by students to support learning process and working after the students graduate from university. Grammar is a point of language. By knowing and understanding correct grammar, so, their English is better. The aim of this research was to give proposal of English learning to improve students' grammar ability. The method used was students’ center learning using presentation in the class. The materials were simple present and perfect, future simple tense, modal, comparative, and passive voice. This research was conducted on 33 students in ITATS. The result of this research was 87% of students got to increase score for post-test and 30% of students passed the score. Thus, students’ center learning method was effective to increase students' grammar ability.
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Rutten, Gijsbert. "‘Lowthian’ Linguistics across the North Sea." Historiographia Linguistica 39, no. 1 (March 22, 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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Aor, Terfa. "Phonological Effects and Functions of English Loan-words on the Tiv Grammar." African Social Science and Humanities Journal 2, no. 1 (March 26, 2021): 35–46. http://dx.doi.org/10.57040/asshj.v2i1.26.
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There is no human language that is devoid of borrowing loan-words from a parent language to its own (recipient) language. When loan-words are injected into a recipient language, there are certain phonological effects that such words have on the grammar of such a language. This paper critically discusses the phonological implications and functions of English loan-words on Tiv the grammar. The objectives of this paper are to: classify phonological implications of English loan-words on the grammar of Tiv language; discuss the implications of English loan-words on Tiv grammar; explore the phonological functions of English loan-words; and, state reasons that necessitate borrowing of loan-words. The author used primary and secondary sources. The researcher used participant-observer technique as his primary source and documentary sources were used. It has been found out that most English loan-words have no substitutes in Tiv; loan-words have expanded the vocabulary of the Tiv grammar; the original syllabic structure of most loan-words changed from close to open syllables; and epenthetic letters are added to break consonant clusters, for plurality and as a hiatus repairing strategy. It has been recommended that papers should be churned out in the areas of historical, comparative and contact linguistics. Lecturers should give assignments or project topics on phonologically related processes.
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Rahmanadia, Hyunisa. "Ditransitive Construction in English, Hungarian, Turkish, and Indonesian Language." Loquen: English Studies Journal 14, no. 2 (December 19, 2021): 77. http://dx.doi.org/10.32678/loquen.v14i2.5093.
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Abstract: Every language shows a different way of expressing ditransitive construction. Thus, the present study aims to investigate and compare the important elements exhibit in the languages under discussion in constructing ditransitive sentences. This paper is a qualitative study. The data comes from detailed written grammar texts, corpora, and interviews with native language speakers. The results show that the languages play with the word order to weigh the focus of sentences. English and Indonesian language do not apply any case-marking to mark the function of the noun phrase. However, in the basic prototypical ditransitive construction, Hungarian and Turkish languages apply an accusative marker to mark the theme and a dative marker to mark the recipient. On the other hand, the verbs’ affixation also affects the semantic property of the ditransitive verbs in the Indonesian language. It is also revealed that the languages use the same ditransitive construction to express genuine transfer and beneficial transfer.Keywords: ditransitive construction, cognitive grammar, comparative study.
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Zhang, Yibing. "Revelations on Grammar Teaching Based on an Analysis on Syntactic Structure of Transformational Generative Grammar and Metafunctions of Systemic Functional Grammar." International Journal of Linguistics, Literature and Translation 5, no. 10 (October 9, 2022): 72–87. http://dx.doi.org/10.32996/ijllt.2022.5.10.9.
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English has become one of the compulsory subjects for students in China. As a foreign language, especially one whose grammatical structure is, in some sense, diverse from learners’ mother tongue, it requires teachers to research proper methods to present syntactic patterns for students’ sake. When teachers turn to linguistics, there are two well-known theories about syntax from different points of perspective. They are transformational-generative grammar, proposed by Chomsky, and systemic functional grammar by Halliday. Concerned that most beginners may be challenged to be exposed to a totally new language that embraces foreign cultures; hence, learners are supposed to start with what is called the most fundamental syntax---the five basic English sentence patterns. As for teachers, it is necessary to analyze those sentence patterns and come up with practical teaching methods so that they can help learner study more efficiently. In this sense, this essay is far too meaningful. This dissertation aims to reveal the potential relations between the two theories in analyzing the five sentences as part of the efforts to seek more appropriate ways of discussing English syntactic features. Also, hopefully, it may bring some enlightenment to teachers. The method this paper applied is comparative analysis. After the research, the two theories have their place in explaining different types of sentences.
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Sembiring, Novalina. "Contrastive Analysis of British and American English in Relation To Teaching English as a Foreign Language." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 2 (May 8, 2021): 2367–72. http://dx.doi.org/10.33258/birci.v4i2.1938.
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This research was a descriptive research which was aimed at finding out the similarities, dissimilarities and the contributions of the contrastive analysis on teaching English as a foreign language. The data of this research were collected through library and internet sources. The researchers use comparative descriptive method to analyse the data. The obtained results was the comparison of American and British English in vocabulary, grammar, spelling, pronunciation and the contributions of them in teaching English as a foreign language. The research finding shows that British and American English are very similar in many aspects. Even though British and American English are mostly similar, they also have some differences. The difference of British and American English can be found in terms of vocabulary, grammar, spelling and pronunciation. Among them, vocabulary is the largest one. It is suggested that lecturers and teachers aware of the similarities and differences between British and American English in teaching English as a foreign language so that it will lead to the successful teaching of English including its varieties.
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Szmrecsanyi, Benedikt, Jason Grafmiller, Benedikt Heller, and Melanie Röthlisberger. "Around the world in three alternations." English World-Wide 37, no. 2 (June 24, 2016): 109–37. http://dx.doi.org/10.1075/eww.37.2.01szm.
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We sketch a project that marries probabilistic grammar research to scholarship on World Englishes, thus synthesizing two previously rather disjoint lines of research into one unifying project with a coherent focus. This synthesis is hoped to advance usage-based theoretical linguistics by adopting a large-scale comparative and sociolinguistically responsible perspective on grammatical variation. To highlight the descriptive and theoretical benefits of the approach, we present case studies of three syntactic alternations (the particle placement, genitive, and dative alternations) in four varieties of English (British, Canadian, Indian, and Singapore), as represented in the International Corpus of English. We report that the varieties studied share a core probabilistic grammar which is, however, subject to indigenization at various degrees of subtlety, depending on the abstractness of the syntactic patterns studied.
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Ali, Akbar, Muhammad Anees, and Bilal Khan. "Passivization in Pashto and English: A Comparative Analysis." Global Regional Review IV, no. III (September 30, 2019): 45–54. http://dx.doi.org/10.31703/grr.2019(iv-iii).06.
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The present research work intends to analyze and compare the sentence structures in English and Pashto Language. The researcher has focused mainly on the passivization process in this regard. The primary reason for the research is to highlight the similarities and differences between the passivization processes in both languages. Moreover, the researcher has delimited the study to tenses used in both the languages. The study follows qualitative method of research where the researcher has collected the data for the English passivization from the various grammar books while for the collection of data in the form of Pashto passive structures, the researcher has used test as research tools. The researcher has compared the passivization process in each tense between English and Pashto in the data analysis chapter. The study highlighted some similarities but many differences in the passivization process in English and Pashto languages.
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Busso, Lucia. "An investigation of the lexico-grammatical profile of English legal- lay language." Language and Law=Linguagem e Direito 9, no. 1 (2022): 146–84. http://dx.doi.org/10.21747/21833745/lanlaw/9_1a7.
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The article presents a study on the lexico-grammar of the genre ofEnglish legal-lay language (Tiersma 1999), using the English subcorpus of theCorIELLS corpus (Busso forthcoming). The study explores four grammaticalconstructions (in Goldberg 2006’s Construction Grammar sense): nominalisationsheading prepositional phrase attachments, modal verb constructions, participialreduced relative constructions, and passive constructions. Specifically, we usecollostructional analysis (Stefanowitsch 2013), followed by a vocabulary analysisusing English core vocabulary as a reference (Brezina and Gablasova 2015), anda comparative frequency analysis with corpora of legal language and general-domain written prose. Results of this first part of the study foreground how legal-lay language is quantitatively different from both neighbouring genres, suggestingthat it might be considered a “blended” genre. We further explore the data in termsof accessibility for speakers, using readability metrics and a survey on Englishparticipants. Both methods show that legal-lay language is at an intermediatelevel of complexity between legal jargon and general-domain prose; however, wefurther note that readability metrics generally underestimate speakers’ ability tocomprehend legal-lay language.
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Rossouw, Ronel, and Bertus van Rooy. "Diachronic changes in modality in South African English." English World-Wide 33, no. 1 (February 13, 2012): 1–26. http://dx.doi.org/10.1075/eww.33.1.01ros.
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In this paper we aim to contribute to both the synchronic and diachronic description of the grammar of South African English (SAfE) in its written register. In the handful of previous studies on the variety’s grammar (e.g. Bowerman 2004b) the traditional method of pointing out peculiarities has restricted its research potential to a great extent, whereas we now endeavour to move in the opposite direction of full description in the hope of creating a comparative platform with other Southern Hemisphere Englishes (SHEs). A historical corpus of written SAfE is used to trace the path of modality from the 19th to the late 20th century as preserved in letters, newspapers and fictional writing. The findings are, firstly, that modals decline only in the second half of the 20th century, after remaining relatively stable throughout the 19th and first half of the 20th century, and, secondly, that semi-modals do not increase in usage to the same extent as observed for other varieties of English. These patterns are attributed to a number of forces: trade-off relations between different modals to move away from excessive politeness to more direct forms, and developments within particular registers that favoured or disfavoured the use of specific modals.
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Miyamoto, Yoichi, and Kazumi Yamada. "On null arguments and phi-features in second language acquisition." Journal of Japanese Linguistics 36, no. 2 (November 26, 2020): 179–223. http://dx.doi.org/10.1515/jjl-2020-2024.
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AbstractSaito, Mamoru. 2007. Notes on East Asian argument ellipsis. Language Research 43. 203–227 argues that argument ellipsis (AE) is available only in languages that lack phi-feature agreement. Accordingly, Japanese, but not English, permits AE. Under Saito’s theoretical framework, this paper compares experimental data from L1 Japanese learners of L2 English (J-EFL) and L1 English learners of L2 Japanese (E-JFL). Given that sloppy and quantificational reading arises from an ellipsis operation (Hankamer, Jorge & Sag, Ivan. 1976. Deep and surface anaphora. Linguistic Inquiry 7. 391–426, Takahashi, Daiko. 2008. Noun phrase ellipsis. In Miyagawa, Shigeru & Saito, Mamoru (eds.), The Oxford handbook of Japanese linguistics, 394–422. Oxford: Oxford University Press, among others), we hypothesize that J-EFL learners, but not E-JFL learners, allow the reading in point with null arguments: AE is available only in the grammar of J-EFL learners, forced by the lack of phi-features in their L2 English grammar, due to L1 transfer. The results from our main study adopting a truth value judgement task supported the hypothesis. Based on our finding, we suggest that correct L2 phi-feature specification can ultimately be obtained when no phi-features are present in L1 (Ishino, Nao. 2012. Feature transfer and feature learning in universal grammar: A comparative study of the syntactic mechanism for second language acquisition. Doctoral dissertation: Kwansei Gakuin University, Miyamoto, Yoichi. 2012. Dainigengo-ni okeru hikenzaiteki-na yōso-ni kansuru Ichikōsatsu [A study on null elements in second language acquisition]. Paper presented at the 84th ELSJ annual general meeting: Senshu University, 26 May).
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Liceras, Juana M., and Raquel Fernández Fuertes. "Subject omission/production in child bilingual English and child bilingual Spanish: the view from linguistic theory." Probus 31, no. 2 (September 25, 2019): 245–78. http://dx.doi.org/10.1515/probus-2016-0012.
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Abstract In bilingual child language acquisition research, a recurrent learnability issue has been to investigate whether and how cross-linguistic influence would interact with the non-adult patterns of omission/production of functional categories. In this paper, we analyze the omission/production of subject pronouns in the earliest stage English grammar and the earliest stage Spanish grammar of two English–Spanish simultaneous bilingual children (FerFuLice corpus in CHILDES). We base this analysis on Holmberg’s (2005, Is there a little pro? Evidence from Finnish. Linguistic Inquiry 36. 533–564) and Sheehan’s (2006, The EPP and null subjects in Romance. Newcastle: Newcastle University PhD dissertation) formulation of the null subject parameter and on Liceras et al.’s (2012, Overt subjects and copula omission in the Spanish and the English grammar of English-Spanish bilinguals: On the locus and directionality of interlinguistic influence. First Language 32(1–2). 88–115) assumptions concerning the role of lexical specialization in cross-linguistic influence. We have conducted a comparative analysis of the patterns of production/omission of English and Spanish overt and null subjects in two bilingual children, on the one hand, versus the patterns of production/omission of one monolingual English child and one monolingual Spanish child, on the other. The results show that while there is no conclusive evidence as to whether or not English influences the higher production of overt subjects in child bilingual Spanish, the presence of null subjects in Spanish has a positive influence in the eradication of non-adult null subjects in bilingual English. We argue that in a bilingual situation, as compared to a monolingual one, lexical specialization in one of the languages of the bilinguals (the availability of an overt and a null realization of the subject in Spanish) facilitates the acquisition of the other language.
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Sokolova, Alina, and Julia Fedurko. "Innovative process of education: non-finite verbal paradigm development as a proof of the English language pidginization." E3S Web of Conferences 210 (2020): 21017. http://dx.doi.org/10.1051/e3sconf/202021021017.
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This article deals with the question of whether English was subject to pidginization or not. Different points of view are presented but to answer the question definitely is not possible since there are no specific criteria to define a language as a contact one. However, the necessary external conditions for pidginization actually existed in the history of the English language, and a mechanism similar to the mechanism of the creolization process took place. This conclusion can be proved by the analysis of different elements of the English grammar. This article presents the results of the comparative diachronic research of non-finite verbal paradigm in the English language.
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Doboș, Daniela. "The First Major Grammars of English and Romanian: A Comparative Approach." Linguaculture 11, no. 2 (December 10, 2020): 45–62. http://dx.doi.org/10.47743/lincu-2020-2-0171.
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If the history of the English language is the story of its written texts, the same holds true for the history of the Romanian language, and in both cases the first grammars played a major part in the shaping up of the respective vernaculars. The paper proposes a comparative approach to the beginnings of codified grammars in English and Romanian, with a focus on those that are deemed to be the first major works– Robert Lowth’s A Short Introduction to English Grammar (1762) and Samuil Micu and Gheorghe Şincai’s Elementa linguae daco-romanae sive valachicae (1780). This approach considers topics such as why grammars might have been desirable in the eighteenth century (the political factor), and the functions of ‘grammars’, which are relevant in both cases; what language was actually codified, as well as the role of Latin in this enterprise, since it is worth noting that while English and Romanian belong in different language families, Latin was a formative element in both, ever since the territories of the two respective countries marked the North-Western and South-Eastern borders of the Roman Empire.
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Muravev, Yury. "TEACHING LEGAL ENGLISH TRANSLATION BY THE CASE METHOD IN RUSSIAN-ENGLISH LANGUAGE PAIR." Humanities & Social Sciences Reviews 8, no. 4 (September 10, 2020): 961–71. http://dx.doi.org/10.18510/hssr.2020.8493.
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Purpose of the study: The study aims to find parallels between legal translation practice and training by analyzing the case study methods' capabilities and limitations in academic institutions. It presents a comparative research of various situations of professional communication and legal documents employed as learning tools for the case study method in a classroom environment.
Methodology: The primary methods used in this research are case study method, analysis of ESP teaching materials, methods of comparative linguistics, descriptive statistics, and translation studies. The study rests on the use of translation techniques in Russian-English translation of case briefs that is why the author used algorithm-based machine translation software and grammar analysis software for in-depth analysis of legal documents.
Main Findings: Regular exercise following the suggested patterns of language training based on comparative legal case studies improves the relative translation competence and students' readiness for written and oral 'on-the-spot' translation in Russian-English language pair. It develops professional cross-cultural communication skills at the end of the final semester of Legal English training.
Applications of this study: The results of the research, including the suggested exercise patterns for implementing the case study method in teaching Russian-English translation, may be used as Legal English learning tools. Besides, some results of the research may contribute to the improvement of output quality of machine translation systems and the development of legal tech software.
Novelty of this study: The article presents a case study method used in legal translation training and task design for advanced levels of Legal English. The secondary goal is to find teaching methods that may enhance the learning motivation of Legal English students by realistic scenarios of business simulation games. The novelty aspect is the practical use of adjustable frames in task design.
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Aziez, Shinta. "VERB FEATURE DIFFERENCES IN INDONESIAN AND ENGLISH IMPERATIVE SENTENCES: A CONTRASTIVE ANALYSIS STUDY." Lexeme : Journal of Linguistics and Applied Linguistics 1, no. 1 (March 27, 2019): 1. http://dx.doi.org/10.32493/ljlal.v1i1.2477.
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AbstractThis study contrasted verb features that exist in Indonesian and English imperative sentences. The contrastive analysis is used to make the second language or foreign language learners understand more easily on the target language being learnt. In this case, the study tried to contrast Indonesian language as L1 and English as L2. The data that were used in this study were taken from two sources; Indonesian and English Grammar. The grammar was sorted specifically only on imperative sentences that were collected through attentive observation method and is continued by notetaking technique. Hence, some imperative sentences that were collected were then be analyzed by comparing language units with determining tools in form of comparative relationship between all determining elements that are relevant with all the determined language units. The result revealed that there were some similarities and differences in the verb features of Indonesian and English imperative sentences. Both Indonesian and English mostly use base verb to form imperative sentences, in some cases, they also use suffixes. Also, they attach marker words to form negative and to soften the imperative sentence. On the contrary, some contrasts were found in the existence of passive form, the use of suffixes, the distribution of some markers, the use of auxiliary verbs, and the existence of inversion form.Keywords: Contrastive Study, English, Imperative sentences, Indonesian, Verb Features
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McWhorter, John. "The Diachrony of Predicate Negation in Saramaccan Creole." Studies in Language 20, no. 2 (January 1, 1996): 275–301. http://dx.doi.org/10.1075/sl.20.2.03mcw.
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Unlike most Caribbean English-based creoles, Saramaccan has two predicate negator allomorphs, á and ná. While aspects of their distribution suggest that the former is simply a phonologically eroded reflex of the latter, synchronic, diachronic, and comparative evidence indicate that á actually resulted from a phonological coalescence of a resumptive pronominal and the following original negator, in the context of topic-comment constructions. This account explains predicate negator occurrences in the grammar which are otherwise anomalous. Furthermore, the analysis demonstrates that caution must be applied in the tendency to view Saramaccan as a repository of ontoge-netically primary creole features, or as an instantiation of Universal Grammar on view. Finally, the account leads to various conclusions about the role that topic-comment constructions play in diachrony, particularly relating to the various reanalyses that resumptive pronominals will undergo depending upon the grammar in question.
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Bhatti, Natalia, Ekaterina Kovsh, Elena Kharitonova, and Irina Sapranova. "Grammar aspect of English and German acquisition in Russian medium." E3S Web of Conferences 210 (2020): 21005. http://dx.doi.org/10.1051/e3sconf/202021021005.
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Bilingualism and multilingualism in education has become a reality in the modern multi-cultural world. In recent years, there have been numerous studies proving benefits from bilingual and multilingual approaches in education. Proficiency in second or third languages has many benefits starting from excellence in academic studies and easier access to global information resources and ending with personal awareness of cultural diversity of the world and global mobility. There is overwhelming evidence that English and German are the most popular languages chosen for the Unified State Exam in a foreign language in Russia. The study shows that a worthwhile investment of time and effort into grammatical aspect of language acquisition is of great value. The research is based on the data collected in an experiment involving 38 senior students of gymnasium 6 in Ivanteevka (Moscow Region, Russia). The result of the experiment proves the efficiency of the translanguaging approach to teaching English or German grammar. The successful formation of grammar skills in oral and written speech is based on the comparative analysis of the languages (L1, L2, L3). The mistakes which were predetermined by the differences in grammatical features of the target languages were eliminated by laying emphasis on developing mostly productive rather than reproductive skills. The cognitive exercises used the experiment enlarged the students` meta-disciplinary knowledge and helped them to master analytical skills. By comparing cultural, linguistic and social phenomena existing in L1, L2 and L3 the experimentees came to realize their belonging to the global community and the necessity of application of their language skills to successfully function as an equal member of this community. This approach could be widely used in comprehensive schools in the Russian Federation, adding to the positive effects on intellectual growth and enhancing students` linguistic, emotional and personal development.
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Dzhumayov, Georgi. "Acquiring the Interlingual Transfer of Temporal Forms (Bulgarian and English Language)." Bulgarski Ezik i Literatura-Bulgarian Language and Literature 63, no. 2 (April 9, 2021): 140–56. http://dx.doi.org/10.53656/bel2021-2-3-bg-engl.
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The present study demonstrates the application of modern methods for analysis of acquired knowledge of interlingual transfer at grammatical and semantic level of the temporal systems in indicative mood in modern Bulgarian, English and Spanish. The basic experiment, conducted for the first time in Bulgarian linguistics, consists of two parts and aims to check in a comparative way the degree of acquisition of the temporal categories in English and Spanish by native Bulgarian students. The experiment consists of contrastive examples in declarative affirmative sentences, which illustrate their use. The analysis of the results of the acquired knowledge of transfer from a native to a foreign language is a basis for refining the work of the teacher in the field of grammar.
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Ozyumenko, Vladimir. "Modality in English and Russian Legislative Discourse: A Comparative Study." Respectus Philologicus 22, no. 27 (October 25, 2012): 37–44. http://dx.doi.org/10.15388/respectus.2012.27.15335.
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This paper deals with the verbalization and functioning of modality in English and Russian legislative discourse. By comparing the means of modality in English and Russian legislative texts, both in their qualitative and quantitative aspects, it makes an attempt to explain the revealed differences. The data were collected through a comparative study of the English and Russian versions of the UN Charter and the Consolidated Version of the Treaty on European Union. The quantitative results confirm that the English language, as compared to Russian, has a more sophisticated set of modals which are used more regularly. The qualitative findings show some differences in the choices of linguistic forms and communicative strategies. Sociolinguistic and cognitive analyses were then conducted, suggesting that these differences are rooted in culture; that is, in social organization, cultural values, the concept of self, and the relations between authority and individuals. The results advocate the idea that grammar is an ideological instrument for the categorization and classification of things that happen in the world (Thornborrow 2002). Alongside other aspects of language, it provides a lot of sociocultural information. The results are relevant to the study of translation and intercultural communication, as well as to ESL teaching.
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Xiaomei, Mai, and Mai Quansheng. "The Efficacy of Song Education to Develop English Proficiency for Chinese EFL Majors." English Language Teaching 11, no. 12 (November 22, 2018): 166. http://dx.doi.org/10.5539/elt.v11n12p166.
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This paper intends to examine the efficacy of song education to develop English proficiency in China’s EFL context. By conducting a comparative study between two parallel classes and analyzing the results of forty-eight questionnaires, the paper reveals the following: 1) song education can help improve pronunciation and intonation skills to a great extent; 2) only carefully selected songs can be evidently helpful with the acquisition of vocabulary and grammar; and 3) song education makes it possible for students to be more culturally informed and culturally interested. Thus this paper casts some light on how song education can be employed as an effective strategy to develop English proficiency for English majors in China.
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Cadiz-Gabejan, Alona Medalia. "A Comparative Study on the English Proficiency of Students from Public and Private Schools." Journal of English Language Teaching and Applied Linguistics 4, no. 3 (June 27, 2022): 10–23. http://dx.doi.org/10.32996/jeltal.2022.4.3.2.
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Previous studies showed that educational context factors like schools could influence the English proficiency of students. One of the greatest predictors of proficiency among language learners is the type of school they are attending – either public or private. Empirical data also suggested that English proficiency had an impact on students’ performance in science and math courses. Hence, this study examined which type of senior high school (SHS) – public or private school – could produce more proficient students in using the English language. The data gathering process focused on SHS students from both public and private schools, who were enrolled in the academic track of Science, Technology, Engineering, and Mathematics (STEM). The study investigated their English proficiency and looked into their profile variates; the difference in their English proficiency in terms of grammar, vocabulary, and reading comprehension, which turned out to be significant whether they were in a public school or private school; the relationship between their English Proficiency and the type of school they attended which was also significant; and the relationship between their English proficiency and their academic performance in English courses which was found to have nothing to do with the former.
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Grafmiller, Jason, and Benedikt Szmrecsanyi. "Mapping out particle placement in Englishes around the world: A study in comparative sociolinguistic analysis." Language Variation and Change 30, no. 3 (October 2018): 385–412. http://dx.doi.org/10.1017/s0954394518000170.
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AbstractThis study explores variability in particle placement across nine varieties of English around the globe, utilizing data from the International Corpus of English and the Global Corpus of Web-based English. We introduce a quantitative approach for comparative sociolinguistics that integrates linguistic distance metrics and predictive modeling, and use these methods to examine the development of regional patterns in grammatical constraints on particle placement in World Englishes. We find a high degree of uniformity among the conditioning factors influencing particle placement in native varieties (e.g., British, Canadian, and New Zealand English), while English as a second language varieties (e.g., Indian and Singaporean English) exhibit a high degree of dissimilarity with the native varieties and with each other. We attribute the greater heterogeneity among second language varieties to the interaction between general L2 acquisition processes and the varying sociolinguistic contexts of the individual regions. We argue that the similarities in constraint effects represent compelling evidence for the existence of a shared variable grammar and variation among grammatical systems is more appropriately analyzed and interpreted as a continuum rather than multiple distinct grammars.
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Ishag, Adil, Claus Altmayer, and Evelin Witruk. "A comparative self-assessment of difficulty in learning English and German among Sudanese students." Journal of Language and Cultural Education 3, no. 2 (May 1, 2015): 32–38. http://dx.doi.org/10.1515/jolace-2015-0012.
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Abstract It is generally assumed that self-assessment plays a profound role in autonomous language learning and, accordingly, leads to learner independency. It encourages learners to prospect their own language learning processes and provides them with feedback of their learning progress. Self-assessment also raises the awareness of learners’ individual needs among both students and teachers alike and will therefore contribute to the development of the whole learning process. The purpose of the current study is to explore and compare – through self-assessment – the level of perceived difficulty of the overall foreign language learning and language skills among Sudanese students enrolled at the English and German language departments respectively, at the University of Khartoum in Sudan. A representative sample composed of 221 students from the two departments have been asked to self-evaluate and rate the overall language difficulty and areas of difficulty in language skills, as well as their own language proficiency. The results indicate that German language is relatively rated as a difficult language in comparison to the English language and that German grammar was also rated as more difficult. However, students rated the pronunciation and spelling of German language as easier than in English language. Concerning the language skills, reading and speaking skills were reported as more difficult in German, whereas writing and listening tend to be easier than in English. Finally, students’ academic achievements have been self-reported.
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Ayodimeji, Akintoye, Festu. "A Comparative Study of French and English Auxiliary Verbs." IJOHMN (International Journal online of Humanities) 4, no. 4 (August 4, 2018): 1–16. http://dx.doi.org/10.24113/ijohmn.v4i4.52.
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Auxiliary verbs in English and French languages are very germane in constructing sentences in both languages. Therefore, this study examines the way auxiliary verbs are used in English and French Languages; and some features where learners of either language may encounter some difficulties in the course of learning. Our attention is drawn to auxiliary verbs because verb is what that makes any sentence functions the way it is. Verb is one of the most important parts of speech in French grammar and also in English .It is through verb that one knows when an action takes place. When a verb helps another verb to form one of its tenses in a sentence, such verb can be said to be auxiliary. This paper also focuses on auxiliary verbs and how verbs are used in the past and present indications. Auxiliary verbs cannot stand or function alone without relying on the main verb in both English and French languages. Finally, we shall concurrently consider in this paper how semi-auxiliary verbs function as modal auxiliary in French.
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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 (September 16, 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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Hovhannisyan, Anahit. "Contrastive Study of the Conjunction ‘and’ in English and Armenian." Translation Studies: Theory and Practice 1, no. 1 (June 30, 2021): 19–28. http://dx.doi.org/10.46991/tstp/2021.1.1.28.
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In linguistics the structuring role of conjunctions is emphasized, whereas its pragmatic and contrastive study is often foregrounded. Conjunction may be prerequisite for contrastive study.
The present research is mainly aimed at establishing semantic – functional characteristics of the conjunction “and”, as well as identifying its equivalents in Armenian translation. In other words only one translation direction is investigated, namely English to Armenian. The merit of this research lies in the fact that the study of conjunction from contrastive perspective reveals structural similarities and dissimilarities of the source language and the target language.
Contrastive study can be used to get new insights into syntax and the findings of this analysis can prove to be useful in such fields as comparative grammar, pragmatics, second-language teaching, etc.
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Verma, Aishwarya R. "Comparative Analysis of Language Translation and Detection System Using Machine Learning." International Journal for Research in Applied Science and Engineering Technology 9, no. 8 (August 31, 2021): 1200–1211. http://dx.doi.org/10.22214/ijraset.2021.37577.
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Abstract: Words are the meaty component which can be expressed through speech, writing or signals. It is important that the actual message or meaning of the words sent must conveys the same meaning to the one receives. The evolution from manual language translator to the digital machine translation have helped us a lot for finding the exact meaning such that each word must give at least close to exact actual meaning. To make machine translator more human-friendly feeling, natural language processing (NLP) with machine learning (ML) can make the best combination. The main challenges in machine translated sentence can involve ambiguities, lexical divergence, syntactic, lexical mismatches, semantic issues, etc. which can be seen in grammar, spellings, punctuations, spaces, etc. After analysis on different algorithms, we have implemented a two different machine translator using two different Long Short-Term Memory (LSTM) approaches and performed the comparative study of the quality of the translated text based on their respective accuracy. We have used two different training approaches of encodingdecoding techniques using same datasets, which translates the source English text to the target Hindi text. To detect the text entered is English or Hindi language, we have used Sequential LSTM training model for which the analysis has been performed based on its accuracy. As the result, the first LSTM trained model is 84% accurate and the second LSTM trained model is 71% accurate in its translation from English to Hindi text, while the detection LSTM trained model is 78% accurate in detecting English text and 81% accurate in detecting Hindi text. This study has helped us to analyze the appropriate machine translation based on its accuracy. Keywords: Accuracy, Decoding, Machine Learning (ML), Detection System, Encoding, Long Short-Term Memory (LSTM), Machine Translation, Natural Language Processing (NLP), Sequential
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Zeng, Zhilan, Subadrah Madhawa Nair, and Walton Wider. "A Comparative Study of Chinese EFL Undergraduates’ Pragmatic Competence in English Letter Writing Between Urban and Suburban Universities." World Journal of English Language 12, no. 6 (September 6, 2022): 377. http://dx.doi.org/10.5430/wjel.v12n6p377.
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In this era of globalization, pragmatic competence plays a vital role in cross-cultural communication. The objective of this study is to investigate whether location is a key factor influencing Chinese EFL undergraduates’ pragmatic competence in English letter writing by comparing urban and suburban universities. This study adopted a descriptive research design. The samples of the study were 450 Chinese college students, with 225 from a university located in an urban city (Guangzhou) and another 225 from a university located in a suburban city (Yiyang). All the participants in this study took an English letter writing test and their writings were analyzed from the perspectives of choice of vocabulary, grammar, syntax and organization. The findings from quantitative data indicated that the overall pragmatic competence of the students from an urban university was better than that of the students from a suburban university. Specifically, there was a significant difference in the overall pragmatic competence, choice of vocabulary, grammar, syntax between an urban university and a suburban university, whereas there was no significant difference in organization. Pedagogically, the findings suggest that pragmatic competence and learning environment should be taken into consideration and lecturers could adopt flexible and feasible approaches applicable to students living in different parts of the world.
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Łyskawa, Paulina, Ruth Maddeaux, Emilia Melara, and Naomi Nagy. "Heritage Speakers Follow All the Rules: Language Contact and Convergence in Polish Devoicing." Heritage Language Journal 13, no. 2 (August 31, 2016): 219–44. http://dx.doi.org/10.46538/hlj.13.2.7.
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We use a comparative variationist framework to compare variable word-final obstruent devoicing patterns in heritage Polish, English and homeland Polish in conversational speech. Phonological and lexical factors are shown to condition this variation differently in the three varieties. We have a particular interest in one other factor relevant to heritage speakers: the amount of code-switching between Polish and English by each speaker. We show that, for second generation heritage speakers, individuals’ code-switching rates are positively correlated with their rates of devoicing. Based on the qualitatively and quantitatively different devoicing patterns of heritage Polish speakers, compared to both homeland Polish and Toronto English, we argue that the phonological grammar of this group of speakers constitutes a convergence of the heritage language and the dominant language’s grammars and suggest that frequent codeswitching provides the context in which these speakers’ knowledge of Polish and English patterns converge.
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Maclagan, Margaret. "Review of Peters, Collins & Smith (2009): Comparative Studies in Australian and New Zealand English: Grammar and Beyond." English World-Wide 33, no. 1 (February 13, 2012): 112–15. http://dx.doi.org/10.1075/eww.33.1.08mac.
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Dyadya, Valentina. "LINGUISTIC FEATURES OF THE LANGUAGE SYSTEM AS THE INFLUENCING FACTOR ON THE STUDY PROCESS (using the material in English and Spanish)." Problems of General and Slavic Linguistics, no. 3 (July 1, 2019): 16–24. http://dx.doi.org/10.15421/251903.
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The object of the research in this article is the features of teaching English and Spanish. The subject of the research is the influence of these features on the process of learning these languages. The considerable attention is paid to the problem of teaching foreign languages that are different from English and the demand for Spanish in the educational services market. The didactic features and difficulties of teaching pronunciation, vocabulary and grammar of the languages as well as the main impact factors of the system of language on the teacher’s activities are described in detail. The purpose of the study is to reveal the features of the systems of learning English and Spanish, the effect of these features on the organization of the educational process and on the actual process of learning these languages in its various aspects. The research method in this article is a contrastive-comparative analysis of the phonetics, vocabulary and grammar of English and Spanish languages as well as the analysis of their own experience in teaching these languages and the difficulties arisen in this process. The result of the study. This study has revealed the influence of the linguistic characteristics of foreign languages on the didactic features of their study and teaching. The practical importance is seen directly in applying the results in the educational process, namely in its organization, the choice of methods of teaching English and Spanish. The main author’s conclusions are as follows: 1) the issue of teaching and learning foreign languages other than English is not sufficiently covered in the methodology as English is taught mostly; 2) considering that the number of people who speak English is growing, there is a demand for other international languages, in particular, Spanish; 3) English and Spanish have common features, but significantly more differences in phonetics, vocabulary and grammar; 4) such differences affect not only the course of a particular lesson, but the organization of the course of study as a whole.
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Muka, Rina, and Irida Hoti. "FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)." Knowledge International Journal 28, no. 7 (December 10, 2018): 2319–24. http://dx.doi.org/10.35120/kij28072319r.
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The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.
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Muka, Rina, and Irida Hoti. "FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)." Knowledge International Journal 28, no. 7 (December 10, 2018): 2319–24. http://dx.doi.org/10.35120/kij29082319r.
Full textAbstract:
The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.
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Simonova, Ivana. "Blended approach to learning and practising English grammar with technical and foreign language university students: comparative study." Journal of Computing in Higher Education 31, no. 2 (April 2, 2019): 249–72. http://dx.doi.org/10.1007/s12528-019-09219-w.
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Bobuafor, Mercy. "Comparative constructions in Tafi." Journal of African Languages and Linguistics 42, no. 2 (October 1, 2021): 163–90. http://dx.doi.org/10.1515/jall-2022-2025.
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Abstract This paper describes the constructions and strategies available in Tafi, a KA-Ghana-Togo-Mountain language, for indicating relations of similarity, equality or superiority among two or more entities or events with respect to a property. Drawing on typological studies of comparison, I demonstrate that Tafi’s dedicated comparative constructions, that is, equivalents of English sentences like The pig is more dirty than the duck involve serial verb construction (SVC) subtypes. For superiority, the parameter (or property, ‘dirty’) of the comparison is expressed by the V1 in the SVC while V2 is the ‘exceed’ verb. For equality, the parameter is the V1 and the V2 is the ‘be.equal’ verb. The V2s in these SVCs co-lexicalise both the mark (e.g. ‘than’) and index (e.g. ‘more’) of the comparison. The paper discusses the contact-driven influences from areal grammar and from Ewe, the dominant lingua franca for Tafi speakers, on the linguistic expression of comparison. The ‘exceed’ comparative structure found in African languages has been attributed to areal grammaticalisation. I further argue that the operator verb sɔ/sɔ̃ ‘be.equal’ in the Tafi equality SVC is borrowed from Ewe. Similarity constructions involve the semblative nâsí. Similarity is also signalled through the verb yi ‘resemble’. I also explore the ordinal verb bhusó ‘do.first’ as a lexical comparative. Furthermore, I argue that Tafi, like many other Kwa languages, does not formally code a superlative. Superlative readings are inferred from the context and from non-dedicated linguistic indicators such as intensifiers.
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Waedaoh, Abdulloh, and Kemtong Sinwongsuwat. "Enhancing English Language Learners’ Conversation Abilities via CA-informed Sitcom Lessons." English Language Teaching 11, no. 12 (November 19, 2018): 121. http://dx.doi.org/10.5539/elt.v11n12p121.
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The study investigated the effectiveness of Conversation Analysis (CA)-informed sitcom lessons in enhancing conversation abilities of Thai learners of English. The participants included 42 high school students enrolled in an English for Communication course at a public high school in Southern Thailand. Through 15-week sitcom lessons, they were taught how to construct conversation sequences to accomplish such sequential actions as greeting and leave-taking, dis/agreement, new announcement, compliment, invitation, and request, as well as to collaboratively analyze conversations from the sitcoms and role-play them at the end of each lesson. Before and after the series of lessons, the participants were engaged in role-play conversations that were videotaped for subsequent assessment of their conversation abilities. The findings from both comparative statistical and close single-case analyses revealed significant improvements in all the aspects assessed especially regarding grammar and appropriacy. Therefore, it is recommended that EFL teachers should apply CA principles to teaching English conversation, integrating conversations from authentic materials such as sitcoms to strengthen English language learners’ conversation abilities.
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Lin, Ming Huei. "Effects of Data-Driven Learning on College Students of Different Grammar Proficiencies: A Preliminary Empirical Assessment in EFL Classes." SAGE Open 11, no. 3 (July 2021): 215824402110299. http://dx.doi.org/10.1177/21582440211029936.
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This article reports a pre–post comparative study investigating whether the data-driven learning (DDL) approach has different pedagogical effects on grammar students of English as a foreign language (EFL) with different levels of English proficiency. The study entailed a treatment group (TG) of 95 first-year undergraduates who learned grammar using DDL and a control group (CG) of 84 students who received no grammar treatment. Most of the participants were 18 or 19 years old, with only a few outliers, aged 17 or 20. The grammar performance and learning attitudes in both groups (their motivation and self-efficacy) were quantitatively examined through grammar achievement tests and a questionnaire. The data obtained from the groups were then compared at three proficiency levels: high, intermediate, and low. The results of an analysis of covariance show that in grammar performance, the proficiency levels in all the TG students rose significantly and in the posttest they outperformed their counterparts in the CG. However, neither the members of the TG nor those of the CG made any statistically significant improvement in their learning attitudes; no significant differences were found between the groups at any proficiency level. The mixed findings make an important contribution to the field, confirming that DDL is pedagogically suitable for enhancing the linguistic knowledge of university-level grammar learners, regardless of their proficiency, but warning that practitioners who treat the development of learner attitudes (e.g., motivation and self-efficacy) as important should be cautious with this approach.
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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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Kurtaj, Syzana. "The Use of Dictogloss Technique in Teaching Grammar Through Writing." European Journal of Language and Literature 7, no. 2 (October 1, 2021): 84. http://dx.doi.org/10.26417/693gkc38m.
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This research paper deals with how dictogloss technique and cooperative listening can be combined to promote the development of listening, writing and speaking skills of a second language learners. Data has been collected data from students’ of the 10th grade, who study in the Pre-university School ‘Luciano Motroni’ in Prizren. This research, include 80 students from them 33 boys and 47 girls. These students were chosen because they had mixed proficiency in English and they were more compatible with joining in listening, writing, reading and grammar. The methodology I used to conduct this research paper, include the dictogloss technique and means of comparative and analytical methods. The results have shown that the use of dictogloss technique in teaching grammar through writing is an effective and useful way to improve the students’ grammar.
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Medeiros, Carolina Lacerda. "A AQUISIÇÃO DA POSIÇÃO DO VERBO EM INGLÊS E ALEMÃO: UM ESTUDO COMPARATIVO | THE ACQUISITION OF VERBS IN ENGLISH AND GERMAN: A COMPARATIVE STUDY." Estudos Linguísticos e Literários, no. 54 (January 12, 2016): 8. http://dx.doi.org/10.9771/ell.v0i54.18104.
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<p><strong>Resumo:</strong> A literatura que discute a sintaxe do verbo nas línguas naturais em geral assume que as línguas V2 são aquelas em que o verbo flexionado ocupa a segunda posição na sentença, sendo a primeira posição ocupada por qualquer outro elemento. O alemão, assim como outras línguas germânicas, é caracterizado como uma língua de tipo V2. O inglês, por outro lado, não apresenta a ordenação de constituintes segundo a qual o verbo obrigatoriamente ocupa a segunda posição na sentença, tendo sido considerado uma língua V2 apenas em seu período arcaico. Este artigo procura fazer um breve estudo comparativo analisando a fala de duas crianças, uma adquirindo o alemão e uma adquirindo o inglês britânico, em diferentes momentos (1;9 até 3;3). Com base na tipologia de Vikner (1995) temos como objetivo verificar até que ponto as duas línguas se assemelham, no âmbito da sintaxe, e em que momento passam a se comportar como línguas distintas no que respeita à posição do verbo uma vez que, linearmente, o inglês apresenta o verbo em segunda posição nas sentenças simples. Como hipótese, temos que um ponto decisivo para a diferenciação das duas gramáticas seria a aquisição de encaixadas. Desse modo, a criança que adquire o alemão começaria a apresentar traços de uma gramática V2 a partir do momento em que adquire sentenças encaixadas, dado que, diferentemente do inglês, esta língua não apresenta verbo em segunda posição nas subordinadas. A criança adquirindo o inglês, por outro lado, mantém a ordem V2 linear nas encaixadas. O <em>corpus </em>utilizado neste trabalho é oriundo da base CHILDES e pode ser acessado <em>online</em>. O quadro teórico se baseia na noção de Gramática de Chomsky (1985), convencionada como Língua-I, que remete à possibilidade de se gerarem estruturas linguísticas e não, por exemplo, a um certo inventário de estruturas. Tais possibilidades são limitadas pela Gramática Universal, parte das faculdades inatas do ser humano, que dispõe de princípios imutáveis e parâmetros que podem ser fixados diferentemente em gramáticas particulares, determinando, assim, os limites de variação entre essas gramáticas (Chomsky & Lasnik 1993). Cada gramática particular, neste sentido, representa uma determinada parametrização dos princípios da Gramática Universal. A gramática do falante, na teoria gerativa, será, portanto, uma entidade individual: uma gramática particular internalizada na mente de cada indivíduo.</p><p><strong>Abstract:</strong> <em>The literature usually assumes that V2 languages are those in which the finite verb is on second position on the sentence, like it is in German. English, on the other hand, does not present the same linearization, so Vikner (1995) classified it as a residual V2-language. This paper aims to provide a comparative study analyzing the speech of two children, one acquiring German and the other acquiring European English, in different moments (1;9-3;3). Based on Vikner's typology, we try to verify how these two languages are syntactically alike and in which moment they begin to behave like different grammars, in what concern verb position, since, linearly, English also presents the verb in second position in matrix sentences. As a hypothesis, we believe that a crucial point in this differentiation would be the acquisition of subordinate sentences. In this sense, the child acquiring German would start presenting V2 grammar traces on the moment s/he acquires subordinate sentences, since, unlike English, this grammar do not present V2 in subordinate structures. The child acquiring English, on the other hand, would maintain the V2 linearization on subordinate sentences. This work is based on the CHILDES corpus, which can be accessed online. The theoretic framework is based on Chomsky's (1985) notion of Grammar as I-Language, that refers to the possibility to generate language structures and not, for example, a certain inventory of structures. Those possibilities are limited by the Universal Grammar, part of human's innate faculties, that is formed by immutable principles and parameters that can be differently fixed by different particular grammars determining the limits of language variation between those grammars. In this sense, each particular grammar represents a different parametrization of the Universal Grammar's principles. Each speaker's grammar, in this sense, will be an individual entity: a particular grammar internalized in the individual's mind</em><em>.</em></p><p>Keywords: <em>Language Acquisition; V2; Comparative Syntax; Generative Grammar.</em></p><p> </p>
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Poplack, Shana, and Sali Tagliamonte. "There's no tense like the present: Verbal -s inflection in early Black English." Language Variation and Change 1, no. 1 (March 1989): 47–84. http://dx.doi.org/10.1017/s0954394500000119.
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ABSTRACTThis article contributes to the understanding of the origin and function of verbal -s marking in the Black English grammar by systematically examining the behaviour of this affix in two corpora on early Black English. To ascertain whether the variation observed in (early and modern Black English) -s usage has a precedent in the history of the language, or is rather an intrusion from another system, we focus particularly on the linguistic and social contexts of its occurrence, within a historical and comparative perspective. Our results show that both third person singular and nonconcord -s are subject to regular, parallel environmental conditioning. The finding that both insertion and deletion are conditioned by the same factors suggests that verbal -s marking is a unitary process, involving both concord and nonconcord contexts. Moreover, the (few) variable constraints on verbal -s usage reported throughout the history of the English language remain operative in early Black English. These results, taken in conjunction with indications that -s marking across the verbal paradigm was a prestige marker in the dialect at some earlier point in time, lead us to hypothesize that the contemporary pattern might be a synchronic reflex of the constraint ranking on -s usage in the varieties of English that provided the linguistic model for the slaves. Many of the conditioning effects we report would have been subsequently overridden by the grammaticalization of -s as the Standard English agreement marker. We conclude that present-tense marking via verbal -s formed an integral part of the early Black English grammar.
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Farinde, Raifu O., and Happy O. Omolaiye. "Structural Variations of Adjective in English and Okpameri." Journal of Language Teaching and Research 12, no. 1 (January 1, 2021): 66. http://dx.doi.org/10.17507/jltr.1201.07.
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Adjectives indicate grammatical property of language. They give more information about nouns. The usage of adjective in utterances varies in languages. These variations often pose problem to ESL learners. Predicating on Contrastive Analysis, the study generated Okpameri data from oral sources and participatory observation. English data were got from the English grammar texts. From the findings, the two languages are grammatically marked for pre/post modifying adjective, predicative adjective, degree of adjective and order of adjective. However, the grammatical structure and usage of these adjectives differ. While English adjectives often pre-modify the headword, Okpameri adjectives usually post-modify the headword. Also, while English distinguishes between the use of “beautiful” and handsome for feminine and masculine genders respectively, Okpameri language resorts to using uni-gender “shemilushe” which its equivalent translation in English is either “beautiful or handsome”. As in the case of degree of adjective, suffixes are attached to the root-word to form comparative and superlative adjectives of the two languages. It has been observed that English adjectival pre-modification is consistent. However, Okpameri adjectives function as pre/post-modifiers. The study, therefore suggests that language teachers, particularly English language experts, should adopt systematic approach to the teaching of adjectives as this will broaden the knowledge of Okpameri ESL learners.